Abstract

Using formative assessment techniques at the higher education level increases the learning level of the students and extensively polishes the teaching skills of the teachers. The aim of this quantitative research was to identify the teachers ' frequently used formative  evaluation techniques in the university context, and to identify the impact of formative evaluation techniques on the academic achievement of students. For this study, causal-comparative research design has been used. The study population was students from two government universities of Lahore District, Pakistan. There were 480 students in the sample. The investigator used learners to respond on a self-developed questionnaire. The validity of the questionnaire was assured by the research experts, while reliability by using Cronbach Alpha was established at.901 with 32 items. Results indicated that the mean score of both sampled university learners with respect to formative evaluation methods differed significantly. It was also revealed that educators generally do not use  regularly the methods of formative assessment. Generally teachers do not involve their students actively in learning; hence students’ academic achievement remains low. The study recommends that teachers should plan the different suitable formative assessment techniques to increase the level of students’ learning.