Formative Assessment Research Articles

Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance

This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.

LLM-generated competence-based e-assessment items for higher education mathematics: methodology and evaluation

In this article, we explore the transformative impact of advanced, parameter-rich Large Language Models (LLMs) on the production of instructional materials in higher education, with a focus on the automated generation of both formative and summative assessments for learners in the field of mathematics. We introduce a novel LLM-driven process and application, called ItemForge, tailored specifically for the automatic generation of e-assessment items in mathematics. The approach is thoroughly aligned with the levels and hierarchy of cognitive learning objectives as developed by Anderson and Krathwohl, and takes specific mathematical concepts from the considered courses into consideration. The quality of the generated free-text items, along with their corresponding answers (sample solutions), as well as their appropriateness to the designated cognitive level and subject matter, were evaluated in a small-scale study. In this study, three mathematical experts reviewed a total of 240 generated items, providing a comprehensive analysis of their effectiveness and relevance. Our findings demonstrate that the tool is proficient in producing high-quality items that align with the chosen concepts and targeted cognitive levels, indicating its potential suitability for educational purposes. However, it was observed that the provided answers (sample solutions) occasionally exhibited inaccuracies or were not entirely complete, signalling a necessity for additional refinement of the tool's processes.

Evaluation of caries risk assessment practices among dental practitioners in Guangzhou, China: a cross-sectional study.

This cross-sectional study aimed to investigate dental practitioners' knowledge and practices regarding Caries risk assessment (CRA) in routine clinical practice in Guangzhou, China. An online questionnaire was disseminated to dental practitioners to gather socio-demographic information, factors associated with CRA, the implementation of preventive treatment, and the level of awareness regarding personalized preventive treatment in relation to CRA. Statistical analyses included descriptive statistics, Chi-square tests, ANOVA, MANCOVA, linear regression, and scatter plots. Out of the 695 dental practitioners who were contacted, 206 dentists participated in the online survey. However, out of the total number of dentists, 198 were successfully recruited, while the remaining 8 dentists had incomplete data in their questionnaires. 92.4% of dentists provided in-office fluoride treatments, and 73.2% held a strong belief in the correlation between current oral hygiene and tooth cavities. 23.7% of dentists evaluated caries risk on an individual basis, and a significant 41.9% never utilized a particular type of CRA. 53.5% of dentists recommended non-prescription fluoride rinses, whereas 51% advocated prescription fluoride treatments. Significant statistical relationships were found between the use of in-office fluoride and the effectiveness of restorative treatment (P < 0.05). Additionally, a significant association was discovered between the use of a specific form for CRA and the kind of dental school (P < 0.05). The study suggests that a significant number of dental practitioners in Guangzhou, China, do not utilize dedicated assessment forms for CRA in their routine professional activities. These findings highlight the im-portance of encouraging dentists to utilize CRA systems to effectively identify patients who are at risk of acquiring dental caries.

Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies

Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through questionnaires administered to 175 grade 10 physical sciences students selected purposively. The study utilized the self-regulatory skills scale, appropriately adapted to the specific context, with a model of self-regulated learning serving as the conceptual framework. Data analysis involved both descriptive and inferential statistics. The study revealed that implementing formative assessment practices in physical sciences classrooms effectively promotes students’ SRL behaviors. The findings underscored the positive impact of formative assessment practices as interventions in enhancing students’ SRL and improving academic performance. It is recommended that formative assessment strategies be integrated into teaching methodologies at the secondary level, offering valuable benefits to learners.

