Competency-Based Assessment Criteria in Modern Education: Theoretical Foundations, Practice, and Innovative Approaches

Abstract

This article is devoted to the scientific-pedagogical and practical mechanisms of transitioning from traditional evaluation of reproductive knowledge to a system for assessing students’ functional literacy and complex competencies in the modern educational system. The main objective of the research is to reveal the theoretical foundations for developing competency-based assessment (CBA) criteria and to analyze innovative approaches to their application in the real educational process, particularly in formative and summative assessment.