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Проблема контроля сформированности умений чтения на иностранном языке на неязыковых факультетах в университете
The research aims to find out whether the ways academic reading skills are assessed comply with the goals of university education and major requirements of test effectiveness (content and construct validity). Reading skills are the core foundation of university education since they function as academic literacy drivers. However, numerous studies demonstrate that reading is closely connected with other skills (listening, speaking and writing) and all together they represent a process of knowledge building, evaluating and sharing. Many papers were written to show the interdependence between reading and writing as they are based on the same code and it is through reading that learners get new knowledge, which is later evaluated, transformed to new concepts and shared through writing. Thus, the goal of the study was to prove that the most effective way to assess academic reading skills is to do it in integration with writing. To this end, the common practices of testing were analyzed against the educational standards and a new model of integrative read-to-write test was designed. The experimental study has demonstrates that assessing reading in integration with writing has more advantages than drawbacks as this way best reflects the academic reality and therefore meets the demands of university curricula.
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