THE EFFECTIVENESS OF FORMATIVE ASSESSMENT IN TEACHING BIOLOGY USING THE CLIL METHOD

Abstract

The article explores the importance and effectiveness of formative assessment in teaching biology in English using the CLIL (Content and Language Integrated Learning) method. The study analyzes the role of various types of formative assessment (such as criteria-based feedback, self- assessment, and group work evaluation) in enhancing students’ knowledge and language skills. The advantages of integrating content and language through the CLIL approach are revealed, and formative assessment strategies that support English language acquisition in biology lessons are proposed. According to the study findings, continuous feedback and diagnostic assessment help identify students’ weaknesses in a timely manner and improve the learning process. Moreover, this approach increases students’ interest in the subject and fosters critical thinking. The article presents effective examples of using CLIL technology, demonstrating the role of such an assessment system in improving education quality and ensuring student success.