CRITERION BASED ASSESSMENT FOR ASSESSING PROJECT WORK OF PHILOLOGIC STUDENTS

Khodjieva Zumrad Makhmudjonovna

doi:10.17605/OSF.IO/NS2KQ

Authors

Khodjieva Zumrad Makhmudjonovna Teacher of the Department of Theory and Literature of English Samarkand State Institute of Foreign Languages

DOI:

https://doi.org/10.17605/OSF.IO/NS2KQ

Keywords:

project practice, evaluation criterion, professional competence, evaluative tool, evaluation scale

Abstract

In accordance with the personality-oriented and competence-activity approaches, the author proposes criteria and scales for assessing the results and the process of project practice itself, which foreign undergraduate philologists undergo in order to obtain primary professional skills and prepare for teaching practice. Projects developed and carried out by students, which are, as a rule, individual, contribute to the development of intercultural communication. In this regard, it becomes especially important for the teacher to understand the design technology and take into account a number of factors (socio-cultural, linguistic, etc.), the knowledge of which allows not only to provide assistance to the trainee, but also to adequately assess the results of his activities. The project practice is based on the project method, according to which at each stage of work on the problem posed, certain skills are formed (reflexive, search, presentation, organizational, communicative, etc.) and the skills of collective and individual work of undergraduates. Therefore, the choice of assessment tools proposed in the article (report, project passport, event outline, essay, etc.) is justified taking into account not only the goals and objectives of project practice, types of activities, specific aspects of assessment (project implementation process, its design, protection), but also the list of formed competencies, among which communicative, intercultural and informational ones are of the greatest importance. When determining the criteria and indicators of some assessment tools, regulatory documents play an important role (the state educational standard in English as a foreign language and the Educational Standard of Higher Education in the direction of preparation 04.04.01 "Philology"). On the basis of the methodological significance of a particular assessment tool, the number of criteria and points is determined. There is a table showing the estimated means and the maximum number of points that a student can score when completing a particular task. Possible variants of the received number of points are converted into a five-point scale, which can be convenient when setting the final grade.

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References

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