Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/58977
Type of publication: Straipsnis konferencijos medžiagoje kitose duomenų bazėse / Article in conference proceedings in other databases (P1c)
Field of Science: Edukologija / Education (S007)
Author(s): Mačianskienė, Nemira;Bijeikienė, Vilma
Title: Application of formative assessment for the enhanced foreign language learning
Is part of: EDULEARN 18 [electronic resource]: 10th international conference on education and new learning technologies, Jul 2-4, 2018, Palma, Spain : conference proceedings. Palma : International association of technology, education and development, 2018
Extent: p. 10084-10091
Date: 2018
Note: Serija: ISSN 2340-1117 EDULEARN Proceedings. FAB (Formative Assessment for Foreign Language Learning and Teaching in Higher Education), coordinated by the University of Warsaw, implemented by Vytautas Magnus University, Turku University of Applied Sciences and University of Pécs and financed by the EU funds of Key Action 2: Cooperation for innovation and the exchange of good practice. This initial phase of this study was partially presented in the project conference “Formative Assessment in Foreign Language Teaching” in Warsaw, 2017
Keywords: Formative assessment;Language learning;Higher education
ISBN: 9788409027095
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. [...]
Internet: https://library.iated.org/view/AHMED2016EMP
Affiliation(s): Užsienio kalbų institutas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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