Case technologies as a means of assessing the skills of students in China and Russia
- DOI
- 10.5922/vestnikpsy-2025-1-10
- Pages
- 114—122
Abstract
Modern society and the surrounding reality are rapidly evolving, which also affects the technologies being integrated into nearly every aspect of human life. These trends result in the continuous and rapid changes in the content of the knowledge acquired and used. This creates the need to apply relevant tools for assessing students’ skills that meet the demands of societal expectations. The novelty of the research lies in the lack of studies conducting a comparative analysis of diagnostic tools aimed at evaluating the learning outcomes of Chinese and Russian students, used in both countries. The purpose of the study is to examine the experience of using and integrating case-based technologies to assess students’ skills in the higher education systems of these nations. It is shown that the assessment of university students’ skills using integrated interactive technologies and other materials is becoming mainstream in the innovative development of control and self-monitoring tools. It is necessary to assess not only the development of cognitive skills such as thinking, working memory, and induction, but also cognitive and behavioral patterns in students, such as the ability to work with information and computer technologies. The study concludes that computer-based case methods currently used for evaluating the knowledge of university students are capable of diagnosing proficiency in mathematical, linguistic, and natural science subjects, as well as decision-making skills. However, the assessment of communication skills and their operational components remains problematic, which could be addressed by using virtual voice assistants such as “Alice,” “Siri,” “Marusya,” and other dialogue systems.