A Model of a unified electronic platform for the internal and external educational assessment as a social project in Kazakhstan: a modern socio-technical perspective

Economic Annals-XXI: Volume 210, Issue (7-8), Pages: 43-55

Citation information
Tynybayeva, M., Bulatbayeva, K., Zhumazhanova, S., Baitayeva, G., & Burakanova, G. (2024). A Model of a unified electronic platform for the internal and external educational assessment as a social project in Kazakhstan: a modern socio-technical perspective. Economic Annals-XXI, 210(7-8), 43-55. doi: https://doi.org/10.21003/ea.V210-06

Madina Tynybayeva
PhD (Education),
President,
Chief Researcher,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
tynmadred@gmail.com;
madina.tynybayeva@uba.edu.kz
ORCID ID: https://orcid.org/0000-0003-4796-6817

Kulzhanat Bulatbayeva
D.Sc. (Pedagogy),
Chief Researcher,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
kulzhanat.bulatbayeva@mail.ru
ORCID ID: https://orcid.org/0000-0002-7288-8120

Saniya Zhumazhanova
MA (Humanities),
Director,
Center for Pedagogical Qualimetry
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
s.zhumazhanova@uba.edu.kz
ORCID ID: https://orcid.org/0000-0003-1965-8569

Gulnara Baitayeva
PhD (Economics),
Associate Professor,
Associate Professor of the Higher School of Law and Economics;
Ilyas Zhansugurov Zhetysu University
187А Zhansugurov Str., Taldykorgan, 040009, Republic of Kazakhstan
Baytaeva@mail.ru
ORCID ID: https://orcid.org/0009-0001-2667-9950

Galiya Burakanova
D.Sc. (Social Sciences),
Professor,
L. N. Gumilyov Eurasian National University
2 Satpayev Str., Astana, 010008, Republic of Kazakhstan
galiyab@mail.ru
ORCID ID: https://orcid.org/0000-0002-1168-3842

A Model of a unified electronic platform for the internal and external educational assessment as a social project in Kazakhstan: a modern socio-technical perspective

Abstract. 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.

Keywords: Education; Assessment; Platform; Digitalization; Transformation; Kazakhstan; Unified Evaluation; Educational Technology; Quality; Engagement; Institutional Culture

JEL Classification: I21; I28; O33; D83; H52

Acknowledgements and Funding: This article was completed as a part of the program-targeted financing of the scientific and technical program BR21882300 «Conceptual foundations of the national integrated assessment system» (2023-2025, Altynsarin National Academy of Education).

Contribution: The authors contributed equally to this work.

Data Availability Statement: The dataset is available from the authors upon request.

DOI: https://doi.org/10.21003/ea.V210-06

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Received 22.04.2024
Received in revised form 15.05.2024
Accepted 25.05.2024
Available online 27.08.2024