Measuring Students’ Learning through Formative Assessment Strategies in Classroom during Academic Sessions at University Level

Abstract

Purpose of the study was to measuring students’ learning through formative assessment strategies during academic sessions in classroom at university level. The study used a quantitative as well as qualitative research approach. The data was collected through a survey questionnaire administered to 300 students. The main findings are that universities are mainly using formative assessment during teaching and learning process. Results further indicate that formative assessment is the most significant factor that influences a learner’s performance. The classroom assessment practices have a vital role on student’s performance at university level. As today there is very high competition between students so teachers need to assess students in the class for their improved performance.