ANALYSIS OF THE CRITERIA FOR EVALUATING THE QUALITY OF STUDENT ESSAY WRITING BASED ON A SURVEY OF TEACHERS

Abstract

The article is devoted to the definition of the main criteria for assessing the quality of essay writing and monitoring the formation of basic functional literacy in students such as communicative, reflexive, information technological, subject, intellectual, personal competencies in pedagogical practice, since essay writing is an effective method of assessing a student's knowledge. The article examines international and domestic experience in applying the criteria for assessing the quality of essay writing in pedagogical practice. The effectiveness of applying criterion-based assessment for evaluating essay writing quality in the daily practice of teachers and in students’ educational activities was assessed through a sociological survey conducted among university faculty and students. As part of the study conducted at the Department of foreign languages and teaching methods of Sh. Ualikhanov Kokshetau State University and the Department of theory and practice of foreign languages at L.N. Gumilyov Eurasian National University, the primary criteria for evaluating the quality of essay writing—commonly employed by instructors to assess students' academic performance—were identified. Additionally, the study highlighted the most frequent errors made by students in the process of essay writing. Within the study, much attention is paid to theoretical and practical issues, the structure of the essay, the improvement of methods for assessing the quality of essay writing and the formation of the competence of assessing the quality of essay writing among teachers.