РОЛЬ ШТУЧНОГО ІНТЕЛЕКТУ У ПІДВИЩЕННІ ОБ’ЄКТИВНОСТІ ОЦІНЮВАННЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Abstract: The application of Artificial Intelligence (AI) in learning assessment has attracted the attention of many educational experts, researchers and practitioners. This study discusses the opportunities and challenges of using AI in learning assessment. Traditional assessment has weaknesses in terms of misjudgment, inability to measure individual abilities that are not measured in certain forms of assessment, significant cost and time, slow feedback, and inability to be adjusted individually. Several studies have shown that the use of AI in assessments can improve the accuracy, validity and reliability of assessments, reduce human rater bias, enable adaptive assessments, increase time and cost efficiency, provide faster and more timely feedback, and assist in identifying individual needs and improve the quality of learning. However, the use of AI technology can only be a tool, and the final decision must still be made by humans. Therefore, the use of AI in assessment requires special attention in terms of ethics and the development of human capabilities to understand and use AI technology wisely.Keywords: Artificial Intelligence, Assessment Abstrak: Penerapan Artificial Intelligence (AI) dalam penilaian pembelajaran telah menarik perhatian banyak ahli pendidikan, peneliti, dan praktisi. Penelitian ini membahas peluang dan tantangan penggunaan AI dalam asesmen pembelajaran. Asesmen tradisional memiliki kelemahan dalam hal kesalahan penilaian, ketidakmampuan mengukur kemampuan individu yang tidak terukur dalam bentuk asesmen tertentu, biaya dan waktu yang signifikan, umpan balik yang lambat, dan ketidakmampuan untuk disesuaikan secara individual. Beberapa penelitian menunjukkan bahwa penggunaan AI dalam asesmen dapat meningkatkan akurasi, validitas, dan reliabilitas asesmen, mengurangi bias penilai manusia, memungkinkan asesmen adaptif, meningkatkan efisiensi waktu dan biaya, memberikan umpan balik yang lebih cepat dan tepat waktu, serta membantu dalam mengidentifikasi kebutuhan individu dan meningkatkan kualitas pembelajaran. Namun, penggunaan teknologi AI hanya dapat menjadi alat bantu, dan keputusan akhir tetap harus dilakukan oleh manusia. Oleh karena itu, penggunaan AI dalam asesmen memerlukan perhatian khusus dalam hal etika dan pengembangan kemampuan manusia dalam memahami dan memanfaatkan teknologi AI dengan bijak.Kata Kunci: Kecerdasan Buatan, Asesmen

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

This study aims to analyze the effectiveness of applying Artificial Intelligence (AI) in assessment gamification to improve student learning outcomes at SDN Kemayoran 2 Bangkalan. The research employed a quasi-experimental method with a nonequivalent control group design. The participants consisted of fourth-grade students divided into a control class and an experimental class. The instruments used included pretest and posttest assessments to measure students’ understanding before and after the intervention, as well as data analysis using an independent samples t-test, normality test, and N-Gain test. The study results indicated an increase in the average learning outcome scores for both the control group (81.68) and the experimental group (86.63), with the latter showing a significantly greater improvement. The independent samples t-test yielded a significance value of 0.00 (< 0.05), confirming data were accepted. Furthermore, the normality test indicated that the data were normally distributed, as the significance value was ≥ 0.05. Additionally, the N-Gain test yielded an average score of 0.80 (high improvement category) and an effectiveness percentage of 80.41% (highly effective category). Therefore, the study concludes that the application of Artificial Intelligence in assessment gamification is proven effective and has a substantial impact on improving student learning outcomes at SDN Kemayoran 2 Bangkalan. This research implies that AI-based educational technologies can serve as innovative alternatives to support the learning process in elementary schools.

There is emerging evidence which suggests the utility of artificial intelligence (AI) in the diagnostic assessment and pre-treatment evaluation of thyroid eye disease (TED). This scoping review aims to (1) identify the extent of the available evidence (2) provide an in-depth analysis of AI research methodology of the studies included in the review (3) Identify knowledge gaps pertaining to research in this area. This review was performed according to the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). We quantify the diagnostic accuracy of AI models in the field of TED assessment and appraise the quality of these studies using the modified QUADAS-2 tool. A total of 13 studies were included in this review. The most common AI models used in these studies are convolutional neural networks (CNN). The majority of the studies compared algorithm performance against healthcare professionals. The overall risk of bias and applicability using the modified Quality Assessment of Diagnostic Accuracy Studies 2 (QUADAS-2) tool led to most of the studies being classified as low risk, although higher deficiency was noted in the risk of bias in flow and timing. While the results of the review showed high diagnostic accuracy of the AI models in identifying features of TED relevant to disease assessment, deficiencies in study design causing study bias and compromising study applicability were noted. Moving forward, limitations and challenges inherent to machine learning should be addressed with improved standardized guidance around study design, reporting, and legislative framework.

