The primary goal of the present experiment is to examine whether using summative cumulative assessment versus formative cumulative assessment in a first-year undergraduate engineering course leads to a difference on the final course exam score and/or on the delayed test score. For each of these measures we will employ a frequentist approach to test the null hypothesis that the mean performance will be the same in the summative cumulative assessment condition and the formative cumulative assessment condition. In addition, for each of these measures we will employ a Bayesian approach to compare the null hypothesis of no mean difference against the alternative hypothesis of an absolute difference of a medium effect. According to Hattie (2017), a medium effect is required to favor one educational intervention over the other. The second goal is to compare the summative cumulative assessment condition and the formative cumulative assessment condition on cumulative assessment grades, self-efficacy and perceived competence. Regarding the cumulative assessment grades, we will use a frequentist approach to test the null hypothesis that (1) the mean cumulative assessment grade does not differ between the two conditions; (2) the mean cumulative assessment grade does not differ per session (see the method section for details) and (3) the mean cumulative assessment grade is not affected by the interaction between session and condition. Finally, we will test the null hypotheses that mean self-efficacy and mean perceived competence do not differ between the summative cumulative assessment condition and the formative cumulative assessment condition