METHODOLOGY FOR DEVELOPING LEARNING MOTIVATION IN NINTH-GRADE STUDENTS THROUGH ASSESSMENT AND EVALUATION ACTIVITIES IN BIOLOGY LESSONS
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Author(s): | Pirogova A. S., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article presents a methodology for developing learning motivation in ninth-grade students through assessment and evaluation activities in biology lessons. The relevance of the study is determined by the need to transform assessment from recording a mark into learning actions that ensure understanding of criteria, identification of difficulties, correction of errors, and transfer of an adjusted method to a new situation. The methodology was developed for the Human Being and Health unit as a recurring cycle: presentation of the goal and criteria, completion of a differentiated task, selfor peer assessment, substantive feedback, correction, a repeated attempt, and recording of individual progress. Experimental work was conducted in 2023-2024 at Secondary School No. 43 in Novosibirsk. The experiment involved 220 ninth-grade students assigned to control and experimental groups. The diagnostic framework covered learning motivation, subject-matter achievement, and regulatory learning actions; questionnaires, observation, analysis of student work, subject tasks, self-assessment sheets, and expert assessment were used. The data were processed using Pearson’s χ², Student’s t‑test, Pearson correlation, and Cohen’s d. In the experimental groups, the proportion of students demonstrating high levels of motivation, achievement, and regulatory actions increased, while the proportion with low levels decreased. Final differences between the groups were statistically significant, and effect sizes corresponded to a medium practical level. The scientific novelty lies in integrating criteria, differentiated biology tasks, feedback, correction, and repeated action into a single learning cycle. The methodology can be used for ongoing assessment and preparation for the state final examination without increasing the number of summative tests. | ||
| Keywords: | biology teaching methodology, learning motivation, assessment and evaluation activities, ninth-grade students, formative assessment, subject learning outcomes, regulatory learning actions, substantive feedback, criteria-based assessment, correction of learning errors, differentiated tasks |
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| For citation: | Pirogova A. S. Methodology for developing learning motivation in ninth-grade students through assessment and evaluation activities in biology lessons. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):567—573. DOI: 10.25683/VOLBI.2026.76.1721. |
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