Enhancing Student Learning Motivation Through the Systematic Integration of Formative Assessment
DOI:
https://doi.org/10.51699/cajlpc.v7i3.1584Keywords:
Formative Assessment, Classroom Evaluation, Intrinsic Motivation, Constructive Feedback, Self-Assessment, Peer-Evaluation, Growth Mindset, Competency-Based Education, Secondary School PedagogyAbstract
This article provides a comprehensive academic analysis of the role and structural significance of formative assessment mechanisms in fostering and developing secondary school students' intrinsic motivation for learning. It critically examines the demotivating factors inherent in traditional summative grading models and introduces the structural advantages of a continuous formative framework as an alternative. The research highlights the explicit socio-psychological effects of constructive feedback loops, self-assessment matrices, and peer-evaluation protocols on the development of students' achievement motivation and self-efficacy. Ultimately, the paper provides evidence-based pedagogical strategies and methodological guidelines designed to enhance overall instructional quality and cultivate a robust growth mindset in modern classrooms.
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