FORMATIVE ASSESSMENT IN HIGHER EDUCATION

Abstract

The article addresses the pressing issue of the systematic implementation of formative assessment (FA) in Ukrainian higher education institutions in the context of contemporary challenges that require students to develop critical thinking and independent learning skills. The aim of the study is to clarify the state of implementation of formative assessment in higher education institutions and to determine the ways of increasing its effectiveness. To achieve this aim, a set of theoretical and empirical methods was applied, including the analysis of scientific literature as well as the generalization and systematization of data. A pedagogical survey was the key empirical method. A quantitative and comparative analysis of the results revealed significant discrepancies between the declared requirements and the actual practice. The findings confirmed the fragmented application of FA: most students reported little or no experience with systematic self-assessment, peer assessment, or consistent feedback from all lecturers. The authors highlight the positive experience of implementing FA in the teaching of chemistry at Dragomanov Ukrainian State University. The article also emphasizes that the use of digital resources, particularly AI, can enhance FA by automating data analysis and providing personalized feedback. It is argued that AI should serve as a complement rather than a replacement for the lecturer’s creative work, thereby contributing to the development of a high-quality and flexible educational environment. Overall, the study concludes that the integration of FA is a crucial factor in improving the quality of higher education, and further research should focus on designing models for its systematic application in the training of future specialists.