Irina V. Topchiy

The importance of developing the theoretical foundations for the formation of the social and communicative competence (SCCA) of a future architect is due to the need to ensure sustainable social development of the spatial environment of life, taking into account the opinions of future users and customers in architecture. Despite the fact that there is a considerable number of theoretical studies devoted to the assessment of professional and non-professional competences, we can note insufficient elaboration of the issues of assessing the professional competences of a future architect. The aim of the article is the scientific substantiation of the assessment system for the level of formation of the social and communicative competence among future architects, including the justification of the competence descriptors, stages and scale of assessment. The theoretical basis of the research is the work of Russian and foreign scientists devoted to the didactics and methodology of assessing vocational education, university quality management, as well as the problematic field of architecture in 2010-2025 covered in the media. As a result of the research, groups of socio-communicative skills in demand in the modern work of an architect were identified, conditions for a reliable assessment of the level of development of the SCCA were worked out, and the stages were substantiated. Stage 1 – identification of the motivation level of future architects for socio-professional interaction; stage 2 – identification of the proficiency level in the practical participating in socio-professional interaction; stage 3 – assessment of the level of students' independence to use social and professional interaction in project-based activities; stage 4 – assessment of the proficiency level in ecosystem-temporal design skills and an assessment scale; a questionnaire was created for conducting pedagogical experiments with students; the stages of SCCA formation were distributed according to the levels of two-stage bachelor-master training. The theoretical significance of the work lies in the development of the theoretical foundations of a critical diagnostic apparatus for identifying the level of formation of social and communicative competence. The practical significance of this research lies in the possibility of using its results in conducting diagnostic and formative pedagogical experiments among students of architectural schools of the Russian Federation. Non-traumatic forms and ways of using contextual learning situations that contribute to the formation of SCCA to the existing system of training future architects are also proposed.