Modelul pedagogic de formare a competenței de evaluare formativă la studenții pedagogic

Abstract

The article analyzes the process of developing formative assessment competence (FAC) among pre-service teachers, emphasizing the importance of fostering it during initial teacher education. FAC encompasses skills such as designing and using relevant assessment methods, providing constructive feedback, and supporting student progress. In this regard, the article presents a pedagogical model structured around four interconnected dimensions: cognitive, action-strategic, motivational-axiological, and reflective-innovative. The model proposes systemic and process-oriented approaches, grounded in learning theories such as cognitivism, constructivism, and self-regulation theory. Fundamental principles include the dialectical unity of competence components, the cyclical organization of the formation process, and the development of practical experience through applied pedagogical activities. In describing the model, the emphasis is on integrating theory and practice, using formative assessment to optimize the educational process, and promoting continuous and constructive feedback. The model supports the development of an attitudinal profile for future teachers that is self-reflective, flexible, oriented towards collaboration, and capable of providing emotional support and relevant solutions for students. Developing FAC is an essential condition for ensuring a high-quality educational process, in which students benefit from the adaptation of teaching learning-assessment strategies.