Аннотация
This article is devoted to the criteria-based assessment of students’ progress at a foreign language practical lesson at a university, which is undoubtedly one of the key problems in the modern methodology and didactics of teaching foreign languages. The authors generalized such concepts as assessment and criteria-based assessment. The authors examine the «Foreign Language» subject at the University, the features of teaching, its purpose, and its objectives. After analyzing the scientific and methodological work of native and foreign methodologists on the issue of assessing the students’ progress in practical classes of a foreign language, the authors set the goal of this study - to develop and experimentally test a system of criteria-based assessment of students’ answers, their performance in all types of speech activity, which are included in all types of works in a practical lesson of a foreign language.Based on their own experience, inconsistencies in the existing assessment system, and its shortcomings were identified. It was generally biased.The authors have developed criteria for the main types of work and based on them, an assessment system is presented in letter and digital equivalent. Using such empirical methods of research as observation, self-observation, conversation, analysis, and generalization of the existing pedagogical experience in this area of research, the authors of the article concluded foreign language teachers, which will further help to introduce this criteria-based assessment system into the educational process