Formative Assessment in University Classrooms: A Study of Student’s Satisfaction and Perceptions

This quantitative study explored the satisfaction levels of university students about formative assessment practices. The research explored how demographic variables, including gender, semester level, and academic program, related to student satisfaction. Based on a review of the literature, study focused on three key dimensions of student satisfaction: quality feedback, teaching and learning styles and use of technology in assessment. A sample of 96 students from a selected university was recruited by using purposive and convenience sampling techniques. Data were collected via questionnaires and analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (t-tests) in SPSS. The findings revealed that the majority of students were satisfied with their teachers’ current formative assessment method though satisfaction varied across different fields of study. No statistically significant differences in perception found between male and female students or between bachelor's and master's degree students. Overall, students expressed greater satisfaction with the quality of feedback compared to the other two dimensions. The study recommends that institutions ensure the greater utilization of digital tools for assessment such as blogs to meet students' needs. Additionally, it is recommended that university management provide adequate time for teachers to engage in dialogue with students regarding areas for improvement.