PEDAGOGICAL FOUNDATIONS FOR MEASURING STUDENT ACHIEVEMENTS THROUGH FORMATIVE AND SUMMATIVE ASSESSMENT
Abstract
In the modern education system, assessment is not only a means of determining students' knowledge, skills and competencies, but also an important pedagogical mechanism that serves to improve the quality of the learning process. The competency-based content of education and student-centered approaches have created the need to organize the assessment process based on modern principles. In this regard, formative and summative assessment are of great importance as the main assessment models that provide an objective, reliable and comprehensive assessment of student achievements. The results of research conducted in this direction show that formative assessment, by implementing continuous monitoring of the learning process, creates conditions for tracking the dynamics of students' individual development and providing timely feedback. Summative assessment serves to provide a generalized assessment of the learning outcomes achieved at the end of a certain educational stage. The mutual integration of both types of assessment increases the efficiency of the learning process, allows the teacher to make justified pedagogical decisions, and students to regulate their learning activities by evaluating them. The article analyzes the theoretical and pedagogical foundations, purpose, functions and interrelationships of formative and summative assessment, and determines their role in assessing student achievement. At the same time, the impact of these assessment approaches on planning training, improving teaching strategies and improving the quality of education is examined from a scientific and pedagogical perspective.