Keyword: «digital assessment tools»

The article deals with the current problem of using digital tools to assess the level of professional foreign language competence of university students studying in the field of training "Pedagogical Education". The author notes that the use of computers for knowledge assessment, mainly in a test format, has long been firmly established in pedagogical practice. However, at present, educators are faced with the task of assessing the results of educational activities on the competence approach basis, which require the use of new forms, methods and means of assessment, including the use of digital tools. After having analyzed previously published research works, digital educational tools, their functional and didactic potential, as well as systematized and generalized the practical experience of using these tools in the process of future English teachers’ professional foreign language competence level assessment, it can be concluded that the use of digital tools is possible, and in some situations is more effective and appropriate if certain rules and regulations are observed, such as differentiation between the resources used depending on the competence component being tested and the stage of language learning, the type of device used, the level of development of the platform or service, the ability to establish an examinee’s identity and proctoring in the assessment process, both synchronous and asynchronous, as well as the number of examinees. Successfully selected digital tools can make the assessment process more objective, reliable and visual.

The research delves into the matter of training technology teachers to assess the educational outcomes of students in a digital transformation of education. Given the growing importance of technological education as a requirement for driving innovative development in the national economy, coupled with the rapid advancements in digital technologies and the primary role of assessment in the educational process, this issue holds significant relevance. The purpose of the research is to study the problems and prospects of training technology teachers to assess the educational outcomes of students in the digital transformation of education. The research sums up modern scientific works in pedagogical assessment, presents the results of a review on the current state of technology teacher training through the analysis of work programs of universities implementing integrated training of technology teachers for assessment using digital tools, and also describes the experience of teaching the discipline “Modern tools of educational outcomes assessment” on the formation of professional competences related to labor functions of a modern technology teacher. The authors propose a list of domestic digital tools for assessing the educational outcomes of students, corresponding to technical and didactic capabilities and meeting the requirements for the organization and conduct of assessment in technology lessons. The theoretical implication of the research is to identify the problems and prospects of training technology teachers to assess educational outcomes using modern digital tools. The practical implication of the research lies in the development of the content of the educational module of technology teacher training for assessment, taking into account the didactic potential of digital tools that allow assessing not only the theoretical knowledge of students but also the results of their transformative activities. This study is devoted not only to presenting aspects of the digital technologies use for assessment purposes in the context of digitalization and virtualization of the educational environment, but also to demonstrating the didactic capabilities of digital assessment tools when they are introduced into the educational process at a university. The results of the research will be advantageous to university teachers, students, technology teachers and teachers of additional technological education.