Does Progressive Assessment Improve Students' Academic Performance? Abeer Bashir Maiteeg

Abstract

       The present study draws on progressive theory to examine the impact of implementing progressive assessment on students' final academic performance in Libya. A quantitative approach was employed, using data collected from 38 students enrolled in a listening and speaking course at the Faculty of Education, Misurata University. Several types of formative assessment activities were incorporated into the educational program, including peer assessments, quizzes, discussions, presentations, debates and think-pair-share. The data were analyzed using a paired t-test and a two-way (factorial) ANOVA. The results showed a statistically significant improvement from pre-test to post-test scores. Moreover, the ANOVA results indicated that using progressive assessment as a teaching method had a meaningful impact on the progress of the experimental group compared to the control group. Importantly, the findings support the Constructivist Learning Theory, which prioritizes student autonomous learning.