Abstract:

The relevance of applying the technology of assessment center in teaching foreign languages is responding to the transition of the Russian system of higher education to a competence-based learning model aimed at the internationalization of educational processes within the Bologna process. An inherent element of the learning process is control over the acquisition of knowledge, skills and abilities, which includes information on the training progress, the quality and effectiveness of the implementation of curricula, and the assessment of the professional level of educators and students. The purpose of the article is to establish the peculiarities of the application of assessment technology of the assessment center and its constituents to verify the degree of formation of foreign competence among students learning a foreign language in their future professional activities.

The leading approach to the study of this problem is performed through comparative and descriptive methods. The study identifies control strategies used to test learning strategies in professional activities. Particular importance in the examination of control was attached to the unity of its own monitoring and teaching functions, which are clearly manifested in applying the technology of the assessment center. Assessment center differs from traditional diagnostic methods by the possibility to combine the collective analysis of information obtained in the course of observation and evaluation of students and the individual approach to a degree of competence formation taking into consideration the specified behavior parameters. Specific features of this technology are the following: the multiplicity of the application of different techniques, the collective nature of the final decision, the approbation of the components of the preparatory exercises, the connection of exercises with the competence model of a future specialist. The research allows to discover a number of advantages and disadvantages of using this method in the field of diagnosing the formation of foreign professional capacity among students. The advantages hold the accuracy and reliability of assessments through the participation of several experts; the effect of competition and cohesion; comparative analysis with the achievements of other group members; creation of conditions that imitate professional activity. The shortcomings of the technology of the assessment center include: labor intensity, complexity and time costs, the need to attract several trained experts, lack of motivation with low personal achievements of students, etc. The materials of the article can be taken to create and improve the monitoring system for quality control of teaching foreign languages for occupational goals. Assessment center is the technology for creating an integrated valuation, comprising of several separate types of exercises. It is focused on the real behavior of students in working conditions, and it takes into account the specifics of performing job descriptions.

Keywords:

Language education, Linguistics, Student, competence approach, assessment center, Educational Technology.