PEDAGOGICAL FOUNDATIONS OF HIDDEN ASSESSMENT OF IT COPETENCIES THROUGH GAMIFICATION"

This article explores the pedagogical foundations of stealth assessment based on gamification as an innovative approach to evaluating IT competencies in modern education systems. The study analyzes the limitations of traditional assessment formats and the need to diagnose students’ digital skills in a neutral and authentic environment. The authors argue that the integration of gamification into the educational process enables the observation of students’ real behaviors and decision-making strategies, thereby justifying three fundamental scientific pillars of stealth assessment: game theory, the IT competency framework outlined in DigComp 2.2, and latent measurement systems that support automated analysis of assessment actions. The article also proposes the components and algorithmic stages of a gamified model for stealth assessment of IT competencies. Furthermore, it outlines the pedagogical principles of assessment, its three-tiered structure (pedagogical, technological, and evaluative-analytical), as well as the model’s advantages, limitations, and potential directions for improvement. This model not only enhances student motivation but also enables objective evaluation of their actual skills in digital environments. The findings of the study may serve as a foundation for developing effective, adaptive, and fair assessment systems in educational contexts. Keywords: IT competency, gamification, stealth assessment, DigComp 2.2, digital competence, educational diagnostics.