Abstract
This article describes the conditions of modernization changes in the field of higher education concerning the use of the Common European Framework of Reference for Languages (CEFR) and criterion-based assessment (CA) in teaching a foreign language at atechnical university. The purpose of the study is to substantiate the need and effectiveness of using CA in the process of teaching foreign languages to students of technical educational programs, as well as to identify the problems and prospects for its implementation in the practice of higher education. The prerequisites for the introduction and successful use of criterion-based assessment of students' educational results are delineated. The study reports that criterion-based assessment is a process based on clearly defined criterion that provide rational assessment of students' achievements and formation of their competencies necessary for the use of a foreign language in professional activities. The article presents a review of the works of foreign and domestic scholars, discusses their views and ideas, which are the theoretical basis for this study. The characteristics of the structure of criterion-based assessment are given, including its main concepts, purpose, tasks and functions. The article presents an analysis of a survey of the faculty of the Department of Foreign Languages on the introduction and implementation of criterion-based assessment in teaching English to students of technical specialties at the Karaganda Technical University named after A. Saginov. The difficulties that appeared during the introduction of criterion-based assessment are identified, recommendations are proposed for solving the problems that have arisen and further improving the application of the criterion-based assessment method in the educational process.