St. Petersburg, St. Petersburg, Russian Federation
This article explores the current methodologies and instruments used to assess postgraduate students’ achievements in foreign language learning. The author developed, theoretically substantiated, and tested an algorithm for designing a pool of foreign-language assessment tools for postgraduate programs. This framework ensures a consistent and systematic evaluation of academic achievements, providing a rapid response to changes in professional communication while integrating new tasks and communication modes into the curriculum. Based on an analysis of the assessment requirements outlined in the Federal State Educational Standards of Higher Education, the author formulated guidelines and a step-by-step algorithm for developing effective foreign-language assessment materials. The procedure begins by identifying typical communication tasks that incorporate foreign language proficiency as an essential component of students’ professional competencies. The design recommendations focus primarily on evaluation criteria that serve as a tool to stimulate the development of students’ command of scientific style and facilitate effective communication strategies. This formative function serves as an essential addition to summative grading. Furthermore, the guidelines for developing assessment criteria can help students avoid errors in professional communication.
foreign language acquisition, foreign communicative competences, foreign language for postgraduate students, pool of assessment tools, evaluation criteria, formative assessment
1. Avdeeva S. M., Gass P. V., Kardanova E. Yu., Koreshnikova Yu. N., Kulikova A. A., Orel E. A., Pashchenko T. V., Sorokin P. S. Assessment of universal competences as learning outcomes of higher education. Analytical report to XXII April International Academic Conference on Economic and Social Development, Moscow, 13–30 Apr, 2021. Moscow: NRU HSE, 2021, 52. (In Russ.)
2. Zimnyaya I. A., Zemtsova E. V. An integrative approach to assessing the unified social and professional competence as a holistic educational outcome. In: Zimnyaya I. A., Zemtsova E. V. Unified socio-professional competence of a university graduate: Concept and approaches to formation and assessment. Moscow, 2008, 35–45. (In Russ.)
3. Dekterev S. B., Osokina N. Yu. The role of English in the formation of professional communicative competence. Modern problems of hydrometeorology and environmental monitoring in the CIS: Proc. Intern. Sci.-Prac. Conf., St. Petersburg, 22–24 Oct 2020. St. Petersburg: RSHU, 2020, 703–704. (In Russ.) https://elibrary.ru/qrsdnr
4. Mirzoeva F. R. Skills formation in the system of universal competences in the process of studying a foreign language in graduate school. The World of Science, Culture and Education, 2021, (1): 49–51. (In Russ.) https://doi.org/10.24412/1991-5497-2022-192-49-51
5. Polubichenko L. V. Foreign language for modern Russian researchers (a new postgraduate foreign language programme for non-linguistic faculties of MSU). Professional linguistic education: Proc. XVI Intern. Sci.-Prac. Conf., Nizhny Novgorod, 5 Oct 2022. Nizhny Novgorod: Nizhegorodsky institute of management – branch RANEPA, 2022, 260–266. (In Russ.) https://elibrary.ru/enyryq
6. Bashmakova N. I., Voronovskaya I. A., Mironov M. I. et al. Current issues in language testing. St. Petersburg: SPbSU, 2008, 357. (In Russ.) https://elibrary.ru/quofvx
7. Messick S. Validity and washback in language testing. Language Testing, 1996, 13(3): 241–256. https://doi.org/10.1177/026553229601300302
8. Brown J. D. The washback effects of English tests. University of Hawaii Working Papers in ESL, 1997, 16(1): 27–45.
9. Bachman L. F., Palmer A. S. Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press, 1996, 377.
10. Minin M. G., Muratova E. A., Mikhailova N. S. Development of assessment tools bank within education program structure. Higher Education in Russia, 2011, (5): 112–118. (In Russ.) https://elibrary.ru/nuppin
11. Millrood R. P. Techniques and technologies of teaching oral communication. Language and Culture, 2015, (1): 104–121. (In Russ.) https://doi.org/10.17223/19996195/29/12
12. Douglas D. Assessing language for specific purposes. Cambridge: Cambridge University Press, 2000, 311.
13. Almazova N. I., Popova N. V., Evtushenko T. G. Organizational and methodological aspects of developing profession-oriented foreign language didactic resources in a technical university. Vestnik Kemerovskogo gosudarstvennogo universiteta. Seriia: Gumanitarnye i obshchestvennye nauki, 2020, 4(1): 1–11. (In Russ.) https://doi.org/10.21603/2542-1840-2020-4-1-1-11
14. Verbicki A. A. Active learning in higher education: A contextual approach. Moscow: Vyssh. shk., 1991, 207. (In Russ.)
15. Knyazkova O. I., Chivileva I. V., Romanov V. V., Zhebratkina I. Ya. Contextual approach in teaching a foreign language as a basis for integration processes in vocational education. Kazan Pedagogical Journal, 2023, (2): 118–126. (In Russ.) https://elibrary.ru/ibphof
16. Vikulina M. A., Vilkova L. V. Formative assessment as a technology for achieving educational outcomes of teaching a foreign language at a university. Modern Problems of Science and Education, 2024, (2). (In Russ.) https://doi.org/10.17513/spno.33389
17. Yurchenko M. A. Formative assessment in intercultural competence formation diagnostics. Scientific Journal of Herzen University, 2023, (207): 37–46. (In Russ.) https://elibrary.ru/qgjvyg
18. Fedorova N. Yu. Assessment of formation of postgraduate students' ability to write article abstracts in a foreign language. Tomsk State University Journal, 2022, (477): 201–208. (In Russ.) https://doi.org/10.17223/15617793/477/22
19. Zarutskaya E. V. Oral language tests validity. Vestnik Sankt-Peterburgskogo universiteta. Seriia 9. Filologiia. Vostokovedenie. Zhurnalistika, 2012, (3): 78–82. (In Russ.) https://elibrary.ru/pesgor
20. Hale G. A. Student major field and text content: Interactive effects on reading comprehension in the test of English as a foreign language. Language Testing, 1988, 5(1): 49–61. https://doi.org/10.1177/026553228800500104
21. Bachman L. F. Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing, 2000, 17(1): 1–42. https://doi.org/10.1191/026553200675041464
22. Tatur Yu. G. Higher education: The methodology and development experience. Moscow: Logos, 2006, 256. (In Russ.) https://elibrary.ru/surkkj
23. Prigozhina K. B. Preparing presentations for international conferences. Higher Education in Russia, 2015, (7): 50–55. (In Russ.) https://elibrary.ru/ufgrub
24. Alley M. The craft of scientific presentations: Critical steps to succeed and critical errors to avoid. New York: Springer, 2013, 286.
25. Shimanovskaya L. A. Typical mistakes in scientific abstracts on engineering ecology. Vestnik Kazanskogo tekhnologicheskogo universiteta, 2013, 16(13): 287–292. (In Russ.) https://elibrary.ru/qlqcut
