Impact of Formative Assessment on Academic Achievement of Secondary School Students
Tahir Mehmood, Tariq Hussain, Mubashira Khalid, Rabbia Azam

Abstract
The diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and requires making a judgment about the learning that has occurred e.g., by grading or scoring a test or paper.This study was undertaken to sketch out theimpact of formative assessment on academic achievement of secondary school students. The study was experimental in nature and a pretest/posttest control group design was used. The sample of the study was consisted of 60 students of class 10th and these were grouped in control and experimental groups equally. Both groups were pre-tested. The experimental group was taught and assessed with formative assessmentduring treatment and the control group was not assessed during treatment..It was concluded that formative assessment has positive effects on the achievements of students.

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