№ 08 (август)

Based on the analysis of domestic and foreign scientific works, the article presents the current state of the theory and practice of assessing students' competences. It is noted that there are difficulties in evaluating complex, deeply latent and interdisciplinary by their nature educational results of students in terms of competences in the development of basic educational programs of vocational education. The relevance of the study is due to the need to improve the reliability of estimates. The aim of the study is to show new approaches to the design, construction and application of assessment tools according to evidence-centered argumentation models based on the theory and practice of pedagogical measurements that ensure the fairness of the assessment process and the authenticity of the assessment results. The novelty of the study lies in the systemic representation of the design algorithm and simulation of an evidence-centered assessment procedure with the inclusion of the planned work of students when completing the task. The ideas about the methodology of evidence-centered assessment of competences have been expanded in order to increase the reliability and authenticity of the results. It is shown that the trends in the development of control and assessment activities are aimed at strengthening the connection between training and the design of evidence-centered assessment. An important step in the new approach to assessing competences is the design of an assessment tool based on the modeling of assessment elements and the use of situational tasks. At the same time, modeling the assessment construct of the subject area and the planned activity of the subjects in the process of their interaction with the evaluation means is a system-forming element of the assessment tool, the activity of students in the situation of the assessment procedure is ensured by the use of simulations in the digital environment. Analysis and self-assessment of the results become an obligatory component in the assessment process.

Didactic and methodological research highlights a wide range of issues related to education efficiency. Still, both researchers and teachers note insufficient implementation of research outcomes in the classroom practices. The purpose of the article is to identify and analyze at an empirical level those ideas that have been proposed in university foreign language education studies and their relevance to everyday teaching and learning practices. The authors studied relevant literature on the leading approaches to foreign language education and, based on the method of meaningful integration, singled out the domineering assumptions that must guide teachers in designing their classrooms. Then, university foreign language teachers were questioned. The aim of the questionnaire was to find out if their practical decisions complied with the theoretical trends in the field. The study showed that more than half of the respondents combine coursebooks as the backbone of their curriculum with additional materials and didactic tools. In doing so, they aim at enhancing the efficiency of their classrooms by taking into account their students` characteristics, trying to engage them in classroom communication and thinking. In choosing content and didactic tools, they consider a few guidelines such as providing rational diversity in the classroom (variety of content, of student activities and didactic tools) to culturally amplify the learning environment and expand opportunities for student meaningful foreign language interactions. The study outcomes show that the majority of the university teachers questioned are familiar with the leading ideas of modern foreign language education. They are aware of the need to implement them in their practices. They tend to be autonomous and creative in designing their classrooms, keeping in mind the significance of student motivation and engagement in learning. It is also evident which theoretical assumptions need to be backed up by more detailed practical guidelines and which aspects of theory-classroom practices correlations need more attention in in-service university foreign language teacher education.

One of the most important tasks facing the teacher of the digital school is to train a graduate who can use the gained knowledge in life and generate new ideas, offer non-standard solutions, go beyond the usual patterns and circumstances. The authors examine the problem of justifying the effectiveness of time line services use for the development of creative thinking of students by means of additional education. The purpose of the study is to examine the didactic potential of interactive time lines in classes in additional education system for fostering students’ creative thinking. The methodology is based on identifying the opportunities of additional education and information technologies of the digital environment for the formation of components of creative person thinking; on clarifying the program of classes and methods of organizing activities in studios when creating time lines. The scientific novelty lies in the fact that the didactic potential of using timeline as a type of infographics in relation to each of the components in the structure of creativity is justified: flexibility, originality, elaboration, fluency. Theoretical significance: the authors identified didactic potential of timeline services in additional education, contributing to the development of creative thinking due to the opportunities of interactive presentation, multiple use, multimedia, technical minimalism. Experimental work was carried out on the basis of the Center for Creative Industries of the Federal State Budgetary Educational Institution of Higher Education "Orel State Institute of Culture", in the studios "In Topic" and "Perspective". To create time lines, the Timeline JS service was chosen. The method of F. Williams (adapted by E. E. Tunik) was used in the diagnosis and assessment of thinking formation. Pearson's χ2 (chi-square) test was used as statistical processing method. The results present a program of classes, methods of organizing activities in studios when creating time lines: displaying facts in chronological order, compiling algorithms, creating biographies, and presenting statistics. Difficulties that complicate the use of services are also formulated: management of time resources, the need to work out criteria and indicators for the effective use of web-applications. The results obtained can be used in classes in the system of additional education for career guidance work, organizing leisure time and supporting the intellectual development of students.

