| Autor: |
O. D. Vishnyakova, E. S. Markova, T. V. Leonov |
| Jazyk: |
English<br />Russian |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Дискурс профессиональной коммуникации, Vol 5, Iss 4, Pp 68-78 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2687-0126 |
| DOI: |
10.24833/2687-0126-2023-5-4-68-78 |
| Popis: |
Formative assessment holds a pivotal role as a fundamental methodological category for evaluating students’ expertise levels before embarking on a new educational course. This monitoring approach revolves around the concept of prior knowledge, acting as the cornerstone for the development of new knowledge formats. The formative assessment procedure is designed to incorporate various methods, including tasks and surveys, with questionnaires being a key component. This study introduces a blended questionnaire tailored for first-year Master’s degree students majoring in linguistics. The questionnaire consists of four logically structured parts, systematically evaluating learners’ prior knowledge in the educational domains of General linguistics and Theory and Practice of the English language, with a specific focus on Modern English usage. Beyond theoretical inquiries, the blended questionnaire includes practical assignments, recognizing that linguistic knowledge is intricately linked to practical language skills. Thus, theoretical understanding is exemplified through actual linguistic representations. In addition to assessing prior knowledge, the questionnaire addresses students’ opinions on the formative assessment procedure’s educational utility. This extends to identifying their strengths and weaknesses in applying linguistic knowledge, aiding future curriculum planning and fostering a culture of overall assessment competency. Recognizing the significance of formative assessment for teachers’ professional growth, the study explores its role in constantly refining testing methods and updating materials to gauge students’ prior knowledge effectively. The obtained results underscore the need for further research in formative assessment, calling for the development of new identification methods and innovative formats for knowledge acquisition based on manifestations of prior knowledge. This study contributes to the ongoing discourse on formative assessment’s multifaceted role in shaping effective educational practices and enhancing both student and teacher learning experiences. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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