Impact of Assessment Procedure on Students' Learning in Semester System

Abstract

This study aims to explore the attitudes of undergraduate students majoring in social sciences at the University of Sargodha towards assessment for learning. It recognizes the substantial impact that assessment methods have on students' study habits and academic performance. A cohort of 50 students from the Education and Psychology departments at the B.S. 8th level were involved in the research. The study investigated motivation and psychological factors associated with classroom management approaches using a self-designed questionnaire that required participants to provide binary (Yes or No) replies. Using SPSS version 20 for analysis, the findings demonstrated the significant influence of evaluation on learning outcomes. Significantly, there were no discernible gender-based disparities in students' perspectives on motivation and psychology. The study suggests that it is important to allocate sufficient time for teachers to engage in class planning, prepare lectures, evaluate students, and provide feedback. This will help improve the entire learning experience.