ԲԱՐՁՐԱԳՈՒՅՆ ԲԺՇԿԱԿԱՆ ԿՐԹՈՒԹՅԱՆ ՀԱՄԱԿԱՐԳՈՒՄ ԳՆԱՀԱՏՈՒՄԸ ՈՐՊԵՍ ՈՒՍՈՒՄՆԱԿԱՆ ԳՈՐԾԸՆԹԱՑԻ ԿԱՐԵՎՈՐ ԲԱՂԱԴՐԻՉ. ԳՆԱՀԱՏՄԱՆ ՀԱՄԱԿԱՐԳԻ ԷՎՈԼՅՈՒՑԻԱՆ ԵՊԲՀ-ՈՒՄ

<jats:p>In the context of intensive competition in the global market for educational services in the healthcare sector, the continuous methodological and organizational improvement of the academic process in medical universities is of foremost importance. Assessment is a key component of the teaching-learning-assessment triad of the educational process. By applying appropriate assessment methodologies, it is possible to identify and verify the achievement of learning outcomes resulting from teaching and learning, as well as alignment of the actual achieved outcomes with the intended ones. This article explores the modern types, forms, methods, and approaches of assessment applied in higher medical education. It highlights recent trends in assessment and discusses the evolution and modernization prospects of the assessment system at Yerevan State Medical University after M. Heratsi. The article presents specific features of assessing different levels of Bloom’s Taxonomy of Cognitive Domains and Miller’s hierarchical model of clinical competence. It clarifies the methodological rationale for a multicomponent assessment system. Key principles for good assessment practice in higher education have been developed. A common acceptance of these principles by internal and external stakeholders is essential for ensuring the quality of assessment. To enhance assessment as a core component of the educational process and to ensure its further advancement, additional investments, faculty training, and organizational-legal solutions will be required.</jats:p>