FROM SUMMATIVE TO FORMATIVE: EVIDENCE-BASED STRATEGIES FOR IMPLEMENTING DIAGNOSTIC ASSESSMENT IN CONTEMPORARY EDUCATION

Authors

  • Rustamova Adash Eshankulovna Samarkand State Institute of Foreign Languages Author
  • Eny Syatriana Muhamamadiyah University of Makassar Author

Keywords:

summative, formative, traditional, assessment, diagnostic, implementation, educational shift

Abstract

In contemporary education, assessment must evolve to meet the needs of diverse learners, rapidly changing knowledge domains, and more personalized approaches to teaching and learning. Traditional assessment—characterized by high stakes exams, standardized tests, and summative evaluations—has long been the dominant form of measuring student knowledge. Yet, while it offers efficiency and comparability, it often fails to reveal the deeper learning processes or the specific barriers that individual students face.

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Published

2026-06-22

Issue

Vol. 1 No. 1 (2026): THE PROCEEDINGS OF THE INTERNATIONAL SCIENTIFIC-PRACTICAL CONFERENCE ON THE TOPIC “PROCESSING OF LINGUODIDACTICS, LINGUOPHILOSOPHY AND TRANSLATION STUDIES IN LINGUISTICS”

Section

Articles