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The educational system is a complex system that involves a large number of processes and connections. Control of particular processes and components allows its optimization. Modeling is widely used to test the effectiveness of different control methods in the educational process.The article describes one of the approaches to modeling the education processes and systems, i.e. an integrated assessment method. The integrated assessment is a comprehensive measure of the system state. The article describes the basic methods to provide integrated assessment.The research objectives were to review Russian scientific publications on modeling educational processes through the integrated assessment and identify the educational system processes or parts for modeling of which the integrated assessment is most commonly used. The analysis has shown that such an approach to modeling in education is one of the most popular among Russian scientists. The article gives a brief overview of some publications. This work allowed drawing a conclusion that integrated assessment is commonly used when it is necessary to combine a variety of factors that affect the educational system or its part, i.e. for student’s knowledge and skills assessment or for assessment of quality of education in educational institutions.Another aim of the work was an attempt to use the integrated assessment method to define student’s psychology-educational characteristics to combine student’s knowledge and skills assessment with psychological personalities. As a result of this work was defined a multiparametric student’s score for a school course of physics in the following sections "The subject knowledge and skills", "The extended skills", "Personal development", "The upbringing". The multi-parametric student’s score includes more than 80 indicators for student’s assessment. The analysis of multiparametric student’s score dynamics enables us to track development of each student throughout the educational process.

AIMS Heart failure is a widespread syndrome involving several organs, still characterized by high mortality and morbidity, and whose clinical course is heterogeneous and hardly predictable.In this scenario, the assessment of heart failure prognosis represents a fundamental step in clinical practice. A single parameter is always unable to provide a very precise prognosis. Therefore, risk scores based on multiple parameters have been introduced, but their clinical utility is still modest. METHODS In this review, we evaluated several prognostic models for acute, right, chronic, and end-stage heart failure based on multiple parameters. In particular, for chronic heart failure we considered risk scores essentially based on clinical evaluation, comorbidities analysis, baroreflex sensitivity, heart rate variability, sleep disorders, laboratory tests, echocardiographic imaging, and cardiopulmonary exercise test parameters. RESULTS What is at present established is that a single parameter is not sufficient for an accurate prediction of prognosis in heart failure because of the complex nature of the disease. However, none of the scoring systems available is widely used, being in some cases complex, not user-friendly, or based on expensive or not easily available parameters. CONCLUSION We believe that multiparametric scores for risk assessment in heart failure are promising but their widespread use needs to be experienced.