INFLUENCE OF FORMATIVE ASSESSMENT ON ACADEMIC MOTIVATION
Main Article Content
Keywords
Formative assessment, academic motivation, feedback, student engagement, learning outcomes, educational assessment
Abstract
Background: Academic motivation is one of the factors associated with student learning, involvement and success in the education system. Traditional assessment practices tend to pay more attention to the product at the end, while formative assessment has a much greater emphasis on monitoring learning processes and giving feedback to guide learning improvement. The importance of using formative evaluation as an effective teaching method to boost students' motivation and stimulate their involvement in learning has been gradually acknowledged.
Objective: To determine the influence of formative assessment on academic motivation among students.
Methods: A descriptive cross-sectional study was conducted at HBS Medical and Dental College, Islamabad, Pakistan from February 2025 to July 2025. The non-probability consecutive sampling was used and 74 students were included. The data was gathered through a structured questionnaire with the inclusion of the variables related to the formative assessment and variables related to academic motivation. The formative assessment variables were participation in quizzes, assignments, class tests and feedback sessions. Academic motivation was classified as low, moderate and high. Data was analysed by SPSS software. The frequencies, percentages, means, standard deviations, chi-square test, independent sample t test and Pearson correlation analysis were used. The p value of ≤ 0.05 was regarded as statistically significant.
Results: Of the 74 students, 42 (56.8%) were female and 32 (43.2%) were male. Regular participation in formative assessment activities was reported by 52 (70.3%) students. High academic motivation was observed in 27 (36.5%) students, while 34 (45.9%) demonstrated moderate motivation. The mean motivation score was significantly higher among students who regularly participated in formative assessment compared with irregular participants (78.6 ± 8.4 vs. 65.9 ± 9.7; p<0.001). Students who received feedback showed significantly higher motivation levels than those who did not receive feedback (p=0.003). A moderate positive correlation was found between formative assessment score and academic motivation score (r=0.58, p<0.001).
Conclusion: Formative assessment has a positive influence on academic motivation among students. Regular participation in formative assessment activities and timely feedback are associated with higher motivation levels and improved academic performance. Incorporating formative assessment into routine educational practice may enhance student engagement and learning outcomes.
References
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