vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2025-34-4-118-143vovr-5509Research ArticleСтатьиИнструменты оценки групповой и командной работы студентов в высшем образовании: систематический обзор литературыAssessment Tools for Students’ Group and Teamwork in Higher Education: A Systematic Literature Reviewhttps://orcid.org/0009-0007-8712-6018КутузовА. И.KutuzovA. I.

Кутузов Антон Игоревич – аспирант

Anton I. Kutuzov – PhD Student

aikutuzov@hse.ruhttps://orcid.org/0000-0002-3553-2272БогдановаА. В.BogdanovaA. V.

Богданова Анна Владимировна – канд. пед. наук, начальник отдела технологий онлайн-образования

Anna V. Bogdanova – PhD (Pedagogical Sciences), Head of Online Education Technologies Department

a.bogdanova@tltsu.ruИнститут образования; Национальный исследовательский университет «Высшая школа экономики»РоссияInstitute of Education; National Research University Higher School of EconomicsRussian FederationТольяттинский государственный университет,РоссияTogliatti State UniversityRussian Federation202515052025344118143Copyright © Кутузов А.И., Богданова А.В., 20252025Кутузов А.И., Богданова А.В.Kutuzov A.I., Bogdanova A.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5509

Работа в команде является неотъемлемой частью профессиональной деятельности, а навыки сотрудничества необходимы студентам для успешного трудоустройства. Задача высшего образования – повышение конкурентоспособности выпускников на рынке труда посредством разработки образовательных программ, направленных на развитие навыков командной работы. Прогресс этих навыков можно наблюдать только при наличии надёжного метода измерения. Поэтому инструменты оценки развития командных навыков у студентов играют важную роль в высшем образовании. Обзор раскрывает ключевые проблемы и противоречия в оценке групповой и командной работы в высшем образовании. Анализируя традиционные методы (экспертное оценивание, взаимооценку, нормализованные подходы), исследование демонстрирует их возможную уязвимость к субъективности, когнитивным искажениям и социальным факторам. В то же время автоматизированные алгоритмы, анализ цифровых следов и мультимодальная учебная аналитика имеют высокий потенциал для фиксации реального вклада студентов и динамики их взаимодействия. Однако эти технологии пока слабо изучены и представлены в научной литературе о групповой и командной работе, их восприятие студентами остаётся неоднозначным. Один из ключевых выводов исследования: большинство существующих подходов оценивают только конечный результат, игнорируя процесс формирования командных навыков и изменение ролей участников во времени, и это ограничение приводит к несправедливому распределению оценок и снижению мотивации студентов. Работа подчёркивает необходимость перехода к гибридным моделям оценивания, объединяющим количественные цифровые данные с качественной педагогической экспертизой. Представленные выводы основаны на анализе 43 эмпирических исследований и показывают, что будущее командной оценки лежит в интеграции цифровых технологий, способных отслеживать взаимодействие студентов в реальном времени, выявлять закономерности сотрудничества и обеспечивать справедливое распределение оценок.

Teamwork is an essential part of professional life and cooperation skills are necessary for students for successful employment. The main task of higher education is to increase the competitiveness of graduates in the job market by creating educational programs aimed at teamwork skills development. A reliable measurement method is needed to observe progress of these skills. That is why assessment tools for students’ teamwork development play an important role in higher education. The review reveals key issues and contradictions in the assessment of group and team work in higher education. By analyzing traditional methods (expert assessment, peer assessment, normalized approaches) the study demonstrates their possible vulnerability to subjectivity, cognitive biases and social factors. Meanwhile automated algorithms, digital trace analysis and multimodal learning analytics have high potential to capture students’ real contributions and the dynamics of their interactions. However, these technologies are still poorly understood and represented in the scientific literature on group and teamwork and their perception by students remains ambiguous. One of the key findings of the study is that most existing approaches evaluate only the final result, ignoring the process of developing team skills and the changing roles of participants over time, and this limitation leads to unfair distribution of grades and decreased student motivation. The paperwork emphasizes the need to move to hybrid assessment models that combine quantitative digital data with high-quality pedagogical expertise. The presented findings are based on an analysis of 43 empirical studies and show that the future of team assessment lies in the integration of digital technologies that can keep a close watch on student interactions in real time, identify patterns of collaboration and ensure fair grade distribution.

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The authors declare that there are no conflicts of interest present.