Formative assessment as an effective tool for teaching the culture of Ukrainian oral and written speech to students

Овсієнко, Людмила Миколаївна (2021) Formative assessment as an effective tool for teaching the culture of Ukrainian oral and written speech to students Актуальні питання гуманітарних наук, 2 (37). pp. 283-288. ISSN 2308-4855; 2308-4863

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Abstract

Besides active cooperation, the learning process in HEI includes diagnostics of the level of obtained results, which consists of control and verification of acquired knowledge, skills and abilities; assessment of their formation level; analysis of the obtained indicators; reflection; correction of the educational process and forecasting of further learning activities. In the article, we focus on the assessment of results, because, in our opinion, it is the main component of the educational control and the basis for analysis, adjustment and forecasting of the educational process. We emphasize that it is the formative assessment comprehensively realizes the student-centered approach to learning, makes it possible to take into account the individual characteristics, personal values and educational needs of each applicant. We consider such an assessment as an effective tool for teaching students of different specialties and prove that it is extremely necessary during the development of all educational components of the educational program, in particular «Culture of oral and written speech», to determine the individual educational applicants’ needs. As well as the development of an effective curriculum path, methods, techniques and tools; establishing the students’ mastery of the program material and test their understanding at each stage of training; motivating them to be active and improve their results. The author determines that in order for the formative assessment to be effective, it should be carefully planned, in particular to comply with a number of strategies, among them the main ones are: a strategy of expected results of discussion and analysis, applicants’ needs, success criteria; a strategy of presentation and conveying understanding and skill; a strategy of educational achievements verification, applicants understanding of new information; a strategy for identifying learning progress; a feedback strategy; a strategy for reinforced responsibility for one’s educational results; a strategy for encouraging self-improvement and interaction with others as an effective educational resource for one another. The publication also focuses on the fact that each of these strategies has its own implementation methods and suggests them. For example, the feedback strategy can be implemented by methods of error analysis, explanation or hindsight analysis, and the strategy for encouraging self-improvement and interaction with others by methods of business games and reflection. However, these formative assessment methods of applicants’ learning outcomes are tentative; each lecturer can choose his or her own, considering the goals of the academic discipline and the goals of the strategy that applies

Item Type:	Article
Uncontrolled Keywords:	formative assessment; formative assessment strategies; formative assessment methods; higher education applicants; educational components
Subjects:	Це архівна тематика Київського університету імені Бориса Грінченка > Статті у наукометричних базах > Index Copernicus Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет української філології, культури і мистецтва > Кафедра української мови
Depositing User:	Людмила Миколаївна Овсієнко
Date Deposited:	30 Aug 2021 06:01
Last Modified:	30 Aug 2021 06:01
URI:	https://elibrary.kubg.edu.ua/id/eprint/37014

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