摘要：This paper aims to investigate the relationship between formative assessment and students` learning at public secondary schools in Sindh, Pakistan. Assessment as a part of classroom activity is a basic requirement for the process of better teaching and learning outcomes. Assessment which is conducted in perspective of detecting out the gaps and hurdles in smooth learning is useful for weak students to encompass the obstacles during the course of study. It helps students as well as teachers to redress it timely. Formative assessment in classrooms as a fragment of actions has always a reasonable positioning, all the activities that teacher and students get to know and bring into the practice repeatedly, results in better students` learning outcomes (Black & Wiliam, 2003). Research Methodology; This study used explanatory survey type of research and quantitative approach was used as per the nature of data to reach the objectives, and to test the research hypothesis. The descriptive research vigilantly defines the situations which currently happened (L.R Gay, 2012). Data Analysis; The Correlation Statistics with the help of SPSS 23 software was used to analyze the data. Findings; It is found that the formative assessment has positive correlation with student`s learning at public secondary schools. It is also found that, more frequent formative assessments practices increase students` learning.
