Summative Assessment Research Articles

Maximizing the Benefits of ChatGPT with FIRST-ADLX Framework: Promoting Responsible, Ethical, and Impactful AI Integration in Education

In the era of fast technological advancements and the inclusion of Artificial Intelligence (AI) in education, it is more important than ever for educators to have a pedagogy that embeds this technology. A humanistic approach to education is demanded. The focus on the individual student and their emotional and spiritual needs is essential if an active deep learner experience is to be created.This paper aims to explore the integration of Chat Generative Pre-Trained Transformer (ChatGPT) within Focusing, Interacting, Reviewing, Sequencing, Transforming-Active Deep Learner eXperience Framework (FIRST-ADLX Framework) and investigate the framework’s capacity to effectively incorporate the latest technology while prioritizing the learners’ needs and promoting responsible and ethical use of AI in education. By embedding ChatGPT within a comprehensive, holistic, and humanized Framework that prioritizes pedagogy over technology and focuses on the learner rather than on the digital tool, it becomes possible to create an immersive and impactful ADLX. This ensures that the technology used enhances the learner’s experience and does not overshadow it. Furthermore, the study shows how the implementation of the domains and principles of FIRST-ADLX Framework can maximize the benefits of ChatGPT in particular, encourages facilitators and learners to embrace AI technologies as valuable tools and resources, and supports both in utilizing AI ethically, responsibly, and appropriately.The study adopts a qualitative auto-ethnographic approach where data is collected from the facilitator’s personal diary, observations, participants’ comments, and assessments furthermore, this study offers a more objective perspective and embraces descriptive quantitative methods to analyze the results of formative quizzes and the final summative assessment. This approach aims to emphasize the importance of integrating AI within a comprehensive and humanistic framework, avoiding its random use and ensuring alignment with student-centered principles.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR DAN KEAKTIFAN DISKUSI PESERTA DIDIK KELAS X

A research study was conducted with the aim of determining the cognitive learning outcomes and discussion activity (affective) of students on the topic of Material and its changes by implementing the Problem-Based Learning (PBL) model supplemented with Student Worksheets (LKPD). This research is a qualitative descriptive study consisting of stages such as situational analysis, challenges, obstacles, improvement efforts, and research outcomes. The research subjects were male and female students of X TAB 3. Data were collected through diagnostic, formative, and summative assessments, interviews, observations, and documentation. Data collection techniques involved tests (cognitive domain), Peer Assessment (attitude domain), and non-tests (interviews and surveys). Based on the research findings, it is evident that the innovative PBL model can improve students' cognitive learning outcomes, as assessed by the summative assessment (post-Test) with the PBL model supplemented with LKPD categorized as good, achieving a mastery rate of 90% compared to the pre-test results of only 55%. Moreover, there was an increased participation during task completion discussions (LKPD), where in the discussion of LKPD 1, 70% of students received an Excellent (SB) predicate and 30% received a Good (B) predicate. Similarly, in the discussion of LKPD 2, 85% of students received an Excellent (SB) predicate and 15% received a Good (B) predicate.

O dilema da avaliação quantitativa versus avaliação qualitativa das aprendizagens nas escolas de angola

The social, political, economic, cultural and technological dynamics that Angola has been going through in recent years, resulting from global and local changes, verified in all the domains presented, suggests the reformulation and/or (re)adaptation of the aims and objectives of education in the country, so that we can increasingly train citizens with the comprehensive preparation necessary for effective integration into global society. In this sense, in Angola, through the responsible Ministry, a set of measures has been developed to adapt the quality of education, complying with international standards defined by UNESCO. And as a measure to measure these indicators, throughout the country, is the introduction, in a phased manner, since the 2021/2022 academic year, of standardized national exams at all levels of general education. From this perspective, this article seeks to reflect on the issue of summative assessment and its weight in the percentage of the final grade that allows the student to be promoted, as well as the autonomy of the teacher who worked with the student throughout the year at the time of awarding the grade. final grade. This is a descriptive study with a qualitative approach through bibliographical research and participant observation associated with theoretical reflection. The final considerations indicate the need to propose a broad debate around this assessment focused solely on quantitative aspects that completely eliminate the qualitative aspect in assigning the students' new final for approval or disapproval.

