Criterion-Based Diagnostic Toolkit for Assessing the Level of Competency Formation in a Digital Twin Environment
Abstract
Introduction. The spread of Digital Twin technology in vocational education necessitates a revision of approaches to diagnosing competency formation. Traditional assessment tools focused on controlling declarative knowledge are insufficiently valid for evaluating activities in a dynamically changing infocommunication environment.
Materials and Methods. Theoretical and methodological literature analysis, system-activity approach, pedagogical modeling, elements of Learning Analytics and Process Mining applied to the student’s digital footprint, qualimetric approach.
Results. A three-component criteria base is proposed (cognitive-activity, functional-resultative with SLA binding, value-ethical criteria); level differentiation (reproductive, productive, creative) with a descriptor matrix is substantiated; the architecture of an automated assessment system and an integral assessment formula are developed.
Discussion and Conclusion. The principle of “validation by action” is substantiated, ensuring a transition from subjective expert assessment to metric assessment; organizational and pedagogical conditions for applying the toolkit are formalized. The toolkit is applicable in vocational and higher education programs in informatics and information security.
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