Критерії Та Показники Електронного Оцінювання Професійної Діяльності Педагогічних Працівників Закладів Загальної Середньої Освіти

The relevance of the study is driven by the inadequacy of traditional teacher assessment methods in addressing the challenges of digital transformation in education. It is substantiated that the existing certification system is subjective, bureaucratic, and fails to reflect the specific nature of teachers’ professional activities in the modern digital environment. This necessitates the development of a new, scientifically grounded model of electronic assessment capable of ensuring objective and evidence-based analysis. Purpose: To develop and scientifically substantiate a system of criteria and indicators for electronic assessment of the professional activity of teaching staff in general secondary education institutions. Methods: analysis – to critically examine official documents and scholarly sources on pedagogical assessment theory and digital transformation in education, forming the conceptual foundation of the study; synthesis – to integrate pedagogical, managerial, and technological aspects into the electronic assessment framework; modeling – to design a model of criteria and indicators that reflects the interaction of key components and describes the mechanisms of its functioning; generalization – to formulate comprehensive conclusions. Results: A scientifically substantiated model of electronic assessment of teachers’ professional activity has been developed, comprising four integral components: normative-target, criteria-indicator, instrumental-technological, and result-analytical. The core of the model is a system of criteria aligned with the labor functions defined in the Professional Standard for Teachers, along with corresponding measurable digital indicators. These indicators enable the collection and analysis of verifiable data (“digital footprints”) from educational information systems (LMS, e-portfolios, e-journals, online survey results), transforming the assessment process into an objective and evidence-based procedure. Conclusions: The implementation of the proposed model facilitates a shift from formal control to objective, multifaceted analysis based on the principles of evidence, transparency, multidimensionality (360-degree approach), and developmental orientation. The primary goal of such assessment is not control, but the provision of high-quality, substantiated feedback to the teacher, which stimulates professional reflection and serves as a foundation for designing an individual trajectory of continuous professional development, thereby turning assessment into an effective tool for managing education quality.