Assessment is not simply a means of measuring student performance; it is a fundamental guide to teaching and learning. The design and implementation of assessments significantly affect how students allocate their time, approach assignments, and engage with academic content. Summative assessment, defined as the assessment of learning at the end of a course, remains the dominant model in contemporary higher education. While summative methods serve important purposes such as certification and accountability, their dominance has raised concerns among educators and researchers. In particular, the limitations of formative assessment designed to support learning can lead to suboptimal learning outcomes. The question emerges: to what extent does the imbalance between formative and summative assessment affect student learning, and what strategies can be used to achieve a more effective integration?
Normuminova Khulkar Aduvasievna (Mon,) studied this question.