Assessment Based on Competency Approach in Improving Academic Writing Skills in English of Future English Language Teachers

Higher education institutions today must elevate education quality to international standards using modern assessment technologies. Thus, in developing academic texts, improving prospective English language teachers’ writing skills, applying contemporary foreign methods, and evaluating foreign language writing skills, it is essential to understand these characteristics and employ objective assessment methods.
The objective of this research is to enhance the academic writing skills of future English language teachers based on competency-based assessment. Within this aim, the following tasks were undertaken: examining the pedagogicalpsychological features of improving writing skills, conducting analyses of scientific and theoretical perspectives on the method of evaluating writing skills, including determining the role of “rubric”, “checklist”, and “rating scale” evaluation processes in the control of writing skills in improving students’ writing proficiency. The principles of assessment of writing skills were determined by providing comparative analyses of students’ opinions and solutions to students’ acquisition of skills.
To accomplish the tasks outlined in this research, the following scientific research methods were employed: theoretical (analytical-synthetic, comparative) and diagnostic (questionnaire) methods, as well as the method of summarizing the results. The findings of observation and analysis within the framework of this study reflect the various aspects of the current and proposed evaluation practices in the study field of “Foreign language and literature (English)”. A small percentage of the students in the study field of “Foreign language and literature (English)” reported insufficient information about written work evaluations.
Despite being subjective, this result highlights issues in assessment organization: the knowledge gained during training is insufficient for satisfactory intermediate and final evaluations. Analysis of pilot questionnaires suggests that presenting programs, evaluation criteria, and requirements to students at the semester’s start positively impacts educational quality and partially achieves the intended outcome.