FORMATIVE ASSESSMENT AS A KEY FACTOR IN STUDENT MOTIVATION FOR NATURAL SCIENCES IN PRIMARY EDUCATION: A COMPARATIVE STUDY BASED ON TEACHERS' EXPERIENCE

Abstract

According to the renowned educational psychologist Herbert J. Walberg, "Assessment is the most powerful corrective in teaching and learning." This research examines the essential role of formative assessment as a catalyst for enhancing student motivation within the field of natural sciences in primary education. The study focuses on the complex interaction between assessment practices and students' emotional and cognitive engagement during the learning process. The primary objective of this study is to analyze the effect produced by the consistent implementation of formative assessment on student motivation levels, as well as to identify whether significant differences exist in assessment styles among teachers with varying professional experience. Beyond the pedagogical impact, the research provides a detailed analysis of how professional experience and teaching longevity influence the frequency, type, and effectiveness of feedback provided to students.
The study aims to identify methodological discrepancies between different generations of teachers in their approach toward continuous assessment. The applied methodology follows a quantitative approach, utilizing a descriptive-analytical and correlational design that allows for the identification of cause-and-effect relationships through numerical data. The research was conducted using simple random sampling across 18 primary schools in the regions of Gjilan, Vitia, and Kamenica (9 urban and 9 rural), involving a representative sample of 500 students and 100 teachers. The sample was stratified to ensure equal representation of demographic variables. The independent variable of the study is formative assessment, while the dependent variable is student motivation, considering work experience as a moderating variable. For primary data collection, three standardized instruments were employed: the questionnaire by (Tuan, H.-L., Chin, C.-C., & Shieh, S.-H., 2005) for science motivation, consisting of 22 items on a 5-point Likert scale with high internal consistency (Cronbach's Alpha .976); and the scale by (Nicol, D. J., & Macfarlane‐Dick, D, 2006) consisting of 10 items for feedback practices. Data collection procedures adhered to the ethical principles of anonymity, confidentiality, and informed consent. Data processing was performed using the SPSS statistical package (version 26.0), applying Pearson correlation tests to measure the strength of the relationship between variables, as well as One-Way Analysis of Variance (ANOVA) with post-hoc tests (Tukey, 1949) to test differences based on experience categories. The results demonstrate that the regular use of formative tools significantly increases scientific interest, self-efficacy, and self-regulation among students. This paper offers practical recommendations for the necessity of continuous professional training, based on the findings of (Palm, T., & Andersson, C., 2017) and (Näsström, G., Gardelli, T., Lindberg, O. J., & Pettersson, F., 2021) regarding the transformation of assessment culture in primary schools.