ԲԱՐՁՐԱԳՈՒՅՆ ԲԺՇԿԱԿԱՆ ԿՐԹՈՒԹՅԱՆ ՀԱՄԱԿԱՐԳՈՒՄ ՈՒՍԱՆՈՂՆԵՐԻ ԳՆԱՀԱՏՄԱՆ ՈՐԱԿԻ ԱՊԱՀՈՎՈՒՄԸ

<jats:p>Driven by the imperative to comply with the international standards and uphold the principles of educational quality assurance, continuous methodological and organizational improvement of the academic process in medical universities is essential. Such improvement enhances the competitiveness of both the University and its graduates. A central focus in academic programs is the clear definition of learning outcomes and the appropriate selection of assessment methods and types, as assessment is a core component of the educational process. The article aims to analyze modern approaches to assessment, explore national and international standards through the lens of quality assurance in medical education, identify global assessment trends, and outline the core principles of the assessment policy being developed at Yerevan State Medical University after M. Heratsi (YSMU). The study draws on English and Armenian language publications available online, including articles, conference proceedings, guidelines, standards, qualification frameworks, and national and institutional legal acts. Assessment is defined as a process of verifying student performance through assignments. It serves to mesure quality and promote learning by applying academic standards. Contemporary medical education views assessment as a driving force for learning, shifting the paradigm from “assessment of learning” to “assessment for learning.” The article reviews various modern assessment methods in medical education, such as Multiple Choice Questions (MCQs), Objective Structured Clinical/Practical Examinations (OSCE/OSPE), Mini-Clinical Evaluation Exercise (Mini-CEX), and 360-degree assessment, emphasizing that only a multi-component system can evaluate all aspects of professional competence (Miller’s pyramid). The paper discusses criterion-referenced (absolute) and norm-referenced (relative) assessment methodologies. World Federation for Medical Education (WFME) Basic Medical Education Quality Standards for assessment highlights the need for an assessment policy, a centralized system, assessment that supports learning (through feedback), and quality control mechanisms. The article discusses the standardization and accreditation of higher medical education and notes the gradual transition towards “assessment as learning” paradigm. It concludes by formulating principles of proper assessment, stressing its multi-dimensional, integrated, and outcome-based nature, its role in promoting mutual trust, and its function as an integral part of the institutional quality assurance system. The lack of a mandatory national assessment tool in Armenia is noted. YSMU is developing a new comprehensive assessment system based on the general principles of institutional policy, which includes: mandatory outcome-based assessment (absolute methodology); multi-component assessment for all courses; a clearly defined share (50%) for the summative component in the final grade; mandatory assessment of practical/clinical skills and competences; and a system of continuous feedback and periodic review of the assessment process. Thus, an outcome-based approach within a multi-component assessment system, the application of diverse methods, provision of feedback, and comprehensive analysis of results can significantly enhance overall educational effectiveness. Furthermore, state-level clarification of assessment requirements and the standardization of final examinations of medical graduates will improve the quality of medical education nationally.</jats:p>