How to handle the challenges prevailing through formative assessment

Abstract

The article examines the challenges of the formative assessment and suggests the ways to cope with them on the ground of students’ surveys, puts an emphasis on the necessity of formative assessment in the teaching and learning process as it produces substantial benefits alongside with productive and incessant feedback used by teachers or lecturers. Students’ achievement to a large extent derives from the productive and straightforward assessment. The problem of evaluation the learning process remains a controversial issue and is still continuously being discussed as a burning problem and consequently challenges are seemingly unavoidable. The article aims to discuss arising challenges as triggering factors of poor academic performance and attempts to offer some solutions. At times, prevailing obstacles hinder students from performing appropriately. Thus, the article attaches the importance to formative assessment and provides steps   how mildly and leniently the framework of formative assessment could be completed without complications and impact on students’ psyche. These psychological issues are at times beyond our sight. The work is an endeavor to decipher students’ fears and anxieties predominating within the course of teaching in the respect of formative assessment. Thus, in addition to analyzing formative assessment and its concomitant challenges the given article carries psychological features as well.