FORMATIVE ASSESSMENT OF LEARNERS IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF EDUCATION
DOI:
https://doi.org/10.35433/pedagogy.3(122).2025.6Keywords:
formative assessment, digital transformation of education, BYOD concept, interactive technologies, digital platformsAbstract
The article examines the features of implementing formative assessment within the context of digital education transformation. An analysis of theoretical approaches to determining the essence of formative assessment and its place in the modern system of monitoring educational achievements is carried out. It is emphasised that formative assessment is a continuous process of providing feedback. It not only records students' achievements, but also actively influences their educational trajectory, contributing to the development of reflection, critical thinking and the ability to independently correct their learning. The article considers the practical aspect of using digital tools, in particular the LifeCloud.online platform for online surveys, feedback and monitoring of educational progress, as well as the Miro interactive whiteboard for organising pair and group work during practical classes. It is emphasised that thanks to the use of digital technologies, assessment goes beyond the traditional approach to testing students' knowledge, skills and abilities and becomes a process that accompanies learning and contributes to the development of their independence and critical thinking. The results of the study confirm that the use of digital technologies contributes to a more active participation of students in the educational process, the development of self-assessment and peer assessment skills, as well as an increase in their level of attentiveness and success. The results of the experiment noted a positive dynamics of educational outcomes, in particular, improved memorisation of educational material and an increase in average grades in professional disciplines. The article also outlines the advantages and potential difficulties of implementing formative assessment in a digital environment, and identifies pedagogical conditions for its effective implementation, in particular, the need to increase the digital competence of teachers and provide technical support for the educational process.
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