Implementation Of Project-Based Formative Assessment System In General Pedagogy Courses
Keywords:
Project-based learning, formative assessment, general pedagogyAbstract
This article examines the theoretical, methodological, and practical aspects of integrating a project-based formative assessment system into general pedagogy courses. The study emphasizes the importance of formative assessment as a continuous feedback mechanism that enhances students’ cognitive, metacognitive, and reflective skills within the framework of project-based learning. By synthesizing contemporary pedagogical theories and empirical evidence, the research identifies effective strategies for aligning learning outcomes with assessment methods, fostering student engagement, and promoting autonomous learning. The study further explores the transformative role of project-based formative assessment in cultivating critical thinking, problem-solving abilities, and collaborative competencies among future educators.
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