Abstract
The article is devoted to traditional and innovative forms and methods of formative assessment (current assessment) in Russian universities educational process. The most frequently used forms and methods of formative assessment in twenty Russian universities educational process were identified and analyzed. Analysis revealed the predominance of traditional forms of the current assessment. Based on the literary review the article describes various traditional and innovative methods and forms of formative assessment in deal with professional competency assessment. Comparative analysis of the potential of traditional and innovative forms of control of educational outcomes is represented.
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