TO THE PROBLEM OF ASSESSING THE EDUCATIONAL ACHIEVEMENTS OF HIGH SCHOOL STUDENTS IN THE COMPETENCE MEASUREMENT

Abstract

The article deals with the problem of evaluating the educational achievements of gymnasium students in foreign language lessons. It is noted that the benchmark that the participants of the educational process in grades 7-9 strive to achieve is the B1 level of foreign language proficiency, which meets the requirements of the All-European recommendations on language education.

The evaluation functions are characterized as informative, stimulating, motivational, formative, developmental, educational (for students), diagnostic, informational, analytical, control, corrective, etc. (for teachers). Four criteria for evaluating intercultural foreign language communicative competence of gymnasium students are singled out and characterized: valuable (students' attitude to learning a foreign language, understanding its role in the life of a modern person, striving for self-improvement in learning a foreign language); cognitive (characterizes the level of foreign language knowledge acquired by students, in particular vocabulary, mastery of grammatical constructions, sociocultural information, etc.); activity (implementation of all types of speech activity – listening, reading, speaking, writing; the ability for educational interaction in pairs and groups; ability to research and experimentation, etc.); reflective (ability to analyze own educational activity, as well as the activity of others, to carry out objective self-evaluation and mutual evaluation; to determine optimal ways and methods of improving educational results).

In accordance with the defined criteria, based on the analysis of current model foreign language programs, requirements for mandatory learning outcomes have been developed for three groups of mandatory learning outcomes based on the competency approach, which are differentiated by four levels – high, sufficient, medium, low – for objective evaluation of students' educational achievements in foreign language.

The criteria and indicators for evaluating the results of the educational activities of gymnasium students (grades 7-9) at four levels are illustrated, and examples of tasks for evaluating the educational achievements of students in a foreign language are given.