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Original Article

J. Islam. Int. Med. Coll.. 2016; 11(1): 35-40

Students' Perceptions towards Formative and Summative Assessment: A Single Institution Study

Masood Anwar, Fahd Mudassar Hameed.

Purpose of the Study: The purpose of this study was to get an understanding of the MBBS students' perception
and experience about their formative and summative assessment. Since the implementation of integrated
curriculum students need to adopt deep learning approach contrary to traditional learning. We were interested
to explore what approach our students take towards the preparation of their exam. We were also interested to
get their views about formative and summative assessment currently being undertaken in our medical college.
Objectives of the Study: To collect data using a Pre-validated questionnaire and then analyze it, regarding:
a) Students study efforts towards passing the exam.
b) Students' perception about the importance of formative assessment held in our college.
c) Students experience and their views about conduction of summative assessment.
Study Design: A quantitative cross-sectional analytical study.
Place and Duration of Study: The Study was conducted from Jan 2015 to June 2015 at Islamic International
Medical College Rawalpindi.
Materials and Methods: This was a quantitative cross sectional study using a structured, pre-validated
nd th questionnaire. The questionnaire was administered to all present students of 2 to 5 year students. Data was
entered in MS Excel sheet and analyzed using one sample binomial test.
th rd Results: The response rate was 75% (5 year) to 84% (3 year). Only 27% students performed same amount of
study regularly. Whereas 73% put more effort near the assessment. Almost 50% students still performed
selective studies for the assessment. 60-80% students opined that formative assessment experiences
stimulated learning and were useful in the preparation for summative assessment.
Except for final year, more than 50% students were satisfied with the general atmosphere, structure and
conduct of summative assessment. More than 70% admitted that they learn more when preparing for
summative assessment near the examination. Almost 90% resented the inclusion of SEQs in methods of
summative assessment and were contended with MCQs and OSCE/OSPE.
Conclusion: Students like formative assessment mainly because of feedback as it helps them in learning as well
as preparing for summative assessment. All aspects of summative assessment were more satisfactory for the

Key words: Learning Styles, Student Perceptions, Assessment

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