Abstract:

Introduction:
Evaluation plays a key role in educational process. It is a method of gathering information about the effectiveness of training and the achieved preliminary set objectives and expected results. Evaluation forms students’ understanding about learning. The effective evaluation can be defined as a practice that encourages students to learn, to present their knowledge and skills as best as possible, as well as to progress as confident lifelong learners.
The main objective of the survey is to find out what methods and technological tools for evaluation of mathematical and digital competencies, which are components of key competencies, have been used in Bulgarian educational institutions.
The team accepts the following working definition of "competencies": Knowledge, skills and attitudes applied to the performance or solutions of certain tasks in learning or working environment.

Inquiring teachers’ opinion regarding the use of innovative methods and technological tools for students’ assessment:
The survey is divided into three parts:
• Part one consists of questions regarding the methods used for competency assessment. Teachers are invited to mark answers whether a particular method has been used or not. If it hasn’t been used, they have to give a reasonable explanation why. The optional answers are as follows: a) I do not wish to use the method, b) The method is not suitable for my subject, and c) I’s not acquainted with the method in details;
• Part two includes questions regarding the used technological tools for competency assessment. The teachers are invited to mark answers whether a particular method has been used or not. If it hasn’t been used, they have to give a reasonable explanation why.

The optional answers are as follows:
a) The tool is not suitable for my subject,
b) I do not have the necessary resources,
c) I do not possess enough knowledge about the tool, and
d) I do not want to use this tool;

Part three of the survey outlines respondents’ profiles.

Procedures and results:
The survey involved 255 teachers. 123 of them teach ICT, 64 – Informatics, 64 – Mathematics and 4 – other disciplines. Distributed by sex, the participants were as follows: men – 46 and women – 209.
Data were collected in schools in Northwest and Northeast Bulgaria during national competitions and Olympiads in Information and Communication Technologies.

The summarized results of the survey regarding the use of innovative methods and technological tools for assessment of learners are presented.

The survey results show that teachers in Information and Communication Technology, Informatics and Mathematics use traditional evaluation methods as Tests, Practical Tasks and Project-based method. The least used methods are 360 degrees Method, Portfolio, and Sharing opinion through social networks. According to participants the reasons for not using these methods are the following:
1) lack of information about the nature of these methods and their application to the learning process;
2) they are not suitable for application to the particular subject.

Keywords:

Innovation, technology, competencies, e-assessment, computer-based assessment.