INFLUENCE OF FORMATIVE ASSESSMENT ON STUDENTS’ SELF-EVALUATION IN FOREIGN LANGUAGE LEARNING: THEORETICAL ASPECTS

Abstract

The term “formative assessment” appeared in the second half of previous century has gained an increasing interest among  educators, teachers as  one of the most effective way to motivate the students’ learning. However until the present in practice formative assessment is used as a form of mini-summative assessment for monitoring the language learning progress which is wrong. Also, some misunderstanding in perception and usage of formative assessment in foreign language learning and teaching are observed in practice. Therefore, this paper focuses on theoretical study of how formative assessment can influence the student’s learning foreign language, the level of their self-evaluation from the point of theoretical findings. In order to answer to this question we have used the following research tools as literature review, content analysis, observation of practice.