Interaction between summative and formative in higher education assessment: students’ perception

Abstract

The purpose of this paper is to address a practical problem often encountered in student assessment: frequency of collective written examinations during the academic year. This research investigates the student's opinions at “Al. I. Cuza” University of Iasi, Romania, on the introduction of an additional examination session in the academic year 2009-2010. Generally, students’ attitude towards increasing the frequency of written-examination assessments is negative. Nevertheless, students from sciences faculties are more in favor of increasing the assessment frequency than students from the faculties of humanities, and 1st year students are more in favor of continuous assessment than 2nd year students. © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team