Introduction. The present article outlines the results of a theoretical and practical study of the mechanisms of hypothesis in scientific research on the problems of education.

The current research is aimed to study the methodological resources for improving the quality of scientific research on the problems of education through understanding the errors in hypothesising as a methodological reflection subject of a teacher-researcher.

Methodology and research methods are based on an activity-personal approach to the cognition of the education process and on research activities to investigate this process. In addition, the following areas of modern pedagogical science are used as the methodological framework of the study: the study of the axiological and conceptual foundations of scientific activity with an appeal to the cultural and historical concept; a hermeneutic phenomenological approach aimed at updating the interpretive potential of scientific texts; classical methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling and extrapolation as tools for studying the research activities of a teacher, as well as methods of expert assessment and included observation. The methodology is based on the criticism of the methodological concept of inductivism and involves the addition of a hypothetical-deductive method with the idea of prolonged end-to-end hypothesising, based on reflexive reassessment and prevention of meaning-making errors by the researcher.

Results. As a result of the study, the mechanisms of trans-level conceptualisation of pedagogical knowledge in the process of working out the methodological apparatus of scientific research were revealed. In addition to the existing ones, unconventional - special - requirements for scientific hypotheses are justified, aimed at updating their prognostic and diagnostic functions. The systematisation of hypothesis errors was carried out, which makes it possible to regulate reflexive scientific and pedagogical search, to carry out feedback in the process of methodological preparation and self-education, and to stimulate the development of scientifically justified heuristic pedagogical solutions. Methodological resources and positive results of using knowledge about the productive possibilities of preventive error management activities in the practice of training teachers-researchers are shown: pedagogical goals and installations of research activities, principles, specific didactic means of formation of methodological competence and error management.

Scientific novelty. The phenomenon of hypothesis error was first described in the context of the conceptualisation and interconnection of elements of the methodological apparatus of scientific research, taking into account the prolongation, cumulativeness and trans-level of the hypothesis nomination process as a regulator of scientific search.

Practical significance. The research results are recommended to be applied in the preparation of curricula for the course “Methodology of Scientific and Pedagogical Research” and as didactic material for academic studies in the process of teacher-researcher training in the framework of master’s, postgraduate, doctoral and postgraduate self-education. The proposed typology of hypothesis errors is used in the development of methodological requirements for the scientific level of dissertation studies on the problems of education.

Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.

Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.

Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.

Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.

Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.

Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

Introduction. The principles of managerialism have been actively applied in the field of higher education and science in Russia in the last decade. However, to a certain extent, such principles contradict the strategic goals for the breakthrough socio-economic, scientific and technological development of the country. Innovative development of the scientific and educational sphere is one of the conditions for this breakthrough. In this regard, the research works on the evaluation system of universities are becoming very relevant today. Thus, the evaluation system of universities allows the managers to perform a strategic function rather than a “fiscal” one - the formation of the strategic orientations of innovative development in the institutions of higher education within the framework of the implementation of the national development goals of Russia.

The research aims to prove the statement that the existing system of evaluation of the efficiency of universities does not allow for a full objective assessment of their innovative potential and forms strategic guidelines, which do not correlate with the implementation of the goals for the breakthrough scientific and technological development of Russia. Moreover, the research is aimed to formulate the proposals for an approach to the evaluation of the activities of universities, according to which the basic performance indicators and their corresponding performance indicators are determined.

Methodology and research methods. The research work was carried out based on a systematic approach. General scientific methods were used: an analytical review of scientific literature and the content of regulatory documents, comparison and generalisation (results of the evaluation of the efficiency of 215 universities under the Ministry of Education and Science according to the monitoring of universities in 2019, indicators of 34 federal and national research universities (monitoring 2016-2018)), induction (based on the analysis of the dynamics of the measurement of the average Unified State Exam (USE) score of applicants for technical universities, there is no correlation between this indicator and the employment of graduates), synthesis (formulation of the proposals for an approach to evaluate the activities of universities).

Results and scientific novelty. The analysis of the existing approach to the evaluation of the efficiency of the activities of universities carried out within the framework of monitoring shows that the indicators are mainly input characteristics; thus, it does not give an idea of the independent achievements of the university, its contribution to the development of the country and the region. The author analysed the indicators of the Order by the Ministry of Education and Science № 475 (28.06.2020), under which the effectiveness of universities and their managers will be evaluated. It was found that the majority of “peripheral” technical universities have an “innate” sign of “inefficiency” - the average USE score of incoming applicants is less than 60, which was recorded during almost all monitoring measurements in 2013-2019. This leads to a zero rating on one of the indicators of the efficiency of educational activities and creates a false idea of the potential of organisations since the employment rates of graduates in the vast majority of universities in this category are above the threshold values. An analysis of the indicators of federal and national research universities (monitoring in 2016-2019) allows us to conclude that universities with a fairly low share of full-time teachers (up to 50 %) in the total number of teaching staff and the estimated number of research and teaching staff rates are significantly higher than their full-time number. Therefore, such universities can achieve fairly high rates of publication activity. A similar phenomenon is observed in higher education institutions, where the estimated number of vacancies is less than the full-time number of research and teaching staff (“vacancy manipulation effect”). Meanwhile, the income from the use of the results of intellectual activity, as the reflection of the university ability to develop commercially attractive products for the vast majority of universities, tends to zero. Based on the analysis of the income structure of federal and part of national research universities, the author proves that it is not correct to compare universities in terms of the volume and rate of income from income-generating activities.

