Nathaniel Woodruff

Since the advent of technology-enhanced formative assessments (TEFAs), teachers have been using them to monitor their classes and make corrective adjustments to better educate their students (Wools, Molenaar, & Otter, 2019); however, this focus on performance ignores the effects of TEFAs on the mental well-being of students. This study investigates TEFAs from the student’s perspective and looks at the effects of TEFAs on student motivation and attitude. Preliminary findings indicate that TEFAs can have a significant positive effect on student motivation and attitude. This study used Ryan and Deci’s (1985) Self-Determination Theory and Organismic Integration Theory to further classify how TEFAs motivate students and found that a majority of students were autonomously motivated by TEFAs and that this motivation was mediated primarily through competence and autonomy, but not relatedness.