The correlation between motivation by grades and by learning

Abstract

Evaluation of what has been learned, assessment, is one of the fundamental components of modern teaching. The way, the atmosphere and the moment in which the grade is assigned, can significantly affect the overall outcome of the learning process. Assessment due to its didactic, methodological and psychological significance affects all stakeholders in the educational system. As one of the primary determinants of assessment is its motivational function, the aim of this research is to determine and present the relationship between the evaluation of what has been learned (assessment) and motivation for the learning process, based on scientific literature and empirical research. Theoretical starting points and empirical research have shown that assessment significantly affects student motivation and as such manages and determines the entire learning process and outcome. The findings of this paper will contribute to practitioners in the field of education by pointing out the limitations of the existing system of evaluation of student achievement. From the scientific aspect, this paper will point to the docimological factors that determine the choice of models and criteria for school assessment and their influence in the form of a motivating factor in the learning process.