Abstract
Progress control is an essential component of the educational process in universities. Assessment influences students’ motivation and learning strategies, as well as curriculum development. Errors in assessment cause distortions in the feedback of the student-teacher system and lead to a decrease in the effectiveness of teaching. The paper examines the influence of the accuracy and reliability of academic performance assessment on the effectiveness of learning at the university. The methodological basis of the study was the methods of conceptual modeling, analysis of scientific publications and generalized practical experience. A conceptual model of the impact of grades on students’ learning has been proposed and researched. It is shown that with a positive systematic shift in the average teacher error, the quality of learning decreases. The impact of inaccurate assessments on students’ motivation is also considered. Ways to increase the objectivity of academic performance assessment are proposed: formalization of grading criteria, a grade-rating system, the use of standard test programs and collegiate assessment methods. It is anticipated that future research in this area will focus on innovative assessment methods, the impact of technology on assessment accuracy, and the role of collegiate and self-assessment in improving reliability.
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