Beyond the grade: the role of formative and summative assessment in university student development

Abstract

Objective: To analyze formative and summative assessment practices at the Universidad Nacional José FaustinoSánchez Carrión (UNJFSC) and their relationship with student academic development. Method: A mixed-methodsapproach was used, with a descriptive scope and phenomenological design, applying proportional stratified samplingto students and faculty at UNJFSC during the 2024-I academic term. Surveys, in-depth interviews, a focus group, anddocumentary analysis of syllabi were used. Results: Knowledge-based assessments predominated (100% ofreviewed syllabi) over product-based (60%) and performance-based assessments (40%). 76% of faculty considered abalanced combination of the three assessment parameters to be more effective, but 60% reported time and resourceconstraints limiting its implementation. Conclusion: There is a gap between the positive perception of formativeassessment and its effective implementation; improving institutional policies, training faculty, and fostering aninnovative institutional culture in assessment methods are therefore recommended.