Challenges in Maintaining Quality Assessments in Higher Learning Institutions: Experiences from Selected Tanzanian Universities

This study was conducted to assess the extent to which universities in Tanzania ensure quality in assessments and identify challenges facing the whole assessment process. Literature showed a poor linkage between university graduates and industry whereby some graduates were reported to be lacking essential skills expected of them beside of having good results. This situation motivated the researcher to conduct this study being guided by TQM theory. The study adopted a convergent parallel design which allowed a collection of both qualitative and quantitative at a go. The study targeted lecturers, examination officers, heads of departments and quality assurance directors from universities offering teacher education in Tanzania. Stratified convenience and purposeful sampling techniques were used to select 48 lecturers, 4 examination officers, 4 heads of departments and 4 quality assurance directors from four universities. Questionnaires and in-depth interview guides were used to collect data. Quantitative data were analyzed in frequencies and percentages while the analysis of qualitative data was done in themes and its presentation was done narratively being supported by direct quotations. The study found out universities to be striving to improve quality in final examinations but doing less in formative assessments. Large classes and workloads on the other side were found to be the challenges facing the assessment process. The study recommended for universities to extend the moderation process to the continuous assessments and develop policies that will make lecturers maintain quality in the assessment process.

Enhancing anatomy comprehension through competency-specific formative assessments: A study on the effectiveness of pre and post lecture multiple-choice questions in CBME

Modern medical education was required to include clear, tailored and regular formative assessments, especially for Millennials. Competency-Based Medical Education (CBME) emphasized the objective assessment of anatomical competencies. Question-answer and viva-voce tests were considered subjective and resource-intensive. This research was conducted to examine how competency-specific formative assessments using multiple-choice questions and photos before and after competency-based medical lectures improved anatomy comprehension.: The research involved 150 first-year MBBS students who were enrolled in online anatomy courses. Competency-specific, picture-based, clinical scenario-based and multiple-choice pre-questionnaires were distributed. The questions were reviewed and attempted by students before attending the theory classes. Lecture classes were conducted according to the curriculum and competencies of the National Medical Council. After the lecture, the questions and answers were reviewed and a feedback questionnaire was administered. The feedback survey included Likert scale responses and open-ended questions to gauge students' opinions on the teaching and learning methodology.: It was observed that the method was effective, stimulating curiosity, motivation and engagement. Participants expressed that the approach facilitated memorization, imparted clinical knowledge and reinforced theory. Clinical scenario-based multiple-choice questions were found to enhance memory, spark interest and improve understanding of anatomy's clinical relevance. Students believed that this method would benefit them in university exams. Overall, 89.7% of participants found the methods highly satisfactory, 50% satisfactory and 10.3% unsatisfactory.: Competency-specific formative assessments using multiple-choice questions and photos before and after lectures were found to improve anatomy knowledge. The strategy was found to promote engagement, memory and clinical understanding, reinforcing anatomical concepts. The results of this study suggested that competency-specific formative assessments added value to the current CBME-based medical education by increasing learning and practical application.

Improving assessment for work-based learning and degree apprenticeships in business through a co-designed peer review process

Involving students in peer review has substantial benefits for students’ learning and development and, more pragmatically, for staff workload. This paper reports on a student-led effort to co-design a peer review formative assessment task. The assessment is part of a personal development module within a higher education degree apprenticeship programme delivered via blended mode by a business school in South-East England. This case study on student-staff partnership offers a description of the process and a reflection on the impacts from both the student and staff perspective. It suggests that student co-design and peer review activities complement work-based learning, effectively bringing the prior experiences and academic skills of mature/professional students into the classroom.

Code-Switching as a tactical approach to enhance learner engagement with intricate concepts in oral english presentations

The South African English language curriculum states that by the time students reach Grade 7, they should have mastered certain English language skills that enable them to communicate effectively at both personal and educational levels. Therefore, a study was conducted to investigate the potential benefits of code-switching in improving students' oral participation in English classes. The study took place in a primary school in the Malamulele East circuit and involved all fifty Grade 7 students. The students' oral presentations were part of their formative assessment. Researchers used a rigorous methodology, including convenience sampling, to select participants, with the first ten girls and the first ten boys considered for the study. Data was collected during presentations, where each student had an opportunity to present. The qualitative method was used, with audio recordings and observations as data collection tools. Content analysis was employed to analyse the data collected from the Grade 7 students. Based on the students' performance in their oral presentations, code-switching seemed to help them to effectively communicate complex concepts in their primary language when there were no equivalent English words. The findings of this study showed that code-switching enhances students' oral communication skills and makes learning more enjoyable. students achieve their communication goals through code-switching, offering the audience a hopeful outlook on the potential benefits of this approach.

