Anthonia Chika Ikwelle, Uchenna Emmanuel Orimba


This article focuses on the achievement  of sustainable  development  with the use of formative assessment  for quality  education.  Quality Education  is the

4th  goal of Sustainable  Development  Goals  (SDGs).    It aims  at  ensuring inclusive  and  equitable   education   for  all,  and  the  promotion   of  lifelong learning opportunities  for all.  Formative assessment  has an essential role to play  in  the  teaching  and  learning  process  that  can  bring  about   quality education.  Evaluation  is conducted  to find out  what worked,  what did not work,  what  needs  changing  before  you  reiterate  the  course.    Evaluation looks at the extent of progress being made  in learning. It does  this through measurement  tools,  and   one   of  these   tools  is  educational  assessment; formative and  summative.  Formative  assessment  is assessment  for learning. It aims at enhancing  learning.  It helps the teacher to prepare  the students for future achievement. Formative  assessment  also helps teachers  to know the extent  of the  achievement  of instructional objectives.   It helps  teachers  to regularly  (daily)  assess  student’s  progress  in  their  learning  of  a  subject. 

Formative assessment  is not interested in just passing examination but rather in the integral formation  of the learner so that the learner can have a better future.   For a sustainable  development, learning must prepare  students  and learners  of all  ages  to  find solutions  for the  challenges  of today  and  the future.    This is what formative assessment  does for the learner. It is transformative  and therefore,  helps learners to make informed decisions and take individual and collective action to change  our societies and care for the planet. This article tried to explore the relationship between educational formative  assessment  and  SDGs.  It looked  at  the  meaning  of evaluation, formative  assessment,  the  reason  for formative  assessment,  methods  and tools  for formative  assessment,  the  meaning  of Sustainable  Development Goals, the role of formative assessment in SDG, conclusion and recommendation.


Evaluation, Sustainable Development Goals, Formative evaluation

Full Text:



Allam, M. (2017). Exploring the relation between quality education and the Sustainable development goals (SDGs). International Journal of Recent Scientific Research. 8 (9), 20328-20336. Retrieved from

Bugg, C.R. (2013). Effective Methods of Formative Assessment. Retrieved from

Bramwell-Lalor, S. (2018). Assessment for Learning on Sustainable

Development. Retrieved from

Black, P. & William, D. (2003). Changing Teaching through Formative Assessment: Research and Practice. Retrieved from

Enyi, G.S. (2009). Introduction to measurement and evaluation. Linco Press


Iketaku, I.R. (2013). Measurement and evaluation for instruction and learning. Fidgina Global Books.

Leo, J. (2020). Teacher’s assessment Tools. Retrieved from

Miller, A. (2015). Formative assessment is transformational. Retrieved from

Nevin, E. (2008). Education and sustainable development. Retrieved from

National Teacher’s Institute, (2006). Manual for the Re-training of Primary


Teachers on School Based Assessment. NTI Press.

O‟Neill, G. (2015). Curriculum design in higher education: Theory to


UCD Teaching & Learning. Retrieved from

Slade S. (2021). What do we mean by a quality education? Retrieved from

Sherrington, T. & Stafford, S. (2013). Questioning techniques. Retrieved from

Skooler (2018). 5 Ways to boost learning using formative assessment.

Retrieved from

The 2030 Agenda for Sustainable Development (2016). Retrieved from

Thomas, L. (2018). 7 Smart, fast ways to do formative assessment.

Retrieved from [22] 2021

UNESCO (2021). from

Ziklig, B. (2014). Measurement, assessment and evaluation in education.

Retrieved from


  • There are currently no refbacks.

Copyright (c) 2023 Anthonia Chika Ikwelle, Uchenna Emmanuel Orimba

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.










 ISSN (Print):   2354 - 2772





Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.