The article discusses the aspects of using formative assessment in the context of a lesson. The attention is focused on the tools of formative assessment used in the classroom and the benefits of using these tools to stimulate students’ activity during the educational process. Based on the results of a survey of 633 primary and secondary school teachers of general secondary education institutions in the Zhytomyr region, the article identifies the challenges teachers face in implementing formative assessment and how these challenges can be overcome. Modern educational methodologies, through the prism of the Ukrainian school reform, require constant updating and adaptation of approaches to teaching and assessment in order to maximize student performance and development. One of the key aspects of this transformation is formative assessment, which is carried out throughout the educational process and is aimed at supporting and stimulating active learning and development of students. The results of the teachers’ survey confirm that formative assessment: improves the quality of the educational process; positively affects students’ motivation to learn; allows for better tracking of the trajectory of success of a particular student; enables teachers to respond quickly to methodological changes in the organization of the educational process, taking into account the needs of students; improves student learning outcomes. At the same time, the survey results allow us to draw conclusions about the shortcomings that are significant obstacles to the use of formative assessment in the classroom: low level of teachers’ methodological awareness of a sufficient number of tools that can be used to organize formative assessment during the lesson; recognition of the negative impact of formative assessment on the quality of the educational process by almost a third of the surveyed teachers may indicate a lack of motivation among teachers to modify the tools of formative assessment to suit the subject taught by the teacher; low level of teachers’ knowledge of methods of developing effective tasks for formative assessment; difficulty in collecting and analyzing results, etc. In order to use formative assessment effectively in the classroom, teachers need to receive ongoing support through their own training. Additionally, it is important to understand the individual needs of teachers and provide them with the necessary resources to further improve their professional competence.

У статті розглянуто аспекти використання формувального оцінювання у контексті уроку. Акцентовано увагу на інструментах формувального оцінювання, які використовуються на уроках. Проведено аналіз робіт вітчизняних науковців щодо методики використання формувального оцінювання на уроці. За результатами опитування проаналізовано, які переваги надає використання цих інструментів для стимулювання активності учнів під час освітнього процесу, з якими викликами зустрічаються вчителі, використовуючи формувальне оцінювання на уроці, а також вказано шляхи подолання труднощів у застосуванні цього способу оцінювання.