Аннотации:
Introduction: This study investigates the development and implementation of unified electronic
assessment platforms in Kazakhstan’s educational system, addressing critical gaps between internal
institutional evaluation processes and external quality assurance requirements. The research examines
how these platforms function as social projects that transform educational relationships and assessment
practices beyond their technological functions, focusing specifically on implementation dynamics across
Kazakhstan’s diverse educational contexts between 2021-2023.
Methods: A sequential explanatory mixed-methods approach was employed, combining quantitative survey
among 2,794 respondents with qualitative case studies across 24 educational institutions from diverse
geographical regions. Analysis techniques included structural equation modeling, multivariate analysis of
variance, hierarchical regression, and thematic analysis of qualitative data.
Results: The unified platform reduced administrative workload by 42%, improved assessment consistency
by 37%, and increased data accessibility by 86%. Urban-rural infrastructure disparities were substantial,
while leadership commitment emerged as the strongest implementation predictor. Structural equation
modeling identified four critical implementation components: technological infrastructure optimization,
stakeholder engagement, quality assurance mechanisms, and regulatory alignment.Discussion: The findings demonstrate that unified assessment platforms function as transformative social
projects rather than merely technological implementations. Implementation success varied significantly
across institutional contexts, highlighting the importance of context-sensitive approaches. The correlation
between assessment practices and educational outcomes strengthened dramatically following platform
implementation, while rural institutions reported higher educational equity impacts despite implementation
challenges.
Novelty: This research introduces an integrated socio-technical perspective on educational assessment
platforms, conceptualizing them as social projects that reconfigure educational relationships and
assessment cultures. The study develops a comprehensive implementation framework specifically calibrated
to Kazakhstan’s educational context, advancing theoretical understanding of assessment digitalization in
transitional educational systems.
