The present article considers the association between formative and summative assessments, or assessment for learning andassessment of learning. Using data from 14 physics courses in a pre-university science program from winter 2013 to winter 2017(N= 470), we sought to understand whether outcomes of formative assessment were related to the outcomes of summativeassessment. The findings reveal a strong association between formative assessment (unit tests average) and summative assess-ment (final exam) and final grade, and indicate that the unit tests are strong predictors of final exam scores and final grades.However, there was only a significant, albeit small, effect between test 1 and final exam. While providing evidence that formativeassessment techniques are a good indicator of how well students will perform overall, it is unclear that the unit tests contribute toimproving student performance. Thus, unit tests alone appear insufficient to improve performance; students must also beprovided with the means and the guidance to properly apply the feedback to improving their performance.

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• Exploring the Association Between Formative and Summative Assessments in a Pre-University Science Program