LEVEL LEARNING OF ENGLISH LANGUAGE IN SCHOOLS OF KAZAKHSTAN: ASSESSMENT PRACTICE OF STUDENTS' LEARNING RESULTS

This article is devoted to the analysis of the assessment system in the framework of level teaching of the English language in schools of Kazakhstan. The introduction of the Common European Framework of Reference for Languages in the process of foreign language education in Kazakhstan has led to a paradigm shift in assessing student achievement, when assessment and learning are viewed as inseparable and assessment is perceived as a tool to support student learning. This study was undertaken to investigate the preferences of Kazakhstani teachers in the choice of methods for assessing student learning outcomes, as well as the factors influencing this choice. Taking into account the fact that competences in speech skills of English language proficiency in Kazakhstan model curricula are assessed on the basis of the criteria and descriptors recommended by CEFR for each individual level, nevertheless, in their practice, not everyone uses the general concept of recommended assessment. The study showed that teachers’ perception of the new assessment system cannot change overnight, nor can they do it independently, they need support in such as training, exchange of experience and methodological recommendations.

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