Continuous Assessment Versus Summative Assessment: A Comparative Study of Mathematics Achievement at the Elementary Level

Abstract

The use of assessment is very important in determining the learning outcomes of students, especially geometry in the elementary level. This paper will discuss the relative consequences of continuous assessment and summative assessment on the mathematics performance of elementary students. The research design was to use a quantitative comparative study in which data were gathered in the public sector elementary schools. Students were categorized into two classes depending on the method of assessment which included continuous assessment and summative assessment. The performance of students was measured by administering a standardized mathematics achievement test. The analytical statistics showed that there was a significant difference of mathematics performance between the two groups, with the one who had been subjected to the constant assessment practices favored. The results indicate that constant evaluation helps to improve the learning process by offering immediate feedback and instructional guidance. The research suggests that the continuous assessment practices applied to the elementary mathematics classrooms should be more integrated, which will lead to higher student achievement.