Abstract:

The paper deals with both formative and summative assessment of students’ knowledge and skills at English as a Second Language (ESL) classes at Kazan Federal University, Russian Federation. The article provides the guidance on assessment procedures, purposes, timing, and content. The advantages and disadvantages of the point-rating system used at the Kazan Federal university are shown as well. Besides, the paper presents the students’ view on the assessment system at the university in general and at English classes in particular. On the one hand, this system seems to be extremely effective in stimulating the work of students during the semester. On the other hand, the data derived from the survey reveals that the students prefer the exam conducted in a traditional oral form as they see it more trustworthy. It was concluded that the grade given to the student by an experienced conscientious lecturer better reflects the level of knowledge than the grade the student receives solely based on the results of answers to test questions. In conclusion, the paper emphasizes the value of assessment for improving both teaching and learning since evaluation is not only a “check list” and the availability of certain knowledge but also the identification of the potential intellectual abilities of the student. It has a strong influence on learning processes.

Keywords:

Assessment, English as a second language, education, Kazan Federal University.