Didactics of mathematics: theory, experience, innovations

Scientific Journal

No. 5 (2026)
Modern trends in mathematics teaching methods

Formative assessment as a means of students’ personal development in the process of learning mathematics

https://doi.org/10.31652/3041-2277-2026-5-50-66
pdf (Ukrainian)
Liubov Mykhailenko
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University
Bio
Ivan Khutchenko
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University
Bio

Published 2026-07-29

Keywords

  • mathematics education,
  • personal development,
  • formative assessment

Copyright (c) 2026 Любов Михайленко, Іван Хутченко

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mykhailenko, L., & Khutchenko, I. (2026). Formative assessment as a means of students’ personal development in the process of learning mathematics. Didactics of Mathematics: Theory, Experience, Innovations, 5, 50-66. https://doi.org/10.31652/3041-2277-2026-5-50-66
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Abstract

The purpose of the study is to identify pedagogical guidelines for the use of formative assessment tools to support students’ personal development in mathematics education.

The study is based on the analysis, synthesis, and systematization of contemporary scholarly publications on formative assessment, primarily those published in the proceedings of the Congresses of the European Society for Research in Mathematics Education (ERME), as well as on a comparative analysis of psychological and pedagogical approaches to students’ personal development in mathematics education.

The paper provides a comprehensive analysis of the potential of each component of the formative assessment model proposed by R. Black and D. Wiliam for fostering students’ personal development in mathematics education. The psychological and pedagogical mechanisms underlying their influence are identified, the implementation tools are systematized, and the specific features of their application are characterized with due consideration of learners’ age-related characteristics. The study substantiates the relationship between the individual components of the model and the development of intrinsic motivation, learning autonomy, critical thinking, reflectivity, communicative competence, collaboration skills, self-efficacy, and self-regulation.

Formative assessment should be regarded as an integral pedagogical system that facilitates a gradual transition from external regulation of learning activities to students’ self-regulation. The personal development potential of this system is realized through the comprehensive implementation of all components of the formative assessment model developed by R. Black and D. Wiliam. The practical significance of the study lies in identifying pedagogical guidelines for selecting and using formative assessment tools to support students’ personal development in mathematics education.

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