Role of teachers’ feedback through formative assessment on students’ motivation at secondary school level
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Date
2021
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Publisher
UMT Lahore
Abstract
Formative assessment practices in classroom are essential to achieve learning goals. Students can either get motivated or they can be discouraged towards learning, from the feedback they get from their teachers. As the Goal theory perspective proposed a relationship between assessment and motivation, so practices of formative assessment in classroom focuses on students’ learning and not on performance goals. This theory proposed that if students are motivated to learn they will focus on achievement goals. This study was conducted by keeping in mind the teachers of secondary schools because at the primary level students are usually attached to teachers and depend on them through their entire learning process, however, students who have now graduated to secondary school level need to learn how to learn independently. The purpose of the study is to investigate how the secondary school teachers in Lahore are practicing formative assessment and what are the difficulties they face. In this study, we examine that how far the results of formative assessment help the teachers to motivate their students for learning. This research also examines that how much teachers under question are aware about the functionalities of formative assessment. The study applied quantitative survey approach. A structured questionnaire was designed to collect data from 232 secondary school teachers from both public and private schools of Lahore. Data collected through survey questionnaire was analyzed using descriptive analysis. The results of the study showed that feedback through formative assessment practices is one of the most important tools, which can help to motivate and keep focus on student learning and in their improvement.