Technology of formative assessment in teaching philological disciplines in university and school

Abstract

The article considers the technology of formative assessment and methods for its implementation in the context of the activity approach. Formative assessment allows the student to realize the result of his activity in the lesson (class) in each specific case, to improve his result; to understand what was important in the lesson (class). In the context of formative assessment, the student becomes an active subject of evaluation activity. Teachers, using this technology, receive information on how effective the learning material is learned by students, and this further enables the teacher to adjust the organization of the educational process. The introduction of assessment technology techniques contributes to the formation of the students’ ability to evaluate their activities and their results, changes that occur in the subject of activity and in themselves.