The article explores the methodological foundations for improving the development of formative assessment competence among future teachers through reflective analysis. In modern educational systems, formative assessment serves as an essential mechanism for monitoring learning progress, supporting individual student development, and enhancing educational outcomes. Therefore, the preparation of future teachers requires not only mastery of assessment techniques but also the ability to critically analyze and improve their own assessment practices. The study examines theoretical approaches to formative assessment competence and identifies reflective analysis as a key factor in professional development. The structure of formative assessment competence is analyzed through cognitive, operational, motivational, and reflective components. The effectiveness of integrating reflective practices into teacher education programs is substantiated, and methodological recommendations for enhancing formative assessment competence are proposed.
Improving the Methodology of Developing Future Teachers’ Formative Assessment Competence Based on Reflective Analysis
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