Abstract

The study aims to identify the formative assessment of purposive communication modules in the academic performance of students and what makes the formative assessment of purposive communication modules for the improved academic performance of students in Higher Education Institution (HEI) among the respondents.

            Mixed methods are employed in the study which is composed of quantitative and qualitative research design. Hence, random sampling techniques are utilized in the study. It is a sampling technique that provides equal opportunity for the respondents to be chosen in the study. The study comprised two hundred (200) respondents only.

            Results show that formative assessment of purposive communication module provides support for students to outline and focus assessment for better learning process based set learning outcome, show to explore learning experiences for student in the improved academic performance, show  evidence provided in the learning process through rubrics to support assessment of students, show that evidence and examples of assessment are well explained based on the questions given for better output in the academic performance which is relevant, and explanation supports position assessment specified for better comprehension of students, show that writing mechanics is well-defined instruction for better analysis of the assessment in the module, show that organization of the assessment enhance clear structure that showcases ideas for the measure academic performance of students.

            Findings show that there is a significant relationship on the formative assessment of purposive communication modules in the academic performance of students in Higher Education Institution as observed by the respondents.