The purpose of this work is the study of international experience and the substantiation of compliance with basic hygienic indicators when implementing atypical planning and construction solutions in new and existing institutions of general secondary education for the physical protection of participants in the educational process during the war in Ukraine. Materials and methods. Sanitary and hygienic, bibliometric and analytical methods were used in the work. Review. In Ukraine, in connection with the ongoing full-scale war and in order to protect students, there was an urgent need to solve the issue of protecting students, teachers and employees of the general institution of secondary education during the educational process, especially in those located in territories close to territories with active hostilities. The first special underground institution of general secondary education was opened in the city of Kharkiv – a bunker-type school, which corresponds to the current comprehensive policy of the Ministry of Education and Culture "School Offline". This institution of general secondary education is located in an underground space at a depth of 6 m. It is designed for a simultaneous capacity of 600 students of grades 1-11 (or 900 students in two shifts). The high cost of designing and building an underground institution of general secondary education limited its capacity, provision of a full set of functional groups of premises, including recreational, physical culture and sports, educational and production zones, provision of premises with natural lighting and insolation. For the implementation of this project, the architectural and planning and sanitary and hygienic standards have not been partially met, which may negatively affect the health of children and affect their quality of life in the future. In conditionally safe territories, it was proposed to arrange protected spaces in institutions of general secondary education, which also has a number of disadvantages and requires in-depth study. Conclusions. According to the results of the study of the international experience of extensive construction of underground institutions of general secondary education, none were found. However, the experience of building underground institutions of general secondary education with students staying during the school day is isolated, was carried out as an experiment and did not spread. The introduction of the latest constructive solutions (protected spaces) and the possibility of further expansion of the design and construction of underground institutions of general secondary education in Ukraine require careful study. Keywords. State regulation, world experience, institutions of general secondary education, bunker school, construction in underground space, educational protected spaces, children's safety.

This study focused on Ethical and Intellectual Considerations in the Deployment of Artificial Intelligence in Educational Assessment and Research among Social Studies Lecturers in Universities in south-south, Nigeria. Three research questions and 3 hypotheses guided the study. The study adopted a descriptive survey research design. The study comprised of 120 Social Studies lecturers in public federal and State universities in south-south, Nigeria. A structured questionnaire was used for data collection. Data were analyzed using descriptive statistics (mean and standard deviation) to summarize responses and t-test statistics to test the hypotheses. The findings revealed among others that there was significant difference in the level of awareness regarding the responsible and ethical use of AI technologies between Social Studies lecturers in Federal and State universities. The study concluded that although AI tools offer innovative prospects for educational advancement, there is a pressing need to enhance ethical awareness and address intellectual property challenges among Social Studies lecturers. It was recommended that universities and educational authorities should organize regular training workshops, develop clear ethical guidelines, and promote responsible use of AI tools in research and assessment

The methodological recommendations highlight the relevance of the issue of teachers using artificial intelligence services in teaching science and mathematics subjects in general secondary education institutions. The conceptual framework of the problem of teachers' use of artificial intelligence services is examined, and an analysis of domestic and international experiences in utilizing artificial intelligence services in teaching science and mathematics subjects in general secondary education institutions is conducted. The role of artificial intelligence in the professional development of teachers is defined, and the process of designing and using an open educational environment with artificial intelligence elements is described. A selection of artificial intelligence services for teaching science and mathematics subjects in general secondary education institutions is provided. The functions of Gemini as an alternative to ChatGPT in the educational process of general secondary education institutions are described, and specialized artificial intelligence services from the European Open Science Cloud for the professional development of science and mathematics teachers are selected. Practical recommendations for teachers on using artificial intelligence services in teaching science and mathematics subjects are also provided. The methodological recommendations can be implemented in general secondary education institutions, institutions of postgraduate pedagogical education, and higher education institutions. They can be used by teachers and researchers conducting studies focused on applying artificial intelligence services in teaching science and mathematics subjects in general secondary education institutions.

