Students' Perceptions of Formative and Summative Assessment of Classroom Instruction at the College Level
Keywords:
students' perception, Formative Assessment, Summative Assessment, College LevelAbstract
Classroom assessment plays a crucial role in the educational process as it helps to determine students’ learning, identify areas of weakness and strengths, and guide teachers in developing effective classroom assessment techniques. This study explored students' perceptions regarding formative and summative assessment at the college level in Lahore City, Pakistan. The study employed a quantitative approach, using a questionnaire-based survey to gather primary data from 330 college students (1st year and 2nd year) using a convenience sampling technique. The results showed that male students have a significantly lower incidence rate of negative perceptions of formative and summative assessment than female students (AIRR = 0.394, 95% CI: 0.260-0.597, p < 0.00). However, no significant difference was found between private and public institutions (AIRR = 1.213, 95% CI: 0.795-1.851, p = 0.37). The study has implications for educational stakeholders, including policymakers, administrators, and instructors, who might benefit from the findings to improve assessment procedures in classroom instruction. Improving classroom strategies will also help in developing students’ interest in learning.
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