EP classroom evaluation practices in higher educational institutions

Abstract

The paper approaches the issue of foreign language teachers’ classroom evaluation activity also known as formative assessment. The authors review the distinctions between conventional and formative assessment techniques and prove that formative assessment has certain advantages. It can be successfully used to evaluate the current students’ progress long before examination and to take timely organizational and methodological corrective actions. Such type of assessment is student-centric, provides an individual approach to training, produces a positive effect on classroom environment, specifically teacher-student relationship. Consequently it enhances the students’ motivation to ESP learning and benefits learning outcome. The article provides certain examples of ESP classroom evaluation practices and recommendations on using them.