No 1 (2023)

The assessment task is one of the key factors in achieving an accurate, reliable and valid assessment. The effectiveness of assessment is directly dependent on the characteristics of the task and its compliance with the requirements. The analysis of foreign theoretical sources made it possible to identify various analytical procedures used by researchers and practitioners to identify certain aspects of the assessment task. At the same time, we draw attention to the lack of their systematization. This narrows the possibilities of identifying the qualitative parameters of the assessment task, which results in a decrease in the assessment reliability. The purpose of the study is to identify approaches to the analysis of the assessment task proposed by foreign researchers and to streamline them based on the differentiation of the focus of the analysis. The study was carried out by continuous search of theoretical sources in international scientific databases of full-text publications based on thematic keywords. As a result, 18 publications were selected, which reflect different analytical procedures used to determine the quality of the assessment task as a didactic category. The study of publications allowed to identify the following approaches: integrative, authentic, didactic, cognitive, linguistic and an approach based on the theory of educational assessment. Each approach reflects specific parameters related directly to operations, activities, characteristics, etc., necessary for the effective assessment procedure. Approaches to task analysis are focused on identifying the internal parameters of the task (compliance with the requirements of real life situations; consistency with the psychological and pedagogical patterns of organizing educational activities; taking into account language characteristics in task instructions; correlation of cognitive operations necessary to complete the task with the requirements of complexity, accessibility, expediency, etc.; compliance with the requirements of valid, reliable and fair assessment activities), and its potential in the context of the educational process as a means of influencing the student and the educational process itself. The systematization of the approaches to the assessment task becomes a factor in the development of practical tools that ensure quality of the assessment task for the effective organization of the educational process.

The number of high school graduates taking the final exam in foreign languages is constantly growing. Changes in the CEFR documents that regulate and describe the levels of foreign language proficiency have caused the necessity to reconsider traditional views on pronunciation standards and assessment of the speaking part of international English language exams. The paper focuses on the assessment of the level of proficiency in the phonetic aspect of speech. The authors provide a comparative analysis of the criteria for assessing the level of proficiency in phonological competence in various language exams. Russian and international English language exams apply different requirements to the phonological competence of a test taker. Changes to the descriptors, specifications and assessment criteria for the speaking part of the National State Examination in English are proposed based on the global trend for speech clarity instead of the accent closest to the sound of a native speaker. Introduction of the changes leads to development of an optimal strategy for preparing students for various language exams. The study formulates provisions that will navigate the process of exam preparation for the NSE in the English language. Students are advised to focus on the clarity of speech, to adhere to the rhythmic and intonation patterns of the statement, which should correspond with the communicative task. An important role is given to the intensity of speech and clarity of articulation, the demonstration of willingness and desire to start communication. Students are not recommended to stick to a certain accent typical for native speakers trying to imitate their pronunciation.

The paper studies the influence of values and socio-psychological attitudes towards the psychological readiness for entrepreneurship of the students of humanitarian training programs. The study is caused by the demand of the government for the search, development, and support of initiative young people who are focused on entrepreneurial activity, who want to carry on individual business and benefit society. The empirical study sample involves the Humanities students. The research was carried out on the base of the laboratory of V.G. Timiryasov Kazan Innovative University. The M. Rokeach Value Survey, O.F. Potemkina’s “Social-Psychological Attitudes of a Personality in the Motivation-Need Sphere” test, and E.K. Klimova’s “The Diagnosis of Psychological Readiness for Entrepreneurial Activity” questionnaire were the diagnostic tools. The authors compiled the ranking of values and attitudes of students in the motivation-need sphere. It was determined that for the surveyed students, the concrete values – “health” and “self-confidence” are the most significant, and the abstract values, not related to their ego – “the beauty of nature” and “happiness of others” are the least significant. Among values-means, action and communication values and ethic values are significant. The students manifested a dominant attitude towards freedom and a low level of general psychological readiness for entrepreneurship combined with the pronounced intention to become entrepreneurs and high enterprise self-esteem. The authors established the influence of values and socio-psychological attitudes towards the psychological readiness for entrepreneurial activity of the Humanities students. The values of active life and life wisdom, the focus on money, freedom, altruism, and selfishness play an activating role in it. 

The modern global processes of geopolitical and economic repartition of the world determine the relevance of the analysis of framing by a subject of Self- in the states of self-organization and self-disorganization of its system. The paper considers the consequences of these “turbulent” processes for framing the Self-, when in the changed conditions and situations of uncertainty, the previous frames that determined the procedures of stereotypical behavior became ineffective. During the research, using the descriptive and diachronic methods, the author summarized the results of the analysis of the phenomenology of framing the Self- in its historical and axiomatic perspectives. The syntagmatic and paradigmatic framing levels and their correlations with different life styles, social adaptation and self-realization scenarios, motives, and self-determination of a subject are analyzed and interpreted. The system organization of framing the Self- is represented by four subsystems (cognitive, motivational, activity-based, and regulatory) differing in the content of hyperframes, subframes, and the results of framing. The paper shows the main differences between self-organization and disorganization of framing: the dominant of the paradigmatic or syntagmatic level, systemacity –the amorphy of frames and their adaptive plasticity – rigidity. The author systematized the factors of dominance in a subject of one or another framing level: the nature of self-identification and self-determination, the significance of perceptual-cognitive-affective Self- formations, the degree of rigidity of schemes and automatism of actualization of stereotypical scenarios, the modality of self-determination. As a way out of the state of forced Self- framing disorganization, the author highlights the self-preservation and self-change variants and determines the predictors of the choice of each option. The main conclusions are, firstly, the regularity of the forced disorganization of Self- and its framing in a contemporary, his/her need to preserve Self-, and, secondly, the conditionality of the choice of self-preservation or self-change by the history of his/her conceptual framework of Self-.