Equitable Grading Practices in Physical Therapist Education: A Case Report.

To optimize learning in physical therapist education, learners need opportunities to grow from their unique starting points. Traditional grading practices like A to F grades, zero grades, and grading on timeliness and professionalism hinder content mastery and accurate competency assessment. Grading should focus on mastery of skill and content, using summative assessments for final grades, a no-zero policy, and actionable feedback. Equitable grading supports learners from all backgrounds and identities and promotes academic success. This case study provides guidance and recommendations for implementing equitable grading practices in academic physical therapist programs. Over a 2-year period, a doctor of physical therapy program began implementing 5 strategies to create more equitable grading practices: (1) eliminating zero grades, (2) allowing late assignment submissions without penalty, (3) using low-stakes formative assessments throughout the semester, (4) weighing end-of-course assessments more heavily than initial ones, and (5) offering a no-stakes anatomy prep course before matriculation. Outcomes from implementing equitable grading practices varied. Some learners felt increased stress from fewer points opportunities, while others appreciated the reduced anxiety from low-stakes assessments. Some saw multiple attempts for peers as unfair. Faculty faced higher workloads due to detailed feedback and remediation but believed it benefited learners. Median final grades improved in some courses, remained stable in others, and slightly decreased in one. Overall, the changes had minimal impact on most learners' grades but significantly improved outcomes and retention for struggling learners. This case report documents the implementation of equitable grading practices in a Doctor of Physical Therapy program, offering valuable insights and recommendations for other institutions aiming to adopt similar practices. Inequity in assessment widens the gap between learners entering professional programs. Equitable assessment practices level the playing field, enabling learners from diverse backgrounds and identities to succeed. Increased diversity benefits everyone, especially patients, by reducing health disparities for historically marginalized groups.

Pengembangan Kurikulum Pembelajaran Bahasa Arab Kontekstual Pada Madrasah Aliyah Raudhatul Muttaqien

This research aims to analyze the development of a contextual Arabic language curriculum at Madrasah Aliyah Raudhatul Muttaqien, covering four main aspects: learning objectives, materials, methods, and evaluation. A contextual approach is essential for increasing the relevance of learning materials to students' daily lives, thus enhancing their interest and motivation in learning Arabic. This qualitative study employs a case study method, involving observation, interviews, and documentation for data collection. The findings indicate that the development of Arabic learning objectives at Madrasah Aliyah Raudhatul Muttaqien focuses on active and passive language skills, understanding Islamic literature, and integration with other subjects. The learning materials are based on the 2013 curriculum, supplemented with additional books for broader knowledge and practice. The predominant teaching method is the Sam'iyyah Syafahiyyah method to improve listening and speaking skills. Learning evaluation is conducted through formative and summative assessments integrated with technology to continuously monitor and enhance the learning process. The conclusion shows that the development of the contextual Arabic language curriculum at Madrasah Aliyah Raudhatul Muttaqien has been adjusted to meet the needs of students and the educational environment, using effective methods and evaluations to achieve the expected learning outcomes.

Penerapan Evaluasi Sumatif dalam Pembelajaran BTQ Kelas III SD Plus Bakti Nusantara 666 Cileunyi

Summative evaluation alludes to an outline of understudy execution and is expected to be accounted for toward the finish of a program of study. Even though summative assessments do not directly affect learning, they frequently influence decisions that can affect learning for students. Qualitative field research is used in this study. This technique is utilized to make sense of intricate peculiarities by gathering nitty gritty information. Phenomenological research seeks to comprehend the experiences of research subjects as well as phenomena such as behavior, perception, motivation, and so on within the context of particular languages and natural environments. According to the results of the interviews, summative assessment takes place at ASTS and ASAS when all of the learning material has been covered. The summative assessment questions at SD Plus Bakti Nusantara 666 Cile unyi are multiple-choice, true/false, matching, and essay. As to, on the grounds that SD In addition to Bakti Nusantara 666 Cileunyi is a tuition based school, the deterrents confronted rely upon the typical degree of understudy accomplishment. Assuming that understudies can't accomplish the KKM, they will be given remuneration by handling the financing questions gave in the expectation of having the option to accomplish an evaluation as per the predetermined KKM. Summative assessment focuses on reporting at the end of a study program and is connected to the conclusion of student achievement. Although they frequently influence decisions that may affect students' learning, summative assessments do not directly affect learning.

