The Military-Professional Communicative Training Index (MPCTI) Method for Assessing Cadets’ Communicative Competence

This study addresses the problem of improving the assessment system for cadets’ communicative competence in English at higher military educational institutions of the Republic of Uzbekistan. The aim of the study is to develop the Military-Professional Communicative Training (MPT) method and substantiate its scientific and methodological foundations to ensure a gradual transition from general language competence to military-professional communicative competence and integrate national and international assessment standards into a unified system. The research objectives included analysing existing assessment systems, identifying their methodological potential and limitations, developing an integrative model for assessing military English competence, and methodologically substantiating comprehensive criteria for assessing cadets’ communicative competence.
The research methodology was based on comparative analysis, systemic and competency-based approaches, pedagogical modelling, expert assessment, analysis of regulatory documents, and examination of pedagogical experiment results. The State Educational Standard (SES) of the Republic of Uzbekistan, the Common European Framework of Reference for Languages (CEFR), and NATO STANAG 6001 (NATO Standardization Agreement 6001: Language Proficiency Levels) were comparatively analysed, providing the basis for an integrated MPT assessment model.
As a result, multi-component assessment criteria were developed for evaluating cadets’ speaking, listening, reading, and writing skills, as well as grammatical competence and vocabulary, aligned with CEFR levels, STANAG 6001 requirements, and national educational standards. An integrative system was developed to convert assessment results among five-point, 100-point, and STANAG 6001 scales.
The findings demonstrate that the MPT method enables objective, comprehensive, and standardised assessment of communicative competence, strengthens methodological continuity between national and international assessment systems, and can be recommended as an effective scientific and practical tool for improving the teaching and assessment of military English.