Исследование объективности оценивания образовательных достижений школьников на основе системы автоматизированного мониторинга и контроля
Studying the objectivity of educational assessment in schools based on the system of automated monitoring and evaluation

Summary/Abstract: Introduction. The article focuses on increasing the objectivity of educational assessment of schoolchildren’s learning achievements. The purpose of the research is to substantiate the increase in the objectivity of educational assessment on the basis of an automated monitoring and evaluation system. Materials and Methods. The study followed an interdisciplinary approach, characterized by integrative properties of educational assessment theory and designing automated learning tools. The authors used the following theoretical research methods: analysis, synthesis and generalization on the problems of improving the objectivity of assessment and the development of automated learning tools. Empirical methods included questionnaires, testing, and educational action research. Results. The factors contributing to the decrease in the objectivity of educational assessment are identified: the subjective and ascertaining nature of assessment, inconsistent recording of students’ academic performance, and delayed correction of students’ learning activities. A system of automated monitoring and evaluation has been developed and implemented, which includes processing, analysis and interpretation of information and monitors the dynamics of students’ learning achievements in real time. During the application of the system, positive changes in the indicators of students’ involvement, motivation and emotional attitude to learning were revealed. The most significant changes were observed in the following indicators: cognitive efficiency, learning motivation, and anxiety (a decrease in the high level of anxiety, an increase in the levels of motivation and cognitive efficiency). The design and implementation of the system were based on organizational, educational and technical conditions. The organizational and educational conditions include various formats for incorporating the system in the structure of the assessment process, while the technical ones set the requirements for the system. Conclusions. The introduction of the automated monitoring and evaluation system contributes to formulating clear criteria for educational assessment, expanding the possibilities for building individual learning trajectories, and increasing the transparency of learning process. The objectivity of the assessment is realized due to the clarity of the requirements for the level of knowledge, skills and abilities of students; specification of the objects of assessment; compliance of the tasks with the goals of educational assessment; well-timed analysis of learning outcomes; and increasing primary schoolchildren’s motivation for learning.

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