FORMATIVE ASSESSMENT AS A FACTOR IN ACADEMIC MOTIVATION AND SELF-REGULATION

Abstract

The article explores the theoretical and methodological foundations of formative assessment as a key factor in enhancing student motivation and developing self-regulation. The objective of the study is to substantiate the didactic potential of formative assessment and identify its mechanisms and conditions for effective implementation in educational practice. The methodology draws on an analysis of domestic and international research, the concept of self-determination, and a socio-cognitive model of self-regulated learning. The author details the functions of high-quality feedback, transparent criteria, and self- and peer-assessment procedures, demonstrating their impact on competency-based and metacognitive outcomes. The practical significance of this study lies in the development of a lesson algorithm that includes the cycles of “diagnosis-correction-retest,” which ensures sustainable growth in educational achievement and student autonomy. The findings clarify scientific understanding of assessment activities and provide guidance.