Using blogs in fl higher education: challenges of assessment

Aim. Blogging holds great potential for L2 learners’ communicative competence development, but this type of activity remains poorly incorporated in formal education because of difficulties with its evaluation within the framework of the score-rating system of assessment adopted in Russian universities. This paper examines the issues of assessment in modern pedagogical theory and practice, particularly focusing on blog assessment, and proposes a blog assessment scheme for FL tertiary education.

Methodology and Approach. The methodology of research includes analytical and comparative methods as well as competence-based, learner-centered and action-oriented approaches.

Results. A blog assessment scheme was designed comprising different forms of control and scales for higher education programmes. The designed scheme presents a cycle of evaluation procedures incorporating formative, summative assessment, teacher and peer feedback, and self-assessment. For the introduction of the scheme into classroom practice, competence-based assessment scales with illustrative descriptors and sections of student e-portfolio (blog portfolio) were developed.

Theoretical and Practical Implications. The findings of the research can be used by lecturers of foreign languages in their designing educational programmes and integrating ICT in educational process.

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