ASSESSMENT IN HIGHER EDUCATION
- Authors
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Khulkar Normuminova
Uzbekistan State World Languages University
Author
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- Keywords:
- Higher Education, Formative Assessment, Digital Transformation, Generative AI, Learning Analytics, eTOM-Pedagogy.
- Abstract
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Assessment in higher education is undergoing a fundamental paradigm shift from a mechanism of measurement (assessment of learning) to an engine of cognitive development and professional readiness (assessment for and as learning). This paper systematically analyzes the theoretical frameworks guiding modern educational evaluation, evaluates the systemic tension between traditional summative psychometrics and contemporary formative models, and investigates the impact of digital transformation, cloud analytics, and generative Artificial Intelligence (AI) on institutional evaluation ecologies. Through a structural synthesis of international pedagogical standards, this study proposes an integrated, multi-dimensional framework designed to maximize assessment validity, minimize institutional “silo effects”, and secure academic integrity in an era of ubiquitous automation.
- References
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1.Kamilova, O. K. (2026). Tools for assessing the innovative potential of a university. Bulletin of the Krasnoyarsk State Agrarian University, (3), 160-163.
2.Normuminova, H. Student Performance and Assessment in Higher Education (Credit-Modular System). Foreign Linguistics and Lingvodidactics. 2025/3, 99–103.
3.Velko, O.A. Sociological online monitoring of BSU students' satisfaction with the quality of education // Modern youth and society: collection of scientific articles. Issue 9. Minsk: RIVSh, 2021. pp. 109-114.
4.Vinokurova, O. S. Evaluation and ways to improve the quality of higher education. Russian and international experience // Human capital. 2026/1. P. 16-24.
5.Zufarov A. (2025). Systems for Assessing the Quality of Higher Education. Gaudeamus, 1 (7), 179–183.
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- Published
- 2026-06-05
- Issue
- Vol. 2 No. 6 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
