Formative Assessment and Student Learning Outcomes in Higher Education
DOI:
https://doi.org/10.54518/nes.1.2.2023.1230Keywords:
Formative Assessment, Assessment For Learning, Feedback, Learning Outcomes, Higher Education, Student AchievementAbstract
Formative assessment has become an essential component of student-centered learning because it provides continuous feedback that supports learning improvement throughout the educational process. This study examines the relationship between formative assessment and student learning outcomes in higher education through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. The findings indicate that formative assessment positively influences student learning outcomes by strengthening feedback quality, self-reflection, student participation, and continuous learning improvement. Effective formative assessment encourages students to engage actively with feedback, participate in self-assessment and peer assessment, and develop greater responsibility for their own learning. However, several challenges remain, including feedback quality, instructor workload, assessment literacy, digital assessment implementation, and student engagement. The study concludes that formative assessment is an effective instructional strategy for enhancing learning outcomes in higher education when supported by appropriate assessment design, constructive feedback, and active participation from both instructors and students.
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