Koknova T.A.¹ (Lugansk, Russian Federation) – koknovatanya@mail.ru; Katkova V.P.² (Alchevsk, Russian Federation) – katkova_lugansk@mail.ru; Borzykh E.A.² (Alchevsk, Russian Federation) – elelnalborzykh@list.ru

¹Lugansk State Pedagogical University

²Donbass State Technical University

Abstract. Modern philological education faces the need to shift from traditional knowledge assessment to competence-oriented models that ensure the practical applicability of learning outcomes in the professional activities of future specialists. The problem addressed in this study lies in the insufficient integration of formative and summative assessment for the development of professional competencies among philology students. The aim of the work is to identify effective practice-oriented assessment strategies that enable competence-based application of knowledge, skills, and abilities in real professional situations. The methodological framework of the study includes a comprehensive analysis of domestic and international sources, a comparative study of formative and summative assessment models, and a synthesis of advanced pedagogical practices in the training of future foreign language teachers. Particular attention was paid to practices such as self-assessment, peer assessment, portfolios, debates, project work, and research activities. The scope of application of the research results encompasses the training of philology students, pedagogical practice in higher education institutions, and the development of educational programs and assessment tools aimed at professionally meaningful competency formation. The novelty of the study lies in the integration of formative and summative assessment with interactive and practice-oriented methods, which not only allows for objective recording of academic achievements but also develops students’ ability to apply knowledge and skills competently in professional activities. Findings suggest that an effective assessment system must be conceived as an integrative and adaptive mechanism, simultaneously ensuring the depth of education, the cultivation of core professional skills, and the readiness of graduates to perform successfully within dynamic professional environments.

Keywords: competence-based assessment, formative and summative assessment, professional competence, practice-oriented learning, philological education, professional training, interactive methods.

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For citation: Koknova T.A., Katkova V.P., Borzykh E.A. The competence-based paradigm of assessment: a practice-oriented approach in philological education. CITISE, 2025, no. 4, pp. 85-97.