Formative assessment in the translation classroom: Closing a feedback loop

<span lang="EN-US">Feedback as the key component of formative assessment was studied extensively in context acquisition foreign language productive skills by different categories learners. Similarly, this paper aimed at investigation optimal design feedback loop teaching translation to undergraduate students. A mixed-methods research involved 40 sophomores Poltava University Economics and Trade conducted during 2018–2019 academic year. It examined efficacy four response types from both quantitative qualitative perspectives. Sample Group 1 had study received teacher arbitrarily consider it, while working on their further translations. 2 required prepare a written free-form self-reflection report feedback. 3 supposed resubmit corrected translations teacher. Finally, 4 accompany reports with The obtained data showed statistically significant difference between acquired levels students sample groups. highest results were achieved due combination correction. questionnaire students’ attitude these practices proved statistical data.</span>