DIGITAL ASSESSMENT TOOLS: TAXONOMY, PEDAGOGICAL FEATURES, AND THE PARADOX OF ALGORITHMIC FAIRNESS
Ключевые слова:
Digital Assessment, HEMIS, Moodle, Pedagogy, Uzbekistan Higher Education, Credit-Module System, Student Motivation.Аннотация
The rapid digitalization of higher education has transformed assessment from a terminal evaluation into a continuous pedagogical instrument. This article investigates the taxonomy of digital tools, focusing on the integration of the HEMIS and Moodle platforms within the Republic of Uzbekistan. Through a comparative analysis with global platforms like Canvas and Estonia’s e-School system, the study explores how digital tools facilitate immediate feedback loops and academic transparency. Crucially, the paper addresses the "Fairness Paradox," arguing that automated randomization often disrupts student motivation and GPA stability. The study concludes with a call for "Empathetic Digitalization"—a hybrid model that balances algorithmic efficiency with human-centric pedagogical judgment.
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