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Regular version of the site

Book chapter

Оценивание результатов обучения в иноязычном образовании: измерение или изменение?

С. 553-562.

The article argues the necessity to change the philosophy of assessment and assessment practices in FLT in higher education from summative (scoring) to formative (scaffolding). Approaches to formulating learning outcomes in FLT at non-linguistic tertiary institutions are presented and approaches to using criterion-based assessment scales for assessment as such, for generating feedback and developing self-assessment and reflection are explained.