Teachers Perspective towards Assessment Techniques: Balancing Formative and Summative Approaches at Secondary Level

Abstract

This study aims to explore secondary school teachers' perceptions of formative and summative assessment techniques, focusing on their balance and impact on educational outcomes. Formative assessments offer ongoing feedback to enhance teaching and learning, while summative assessments evaluate student performance at the end of instructional periods. Understanding the balance between these approaches is crucial for effective education. Employing a mixed-methods design, the research integrates quantitative data from surveys and qualitative insights from interviews with secondary school teachers. Teacher’s value formative assessments for identifying learning gaps and boosting engagement but also see summative assessments as essential for accountability and progression. Challenges include high stakes testing pressures and integrating formative feedback into summative frameworks. To achieve balance, the study suggests continuous assessment methods and involving students in the assessment process. These strategies can improve teaching effectiveness and student learning outcomes, underscoring the need for professional development in balanced assessment implementation.