Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.

The paper presents the results of the development and analysis of the model's effectiveness for a foreign language teacher's professional creative development utilizing art therapy in the framework of additional education. The paper aims to provide a theoretical and empirical study of the effectiveness of the model for the professional creativity development of a foreign language teacher through art therapy in the framework of additional education. Attention is drawn to the role and importance of creativity in the foreign language teacher’s activity, to the importance of creative learning in the context of linguistic education. The research methodology and its algorithm are selected, including conducting a complex psychological and pedagogical experiment, conducting diagnostics of the declared parameters, and statistical analysis of the results based on the Spearman rs criterion before and after implementing the developed model. The study of the effectiveness of the model for the professional creative development of a foreign language teacher using art therapy in the framework of additional education was carried out based on the Institute of Foreign Languages of the Peoples’ Friendship University of Russia (RUDN) in the Center for Additional Professional Education. The experimental and control group was formed. Each group consisted of 35 people. The sample is homogeneous by age and gender. The study results allow drawing a conclusion about the effectiveness of the developed development model and outlining the vector of further research in line with the stated problems.

The necessity of developing the skills of foreign language writing in high school students based on a personality-oriented approach and the principles of self-actualization, individualization, subjectivity, choice, creativity and success, trust and support is substantiated. The specificity of written speech is considered in comparison with oral speech based on the analysis of the literature of well-known psychologists, linguists, methodologists in the field of teaching foreign languages. Groups of skills (cognitive-pragmatic, logical and rhetorical) are defined. The developed system of exercises is implemented in three stages. At the preparatory stage, there is an activation of the students’ knowledge on the topic, familiarization with new material and the beginning of the development of cognitive-pragmatic, logical and rhetorical skills. At the training stage, the development of logical and cognitive-pragmatic skills continues, as well as exercises for the development of rhetorical skills, with a gradual increase in students’ independence in completing tasks. The main goal of these stages is to write an essay in English.

We substantiate the need for the foreign language grammatical competence formation among high school students. We consider personal, meta-subject, subject results of mastering the main educational program “Foreign Language”, reflected in the Federal State Educational Standard of Secondary General Education, the European system of levels of foreign language proficiency. Based on the fact that the result of mastering the basic course of a foreign language is the achievement of a threshold level of proficiency in a foreign language, the main criteria (the speed of individual operations, the number of grammatical constructions used, variability, accuracy) and the levels of formation of foreign language grammatical competence among high school students were determined. We focus on a complex of grammar exercises and tasks aimed at the reproduction, combined with the substitution; the expansion of a speech sample, the transformation and the combination. The topic “Conditional sentences” was chosen for a more accurate description of the complex of exercises and tasks. It is one of the most difficult grammatical topics proposed for study at school. We prove that methodically competently organized work on the foreign language grammatical competence formation among high school students makes the process of teaching foreign language effective and creative.

We substantiate the necessity of the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films. We carry out the analysis of the concept of “sociocultural competence”, its aspect composition (axiological, informational, activity), levels (critical, adaptive and productive), reflecting the formation of sociocultural competence in high school students, and criteria (motivation, cognition, functionality and beha-vior) are determined, based on which these levels are highlighted. We consider the issues of using the technology of blended learning in teaching foreign languages. The main focus is on the selec-tion of educational technology “flipped class”, which is referred to as blended learning models. The teaching model based on the inverted classroom technology consists of the following compo-nents: updated content, interactive methods, organizational forms, means of traditional and dis-tance learning and a set of independently developed tasks and exercises for three stages of working with feature films (interrogation, viewing, post-viewing). The testing of this complex is carried out within the framework of a specially conducted pedagogical experiment, as a result of which the complex has confirmed its effectiveness. We prove that methodologically well-organized work on the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films makes the process of teaching a foreign language creative and constructive.