Digital benchmarking tools for assessment in maritime English training

Abstract

Purpose. The purpose of this study is to provide a theoretical justification and experimental verification of the effectiveness of using digital benchmarking tools in the assessment system of English-language training for future marine engineers (ship mechanics). The research focuses on improving the quality of assessment by integrating benchmarking principles with digital technologies and aligning evaluation practices with modern educational and professional requirements.

Methodology. The research methodology is based on a combination of theoretical and empirical methods. Theoretical methods include analysis, synthesis, and generalisation of scientific and methodological literature on assessment, benchmarking, and digitalisation in education. Empirical methods involve pre- and post-testing to measure the level of English-language professional competence, questionnaires to identify cadets’ motivation and attitudes, pedagogical observation to monitor engagement and participation, and analysis of data obtained from the Moodle learning management system. The study was conducted among cadets of a maritime educational institution within a digitally supported learning environment, where benchmarking tools and formative assessment strategies, including self- and peer-assessment, were systematically implemented.

Results. The findings demonstrate a positive dynamic in the development of cadets’ English-language professional competence following the implementation of digital benchmarking tools. The results indicate increased learning activity, improved academic performance, and higher levels of  motivation. Additionally, cadets showed a better understanding of assessment criteria and greater ability to monitor their own progress. The integration of self-assessment and peer-assessment contributed to the development of reflective skills, critical thinking, and learner autonomy. Data from the LMS analytics confirmed consistent engagement with course activities and progressive improvement in performance indicators.

Conclusions. The study confirms that digital benchmarking tools are an effective means of enhancing the quality of assessment in Maritime English training for future marine engineers. Their use ensures greater objectivity, transparency, and alignment of assessment with learning outcomes, while also supporting the development of cadets’ evaluative competence. The integration of digital technologies into assessment practices promotes a learner-centred approach and continuous feedback. Future research should focus on expanding the use of advanced digital and AI-based tools, as well as exploring adaptive assessment models and broader implementation across different educational contexts.