ACADEMIC TEXTS REPOSITORY

Summary

The scientific and methodological article argues for the effectiveness of formative assessment as a tool for enhancing students’ motivation to learn in the context of implementing the principles of the New Ukrainian School. The relevance of the study stems from the gap between the policy-mandated requirement to apply formative assessment and the limited use of its motivational potential in pedagogical practice. The study analyzes scholarly approaches distinguishing between intrinsic and extrinsic motivation. It outlines the role of assessment in fostering a supportive psychological climate, developing cognitive interest, promoting learner autonomy, and strengthening students’ reflective skills. Particular attention is given to the functions of assessment. The article demonstrates that, when applied in a pedagogically balanced manner, assessment is capable of integrating external and internal motivational factors, ensuring continuous feedback, timely identification of learning difficulties, and adjustment of educational activities. Based on the analysis of scientific publications and practical experience, criteria for selecting formative assessment tools are identified. These tools ensure cognitive interest and a positive emotional state of students, correspond to their age and psychological needs. They further promote the development of reflection, autonomy, transparency of assessment, and interaction among teachers, students, and parents. The article provides practical examples of implementing formative assessment tools in natural science education, focusing on self-assessment, awareness of personal progress, and fostering long-term learning motivation. Prospects for further research are associated with the development, testing, and systematization of formative assessment tools within the field of natural science education.