Engaging students through activity-based bingo games in immunology course: Determining students' perception and measuring its influence on academic performance.

This study aims to evaluate how well bingo game-based activities serve as instructional tools to enhance student learning. This prospective cross-sectional study was approved by the Institutional Ethics Committee. The study sample size was 145 MD3 year college of medicine students for the academic year 2023-2024. The evaluation instruments included the participants' exam grades, pre-test scores, post-test scores, and feedback. The study employed a mixed-methods approach combining quantitative and qualitative research methods to investigate how students perceived and interacted with the bingo game-based activity. The data were analyzed by Statistical Package for Social Sciences (SPSS) version 26. The association between exam and post-test scores was examined using the correlation coefficient and a straightforward regression analysis. The P value of less than 0.05 was deemed significant. The study comprised 145 students in total who completed all the tasks. The post-test scores (10.62 ± 1.73) showed a statistically significant improvement (P < 0.01) over the pre-test scores (6.3 ± 1.99). Most students (85-90%) thought that activities centered around bingo games were great tools for learning. Nine out of ten students said the game-based activity was engaging and enjoyable, that it inspired them to engage in group discussions, that it assisted them in identifying and concentrating on important topics, and that it improved their knowledge and helped them get ready for the final exam. Almost all the participants (>90%) suggested adding this exercise to the list of future topics. Overall, exam scores achieved by students for topics covered in the bingo-based activity (92.7 ± 4.96) were significantly higher (P < 0.01) than exam scores for topics not covered in the activity (83.75 ± 7.74). Bingo game is an effective learning strategy to promote students' learning in the immunology course. Furthermore, utilizing bingo games as a formative assessment technique can significantly improve students' learning and help them achieve higher scores on summative assessments.

Implementasi Kurikulum Merdeka pada Pembelajaran FIkih Kelas X di MAN 1 Jombang

The purpose of this study is to examine how the Merdeka Curriculum is being implemented in fiqh learning at MAN 1 Jombang. The main focus of this research includes three aspects: the Merdeka Curriculum's implementation, including its design, execution, and assessment of learning, as well as the elements that facilitate and hinder it. A qualitative approach with a descriptive focus is the research methodology employed. Methods for gathering data include documentation, interviews, and observation. Data gathering, data presentation, and conclusion drawing are all part of data analysis. Data validity is ensured through source triangulation. The results of the study indicate that in the planning stage, teachers participated in socialization, training, and workshops, formed teaching teams, and prepared learning tools. The implementation of learning gives full freedom to teachers without intervention from the madrasah. Learning evaluation is based on learning outcome indicators focused on students, with initial assessments, formative assessments through discussions, presentations, and written reflections, and summative assessments that include written tests, observations, and performance sheets. Supporting factors include the availability of complete learning media, high enthusiasm and motivation from students, and adequate teacher competence. But there are a number of challenges, such time constraints and confusion among some teachers in implementing the new curriculum. The It is anticipated that the study's findings will enhance the caliber of fiqh instruction.

Methodology Of Feedback System In Evaluating The Formative Assessment In Undergraduate Medical Education Second-Year Pharmacology In A Developing Medical College In Himachal Pradesh

Background: The aim and objective of the study was to determine the teaching methods and their pros and cons that predominate in students in understanding and scoring in formative and summative assessments. Pharmacology is a course that needs extra care in this direction as this field is ever-changing. It is very difficult for a student to remember the classification of drugs, names, pharmacokinetics Methods: A prospective study was carried out from April 2020 till February 2022. 120 students of second year session 2019, first CBME batch who appeared after 11 months for the summative assessment, were included and there was one drop out case so only 119 students were included Results: pharmacodynamics, indications, contraindications, side effects, and adverse drug reactions. The present study focuses on the mental level and the economical aspects of the persons involved in the establishment of the medical college.

