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ОСОБЛИВОСТІ ОЦІНЮВАННЯ ЗНАНЬ СТУДЕНТІВ З ІНОЗЕМНОЇ МОВИ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ ПОЛЬЩІ

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Загоруйко Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
341-347
EN
The peculiarities of students' foreign languages knowledge assessment in higher educational institutions in Poland have been revealed in the article. The assessment of Polish students’ achievements in foreign languages in such four types of speech activities as listening, speaking, reading and writing has been characterized. The forms and aim of tests for assessment of students’ knowledge of foreign languages have been mentioned. Also such innovations in the assessment of Polish students’ academic achievements in foreign languages as self-assessment, the use of ICT and portfolio evaluation have been analyzed. The author notes that after the implementation of the Bologna system the module-rating system of assessment has become the alternative to the traditional system of students’ achievement assessment in higher educational institutions in Poland. Among the peculiarities of the module-rating system of assessment the author stresses on the students’ interest in receiving high marks, especially those who have a high rating from the previous modules and enhancing learning motivation, self-study and self-assessment of knowledge and skills. Describing the assessment of students’ academic achievements in foreign languages, the author stresses on the introduction of such forms of assessment, as oral questioning on workshops from current and previous topics; small tests, conducted at the beginning of the practical class; testing for basic themes of the course; assessment of the written homework; assessment of the degree of students’ activity and the quality of their presentations and comments during the discussion. The author proves that systematic checking the level of students’ knowledge and skills in foreign languages gives the opportunity to identify the difficulties and state their successe, especially in talented students who need support.
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The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

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Fathi J., Derakhshan A., Safdari M.
Polish Psychological Bulletin
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2020
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vol. 51
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issue 3
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