Abstract
Classroom assessment plays a crucial role in the educational process. The main objective of this study was to identify the moderating role of classroom assessment approaches in the relationship between course difficulty and academic achievement, considering the role of cognitive engagement and academic burnout. This study is correlational in nature, specifically following a structural equation modeling approach. The research sample consisted of 204 undergraduate students from Allameh Tabataba’i University in 2023, selected through convenient sampling from the undergraduate student population. The data collection tools included the cognitive engagement questionnaire by Reeve and Tseng, the academic burnout questionnaire by Maslach, and two researcher-developed questionnaires (classroom assessment approach and course difficulty). Academic achievement was assessed using the scores from two specialized courses. Findings showed a significant negative relationship between course difficulty and academic achievement (-0.466, p<0.05), and an inverse significant relationship between academic burnout and cognitive engagement (-0.366, p<0.05). The relationship between academic burnout and academic achievement was also negative and significant (-0.210, p<0.05). Additionally, moderation analysis revealed that the assessment approach influences the relationship between cognitive engagement and academic achievement. The results also indicated that the assessment approach plays a significant role in explaining the relationship between course difficulty, academic achievement, and cognitive engagement, but does not affect the relationship between course difficulty and academic burnout. Based on these findings, it can be concluded that employing a continuous formative assessment approach in the teaching-learning process yields positive results in enhancing academic achievement and cognitive engagement while reducing academic burnout. Therefore, it is recommended that instructors increase the use of formative assessments in their teaching practices.