DIAGNOSING THE READINESS OF FUTURE EFL TEACHERS FOR CRITERION-REFERENCED ASSESSMENT IN THE CONTEXT OF DIGITAL TRANSFORMATION

Abstract

This study investigates the readiness of future English as a Foreign Language (EFL) teachers in Kazakhstan to implement criterion-referenced assessment (CRA) amid the country's ongoing digital transformation of education. Since Kazakhstan replaced its traditional five-point grading system with CRA in 2016 under the "Updated Educational Content" reform, the Professional Standard "Pedagogue" has required teachers to demonstrate assessment competence, yet little empirical evidence exists on how well pre-service teachers meet this requirement before specialized training. To address this gap, the study diagnoses the criterion-referenced assessment competence (CRAC) of 3rd-year undergraduate students (N=100) enrolled in the "Foreign Language: Two Foreign Languages" program at Yessenov University. Using a quantitative descriptive design, the authors developed and validated the CRAC-DS, a 20-item diagnostic survey (Cronbach's α=0.86) measuring four components: cognitive, functional, digital, and reflexive. Results reveal an overall low level of readiness (M = 2.37/5.0), with 67% of respondents at a low level, 33% at a moderate level, and none reaching a high level. The most pronounced deficit appears in functional design skills (M = 1.88), where students struggle to construct rubrics and descriptors despite adequate theoretical knowledge (cognitive component, M = 2.84). Digital competence (M = 2.29) is similarly weak, exposing a gap between students' everyday digital fluency and their ability to apply AI and digital tools for pedagogical assessment. These findings confirm a persistent theory-practice gap in teacher preparation and underscore the need for a practice-oriented methodology integrating AI-supported tools, immersive grading simulations, and workshop-based rubric design into EFL teacher education.