Abstract

The study's objective was to determine the relationship between formative assessment techniques, students’ learning and academic achievement at university level. The study's methodology included quantitative, descriptive, and survey. All universities in the Lahore district, (public and private), were the target population of the research. It employed a multi-stage sampling technique. The total sample was comprised of 600 students. The questionnaire was self-constructed. The validity of the instrument was determined through experts’ opinions and the questionnaire’ reliability was found through pilot-testing. The Cronbach’s Alfa value was 0.912. It was concluded that there was strong positive relationship among different formative assessment techniques, students’ learning and academic achievement. It was recommended that the study be used by university teachers to create various appropriate formative assessment techniques to improve students' learning and academic achievement.