IMPROVING STUDENT EVALUATION A STUDY OF FORMATIVE AND SUMMATIVE ASSESSMENT PRACTICES IN PRIMARY SCHOOLS
Keywords:
assessment, formative assessment, summative assessment, teacher training, professional development, educational reform, student-centered learningAbstract
This study examines assessment practices in educational institutions; we are focusing on the relation between assessed content and assessment methods. It seeks to identify common types of assessments and determine how effective they are in improving teaching and learning. The findings reveal that teachers primarily rely on summative assessments, with factors like age and professional training and shaping their approach. Older educators tend to stick to traditional summative methods, while younger teachers blend formative and summative techniques, signaling a shift toward a more balanced assessment model. The study emphasizes the importance of ongoing professional development in helping teachers adopt diverse and effective assessment strategies. By exploring how teacher characteristics and training influence assessment practices, this research provides valuable insights for shaping education policies and reforms. Ultimately, it promotes student-centered learning through flexible and inclusive assessment methods that address the needs of diverse learners.
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