Abstract:

Over the past 20 years, Higher Education in Russia has changed greatly. With the transition to e-learning format of the 21st Century class, educators’ attention has been drawn to studies of the characteristics of new online and real communication; the importance of changing interaction and autonomous learning; the issues of conducting effective learning [Sam18]. The new context allows pointing out assessment as the area of modern technology that can have a direct impact on the teaching-learning process and its result. Technology can offer affordances that provide new ways of assessing. We can now assess and evaluate students in ways that simply were not available to us even ten years ago [Har98]. The introduction of new technology at all levels of education at the Sevastopol State University has been boosted by COVID-19 pandemic. On the one hand, like in all higher educational institutions, the lockdown has emptied campuses, but on the other hand, it impacted on how students access the courses and how academics work across all disciplines. The learning process at all educational levels will be considered complete after evaluation whose essence lies in establishing feedback ("student – lecturer") and informing the lecturer on how successful the process of mastering new knowledge, and developed skills is. The introduction of new pedagogical technologies in the educational process as well as changes in the format of all types of classes have led to a discrepancy between the national assessment system and the modern requirements of the education system. We note insufficient consideration of age and individual characteristics of the students; standardization and formalization of the assessment tools; the predominance of episodic assessment; pronounced subjectivism; psychological discomfort of the students while being assessed; limited possibilities of the assessment scale; the absence of an optimally objective mechanism for summing up assessment results.