UDC 378.146

Demidion A.P.¹ (Moscow, Russian Federation) – demidion.tema@yandex.ru; Tantsyura S.Yu.¹ (Moscow, Russian Federation) – snegana_tsu@mail.ru

¹Russian New University

Abstract. This article examines the problem of assessing professional competencies of students in engineering fields of study. The research problem lies in the contradiction between the requirements for the practical readiness of technical university graduates and the limited diagnostic capabilities of traditional forms of assessment, which are primarily focused on testing theoretical knowledge. The aim of this study is to analyze domestic and foreign approaches to assessing professional competencies of engineering students, to identify their specific features, and to determine promising directions for the development of assessment tools. The authors identify and characterize the main groups of assessment approaches: mathematical-statistical, project-activity, reflective-evaluative, and digital intelligent systems. Their didactic advantages and limitations in relation to the multicomponent structure of engineering competence are revealed. Specific features of methodological emphases within domestic and foreign approaches to diagnosing professional competencies are determined. The research methodology is based on a theoretical analysis of scientific and methodological literature, methods of comparative analysis, synthesis, and generalization of empirical research results presented in domestic and foreign publications. The scope of application of the obtained results covers the activities of technical university teachers in designing assessment tool funds and developing competency diagnostic methods. The novelty of the study lies in the systematization of modern assessment practices and the substantiation of promising directions for the development of assessment tool funds in technical universities. The findings confirm the expediency of developing industry-specific assessment tools and reflective practices to increase the objectivity and validity of control. Promising directions for improving assessment tools are substantiated, including a combination of automated analysis of a student’s digital footprint with expert evaluation of complex engineering tasks, the development of industry-specific unified assessment scales, and the advancement of reflective practices.

Keywords: professional competencies, engineering education, assessment tools, competency-based approach, competency assessment, intelligent assessment systems, project-based assessment methods.

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For citation: Demidion, A. P., & Tantsyura, S. Yu. (2026). Domestic and foreign approaches to assessing professional competencies of engineering students. CITISE, 2, 432–447.