The presented study is relevant due to the need for primary school teachers to have effective ways of organizing the development of the emotional sphere of younger students using animation. Development of universal competences among primary school students through classroom and extracurricular activities is particularly important in the current stage of society's progress. However, the educational system remains largely focused on providing students with a prepared system of knowledge, skills, and abilities based on successful learning of academic disciplines' educational programs. In this regard, it is necessary to modernize the system of primary education so that it becomes a field for the formation and development of the personality of students, which meets the needs of society. Animation is an effective means of developing the emotional volitional sphere of primary school students. The article aims to describe the results of a natural pedagogical experiment to test the developed model for organizing an animation studio's work for the emotional development of younger students. The results are of practical interest, as primary school teachers can use such model for organizing the work of an animation studio for the emotional development of younger students, the «Diary of Emotions» and a set of tasks using animation. The study's theoretical significance lies in expanding ideas about emotional development and determining the structural components of the system, their content, which are included in the described model for organizing the work of an animation studio for the emotional development of primary school students. The practical significance of the study is due to the development of a model for organizing the work of an animation studio for the emotional development of primary school children and the compiled training tasks for students, developed by the «Diary of Emotions» as a means of working in an animation studio.

The article considers peculiarities of the process of teaching English for special purposes at Nizhny Novgorod State Linguistics University named after N.A. Dobrolyubov on the example of the discipline "Foreign (English) language in the professional field" for the major 38.03.01 Economics. The relevance of the article is due to the unflagging interest in the problem of teaching a foreign language to students of non-linguistic majors. Understanding that a foreign language should be an integral component of the process of acquiring professional competences by students is vital for efficient preparation for professional activity. The purpose of the study is a critical analysis of the designed work program of the academic discipline “Foreign (English) language in the professional field”, its content, which allows us to present a full picture of the existing practice of organizing professionally oriented education. The study is based on the analysis of the main components of the methodological support for the educational process. The study made it possible to identify the main features of the organization of the process of teaching English for non-linguistic students, the advantages of professionally oriented education, as well as the main problematic aspects. Well-thought-out, rational organization of the learning process significantly increases the level of motivation of students of non-linguistic majors to learn a foreign language, and also contributes to the preparation of a specialist who is in demand on the labor market. The article emphasizes the importance of collaboration between teachers of departments providing professional training for students and departments of language training through the creation of inter-departmental methodological associations; the author of the article also identifies the main aspects of interaction and areas of joint work. Professionally oriented English teaching is a step-by-step, multi-stage process, in which English classes on the one hand become more and more focused on the future profession, but on the other hand, represent a productive combination of language for special purposes and language for general purposes. The material of the article can be used for further development of the theory and improvement of the methodology of professionally oriented teaching of a foreign language. The given examples of tasks can be used by teachers of English.

Human capital is becoming increasingly important for the individual, employers, society and the state in the modern world. In this connection, domestic secondary vocational pedagogical education is given an important role in its development which requires comprehension of sources for renewal of its determination as a sphere of human capital development. The purpose of the study is to identify and classify the factors, patterns and potential for determination renewal of secondary vocational pedagogical education as a sphere of human capital development. It has been conducted on the basis of anthropological approach with the use of methods of analysis, synthesis, comparison, classification, observation, survey, and expert evaluation. The institutions of secondary vocational pedagogical education of the Kemerovo region and other regions as well as their social partners in the development of human capital served as an experimental basis for the study. It involved 8205 respondents. As a result, the state and degree of the knowledge about examined problems have been found; the evolution of determination of domestic secondary vocational pedagogical education in relation to the stages of its genesis, other circumstances and factors has been analyzed; the essential characteristics of "student's human capital" have been revealed from pedagogical positions; the potential of this type of education, capable to provide the development of student's human capital has been identified. Scientific novelty of the results consists in the fact that for the first time determination of secondary vocational pedagogical education as a sphere of human capital development became a subject of scientific research; for the first time the factors, patterns and potential that cause such determination in the context of pedagogical concept of "human capital of a student" were identified. Their theoretical significance lies in their contribution to the theory of secondary vocational pedagogical education as the knowledge about this phenomenon. And practically they can serve as a theoretical basis for designing innovative socio-pedagogical systems and technologies of student's human capital development, for modernization of socio-pedagogical activity in domestic system of secondary vocational education, in the system of professional development and retraining of professional and pedagogical personnel, for improvement of this type of education development management in the Russian Federation regions.

The number of foreign students enrolled in the Psychological and Pedagogical Education program at Kuban State University is increasing annually, prompting the educators of the "Foreign Language in Professional Activities" course to constantly improve their teaching methods. This article presents an innovative method based on design thinking, to support graduate students of the Psychological Counseling in Education master's program to create psychological board games thereby improving their language skills and professional competences through the "Foreign Language in Professional Activities" course. Design thinking case studies have proven effective as they help students to analyze the psychological characteristics of adolescents and choose the most appropriate and efficient psychological methods and counseling techniques in both their native and foreign languages, by using a creative and unique approach that accounts for the audience’s needs. This work proposes a novel algorithm for designing psychological board games for bilingual adolescents to be used in counseling sessions, which adds to the scientific and methodological value of this research. The practical significance of creating such games is that graduate school students gain practical skills that may be useful for participation in the "Startup as a Diploma" program. Furthermore, these findings may be utilized when compiling curricula, educational and methodological recommendations for mastering a foreign language for special purposes and related disciplines of master's programs for future educational psychologists.

