Reliability of the assessment system as a condition of qualitative learning management

The Introduction part reveals the reasons for the need for a new perspective on the assessment of educational achievements of students is required. First of all, it is connected with the international integration processes in the education sphere, competence-based approach to the process and learning outcomes, techniques expansion and learning technologies. Therefore, the improving task to the assessment objectivity is considered as a pedagogical aspect, requiring research to improve assessment procedures and tools. However, in pedagogical practice the key values of reliable assessment are not yet paid enough attention and, especially, when assessing competencies as learning outcomes. Most teachers use traditional assessment tools which do not allow identifying and assessing deeply latent characteristics in the competencies form which, in fact, ensure the success of an individual in professional activity. At the same time, the basic principles of qualitative assessment construction require more and more attention due to digital transformation of the education system, expansion various forms of distance learning, greater student’s independence when choosing an educational trajectory.
The Theoretical justification part shows the main directions of scientifically grounded approach to evidence-based assessment. The modern assessment logic requires organizing the students activities when completing complex tasks. Designing such an assessment toolkit requires adherence to a rules number that ensure the reliable results help reasonably manage the learning process by assisting learners at each mastering meaningful stage of the educational program.
The Discussion of the results shows the creating innovative tools principles for comprehensive assessment of educational achievements in the conditions organizing the planned student’s activities in an assessment situation are shown.
In Conclusion author focuses on the difficulties of creating complex assessment tools and the possibilities of solving this problem in the university system.

1. Almond, R. G., Mislevy, R. J., Steinberg, L., Yan, D., Williamson, D. M. (2019). Bayesian networks in educational assessment. Technology, Knowledge and Learning, 24, 97–99. doi: https://doi.org/10.1007/s10758-016-9292-x

2. Awwal, N., Scoular, C., Griffin, P. (2016). Implementation issues with games-based assessment. In International Conference on Education and New Learning Technologies, EDULEARN16 Proceedings (pp. 905–910). Barcelona: IATED. doi: http://dx.doi.org/10.21125/edulearn.2016.1179

3. Declaration of the participants of the IV Policy Forum Bologna Process Yerevan. (2015). Higher education in Russia, 10, 65–67. (in Russ.).

4. Efremova, N. (2021). Problems of competence-based learning in a digital environment. In XIV International Scientific and Practical Conference “State and Prospects for the Development of Agribusiness - INTERAGROMASH 2021”, E3S Web of Conferences 273, 12082. doi: https://doi.org/10.1051/e3sconf/202127312082

5. Efremova, N., Huseynova, A. (2021). The impact of digital technology on learning motivation and learning modes. In XIV International Scientific and Practical Conference “State and Prospects for the Development of Agribusiness - INTERAGROMASH 2021”, E3S Web of Conferences 273, 12083. doi: https://doi.org/10.1051/e3sconf/202127312083

6. Efremova, N. F. (2018)a. Arguments and evidence for the reliability of assessments of students' competencies. Vestnik of the Dagestan State Pedagogical University. Psychological and pedagogical sciences, 12(2), 43–50. (in Russ.).

7. Efremova, N. F. (2018)b. Designing assessment tools according to the model of evidence-based argumentation. Pedagogical measurements, 3, 8–15. (in Russ.).

8. Gibson, D. C., Webb, M. E. (2015). Data science in educational assessment. Education and Information Technologies, 20, 697–713. doi: https://doi.org/10.1007/s10639-015-9411-7

9. Lambert, W. T. Schuwirth, Cees, P. M. Van der Vleuten. (2011). Programmatic assessment: from assessment of learning to assessment for learning. Medical teacher, 33, 478–485. doi: https://doi.org/10.3109/0142159X.2011.565828

10. Mislevy, R. J., Almond, R. G., Lukas, J. F. (2003). A Brief Introduction to Evidencecentered Design. Educational Testing Service, Research & Development Division Princeton, NJ 08541.

11. Mislevy, R. J., Behrens, J. T., Dicerbo, K. E., Levy, R. (2012). Design and discovery in educational assessment: evidence-centered design, psychometrics, and educational data mining. Journal of Educational Data Mining, 4(1), 11–48.

12. Mohan, B. (2021). Analects of Higher Education. Academia Letters, 1221. doi: https://doi.org/10.20935/AL1221.

13. Mulder, M. (2017). Competence-based Vocational and Professional Education. Cham: Springer. doi: https://doi.org/10.1007/978-3-319-41713-4

14. Pellegrino, J. W. (2014). Assessment as a Positive Influence on 21st Century Teaching and Learning: A Systems Approach to Progress. Psicología Educativa, 20(2), 65–77.

15. Rizvi, S., Barber, M., Donnelly, K. (2013). On the eve of the avalanche. Higher education and the coming revolution (translated from English by N. Mikshina). Educational issues, 3, 152–229. (in Russ.).

16. Shute, V. J., Leighton, J. P., Jang, E. E., Chu, M.-W. (2016). Advances in the Science of Assessment. Educational Assessment, 21(1), 34–59. doi: https://doi.org/10.1080/10627197.2015.1127752

17. Shute, V. J., Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1–19. doi: https://doi.org/10.1111/jcal.12172

18. Standards and guidelines for quality assurance in higher education in the European Higher Education Area (ESG). (2015). ENQA. URL: https://pandia.ru/text/80/268/56052.php (accessed: 07/20/2021). (in Russ.).

19. Uludag, G., Bardakci, S., Yildiz, O. F., Tunc, Y., Akkoyunlu, B., Nasir, V. A., Ercan, S., Elmas, M. (2020). Assessing Students' Learning Online: It's More Than Testing. In Teachıng And Learnıng Qualıty Assurance in Hıgher Educatıon Under the Pandemıc. Proceedings of the 12th Higher Education International Conference 12 (pp. 40–50). Macao: Macao Polytechnic Institute.

20. Zvonnikov, V. I., Malygin, A. A., Chelyshkova, M. B. (2012). Assessment in Higher Education: From Linearity to Adaptability. Proceedings of universities. Series: Humanitarian sciences, 5(2), 166–171. (in Russ.).