Formative Assessment Practices and Undergraduate Students’ Motivation

Formative assessment is widely recognized as a valuable tool in education, playing a pivotal role in shaping student learning, engagement, and motivation. Rather than merely serving as a means of grading, formative assessment involves continuous feedback, allowing students to understand their progress and areas for improvement. This study examines the impact of formative assessment practices on the motivation of undergraduate students. The study was delimited to undergraduate students of four departments of two faculties of the University of Sargodha, Main Campus, including the Faculty of Social Sciences and the Faculty of Arts and Humanities. The study was descriptive in nature. Data was collected through the Survey technique. All the undergraduate students of the University of Sargodha comprised the study population. Two hundred undergraduate students from the Faculty of Social Sciences and Arts and Humanities were randomly taken as samples for this study. The instrument was self-constructed. Results indicated that most of the students were in favour of formative assessment practices, which had a significant impact on their motivation. Significant gender-based differences were observed in several motivational constructs. It was recommended that university teachers should participate in the training programs to enhance their knowledge and skills in utilizing appropriate formative assessment procedures.