Assessing the results of students mastering monologue speech in a foreign language at the non-linguistic institution

The versatile nature of assessing the educational achievements of students is noted, which is associated with the influence of current trends that have formed in society and higher education, and the peculiarities of the methodology of teaching a foreign language. The need to include students in the assessment procedure is substantiated, the advantages of formative assessment and the possibility of using this technology in teaching a foreign language are described. Criteria have been identified and indicators have been identified that can guide participants in the educational process when assessing the development of the skill of foreign language monologue speech. These include the criteria necessary for assessing skills and abilities in the field of oral communication (mastery of lexical and grammatical material necessary for the implementation of a foreign language monologue utterance, compliance with formal logical laws in oral speech and the requirements of speech etiquette during the construction of a monologue utterance), as well as a criterion indicating the involvement of students in the process of assessing their educational achievements.