PEER-ASSESSMENT CHECKLISTS FOR EVALUATION IN DIFFERENTIATED INSTRUCTION OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE WRITING AND SPEAKING OF IT STUDENTS

Abstract

In order to develop the independence of information technology (IT) students and their effective interaction, it is rational to introduce peer-assessment checklists for mutual evaluation of foreign language oral and written works in conditions of differentiation. The peer-assessment checklist is a tool or means of quality control of the formation of professionally oriented English competence of IT students in writing and speaking. The article analyzes the advantages of peer-assessment checklists. They optimally systematize the student's work, structuring his / her actions; help to find and avoid errors; algorithmize the product verification process; simplify the verification procedure; motivate students to actively participate in assessment; allow students to concentrate on the task; help to evaluate work qualitatively; allow to acquire and improve foreign language skills and abilities in the process of assessment; activate the processes of self-regulation, socially distributed regulation / co-regulation of IT students; strengthen individual and group autonomy; save the time of completing the task; contribute to the development of cooperation and collaboration; develop critical thinking; allow IT students to receive balanced feedback; promote active learning; increase IT students' responsibility. The main disadvantages include: insufficient level of professionally oriented English language competence in writing and speaking, insufficient level of professional competence; insufficient experience in assessment; time-consuming process; difficulty in managing the educational process by the teacher; different pace of peer-assessment; uneven distribution of work among students; bias towards student evaluation. Also, the basic requirements for implementing peer-assessment checklists are considered: outline the purpose of the checklist, highlight the main stages or rubrics, algorithmize the evaluation process, clearly formulate the questions, follow a logical sequence of questions. Features of implementation of peer-assessment checklist for evaluation in conditions of ESP (English for specific purposes) differentiation are outlined. Examples of peer-assessment checklists are provided.