The article analyzes the results of foreign and Kazakh research on blended learning and identifies the potential of digital learning technologies. In the conditions of transformation of higher education, the methodological concept of blended learning is actualized on the basis of development of integrated model of technological systems of blended learning management in higher education institution. Theoretical significance of the study is determined by the definition of the methodological concept of integration of digital educational resources of blended learning based on the analysis of world science and practice. The practical significance is represented by the proposed mixed learning management system based on the integration of LAMS, LMS, CMS, which will provide a holistic approach to the implementation of procedures for the organization, monitoring, evaluation and changes in the educational process of the university. At the same time, this paper identifies the criteria of educational process participants' readiness level to use blended learning technologies and analyzes the obtained results. The methodological bases of the study are systemic, constructivist, competence-based, project-based, multimodal and interdisciplinary approaches. Based on systematization and design methods, the technological learning environment, management systems, components and structure of blended learning model are developed. As a result of the comparison and synthesis of the studied normative documents and scientific literature, conclusions were formulated, systematization and processing of the empirical research data were carried out. The results of the first phase of the study are the definition of the scientific foundations and methods of instructional design of blended learning. The interim results are a prerequisite for further modelling the structure and content of blended learning in higher education.

The modern system of higher education is at the stage of its internal structure active modernization in general, which is due to new, relevant requirements of the economic sphere and the “social order” of the state for training of competitive specialists with developed transversal competences and the ability to cope with constantly changing conditions. The purpose of this article is to define the concept of "individual educational trajectory" and related categories; consideration of the advantages of using an individual educational trajectory (IET) in the process of higher education in a historical context. To achieve this goal, the leading methodological approaches were used, among which an important place was given to the systemic, axiological, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the problem of introducing an individual educational trajectory into the system of higher education. The relevance of reforming the system of higher education in the context of the introduction of IET based on the legal aspect of this area is justified. A retrospective analysis of foreign and domestic experience in the development of ideas for the individualization of higher professional education in our country was made. The authors give a detailed analysis of the practice of introducing an individual educational trajectory in the leading universities of the Russian Federation with the definition of the training programs structure and the benefits of introducing IET. The theoretical significance of the introduction of an individual educational trajectory in accordance with the program to support universities "Priority 2030" is substantiated. The theoretical significance of the article lies in the substantiation of the substantive aspect of the definition of "individual educational trajectory"; analysis of the semantic correlation of this concept with related terms "individual educational route" and "individual educational program"; synthesis of the advantages of introducing an individual educational trajectory in the leading higher educational institutions of the Russian Federation. The practical significance of the article is in determining the theoretical basis for further construction of an experimental study of individual educational trajectory implementation in the Federal State Autonomous Educational Institution of Higher Education “Crimean Federal University named after V.I. Vernadsky".

The relevance of using authentic video content for didactic purposes is caused by the objective conditions of modern educational environment development, which entail the need to expand the content and means of teaching due to the limitless potential of informational technologies. Nowadays foreign language teaching methodologists do not deny the potential of multimodal texts as they motivate students to learn a foreign language, but there is a lack of practical recommendations on how to build a teaching system based on them in the contemporary methodological literature. The purpose of this study is to provide methodological recommendations for conducting effective English lessons at high school through authentic video content as a sort of multimodal texts and create a set of communicative activities on the example of the English-language TV series «Black Mirror”. The works of domestic and foreign scientists in the field of serial discourse and the methods of working with multimodal texts served as the theoretical and methodological basis of the study. The article examines various aspects of using English-language TV series in the process of teaching English as a foreign language, and analyzes the role of technology, the importance of video content in the educational sphere. The use of video in teaching a foreign language opens wide perspectives for both the teacher and students in learning the language and understanding foreign culture. Visual information helps better assimilate factual information and speech patterns as visual support contributes to full and accurate understanding of meaning, activates attention and memory, as well as develops listening and speaking skills. The theoretical significance of the article lies in consolidating theoretical research on the stated issue, contributing to studying the problem of multimodal text educational potential in English language teaching, as well as expanding current concepts on effective work with English-language TV series. Developed by the authors tasks, based on the episode «Nosedive» of the English-language TV series «Black Mirror” can be practically used when conducting classes in the 11th grade as part of the study of the communicative topic “Social Media”.