On the effectiveness of using midterm examinations strictly for formative feedback

Research shows that, when it is conducted properly, formative assessment can have a significant impact on student learning. Examinations administered throughout the course, defined here as midterm exams, can be used effectively for formative assessment. However, misconceptions about the differences between the purposes of formative and summative assessment often lead to faulty application of midterm exams for summative assessment. The purposes of this paper are to clarify the pedagogical differences between exams used for formative and summative purposes, and to present data that illustrate that when midterm exams are used strictly for formative purposes, they can significantly enhance student learning, as measured by student performance on summative final examinations.