| Abstract [eng] |
Assessment of students' achievements and progress is interpreted as providing information about the knowledge and skills a student has acquired, but it is often forgotten that assessments not only measure students' achievements, but also reinforce and improve their learning. Assessment of learning is best explained as a process through which teachers can use assessment information to modify their teaching strategies and students can adjust and change their learning approaches (Clark, 2015; Furtak et al., 2018; DeLuca et al., 2019). Students in school are often not given the opportunity to solve their own learning problems, and are assessed according to predefined criteria, including the aspect of scores and reports, which allows for the aggregation of results, but is not an informative, formative, active and influential approach to improve student learning. Formative assessment is a set of practices that allow teachers and students to analyse how learning is taking place so that teaching and learning activities can be adjusted as needed (Makkonen & Jaquet, 2020). It can be a tool for developing students' learning abilities, but students do not always reproduce and understand what teachers are trying to convey through assessment. If students want to monitor and regulate their own learning, they need to understand what they are aiming for and the ways in which certain goals can be made available to them. Despite researches on assessment in schools, not enough researches has been done on how students perceive the benefits of assessment and how assessment can facilitate learning, so the problematic question raised in this paper is: how formative assessment applied by teachers develop students' learning to learn abilities? The object of the research: formative assessment applied by teachers to develop students' learning to learn abilities. The aim of the research: to reveal how formative assessment applied by teachers contributes to the development of students' learning to learn abilities. Objectives of the research: 1) to discuss the theoretical background of formative assessment applied by teachers for students' learning to learn abilities development; 2) to validate research methodology of the formative assessment applied by teachers for students' learning to learn abilities development; 3) to identify students' and teachers' attitudes towards formative assessment that contributes to the development of students' learning to learn abilities. The research revealed that the most supportive assessment for student learning is assessment that uses evidence of student learning to tailor student learning, explicitly to meet students' needs. Learning is facilitated when there is a clear learning objective and success criteria. When students are made aware of, or set their own learning goal and success criteria, it improves students' well-being, reduces stress, helps them to orientate themselves and enables them to plan their learning. However, students are rarely involved in the development of goals and success criteria because of differences in students' abilities and curriculum limitations. From the point of view of students and teachers, teacher feedback has a direct impact on student engagement and effort in learning. Praise, encouragement, identification of strengths, encouragement of students' efforts to learn, a pleasant student state and motivation, while identification of learning weaknesses and mistakes affects students' efforts and makes learning more conscious. From the students' point of view, the feedback given by the teacher can evoke both positive and negative emotions. Positive emotions are most often triggered by the teacher's praise, encouragement to demonstrate their knowledge to their classmates, noticing their efforts, and negative emotions are triggered by the teacher's pointing out mistakes. When learning difficulties arise, students are more likely to ask teachers, parents or friends for help rather than to solve them on their own. Peer assessment takes various forms, including discussion, discussing mistakes and adding to answers. Through peer assessment, pupils develop the ability to analyse each other's work, to notice and identify their peers' learning strengths and mistakes, and to apply and use the information they gain from observing each other's assessment to their own learning. However, peer assessment is not a constant and permanent practice in the classroom. Students who have developed learning to learn abilities have a strong sense of self-efficacy, which contributes to the development of effective learning habits: they plan and control their time, use learning strategies, reflect on and analyse their strengths and limitations, make effective use of social resources, and self-regulate their efforts in order to achieve the results. |
