TECHNOLOGY FOR DEVELOPING TESTOLOGICAL COMPETENCE IN PROSPECTIVE TEACHERS BASED ON DIGITAL ASSESSMENT TOOLS

Abstract

This article provides a theoretical and practical analysis of the development of testological competence among prospective teachers within a digital educational environment. In the modern education system, the digitalization of assessment processes and the need to ensure the objectivity and reliability of learning outcomes require testological competence to be considered an essential component of professional pedagogical activity. The purpose of the study is to develop a technology for fostering testological competence among prospective teachers based on digital assessment tools and to substantiate its pedagogical effectiveness. The article examines the content and structural components of testological competence and analyzes the pedagogical potential of digital assessment tools (Learning Management Systems, Google Forms, and online testing platforms). The research is grounded in systemic, competence-based, and reflective approaches. Particular attention is paid to the role of digital technologies in ensuring the validity and reliability of test items. The findings demonstrate that technology based on digital assessment tools contributes to the development of testological competence among prospective teachers, reduces subjectivity in assessment processes, and enhances the overall quality of education. The conclusions offer practical recommendations for the systematic integration of digital technologies into the process of developing testological competence in teacher education institutions.