FORMATIVE VS. SUMMATIVE ASSESSMENT IN PROGRAMMING COURSES

Abstract

Assessment     

 integral to computer programming education, serving both to measure learning outcomes and to guide instructional strategies. The most prevalent categories of assessment are formative and summative. Formative assessments, typically low stakes and ongoing, allow instructors to provide timely feedback and address learning gaps as they emerge, while summative assessments, usually high stakes and culminating, measure overall achievement at a particular point in the course. This article explores the conceptual underpinnings, practical applications, and relative merits of formative and summative assessments in programming courses. Through a synthesis of existing literature, it highlights how formative approaches—ranging from regular coding exercises to peer review—can promote deeper understanding, while summative assessments—such as final projects and exams—offer benchmarks of competency. The discussion addresses challenges unique to programming, including debugging complexities, the need for consistent practice, and the balance between code correctness and creativity. Empirical studies reviewed herein suggest that mixing formative and summative strategies yields the best learning outcomes, promoting both mastery and retention. The article concludes with recommendations for educators, instructional designers, and academic policy-makers seeking to optimize assessment practices for future-ready programming curricula.