Students’ attestation in modern conditions: from increasing the effectiveness of assessment to trusting assessments

A paradigm shift in higher education, the transition to competency-based educational standards, forces us to rethink certification procedures, based on the results of which conclusions are drawn about the quality of education and management decisions are made. Legislative requirements for observing the principles of objectivity and independence in the final assessment of students can be achieved by turning to the methodology of educational measurements, increasing the efficiency of assessment procedures and ensuring fairness and trust in their results. In contrast to traditional formats for conducting a state exam at the final certification, the proposed adaptive assessment is attractive from the standpoint of obtaining accurate assessments of the level of preparedness or maturity of students’ competencies by optimizing the number of tasks and creating a “success situation” for each person being certified in the measurement process. This approach also makes it possible to realize the humanistic goals of control and evaluation activities in education.