Forms of feedback in the process of formative assessment of primary school students

- Фідкевич, Олена Львівна (orcid.org/0000-0003-3294-915X) and Богданець-Білоскаленко, Наталія (orcid.org/0000-0001-6793-8018) (2021) Forms of feedback in the process of formative assessment of primary school students Pedagogical education: theory and practice, 1 (30). pp. 115-125. ISSN 2309-9763

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Abstract

The article notes the relevance of using formative assessment in the context of school education reform, in accordance with the concept of "New Ukrainian School", the State Standard of Primary Education, guidelines of the Ministry of Education and Science of Ukraine, in which it is positioned as the main type of assessment. The essence of formative assessment as a process of continuous monitoring of individual learning progress and student development is revealed. The role and functions of feedback as one of the stages of formative evaluation are defined. The directions of research of formative estimation in works of foreign and Ukrainian scientists are presented. It is substantiated that the effectiveness of feedback is a prerequisite for the successful implementation of formative assessment: the use of feedback provides the assessment process with objectivity and systematization, the teacher analyzes the learning process to correct it, select new methods, techniques, support students. The basic principles of feedback and conditions of its effective implementation are described. Examples of expedient methods of reflection are given, by means of which the emotional state of pupils, efficiency of their educational activity, advancement of pupils in the course of mastering of the maintenance of training is defined; the general and excellent in application of these receptions at pupils of 1-2 and 3-4 classes of elementary school is defined. It is concluded that it is expedient to form students' ability to interpret their academic achievements in accordance with certain criteria, taking into account their ability to reflect due to age and psychological characteristics, and it is noted that in grades 3-4 such interpretation should acquire signs of greater independence. Gradually, students should become active partners of the teacher in the process of feedback, together with the teacher to consciously plan goals and analyze the results of their learning activities at an accessible level. Further prospects for the use of general secondary education institutions of Ukraine in educational practice are considered, in particular, further experimental research and implementation of the most effective methods and techniques at each of its stages.

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