Abstract:

Over the last decade in ESP teaching methodology there has been a shift form norm-referencing approach to formative assessment which implies evaluation of ESP students’ works in dynamics taking into account their individual needs and difficulties. The pandemics made educators to transfer their teaching practices in online format. ESP virtual classroom observation revealed teachers’ reluctance to integrate formative assessment techniques in a digital learning environment.

In order to evaluate ESP teachers’ ability to use ‘digital assessment’ methods, a survey of 47 respondents teaching ESP at Bauman Moscow State Technical University (BMSTU) was conducted. The results of the survey revealed teachers’ inability to implement multi-step formative assessment procedures, lack of digital skills and motivation to analyze didactic potential of educational digital tools. The obtained results made the authors come to a conclusion that there is a need to design a professional development course to enhance the ESP teachers’ formative assessment competence and digital assessment skills.

Keywords:

ESP teachers, formative assessment, digital learning environment.