В настоящее время объектом активного изучения лингводидактики стало

Indirect assessment tries to measure language through means 
that are not directly productive. For example, indirect assessment 

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might ask students to recognize the correct verb form, but not 
actually measure their ability to produce it or use it. 
One of the types of assessment is alternative assessment as 
innovation in FLT methodology, so it is a useful means of gathering 
evidence regarding how learners approach, process, and complete 
real life tasks in the target language. Alternative assessment uses a 
wide variety of formats, such as checklists, journals, reading logs, 
portfolios, and video of role-plays, audio-tapes of discussion, self-
evaluation questionnaire, teacher observations, and anecdotal 
records to assess the performance of students. These formats show 
what the students can actually do rather than what they are able to 
recall. Alternative assessment reflects the curriculum being taught 
and provides information on the strengths and weaknesses of each 
student. Furthermore, it provides multiple ways of determining the 
progress of students and can be more culturally sensitive and free of 
the linguistic and cultural biases inherent in traditional testing. 
Alternative assessment is closely intertwined with classroom 
instruction. It does not require a separate block of time to be 
administered because it is based on day-today instructional 
activities. Finally, alternative assessment provides valid and reliable 
documentation of students’ achievement and progress. 
 
3. Criteria of assessment and grading 
As we pointed out before by the evaluation we understand the 
analysis and use of data by faculty judgments about students’ 
performance. Evaluation includes the determination of a grade or a 
decision regarding pass/fail for an individual assignment or for a 
course”. For example, you may assign a research paper in your 
course that is designed to determine. Now well students can search 
and summarize a body of literature. Using a rubric, you “evaluate” 
the papers and assign grades that reflect the level at which an 
individual student performs the assignment. In this case, you are 
comparing the work to a standard in order to determine a grade. You 
can use the same rubric to determine what aspects of the assignment 
students, as a group, do well with and what aspects they are less 
proficient at. When you use this information to change your 

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teaching methods, for example, in attempt to improve students’ 
performance on this paper the next time you teach the course, you 
are doing “assessment”.
It is important that learners know the criteria upon which their 
performance is being judged – whether this be communicative 
success, appropriate to context, accuracy in formal terms, or a 
combination of all these. Criteria can be worked out by a teacher 
for assessment of language subskills and skills (listening, speaking, 
reading, and writing). The feedback provided by a teacher should 
aim to be relevant to the type of tasks in which learners are engaged. 
On the whole, we give feedback on oral work through speech, 
on written work through writing; and although there are occasional 
situations where we might do it the other way round (for example, 
discuss an essay with a student in a one-to-one tutorial, or write a 
letter providing feedback. 
There are some situations where we might prefer not to correct a 
learner's mistake: in fluency work, for example, when the learner is 
in mid-speech, and to correct would disturb and discourage more 
than help. But there are other situations when correction is likely to 
be helpful (See: Ur, 1991: 246.). The teacher needs a clear idea of 
what they are measuring in the performance, and students should be 
given feedback that they can understand. 
The assessment directed to monitor students’ progress under up-
to-date approaches such as a learner-centered and communicative 
should follow the given below requirements: 
- to monitor whether students are learning what they are being 
taught, and are able to perform communicative activities 
successfully at a level appropriate to their aspirations, achievements, 
and apparent potential; 
- to monitor the outcomes of students’ own self or group-
directed assignments; 
- to monitor students’ language development; 
- to monitor the process by which a learner is learning. 
Under suggested conditions the appropriate decisions should be 
made as how best to proceed an assessment. The appropriate 
decisions we find in the book by John Clark (1987) which are 
topical nowadays. 

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If fossilization appears to be occurring, emphasis may need to be 
placed on further communicative data and on a more deliberate 
focus on form. If deliberate learning appears to be proceeding, 
but little fluency is occurring, an increase in communicative 
experience may be required. Students can be encouraged to 
monitor each other’s performances. They can learn to draw 
attention to what they think monitoring capacity, and allows them 
to learn from each other. The ultimate aim of peer monitoring, 
however, must encourage an appropriate level of self-monitoring. 
Modern requirements to the levels of language proficiency 
according to the State Educational Standard (2013) demands of 
modern approach to the assessment which can cover not only the 
cognitive aspect of learning, but also invite learners to express how 
they feel about what they have been doing. At the result of 
reflecting their learning experience, they are expected to learn how 
to go about their learning tasks better, i.e. to learn how to learn. 
So, there is an emphasis on peer-evaluation and self-evaluation. 
Under the innovations in assessment a teacher must know terms
related to assessment and distinctions between types, forms and 
criteria of assessment (See the Table 14).