The Usefulness of Formative Assessmentin Working With Adolescents at Risk of Social Maladjustment. Indications and Limitations

The article aims to demonstrate the relevance and usefulness of implementing formative assessment strategies in everyday work with adolescents at risk of social maladjustment. The article presents: (1) the profile of a pupil at risk of social maladjustment; (2) their special educational needs based on this profile; (3) the principles of formative assessment as an appropriate concept for working with such pupils; and (4) possible limitations and challenges. The conclusion reached was that formative assessment is a promising practice and a particularly appropriate method of supporting the development of pupils at risk of social maladjustment, helping them acquire agency in their learning process. However, there is a shortage of research on the role of formative assessment in work with adolescents at risk of or already experiencing social maladjustment.