ENSURING THE VALIDITY OF FORMATIVE ASSESSMENT IN KAZAKH SCHOOLS

Abstract

The relevance of the study is related to the need to increase the validity of formative assessment in classrooms, which is a factor in improving the quality of education and the development of students. The purpose of the study is to determine the criteria for the validity of formative assessment, which will allow gaps in its implementation in national schools and provide professional support to teachers to improve practice. The observation of lessons was used to determine how teachers implement the formative assessment of students' academic achievements, the survey of teachers and students was used to identify similarities and differences in the views of teachers and students about the assessment of the practice of formative assessment of teachers. The results showed that the experience of formative assessment of teachers is associated with their knowledge and skills of implementing formative assessment. However, it also became known that the knowledge and views of teachers about formative assessment does not always correspond to his practice. The results of the study will allow us to develop guidelines for the implementation of formative assessment and ensuring its validity, which will contribute to improving practice.

Keywords: formative assessment, assessment, validity of formative assessment, assessment for training, assessment practice.