FORMATIVE ASSESSMENT: OBJECTIVES, CONDITIONS, PRINCIPLES AND STRUCTURE

. The article outlines the problem of applying formative assessment in the educational process in higher education institutions, the objective of which is to improve the quality of education. Today, the skills of the formative assessment model are becoming increasingly popular in learning that can be applied throughout life – “learning for learning”. The purpose of the paper are: 1) to consider the es- sence and generalize the principles of formative assess- ment; 2) to determine a role of the formative assessment for forming culture of independent students’ work; 3) to present the developed structure of the formative assessment process in the form of a repeating cycle.The methods of descriptive and comparative analysis are used in the article. Results. A number of domestic and foreign research, theories which cover such terms as “formative” and “summative assessment” are analyzed. The pioneering frameworks of two types of assessment – formative and final, offered in foreign psychological and pedagogical literature have been researched. The difference of the definitions for “assessment” and “evaluation”, given in English in foreignpublications, is considered. The func- tions of formative and final evaluation are determined. The characteristics of the concepts of “grade” and “evalu- ation” are described and their common generic features are formulated. The main objectives of formative assess- ment are presented: “Assessment for Learning” and “Assessment as Learning” which allow to achieve results at different stages of the lesson using BYOD technology (before activities, in the process of activity, at the end of the lesson). Originality. The conditions of effective assessment are determined and the principles of formative assessment for all participants of the educational process are developed. Assessment strategies for achieving a certain objective depending on the stage of educational activity, expected results and individual help of the teacher to the student with effective use of available resources are analyzed. The features of Formative Assessment, Current Evaluation and Summative Evaluation are compared. In the educational process, the main factor is the psychological and pedagogical support of the process by the teacher, which should be manifested in the teacher’s attitude to the student as a mentor. The structure of the formative assessment process, which consists of five stages and is a repetitive cycle, is offered.Conclusion. Formative assessment is an essential pedagogical condition for the formation of relevant culture of independent students’ work