Effective Summative Assessment Strategies to Enhance Student Learning: A Mixed Method Study

Abstract

This mixed-method study investigates the effectiveness of summative assessment strategies in enhancing student learning outcomes among 8^th-grade science students. Utilizing both quantitative and qualitative methods, the study measured changes in academic performance through pre- and post-tests and explored teacher and student perceptions via focus group discussions. Quantitative analysis revealed a significant improvement in post-test scores (mean = 12.85) compared to pre-test scores (mean = 6.00), alongside decreased standard deviation, indicating more consistent student performance. However, correlation analysis (r = 0.135, p = 0.569) suggested that the improvement was largely influenced by the summative assessment interventions rather than prior knowledge. Qualitative findings highlighted that project-based assessments and portfolios were preferred over traditional exams, fostering better engagement, critical thinking, and real-world application of knowledge. Both students and teachers identified key challenges, including limited feedback, time constraints, and issues of fairness in standardized testing. The study concludes that innovative, inclusive, and well-aligned summative assessment strategies can significantly contribute to improved student outcomes, provided they are supported by timely feedback and adapted to diverse learning needs.