Introduction. In the context of global educational trends and updating the content of secondary education in the Republic of Kazakhstan, the problem of developing a scientifically based system for assessing students’ personal results is particularly relevant. The study aims to theoretically substantiate and design an integrative
model for assessing the personal development of schoolchildren, adapted to the socio-cultural and regulatory context of Kazakhstan. The article presents an analysis of modern international and domestic approaches to the assessment of meta-subject and personal results, including 21st-century competencies, socio-emotional skills, value orientations. Results. The critical and analytical work allowed us to identify some scientific and methodological imperfections of pedagogical practices, such as the dominance of summary assessment and the lack of consistency in the implementation of reforms. Scientific novelty. The authors propose a multicomponent integrative model combining criterion-oriented, dynamic, qualitative-quantitative, and reflexive-developmental approaches. An adapted portfolio of personal achievements, scales of situational assessment, reflective journals, and the method of longitudinal observation are recommended as key tools. Practical significance. Special attention is paid to methodological recommendations for the implementation of the model at the institutional level: phasing, training of teaching staff, development of a local regulatory framework, and minimizing the risks of formalization. The logical result is a practical recommendation in the form of a developed model that
contributes to improving the assessment policy in school education in a personality-oriented approach.