Annotation

The current stage of development of the national education system is characterized by the intensification of control and evaluation activities, which is due to the desire to ensure the unity of the educational space, objectify the results of education, and increase the competitiveness of graduates. Despite the fact that the legislation of the Russian Federation in the field of education declares the priority of protecting the health and human dignity of students, in practice, the assessment process is often associated with latent forms of psychological abuse that provoke stress reactions and the subjective interpretation of a child's academic achievements by a teacher. This contradiction between the legally established guarantees and the actual educational practice indicates a lack of conceptual and methodological development of mechanisms for protecting students' rights to a psychologically comfortable environment in the context of assessment.