Approaches to the evaluation of educational achievements

4. Approaches to the evaluation of educational achievements

34. 
    Assessment of the results of studying English is carried out with the use of Criteria-based assessment system.
    
35. 
    Criteria-basedassessmentisbasedonthe principle that teaching, learning and assessment are interrelated. Criteria-basedassessment results are used to plan and organize the learning process effectively.
    
36. 
    Criteria-basedassessmentincludesformative assessment and summative assessment.
    
37. 
    Formative assessmentis carried out in an ongoing way, it provides feedback between students and teacher, and allows timely adjustments to the learning process.
    
38. 
    Summative assessment is carried out on the completion of the educational information unit study in a certain learning period; it is used to provide feedback to students, and to award termly and yearly grades on the subject.
    

39. 
    Distribution of annual number of teaching hours per grades:
    

    Grades	Sessions/min	Weeks	Hours per week		Hours per year
    1	35	33	2		66
    2	45	34	3		102
    3	45	34	3		102
    4	45	34	3		102
    Total hours				372

40. 
    «*» With regard to health and safety, the use of ICT should be kept under careful control by the teacher, who should manage the time allocated to its use.
    
41. 
    Competence in the use of digital technologies in English language programme:
    

1. 
   Competence in the use of digital technologies involves confident and critical use of technology for work, leisure and communication. It is underpinned by basic skills in ICT (Information and Communication Technology);
   
2. 
   Learners develop their ICT skills across the curriculum by finding, creating and manipulating information, collaborating and communicating information and ideas, evaluating and then refining their work, and by using a wide range of equipment and applications;
   
3. 
   In the English programme, this will include: