Approaches to the organisation of assessment of future bachelors’ in applied mechanics English lexical competence

Abstract

Effective assessment of the English-language lexical competence requires the choice of proper approaches to its organisation. The article analyses the basic approaches to the organisation of the assessment of future bachelors’ in applied mechanics English lexical competence and outlines the main principles that ensure their effective implementation. The communicative action-oriented approach involves the assessment of an English lexical competence in simulated communicative situations by applying communicative tasks and assignments. The implementation of this approach is directly related to the leading methodological principle of communication, as well as a number of specific methodological principles that derive from it. The assessment of the English lexical competence on the basis of the learner-centred approach is aimed at developing a harmonious personality, a professionally competent and independent future Bachelor of applied mechanics, an autonomous learner who is able to reflect and assess own results. This approach requires following in particular the methodological principle of learner autonomy development. Developing a methodology for assessment of English lexical competence according to the reflexive approach involves the active use of forms and means of self-assessment, which facilitate reflection. These include self-assessment of tests using keys, the use of mobile applications for self-assessment and self-evaluation of lexical skills and knowledge, self-esteem questionnaires, language portfolio, etc. A professionally oriented approach to the organisation of the assessment of future Bachelors’ in applied mechanics English lexical competence requires following the general methodological principle of professional orientation of communication in English, and in particular, and the special methodical principle of the professional orientation of test tasks.