Formative Assessment in the Context of Practice-Oriented Training at University within the Framework of Media Competence Formation in Future Teachers
The study aims to shed light on the particularities of using formative assessment in the organisation of practice-oriented training at university within the framework of media competence formation in future teachers. The paper notes that formative assessment in the process of mastering a posteriori (based on experience) knowledge obtained during practice-oriented training contributes to identification and elimination of students’ difficulties in carrying out professionally significant activities. Scientific novelty of the study lies in proving that formative assessment implemented in a practice-oriented educational process influences media competence formation as a significant area of training for undergraduate students pursuing a degree in psychological and pedagogical education. As a result, it has been proved that formative assessment can be considered not only as a type of assessment activity but also as a means of a person’s professional development.