A model of formative assessment for foreign language teaching in a secondary school
https://doi.org/10.20310/1810-0201-2021-26-191-152-159
Abstract
We develop and present a model of formative assessment. The analysis of official educational requirements and existing models is carried out. Further, we compare some of the existing models of formative assessment presented by domestic and foreign authors. Then we develop our own model of formative assessment for foreign language teaching in a secondary school on the base of Spotlight course. The model is developed as a supplementary tool for the assessment model designed by the authors of the course. The main purpose of the model is to involve students in the process of assessment and make them active agents of their own learning. The model consists of the following stages: learning aims delivery and sharing, students’ self and peer assessment, formative feedback, given by a teacher and reflection. Each stage assumes use of certain assessment tools. They are: checklists, headings, Forms of comparative assessment, Map of differentiated assessment, Achievement Tree and a learning diary.
About the Author
N. A. Stepanova
Derzhavin Tambov State University
Russian Federation
Russian Federation
Natalia A. Stepanova, Post-Graduate Student, Linguistics and Humanitarian Pedagogic Education Department
33 Internatsionalnaya St., Tambov 392000
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Review
For citations:
Stepanova N.A. A model of formative assessment for foreign language teaching in a secondary school. Tambov University Review. Series: Humanities. 2021;26(191):152-159. (In Russ.) https://doi.org/10.20310/1810-0201-2021-26-191-152-159
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