• Author(s)

Klimenko

Tatiana Nikolayevna

Candidate of Sciences (Philology), Associate Professor of the European Languages and Language Education Department

Transbaikal State University

30 Aleksandro-Zavodskaya St, Chita, 672039

tel.: 8(3022)352839

e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. The paper deals with the assessment of educational achievements of ‘Education in a Foreign Language’ undergraduates during their taking the state final examination. Assessing undergraduates’ educational achievements is a complex, multistage process aimed at revealing the level of vocational training and increasing educational process quality in accordance with the requirements of the Higher Education Standard, employers, specific regional situation with labor market, all of which predetermine designing an innovative assessing technology. It is impossible to perform assessing in a quality way without well-developed assessment criteria, tested standard, methodology and methods grounds to determine undergraduates’ qualification level demanded by the employers. The authors of the given paper offer a complex assessment technology presented in an integrated interdisciplinary model of the state final exam, based on expertise and integrated approaches. In contemporary vocational training expertise approach takes the leading role in the assessing process of undergraduates’ achievements along with the integrated approach to personal and professional making up of a teacher. The offered model of the state final examination (SFE) is based on expertise and integrated approaches. It is of an interdisciplinary and integrated character and is aimed at revealing the level of personal and professional readiness for teaching, determining the formed professional competencies of future teachers, bachelors of education in a foreign language, to perform project, research and cultural enlightening activities. In the suggested model the authors reveal its purpose, contents, activity organizational and result analytical components. They give details of specifics of organization and conducting the state final examination. Future teachers’ educational work is the leading activity and implies deep knowledge not only of a foreign language, but that of psycho-pedagogical grounds of teaching too. An educator must be able to use modern teaching technologies of a foreign language with reference to pupils’ achievement age, anticipate their accomplishments, needs and achievements; to collaborate with educational institutions and parents, to solve other vocational tasks.

The authors hope that the developed system of sets of tasks and their assessment criteria will allow to assess undergraduates’ educational achievements objectively, to solve the problem of final assessment in a certain way, to reveal future teachers’ proficiency level, to determine the abilities of future teachers of a foreign language in pedagogical, project and research activities, to probate validity of practical approach accepted by modern educational system at the given stage. To help undergraduates, future teachers of a foreign language, a group of authors working at Transbaikal State University developed a teaching aid “A Bachelor of Education: The State Final Examination”. The given paper gives its detailed analysis.

Keywords: Bachelor of Education, state final examination (SFE), undergraduates’ expertise assessment, teaching, level of personal and professional readiness, Russian Higher Education Standard, an innovative assessment technology, integrated interdisciplinary model, expertise approach, integrated approach, teacher of a foreign language, Transbaikal State University.

For citation: Naumova O. S., Klimenko T. N. Bachelor of Education in a Foreign Language: Integrated Model of the State Final Examination Pedagogical IMAGE, 2018, no 1 (38), рр. 104–124.

UDС: 378.146.9

DOI: