Implementation of a system of continuous assessment of students' knowledge and skills as a tool to increase motivation and academic performance

Abstract

The system of continuous assessment of knowledge and skills is a comprehensive approach to monitoring students' educational achievements, integrated into the daily learning process. In the context of the digital transformation of education and the transition to a competence-based learning model, traditional assessment methods demonstrate limited effectiveness in shaping students' sustainable internal motivation. The present study is aimed at analyzing the impact of continuous assessment systems on the motivational characteristics and academic performance of university students. The study was conducted on the basis of 7 Russian universities using a comprehensive methodology, including quasi-experimental design with a control group, longitudinal observation over two semesters, psychometric testing and in-depth statistical analysis of quantitative indicators. The empirical base consisted of data from 1,247 undergraduate and graduate students in various fields of study. The results of the study demonstrate a statistically significant positive correlation between the introduction of a continuous assessment system and an increase in intrinsic motivation (r=0.67, p<0.01), an increase in average academic performance (by 17,3%), as well as the development of students' metacognitive skills. It is established that multimodal assessment systems with elements of formative assessment and digital analytics demonstrate the greatest efficiency (coefficient of determination R2=0.72). The theoretical significance of the research lies in the development of conceptual models of assessment in higher education and the identification of mechanisms of influence of assessment procedures on educational motivation. The practical value is determined by the development of methodological recommendations for the design and implementation of continuous assessment systems adapted to various educational contexts.