MODELS FOR ASSESSING THE ACADEMIC ACHIEVEMENTS OF HIGHER EDUCATION STUDENTS AT EUROPEAN UNIVERSITIES: A COMPARATIVE STUDY

Abstract

The article presents a comparative analysis of models for assessing the academic achievements of higher education students in European universities and clarifies their impact on the quality of the educational process. The relevance of the study is determined by the need to update approaches to the assessment of learning outcomes in the context of European integration, the internationalization of higher education, the strengthening of the competence-based paradigm, and the expansion of academic mobility. It is emphasized that contemporary assessment systems perform not only a controlling function but also motivational, regulatory, and prognostic ones, contributing to greater transparency, objectivity, and effectiveness of learning.

Through the analysis of the works of Ukrainian and foreign scholars, the main approaches to understanding the role of assessment in ensuring the quality of higher education are outlined. It is determined that in the international academic environment increasing attention is being paid to formative assessment, programmatic assessment, the quality of feedback, the transparency of criteria, and the use of analytical data for improving educational programmes. The purpose of the article is a comprehensive theoretical and applied analysis of systems for assessing students’ academic achievements in higher education institutions of European countries in order to identify their advantages, limitations, and the possibilities of using productive experience in Ukraine.

The main body of the article focuses on the characteristics of approaches common in the United Kingdom, Germany, and France. It is established that the British model is distinguished by the significant role of written assignments, external moderation, and clearly defined assessment criteria; the German model by a high degree of formalization, numerical precision, and regulated procedures; and the French model by a centralized character, a 20-point grading scale, and normative regulation of knowledge control procedures. It is shown that in all the systems under consideration the importance of formative assessment, self-assessment, peer assessment, and digital tools is increasing.

The conclusions emphasize that the most effective are comprehensive assessment models combining traditional, formative, and competence-based approaches. It is proved that the effectiveness of assessment practices depends on the professional training of teachers, the quality of feedback, the flexibility of criteria, and the integration of assessment procedures into the digital educational environment. Prospects for further research are associated with a deeper study of assessment methods, tools, and procedures in leading European universities and their adaptation to the practice of Ukrainian higher education.