Control in national foreign language textbooks (the 60-s -the 80s of the XX century)

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Introduction. The article analyses changes in approaches to foreign language pupils’ educational achievements control reflecting in the national textbooks. The 60s- the 80s years of the XX century foreign languages curriculums and textbooks were focused on. Methods. Analysis of foreign language textbooks and curricula was carried out by theoretical methods of research (historical and pedagogical analysis, synthesis, problem!genetic and comparative methods). Results. Within the mention above period, there were significant changes in foreign language pupils’ achievements control objects due to social processes and pedagogical science development. The objects and methods of control were changed from language and speech skills forming level to foreign language communication ability. Control content was defined depending on the objectives and methods of teaching foreign languages. This way, in the 60-s pupils’ knowledge quality options were controlled, in the 70-s – pupils’ proficiency levels to be represented through their knowledge, abilities and skills; in the 80-s !control on educational-cognitive pupils’ activity; in the 90-s – control (assessment) of pupils’ educational achievements, assessment of their competence and evaluation of pupils’ achievement at the beginning of the XXI century. Conclusion. Change of control objects caused appropriate changes in the textbooks. They were increasing of tasks number corresponding to the type of language activity, texts themes variation, thematic monitoring of academic progress of pupils, introduction of new listening tasks, rationalizability test methods, broadly application of verbal and written verification, graphical methods and tests. Criteria and indicators of each type of language activity formation level, the objects and methods of control were studied.