The article is a continuation of the presentation of the first experience (precedent) of instrumental provision of objective (standardized) assessment of personal education results established by federal state educational standards of general education — based on the use of automated technology developed under the guidance of the author of the article, designed to monitor performance of schools in aspect of these results as socially oriented soft skills (universal competencies). The following are presented: a system of criteria for evaluating personal results of education (on the example of basic general education), which determines the content of assessment using this technology; characteristics of objective assessment methods and specific assessment methods that implement them, which are part of the technology.

The article presents the first experience (precedent) of instrumental provision of standardized assessment of personal education results established by federal state educational standards of general education, based on the use of automated technology developed under the guidance of the author of the article, designed to monitor the performance of schools in the aspect of these results as socially-oriented soft skills (universal competencies). The scientific substantiation of this technology is given — systematic means of objective and comprehensive assessment of personal education results as the most methodically difficult type of educational results to evaluate; a structured list of basic quality requirements for assessment tools that this technology corresponds to, as well as the basic principles and know-how implemented in it, collectively providing a reliable non-personalized assessment the specified results, saving time and resources for the assessment.

The article presents the results of the Identity Resilience Index (IRI) technique adaptation in Russian-speaking sample (N = 175) in 2023. IRI measures the degree of identity resilience as a cumulative assessment of the respondent’s self-esteem, self-efficacy, continuity and uniqueness. Factor analysis made it possible to clarify the internal IRI structure: 4 scales were identified. Cronbach’s alpha coefficients for all scales range from 0,915 to 0,883, which indicates good internal consistency. Internal and external validation checks were carried out. IRI scales demonstrated many positive and negative correlations with the scales of other techniques. The Russian version of the Identity Resilience Index can become a reliable and valid tool for determining the level of person’s identity resilience.

The article presents material that can be used as a didactic and methodological aid for courses in teaching sociology and other social sciences. The relationship between sociology and social sciences is discussed: the former consider sociality in an anthropological key, as relationships between people; in social sciences, the conditions that determine these relationships are analyzed. Six main characteristics of sociality are presented: the study of mass behavior of people and social order, the characterization of the correctness of sociality, the assessment of sociality and the assignment of the type of social action, the cultural and historical understanding of sociality, the popular nature of sociality, the singular plan for the evolution of European sociality. Three types of sociality are distinguished and introduced (1.0, 2.0, 3.0). At the end of the article, the author joins the opinion of Z. Bauman, who calls on sociologists not only to more carefully formulate the laws of sociality, recognizing humanitarian nature of sociological research, but also to recognize the limitations of their cognitive capabilities in relation to sociality.

The article presents the results of a comparative historical study of the role of institutional factors of education in the content of the social situation of the development of Soviet and modern primary school students. As an objective component of the social situation of the development of schoolchildren, the laws on education corresponding to the historical period regulating the relationship between family and school were considered. The parameters of the subjective component of the social situation of development were motivational preferences, self-esteem and the level of claims, anxiety of younger schoolchildren. It is shown that the modality of institutional factors has a significant impact both on the educational environment itself and on the child’s attitude to the new system of social relations for him.

Self-esteem is an unreliable outcome of educational progress, according to some studies. Among the main disadvantages of self-assessment, the authors name the progressiveness of the social expediency factor and the lack of objectivity of the data compared to knowledge tests. However, there is evidence which show that a trained evaluator can effectively use selfassessment as a tool for assessing educational impact. The ability to adequately self-assess is an important quality of any specialist. Self-assessment can be an effective tool for analyzing the progress of students in the implementation of distance learning programs. In this case, not only the target qualities themselves (knowledge, skills, competencies), but also the skill of their critical assessment can act as evaluation criteria.

The author of the article considers the problem of gaining the meaning of life through the development of sanogenic reflection, presents research data on the relationship of indicators of protective reflection with indicators of life meaningfulness, the level of depression, indicators of self-esteem, self-esteem, subjective happiness of students of the Art and Graphic Faculty of Moscow State University. The analysis of the obtained results is given.

The results of the study of relationships between alternatives of moral choice (ethical vs unethical with justice/care moral orientation) preferred by students in situations of academic dishonesty and implicit theories of intelligence and personality, education goals, self-appraisal of learning, conceptions of learning are presented in this article. The study found positive relationships between ethical choices based on ethics of justice and high self-appraisal of learning and so for unethical choices based on ethics of care and low self-appraisal of learning. We found links between ethical/unethical choices and implicit theory of personality, education goals, a conception of learning as the development of social competence in decision-making concerning particular situations.