A WAY TO COMPENSATE PHD STUDENTS' INSUFFICIENT EFL PROFICIENCY: FLIPPED CLASSROOM APPROACH

Background. The shift in standards in Russian education has led to certain changes on the tertiary level of higher education. Most notably the consequences have concerned the aspect of teaching a foreign language to postgraduate students. In particular Samara State University of Economics now does not have language entrance exams anymore and foreign language class time has been rather limited. Nonetheless the level of final exam requirements is yet quite high. The article is relevant due to the need to find a possible remedy to overcome a problem of a fairly low level of previous language training among a certain category of postgraduate students. Purpose. The research purpose was to determine the effectiveness of a flipped classroom strategy as a way to compensate insufficient level of English mastering among the students of postgraduate courses. Materials and methods. Flipped classroom acts as a well-proven approach that could solve the problem. The results of summative assessment are presented in this paper. The methodology adopted in this study is based on the needs analysis, mathematical statistics and content inspection of students' interviews. The range of students, whose needs to improve their language level were determined at the first stage of the experiment then took part took part in a flipped classroom project. At the final stage of the experiment the students were examined for their language performance. Results. The results of the experiment prove the effectiveness of the proposed format for teaching a foreign language for postgraduate students in a non-linguistic university as it increases the efficiency of mastering the skills for the successful exam pass. This study suggests that flipped classroom approach could be an effective remedy to overcome the challenges that teachers and students at postgraduate level are facing today.

Analisis Butir Soal Sumatif IPA Kelas VII SMP Negeri 3 Pontianak dengan Rasch Model Menggunakan Rstudio

Item analysis is carried out to improve the quality of items through revision or discarding ineffective items. This study aims to determine the quality of the items of the Summative Assessment of Science Subjects Class VII SMP Negeri 3 Pontianak Academic Year 2022/2023. This research is a quantitative research with descriptive method. Data obtained through documentation in the form of student answer sheets tested to 135 students with 30 multiple choice questions analyzed in aspects of validity, reliability, difficulty level, and differentiability with the Rasch Model using the R Program, especially R-Studio. The results of the analysis show that the questions have good validity quality because there are only 28 items that fit (93%) and 2 items that do not fit (7%), the reliability is categorized as sufficient with a reliability value of 0.683, the level of difficulty is good because it has a level of difficulty that varies from the category of very difficult, difficult, easy and very easy, good distinguishing power because it distributes person ability into 5 scales, namely very low, low, medium, high and very high so that it can measure students with diverse abilities, so that based on the results of the analysis it can be judged that the questions have good quality with good validity, sufficient reliability, good difficulty level and good distinguishing power.

Assessment of Knowledge Competency Achievement

Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, interviews, and portfolios. The research results show that using various assessment techniques simultaneously can provide a deeper understanding of students' learning achievements and support the holistic development of their skills and competencies. In conclusion, comprehensive and diverse assessments not only measure learning outcomes but also serve as a means to improve the learning process itself.

Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs.

Multiple-choice examinations are frequently used in German dental schools. However, details regarding the used item types and applied scoring methods are lacking. This study aims to gain insight into the current use of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programs. A paper-based 10-item questionnaire regarding the used assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the deans of studies and to the heads of the Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using the Fisher exact test (P<.05). The response rate amounted to 90% (27/30 dental schools). All respondent dental schools used multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (24/27, 89%), which accounted for the largest number of items in approximately half of the dental schools (13/27, 48%). Further item types (eg, conventional multiple-select items, Multiple-True-False, and Pick-N) were only used by fewer dental schools (≤67%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit and requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (14/19, 74% vs 4/8, 50%). However, this difference was statistically not significant (P=.38). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (15/27, 56%). Not a single school used alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (15/27, 56%). Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found.

