Vertinimas kaip užsienio kalbos mokymo(si) dalis, pažangos ir pasiekimų rodiklis Vilniaus kolegijos Elektronikos ir informatikos bei Verslo vadybos fakultetų studentų ir dėstytojų požiūriu

LTStudentų mokymosi pasiekimų lygis yra vienas pagrindinių aukštosios mokyklos administracijos, dėstytojų ir studentų tarpusavio bendradarbiavimo veiklos rodiklių, kurie profesinėje aplinkoje turi įtakos absolventų profesinių žinių įgijimui ir gebėjimų išsiugdymui bei lemia jų konkurencingumą tarp tos pačios srities specialistų. Todėl, kaip teigiama LR ŠMM ir ŠMPF 2018 m. parengtame rekomendacijų sąvade, svarbi „į studentą orientuoto mokymosi, mokymo ir pasiekimų vertinimo dermė“. Vertinimas yra aktuali tema tiek dėstytojui, tiek studentui. Studentas gali įsivertinti pažangą, įgytas žinias ir gebėjimus, sustiprinti ar prarasti motyvaciją, siekdamas geresnių rezultatų; dėstytojas gali įsivertinti savo dėstomo dalyko efektyvumą, mokymo kokybę ir žinių ar patirties perteikimą. Gera vertinimo praktika ir patirtis skatina mokymąsi, padeda siekti mokymo ir mokymosi kokybės. Straipsnio autorės neabejoja temos aktualumu ir tuo, kad vertinimo efektyvumą lemia tinkamai parinkti vertinimo tipai, suplanuoti vertinimo metodai bei tinkamai paruoštos užduotys ir jų vertinimo kriterijai. Dėstytojų ir studentų tarpusavio bendradarbiavimas ypač svarbus, pasirenkant vertinimo metodus, kurie ne tik parodytų rezultatus, bet ir skatintų tiek dėstytojus, tiek studentus tobulėti.

ENStudent academic achievement is one of the main performance indicators of administrative and teaching staff and student cooperation, which has an impact on the acquisition of graduates’ knowledge and skills in the professional environment and competitiveness among the professionals of the same field. Therefore, the alignment of student-centred learning, teaching and achievement assessment is important as stated in the manual of recommendations of the project carried out by the Ministry of Science and Education of the Republic of Lithuania and Education Exchanges Support Foundation in 2018. The authors of the article do not doubt the relevance of the theme and the following factors the assessment efficiency depend on: properly chosen types of assessment, carefully planned methods of assessment, good assignments and assessment criteria and student and lecturer cooperation. This is characteristic of formal assessment type; however, the authors raise the issue of finding the place for informal assessment in the higher education system, as the whole system of higher education is based on the continuous student development and improvement of lecturers’ qualification. The subject is the assessment as a part of foreign language teaching and learning and an indicator of the progress and achievement from the perspective of the students and lecturers of the Faculty of Electronics and Informatics and Faculty of Business Management at the University of Applied Sciences.The aim is to clarify the attitude of the students of the Faculty of Electronics and Informatics and the Faculty of Business Management and the lecturers of the Foreign Language Centre of the University of Applied Sciences toward the assessment using the survey and interview methods; to compare the attitude of the lecturers and different year students; and to evaluate the advantages, disadvantages and opportunities of different types of assessment to achieve better foreign language learning outcomes at the University of Applied Sciences. The survey showed that grading is important for the students not only because it encourages learning but also helps to understand the level of knowledge and learn from mistakes. In addition, most of the surveyed students indicated the importance of informal assessment. The lecturers stated that assessment is designed to identify achievements and progress and is comprehensive because knowledge and skills are assessed. The lecturers had no doubt about the importance of informal assessment. The assessments of the foreign language lecturers were objective, impartial and comprehensive and reflected learning outcomes; furthermore, both knowledge and skills were assessed. However, the students did not agree with the assessment as a means of disciplining and punishing; they wanted more involvement in the assessment process. Considering the manual of recommendations of the Development of Student-Centred Learning, Teaching and Assessment within Bologna Learning Network of the Education Exchanges Support Foundation project and the results of the survey, the authors presented both positive aspects and the aspects of formal and informal assessment in teaching and learning foreign languages to be improved.