Theоreticаl аnd Methоdоlоgicаl Fоundаtiоns аnd Prаcticаl Stаges оf Criteriоn-Referenced Аssessment in Fоreign Lаnguаge Teаching аt Higher Educаtiоn Institutiоns

Abstract

This article reports the theoretical and methodological principles of criterion-based assessment in the teaching of foreign languages in higher education, as well as the stages of its implementation in practice. Particular attention is paid to the challenges of assessing the four speech components – listening, speaking, reading and writing – as well as to aspects such as linguistic competence, communicative competence, sociolinguistic competence and discourse strategy. Furthermore, the criteria that must be developed in accordance with the requirements of the Common European Framework of Reference for Languages (CEFR), the types of assessment that correspond to educational objectives, and effective testing are also covered. Additionally, the characteristics of proficiency, placement, diagnostic, achievement and aptitude tests, and their role in determining students’ language proficiency levels and individual needs, are also discussed. setting learning objectives according to Bloom's taxonomy, the possibilities for setting learning objectives, designing assessment tasks and determining the expected learning outcomes are considered. Furthermore, the assessment competence of academic staff, the clarity of the criteria, the alignment of assignments with educational objectives and the importance of feedback are established. The article’s conclusions establish the objectivity of standards-based assessment, to enhance the objectivity, reliability and transparency of criterion-based assessment, and to improve the quality of foreign language teaching in higher education.