This article presents a theoretically grounded model for gamifying assessment in education, based on the combination of Attribution Theory (Heider, Weiner) and Skinner’s Operant Conditioning Theory.

Following an extensive literature review and the integration of the two theories, a survey was developed to identify learners’ motivational profiles. It was applied in Information Technology classes among students from grades 8 to 10. Five motivational profiles were identified, differing in how students explain their successes and failures, as well as in their responses to various types of reinforcement. For each profile, a specific gamified approach to assessment was proposed, aiming to enhance both classroom engagement and academic performance. After the pilot implementation of the model, an increase in engagement was observed among apathetic students, as well as greater involvement of externally motivated students following the introduction of rankings.

The proposed approach illustrates the initial steps toward personalized gamification, allowing teachers to adapt assessment according to the individual needs of students while fostering their intrinsic motivation. It provides a flexible framework for integrating gamification into diverse pedagogical contexts and promotes the development of positive self-evaluation among learners.

Keywords: Education, gamification, formative assessment.