Assessment Types and Learning Effectiveness among Undergraduates: Evidence from a Sri Lankan Private University

This study examines how formative and summative assessment types influence learning effectiveness among undergraduates in a Sri Lankan private university, with a particular focus on the role of learning fondness. Using a quantitative cross-sectional survey, data were collected from 125 undergraduate students across different academic years and analyzed using correlation, regression, and moderation techniques. The results show that both formative and summative assessments have a significant positive impact on learning effectiveness, with formative assessments having the strongest influence. Learning fondness was found to directly enhance learning effectiveness, highlighting the importance of students’ positive attitudes toward learning. While learning fondness slightly influenced the relationship between summative assessments and learning effectiveness, it did not affect the relationship between formative assessments and learning effectiveness. These findings suggest that well-designed formative assessments consistently support effective learning, regardless of students’ affective preferences. The study highlights the value of combining continuous formative assessments with meaningful summative evaluations to improve learning outcomes and inform assessment practices in higher education.