DEVELOPING STUDENT AUTONOMY IN BIOLOGY CLASSES THROUGH FORMATIVE ASSESSMENT
DOI:
https://doi.org/10.47526/3107-3123.9Keywords:
formative assessment, the cognitive approach, student independence, self-management, feedback, reflection, motivation to learn, developmental learning.Abstract
This article discusses alternative approaches to assessing academic achievement aimed at
enhancing students’ learning independence. In particular, it describes the fundamental principles of formative
assessment and the didactic features of its application in the teaching and learning process. The study examines in detail how formative assessment in biology lessons contributes to the development of students'
independence. The advantages and disadvantages of summative and formative assessment are also analyzed,
and approaches to fostering academic independence are comparatively examined based on both domestic and
foreign experience. The effectiveness of the use of formative assessment in promoting metasubject
competencies in secondary schools biology was demonstrated through empirical evidens.
Formative assessment is a continuous process that provides ongoing feedback between students and
teachers. At present, the traditional educational model does not fully correspond to the rapid development of
society and technology, creating a need to introduce new approaches to assessing student achievement within
the education system. It is noted that although the concept of student autonomy has long been recognized in
pedagogy, the methods used to foster it very according to the prevailing scientific and pedagogical paradigms
of different historical periods.
Today, student-centered approaches play an important role in the transition to a competency-based
learning model. In addition, formative assessment is regarded not only as an assessment tool but also as a
didactic instrument for achieving educational outcomes. In this regard, the results of an experimental study
demonstrated that formative assessment is an effective pedagogical tool for the development and evaluation
of metasubject competencies. The study results demonstrated that the systematic integration of formative
assessment into the learning process yielded positive outcomes in enhancing student engagement. Students
became more capable of making independent decisions, expanded their scientific vocabulary by mastering
biological terminology, and they developed skills in self-assessment and reflective practice.
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