Abstract
In the modern higher education space, academic writing is considered as one of the key academic competencies that ensure the full participation of students in scientific discourse. Despite the existence of teaching aids and methodological works for academic writing in Kazakhstani universities, the criterion system for evaluating academic writing is not sufficiently systematized. This circumstance interferes with the high-quality assimilation of written scientific texts by future philologists and the conscious development of the writing process. In this article, the role of Criterion assessment in the development of academic writing of future philologists in a higher educational institution is considered in a theoretical and analytical context. The study draws on theories that characterize academic writing as multilateral competence, as well as the concepts of Criterion assessment, formative assessment, and self-regulating learning. The article analyzes domestic and Foreign Studies in teaching academic writing and reveals how the lack of evaluation criteria affects the quality of writing. At the same time, based on an analytical-synthesis approach, a criterion rubric will be developed aimed at developing the academic subscription of future philologists, proposing (1) the nature of academic subscription as a multilateral competence, (2) the consequences of insufficient exposure and model-structure deficit for the academic subscription course, and (3) a possible way to improve the quality of subscription by integrating criterion assessment with design technology. The results of the study prove the regulatory, developmental and reflexive functions of Criterion assessment and justify the importance of its systematic implementation in the practice of Higher Education.