Professor
Head of the Department of Educational Sciences
The University of Georgia
Tbilisi, Georgia
ORCID: 0009-0002-0939-6761
sha.dundua@ug.edu.ge

The Transformative Role of Formative Assessment in the Process of University Teaching

At the present stage, higher education is undergoing significant transformation, with formative assessment playing a decisive role in reshaping university teaching. Unlike traditional assessments, which primarily measure final learning outcomes, formative assessment focuses on continuous learning and improvement. It emphasizes not only the summative dimension but also ongoing feedback, self-reflection, and the adaptation of instructional approaches to students’ actual needs.

In higher education—where diversity, autonomy, and critical thinking are recognized as key values—formative assessment becomes a tool of transformation. It enhances student engagement, strengthens motivation to learn, and promotes self-regulated learning. This article explores how formative assessment changes the dynamics of university classrooms: how it enables instructors to respond in real time to students’ needs, develop their metacognitive skills, and foster a more inclusive, student-centered learning environment.

The article discusses in detail such strategies as peer assessment, practice tests, group interaction activities (e.g., “think–pair–share”), and the feedback loop, analyzing their impact on both learning outcomes and teaching effectiveness. Special attention is given to the integration of digital technologies and learning analytics, which broaden the potential of formative assessment and enhance its accessibility by providing personalized and timely feedback.

We also address existing challenges, including faculty readiness, assessment literacy, and institutional support, and highlight the need for systemic changes to ensure the solid integration of formative assessment practices into university programs.

In conclusion, we argue that when assessment is perceived not merely as a mechanism for measuring outcomes but as a tool for supporting learning, it empowers both teachers and students and fosters conditions for deep, reflective learning experiences. A well-designed and well-organized formative assessment significantly improves the quality of university teaching and contributes to the development of a culture of continuous improvement in higher education.

Keywords: formative assessment, metacognition, student engagement, motivation, self-regulated learning, culture of continuous improvement.