Keyword: «spaced repetition»

the article analyzes all three types of assessment: formative, final and «Assessment as Learning». Formative assessment (AfL) is examined in detail: its importance for motivating students and improving the quality of teaching. Various «Assessment for Learning» (AfL) techniques are listed, including those that use pedagogical cues. Such cues as Mind Maps or flash cards are used for mid-range evaluation, and «color highlighting» and «color fields» are used for feedback. The possibility of digitalization of such a process is shown. Some problems of the implementation of formative assessment in the educational space of the university and ways to overcome them are considered.

Modern foreign language education faces the need to increase the efficiency of developing lexical competence in students who exhibit clip thinking, multitasking, and focus on quick results, under conditions of limited time and intensive academic workload. The relevance of the research is due to the need to systematize microlearning techniques aimed at optimizing the process of forming lexical competence in linguistics students. The aim of the work is to develop and experimentally verify the effectiveness of a system of microlearning techniques in the formation of lexical competence. The methodological foundation consists of competency-based, communicative, and system-activity approaches, the concept of microlearning, the theory of communicative teaching, and the theory of step-by-step formation of mental actions. The empirical part was implemented through a pedagogical experiment involving 112 linguistics students, divided into control and experimental groups with an equivalent initial level of lexical skills. As a result of the research, a system of microlearning techniques was developed and theoretically substantiated, including four interconnected blocks: semantization, activation, automation, and integration of lexical units. The system-forming factors of this system are technological integration, methodological continuity, adaptability, and interval learning, implemented through a unified digital ecosystem. The experiment confirmed a statistically significant advantage of the experimental group in all key parameters of lexical competence (p<0.01), including the volume of active vocabulary, accuracy of lexical material usage, speed of vocabulary actualization, and stability of formed skills. Additionally, increased student motivation, reduced language anxiety, and optimization of time spending for both students and teachers were noted. The theoretical significance lies in expanding scientific understanding of the mechanisms of lexical competence formation in a digital educational environment and detailing the psycholinguistic aspects of microlearning. The practical significance consists in the development of specific techniques and algorithms for their integration into the higher education process, which can be adapted for various educational contexts.