Comparing Scoring Consistency of Large Language Models with Faculty for Formative Assessments in Medical Education.

The Liaison Committee on Medical Education requires that medical students receive individualized feedback on their self-directed learning skills. Pre-clinical students are asked to complete multiple spaced critical appraisal assignments. However, the individual feedback requires significant faculty time. As large language models (LLMs) can score and generate feedback, we explored their use in grading formative assessments through validity and feasibility lenses. To explore the consistency and feasibility of using an LLM to assess and provide feedback for formative assessments in undergraduate medical education. This was a cross-sectional study of pre-clinical students' critical appraisal assignments at University of Illinois College of Medicine (UICOM) during the 2022-2023 academic year. An initial sample of ten assignments was used to develop a prompt. For each student entry, the de-identified assignment and prompt were provided to ChatGPT 3.5, and its scoring was compared to the existing faculty grade. Differences in scoring of individual items between ChatGPT and faculty were assessed. Scoring consistency using inter-rater reliability (IRR) was calculated as percent exact agreement. Chi-squared test was used to determine if there were significant differences in scores. Psychometric characteristics including internal-consistency reliability, area under precision-recall curve (AUCPR), and cost were studied. In this cross-sectional study, 111 pre-clinical students' faculty graded assignments were compared with that of ChatGPT and the scoring of individual items was comparable. The overall agreement between ChatGPT and faculty was 67% (OR = 2.53, P < 0.001); mean AUCPR was 0.69 (range 0.61-0.76). Internal-consistency reliability of ChatGPT was 0.64 and its use resulted in a fivefold reduction in faculty time, and potential savings of 150 faculty hours. This study of psychometric characteristics of ChatGPT demonstrates the potential role for LLMs to assist faculty in assessing and providing feedback for formative assignments.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

Automatic generation of physics items with Large Language Models (LLMs)

High-quality items are essential for producing reliable and valid assessments, offering valuable insights for decision-making processes. As the demand for items with strong psychometric properties increases for both summative and formative assessments, automatic item generation (AIG) has gained prominence. Research highlights the potential of large language models (LLMs) in the AIG process, noting the positive impact of generative AI tools like ChatGPT on educational assessments, recognized for their ability to generate various item types across different languages and subjects. This study fills a research gap by exploring how AI-generated items in secondary/high school physics aligned with educational taxonomy. It utilizes Bloom's taxonomy, a well-known framework for designing and categorizing assessment items across various cognitive levels, from low to high. It focuses on a preliminary assessment of LLMs ability to generate physics items that match the Bloom’s taxonomy application level. Two leading LLMs, ChatGPT (GPT-4) and Gemini, were chosen for their strong performance in creating high-quality educational content. The research utilized various prompts to generate items at different cognitive levels based on Bloom's taxonomy. These items were assessed using multiple criteria: clarity, accuracy, absence of misleading content, appropriate complexity, correct language use, alignment with the intended level of Bloom's taxonomy, solvability, and assurance of a single correct answer. The findings indicated that both ChatGPT and Gemini were skilled at generating physics assessment items, though their effectiveness varied based on the prompting methods used. Instructional prompts, particularly, resulted in excellent outputs from both models, producing items that were clear, precise, and consistently aligned with the Application level of Bloom's taxonomy.

