DEVELOPMENT OF AN ONTOLOGICAL MODEL FOR MULTILEVEL ASSESSMENT OF STUDENTS’ KNOWLEDGE

The article analyzes existing approaches to the formation of ontological models for assessing students’ knowledge, identifying the main classes of the model being developed. The research problem is formulated, which consists in the lack of a unified approach to terminology for the implementation of multilevel assessment, considering the kinds, types and levels of assessment. The purpose of the study is to solve the formulated problem by developing an ontological model with introduced classes and instances, including stages of multi-level assessment with identification of the relationships between them to ensure a unified interpretation of the elements of multilevel assessment of knowledge. The objective of the research is to achieve the research goal by revealing all the stages of the development of the ontological model. The theoretical significance lies in the theoretical and methodological identification of the relationships between the introduced instances of classes, levels and types of knowledge assessment methods and components of the digital educational environment. The practical significance lies in the ontological model proposed in the study, which will allow structuring methods for assessing students’ knowledge, considering levels and types in the study of disciplines in higher education institutions to ensure the possibility of assessing a competence-based approach in terms of knowledge, ability and skills. The instances of the introduced classes are described with examples of attributes. It is worth noting the description of relationships between classes for the realization of types and levels of assessment, namely the tools of the digital educational environment to perform these elements with automated verification of the results of the participants of educational process, both on the part of the student and on the part of the teacher. In conclusion, examples of a possible set of class instance prerequisites are considered.

digital educational environment, multilevel knowledge assessment, assessment levels, assessment types, class relationships, class instances, continuous assessment, residual assessment, distance learning system, feedback algorithm

Smolentseva T. E. Development of an ontological model for multilevel assessment of students’ knowledge. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;2(71):407—412. DOI: 10.25683/VOLBI.2025.71.1293.