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This article explores the self-determined motivation of a first-year studentsu0027 group in the Ben Mu0027sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryanu0027s (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment.The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1 and 2, the latter is based on the motivation scale in education [4, 5]. The results show that the use of ICT-based formative assessment in university pedagogy appears to energize the self-determined motivation among learners.

Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities