ABSTRACT
As professional educators, teachers expected to evaluate student learning and assign a correct grade. Students deserve accurate evaluation of their work, which helps them to prepare for the rigors of the professional world or for advanced study. If student learning is truly teachers goal, then students who perform poorly on a formative assessment should receive additional instruction or be given a second chance to improve their work so that they can prove that they've truly learned what teachers have taught. The discussion of assessment theory and practice in higher education, however, is complex, including formative, summative, cumulative, formal, informal, subjective, objective, process, interim, and many other assessment types and approaches. Grading occurs at the end of an assessment, serving as the basis upon which teachers keep their records. Survey data can also serve as a formative assessment, guiding teacher instruction.
