Abstract
Formative assessment represents a current problem of didactic design in university education. The assessment thus exceeds the status of the final stage of the teaching-learning activities, which it held in traditional didactics, the important being the formative assessment, throughout the didactic process, which values and supports learning through immediate and interactive regulation. Being a process-centered assessment, the formative assessment has a dynamic and flexible character. In this sense, the formative assessment allows the teacher to regulate learning and teaching interactively, continuously and systematically. This article highlights the importance of formative assessment competence in university education, through the lens of its components: measurement, feedback and appreciation. In this context, the results of the psycho-pedagogical pre-experiment with reference to the formative assessment competence of university teaching staff are reflected.
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