Formative Assessment-Existing and Expected for Quality Education in Higher Education Institutions of Pakistan

Abstract

Formative Assessment being the most important part of assessment in education is for students’ needs for learning and improvement in it at daily basis. This paper discusses the elements of existing formative assessment model and compares it with the expected formative assessment model in the study area. Data was collected quantitatively from 428 students, 50 teachers and qualitatively from 40 students of three disciplines of universities of Khyber Pakhtunkhwa Province-Pakistan. Findings suggest that missing elements of formative assessment model can be incorporated systematically semester wise for quality education. Consequently, understanding and implementation of all approaches of formative assessment can enhance self-regulation and deep learning in students.