Marjeta Borstner, ZRSŠ, Nataša Kralj, Prva gimnazija Maribor, ZRSŠ

In the article, the implementation of formative assessment into the instruction of foreign languages in the grammar schools and the elementary schools will be presented. In the processes of formative assessment different tools are used and so teachers can gather evidences for learning processes, students understanding and progress. Formative assessment also stimulates interactions between teachers and students and among students themselves. What is more, formative assessment enables teachers to adapt and develop teaching strategies according to the students needs. The examples of good practices will be presented with the implementation of digital tools for different phases in the instruction processes: testing pre-knowledge (Clickers, Poll Anywhere), common planning of goals and objectives (virtual classrooms, Wiki), fostering peer co-operation (Google Docs, Poll, Padlet) and giving feedback and evaluation of learning processes by teachers and students. For guiding and self-regulation of students learning processes, the use of ePortfolio created in the web application Mahara will be shown, whereby we will focus on the content tab My learning which enables students to plan their learning, improve it with regular teachers and peers feedbacks, reflect on it and evaluate it. The use of digital tools in instruction prooved to be benificial, because students motivation and responsibility for learning and knowledge have grown. At the same time gathing of evidences, checking understading and evaluation of learning processes were carried out in a more transparent and accessible way.