THEORETICAL FOUNDATIONS AND METHODOLOGY OF ASSESSING KNOWLEDGE AND SKILLS IN GENERAL EDUCATION

This paper provides an in-depth exploration of the theoretical foundations and methodological approaches involved in assessing knowledge and skills in general education. The evolution of assessment practices from behaviorist testing traditions to constructivist and socio-cultural models has significantly reshaped the way learning is measured. Modern educational frameworks emphasize competence-based assessment that integrates cognitive, affective, and psychomotor dimensions of learning. Through a review of theoretical perspectives and methodological developments, this paper discusses the relevance of formative, summative, and alternative assessments in achieving equitable and meaningful learning outcomes. The analysis highlights that effective assessment must balance validity, reliability, authenticity, and fairness while supporting lifelong learning, critical thinking, and competence development. Practical implications are discussed for educators seeking to align assessment strategies with 21st-century educational goals.