This paper provides educationalists as well as researchers in computer science and engineering with a study of an interdisciplinary challenging pedagogical issue. More specifically, the presented study resulted in a set of interesting findings that originated from adopted realistic Artificial Neural Network (ANNs) modeling, which is associated with two educational analogical feedback/assessment processes. This piece of research considers comparative analysis and evaluation study of an educational phenomenon issue for two diverse teaching/learning methodologies namely :{ Blended Learning (BL) and Computer Aided Learning (CAL)}. More precisely, the introduced issue of this work addresses the two summative and formative assessment processes applied in educational field practice. Accordingly, this issue is concerned mainly with the modeling of two practical field case studies considering the two items of educational feedback/assessment. In other words, assessment is used in many ways in education, a great deal of attention is now given to its use in helping teaching and learning, described as the two performance assessment items (summative and formative). These are defined as: assessment for learning (A f L), or formative assessment, and assessment of learning (AO L), or summative assessment. It is noticed that (AO L), is focused on which is used to summarize what students know or can do at certain times in order to report achievement and progress. Herein, two parametric factor values of ANN (gain, and learning rate factors), have been considered for the two suggested instructional methodologies. That is considered in order to compare, analyze, and evaluate dynamically two items of academic performance namely: (Academic achievement outcome & Learning convergence time) for both methodologies. Interestingly, the running realistic ANN computer modeling for different numbers of neurons -that are contributing to the learning process- results in an investigative, comprehensive, and innovative systematic analysis of individual students’ differences. Finally, after performing a perceptive evaluation comparing two case studies of obtained experimental field results, two interesting findings have been concluded. Firstly, while comparing computed sets of statistical parameters, associated with the presented instructional methodologies (CAL & BL). That resulted in the observed analogy between both sets. Secondly, in the context of Feedback/Assessment performance, regarding both (BL& CAL); either Formative or Summative feedback /assessments, have been observed to be well analogous to each other.