Enhancing English Learning Through Virtual Environments and Formative Assessment: SDG Focus

Objectives: This study investigates the impact of virtual environments and formative assessments on English language learning among undergraduate students at a university in Lima, within the framework of Sustainable Development Goal (SDG) 4: Quality Education. The study aims to determine how these factors influence language skills, including listening, speaking, reading, and writing. Theoretical Framework: The research draws on the theories of connectivism, socio-constructivism, and the communicative approach to language teaching, emphasizing the role of digital tools and continuous feedback in enhancing language learning. Method: A quantitative, correlational, non-experimental design was employed, using structured questionnaires to collect data from 98 undergraduate students. Ordinal logistic regression was used to analyze the impact of the independent variables on English proficiency. Results and Discussion: The results indicate a significant influence of virtual environments and formative assessments on English language learning, with the Nagelkerke coefficient for the general model at 0.223. The findings highlight the importance of these educational strategies in improving language skills, particularly in reading and overall proficiency. Research Implications: The study underscores the need for integrating advanced educational technologies and formative assessments in language instruction, aligning with the broader goals of SDG 4. It provides practical insights for educators and policymakers seeking to enhance English language learning in a post-pandemic context. Originality/Value: This research contributes to the limited literature on the role of virtual environments and formative assessments in the Peruvian educational context, offering localized strategies for achieving quality education as outlined by SDG 4.

The Developing of Pedagogical Competence of Madrasah Ibtidaiyah Teachers Through Formative Assessment Management

Formative assessments play a crucial role in providing valuable feedback to both teachers and students, highlighting progress and pinpointing areas for improvement. This study focuses on the development of teacher competence through the planning, organization, implementation, and supervision of formative assessments at Elementary School. It is a descriptive and qualitative research employing interviews, documentation, and observation methods to gather data, ensuring data validity through triangulation techniques. Data analysis involves collection, presentation, and drawing conclusions. The findings indicate that teachers' pedagogical competence is enhanced through effective formative assessment management, evidenced by thoughtful planning, meticulous organization, and comprehensive execution of formative assessments. Responsibilities for supervision are distributed among Madrasah Heads and Madrasah Supervisors. The study's implications suggest that strengthening teacher supervision in formative assessments can lead to improved pedagogical practices, ultimately enhancing student learning outcomes.

Assessment Of Textbook Published By Ministry of Religion Republic Indonesia: HOTS, MOTS, or LOTS?

This study aims to analyze the assessment of Arabic language skills and linguistic elements in the book published by the Minister of Religion in 2020 for mapping assessments based on HOTS, MOTS, or LOTS. The research method used is descriptive qualitative based on content analysis techniques on assessment items listed in class X Madrasah Aliyah textbooks. Data was obtained through written sources, namely textbooks, as many as 392 assessment items, and other secondary sources, such as papers, articles, and books. The results of this study show that the percentage of assessments in the class X Arabic textbooks issued by the Decree of the Minister of Religion (KMA) of the Republic of Indonesia in 2020 leads to the following competencies: as much as 35% of the assessment items fall into the C2 category (understanding); 54% in category C3 (apply); and 9% fall into category C4 (analyze). The research findings identify that the form of assessment in the Arabic language textbook for class X KMA 2020 leads to the middle-order thinking skills level (MOTS), which is more dominant at the C3 (applying) level. The researchers recommend further research to develop Arabic teaching materials that lead to higher-order thinking skills (HOTS) through Bloom's Taxonomy framework.

Dispositional learning analytics and formative assessment: an inseparable twinship

Educational innovations, particularly those in online education and technology-enhanced learning, some accelerated by the recent pandemic, take centre stage in this journal. Examples include the resurgence of the flipped classroom methodology, supported by instructional technology, the utilization of formative assessment with technological assistance to provide effective learning feedback, and the integration of learning analytics within technology-enhanced learning. Despite empirical studies addressing these advancements individually, they tend to focus predominantly on the initial phase of learning feedback: where the learner currently stands. This paper contends that isolated depictions of formative assessment overlook the broader progress in technology-enhanced learning. Our contribution highlights the significance of dispositional learning analytics, which combines learning and learner data to offer insights into learners' current status, future trajectory, and methods to facilitate their advancement. We advocate for strengthening the integration of formative assessment data within learning analytics to fully harness their combined potential. An empirical study is presented to illustrate the predictive value of formative practice behaviour on module performance and explore the link between students' learning dispositions and their engagement with e-tutorials. By delineating student profiles based on practice behaviour and examining variations in learning dispositions, our aim is to enhance our comprehension of effectively supporting learners in technology-enhanced educational environments.

