Use of formative assessment at foreign language classes in higher education institute

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students’ regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system “school-university”. The educational and regulative students’ skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.