EVALUAREA FORMATIVĂ – DEZIDERAT ÎN ÎNVĂŢĂMÂNTUL UNIVERSITAR
Nina BÎRNAZ, Valeria SPÎNU Universitatea de Stat din Moldova
Аннотация
THE FORMATIVE ASSESSMENT – DESIDERATUM IN HIGHER EDUCATION In recent time the researches focused on field of formative assessment are increasing. The regular presence of formative assessment in higher education defines the key role that it plays in the educational process. Formative assessment appears as a new strategy in the postmodern education that allows students to develop their skills in order to become self learners. Analysing the remediation, correction and the diagnosis of the teaching and learning process, the formative assessment represents a high value for higher education. Being focused mainly on learning, the formative assessment is important in higher education as it establishes a good feedback between teachers and students; and as a result the formative assessment represents, on the one hand an impro- vement of educational process that helps to attenuate the difficulties faced by the students, and on the other hand, it helps to manage the teaching and learning process. Formative assessment in higher education is focused on several key-strategies such as : establishing the methodology of formative assessment (establishing of the educational task system within the taxonomic context, establishing of the appropriate questions of assessment objectives, adaptation of appropriate methods for the assessment activity), monito- ring students' individual work, achieving a peer and self assessment, reaching the objectives and the positive feedback. The assessment quality in higher education is determined by the professional development of teachers in process of establishing a practically-applied strategy system that can be used in the formative assessment, this representing a useful tool that allows adjustment and readjustment of teaching and learning process. Keywords: assessment, formative assessment, self–assessment, peer assessment, students' individual work, feedback, the professional development of teachers.
