Abstract
The article explores the potential of group work as a factor in the development of soft skills among future chemistry teachers in higher education institutions, as well as the possibilities for implementing formative assessment (FA) as a systemic tool of pedagogical support. The purpose of the study was to determine the didactic potential of group learning activities for the development of soft skills in students and to justify the importance of formative assessment in the professional training of chemistry teachers. The methodological basis of the research included a comparative analysis of educational practices in general secondary and higher education, a survey of 75 students from seven Ukrainian higher education institutions, and a qualitative analysis of the experience of FA implementation at Dominanta Lyceum and Drahomanov Ukrainian State University. The results revealed an extremely low level of formative assessment application in higher education but highlighted examples of successful implementation of its individual elements in teacher training practice. The article presents specific techniques such as peer assessment, self - assessment, checklists, feedback, and the formation of a reflective “growth portfolio.” It is substantiated that formative assessment fulfills several key functions within group work: diagnostic, motivational, corrective, reflective, communicative, and predictive. Based on the results obtained, the article offers recommendations for higher education institutions on the phased implementation of formative assessment as a tool for developing professional competencies and emotional intelligence. The findings confirm that integrating formative assessment into the training of future chemistry teachers promotes the effectiveness of group work, encourages pedagogical reflection, improves the quality of learning, and enables a balanced development of subject - specific and cross - curricular competencies.
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