THEORETICAL AND PRACTICAL FOUNDATIONS FOR ASSESSING ENGLISH LANGUAGE COMPETENCIES IN HIGHER EDUCATION
Keywords:
Keywords: higher education; English language competence; assessment criteria; rubric; validity; reliability; CEFRAbstract
Abstract
Abstract in English addresses the theoretical and practical foundations of criteria
for assessing English language competencies in higher education within a competency-
based paradigm. The article aims to systematize assessment criteria and to propose an
applied model grounded in validity, reliability, and fairness. Methodologically, the
study employs literature synthesis, construct-based criteria mapping, expert judgment,
and content analysis of a small-scale diagnostic assessment. The novelty lies in
substantiating a hierarchical criteria framework integrated with CEFR descriptors,
task-based assessment principles, and analytic rubrics, as well as in detailing a
mechanism for selecting construct-relevant indicators and setting cut scores. As a
practical output, the paper offers a multi-criteria rubric for written and spoken
performance and a rater-agreement protocol designed to reduce measurement error and
improve decision consistency in university language assessment.
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