title: ÐÐ°ÑÐ¸Ð°ÑÐ¸Ð²Ð½Ð¾ÑÑÑ Ð¼Ð¾Ð´ÐµÐ»ÐµÐ¹ Ð¾ÑÐµÐ½Ð¸Ð²Ð°Ð½Ð¸Ñ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ° ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð² Ð Ð¾ÑÑÐ¸Ð¸ Ð¸ Ð² ÐÐ°Ð·Ð°Ñ ÑÑÐ°Ð½Ðµ Ð½Ð° ÑÑÐ¾ÐºÐ°Ñ ÑÑÑÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Variability of models for assessing individual progress of students in Russia and Kazakhstan in Russian as a foreign language lessons
Creators: name: ÐÐ°Ð¹ÑÑÐ»Ð»Ð°, ÐÐ»Ð¸Ð±Ð¸
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: ÑÑÑÑÐºÐ¸Ð¹ ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹
Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½ÑÐ¹ Ð¿ÑÐ¾Ð³ÑÐµÑÑ ÑÑÑÐ´ÐµÐ½ÑÐ°
ÑÐ¸ÑÑÐµÐ¼Ð° Ð¾ÑÐµÐ½Ð¸Ð²Ð°Ð½Ð¸Ñ
ÑÑÐ°Ð´Ð¸ÑÐ¸Ð¾Ð½Ð½Ð°Ñ Ð¼Ð¾Ð´ÐµÐ»Ñ
ÐºÑÐ¸ÑÐµÑÐ¸Ð°Ð»ÑÐ½Ð°Ñ Ð¼Ð¾Ð´ÐµÐ»Ñ
Ð Ð¾ÑÑÐ¸Ñ
ÐÐ°Ð·Ð°Ñ ÑÑÐ°Ð½
Russian as a foreign language
individual student progress
assessment system
traditional model
criterion model
Russia
Kazakhstan

description: ÐÐ·ÑÑÐ°ÑÑ ÑÑÑÑÐºÐ¸Ð¹ ÑÐ·ÑÐº ÐºÐ°Ðº Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹ Ð²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ Ð½Ðµ ÑÐ¾Ð»ÑÐºÐ¾ Ð² Ð Ð¾ÑÑÐ¸Ð¸, Ð½Ð¾ Ð¸ Ð² ÐÐ°Ð·Ð°ÑÑÑÐ°Ð½Ðµ, Ð³Ð´Ðµ Ð¿Ð¾ ÑÑÐ°ÑÑÑÑ Ð´Ð°Ð½Ð½ÑÐ¹ ÑÐ·ÑÐº Ð¿ÑÐ¸Ð·Ð½Ð°Ð½ Ð¾ÑÐ¸ÑÐ¸Ð°Ð»ÑÐ½ÑÐ¼ Ð½Ð° Ð·Ð°ÐºÐ¾Ð½Ð¾Ð´Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¼ ÑÑÐ¾Ð²Ð½Ðµ. ÐÑÐ¸ ÑÑÐ¾Ð¼ Ð¿Ð¾Ð´ÑÐ¾Ð´Ñ Ðº Ð¾ÑÐµÐ½Ð¸Ð²Ð°Ð½Ð¸Ñ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ° ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½Ð° ÑÑÐ¾ÐºÐ°Ñ Ð ÐÐ Ð² Ð´Ð°Ð½Ð½ÑÑ ÑÑÑÐ°Ð½Ð°Ñ ÑÐ°Ð·Ð»Ð¸ÑÐ½Ñ. ÐÑÐ»Ð¸ Ð´Ð»Ñ Ð Ð¾ÑÑÐ¸Ð¸ ÑÐ°ÑÐ°ÐºÑÐµÑÐ½Ð° ÑÑÐ°Ð´Ð¸ÑÐ¸Ð¾Ð½Ð½Ð°Ñ Ð¼Ð¾Ð´ÐµÐ»Ñ Ð¾ÑÐµÐ½Ð¸Ð²Ð°Ð½Ð¸Ñ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ° ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð², ÑÐ¾ Ð² ÐÐ°Ð·Ð°ÑÑÑÐ°Ð½Ðµ Ð¿ÑÐ¸Ð½ÑÑÐ¾ Ð¾ÑÐµÐ½Ð¸Ð²Ð°ÑÑ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½ÑÐ¹ Ð¿ÑÐ¾Ð³ÑÐµÑÑ Ð¾Ð±ÑÑÐ°ÑÑÐ¸ÑÑÑ Ð¿Ð¾ ÐºÑÐ¸ÑÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾Ð¹ Ð¼Ð¾Ð´ÐµÐ»Ð¸. Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐ¾Ð¸Ð·Ð²Ð¾Ð´Ð¸ÑÑÑ ÑÑÐ°Ð²Ð½ÐµÐ½Ð¸Ðµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÑ Ð¼Ð¾Ð´ÐµÐ»ÐµÐ¹ Ð¾ÑÐµÐ½Ð¸Ð²Ð°Ð½Ð¸Ñ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ° ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ Ð¾ÑÐµÐ½Ð¾Ðº Ð¸ Ð±Ð°Ð»Ð»Ð¾Ð², Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÑ Ð¸Ð¼Ð¸ Ð² ÑÐ¾Ð´Ðµ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð¸Ñ Ð¾ÑÐ´ÐµÐ»ÑÐ½Ð¾ Ð²Ð·ÑÑÐ¾Ð³Ð¾ ÑÑÐ¾ÐºÐ° Ð ÐÐ, Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ ÐºÐ¾ÑÐ¾ÑÐ¾Ð³Ð¾ Ð¾Ð±ÑÑÐ°ÑÑÐ¸ÐµÑÑ Ð²ÑÐ¿Ð¾Ð»Ð½ÑÐ»Ð¸ ÑÐ°Ð·Ð½Ð¾Ð³Ð¾ Ð²Ð¸Ð´Ð° Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð½ÑÐµ Ð¸Ð¼ Ð·Ð°Ð´Ð°Ð½Ð¸Ñ.
description: It is possible to study Russian as a foreign language not only in Russia, but also in Kazakhstan, where the status of this language is recognized as official at the legislative level. At the same time, approaches to assessing the individual progress of students in RCT lessons in these countries are different. If Russia is characterized by the traditional model of assessing the individual progress of students, then in Kazakhstan it is customary to evaluate the individual progress of students according to the criterion model. In this paper, a comparison is made of the presented models for evaluating the individual progress of students based on the grades and points they received during a single RCT lesson, during which students performed different types of tasks proposed to them.