Nadezhda F. Efremova

The relevance of the article content is associated with the need to expand the understanding of the advantages and problems of personalized learning. The goal is to show the relationship between personalized learning and the corresponding assessment of results in order to provide students with step-by-step monitoring of achievements including the adaptive assessment method. The existing practice of contact training, with all its advantages, cannot always provide high quality training for all students and take into account personal preferences. Therefore, personalized learning is attracting more and more attention in educational practice, which is actively developing in the era of digitalization and is influencing changes in approaches to learning, emphasizing the student-centered character and determining the search for new methods for assessing results. The article examines the historical origins of personalized learning and describes the factors that currently determine the personalization of educational activities. One of the advantages of this method is the freedom to choose topics and content of the material being studied, pace and conditions of learning. Taking into account the greater independence of students in the context of such training, the need to provide operational information about the level and quality of learning achievements is becoming more urgent for a prompt response to results, increasing learning motivation and developing self-assessment skills. The scientific novelty in the content of the article is due to a comprehensive consideration of a personalized approach to both learning and evaluating its results. The solution to this problem lies in the use of the theory and practice of pedagogical measurements and adaptive assessment methods, which are based on specialized software and tools. These tools ensure the selection of appropriate tasks according to the level of preparation of the students, and they can produce assessment results quickly and accurately. The complexity of designing these systems is shown to be due not only to technical and technological reasons, but also to the specific design of control and evaluation materials that provide for a comprehensive assessment of knowledge and competences. The theoretical significance of the article is due to the substantiation of the combination of learning processes and adaptive assessment with a personalized approach. In practical terms, to improve the effectiveness of this approach, developers can use an algorithm for co-designing learning and assessment materials.

The relevance of the study is due to the need to introduce new technological solutions into educational practice that ensure increased students’ motivation to learn, development of competences, as well as teamwork skills. The problem is the insufficient methodological support for reliable assessment of competences as the main results of learning disciplines and practices. The purpose of the study is to reveal the potential of game methods in educational activities, including those for assessing deeply latent results in the form of competences and skills that are manifested and identified only in the situation of activity, which a game provides. The article presents the results of analysis of scientific works of domestic and foreign authors on the issues of the current state of the theory and practice of gamification in education, and gives a brief description of this method and its history. The fundamental differences between the organization and implementation of gaming techniques in the form of gamification from traditional games are shown. The novelty of the research lies in the systemic presentation of the algorithm for designing and modeling gamification technology as both a training and an assessment procedure. In order to provide conditions for increasing students' learning motivation and enthusiasm for solving important educational problems, it is necessary to carefully select situational tasks that reflect the problems of future professional activity. The system of incentives used to provide motivation when completing a task, the principles of an immersive game and the opportunity of its use for assessing educational achievements during group work are considered in the article. The author notes the importance of working out interesting game content, its design and a clear scheme of interaction between game participants when working for a common result in small group competition. The theoretical and practical significance of the research materials can be manifested in the development of new approaches to the use of gamification not only for learning, but also for assessing its results. The proposed gameplay algorithm can be used at all levels of education from general to professional.

Based on the analysis of domestic and foreign scientific works, the article presents the current state of the theory and practice of assessing students' competences. It is noted that there are difficulties in evaluating complex, deeply latent and interdisciplinary by their nature educational results of students in terms of competences in the development of basic educational programs of vocational education. The relevance of the study is due to the need to improve the reliability of estimates. The aim of the study is to show new approaches to the design, construction and application of assessment tools according to evidence-centered argumentation models based on the theory and practice of pedagogical measurements that ensure the fairness of the assessment process and the authenticity of the assessment results. The novelty of the study lies in the systemic representation of the design algorithm and simulation of an evidence-centered assessment procedure with the inclusion of the planned work of students when completing the task. The ideas about the methodology of evidence-centered assessment of competences have been expanded in order to increase the reliability and authenticity of the results. It is shown that the trends in the development of control and assessment activities are aimed at strengthening the connection between training and the design of evidence-centered assessment. An important step in the new approach to assessing competences is the design of an assessment tool based on the modeling of assessment elements and the use of situational tasks. At the same time, modeling the assessment construct of the subject area and the planned activity of the subjects in the process of their interaction with the evaluation means is a system-forming element of the assessment tool, the activity of students in the situation of the assessment procedure is ensured by the use of simulations in the digital environment. Analysis and self-assessment of the results become an obligatory component in the assessment process.

In the context of the transition to the new edition of the federal state educational standard of basic general education, great attention is paid to the introduction of alternative forms of assessing the planned results of carrying out the basic educational program. One of the innovative methods of pedagogical measurements is the technology of formative assessment, which, having appeared abroad in the last decade of the twentieth century, recently has been used in the practice of Russian school education. The purpose of this article is to describe the origin, conceptual principles and key strategies of formative assessment used by Russian and foreign teachers, as well as to identify the specifics and pedagogical features of the use of formative assessment methods in the lessons of science education cycle - chemistry, physics, biology. The article discusses the advantages of formative assessment in comparison with the traditional system of final (summative) assessment. The current problems and barriers that impede the widespread adoption of formative assessment in the school system are analyzed. The authors worked out a classification of formative assessment methods and techniques used in basic school on the basis of modern Russian- and English-language scientific and pedagogical sources analysis, and described diverse didactic potential of formative assessment. By analyzing the results of a survey of teachers working in schools of Rostov-on-Don, they found the attitude of subject teachers to the technology of formative assessment. The study makes a definite contribution to the modern theory of pedagogical measurements and reveals the prospects of formative assessment as a progressive method of pedagogical diagnostics that meets the needs and requirements of the information society, provides one of the key skills of the 21st century - the ability to learn. The prospects for further research on the subject under consideration are outlined. The article may be interesting to teachers of basic schools, students of pedagogical areas of training, methodologists, specialists in the field of pedagogical measurements and scientists in the field of education modernization.