DOI: 
http://dx.doi.org/10.15293/1813-4718.1904.10
UDC: 
378+372.016:811
Tretyakova Tamara Grigorievna
Postgraduate student of the English chair, Novosibirsk State Pedagogical University, tamrika55@mail.ru, Novosibirsk

The model of formation professional readiness of foreign language teacher for evaluation of achievements with tests

Abstract: 
Problem and aim. The use of test forms in the educational process meets the needs of modern education. It is necessary to develop theoretical, methodological, practical recommendations for the formation of students’ readiness to evaluate educational achievements with the use of tests. The aim of this article is a model of formation of readiness of a future foreign language teacher to evaluate educational achievements with the use of tests. The main functions of the model are considered. Methodology. The quality control of educational achievements at the university is considered from the position of the activity approach. This problem is covered in the works of many Russian scientists. Goal setting is a necessary condition for the evaluation of educational achievements. Domestic and foreign researchers dealt with the problems of evaluation of educational achievements with the use of language tests. It is important to know what is tested when you are learning a foreign language. The analysis of their works on the evaluation of educational achievements in the university identified a number of problems. This determined the relevance of creating a model of the formation of readiness of future foreign language teachers for the evaluation of educational achievements using tests. Results of the study. The model of formation of readiness for the evaluation of educational achievements with tests is represented. The model is based on the competence and activity approaches, on the principles of objectivity, interdisciplinarity, professional orientation, the conditions for its formation are highlighted. The readiness for evaluation of educational achievements consists of theoretical and practical readiness. The theoretical readiness is knowledge of testology, foreign language and related disciplines. Practical readiness is the ability to construct pedagogical tests based on this knowledge.
Keywords: 
model, formation of readiness, future teachers of a foreign language, evaluation of educational achievements with the use of tests
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References: 

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