Keyword: «summative assessment»

In the context of the transition to the new edition of the federal state educational standard of basic general education, great attention is paid to the introduction of alternative forms of assessing the planned results of carrying out the basic educational program. One of the innovative methods of pedagogical measurements is the technology of formative assessment, which, having appeared abroad in the last decade of the twentieth century, recently has been used in the practice of Russian school education. The purpose of this article is to describe the origin, conceptual principles and key strategies of formative assessment used by Russian and foreign teachers, as well as to identify the specifics and pedagogical features of the use of formative assessment methods in the lessons of science education cycle - chemistry, physics, biology. The article discusses the advantages of formative assessment in comparison with the traditional system of final (summative) assessment. The current problems and barriers that impede the widespread adoption of formative assessment in the school system are analyzed. The authors worked out a classification of formative assessment methods and techniques used in basic school on the basis of modern Russian- and English-language scientific and pedagogical sources analysis, and described diverse didactic potential of formative assessment. By analyzing the results of a survey of teachers working in schools of Rostov-on-Don, they found the attitude of subject teachers to the technology of formative assessment. The study makes a definite contribution to the modern theory of pedagogical measurements and reveals the prospects of formative assessment as a progressive method of pedagogical diagnostics that meets the needs and requirements of the information society, provides one of the key skills of the 21st century - the ability to learn. The prospects for further research on the subject under consideration are outlined. The article may be interesting to teachers of basic schools, students of pedagogical areas of training, methodologists, specialists in the field of pedagogical measurements and scientists in the field of education modernization.

An urgent issue in modern higher education, particularly when teaching English in a technical university, is the contradiction between the need for systematic monitoring of language skills development and the ineffectiveness of traditional assessment methods. These methods take up a significant amount of academic time and prevent the adaptation of the educational process to the individual needs of students. The aim of this study is to explore a dynamic approach to resolving contradictions: to evaluate the development of English language proficiency levels of technical university students based on their entrance and final tests in order to enhance the effectiveness of monitoring language acquisition. To achieve the goal, the following tasks were set: 1) To analyze the theoretical aspects of testing as an assessment tool. 2) To describe the stages and specifics of the entrance and final testing at the Russian University of Transport (MIIT). 3) To analyze the results of the entrance and final testing of 1st-year students of the Foreign Language Department of RUT (MIIT). 4) To evaluate the effectiveness of the applied testing format and to identify promising areas for its improvement. The testing results demonstrate the effectiveness of the applied format and its compliance with its purpose. The use of systematic entrance and final tests allows us to effectively monitor the dynamics of the development of English language proficiency among technical university students. This helps us to tailor educational materials to individual student needs, and as a result, increase the effectiveness of their learning. Based on a detailed analysis of the testing results, areas for further development were identified, in particular, the need to adjust the teaching methods for level B1. The theoretical significance of this research is the analysis of contemporary methods used to assess students in technical universities when learning English, as well as identifying the most effective methods for monitoring the progress of learning materials. The practical significance of this work lies in the analysis of the results from two years of testing, which shows a positive trend towards students' progress from A1 and A2 levels to higher levels, as well as a noticeable increase in their language proficiency. Additionally, the study demonstrates the transition of some students from the entry-level A0 to higher proficiency levels.