Оценяването по роден език в контекста на националните образователни стратегии

In the last decade the effectiveness of the Bulgarian language education has been sought, not only in the processes of successfully transforming the knowledge-centric to a competency-based approach, nor solely in the communicative-pragmatic study of language units/categories and text models. It stays related to an evaluation (quantitatively and qualitatively) correlated with new forming and creative strategies, realized under the shared activities and responsibilities for both educational subjects – teachers and students. In the context of contemporary assessment and training strategies, this research presents results accumulated by a multi-year, multi-faceted, experimental study of trends in the evaluation activity of Bulgarian language teachers in Bulgaria. The analysis of these results presents not only in the plan of ascertainment, but also as a prospect – as possible effective changes in the communicative pedagogical models of assessment. The prospective positivity of teacher’s evaluative activity is justified not only in the context of compliance with normative documents and criteria. It is also in the context of personally predetermined parameters whose text production is the subject of evaluation (motivation for speech development, axiological register, emotional intelligence, reflexive competence, etc.).