Criterion-referenced testing as a didactic tool for learning individualization: theory within an educational practice context

The paper presents an algorithm for developing criterion-referenced tests aimed at learning individualization. It also specifies the field for applying these tests to the learning process to achieve remedial and optimizing individualization. The testing of the algorithm was carried out at the Foreign Languages Chairs at Samara State Technical University and Samara Branch of Moscow City Pedagogical University. The findings presented at a number of practical scientific conferences аre as follows: the increase (0.95% significance level) of communicative competence development in the experimental and control groups, as well as between the control groups; the increase in regularity of homework done by students; the decrease (up to 75%) in the time spent by lecturers on checking students’ individual (home) assignments.

criterion-referenced testing, individualization of the foreign language learning process, remedial and optimizing individualization