FORMATIVE ASSESSMENT OF CRITICAL READING SKILLS IN HIGHER EDUCATION IN RUSSIA IN THE CONTEXT OF EMERGENCY REMOTE TEACHING

Ksenia Antonova, Nadezhda Tyrkheeva

DOI Number
https://doi.org/10.22190/JTESAP2102137A
First page
137
Last page
148

Abstract


The paper considers the role of formative assessment of critical reading skills within the framework of distance education in conditions of emergency remote teaching English as a foreign language. A model of descriptors for assessment of critical reading skills at 4 levels of language competence and 3 levels of university education has been developed and tested on undergraduate and postgraduate students majoring in Economics, IT and the Humanities in Saint-Petersburg State University of Economics. The model has been tested and conclusions have been made about the effectiveness of formative assessment as a supplementary/helpful tool for the development of critical reading skills in emergency learning conditions of COVID pandemic.


Keywords

professionally-oriented learning, formative assessment, summative assessment, distance teaching and learning, critical reading, universal and professional competences, critical thinking

Full Text:

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References


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DOI: https://doi.org/10.22190/JTESAP2102137A

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