Maintaining Academic Integrity and Validating Student Outcomes

The experiences of English teachers in learning assessment in the modular distance learning modality provide valuable insights into the assessment trends and interventions needed to improve student learning. This study delved into the experiences of English teachers in learning assessment in the modular distance learning modality as a precursor to understanding the assessment trends and interventions in the Department of Education, Division of Bohol, and Tagbilaran City for the school year 2021–2022. A narrative research design was used to understand the experiences of ten (10) purposely selected English teachers from public schools in Bohol and Tagbilaran City Divisions in English assessment in the modular distance learning modality. Semi-structured interviews were conducted to collect data, which was then analyzed using thematic analysis. Results revealed that the selected English teachers in Bohol have been using various assessment tools, methods, and feedback mechanisms during the implementation of modular distance learning. These include diagnostic, formative, and summative assessments and traditional and alternative assessment methods. Teachers have also used multiple feedback mechanisms, including written, online, in-person, and multimodal feedback. To maintain academic integrity, teachers have been providing clear guidance and support to students, avoiding bias and favoritism, and using specific criteria for evaluation. The study also found that teachers have faced challenges in ensuring academic integrity, overcoming logistical and communication barriers, and adapting to new instructional and assessment methods. However, they have demonstrated resilience by aligning their assessment tools with the Most Essential Learning Competencies (MELC), utilizing innovative feedback mechanisms, and promoting academic integrity. The study concludes by recommending that teachers adopt a flexible approach to assessment, promote the alignment of assessment tools with the MELC, encourage multiple feedback mechanisms, promote academic integrity, and provide support and resources to teachers.

Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies

This design and development research (DDR) involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 social studies. Data were collected from 10 social studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. Findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework revealed that most of these assessments ask students to formulate solutions regarding controversial issues. However, verifying the accuracy of information was the least integrated critical-thinking skill by social studies teachers in creating assessments using the developed framework. Hence, the developed framework was improved to ensure that social studies teachers will integrate various critical-thinking skills like verifying the accuracy of information in creating assessments for controversial issues.

Revisiting and Expanding Scriven's Fallacies About Formative and Summative Evaluation

This article outlines the origins of the formative and summative evaluation and then revisits Scriven’s claims about eight fallacies. We add to seven further fallacies especially that there are such concepts as formative and summative assessment. The argument is to return to Scriven’s original claims that formative relates to improvement and summative relates to status, the primary purpose of formative evaluation is to stimulate summative evaluation, and both demand rigor and must lead to claims about merit, worth or significance.

Penerapan Model Pembelajaran Problem Based Learning (PBL) Melalui Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VII

Teaching at the Right Level (TaRL) is a learning approach that does not focus on class level but rather focuses on the level of cognitive ability of each student in the class. This approach provides students with the opportunity to learn according to their cognitive abilities. Meanwhile, Problem Based Learning (PBL) is a learning model that provides problems in real life with the aim that students are expected to be able to build their own knowledge and understanding of the material they study. The aim of this research is to improve student learning outcomes in class VII-E of SMP Negeri 11 Madiun through the application of the Problem Based Learning (PBL) learning model using the Teaching at the Right Level (TaRL) approach. This research was conducted in 2 cycles on March 7 2024 and March 28 2024 using Classroom Action Research (PTK) with research subjects of 28 class VII-E students at SMP Negeri 11 Madiun for the 2024/2025 academic year. The research process was carried out by implementing learning in groups according to the level of students' cognitive abilities and given problems through LKPD. One class is divided into 7 groups according to the results of the diagnostic assessment that have been analyzed. Groups 1, 2 and 3 consist of students who have low ability to solve problems independently who are then given guidance and scaffolding, groups 4 and 5 have moderate ability to solve problems independently and are given a little scaffolding. Meanwhile, groups 5 and 6 have high abilities in solving problems independently. The data collection instrument used in this research is student learning outcomes (Summative Assessment). From the initial test results, it was found that only 8 students' learning outcomes data met the KKM with a percentage of students' learning completion of 28.57%. In cycle I, the learning outcomes of students who met the KKM increased to 16 students with a percentage of student learning completion of 57.14%. Then in cycle II there was an increase again, where the learning outcomes of students who met the KKM became 23 students with a percentage of student learning completion of 82.14%, while the other 5 learning outcomes did not meet the KKM. Thus it can be concluded that the application of the Problem Based Learning (PBL) learning model with the Teaching at the Right Level (TaRL) approach can improve student learning outcomes.

