Formative Assessment: A Bridge To Academic Excellence

Résumé: This study examines how formative assessment contributes to academic excellence in Algerian higher education. The primary objective was to investigate formative assessment strategies used by teachers at Oran-2 University, Algeria. The focus is on assessing teachers' knowledge and understanding of evaluating students' competencies, including learner engagement, skill acquisition, and learning outcomes. The study utilizes a mixed-method case study design, combining quantitative and qualitative data collection and analysis. The target population consists of 30 tertiary teachers during the second semester of the academic year 2022. The findings indicate that formative assessment is employed at Oran-2 University, but there is inconsistency in its usage.

Publié dans la revue: مجلة الرسالة للدراسات والبحوث الإنسانية