EVALUATION METHODS IN TEACHING FOREIGN LANGUAGES
Journal Title: Scientific journal «International Journal of Philology» - Year 2016, Vol 1, Issue 257
Abstract
The article is devoted to highlighting the concept “evaluation” which is relatively new in the native methodological science but rather tendentious and relevant in the context of the current process of teaching foreign languages in education institutions of various types. It is connected with changing roles of today’s foreign language teacher from an instructor and mentor into an advisor and counselor, a guide to the world of knowledge. Evaluation is a possible impetus for self-improvement, a certain tool in the teacher’s professional development. It involves examining teaching experiences as a basis for decision making and as a source for change. Prerequisites for applying evaluation methods in foreign language classrooms are analyzed in the research; their objectives, functions and characteristics are determined; algorithm of evaluations implementation and peculiarities of their results treatment are considered. Examples of the most successful evaluation methods with a detailed description of their realization mechanism in foreign language classrooms are provided. The prospects for adaptation of the methodological phenomenon under investigation to the current situation of the Ukrainian educational space are outlined. Originality. There has been made an attempt to differentiate the methodological concepts of feedback, critical reflection and evaluation. These terms are not full synonyms; each of them has its peculiarities and essential features. The systematic exploration of 200 foreign language classroom processes applying evaluation methods enable teachers to feel more confident in trying different options and assessing their effects on teaching. Conclusion. Foreign language teachers who are better informed as to the nature of their teaching are able to evaluate the stage of professional growth and what aspects of their teaching they need to change. Evaluation methods must be treated as an ongoing process and a routine part of teaching; they form a basis for decision making and are a source for change or alternatives. Teachers should become skillful systematic observers of how students in their classroom learn. A detailed analysis of the evaluation methods mechanism is a subject area that requires a thorough investigation in all its aspects
Authors and Affiliations
H Kapnina, I Korotiaieva
Keywords
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