The influence of formative assessment of students’ academic achievements on increasing their motivation to study at university

Nadezhda Phyodorovna Panikarova; Nuret Kaseevna Dzhamirze; Olga Borisovna Skorodumova; Khaibat Magomedtagirovna Musaeva; Elena Evgenievna Konovalova

doi:10.29051/el.v7iesp.4.15636

Authors

Nadezhda Phyodorovna Panikarova K.G. Razumovsky Moscow State University of Technologies and Management (the First Cossack University), Moscow https://orcid.org/0000-0002-3911-0712
Nuret Kaseevna Dzhamirze Adygh State University, Maikop https://orcid.org/0000-0002-7091-7418
Olga Borisovna Skorodumova Russian State Social University, Moscow https://orcid.org/0000-0002-8962-0155
Khaibat Magomedtagirovna Musaeva Dagestan State University, Makhachkala https://orcid.org/0000-0002-3071-0842
Elena Evgenievna Konovalova Russian State University of Tourism and Service, Moscow https://orcid.org/0000-0002-8454-8166

DOI:

https://doi.org/10.29051/el.v7iesp.4.15636

Keywords:

Motivation for learning, Formative assessment, Foreign language, Sandwich model, Self-esteem

Abstract

The purpose of the research is to study possible causal links between the introduction of high-level formative assessment and the motivation of students to learn a foreign language. The influence of the formative assessment of low and high levels on the motivation of students to study a foreign language is experimentally traced; effective ways of using formative assessment to increase the level of educational achievements of students are proposed. The materials and conclusions of the study can be used in the practice of teaching a foreign language at university.

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