ISSN 2409-7616

Huseynova A.A.



UDC 37.013.77

Huseynova A.A.1 (Rostov-on-Don, Russian Federation) – E-mail:

1Don State Technical University

Abstract. Today, more than ever, the question of the formation of a new quality of education is acute, an integral part of which is control and authentic assessment. Obtaining objective assessments of the results of educational activities in the process of independent assessment provides reliable feedback, creates the conditions for reflection, planning and self-education. In the article, the author examines the theoretical and methodological justification and experimental verification of the impact of an independent assessment on the educational activity and motivation of students. The substantiation of the role of assessment in the development of educational motivation is given; determining the significance of the results of an independent assessment for the formation of a positively sustainable educational motivation; analysis of the data of participants in the assessment on a wide range of issues of their attitude to changing educational motivation according to the results of control. For the formation of a positive and sustainable motivation for learning activities, it is important that, when evaluating the work of the teacher, a qualitative analysis of this work is carried out, successes and positive aspects in the study of material are emphasized, and the causes of deficiencies are identified, and not only their detection. A qualitative analysis of the learning outcomes should be aimed at forming in students an adequate self-assessment of achievements and adjusting subsequent actions. The article notes the attitude of assessment participants to independent assessment as an important tool for the development of educational motivation.

Keywords: independent assessment, control, assessment, analysis, educational motivation.


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For citation:

Huseynova A.A. The impact of the results of an independent evaluation on learning motivation. CITISE, 2021, no. 1, pp.258-266. DOI: