DESIGNING A FORMATIVE ASSESSMENT METHODOLOGY FOR PRIMARY SCHOOL LESSONS

Abstract

This study focuses on designing an effective formative assessment methodology for primary school lessons, emphasizing the role of continuous evaluation in enhancing student learning and teaching practices. Formative assessment is a dynamic approach that provides timely feedback, identifies learning gaps, and guides instructional strategies to meet the diverse needs of young learners. The research explores theoretical foundations, including constructivist principles, scaffolding, and the zone of proximal development, which support the implementation of student-centered learning and active engagement in the classroom. Various assessment techniques, such as self-assessment, peer assessment, and diagnostic assessment, are analyzed for their effectiveness in promoting cognitive development, motivation, and reflective thinking. The study also addresses the importance of integrating formative assessment into lesson planning, monitoring progress, and applying differentiated instruction to ensure inclusive learning. The findings suggest that a well-structured formative assessment methodology significantly improves learning outcomes, supports teachers in reflective practice, and fosters a supportive and interactive learning environment in primary education.