Abstract:

Education of the 21st century has been strongly focused on the development of the fundamental universal skills such as critical and creative thinking, problem-solving, global empathy, tolerance, intercultural awareness as well as team-work and collaboration. Formative assessment has emerged to be one of the efficient tools in the development of the above mentioned competences and thus a topical issue in today’s education. A number of studies have produced positive results investigating the use of formative assessment on the development of learner metacognitive and affective skills, student responsibility, active self-regulated learning, viewing learning as a goal rather than an outcome (Anderson, M., 2016; Brookhart, 2009; Chappuis, J., 2016; Fisher & Frey, 2014; Popham, 2008). The present study intends to examine the application of formative assessment in language classes at a higher education institution whose mission is to educate citizens for our society through commitment to liberal arts and sciences education. It aims at investigating how the application of formative assessment assists in fostering deep learning, student-centered approach, collaborative and tension free environment, active learning in small groups, enhanced dynamic exchange of feedback between teachers and students as well as self-assessment and peer-assessment both in traditional classroom as well as in virtual learning environment. It also explores the impact of formative assessment upon student lifelong learning skill development. Methodologically, the study is based on an opinion survey, reflection and class observation performed with 181 university students and 21 language teachers. The study has revealed that formative assessment adds significant value to the learning and teaching of languages. It settles very well in the education process based on liberal arts and sciences grounded in the principles of collegiality, cooperative learning, connection-building among all members of the learning and teaching process including students and teachers. It has also shown that the broad possibilities for the successful exploitation of formative assessment in language education are still in need of further in-depth research.

Keywords:

Formative assessment, language learning, higher education.