Abstract
The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.
Highlights
The issue of effective and objective methods for evaluating students’ knowledge in higher education is an urgent challenge today
Though the benefits of using innovative technologies in education are obvious, their contradictory impact on traditional face-to-face education process became noticeable during the 2019-2020 and 2020-2021 academic years, when the educational format was transformed from face-to-face to online
Flexibility, adaptability and personalization of the education system became the key advantages of distance learning and the educational process reached a qualitatively new level [10]
Summary
The issue of effective and objective methods for evaluating students’ knowledge in higher education is an urgent challenge today. The new format has its share of obvious advantages and delayed negative consequences. Students are assigned to a considerable share of responsibility for the quality of remote classroom work, the objectivity of testing, and the adequacy of time and effort distribution [11]. Another challenge of distance education is lack of social interaction and the loss of incentive in the form of a dialogue or polylogue. Students’ low motivation, poor academic performance and low emotional involvement in the learning process are the consequences of distance education. Students’ low motivation, poor academic performance and low emotional involvement in the learning process are the consequences of distance education. [12, 13]
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