Abstract
<jats:p>In the context of the digital transformation of higher education and the expansion of the use of digital tools, there is a need to rethink the mechanisms for monitoring and evaluating students’ educational outcomes. The aim of the study is to provide a theoretical, methodological, and experimental justification for the organizational and pedagogical conditions for conducting interim assessment of students amidst the development of artificial intelligence technologies (AI-based technologies). The paper examines the problem of organizing interim assessment in higher education institutions under the widespread adoption of AI-based technologies. Changes in the functions of assessment within the digital educational environment are analyzed, and risks associated with the unreliability of diagnostic results due to the uncontrolled use of AI tools are identified. Based on an analysis of scientific research and teaching practices, a set of organizational and pedagogical conditions is developed to improve the objectivity and reliability of interim assessment results. The novelty of the research lies in the development of a system of organizational and pedagogical conditions for conducting interim assessment in higher education under regulated use of AI-based technologies, as well as in substantiating the transition from a prohibitive control model to a model of pedagogically managed integration of AI into assessment procedures. The results of the study demonstrate that the provision of regulatory-methodological, didactic, technological, psychological-pedagogical, and organizational conditions contributes to an increase in the proportion of independently completed tasks by students and enhances the reliability of interim assessment outcomes.</jats:p>