Abstract
The article discusses methods for assessing the formation of students’ multicultural and communicative competence when learning a language: a foreign language as a second one. The terminological characteristics of formative or summative assessment are used, which make up the structure of criteria-based assessment and, according to the author of this article, they differ from each other in the content of the subject and the type of assessment. The materials of the article will allow university teachers to assess the formation of the multicultural and communicative competence of their students at the end of a foreign language course.
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