Exploring the Effectiveness of Formative and Summative Assessments in Enhancing Student Learning Outcomes: University Teachers Perspectives

Abstract

This study explored the effectiveness of formative and summative assessments in enhancing student learning outcomes from the perspective of university teachers in Karachi, Pakistan. Formative assessments, typically conducted during the learning process, provide ongoing feedback that helps students identify their strengths and weaknesses, fostering continuous improvement and engagement. By contrast, summative assessments evaluate overall learning at the end of a course or unit. The study employs a qualitative approach, utilizing semi-structured interviews with eight purposefully selected university teachers. The findings reveal that teachers perceive formative assessments as crucial for improving learning outcomes by offering timely feedback, encouraging student engagement, and supporting ongoing learning. Summative assessments, while essential for evaluating overall achievement, were less effective in promoting continuous improvement. Technology integration was highlighted as a key factor in enhancing the efficiency of both assessment types, allowing for real-time feedback and more personalized learning experiences. The study suggests the continued use of formative assessments, the integration of technology, and the importance of teacher engagement in both assessment types to optimize learning outcomes.

Keywords: Type of Assessment, Teacher’s Role, Student Engagement, Use of Technology