Principles of foreign language communicative competence control and assessment

We reveal and characterize the foreign language communicative competence assessment principles on the example of students of non-linguistic university of economic programs. We consider the traditional definitions educational results of monitoring and assessment. The functions of control are analyzed, the role of the assessment procedure and control in the methodology of teaching foreign languages in the framework of a new pedagogical paradigm-competence approach are revealed. The provisions clarifying the definition of control of educational results in the competency-based approach are offered. We analyze Russian scientists’ views on the principles of learning, the observe openness and constant reinvention of the system of the principles by Russian scientists. The role of the control principles in the assessment procedure is substantiated. The necessity for the combined application of the teaching principles and control during the assessment activities is justified. The modern classification and hierarchy of learning principles are presented, three levels of principles of control and evaluation of foreign language communicative competence are substantiated: general-didactic, general-methodological and special principles. The general-didactic principle of reproducibility of assessment is offered for teaching activity, and also such general-methodological principles of foreign language communicative competence assessment as criterion and variability are offered for implementation.

teaching principles, control and assessment principles, control, assessment, principles hierarchy, foreign language communicative competence