Affiliation:
1. Moscow City University; Eurasian Association for Educational Assessment
2. Moscow City University
Abstract
Although assessment is integral to education, it is quite uncommon to be a focal point of complex educational innovations. Unlike schools, which employ a range of continuous formative assessment procedures, universities commonly rely on summative methods that are likely to be discrete and reluctant to students’ needs and experiences. Based on the study of 20 foreign and Russian research papers, this article analyzes the formative assessment practices that are found to be employed in universities. The analysis provides the results that shows the gaps between formative assessment concepts employed by Russian and English-writing authors. The study concludes that the two conceptualizations differ most prominently in how formativesummative procedures are divided, the formative feedback is accomplished, and participativity is provided.
Publisher
Moscow Polytechnic University
Subject
Sociology and Political Science,Education
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