Abstract

Relevance. In the assessment process, correctness, logic and reasonableness of answers are the main aspects in determining a student’s level of achievement. The issue of creating a unified assessment system is relevant in connection with the new challenges faced by education: COVID-19 and numerous wars, which created the need for distance learning, and this leads to difficulties in adequate assessment.

Purpose. The purpose of the study was to identify new methods of student assessment that can replace testing, and ways in which it is possible to create control over the assessment of all parameters of education.

Methodology. The study used such methods as analysis, synthesis, generalisation, and comparison.

Results. The findings showed that the main flaw in the use of testing was the incomplete determination of students’ knowledge through inaccuracy and unreliability of verification. Verbal answers such as “yes” and “no” fit well into the test scoring methodology, but do not reflect the analytical abilities of the test takers. With the test method, the correct answer can be chosen at random from the five choices given and the student gains the ability to memorise the correct answer from the five choices.

Conclusions. The results of the study allow identifying and evaluating the parameters of the educational process, including the ability to improve the assessment criteria. This, in turn, will enable the creation of criterion-based education in schools, i.e., the assessment of students’ knowledge according to the parameters, and the quality and skills of teachers and the educational institution itself.

Keywords: student rating; criteria results; teachers; formative indicators; summative scores

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