To the problem of the formative assessment in young learners’ foreign language education

Abstract

The article is devoted to one of the actual problems of primary school students’ foreign language education, to formative assessment. Taking into consideration modern trends concerning formative assessment implementation into primary school students’ foreign language education, the positions of its methodology were developed and substantiated. Six components of the formative assessment methodology are defined. They are the definition of objective and understandable for primary school students’ educational targets as regards foreign language learning at every lesson; the effective feedback providing foreign language process control and implemented by means of specifically selected formative assessment techniques; active acquiring of primary school students’ communicative competence; the development and discussion of the formative assessment criteria involving students; students’ possibility and skills to analyze their educational activity, their ability to reflection, self-evaluation, mutual evaluation; the correction of the approaches taking into account the evaluation results by a teacher and students.