Abstract
The article addresses the problem of pedagogical assessment of learning outcomes in interdisciplinary education of students in technical fields within the framework of the competency-based approach. It is shown that traditional discipline-based assessment systems do not provide sufficient informativeness and reliability when evaluating professional competencies manifested in collective project activities and the integration of knowledge from different subject areas. The need for developing pedagogical models of comprehensive assessment of educational outcomes is substantiated.The purpose of the study is to develop and pilot a triangulation-based model of pedagogical assessment integrating the instructor’s expert evaluation, self-assessment, and peer assessment of students working in small groups. The methodological framework of the research is based on the competency-based, activity-oriented, and constructivist approaches, as well as methods of pedagogical modeling, expert assessment, self-assessment, and quantitative analysis of learning outcomes.The results demonstrate an increase in the diagnostic accuracy and reliability of assessment, the possibility of identifying individual contributions of students to collective project work, and the development of reflective skills and self-regulation abilities. The proposed model is considered as a tool for managing the educational process in interdisciplinary learning environments.