Nemira Mačianskienė, Vilma Bijeikienė
Formative assessment has been a topical issue in today‘s education which aims at preparing tomorrow’s employees who possess problem-solving, critical and creative thinking, global empathy and collaboration skills indispensable in the 21st century. A number of studies have produced positive results investigating the use of formative assessment on the development of learner metacognitive skills, student responsibility, active self-regulated learning, viewing learning as a goal rather than an outcome (Brookhart, 2009; Fisher & Frey, 2014; Popham, 2008; Wiliam & Black, 2003). The present study intends to examine the application of formative assessment in language classes at a higher education institution whose mission is to educate citizens for our society through commitment to liberal arts and sciences education. The incorporation of the key elements of formative assessment is discussed in alignment with the implementation of the principles of artes liberales: aiming at achieving the educational goals by providing studies based on inquiry and deep learning, in student-centered, collaborative and tension free environment, fostering active learning in small groups, enhancing dynamic exchange of feedback between teachers and students, self-assessment and peer-assessment. The study also presents the attitude of FAB project participants – teachers and students – to the aspects of formative assessment and implications of the impact of formative assessment upon teacher professional and student lifelong learning skill development.