Sergei Gyreev

The digitalization of educational processes presupposes not only the implementation of information systems and electronic services but also the development of a comprehensive regulatory framework governing the computerization of assessment, monitoring, and analytical processing of educational data. The absence or fragmentation of local regulations within educational organizations significantly reduces the effectiveness of the school's internal education quality assessment system and hinders the generation of objective and comparable information on learning outcomes. The aim of the study is to identify typical deficits in local regulatory arrangements and to substantiate directions for improving the regulatory support for the computerization of internal meta-subject assessment procedures. The primary research method utilized was a content analysis of the official websites of general education organizations, aimed at identifying the presence and structure of local regulations governing the assessment system, academic performance monitoring, and the functioning of the internal school education quality assessment system (ISEQA). The study revealed that a significant number of educational institutions' regulations on ongoing and midterm assessment lack regulations on the assessment of meta-subject results and the computerization of in-school assessment procedures. The ISEQA regulatory documents also suffer from the same shortcomings, or they do not exist at all. This indicates insufficient regulatory support for assessment procedures and their digital implementation. The obtained results confirm the need to work out new approaches to the development of a local regulatory framework that ensures the integration of meta-subject assessment procedures into the school's digital educational environment. The theoretical significance of the study lies in clarifying the role of the regulatory component in the structure of the computerization of in-school assessment procedures. The practical significance lies in the potential use of the study's results in the development of local regulations for educational institutions, as well as in improving the ISEQA models and digital tools for monitoring educational results.