The article presents a regulatory, theoretical and organisational analysis of the national model of summative assessment emerging in the system of general secondary education. Drawing on the theory of formative and summative assessment developed in the works of M. Scriven, B. Bloom, P. Black and D. Wiliam, and W. Harlen, as well as on the World Bank classification of student assessment systems as the core methodology, the author substantiates a four-level structure of the national model comprising the regulatory, structural, content-technological and information-analytical levels. The components of the model – formative assessment, unit summative assessment (BSB) and term summative assessment (CHSB) – are summarised in a table indicating their purpose, administration procedure and weight in the term score. The phased expansion of the new system from 500 to more than 5,000 schools in 2023–2026 is analysed, and the tensions associated with the high weight of the summative component, the comparability of results and teachers’ assessment literacy are identified. The findings contribute to improving assessment policy and education quality monitoring in general secondary education.
The National Model of Summative Assessment in General Secondary Education: Regulatory Framework, Structure and Phased Implementation
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