The article presents the principles of the methodology and the tools characteristics for the modern assessment of the teacher’s professional competence in the vocational education system. The interrelation of diagnosing assessment, attestation of pedagogical staff and independent assessment of qualifications, their role in creating conditions for the professional and personal development of each teacher is shown.

Formative assessment is a pedagogical technology based on feedback from an expert and teacher self-assessment so that the certified teacher himself determines further steps to improve his own results. It is called formative, because it involves not only self-assessment of the professional achievements of the certified teacher, but also their deep self-analysis in order to identify professional deficits and determine the individual trajectory of professional self-development. Formative assessment needs to be learned, which is why the article describes a structural and functional model for implementing the technology of formative assessment in the process of certification of teachers, consisting of three components: target, activity and result.

Based on the data obtained by the authors of the article in the framework of a analysis, held in the All-Russian Public Organization “Russian Professorial Assembly”, they define the problem of ensuring the quality of organizations’ activities, conducting professional and public accreditation in the higher education system. The authors describe typical mistakes in the activities of such organizations, as well as substantiate proposals for solving the problem of professional competence of such organizations.

The article deals with the pedagogical interaction between the subjects of the educational process, which is a special form of relationship between the participants in the educational process and provides for the mutual enrichment of their intellectual and emotional activity. An important task of optimizing pedagogical interaction is to resolve emerging contradictions and difficulties in the process of its implementation.

On the basis of the comprehensive analysis carried out by the authors, a scientific substantiation of the requirements for effective means of objective and accurate independent assessment of the quality of training of university students is proposed, including in relation to the most methodically difficult educational outcomes for such an assessment — universal and general professional competencies of students. A structured list of the main of these requirements is given, including requirements for evaluation criteria and requirements for evaluation methods and systems (technologies). An organizational mechanism is proposed to ensure the guarantees of professionally competent conduct of this assessment — the creation and operation of a voluntary association of organizations conducting this assessment in full compliance with the regulatory requirements for its organization and for effective means of conducting it.

The article presents the results of an empirical study conducted with 12-year-old adolescent girls studying in the 6th grade. When analyzing the self-esteem of adolescent girls, emphasis was placed on the parameters of self-esteem, reflecting the external attractiveness, significant at this age for building a system of interpersonal relationships with peers. We used self-esteem scales T. Dembo — S. Y. Rubinstein and body satisfaction BAS (Avalos). The relationship of body satisfaction with self-esteem of beauty, happiness and self-confidence was shown.

The article raises the problem of ensuring the quality of evaluation tools for the procedures of independent assessment of the quality of university students’ training — first of all, in the aspect of the main scientific and methodological and, as a consequence, organizational reasons for the unresolved nature of this problem. The relevance of these procedures in connection with the introduction of a risk-based model of quality control of education in Russia is substantiated. It is shown that this uncertainty leads, on the one hand, to a reasonable distrust of the federal authorities in the field of education to the data of an independent assessment of the quality of training of university students and, on the other hand, to the unpopularity in the higher education system today of this procedure nationwide. The negative consequences of this situation are analyzed, in particular, the non-use of the state-public potential of the legislation that established this procedure, especially with regard to the objective assessment of the results of training in accordance with the requirements of federal state educational standards of higher education to the general cultural/universal and general professional competencies of students.

Value-target orientations regulate the development of a life position and life programs, the creation of an image of the future, and the prospects for personal development. Biological, psychological and social processes of personality development determine the choice of areas of study, specialties and the success of education in higher educational institutions. The article examines the formation of value-target orientations of students studying under agreements on targeted training. The effectiveness of targeted training is not only the solution of personnel issues, but also the provision of “social lifts” for young people and the prevention of the outflow of young people to work abroad. The task of universities is to get a 100 % result of a professionally and personally formed student who is ready to engage in professional activities at state enterprises. Diagnostics of the value-target orientations of the individual in relation to the professional self-determination of students under the agreement on targeted training was carried out through the questionnaire “Professional self-determination of students”. Questions to students in the questionnaire were divided into several areas in order to analyze learning outcomes, social and psychological support for students, satisfaction with training and information support. Adolescence, conditions and quality of formation of a specialist are factors influencing his professional and civic orientation.

The article is devoted to the study of the actual and modern problem of professional self-determination of high school students. As a criterion for professional orientation, selfassessment of suitability was chosen: character traits, abilities and inclinations, physical data and health status of high school students when choosing a profession. The method of comparative analysis was used to study self-assessment of suitability and professional orientation in the period from 2012–2019.

The article presents the results of an empirical study conducted with 8 and 10 year old children studying in 2nd and 4th grades. 60 pupils took part in the study. The obtained data reflect the content parameters of junior school children’s perceptions of their future life and themselves as adults. It is shown that prognostic self-assessment practically does not change from 2nd to 4th grade.