The investigate of learning retention among undergraduate students is influenced by pedagogy through the implementation of the assessment for learning framework.

Abstract

Learning retention, the ability to retain and recall information over time, is fundamental to academic success, particularly in higher education. This study examines the impact of the Assessment for Learning (AfL) framework on learning retention among undergraduate students, focusing on formative assessment’s role in fostering long-term knowledge retention. AfL goes beyond this by incorporating elements such as self-assessment, goal setting, and peer-assessment, all of which can evoke richer feedback loops and more extensive reflective practice, thereby promoting active interaction with content. Quantitative findings, in line with Black and Wiliam's (2009) and Carless's (2015) theories on the benefits of in-class formative assessment, specifically Assessment for Learning (AfL) activities, showed a 27.2% increase in retention rates among students participating in these activities compared to a control group. Qualitative insights from interviews reveal that AfL practices foster self-regulation and collaborative learning, with students noting enhanced responsibility, motivation, and peer connections. The AfL framework supports students’ transition from surface learning to deep engagement with material, leading to improved academic performance. This research highlights AfL’s potential for enhancing learning retention in higher education and recommends embedding formative feedback, self-assessment, and collaborative learning tools into curricula. The study offers a foundation for future research on AfL’s application across diverse disciplines, aiming to promote sustained learning outcomes and equip students with durable, transferable skills essential for lifelong learning.