A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination

Motivation is an important issue to consider when designing learning activities, including mobile and assessment. While previous research provides evidence for the motivational impact of learning, not many pedagogical frameworks exist design mobile-assisted The current study grounded in Self-Determination Theory motivation proposes a framework formative assessment, aiming at enhancing student motivation. For preliminary evaluation framework, fifty-one students from public European high school participated series assessment activities. tasks that were implemented according proposed mobile-based had significant positive on perceived levels autonomy, competence, relatedness, students’ intrinsic levels. Study findings highlighted capacity guide activities enhance promote makes theoretical contribution by proposing aligns with elements also has practical implementing practices have potential