The article defines the peculiarities of managing transformation processes in general secondary education institutions during the period of modernization, transformation, positive changes and their continuous, stable, sustainable development. Our reflections are based on the fact that the management of transformation processes in general secondary education institutions is strategic and should be built in the plane of "Study globally – determine the scientific basis – act locally" and is complex and innovative in content. The strategic problem of transformation processes is the management of the spiritual positive energy of transformation and peace. That is why the management of transformation processes at school in modern conditions is viewed through the prism of strategic management and is carried out taking into account the need to ensure the development of participants in the educational process, subject to overcoming the negative consequences of a pandemic, war, environmental disaster, climate "records", crisis and the presence of educational losses, educational gaps, poor performance, illiteracy, knowledge gaps in students and the need to quickly involve internally displaced children and students in the educational process. Determining the features of the management of transformational processes in the field of education and general secondary education institutions is the highest level of the art of management and is provided by strategic thinking, strategic management and covers the theory and practice of training teaching staff, children, students, and parents to the acquisition by schoolchildren of high-quality scientific knowledge, mastery of a scientific worldview on the basis of harmonious development and education, as well as planning, forecasting and organizing the educational process, researching its regularities, developing and applying methods, options, methods, and forms of learning, studying, and self-education of students. It provides for a rational, competent arrangement of available pedagogical staff, effective use of the material and technical base, information resources, determination of strategic priorities, goals and tasks for class leaders, class teachers, teachers, librarians, heads of circles, sections, creative teams, heads of offices, as well as the use of innovative forms and methods of education, forming the sphere of cooperation with state management bodies, scientific institutions, methodical services, educational institutions, public organizations and professing the ideology of pedagogy of cooperation and mutual understanding between the participants of the educational process. Strategic management of transformational processes in institutions of general secondary education, especially in conditions of war, is closely related to educational policy in the country and stems from the needs of a free creative gifted individual, a social human society, a democratic state, an innovative economy of knowledge and the needs of defense, protection, guardianship, compliance with social guarantees. Legislation, normative legal acts set tasks for educational institutions, and the strategy ensures their fulfillment. The strategy of managing transformational processes in institutions of general secondary education depends on the level, state and pace of economic development and on the actual provision of necessary and sufficient funding, security, including social security, of all participants in the educational process. The strategy of managing transformational processes is, as a rule, the same for all schools and its recommendations, the main provisions should be mandatory for all institutions of general secondary education, regardless of status, type, subordination, location and form of ownership. With regard to tactics, strategic management plays a certain role and at the same time takes into account the powers, status and capabilities of the institution of general secondary education and should serve to realize the basic rights and freedoms of participants in the educational process, and the basic right to a spiritual, happy, safe, protected, joyful life in the plane of observance and fulfillment of the main spiritual laws – Love, Forgiveness and worldview and value categories and principles of Peace, Faith, Hope, unity, solidarity, commonwealth.

The presented paper analyzes the main components of the economic mechanism of development of general secondary education institutions and presents the main positive characteristics that can be obtained from its implementation. The purpose of the presented work is to consider the main components of the economic mechanism of regulation of general secondary education institutions and to determine the main components of their development.
 The development of general secondary education institutions is an important component of social development, as it provides opportunities for the younger generation to receive quality education. It was determined that the development of institutions of general secondary education includes the following components: improvement of the quality of education, development of institutions of general secondary education involves providing equal learning opportunities for all students, development of infrastructure, innovative approaches, development of partnership and cooperation, support of teachers and staff.
 The development of general secondary education institutions is an important component of social development, as it provides training and development of the younger generation. Implementation of the described aspects contributes to improving the quality of education, expanding access to education, developing infrastructure, implementing innovative approaches, developing partnerships and supporting teachers and staff.
 The economic mechanism for regulating the activities of institutions of general secondary education includes a set of measures and tools aimed at ensuring the effective functioning of these institutions and achieving the set goals. Development and implementation of the budget of general secondary education institutions is an important element of the economic mechanism. This includes planning of income and expenses, analysis of financial activities, control over the implementation of budget indicators and effective use of funds.
 The use of economic tools to stimulate efficiency in the work of institutions of general secondary education is an important aspect of the regulatory mechanism. This may include the establishment of performance indicators, a system of incentives for teachers and staff, as well as performance evaluation and analysis of indicators of the quality of education.
 The conclusions show that the effective use of the economic mechanism of regulation is an important aspect of the development of the institution of general secondary education. This contributes to improving the quality of education, attracting new students and supporting the development of the institution.

The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК "Summary report of general secondary education institutions", № 83-RVК "Report on the number and structure of teaching staff in the general secondary education institutions", summary table № D-5 "Data on educational profiles in general secondary education institutions (without special general secondary education institutions)" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.

