Introduction. The article substantiates the relevance of achieving individual educational results by students on the basis of modern approaches to their assessment; formulated proposals for improving the technology of multi-level education; a description of practical experience in the development and use of assessment materials based on a variable typology of tasks and their indices in a weighted average assessment system is presented. The purpose of the article is to substantiate and reveal an updated approach to multi-level education based on a weighted average assessment system as a condition that ensures the individualization of education.

Materials and methods. The main research methods are the analysis of scientific literature devoted to the problem of differentiated learning, approaches to the development of multi-level tasks, features of the weighted average assessment system, the formation of reflective skills among students; as well as diagnostic methods, including observation, description, conversation, questioning, pedagogical experiment, methods of statistical data processing.

Results. Proposals have been developed for the implementation of a multi-level approach based on a weighted average assessment system, contributing to the creation of conditions for the individualization of education, the achievement of individual educational results by students; a description of the typology of differentiation and the procedure for developing multi-level tasks is presented; examples of tasks for various subjects are given.

Discussion. It is emphasized that the effectiveness of the project is to ensure the individualization of education with the possibility for students to choose both the content and the method of education; formation and development of reflective skills in students. It is noted that the proposed variant of assessment of multi-level education is used in combination with other assessment procedures. The conditions for the successful application of technology are listed: systemic use, a variety of learning environments, a change in the role of a subject teacher, the inclusion of parental potential. Emphasis is placed on the need for further development of the research in the direction of work on the formation of the subjective position of students.

Conclusion. It is concluded that the implementation of innovative functional educational practice will contribute to the achievement of individual educational results by students, which means ensuring the objectivity of the internal system for assessing the quality of education in a general education organization. At the same time, conditions are indicated that will ensure the full achievement of the result. Providing the opportunity to choose should alternate with the actual independent educational activity of the student. A prerequisite for individualization is systematic work on the formation and development of students' abilities for introspection, self-assessment, self-determination.

The relevance of individualization in the modern education system is substantiated;

The main advantages and disadvantages of traditional multi-level education are analyzed, proposals are made for its improvement;

Proposed approaches to the development of multi-level tasks based on the differentiation of content in accordance with the current federal state standards of general education;

The results of practice on the application of multi-level tasks are presented.

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