The impact of pedagogical assessment on increasing motivation to learn and the quality of education

Abstract

This article discusses methodological approaches to the assessment of academic achievements, analyzes the impact of assessment on the educational motivation of students. The last decade has been a period of intensive search for new conceptual ideas and ways of development for school education. In theory and in practice, the issues of differentiation and profiling of education, integration of the content of education were actively developed, the idea of humanization of school life was introduced. However, time and practice have shown that one of these and other ideas and concepts cannot be considered as the main, all-encompassing because of their focus on improving individual components of a complex school education system. And so that it does not change now, no matter what concepts arise, we can confidently say that more and more specialists accept and actively support the idea of the quality of education as the leading and dominant one. How does the teacher's assessment affect the quality of knowledge?
 The term "motivation" is widely used in modern education. The survey data can serve as an indicator of increasing the educational motivation of students due to their confidence in the assessment results. The reliability of the assessment is an incentive to activate the educational activities of students and increase interest in this academic discipline. There were difficulties in obtaining an objective assessment in schools and possible ways to overcome them. Motivation is considered as a complex concept closely related to the "desire to learn" and embracing self-esteem, self-efficacy, effort, self-regulation, locus of control and goal orientation. The document describes a systematic methodology for the review and provides an evidence base for conclusions that substantiate concerns about the impact of the final assessment on motivation to learn. The results have implications for policy and practice. The article presents the main provisions of evaluation using the design pattern of tools and evaluation processes based on evidence-based arguments, based on the model of evidence-based design, which assists in the development of high-quality evaluation tools. The use of templates can allow teachers to make greater use of methods of classification, organization and planning of evaluation of learning outcomes based on cognitive abilities and competencies.