Digitally Supported Formative Assessment and Achievement Motivation: Evidence from the REFRESH ProjectDigitally Supported Formative Assessment and Achievement Motivation: Evidence from the REFRESH Project

Abstract

This study explores the impact of digitally supported formative assessment on changes in achievement motivation among higher vocational school students preparing for the teaching profession in pre-school and after-school education. The research is conducted within doctoral studies at the Faculty of Education, University of Ostrava, and is linked to the REFRESH – Centre for Research on Energy and Social Change project (CZ.10.03.01/00/22_003/0000048). The research sample consisted of 136 students from four classes. A quasi-experimental design was employed, including three experimental groups using digital formative assessment tools (e.g., Microsoft Forms, Mentimeter, self-assessment and peer assessment tools) and one control group receiving traditional instruction. Due to natural attrition during the study, the data were analysed as non-paired. Achievement motivation was assessed using the School Performance Motivation Questionnaire (Hrabal & Pavelková, 2011), focusing on the need for achievement (NfA) and avoidance of failure (NAF). The results show an increase in the need for achievement, while changes in avoidance of failure differed across groups among students exposed to digitally supported formative assessment. Differences between experimental and control groups indicate a positive association between formative assessment and the development of achievement motivation. Further analysis suggests variation in the intervention effect between students from mining family backgrounds and other students. These findings are consistent with prior research highlighting the role of formative assessment and feedback in enhancing student motivation and engagement (Black & Wiliam, 2009; Dunn & Mulvenon, 2009; Fong et al., 2019; Winstone & Carless, 2020) and extend current knowledge by providing a more detailed analysis of motivational components within a digitally enriched learning environment in initial teacher education.The study offers practical implications for educators, researchers, and policy makers seeking to design effective technology-supported feedback environments in teacher preparation.