ASSESSMENT OF INTERCULTURAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF GYMNASIUM STUDENTS IN THE COMPETENCE DIMENSION

Introduction. Recently, the role and functions of assessment have fundamentally changed. It turned out that the traditional assessment practice, which dominated for many decades, corresponded to knowledge, abilities and skills approach and turned out to be unacceptable in the conditions of competence training. Assessment performed mostly a motivational function, as assessment became the leading goal of learning both for students and their parents and for teachers. Today, we evaluate not knowledge, abilities and skills, but the level of competence formation, in the case of the formation of intercultural foreign language communicative competence - the ability to solve actual tasks using a foreign language, that is, intellectual capabilities, valuable potential, the communicative experience of students, etc. New approaches to assessment aim at the fact that assessment is not a tool of reward or punishment, but a powerful tool of learning and personal development. Purpose. The article aims to develop and characterize the criteria and indicators for evaluating the intercultural foreign language communicative competence of gymnasium students. Methods. Analysis of regulatory documents, pedagogical literature on the problem of organization of assessment to determine its functions; individual and group conversations with foreign language teachers and students to obtain information about the evaluation process, and expert evaluation method to identify evaluation criteria. Results. Taking into account the requirements developed in pedagogical science, the generalization of the results of educational practice, the principles of the competence approach, the criteria for evaluating the intercultural foreign language communicative competence of gymnasium students are singled out: valuable, cognitive, participative, reflective. Originality. Criteria for evaluating students' learning outcomes, based on the requirements of the State Standard of Basic Secondary Education, have been proposed for evaluating the results of students' foreign language learning. The developed criteria include benchmarks for evaluation, which are formulated based on the requirements for the mandatory learning outcomes of students from the relevant fields (App. 5) and should be the object of both level and point evaluation of students, as well as the characteristics of each of the levels. Conclusion. The given indicators make it possible to identify and characterize the formation of the components of intercultural foreign language communicative competence of students, that is, signs and qualities that have a specific manifestation and are subject to observation and objective measurement. Prospects for further research are related to the development of methodological recommendations for self-assessment, and mutual assessment of students in foreign language lessons with all types of speech activities.