ФОРМУВАЛЬНЕ ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ НА ЗАНЯТТЯХ ХІМІЇ

Abstract

The article identifies the main methodological approaches to formative assessment of higher education students’ learning achievements in chemistry teaching. Formative assessment, considered as assessment to improve learning, is envisaged by the concept of modern education, which determines a change in the approach to assessment. The use of this type of assessment in higher education does not have such a wide range of applications compared to general secondary education, but in recent years teachers have increasingly noted its advantages working with students. Higher education can use a variety of formative assessment methods to measure student progress and understanding. In chemistry teaching such methods may include self-assessment, chemical experiments and laboratory work, written work (laboratory reports, diagnostic work, etc.), tests, group work, individual consultations. These types of work can stimulate students’ activity and help them to develop collaborative and problem-solving skills. Formative assessment in higher education in the field of chemistry can include various methods and tools to determine students’ learning progress and skills development. This type of assessment, as a person-centred form of control, becomes a tool for continuous feedback in higher education, allowing teachers and students to stay in touch throughout the le arning process and to improve the level of knowledge acquisition and practical skills. It is important to ensure that assessment methods are varied to reflect different aspects of learning and skill development. It is also important to provide constructive feedback to encourage further improvement among higher education students.