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STUDENTS’ FOREIGN LINGUISTIC COMPETENCE TESTING AND EVALUATION IN UKRAINE OF THE LATE ÕÕth – THE EARLY ÕÕ²st CENTURY Lichman L.Yu., PhD in Pedagogics, Associate Professor, Head of the Department of Foreign Languages Shupyk National Medical Academy of Postgraduate Education

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The competency-based approach in lan- Having analyzed the archive documenta- guage education is one of the most pressing tion, regulatory materials, dissertations and and widely discussed didactic challenges in publications in periodicals, we found the idea Ukraine. The integration into the European cul- of competency-based training in Ukraine of tural and economic community, the European the late 20th century to be widely relayed Union – Ukraine association agreement signing and developed. The competency-based ap- and ratification, labor market and technologi- proach definitions, content and implementa- cal standards unification, and finally, the inten- tion were especially actualized. Among them, sive migration from Ukraine (mainly the labor one of the key, fundamentally significant as- one) – all the mentioned above has had a sig- pects was emphasized: the language compe- nificant impact on the educational system of tence-centered education monitoring and es- Ukraine, before everything else, regarding the timated result. The aspect has been the site implementation/incorporation of a competen- of special scholarly interest (O. Vakulenko, cy-based strategy for training students in the S. Vitvytska, V. Davydov, A. Zilbershtein, I. Zim- secondary and higher school Ukraine. nyaya, V. Kremen, O. Lokshyna, L. Movchan, Meanwhile, in the language education, S. Nikolaeva, V. Panchenko, S. Savchenko, the issue of competency-based training calls N. Talyzina, M. Khrebet and others). forth strong opposition, which reveals the dis- The close attention to such important prob- cussion point theoretical divisiveness and the lems is far from being by chance. After all, complexity of its practical implementation, practically substantiated, adequate and cor- as evidenced by the national and foreign re- rect testing and evaluation of the final results searchers (N. Bibik, L. Biriuk, N. Chomsky, determine a lot of things. G. Karlovska, L. Kravchuk, A. Khutor- It is due to the testing that the compliance skoy, T. Lytniova, L. Lichman, O. Ovcharuk, of two high-stakes markers, i. e. foreign lin- O. Okolovych, O. Pometun, S. Trubacheva, guistic competence building results and for- I. Zimnyaya and others). eign linguistic competence standards, built

Âèïóñê LXXV. Òîì 1. 2017 Çá³ðíèê íàóêîâèõ ïðàöü 55 up by the social and corporate (professional) cy-based standards should be considered environment, can be identified. along with “the underpinning constituents of From this point of view, the function of test- competence (capabilities, abilities, skills)”, ing and evaluation involves determining, first, i.e. the attributes of “people to be competent the quality of language training results, sec- performers” [1, p. 425]. ond, the qualitative indices of graduates’ for- Thus, in language education, the result of eign linguistic competence standards, third, foreign language training, that is the linguistic the content difference (distance) between the level of a graduate, is directly associated with indicators of the result and the standards. To the future work activity, which is regulated in designate the main markers, i.e. to accurately accordance with the standards. Therefore, the analyze and exactify qualitative indicators a) evaluation of the training outcome is formed result, b) standard and c) the nature of con- with due regard to the qualification require- sistency/inconsistency between them opens ments. In this case, the evaluation “will serve up opportunities for systematizing the ob- as a link between the requirements of pro- tained data with the purpose of improving the fessional standards and learning outcomes, didactic resources to reduce the discrepan- achieved through the absorbed academic cies between the built and required levels of program. Testing is the process of data ac- foreign linguistic competence. quisition concerning students’ activities and Thereby we denote the definitive distinc- opinion creation as for these data based on tion between two forms of a foreign linguistic the predefined criteria. Testing the embraced competence: the built foreign linguistic com- module quality presumes demonstration or petence (training outcome) and the required a testament to the fact that the student has one (standard language obtained from the mastered the necessary