Criteria-related assessment technology of linguistic competence in International baccalaureate schools
The article deals with the problem of teaching foreign languages in general education as a means of communication. The emphasis is placed on the need to master all types of speech activities that implement oral and written forms of communication in situations of official and non-official communication. The purpose of the article is to substantiate and develop the author's methodology for criteria-related assessment of students' linguistic competence. The author analyzes the criteria-related assessment methodologies, developed in Russian and foreign studies, and uses the experience of developing and implementing International Baccalaureate programs for students in secondary schools. There has been formulated an approach to criteria-related assessment as a universal tool for forming productive ways of thinking, successful perception and reinterpretation of conceptual information. There has been revealed the essence of criteria-related assessment technology as the system including the complex of subject-specific academic knowledge, reflecting the conceptual perception of the world; visual methods and techniques of presentation of information and data transmission; a set of psychological techniques for enhancing critical thinking in the learning process and evaluation. It is proved that the use of criteria-related assessment can increase the pace of the learning process, activate students' cognitive ability, form and actively develop critical thinking skills, skills of imaginative representation of knowledge, the overall level of intellectual literacy and culture.