The constituents, ideas, and trends in team-based learning: a bibliometric analysis

Team-based learning (TBL) has gained significant popularity in higher education. Despite its widespread adoption, there is a lack of comprehensive understanding of the current state of TBL research. Hence, we conducted a bibliometric analysis to address this gap, reviewing 692 papers from the Web of Science database. The study revealed a notable increase in TBL research, with a peak of 87 publications in 2021. The United States emerged as the leading contributor, with medical and nursing education being the most prominent research areas. Specialized journals played a significant role in disseminating TBL research. Key themes, including TBL outcomes, non-technical competencies, and implementation principles, were identified. Moreover, it highlighted a growing interest in applying TBL in interprofessional education and formative assessment. The findings suggest the need to establish priorities and expand TBL research beyond health professions education to other fields. This study provides valuable insights into the current landscape of TBL research and offers directions for future investigations.

Time-course for acquiring transfer independence in patients with subacute stroke: a prospective cohort study.

To clarify the time-course of longitudinal changes in the independence level of subtasks composing bed-wheelchair transfer among patients with stroke. Single-institution prospective cohort study. A total of 137 consecutive post-stroke patients using wheelchair on admission to the subacute rehabilitation wards. The independence degree in each of the 25transfer-related subtasks was assessed using the Bed-Wheelchair Transfer Tasks Assessment Form on a three-level scale every two weeks, from admission to the endpoint (either discharge or when achieving independent transfer). Patients were classified based on admission and endpoint assessment form scores using two-step cluster analysis. Patients were classified into three clusters. The first cluster included 50 patients who exhibited a greater independence level in all subtasks on admission (52.0-100% of patients performed each subtask independently) and at the endpoint (64.0-100%). The second included 30 patients who showed less independence on admission (0-27.8%) but achieved greater independence levels at the endpoint (44.4-97.2%). The third included 51 patients whose independence level remained low in many subtasks from admission (0-5.8%) until the endpoint (0-29.4%). The independence level and its changing process during transfer were categorized into three time-courses, each requiring different intervention strategies.

Biceps Tenodesis for the Treatment of Type II Superior Labral Anterior Posterior (SLAP) Tears in Overhead Athletes Under the Age of 35: A Case Series.

The best treatment for type II superior labral anterior posterior (SLAP) tears in overhead athletes is not well defined. The purpose of this study was to examine post-surgical outcomes in overhead athletes under the age of 35 who underwent primary biceps tenodesis for an isolated type II SLAP tear.We hypothesized that these patients would have high rates of return to play, as well as recovery of range of motion (ROM) and strength after surgery. Patients were between the ages of 18 and 35, had a primary isolated type II SLAP tear confirmed on magnetic resonance imaging (MRI), and were injured performing overhead activities.All patients underwent biceps tenodesis using an arthroscopic suprapectoral approach.Patients underwent standard postoperative rehabilitation lasting up to one year.Function and outcomes were measured at baseline, three months, six months, one year, and two years using range of motion, strength testing, and patient-reported outcomes (PROs) (Western Ontario Shoulder Instability Index (WOSI), Kerlan-Jobe Orthopedic Clinic Score (KJOC), American Shoulder and Elbow Surgeons Assessment Form (ASES), and Single Assessment Numeric Evaluation (SANE)). Five patients were included in the case series.There was consistent improvement at each time point on PROs: WOSI, p=0.01; KJOC, p=0.04; SANE, p=0.02; and ASES, p=0.03.Range of motion increased from baseline to each time point with a significant improvement in forward flexion (p=0.03).In strength testing, there were improvements in all exercises and a significant improvement in abducted external rotation between years 1 and 2 (p<0.01). This study demonstrated that biceps tenodesis in overhead athletes under the age of 35 provides improved outcomes, ROM, and strength.

