THE PSYCHOLOGICAL IMPACT OF CRITERION-REFERENCED AND FORMATIVE ASSESSMENT ON STUDENTS' INTRINSIC MOTIVATION AND SELF-REGULATION

Reyimbaeva Ayzada Maxmut qìzì

Authors

Reyimbaeva Ayzada Maxmut qìzì Author

Abstract

This article analyzes the psychological impact of criterion-referenced and formative assessment systems on students' intrinsic motivation and self-regulation abilities. Unlike traditional assessment, it is highlighted that criterion-referenced and formative approaches reduce students' fear of failure and anxiety levels, thereby fostering a "growth mindset." The article reveals the psychological mechanisms through which these assessment types enable students to independently analyze their learning effectiveness, develop metacognitive skills, and transition from external incentives to intrinsic motivation.

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