Today, assessment in many traditional classrooms still focuses heavily on evaluating students only after all the material has been delivered, primarily to assign grades and categorize learners. Yet, its potential as a tool for providing constructive feedback to both instructors and students remains underused. Limited understanding and application of formative assessment mean that opportunities to refine teaching strategies, improve methods, and address students’ learning needs are often missed.

Assessment is more than just numbers; it is a window into how deeply students have mastered concepts and skills. The way faculty members design and apply assessments directly influences students’ motivation, confidence, and academic achievement. To better understand the role of assessment, educators often rely on two key frameworks: Assessment of Learning (AoL) and Assessment for Learning (AfL), each offering a unique perspective on how assessment can measure or actively support the learning process.

Assessment of Learning, or summative assessment, is designed to provide a final evaluation of students’ achievement after a complete learning sequence, based on the evidence collected. Assessment of Learning is also used to gauge the overall effectiveness of an instructional program (Beadle, 2025). Traditional Assessment of Learning emphasizes summarizing student learning outcomes at the end of a lesson, unit, or course, often through tests, exams, or other standardized tools, to determine whether specific standards have been met (Beadle, 2023).

In contrast, Assessment for Learning, or formative assessment, is used to provide information and feedback that allows instructors to adjust their teaching (Heick, n.d.). Integrated into the learning process, Assessment for Learning offers real-time insights into student progress, identifies areas for improvement, and helps tailor instruction to strengthen understanding and skills before advancing to the next stage (Beadle, 2023). Assessment for Learning allows instructors to explore students’ knowledge, skills, misconceptions, and gaps in understanding, while also boosting motivation and strengthening students’ commitment to their own learning (Hidayat, Sujadi, Siswanto, & Usodo, 2023). It can be implemented through questioning, interactive quizzes, peer assessment, or self-assessment to uncover misunderstandings or areas requiring more attention (Beadle, 2025).

Heick (n.d.) highlights that the key difference between Assessment of Learning and Assessment for Learning lies in their purpose. Combining both approaches creates a powerful synergy: Assessment of Learning provides a comprehensive evaluation of final achievement, while Assessment for Learning enriches the learning process through feedback that fosters a growth mindset, instructional adjustments, and student responsibility for their own progress (Beadle, 2023).

Assessment of Learning should capture students’ achievement comprehensively. This means designing evaluations that align with learning objectives, not relying solely on simple formats like quizzes that may not fully assess higher-order thinking skills. At the same time, Assessment for Learning should be structured to effectively motivate students, helping prepare them for the summative evaluations that follow.

Alignment between Assessment for Learning (formative) and Assessment of Learning (summative) is crucial for effective teaching and learning. Assessment for Learning should serve as the foundation that prepares students for Assessment of Learning through continuous feedback, diagnosis of gaps in understanding, and adaptive teaching strategies. This approach allows students to strengthen weak areas and deepen their mastery before final evaluation. Conversely, Assessment of Learning not only measures end-of-course achievement but also acts as a benchmark for instructional quality and overall learning effectiveness. Together, they form a continuous, coherent assessment cycle that supports meaningful learning and long-term competency development.

Let’s commit to designing assessments thoughtfully, as an investment in high-quality teaching and lasting student success. By balancing Assessment for Learning and Assessment of Learning, we go beyond grading: we build motivation, enhance understanding, and equip students with the skills and confidence they need for the future. Do not hesitate to contact the Center for Teaching and Learning team at  edu.tech@uph.edu, if you need further guidance.

Together, let’s create meaningful assessments that empower our students to learn.