Formative Assessment as a Tool for Elucidating Fragments of Cultural and Language Worldviews
The paper explores the developing and motivating potential of formative (dynamic) assessment and examines the factors that contribute to its non-specific functions (chiefly, those of intellectual and emotional involvement). Such assessment is viewed as an effective tool of creating fragments of language worldview and connecting linguistic and extra-linguistic cultural experience. The author suggests guidelines for appropriate use of formative assessment in a language class for university students majoring in English.