competence, for- inmost recesses of professional activity). At mulated in the each individual module, and the same time, we emphasize that the gap it can perform all necessary procedures” between the mentioned forms of a foreign lin- [2, p. 221]. guistic competence is quite organic, natural, Testing and evaluation of foreign language primarily because of the constant change in learning quality in Ukraine is considered as social demands crystallized in the standard an integral part of the complex of academic language parameters; the standard language performance rating, as an important compo- is infinitely dynamic and abundantly indefina- nent of the language education monitoring. In ble. Therefore, it should be started from the accordance with this, depending on the kinds definitive distinction between the language of monitoring, there distinguished feedback, training results and a linguistic/foreign lin- evaluation, training, developing, correcting, guistic competence as such, which is con- stimulating, etc. control functions [3, p. 1]. stantly updated, as if fuelled by the social and At that, according to M. Khrebet, “by its ar- corporate reality. Put the other way round, it rangement, the control may be individual or can be assumed that the result is potential frontal/group; by the nature of the response for achieving the required foreign linguistic design it may be verbal or written; by the use competence, or a relative value, whereas a of the native language it may be monolingual standard language is the non-permanent, but and bilingual” [3, p. 3]. periodically absolute value of linguistic com- Analyzing the foreign-language training petence. In this sense, the education outcome testing and evaluation procedure genesis in and an absolute, but “fluid”, competence, as the higher school of Ukraine makes it pos- an intermediate socially created standard, are sible to single out three points: first, in the dialectically united. beginning of the 1990s, the Soviet tradition It is worthwhile to specify that a foreign of academic performance rating dominated, linguistic competence, built as a socially de- which was substantially modernized during termined standard, is most notably disclosed “perestroika” (rebuilding); second, as far as in such regulatory documents as skills stand- grading in education and Bologna education- ards. The latter are the basis for modelling al doctrine mechanisms, including the cred- and compiling the credit-based modular ar- it-based modular system elements, gradually chitectonics of the academic and steering introduced, the experts simulate and increas- programs and plans. ingly differentiate the learning quality testing, The standards towards competences are when creating the academic programs; third, supposed by P. Hager to be considered amid progressively as competency-based educa- the labor market, attending to the quality, tion is implemented, the testing modus in the skill, workmanship for compartmentalizing in credit-based modular system is endowed with the personnel and establishing justice in mak- competency-based attributes. ing an assessment of workforce contingent. In the early 1990’s, there were mainly Indeed, as the author notes, the competen- used methods of monitoring and evaluating 56 Ïåäàãîã³÷í³ íàóêè the attainment level traditional for the Soviet brought forward at the meeting of the De- higher school system, namely, zero (the first partment of Foreign Languages of Zaporizhia year) and intermediate measures of foreign State Technical University (record ¹ 3, dated language proficiency, dictations, translation, November 23, 1999) [8]. The discussion and abstracting, tests and term papers, etc. Apart the educators’ reports formulated the follow- from that, due to mastering human-based and ing ranking score model associated with the technologically advanced educational innova- traditional evaluation system: tions, such as student-centered education, 50–70 scores – “fair”, the method of intensive language learning/ 71–90 scores – “good”, teaching, communicative method, suggesto- 91–100 scores – “full mark”. pedia, etc., the assessment methods array At the same time the scoring was supposed significantly expands. For example, the train- to depend on the absence rate, that was par- ing groups segmentation subsequent to the ticularly true in the students’ 2nd, 3d, 4th and results of pre-tested linguistic knowledge and 5th years. When carrying out various types abilities assessment are in common prac- of midpoint assessment, the teachers used a tice [4]. That approach made it possible to wide range of tasks, in particular, translation divide the group of students into two parts – from a foreign language into