Development and validation of a high school agricultural literacy assessment

The National Agricultural Literacy Outcomes (NALOs) are knowledge benchmarks for school-aged youth and are used to improve agricultural literacy (NAITC, 2014; NCAL, 2017). Despite educational efforts, prior research indicated that high school populations remained at low or deficient literacy levels. Additionally, no agricultural literacy assessment instruments using the NALOs as a standardization tool have been developed for the 9-12th grades. The purpose of the study was to validate a summative NALO-centered assessment that could provide baseline data on agricultural literacy following the completion of secondary education (12th grade). The study followed the framework established by Longhurst et al. (2020) for similar assessments in elementary grades. A Delphi team produced 45 items for validation that were reviewed using a convenience sample of [University] undergraduate students. Those items were evaluated using factor, item, and discriminant analysis. Results finalized two 15-item assessments and determined both had acceptable reliability, were adequate for model fit, and were valid for the NALOs and the three proficiency levels. The instruments are critical tools for providing a standardized approach to evaluation efforts. Researchers and educators should use these instruments to provide comparable agricultural literacy data across populations to better identify trends, program needs, and meaningful inferences.

Functional autonomy of elderly individuals participating in a supervised physical exercise program

This study aims to identify the effect of a supervised physical exercise program on the levels of functional autonomy (FA) in elderly individuals. It was conducted as a quasi-experimental study. In the diagnostic assessment, data on Functional Autonomy were collected using the protocol of the Latin American Development Group for Maturity (GDLAM). The 66 elderly women (X̅ = 67.11 ± 5.75 years) in the sample group underwent 16 weeks of muscular strength and flexibility training, followed by a summative assessment. A reduction in the times of all battery tests was observed: W10M (∆% = -8.40%), RSP (∆% = -16.44%), RVDP(∆% = -2.01%), SRWC (∆% = -5.34%), and PTTs (∆% = -19.73%), indicating an improvement in FA (∆% = -11.39%, p &lt; 0.001). Analyzing the study's results, it is evident that, following the intervention, a significant improvement in the average classification of the sample group occurred. The initial AI score would have fallen within the regular classification in the diagnostic evaluation (28.11 - 33.71), with an average of 31.07. However, after the intervention, a reduction in the time taken to complete the activities led to a shift to the good qualification range (22.82 - 28.10), with an average summative AI assessment of 27.53. The study confirms the enhancement of FA in elderly individuals participating in a physical exercise program.

Enhancing Quality Learning in East African Higher Education: Towards a Common Understanding of Formative Feedback

The quest for enhancing quality learning in higher education across East Africa necessitates a cohesive understanding of what formative feedback is and how it can be used to promote student learning. This study explores how formative feedback is understood as it relates to improving student learning outcomes within the East African higher education context. By synthesizing existing policies and conducting qualitative analyses of current practices, the research identifies key challenges and opportunities for having a common understanding of formative feedback. Findings reveal a widespread misunderstanding of formative feedback, with many perceiving it as equivalent to course evaluations, continuous summative assessments, and student ranking based on grades. The study highlights a lack of consensus among government officials, higher education administrators, faculty, and students regarding the definition and implementation of formative feedback. This research suggests the need for a comprehensive qualitative study to examine how formative feedback is defined and perceived across East Africa. Such an investigation could catalyze robust discussions among key stakeholders, leading to the development of shared definitions and sustainable formative feedback systems, ultimately enhancing educational outcomes in the region.