EVALUATION OF FORMATIVE ASSESSMENT STRATEGIES IN ENHANCING STUDENT ACHIEVEMENTS AND LEARNING MOTIVATION IN HIGHER SECONDARY SCHOOLS

Abstract

This comprehensive study delves into the efficacy of formative assessment strategies in bolstering student achievements and cultivating intrinsic learning motivation within the dynamic landscape of higher secondary education. Formative assessment, characterized by its iterative and adaptive nature, emerges as a linchpin in sculpting students' comprehension and progression throughout their academic pursuits. Through a rigorous synthesis of extant literature and empirical inquiry, this research undertakes a nuanced analysis of diverse formative assessment methodologies, spanning feedback mechanisms, peer evaluations, self-assessment modalities, and collaborative classroom dialogues, elucidating their nuanced impacts on the student learning outcomes. The empirical findings underscore a compelling association between the judicious deployment of formative assessment strategies and elevated academic performance, coupled with a tangible surge in student motivation. Moreover, this inquiry delves into the pivotal role of teachers as orchestrators of effective pedagogical practices, adeptly harnessing formative assessment techniques to cultivate a supportive and conducive learning ecosystem. This assessment is considered effective for the teaching methodology. The implications derived from these research outcomes reverberate across educational spheres, advocating for the seamless integration of formative assessment paradigms into teaching methodologies to engender enriched learning experiences and academic accomplishments within higher secondary education. By embedding these strategies within the pedagogical framework, teachers can foster a culture of continuous improvement and personalized learning, thereby nurturing students' intellectual curiosity and metacognitive abilities. Furthermore, this study illuminates the imperative for educational policymakers to prioritize the dissemination and adoption of evidence-based practices, underlining the transformative potential of formative assessment in enhancing educational equity and fostering inclusive learning environments. In conclusion, the multifaceted exploration undertaken in this study underscores the pivotal role of formative assessment strategies in shaping student outcomes and cultivating a culture of lifelong learning within higher secondary education. It calls for concerted efforts from teachers, administrators, and policymakers to embrace and champion these strategies as integral components of contemporary educational practices.