THE EFFECTIVENESS OF FORMATIVE ASSESSMENT METHODS IN EFL HIGHER EDUCATION

Annotatsiya

This article examines the effectiveness of formative assessment methods in teaching English as a foreign language (EFL) in higher education. It discusses how timely feedback, self-assessment, peer assessment, short quizzes, and teacher questioning can help identify learning difficulties and develop students’ autonomy. Drawing on a review of relevant academic literature, the article outlines the potential benefits and limitations of formative assessment and offers practical recommendations for integrating it into university English classes. It argues that effectiveness depends not simply on the tool selected, but also on the quality of feedback, the clarity of assessment criteria, and students’ ability to act on the guidance they receive