Keyword: «adaptability»

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.