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dc.contributor.authorMačianskienė, Nemira-
dc.contributor.authorBijeikienė, Vilma-
dc.descriptionSerija: 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-
dc.description.abstractEducation 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. [...]en
dc.description.sponsorshipUžsienio kalbų institutas-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.format.extentp. 10084-10091-
dc.relation.ispartofEDULEARN 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-
dc.relation.isreferencedbyIATED Digital Library-
dc.relation.isreferencedbyConference Proceedings Citation Index- Social Science & Humanities (Web of Science)-
dc.subjectFormative assessmenten
dc.subjectLanguage learningen
dc.subjectHigher educationen
dc.subject.classificationStraipsnis konferencijos medžiagoje Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or Scopus DB conference proceedings (P1a)-
dc.subject.otherEdukologija / Education (S007)-
dc.titleApplication of formative assessment for the enhanced foreign language learningen
dc.typeresearch article-
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item.fulltextNo Fulltext-
item.grantfulltextnone-ų kalbos skyrius-ų kalbos skyrius-
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