EP classroom evaluation practices in higher educational institutions

The paper approaches the issue of foreign language teachers’ classroom evaluation activity also known as formative assessment. authors review distinctions between conventional and assessment techniques prove that has certain advantages. It can be successfully used to evaluate current students’ progress long before examination take timely organizational methodological corrective actions. Such type is student-centric, provides an individual approach training, produces a positive effect on environment, specifically teacher-student relationship. Consequently it enhances motivation ESP learning benefits outcome. article examples practices recommendations using them.