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    INFLUENCE OF FORMATIVE ASSESSMENT ON STUDENTS’ SELFEVALUATION IN FOREIGN LANGUAGE LEARNING: THEORETICAL ASPECTS
    (СДУ хабаршысы - 2020, 2020) A.Y. Kuatova; G.M. Kassymova
    Abstract. The term “formative assessment” appeared in the second half of previous century has gained an increasing interest among educators, teachers as one of the most effective way to motivate the students’ learning. However until the present in practice formative assessment is used as a form of mini-summative assessment for monitoring the language learning progress which is wrong. Also, some misunderstanding in perception and usage of formative assessment in foreign language learning and teaching are observed in practice. Therefore, this paper focuses on theoretical study of how formative assessment can influence the student’s learning foreign language, the level of their self-evaluation from the point of theoretical findings. In order to answer to this question we have used the following research tools as literature review, content analysis, observation of practice.
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    FINDINGS IN ADAPTATION OF FORMATIVE ASSESSMENT TO ONLINE EDUCATION IN EFL CLASSES: SECONDARY SCHOOL TEACHERS’ EXPERIENCE
    (2022 International Young Scholars' Conference, 2022) G. Mussina; Kh. Delovarova
    Abstract Prior to the COVID-19 crisis, all modalities of learning assessment had been strongly dependent on students' physical presence – either for administration or for observing the learners' daily progress. Current school closures necessitate development of alternative approaches to delivering the critical feedback function of learning assessment. While all types of assessment of student learning are important, the need for formative assessment right now is particularly critical because learning needs to take place outside of the physical classroom, and teachers and parents-turned-teachers need to understand whether students are absorbing the content that is delivered to them in formats that differ from business-as-usual.