Formative Assessment in Mastering the Course “Stylistics of the English Language” by Students

Aim. The article focuses on the problem of evaluating educational outcomes through the intervention of formative assessment into the process of teaching English Stylistics, which is a mandatory discipline of the curriculum in bachelor programmes 45.03.02 Linguistics and 44.05.03 Pedagogical Education (with two specializations (“Foreign language (English) and Foreign language (German / French)”).

Methodology. Theoretical analysis, synthesis of scientific literature on the problems of formative assessment and personality-oriented approach, systematic and comparative analysis, empirical methods (systematic analysis of the author’s pedagogical experience) were the main research methods.

Results. The results of an experiment aimed at introducing formative assessment into the process of training specialists in the field of linguistics and teacher education at the university are considered. The effectiveness of formative assessment in the process of teaching English Stylistics is substantiated. The system of diagnostic tools (assessment criteria, teacher assessment and peer assessment charts, self-check chart) is presented, ensuring the effectiveness of formative assessment in the educational process.

Research implications. The study substantiates the efficiency of using formative assessment in the process of training specialists in the field of linguistics and teacher education in the higher education system. The results of the research can be used by university teachers in the process of teaching English Stylistics and other academic disciplines.

Conclusions. Based on the data obtained through the intervention of formative assessment techniques, it is concluded that formative assessment has a positive effect on the quality of learning, contributes to changing the role of teacher in the educational process, develops communicative competence, allows students to evaluate subject, meta-subject and personal achievements, allows the teacher to adjust the learning process using student feedback.

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