PEDAGOGICAL THEORETICAL ASPECTS OF ASSESSING STUDENTS' INDIVIDUAL LEARNING OUTCOMES IN THE DIGITAL EDUCATIONAL ENVIRONMENT
DOI:
https://doi.org/10.55640/Keywords:
assessment, evaluation, students’ learning outcomes, formative assessment, summative assessment, criteria-based evaluation.Abstract
This article analyzes modern approaches to assessment in the digital educational environment. The author reveals the essence and content of the digital educational environment, its main components (technical, resource, communicative, managerial, and subjective components). The rapid development of digital transformation processes in the global education system necessitates a fundamental revision of the mechanisms for assessing educational content, forms, and outcomes. In particular, the issue of objective, transparent, and differential assessment of students' individual learning trajectories, personal development rates, and learning achievements in the digital educational environment has emerged as one of the urgent scientific-pedagogical problems. Traditional assessment systems often fail to fully reflect students' personal capabilities, individual abilities, and learning activity dynamics. However, the digital educational environment provides opportunities for implementing automated, analytical, and data-driven assessment methods.
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