Formative Assessment as a Component of Internal Education Quality Assessment Systems

Abstract

The article presents the results of research on the practices of formative assessment in modern conditions of development of internal systems for assessing the quality of education. The relevance of the article is related to the consideration of formative assessment in conjunction with the problem of subjectivity as a special result of learning. The purpose of the article is to present formative assessment in terms of its impact on the cognitive competence of students and the promotion of educational content to interdisciplinary technologies. The author's scientific and theoretical conclusions are confirmed by the results of observation of a group of high school students in Moscow schools, for whom the principles and techniques of formative assessment were tested. The empirical experience of involving students in the educational discourse of formative assessment is represented by quantitative values processed using the statistical model χ2. The novelty of the research consists in clarifying the concept of formative assessment and substantiating the corresponding component of internal systems for assessing the quality of General education as a priority direction in the implementation of General education programs. The practical significance of the study is related to the confirmation of the effectiveness of formative assessment for the cognitive development of students.