FORMATIVE ASSESSMENT – AN OBJECTIVE IN UNIVERSITY EDUCATION

Abstract

The quality of assessment in university education depends, to
a considerable extent, on the professional training of teachers in
the creation of a system of practical-applicative strategies in
formative assessment, which is a valuable tool for adapting and
adjusting the teaching-learning process. Recently, formative
assessment research has gained considerable momentum. In the
context of post-modern education, assessment is expanding its
scope, moving beyond the end of the learning process and
actively integrating into it. Thus, the student becomes an active
participant in the learning and assessment process, taking on the
role of an actor in his or her own learning. Based on learning,
formative assessment plays an essential role in university
education through authentic feedback between teachers and
students. Formative assessment thus has two essential functions:
on the one hand, it helps to correct the teaching process in order
to reduce the difficulties encountered by students and, on the
other hand, it allows the teaching-learning process to be
adjusted.