The relevance of the study is predetermined by insufficient development of the problem of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China and the significance of the use of educationally valuable Chinese experience in music education in Ukrainian educational practice. The aim of the study is to reveal the tendencies and prospects for schoolchildren’s music education in general secondary education institutions in the People’s Republic of China. Various methods have been used to carry out this research, namely: general scientific (analysis, synthesis, systematization, generalization, comparison, classification), historical, empirical and prognostic methods. The general tendencies of development of music education in general secondary education institutions in the People’s Republic of China in historical, content and organizational-methodical aspects have been revealed. The general trends of development of music education in general secondary education institutions in Ukraine and the People’s Republic of China have been determined. They are the progressiveness of the general strategy of music education, its focus on the development of spirituality of the nation, democratization of educational process, openness to the world and European experience, constant modernization of the content of education, forms and methods of mastering it, improvement of the conditions of educational process, increased attention to Music teachers’ professional training. The prospects for development of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China have been specified. They are the intensification of scientific research and intensifying the implementation of innovations into the practice of music education, the creation of a national concept of general music education taking into consideration the progressive world experience and national cultural traditions, development of curricula of general secondary music education taking into account the specificity and opportunities in the region, the combination of tradition and innovation in music pedagogy. The directions of the use of Chinese experience in modern schools in Ukraine have been determined. They are the development of a concept of schoolchildren’s music education taking into account the realities and prospects for the development of national education, universal and national cultural traditions, children’s assimilation of the most important values by means of musical art, providing pedagogically appropriate organization and improving the conditions of children’s music education, increasing the requirements for Music teachers’ professionalism

The article is devoted to the topical issue of education management as an internal audit of the school and the technology of its implementation. Since the concept of "audit" appeared in the field of education in Ukraine recently, and tools to assess the educational activities of an educational institution is not enough, this issue requires careful study. The aim of the work is to theoretically justify the importance and organizational principles of internal audit as a tool for managing the quality of education, as well as to propose the use of factor-criteria model for such an assessment. In accordance with the goal, the following research methods were used: a) theoretical: analysis and systematization of philosophical, pedagogical, psychological and educational management literature to define organizational and pedagogical principles of quality of education and educational activities and conceptual and categorical apparatus of the study; modeling to develop a factor-criteria model as a technology for evaluating educational activities of general secondary education; content-analysis of legislative, regulatory and methodological documentation to clarify the parameters, factors, and criteria for evaluating educational activities; b) empirical: observations, questionnaires, interviews, the method of expert evaluations to assess the educational activities of institutions of general secondary education. The paper analyzes the scientific and pedagogical literature on the problem under study, which found that the problem of quality education for many centuries has been the subject of scientific discussions and searches of scientists: philosophers, economists, sociologists, educators. The study emphasizes that for a successful educational institution capable of providing a high level of quality education, it is essential to use tools and methods of quality assessment with clearly defined criteria, conducting an annual internal audit of its activities, which is seen as a process of data collection. Value/originality. The necessity and importance of internal audit of school activities were determined; internal audit tools using qualimetric approach to educational activities in institutions of general secondary education were developed; understanding of the main evaluation parameters (parameters of the educational environment, parameters of assessment of teaching activities, parameters of assessment of student activities, parameters of assessment of management processes) was enhanced. The technology of tools for quantitative measurement of the quality of education in institutions of general secondary education has been further developed. Practical implementation. Managers of institutions of general secondary education will be able to understand the importance and feasibility of internal assessment of the quality of education and use the factor-criteria model of the annual internal audit to ensure the continuous development of institutions of general secondary education and improve the level of educational services.

The article analyzes the management and organizational-pedagogical foundations of the introduction of blended learning in an institution of general secondary education. A management model of a general secondary education institution in the context of the implementation of mixed education has been built. The proposed management model of a general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The organization of mixed education in institutions of general secondary education is gaining special relevance in extraordinary conditions, in particular a global pandemic, martial law in Ukraine [1]. The purpose and task of managing a general secondary education institution in the context of the implementation of mixed education is outlined. The management organization system of an educational institution, as a social phenomenon, is considered in several aspects: the study of the management conditions of a general secondary education institution in the conditions of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determination of the level of management efficiency of a general secondary education institution in the context of the implementation of mixed education.

The aim of the study is to build a model for the introduction of STEM education in institutions of general secondary education, to demonstrate the experience of using ICT in STEM education. Research objectives: to determine the role and place of information and communication technologies in the model of introduction of STEM education in general secondary education institutions for the formation of key competencies; to find innovative solutions to create conditions that will promote the interest of student youth in the choice of STEM professions. Object of research: the model of the introduction of STEM education in institutions of general secondary education Subject of research: information and communication technologies in the model of introduction of STEM education in institutions of general secondary education as a component of the school educational environment. Analysis of scientific publications makes it possible to determine the role and place of ICT in the model of introduction of STEM education in general secondary education institutions. The presented experience of the systemic implementation of STEM education in general secondary education institutions allows the formation of professional competencies of teachers in the field of STEM education and can be useful in their professional activities. The study shows that the systemic implementation of STEM technologies in the educational process increases the effectiveness of training, the level of motivation of participants in the educational process and the quality of knowledge in the subjects of the natural science cycle, and also contributes to the formation of key competencies of students.

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.