CRITERION REFERENCED ASSESSMENT IN FOREIGN LANGUAGE EDUCATION: PRESENTATION AS A TOOL

Assessment is indispensible part of teaching and learning process. Criterion referenced assessment is a hot issue in Kazakhstan secondary and higher education system where the foreign language is inseparable. This paper attempts to deal with criterion referenced assessment purpose, functions and principles, as well as comparison with norm referenced assessment. The purpose of this article is to consider the technology of criterion referenced assessment as a way to increase motivation in mastering a foreign language at school and university and to prove its effectiveness in the process of learning a foreign language. A further possible presentation assessment criterion is offered as an alternative sound form for formative and summative assessment.

1. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(1), 1–25.

2. Wesselink, R., Biemans, H. J. A., Mulder, M., & Van den Elsen, E. (2007). Competence-based VET as seen by Dutch researchers. European Journal Vocational Training, 40(1), 38–51.

3. Van Merriënboer, Kirschner P.A, Paas F., Sloep P.B., Caniels M. (2009). Towards an integrated approach for research on lifelong learning. Educational Technology. 49(3):3–15.

4. Biemans H, Nieuwenhuis L, Poell R, Mulder M, Wesselink R(2004). Competence-based VET in the Netherlands: Background and pitfalls. Journal of Vocational Education and Training. (pp523–538). doi: 10.1080/13636820400200268.

5. Morrow, C. K. (2018). Communicative language testing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Volume 8 (pp. 342–350). United States, NJ: Wiley.

6. Hughes (2003). Testing for Language teachers , (p.21) Cambridge.

7. McNamara, 2000 Language Testing, (p140) Oxford University Press

8. Kurmanbayeva G, (2016) Vnedreniye Sistemy Kriterialnogo Otsenivaniya v Ramkakh Obnovleniya Soderzhaniya Obrazovaniya. Pedogical Dialogue2 (16), 20-24. Astana: Printing House of PE “Center of Excellence”, AEO Nazarbayev Intellectual Schools.

9. Vorovshchikov S. G. (2007) Model' soderzhaniya uchebno-poznavatel'noy kompetentnosti // Kompetentsii v obrazovanii.// Model of the content of educational and cognitive competence // Competences in education.( p. 62-71)

10. Koryakovtseva N.F.( 2001) Avtonomnost' studentov v protsesse izucheniya inostrannogo yazyka i kul'tury // Avtonomiya v praktike prepodavaniya inostrannykh yazykov i kul'tur// Student autonomy in the process of learning a foreign language and culture // Autonomy in the practice of teaching foreign languages and cultures. Vol. 461. p. 12-28

11. Filatova T.N. (2011) (Sozdanie communicativnikh zadach na uroke angliiskogo yazyka.) Angliskii yazyk v shkole//Creating communicative tasks in English class // English at school. №1(33). - p.2-4.

12. Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment (New ed.).(p.2) New York: McGraw-Hill College (ISBN: 0072948361).

13. Galskova, N. D., (2012) Problemy inoyazychnogo obrazovaniya na sovremennom etape i vozmozhnyye puti ikh resheniya.// Problems of Foreign Language Education at the Present Stage and Possible ways to solve them. (p.2-13) Foreign languages in school.№ 9.

14. Frank, J. (2012). The role of assessment in language teaching. English Teaching Forum, 50(3), p32.

15. King, J. (2002). Preparing EFL Learners for Oral Presentations. The Internet TESL Journal, 8.

16. Chan, C. (2009) Assessment: Presentation, Assessment Resources@HKU, University of Hong Kong.

17. Salem State University Presentation Evaluation Criteria