Perceptions of Students Regarding the Effect of Formative Assessment Techniques on Students’ Learning and Academic Achievement at University Level

Abstract

The learning process and academic success of students can be significantly impacted by formative assessment strategies. Teachers can use a variety of tactics to gather vital data on their students' understanding, to give feedback, and to assist students in creating and achieving worthwhile learning objectives. Every tactic has the potential to raise educational outcomes and learning.  The study's objectives were to find students' perceptions about the effect of formative assessment techniques on students’ learning and academic achievement. The population was comprised of all public and private universities of district Lahore. The multistage sampling technique was used in this study. The instrument was a questionnaire in this study. The Cronbach Alpha value was 0.923. Statistics, both descriptive and inferential, were used to analyze the data. SPSS (version 27) was used to analyze the data. The mean score (Mean = 3.76; Standard Deviation = 0.711) of students' perception of the impact of formative assessment techniques on students' learning reflected a high level of agreement. According to the study's findings, formative assessment techniques caused the majority of respondents to reflect on their degree of agreement as being higher. This research recommended that for future research, the administration and instructors may work together to create a formative assessment plan that will assist them in improving the quality of their teaching and learning as well as it is advised that university instructors use the study to develop various suitable formative assessment techniques to raise students' levels of learning and achievement.