FORMATIVE AND SUMMATIVE ASSESSMENT IMBALANCE IN HIGHER EDUCATION
Abstract
In many university contexts, summative assessments—such as end-of-term exams or final coursework—carry significant weight, often determining the majority of a student’s final grade. Because of this high-stakes emphasis, formative assessments may become undervalued or overlooked, despite their essential role in supporting learning throughout the semester. The central concern driving this research is that the dominance of summative assessment may hinder student development, reduce classroom participation, and contribute to superficial learning and unethical academic practices.
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