Some theoretical issues of assessment in modern stage of foreign language teaching development

Abstract

Assessment is an essential component of the training system. In teaching a foreign language, control occupies a special place due to the complexity of the subject itself for study and the variety of the developed theoretical base. Analysis of the methodic literature on this issue has shown that many terms, especially foreign ones, are interpreted by researchers in different ways. In order to clarify the concepts, we consider traditional definitions of assessment, as well as related terms: “evaluating” and “evaluation”. Clarified and explained English terms, based on the ambiguity of their translation into Russian. To develop the methodic thinking of teachers, some teaching theories are presented and their connection with assessment is shown. Based on the analysis and comparison of learning theories, an explanation is given for three assessment approaches. The first approach looks at learning control and its advantages and disadvantages. This approach, which offers the idea of “assessment-measurement”, is contrasted with another direction in the theory of control. This direction combines “teaching” approaches to assessment: assessment for training and assessment as training. An explanation of these approaches is given, as well as the principles underlying them. The necessity of applying the above theoretical knowledge for methodically competent teaching of a foreign language is substantiated.