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POLYPHONY OF FORMATIVE ASSESSMENT FORMS

The postulation of assessment is tackled comparatively: in the realms of philosophy and pedagogy. The global mission of formative assessment is to enhance the results of cognitive activity by expanding the array of assessment procedures not only for subject, but also for meta-subject results, which is crucially important in online and blended learning. In activity pedagogy, formative assessment is recognized as an indispensable attribute of effective learning and a critical skill of pedagogical foresight, since it holds forth prompt feedback from the teacher at all stages of mastering the educational program. On the examples of tasks for video lectures hosted by TED.com., the author proves that the polyphony of five Cs opens up opportunities not only to teach, but also to inspire. The article traces the extent to which not only the educational course, but also the assessment model can be inverted; reveals a teacher’s readiness for the necessary curriculum adaptation. The author proposes a clear algorithm for implementing the formative assessment model in the Just in Time Teaching (JiTT) paradigm: videolectures – classroom collaboration – observation – feedback – evaluation. The ‘Effort grading’ material of the Mazur Group JiTT Rubric is offered as a resource with practical recommendations. The article features the results of students-economists’ survey on their perception of formative assessment.