CITISE
ISSN 2409-7616
CITISE 2023;3(37)
Pedagogical sciences
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Kodrle S.V.

FORMATIVE ASSESSMENT IN THE CONTEXT OF ITS CONCEPTUALIZATION IN THE UNIVERSITY PEDAGOGICAL PROCESS

UDC 37.02

DOI: http://doi.org/10.15350/2409-7616.2023.3.33

Kodrle S.V.1 (Krasnodar, Russian Federation) – sv.kodrle@bk.ru

1Kuban State University

Abstract. The article refers to the problem of improving the pedagogical process through the use of educational technologies of formative assessment. The study attempts to trace the evolution of the formation of the concept of “formative assessment” in Russian and foreign pedagogy, to identify its essence and content, to characterize formative assessment in the modern educational process of university as a pedagogical phenomenon that contributes to improving the quality of learning. The purpose of the study is to reveal the didactic essence of formative assessment in the context of its conceptualization. The basic methods applied in the research include theoretical and thematic analysis, comparative analysis, generalization of scientific pedagogical literature, synthesis and pedagogical interpretation of scientific information, methods of qualitative and content analysis, structural and functional analysis of findings. The results of the undertaken comprehensive analysis identified the most valuable approaches to the conceptualization of formative assessment presented in modern scientific and pedagogical literature, which made it possible to define the essence of the concept of “formative assessment” and clarify its content in the following way. Formative assessment is an educational technology of interactive assessment built on the basis of continuous informative feedback, the purpose of which is to improve learning by identifying the current learning outcomes of students, their educational needs and helping them to achieve the intended educational goals by adjusting learning activities, teaching methods and educational content. The data obtained have been systematized to characterize the essence of the formative assessment concept by defining its didactic functions and strategic principles in the modern university educational process. The paper concludes by highlighting the didactic potential of formative assessment, focusing on its essential characteristic of a regulator of educational activity, which provides the continuous development and adaptation of the pedagogical process to the individual abilities and learning needs of students in order to improve the quality of education. The practical advantage of the paper is that it proposes tactics and strategies for the implementation of formative assessment technologies in the university educational process. The novelty of the study is ensured by the fact that the paper presents an analysis of the latest scientific publications on the research topic, published in the period 2020-2023.

Keywords: formative assessment, informative feedback,self-assessment, peer assessment.

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For citation: Kodrle S.V. Formative assessment in the context of its conceptualization in the university educational process. CITISE, 2023, no. 3, pp. 398-413. DOI: http://doi.org/10.15350/2409-7616.2023.3.33

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