Innovative Approaches to Assessment in Pedagogical Practice:

New Technologies, Methods and Development of Objective Assessment Tools


  • Yuliia Botuzova Volodymyr Vynnychenko Central Ukrainian State University
  • Oleksandr Iievliev Lviv Polytechnic National University
  • Iryna Okipniak Bukovinian State Medical University
  • Krystyna Yandola Ivan Kozhedub Kharkiv National Air Force University
  • Tetiana Charkina State boarding school with enhanced military physical training "Cadet Corps"z<



higher education, student, educational process, pedagogical assessment


The academic paper considers and substantiates pedagogical assessment by applying modern technologies as a special type of interaction between the subjects of the educational process aimed at measuring the significant characteristics of a student’s activity in the course of solving tasks and problem situations, processing and analyzing the received educational information and final assessment. The model of pedagogical assessment based on using modern technologies is focused on solving the problems of objectifying the measurement process, expanding the information base of assessment, creating conditions for the formation of learning activities, including assessment activities, integrating monitoring and teaching functions, individualizing pedagogical assessment at the level of individual learning activities. The model is designed on the principles of integration of the subject-object side of assessment; optimization of criterion depth; temporal perspective; binarity; psychological safety; unity of assessment and learning activities and individualization in relation to the student. It includes the basic modules: criterion-based assessment, managing the transmission of pedagogical assessment (with a two-component information component – object-subject and subject-subject), and a module for processing the primary results of measuring students’ learning activities and visualizing its results. Organizational and pedagogical conditions for implementing the model are as follows: functional completeness of information and software support; teachers’ readiness to use pedagogical assessment by applying computer tools; adjustment of regulatory documents, local acts of the educational institution and protocols of service interaction, which create an opportunity to use assessment systems; creation of a motivation system that stimulates the promotion of personality-oriented education in the teaching team.


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The global development of innovative technologies and their impact on the educat