Introduction. The given scale of complex assessment represents the universal level collection of criteria of knowledge

The given scale of complex assessment represents the universal level collection of criteria of knowledge, abilities and skills which learners must possess.

All test materials are divided into two groups:

tasks which help to determine the depth of the knowledge of theoretical material;

tasks which help to determine practical knowledge, skills and habits.

Final mark can be represented generally:

X·П

where X – the mark of theoretical knowledge on one of the five levels. This is an absolute mark and it is expressed according to the letter scale (A, B, C, D, F).

П – а relative characteristics of practical language knowledge which is expressed in percentages (from 0 to 100 %)

Accordingly, all tasks mentioned in the “Universal Criteria of Complex Assessment of Language Proficiency” are divided into two blocks.

The first block is the theoretical block, and it involves lexical and grammatical and lingua -geographical material which is given in the form of 20 closed tests for each level. 5 test tasks for each level is given in the following manual as an example. 120 test questions for each level were given in Database of Academy. Learners can begin the testing with any level. Threshold level is 10 right answers, below this is mark F. Further the marks are given according to the multiscore letter system:

D – 10-12 right answers;

C – 13-15 right answers;

B – 16-18 right answers;

A – 19-20 right answers.

At computer testing learner answers 20 questions within 20 minutes and he must take, as minimum 50%, so he must give right answers for 10 questions. If he passes it he can pass the second (practical) block of the combined examination. If he doesn’t pass it he must pass the theoretical part at the level below.

The second block is the practical block which reveals the level of practical language proficiency. Assessment is conducted as we see above in percentages from maximum possible (relatively ideal 100%) level.

The examination on the second block is conducted as an oral exam where the learner is given an exam card appropriate to his level. The tasks on 4 types of speech activity (TSA) are given in each exam card: listening, speaking, reading, and writing. The oral part of the examination lasts 40 minutes: listening – 10 min, speaking – 10 min, reading – 10 min, writing – 10 min.

The answer is estimated in percentage from 0 to 100% which determines the practical level of language proficiency: 0-20% – Elementary level (I), 21-40% – Pre-Intermediate level (II), 41-60% – Intermediate level (III), 61-80% – Upper-Intermediate level (IV), 81-100% – Advanced level (V). The learner has an opportunity to pass the exam on next level. If the learner’s exam results correspondents to 10-18% (for I level), 30-38% (for II level), 50-58% (for III level), 70-78% (for IV level), 80-88% (for V level) he will stay at the same level. But he must pass on the upper level during the next semester.

It is necessary to give equal quantitative parameters to offering tasks for objective determination learner’s knowledge level of in all TSA. Each level has an identical quantity of the tasks in the practical block: three tasks in listening, three in speaking, three in reading and three in writing. For identifying the learner’s competence it is necessary to give the tasks of practical block in strict definite order. We mustn’t miss the tasks or change them.

It is necessary to define a differentiating point for presenting the priority of one (TSA) before another. It is called “sufficiency of significance” of TSA. According to the researches in the world it was proved that nowadays we listen – 45 %, speak – 30 %, read – 10 %, and write – 9 %. Listening is obviously seen to be the most important TSA and its “sufficiency of significance” is 0,4 in our criteria. The second speaking according to the significance is 0,3, the third reading is 0,2 and fourth writing is 0,1. Ready percentages were given in the criteria with counting “sufficiency of significance” of TSA. So it is easy to estimate the procedure.

For example

In Academy at the first semester the learners enter the group of Kazakh and Russian on the II level / “Pre-intermediate”, group of English on the I level / “Elementary”.

Note:

a) if the learners hasn’t much knowledge for studying on II level he must study the discipline to reach Pre-intermediate level during seven weeks (dead-line is the first rating control); b) those who speak English on advanced level can have individual lessons in a consultative order during the whole academic year (he must take tasks from the tutor and pass them once two weeks).

Entering control is conducted on basis of materials and methodology of the given criteria.

In the formula of estimation great point average GPA counts only theoretical (letter) component of final mark on language discipline since 2005-2006. At the same time there is a limit of transforming from one course to another.

During one academic period (semester) the learner should raise a degree of practical languages proficiency, as minimum, on one level (from I to II level; from II to III level; from III to IV level; from IV to V level), otherwise the department of educational control and planning on presentation of the Office Registrar, organizes a repeated study of discipline on a paid basis, after which he carries out final certification. The necessary condition for transferring on the second course is the rise of language proficiency on one level.

So, the necessary condition for transferring on the second course is languages proficiency as minimum: for State language and Russian on Intermediate level, for English – Pre-intermediate; for transferring from the second course on the third course is for State language and Russian on Upper - Intermediate level, for English – Intermediate.

The determination of learners’ language level, speech and communicative competence with the help of the “Universal Criteria of Complex Assessment of Language Proficiency” opens large horizons for objectivity of language knowledge assessment and proficiency, for creative activity of tutors and students in the process of studying languages. The given methodology let the tutors not only analyze and also replace accents in the building of educational process, using all-out personally and orientated approach in training. The learner gets the possibility to have a full imagination about his strong and weak sides of language having liquidated the gaps in his knowledge at Student’s Individual work and Student’s Individual work with Teacher.

The structure of the manual is determined by level approach to the process of languages proficiency. The materials of manual have been tested in Kazakh Leading Academy of Architecture and Civil Engineering for definition of languages proficiency level. Practical application of criteria data in determination of language knowledge level showed that they are able to give the exact determination of language, speech and communicative competence, its objectivity and transparency of the process of language assessment.