Assessment of English reading for the specific purposes competence About the authors
Journal Title: Мова і міжкультурна комунікація - Year 2017, Vol 1, Issue
Abstract
Assessment is cosidered to be one of the keys to successful formation of English reading for specific purposes competence. In this case testing appears to be one of the most efficient forms of assessement due to many different factors. The development of any testing system is directed into its practical uses in the training process. So this article is aimed at the creation and description of the model of testing English reading for specific purposes competence. It is based on the recurrence principle and covers the main stages of English for Specific Purposes training at Ukrainian universities. This model also reflects the correlation between external testing conducted by the teacher and self-assessment carried out by the student. So it comprises the following consecutive cycles: 1) the accomplishment of adaptive monitoring by the teacher accompanied by the student’s self-assessment with the help of the test tasks of different levels of complexity; 2) application of modified two-step adaptive testing and student’s self-assessment for carrying out thematic and homereading control; 3) realization of non-adaptive module testing and student’s self-assessment at the end of each semester; 4) carrying out non-adaptive summative testing and student’s self-assessment at the end of the course. The modification of two-step adaptive testing considers the results of every previous testing as a diagnostic tool relating to the next testing stage. So they serve as the basis for students’ subdivision into subgroups according to their real achievement as well as the formation of reading test parts of different levels of complexity. This model can be adjusted to the organisation of testing of any other component of communicative competence.
Authors and Affiliations
Tetianа Hrygorivna Korol
Keywords
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