ASSESSMENT TOOLS IN TEACHING FOREIGN LANGUAGES FOR HIGHER EDUCATION: CHALLENGES OF GENERATION Z
DOI: 10.23951/2307-6127-2021-3-143-153
The article focuses on the effectiveness of traditional assessment tools applied in higher education for teaching generation Z, considering the fact that the new generation of students has its own characteristics, including increased anxiety and lack of long-term forecasting skills. These features, combined with the intuitive use of the Internet, reduce the effectiveness of traditional written tests, giving way to more interactive methods. The authors suggest a number of modern tools suitable for the formative and summative assessment in both classroom and remote learning, highly demanded during the pandemic: Quizlet multimedia cards, Learningapps small interactive modules, the Edpuzzle platform for video files, online testing services of Kahoot! and Class Marker, as well as Mentimeter interactive presentations service. The indisputable advantage of the listed applications is their intuitiveness, and therefore they do not require long training for using them, and they also can reduce the time spent on the preparation and evaluation of students’ tests. The proposed interactive assessment tools imply an active use of smartphones by students and have a positive effect on their motivation, help them form a proper idea of their own progress and integrate digital technologies into the educational process, which in itself is already a priority for the modern education system.
Keywords: assessment tools in higher education, information technology for teaching, generation Z, digital learning environment, foreign language teaching, non-linguistics majors
References:
1. Ivina L. V., Moroz N. Yu. Printsipy obucheniya inostrannomu yazyku dlya spetsial’nykh tseley v zavisimosti ot urovnya inoyazychnoy kompetentsii [Principles of teaching languages for specific purposes at different levels of language competence]. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta. Seriya: Obrazovaniye i pedagogicheskiye nauki – Vestnik of Moscow State Linguistic University. Education and teaching, 2018, no. 1 (790), pp. 45–53 (in Russian).
2. Lumpiyeva T. P., Volkov A. F. Pokoleniye Z: psikhologicheskiye osobennosti sovremennykh studentov [Generatyion Z: psychological features of modern students]. Zbіrka prac’ V naukovo-metodichnoї konferencії “Problemi і shlyahi vdoskonalennya naukovo-metodichnoї ta navchal’no-vihovnoї roboti v DonNTU” [Collection of proceedings of V scientific and methodological conference “Problems and ways to improve scientific and methodological and educational work in DonNTU”]. 2013 (in Russian). URL: http://ea.donntu.org:8080/handle/123456789/21748 (accessed 12 April 2021).
3. Yalçın İ., Özkurt B., Özmaden M., Yağmur R. Effect of smartphone addiction on loneliness levels and academic achievement of z generation. International Journal of Psychology and Educational Studies, 2020, vol. 7, no. 1, pp. 208–214. URL: https://files.eric.ed.gov/fulltext/EJ1242711.pdf (accessed 12 April 2021).
4. Zolotaryuk A. V., Fomicheva T. L., Kizhner A. I. Modeli vzaimodeystviya prepodavateley i studentov pri realizatsii razlichnykh form uchebnoy deyatel’nosti [Models of interaction between teachers and students in the implementation of various forms of educational activities]. Izvestiya Instituta inzhenernoy fiziki, 2014. no. 4 (34), pp. 47–50 (in Russian).
5. Chernikova O., Heitzmann N., Stadler M., Holzberger D., Seidel T., Fischer F. Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 2020, vol. 90, no. 4, pp. 499–541. URL: https://doi.org/10.3102/0034654320933544 (accessed 12 April 2021).
6. Hattie J., Timperley H. The Power of Feedback. Review of Educational Research, 2007, vol. 77, no. 1, pp. 81–112. URL: https://doi.org/10.3102/003465430298487 (accessed 12 April 2021).
7. Teslyuk N. P. Sposoby aktivizatsii interaktivnogo vzaimodeystviya s auditoriyey v protsesse predstavleniya prezentatsii [Means of enhancing interaction with the audience in presentation delivery]. Problemy modernizatsii sovremennogo vysshego obrazovaniya: lingvisticheskiye aspekty. Lingvometodicheskiye problemy i tendentsii prepodavaniya inostrannykh yazykov v neyazykovom vuze: materialy V Mezhdunarodnoy nauchno-metodicheskoy konferentsii [Problems of modern higher education modernization: linguistic aspects. Linguometodic aspects and trends in teaching foreign languages in a non-linguistic University: materials of the V International scientific and methodological conference]. Minsk, 2019. Pp. 395–398 (in Russian).
8. Gasova O. V. Ispol’zovaniye programmy “Quizlet” pri obuchenii inostrannomu yazyku [Using the “Quizlet” program in teaching a foreign language]. Nauka – obrazovaniyu, proizvodstvu, ekonomike: materialy 16-y Mezhdunarodnoy nauchno-tekhnicheskoy konferentsii. Tom 4 [Science for education, production, economy: materials of the 16th International scientific and technical conference. Vol. 4]. Minsk, 2018. Pp. 328 (in Russian).
9. Dikov A. V. Resursy interneta i obucheniye v sotsial’nykh setyakh [Internet resources and learning in social networks]. Narodnoye obrazovaniye, 2018, no. 8–9 (1470), pp. 135–143 (in Russian). URL: https://cyberleninka.ru/article/n/resursy-interneta-i-obuchenie-v-sotsialnyh-setyah (accessed 12 April 2021).
10. Garrido Astray M. C., Santiago Gómez G., Márquez M. G., Poggio Lagares L., Gómez Garrido S. Impacto de los recursos digitales en el aprendizaje y desarrollo de la competencia Análisis y Síntesis. Educación Médica, 2019, vol. 20 (2), pp. 74–78. URL: http://www.sciencedirect.com/science/article/pii/S157518131830127X (accessed 12 April 2021).
( 367.82 kB ) 
( 357.43 kB )
Issue: 3, 2021
Series of issue: Issue 3
Rubric: LINGUISTIC EDUCATION
Pages: 143 — 153
Downloads: 734