EXPERIMENTAL IMPLEMENTATION OF ORGANIZATION MOBILE TECHNOLOGY MODEL OF FORMATIVE AND SUMMATIVE ASSESSMENT OF STUDENTS’ WRITING SKILLS IN A NONLINGUISTIC UNIVERSITY

The mobile-supported organization of assessment and evaluation of student writing skills are studied. The analysis of scientific literature and regulatory documents indicates the urgency of this issue for the Russian education. Modern approaches to the assessment of students’ learning activity in foreign language teaching are considered. The objective of the research was to substantiate the effectiveness of the mobile technology application model for optimizing formative and summative assessment developing foreign-language writing skills of students. The components of the methodological model (target, content, activity, result blocks) and the ways of model integration are described. In the process of improving student writing skills (a letter of a pragmatic nature) on the basis of mobile applications, such kinds of formative evaluation as self-, peer- and group evaluation were employed. The model implementation took one academic year (2016/2017). The research data reveals statistically significant differences in language skills between the experimental and the control groups. Thus, the effectiveness of the developed model has been confirmed. As prospects for further research, we see the analysis of writing and speech microskills and the specification of formative assessment approaches based on mobile technologies.

foreign language teaching methodology, English as a foreign language, mobile technologies, control and assessment, blended learning

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