IMPROVING THE QUALITY OF EDUCATION THROUGH FORMATIVE ASSESSMENT METHODS IN TEACHING ENGLISH IN GENERAL SECONDARY SCHOOLS

Abstract

This article examines the pedagogical and methodological aspects of effectively using formative assessment methods in teaching English in general secondary schools. It analyses the importance of formative assessment in monitoring students' learning progress, identifying individual learning needs, addressing learning difficulties in a timely manner, and improving the quality of education. Furthermore, the article explores the impact of self-assessment, peer assessment, criteria-based assessment, observation, reflection, and feedback on the effectiveness of English language learning. The potential of these approaches to developing students' communicative competence, independent thinking, self-evaluation skills, and active participation in the learning process is also discussed. The article concludes that the systematic implementation of formative assessment in accordance with lesson objectives, expected learning outcomes, and students' individual characteristics is an important pedagogical condition for improving the effectiveness of English language teaching. Keywords: formative assessment, English language teaching, educational quality, feedback, communicative competence, student motivation.