Developing Foreign Language Assessment Tools  for Postgraduate Students

Nataliya Fedorova

doi:10.21603/2542-1840-2026-10-2-328-336

VAK Russia

5.8.2

DEVELOPING FOREIGN LANGUAGE ASSESSMENT TOOLS FOR POSTGRADUATE STUDENTS Developing Foreign Language Assessment Tools for Postgraduate Students

АА Аа

Published in Bulletin of Kemerovo State University. Series: Humanities and Social Sciences · Pages 328–336 · Rubric: Theory and Methodology of Education and Upbringing

DOI: https://doi.org/10.21603/2542-1840-2026-10-2-328-336 · EDN: XUGASN

Received: 20.08.2025 Accepted: 20.10.2025 Published: 30.06.2026

Authors

Nataliya Fedorova

ORCID Scopus ResearcherID SPIN

Nataliya Fedorova

Academic degree: candidate of pedagogical sciences

Science rang: docent

Saint Petersburg State University of Economics (Russia, St. Petersburg) docent · Department of English Philology and Translation · Russian Federation

ORCID Scopus ResearcherID SPIN

ABSTRACT

This article explores the current methodologies and instruments used to assess postgraduate students’ achievements in foreign language learning. The author developed, theoretically substantiated, and tested an algorithm for designing a pool of foreign-language assessment tools for postgraduate programs. This framework ensures a consistent and systematic evaluation of academic achievements, providing a rapid response to changes in professional communication while integrating new tasks and communication modes into the curriculum. Based on an analysis of the assessment requirements outlined in the Federal State Educational Standards of Higher Education, the author formulated guidelines and a step-by-step algorithm for developing effective foreign-language assessment materials. The procedure begins by identifying typical communication tasks that incorporate foreign language proficiency as an essential component of students’ professional competencies. The design recommendations focus primarily on evaluation criteria that serve as a tool to stimulate the development of students’ command of scientific style and facilitate effective communication strategies. This formative function serves as an essential addition to summative grading. Furthermore, the guidelines for developing assessment criteria can help students avoid errors in professional communication.

KEYWORDS

foreign language acquisition, foreign communicative competences, foreign language for postgraduate students, pool of assessment tools, evaluation criteria, formative assessment

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This work is licensed under Creative Commons Attribution 4.0 International

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This work is licensed under Creative Commons Attribution 4.0 International Creative Commons

GOST

Fedorova N. Y. Developing Foreign Language Assessment Tools for Postgraduate Students // . 2025. pp. 328-336. DOI: https://doi.org/10.21603/2542-1840-2026-10-2-328-336. EDN: XUGASN. (Date of access 19.08.2026).

MLA

Nataliya Fedorova. "Developing Foreign Language Assessment Tools for Postgraduate Students." (2025): 328-336. DOI: https://doi.org/10.21603/2542-1840-2026-10-2-328-336. EDN: XUGASN.

APA

Fedorova N. Y. (2025). Developing Foreign Language Assessment Tools for Postgraduate Students. , 328-336. https://doi.org/10.21603/2542-1840-2026-10-2-328-336 EDN: XUGASN.

Chicago

Nataliya Fedorova. "Developing Foreign Language Assessment Tools for Postgraduate Students." , no. (2025): 328-336. https://doi.org/10.21603/2542-1840-2026-10-2-328-336. EDN: XUGASN.

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{{cite journal | author = Fedorova N. Y. | title = Developing Foreign Language Assessment Tools for Postgraduate Students | journal = | year = 2025 | pages = 328-336 | doi = 10.21603/2542-1840-2026-10-2-328-336 }} EDN: XUGASN

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DEVELOPING FOREIGN LANGUAGE ASSESSMENT TOOLS FOR POSTGRADUATE STUDENTS Developing Foreign Language Assessment Tools for Postgraduate Students

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