Corrective Control in Foreign Language Teaching

© The Editorial Council and Editorial Board of Linguistic Studies

Linguistic Studies
Volume 40(2), 2020, pp. 
149-157

Corrective Control in Foreign Language Teaching

Кalnik Oleksandr

Article first published online: December 01, 2020 


Additional information

 Author Information: 

Кalnik Oleksandr, Candidate of Pedagogical Sciences, Assosiate Professor of Germanic Philology and Translation Department at National University “Yuri Kondratyuk Poltava Poly¬technic”. Correspondence: alex.kalnik@gmail.com

Citation: 
Кalnik, O. Corrective Control in Foreign Language Teaching [Text] // Linhvistychni Studiyi / Linguistic Studies : collection of scientific papers / Vasyl' Stus 
Donetsk National University; Ed. by Anatoliy Zahnitko. Vinnytsia : Vasyl' Stus DonNU, 2020. Vol. 40(2). Pp. 149-157. ISBN 966-7277-88-7

DOI: http://dx.doi.org/10.31558/1815-3070.2020.40.2.17

Publication History:

Volume first published online: December 01, 2020
Article received: July 01, 2020, accepted: August 01, 2020 and first published online: December 01, 2020

Annotation.

У статті аналізуються форми і методи контролю навчальних досягнень з погляду ви-явлення їхнього навчального і розвивального потенціалу. Відзначається, що контроль навча-льних досягнень у практиці викладання має переважно констатувальний характер, тобто реалізуються насамперед його діагностична та оцінювальна функції. Аналіз форм і методів контролю навчальних досягнень вказує на те, що усна і письмова форми контролю, конт-роль за допомогою проєктів і навчального портфоліо забезпечують максимальну реалізацію таких функцій, як-от навчальна, виховна, розвивальна і самовдосконалення, оскільки дають можливість не тільки виявити і оцінити рівень навчальних досягнень, а й сприяють форму-ванню професійної компетенції, активізації пізнавальної діяльності, інтелектуальному роз-витку, забезпечують можливість творчої діяльності студентів.

Keywords: achievement assessment, higher educational institution, personality-oriented edu­cation, methods of assessment, project, portfolio.



Abstract.

CORRECTIVE ASSESSMENT IN FOREIGN LANGUAGE TEACHING

Oleksandr Kalnik

Germanic Philology and Translation Department, National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine.

Abstract

Background: Assessment, as an integral component of teaching, should promote the implementation of its functions such as learning, educational and developmental ones.

Purpose: to analyze the methods of monitoring academic achievement to identify its learning, developmental and educational potential.

Results: The analysis of forms and methods of assessment of educational achievements testifies that oral and written forms of assessment, assessment by means of projects and portfolio provide the realization of such functions as educational, learning, developmental and self-improvement ones. They give the chance not only to reveal and estimate level of educational achievements, but also contribute to the formation of professional competence of students, enhance their cognitive activity, intellectual development, provide an opportunity for creative activity.

Discussion: Assessment through projects and portfolio is an effective means of self-assess­ment and peer assessment, which is especially relevant in the context of growing use of distance learning.

Keywords: achievement assessment, higher educational institution, personality-oriented edu­cation, methods of assessment, project, portfolio.

Vitae. Oleksandr Kalnik is a Candidate of Pedagogical Sciences, Assosiate Professor of Germanic Philology and Translation Department at National University “Yuri Kondratyuk Poltava Poly­technic”. His areas of research interests include achievement assessment, personality-oriented education and translation teaching.

Correspondence: alex.kalnik@gmail.com


Article.

References. 

1.    Avanesov, Vadim. Metodologicheskie i teoreticheskie osnovy testovogo pedagogicheskogo kontrolya (Methodological and theoretical foundations of test pedagogical assessment). Diss. St Petersburg State U, 1994. Print.

2.    Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press, 2001. Print.

3.    Hart, Diana. Authentic assessment. Melno Park, California. 1994. Print.

4.    Honcharenko, Semen. Ukrayins’kyy pedahohichnyy slovnyk (Ukrainian pedagogical dictionary). Kyiv: Lybid, 1997. Print.

5.    Izotova, Nadezhda. Korrektirujushhij kontrol kak faktor povyshenija kachestva obuchenija (Corrective assessment as a factor in improving the quality of education). Diss. Bryansk State U, 2004. Print.

6.    Korsak, Kostyantyn. “Pro yakist instrumentariiu otsiniuvannia: spivbesidy, ispyty, testy (On the quality of assessment tools: interviews, exams, tests)”. Dyrektor shkoly. Ukraina (Headmaster. Ukraine). 5 (2001): 8494. Print.

7.    Kudaev, Murat. Korrektirujushhij kontrol v uchebnom processe: didakticheskie osnovy postroe­nija i realizacii sistemy (Corrective assessment in the educational process: didactic foundations of building and implementing the system). Diss. Adygeya State U, 1998. Print.

8.    Linn Robert, Gronlund Norman. Measurement and assessment in teaching. Upper Saddle River: Merrill, 2000. Print.

9.    Pape, James and Choshanov, Murat. “Uchebnye portfolio – novaja forma kontrolja i ocenki dostizhenij uchashhihsja (Portfolios as a new form of monitoring and evaluating student achievement)”. Dyrektor shkoly (Headmaster). 1 (2000): 7582. Print.

10.    Parashchenko, Ludmyla and Leonskyi, Valery. Testovi tekhnolohii u navchalnomu zakladi (Test technologies in an educational institution). Kyiv: TOV Maysternya knygy, 2006. Print.

11.    Polat, Evgenia. “Мetod proektov na urokah inostrannogo jazyka (Projects at foreign language lessons)”. Inostrannye jazyki v shkole (Foreign languages in school). 2 (2000): 310. Print.

12.    Yakimanskaya, Irina. Lichnostno orientirovannoe obuchenie v sovremennoj shkole (Personality-oriented learning in a modern school). Moscow: Sentyabr, 2000. Print.