PRACTICAL SESSION ON THE APPLICATION OF ASSESSMENT CRITERIA

On September 29, 2026, fourth-year students of the 6B01701 – “Kazakh Language and Literature” educational program participated in a creative session within the course “Criterion-Based Assessment Technology.” The main purpose of the session was not only to teach future teachers to independently develop assessment criteria, but also to develop their ability to apply these criteria effectively and appropriately when evaluating specific creative works.

During the session, the students were divided into three groups, and each group was assigned a creative task directly related to their future professional activities. The first group developed assessment criteria for essay writing and expressive reading. The second group implemented the idea of bringing poets to life through artificial intelligence and created a creative project. The third group developed assessment criteria for producing a video using an element related to an author or literary work.

The task of the first group focused on developing self-assessment skills. The students wrote essays and presented them through expressive reading. Each student analyzed their own work according to predetermined criteria, decided what score the work deserved, and explained the reasons for the assessment. This activity helped students develop the ability to critically analyze their own work, identify strengths and weaknesses, and justify their assessment with specific criteria.

The second group used artificial intelligence tools to create a comic featuring Abai Kunanbaiuly and Magzhan Zhumabayev. The main purpose of the project was to present a modern approach that would allow students to learn not only about the poets’ literary works, but also about their personalities, literary heritage, and creative identity. The students demonstrated how artificial intelligence can be used as a creative tool for presenting literary material in an engaging and contemporary format.

The third group tested the developed assessment criteria in practice by creating video projects. The students produced two videos. The first video did not fully meet the established criteria, while the second one complied with all the specified requirements. The second video, dedicated to Abai Kunanbaiuly’s poem Qys (“Winter”), was filmed near a monument to the poet, establishing a direct connection between the content of the literary work and the image of its author. The assessment considered students’ voice quality, diction, intonation, structure of speech, technical quality of the video, relevance to the literary content, and creativity of the presentation.

The main feature of the session was that students did not simply receive ready-made assessment criteria. Instead, they developed the criteria themselves and subsequently applied them to actual creative works. Comparing the two videos allowed students to see in practice that clear, specific, and understandable criteria directly contribute to the objectivity of the assessment process.

The main creative tasks and ideas of the session were proposed by Aigul Bakytzhanovna Alchimbayeva. During the lesson, students not only developed and applied assessment criteria, but also explored the possibilities of effectively using artificial intelligence, video projects, expressive reading, and other creative approaches in literature teaching.

As a result, the students understood the importance of basing assessment on specific and predetermined criteria. They gained practical experience in objectively evaluating their own and others’ work, making evidence-based decisions using assessment criteria, and presenting literary knowledge in a modern and creative format. The session served as an effective practical activity aimed at developing the professional assessment competencies of future teachers of the Kazakh language and literature.