Ukrainian, ab- high-achieving students and the low-per- stract of a Ukrainian paper, an interview and forming ones, so that the former held down lexical and grammatical testing. the potential, while the latter had the oppor- By comparison: nowadays – under the tunity and motivation for growth towards the credit-based modular system – the numerical high-achieving students’ level. The streaming scores-to-evaluation ratio has been some- was based on pre-midterm testing results, what transformed. When organizing formative, i.e. at a basic course [5]. This testing prac- modular, semester and summative assess- tice made it possible to target the education- ment, the educators mainly use – in different al process in such a way that a teacher and versions – the following evaluation scheme in students’ work was corrected, the individu- accordance with the ECTS grading scale, but al solution to the problem of improving stu- taking into account the national scale of stu- dents’ knowledge was found at the midpoint dent performance: assessment. It was increasingly evident that 90–100 scores A (according to the ECTS that method required updating steering doc- grading scale) – “outstanding performance uments, compiling new program layout, cur- with only minor errors”; rent checkup tests. Also, if a student moved 82–89 –  – “above the average standard from the elementary group to the advanced but with some errors”; one or vice versa, there occurred a need to 74–81 – Ñ – “generally sound work with a develop a new scoring system that would be a number of notable errors”; relatively objective performance criterion [6]. 64–73 – D – “fair but with significant short- Thus, in the 1990’s, there was widely prac- comings”; ticed a differentiated approach to assessing 60–63 – Å – “performance meets the min- the linguistic potential of students, thereat it imum criteria”; was observed the need for applying the same 35–59 – FX – “Fail – some more work re- approach to testing the holders of a master’s quired before the credit can be awarded”; degree and postgraduate students [7]. 0–34 – F – “Fail – considerable further In the late 1990’s, a rating system for as- work is required” [9]. sessing students’ language proficiency was Certainly, the pivot to the credit-based introduced in the higher school of Ukraine. modular system, the opening to the Bologna This system assumed that evaluating stu- educational space, contributed to clarifying dent performance relied on the test score at and regulating testing and the control pro- a fixed grade. At the same time, there were cess. The credit-based modular system intro- developed no evaluation criteria to be used duction was regulated by a number of the de- in all the universities of Ukraine. The same is crees of the Ministry of Education and Science true for now. Evaluating student performance of Ukraine (“On Pedagogical Experimentation largely depends on teachers’ subjective as- in Educational Process Arrangement Cred- sessments, although the subjectivity thresh- it-Based Modular System”, dated 23.01.2004, old in the modular rating system is lowered ¹ 48; “On Authorizing Action Program For than that in the traditional five-mark grading Bologna Declaration Implementation in the system; the staff members were bound to System of Higher Education and Science of detail the methods of ranking score through Ukraine 2004–2005”, dated 23.01.2004, ¹ their individual efforts. For example, the mat- 49; “On Special Aspects of Introducing Ed- ter concerning students’ language proficien- ucational Process Arrangement Credit-Based cy ranking score methodology success was Modular System”, 20.10.2004, ¹ 812; “On

Âèïóñê LXXV. Òîì 1. 2017 Çá³ðíèê íàóêîâèõ ïðàöü 57

Introducing the Educational Process Arrange- ating design standards to regulate teachers’ ment Credit-Based Modular System”, dated “step-by-step” activity and specify skills and 30.12.2005, ¹ 771, “On Authorizing Action knowledge in determining modules. Hence, Program For Quality Assurance in the Higher specific skills and knowledge will be identi- Education of Ukraine and its integration into cal to specific competences/competencies, the European and World Education Commu- whose sum outlines the entire professional nity: the 2010 Agenda”, dated 13.07.2007, ¹ competence. 