ARPHA Proceedings 3: 73-87, doi: 10.3897/ap.2.e0073
Optimizing the Selection of Assessment Tools Used in Foreign Language Training in a Non-linguistic University
expand article infoAleksei Yu. Alipichev, Olga V. Takanova
Open Access
Transition of the higher education system to the competence-based paradigm and the development of professional standards urge the search for new approaches to assessing the learning outcomes and causes continuous improvement of the existing assessment tools. The paper discusses issues related to the formation of an assessment kit for the “Foreign Language for Business Communication” as a course offered to MSc students of non-linguistic universities. The study’s goal is to optimize the selection of assessment tools to provide for the fuller implementation of their competence potential.The authors used the following research methods: observation, surveying MSc students and lecturers, pedagogical modeling, statistical data interpretation. The theoretical provisions were verified during the pedagogical experiment.The practical relevance of the study consists in the development of methodological recommendations for optimizing the selection of assessment tools (as exemplified by the “Foreign Language for Business Communication” course).The authors have conducted a survey to determine how fully and effectively the assessment tools are implemented. The survey results have determined the range of applicable assessment tools, which correlate with the prescribed competencies. Based on the survey results, the authors developed guidelines for optimizing the kits of assessment tools of foreign language training within MSc programs in a non-linguistic university. The authors suggest that the range of assessment tools should be expanded and diversified to ensure the most effective ongoing assessment of students’ learning outcomes. The focus should be made on specific types of learning activities, which contribute most to the development of identified competencies.
assessment tools, foreign language training, non-linguistic university, learning outcomes, competency-based approach