THE ISSUE OF TEACHERS’ READINESS FOR FORMATIVE ASSESSMENT AND WAYS TO IMPROVE IT

Abstract

The effective implementation of formative assessment in the educational process primarily depends on teachers’ ability to deeply understand this approach and to organize it methodically. Unfortunately, in practice, many English language teachers interpret the concept of formative assessment merely as a short-term check of students’ knowledge or task performance during the lesson. This limits the main purpose of assessment—to monitor, guide, and develop the learning process. The lack of teachers’ theoretical readiness, practical experience, and reflective approach towards formative assessment leads to a superficial realization of this process.