Globalization of all spheres of activity of educational systems determines the need to create simple and accessible tools for monitoring and evaluating the quality of objects and resources. In particular, due to the need to intensify the processes of digital transformation of education, it is important to assess the quality of digital educational environments (DEE). The aim of the work is to substantiate the approach and describe the procedure for monitoring of DEE of educational institutions based on the available cloud services, providing convenient collection, accumulation, and processing of statistical and monitoring indicators.The projective criterial model of the system of assessment and monitoring of the quality of DEE, which is based on the results of self-assessment of the educational organization and external expert evaluation, was adopted. The main feature of the model is the participation of organizations and external experts in the process of designing criterion rubrics, conducting and analyzing the results of monitoring. Yandex Forms service is used for self-assessment of DEE and expert evaluation of the educational organization website which allows converting of the collected data into spreadsheets. By combining the data and their statistical processing it is possible to obtain indicators for different slices and ratings, to conduct a summary clustering of the DEE of the studied organizations by three levels: low, average, and high.The proposed model was implemented in the assessment of DEE practices of supplementary education for children. To determine the quantitative and qualitative indicators of the DLE and the official sites of additional education organizations we created questionnaires in Yandex Forms filled in by the representatives of the studied organizations. Pilot testing showed that the collection, processing, and delivery of monitoring data to users was technologically simple and easy.The projective criterial model for assessing the quality of the DEE of supplementary education organizations can be used for many other studies related to criterion-based assessment activities.

Problem statement. Modern cognitive technologies make it possible to create visual and intelligent means of monitoring and assessing the quality of objects and resources. It is of interest to carry out such procedures from the perspective of the “Transparent box” model, which can provide high interactivity and visualization of monitoring data for analysis and making management decisions on the development of digital educational environments of institutions. The purpose of the work is to substantiate the “Transparent box” model for visualizing the procedure for monitoring the digital educational environment of educational institutions based on an object-structural map containing its structural and functional components with a topological set of statistical and monitoring indicators. The purpose of the work is to substantiate the “Transparent box” model to visualize the procedure for monitoring the digital educational environment of educational institutions based on an object-structural map containing its structural and functional components with a topological set of statistical and monitoring indicators. Methodology. The “Transparent box” model for educational resources provides for the construction of their object-structural map of all components. To create an object-structural map of the digital educational environment, it is convenient to use an object-oriented approach. At the same time, the components of the environment (objects) and their relationships should be structured hierarchically from top to bottom or from bottom to top. The topological object-oriented structure of the digital educational environment with target components in the form of an object-structural map represents the framework of the “Transparent box” model. Functional properties and information flows between objects play great importance in the object-structural map. They form the mechanisms that determine the effectiveness of achieving environmental targets. Objects and their connections are endowed with criteria indicators, which are assessed by experts. The overlay of a heat map on the object-structural map, the color of its components corresponding to expert assessments, determines a visualized picture of the state of the environment in general and its individual sections in particular. The main feature of the model is its topological interactivity, which allows one to display evaluation and monitoring indicators of the environment for analysis and making management decisions on the development of the digital educational environment. Results. An innovative “Transparent box” model is proposed in the form of an object-structural map of the digital educational environment of educational institutions for conducting assessment and monitoring procedures. The use of an object-oriented approach to develop an object-structural map is justified. The collection, accumulation and processing of data to monitor the development of the institution’s digital educational environment is carried out in traditional ways, for example, using Yandex forms, which are filled out by representatives of the organization under study. For the practical implementation of the proposed model, it is advisable to create a special web application that visualizes the process of monitoring the digital educational environment and provides users with a convenient interface for analysis and making management decisions on the further development of the environment. Conclusion. The “Transparent box” model is substantiated for visualizing the procedure for monitoring the digital educational environment of educational institutions based on an object-structural map containing its structural and functional components with a topological set of statistical and monitoring indicators. The proposed model provides high interactivity and visualization of monitoring data for analysis and management decisions on the development of digital educational environments of educational institutions.