On the Implementation of Residual Knowledge Continuous Assessment Technology in an Educational Organization Using Artificial Intelligence Tools

The integration of artificial intelligence (AI) into the educational process represents a paradigm shift towards an adaptive and responsive higher education system. This paper examines an example of using AI to analyze the results of the technology for continuous assessment of residual knowledge (CARK), in the case of streaming disciplines. The problem of the complexity of technical implementation at the stage of assessing student responses in free form for residual knowledge assessment is formulated. The issue of computational power when training AI models for the tasks mentioned in the paper is considered.