Keyword: «traditional forms of assessment»

The relevance of the study is due to the contradiction between the active introduction of digital technologies into the educational process and the need to preserve effective traditional pedagogical practices, particularly in organizing assessment in foreign language classes. Determining the optimal ratio and didactic potential of various forms of assessment at different stages of a lesson is an important methodological task. The aim of the article is to identify and justify the effective correlation between traditional and digital forms of current control, not only at various stages of a foreign language class in a non-linguistic university but also considering the corrective functions and psycho-emotional factors that serve as an additional motive for students' learning activities. The leading research method was a pedagogical experiment, including survey methods (polling over 300 students), pedagogical observation, interviewing, and frequency analysis of learning outcomes. The main results showed the differentiated effectiveness of assessment forms at different stages of working with language material. It was found that at the stage of introducing new material, it is advisable to use exclusively traditional forms of assessment (100%), allowing the teacher to respond flexibly to students' perception. At the consolidation stage, the optimal approach is a combination of traditional (58–62%) and digital (38–42%) forms. At the stage of activating speech skills, digital forms of assessment become dominant and most motivating for Generation Z students (75–80%). The theoretical significance of the work lies in the development of the theory of assessment in foreign language teaching through the systematization and delineation of the spheres of effective application of traditional and digital forms. The practical value consists in presenting specific, tested recommendations for structuring formative assessment, which can be used by teachers when designing classes, developing syllabi, and creating assessment materials.