612, “On Implementing the European Credit Against this background, the problem of Transfer and Accumulation System” and guid- assessing learning experience, aimed at ac- ance materials “Implementing ECTS in Ukrain- quiring certain competences, is particularly ian Universities”, dated 16.10.2009, ¹ 943. apparent. When planning and developing the Here it may be noted that within scientific evaluation of competency-based learning, and educational meaning, a module “is un- teachers should: derstood to mean a complete repertoire of “1) expressly understand and design the expertise, knowledge and skills (i. e. com- learning outcomes for each particular mod- petencies) subject to be taken, described ular action (specific competencies achieve- in the manner of requirements for a student ment); to meet them upon the module completion” 2) develop criteria for evaluating a module, [2, p. 211]. In fact, the credit-based modu- therein addressed the evaluation method; lar system has introduced a strictly regulated, 3) project evaluation of current module objective, evaluating monitoring into the lan- performance, thought over the criteria; guage education. Therefore, introducing this 4) develop an evaluation checklist for a innovation can be recognized as the first step student; towards implementing a competency-based 5) develop evaluation tasks for the cur- structure of monitoring and evaluation. rent assessment of skills and knowledge” At the same time, since the launch of the [2, p. 209]. credit-based policy the linguistic departments Thus, the retrospective analysis of moni- of the various higher educational institutions toring, testing and evaluation in the language of Ukraine have pursued its introduction at education of Ukraine (the end of the 20th discretion: some educational institutions, century – 2017) shows that the monitoring training and steering documents focus on problem can be considered in four aspects upgrading students’ foreign language skills, at least: taking into account their specialization and – a traditional – five-mark – grading sys- individual needs, interests, etc., while the tem, involving timely instructional elements, methodological support in the other ones is tests, to begin with; aimed at building designated competences of – a point rating system of student linguis- various linguistic specificity – technical trans- tic performance, combined with the traditional lation, navigation, metallurgy, etc. At this, five-mark grading system (1991–2004); that’s important, the competence-centered – a credit-based modular system (since programs directly correlate with the qualifica- 2004); tions framework and professional standards, – a modular competency-based learning wherein the basic parameters of required technology (since 2004). special competences/competencies are ex- Going forward, developing the higher school plicitly stated. In this case, building foreign language education should be concentrated, linguistic competence, ideally, tightly bounds first of all, on the development and expansion to mastering a particular package of special- of linguistic specifications in the morpholog- ly-corporate competences. ical, orthoepic, lexical, stylistic and phonetic However, in practice, experts face many teaching/learning framework. This specifica- difficulties while developing modules. The tion should be created in accordance with, main one is the lack of experience in com- first, the national framework of qualifications, piling competence-centered modules, in second, professional standards, third, em- consequence of which some teachers get ployment situation and employers’ demands, the impression that “the competency-based fourth, key global competencies parameters, module-activity programs consist of a pack- fifth, forecasts and trends in the national so- age of manipulable modules, which can be cial system development. The detailed spec- interchanged, including the new or excluding ification package will correspond to the hier- the old ones” [2, p. 205]. archically arranged complex of competencies Therefore, according to the experts’ opin- which make up the competence model of a ion [2, p. 208], the high-priority task for certain specialty and assign an operation al- making a national modular training strategy, gorithm for a language personality in specific including students’ language training, is cre- social and corporate environment. 58 Ïåäàãîã³÷í³ íàóêè

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Ïîñòàíîâêà ïðîáëåìè. Ñó÷àñí³ ïðî- ñîö³àë³çàö³¿ é ñàìîðåàë³çàö³¿ îñîáèñòîñò³ öåñè äåðæàâîòâîðåííÿ é íàö³îíàëüíîãî â ³íôîðìàö³éíîìó ñóñï³ëüñòâ³, ôîðìóâàí- â³äðîäæåííÿ â Óêðà¿í³, ³íòåãðàö³ÿ äî ºâ- íÿì êðèòè÷íîãî ìèñëåííÿ, íàáóòòÿì ìî- ðîïåéñüêîãî òà ñâ³òîâîãî ñï³âòîâàðèñòâà ëîääþ âàæëèâèõ æèòòºâèõ îð³ºíòèð³â ³ êîì- ïîòðåáóþòü ïîñèëåííÿ óâàãè ñóñï³ëüñòâà ïåòåíòíîñòåé. äî îñâ³òè, çîêðåìà ³ñòîðè÷íî¿. Íà öåé Ó êîíòåêñò³ öèõ çàâäàíü íåîáõ³äíèì ïðåäìåò ïîêëàäàþòüñÿ âàæëèâ³ çàâäàííÿ, º çàñòîñóâàííÿ â ³ñòîðè÷í³é îñâ³ò³ Óêðà¿- ïîâ’ÿçàí³ ç³ ñòâîðåííÿì óìîâ äëÿ óñï³øíî¿ íè íàéêðàùèõ äîñÿãíåíü òåî𳿠é ìåòîäè-

Âèïóñê LXXV. Òîì 1. 2017