Abstract
This study aimed to determine the impacts of formative assessment on student motivation as perceived by selected junior high school students in Gumaca, Quezon, The study involved 60 respondents from a private school located in Gumaca Quezon. The researcher used questionnaires to gather reliable data answered by the target respondents. The descriptive method was used to gather the data needed to determine the impacts of formative assessment on student motivation as perceived by selected junior high school students in Gumaca, Quezon. Most of the respondents belonged to age group of 15-16 years old with 55% , 13-14 years old with 30% and 12 years old with 15%. According to sex, the respondents are female with 58% and 42% are male which describes that most learner-respondents are female. According to grade level, most of the respondents are from grade 10 with 33%, from grade 9 with 22%, from grade 8 with 20% and grade 7 with 25% which describes that most respondents are from grade 10 . The result shows that under Reward the highest impacts of formative assessment on student motivation are the complements of my teacher in front of the entire class with a mean of 4.48. Secondly, under Feedback, gaining a highest mean of 4.26 receiving feedback helps me to identify their areas of weaknesses under environment the student can easily focus on class discussion when the classroom structures are organized. Then in Extrinsic Motivation, the highest impacts of formative assessment on students motivation is learned the lesson because the classroom has appropriate furniture arrangement with a mean of 4.38. Under the Intrinsic Motivation it says that the students always prepare when there is a graded recitation because it is one of the responsibilities of the learners with a mean of 4.52. These conclude that students learning preference was inclined in more environmental classes.
