The present study based on the progressive theory to examine the impact of implementing progressive assessment on students' final academic performance in Libya. A quantitative approach was employed on data which was collected from 35 students from a listening and speaking course in the Faculty of Education in Misurata University. Several types of formative assessment were included in the educational program, such as peer assessments, quizzes, discussions, presentations, debates and think-pair-share. The data was analyzed by ANCOVA and regression analysis.
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- Abeer Maiteeg (Author), 2025, Does performance in progressive assessment improve student's scores?, Munich, GRIN Verlag, https://www.grin.com/document/1602330
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