Assessment of ESP students’ learning outcomes in a digital learning environment

• Published in: Vestnik Rossiĭskogo universiteta druzhby narodov. Serii͡a︡ Informatizat͡s︡ii͡a︡ obrazovanii͡a Vol. 19; no. 4; pp. 300 - 311
• Main Authors: Inozemtseva, Kira M., Morozova, Elizaveta V., Kolesnikov, Ilya M.
• Format: Journal Article
• Language: English
• Published: Peoples’ Friendship University of Russia (RUDN University) 15.12.2022
• Subjects: digital assessment space; digital learning environment; english for specific purposes; formative assessment
• ISSN: 2312-8631; 2312-864X
• DOI: 10.22363/2312-8631-2022-19-4-300-311

Problem statement. The description of a pedagogic research in the field of formative assessment theory and practice is presented. The goal of the study is to define pedagogic and methodological conditions for effective evaluation of ESP students’ learning outcomes in a digital learning environment. Methodology. On the basis of key theoretical provisions of formative assessment and interdisciplinary approaches LSPCLIL, a complete set of criteria-based ESP evaluation tasks and assessment schemes were developed for Business English course delivered in the groups of BMSTU masters students majoring in economics. The approach to grading that correlates with BMSTU point-rating system was substantiated. The comparative analysis of modern platforms allowed to select the domestic service pruff.me, which was used as a ground for a digital assessment space (DAS), a part of BMSTU digital learning environment needed for implementing formative assessment of ESP learning outcomes. Results. The developed evaluation materials integrated in the DAS were tested by ESP students in a distant format. Conclusion. The research showed that creating DAS as an essential component of a university digital learning environment can contribute to effective assessment of ESP students’ competence-based learning outcomes provided that underlying methodology is taken into account and formative assessment technology is implemented in full volume.