Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.

The topicality of the problem lies in growing tension between the increasing attention to creativity and creative activities and the “neutral” attitude to the problems of developing support mechanisms. The purpose of the article is to justify the need for state support of mass culture and the...

ИНКЛЮЗИЯ КАК ЦЕННОСТНОЕ ЯДРО ФИЛОСОФИИ ГУМАНИЗМА

The article focuses on the comprehension of topical issues of the inclusion formation as a universal of modern culture. The work demonstrates the need to overcome the narrowness of the entrenched understanding of in-clusion as the practice of overcoming discrimination against people with health deficits. A wide range of inclu-sive initiatives has been identified, revealing the potential of inclusion as a universal culture in various spheres of society. The current interpretation of inclusive development and the principles of its implementation are pre-sented. It reveals a wide corridor of opportunities for the implementation of inclusive initiatives on the example of the unions of countries that are key partners of modern Russia – BRICS, EAEU. The specifics of the repre-sentation of inclusive transformations in modern Russian practice are revealed, their anthroposocio-cultural nature is indicated. The main value of the phenomenon under study is formulated, including the desire of an individual to be part of an inclusive community, to understand and accept the Other. The importance of inclu-sion in the social life of all members of the community, overcoming persistent discriminatory practices, is ana-lyzed. The necessity of actualization of the correlation of human freedom and responsibility, implemented through the institution of individual rights and responsibilities in the context of the deployment of inclusive initia-tives, is revealed.