DESIGNING FORMATIVE ASSESSMENTS FOR LINGUISTIC COMPETENCE IN MIDDLE SCHOOL LEARNERS

Formative assessment holds a pivotal role as a fundamental methodological category for evaluating students' expertise levels before embarking on a new educational course. This monitoring approach revolves around the concept of prior knowledge, acting as the cornerstone for the development of new knowledge formats. The formative assessment procedure is designed to incorporate various methods, including tasks and surveys, with questionnaires being a key component. This study introduces a blended questionnaire tailored for first-year Master’s degree students majoring in linguistics. This study contributes to the ongoing discourse on formative assessment’s multifaceted role in shaping effective educational practices and enhancing both student and teacher learning experiences.