Background: Mobile-based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile-based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives: This study aims to identify the determinants of student performance during students' use of a mobile-based assessment application in a formative assessment activity as part of English as a Foreign Language courses in higher education. Methods: A structural model based on hypotheses will be validated using partial least squares-structural equation modelling with data from the interaction of around 100 students of English as a Foreign Language (EFL) courses from the A1 and A2 levels of English that used a mobile-based assessment system for a period of 4 weeks. Results and Conclusions: This registered report describes the related work, hypotheses development, methodology, and proposed analysis to validate the structural model based on hypotheses. No results or conclusions have been obtained yet.