EFFECT OF FORMATIVE ASSESSMENT TASKS ON THE QUALITY OF EDUCATION IN TEACHING MATHEMATICS

This article explores the effective use of formative assessment (FA) tasks in mathematics lessons as a tool for improving student learning. While FA is recognized as a promising method for enhancing teaching and learning, it is essential to study how teachers implement it during lessons to ensure its contribution to students’ knowledge quality. This study involved a survey of mathematics teachers, leading to the development of a rubric for presenting FA tasks to students. The impact of FA on educational quality was analyzed through an experimental study. The results demonstrated that timely feedback, facilitated through the effective use of FA tasks, significantly contributed to students’ academic success in aggregate assessments.