United Voices Group-Singing Intervention to Address Loneliness and Social Isolation Among Older People With HIV During the COVID-19 Pandemic: Intervention Adaption Study.

People living with HIV experience HIV stigma alongside a spectrum of aging-related health conditions that accelerate their vulnerability to the ill effects of loneliness and social isolation. Group-singing interventions are efficacious in improving psychosocial well-being among older people in the general population; however, the social curative effects of group singing have not been explored in relation to HIV stigma. By promoting group identification, bonding, and pride, group singing may reduce loneliness, social isolation, and other negative impacts of HIV stigma among older people living with HIV. Access to group-singing programs may be enhanced by technology. While group singing has been extensively studied in older adults, group-singing interventions have not been adapted for older people living with HIV to target loneliness and social isolation in the context of HIV stigma. The objective of this study was to describe the systematic development of a group-singing intervention to reduce loneliness and social isolation among older people living with HIV. In the San Francisco Bay Area between February 2019 and October 2019, we engaged older people living with HIV in a rigorous, 8-stage, community-engaged intervention adaptation process using the Assessment, Decision, Adaptation, Production, Topical Experts, Integration, Training, and Testing (ADAPT-ITT) framework. On the basis of a formative assessment of the needs and preferences of older people living with HIV, we selected an evidence-based group-singing intervention for older adults and systematically adapted the intervention components by administering them to a community advisory council (n=13). The result was United Voices, a 12-week hybrid (web-based and in-person) group-singing intervention for older people living with HIV. United Voices comprises 12 web-based (ie, via Zoom [Zoom Video Communications]) rehearsals, web-based and in-person drop-in helpdesk sessions, and a professionally produced final concert recording. Through an iterative process and in consultation with stakeholders and topic experts, we refined and manualized United Voices and finalized the design of a pilot randomized controlled trial to evaluate the feasibility and acceptability of the intervention protocol and procedures. The findings provide insights into the barriers and facilitators involved in culturally tailoring interventions for older people living with HIV, implementing intervention adaptations within web-based environments, and the promise of developing hybrid music-based interventions for older adults with HIV.

FORMATIVE ASSESSMENT PRACTICE AND ITS CHALLENGES ON TRAINEE’S LEARNING, MOTIVATION AND ACADEMIC ACHIEVEMENT AT BONGA COLLEGE OF EDUCATION, ETHIOPIA

This research investigates formative assessment practices and their challenges regarding trainees’ learning, motivation, and academic achievement at Bonga College of Education. A descriptive survey design using the census method was employed for the study. The research utilized a mixed-methods design, specifically an embedded mixed-method approach. The survey method included a questionnaire and an attitude rating scale for quantitative data collection, while qualitative data were gathered from semi-structured interviews, focus group discussions, and document analysis to complement the quantitative findings. Respondent characteristics were analyzed using frequency and percentage analysis, while data from the questionnaires and motivation rating scale underwent correlation, regression, and chi-square testing. The data collected through document review and interviews were carefully recorded, transcribed, and thoroughly analyzed. The results revealed that formative assessment practices across various fields of study at Bonga College of Education were inadequate, with significant gaps identified. Findings indicated that, for most teachers, formative assessment primarily referred to coursework assigned during the teaching and learning process and was closely associated with scored marks. Additionally, the research identified common challenges faced by teachers in implementing formative assessment across different fields of study within the college. Furthermore, the study showed a positive and significant correlation between instructors’ formative assessment practices and students’ motivation to learn. It also found that teachers’ formative assessment practices positively correlated with students’ academic achievements. Based on these findings, several recommendations were made.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0720/a.php" alt="Hit counter" /&gt;&lt;/p&gt;