It is required to change the methodology for the evaluation of universities, i.e. to highlight performance indicators and their corresponding performance indicators (as the ratio of results achieved and costs). A correct assessment assumes the comparability of universities in terms of expected performance and the implemented “target function”: federal, national research, anchor universities, “ordinary” universities. Three groups of performance indicators are proposed to assess: a) the contribution of the university to the training of competent specialists with a developed system of values; b) the ability of the university to generate and disseminate new knowledge; c) the prospects for the reproduction of human resources at the university. Since the problem of personnel reproduction is of national importance, it is necessary to radically revise the principles of university funding: the state should finance the number of staff units justified by the university to ensure quality implementation of the main activity (during 4 years, at least).

Practical significance. The research findings can be employed to adjust the development strategy of the scientific and educational sphere.

Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.

The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.

Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.

Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.

Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.

Introduction. The rapid development of information and communication technologies, which penetrate almost all the spheres of life, affects the formation of modern children, adolescents and youth people. The digital information field imposes on people a lifestyle that was not typical of the previous industrial civilisation. There is a need to assess the impact of the rapid spread of information technologies on the younger generation, since the previous methods, forms and educational technologies of working with them are largely outdated and do not give the planned result. It also becomes important to study the phenomenon of the digital generation, taking into account their psychological and pedagogical features in predicting the professional future.

The present theoretical research aims to analyse the psychological and pedagogical phenomenological features of representatives of the digital generation in the context of professional education and predicting their professional future.

Methodology and research methods. The methodological basis of the research is the concept of personality formation as a natural dependence of mental phenomena on the social factors that generate them. The research was carried out by using theoretical and methodological analysis of scientific literature on the issues of phenomenological features of representatives of the digital generation in the context of professional education and predicting the professional future. The methods of comparison, generalisation, concretisation, heuristic method and psychodiagnostic method were also used in the work.

Results. The article presents an analysis of the phenomenon of the digital generation, examines the cultural, historical, psychological and pedagogical features of the digital generation in the context of professional education and predicting the professional future. The authors define the manifestation of these features in the communicative, cognitive, emotional-volitional, motivational-need spheres of the individual, and in relation to himself/herself. The theoretical structure of the prognostic competence of an individual, as well as a model for predicting the professional future, have been elaborated. The results of a pilot research of some components of predictive competence of schoolchildren and students are demonstrated.

Scientific novelty. The scientific novelty of the work consists in the enrichment of psychological and pedagogical science knowledge about the phenomenological characteristics of the digital generation in the context of vocational education and predicting the professional future.

Practical significance. The identified cultural-historical and psychological-pedagogical features of representatives of the digital generation can be useful to teachers in interacting with that generation in the educational process, personal contact, predicting the professional future of modern youth people, as well as in establishing communication between representatives of different generations in different social groups. The obtained results can be used to develop a new paradigm of information interaction of members of educational process, to introduce and implement conceptual structural-functional model of predicting professional future of the student of the digital generation, to develop and implement new forms and methods of active learning. The research materials will be useful for teachers, psychologists, and social professionals to understand the specific needs of digital generation representatives.

Introduction. The problem of improving competence by means of continuing education of health specialists is not sufficiently discussed and studied, especially in terms of medical laboratory assistants. The emphasis of the present study is on the ability to update achievement motivation of laboratory assistants through new opportunities and forms of continuing professional education. Their interest in continuing education indicates an aspiration for improving their professional competence with respect to innovative professional practices including dynamically changing methods, technologies and devices facilitating health examinations that reflect the highly significant results of their work for the health and life of their patients.

The aim of the present research is to study the achievement motivation of students and medical laboratory technicians and its influence on the main variables and descriptors of the attitude towards continuous learning.

Materials and research methods. The studied persons represent three target groups involved in continuing professional education - in-service medical laboratory assistants, heads of medical laboratories and students enrolled in the programme of Medical Laboratory Assistant at Bulgarian medical colleges. The methodological tools comprise standardised psychological tests, as well as questionnaires developed for the purposes of the specific study.

Results and scientific novelty. The main results support the thesis that motivation for achievement is updated in activities and situations where professional success is subjectively important and there are clear criteria of success or failure. The interest in continuing education depends on the motivation for achievement as a tendency in various individuals.

The higher achievement motivation determines a stronger need to improve professional competences, aspiration to acquire a graduate degree in their professional field, preferences to specialisations as a form of continuing learning and understanding of continuing education as a manifestation of the desire for new knowledge.

The results from the study may enrich the existing research data on the application of achievement motivation theory as an explanatory model of life-long learning behaviour, which may become an effective way to tackle the rapidly ageing and half-life of knowledge in medicine and technology.

Practical significance. The applicability of the results is very clearly visible in the formulated thesis of the necessary change in the educational policy in the country through new forms of continuous education of medical laboratory assistants which would update their achievement motivation and would result in increase in the efficiency of their professional functioning.

Introduction. The article considers the problem of the development of future teachers’ digital competences in creating foreign language multimedia tutorials and presents the results of the corresponding research conducted by the authors. In the context of the digitalisation of education, the foreign language multimedia tutorials represent an effective means of organising and integrating authentic audio-visual materials into the learning process. Nevertheless, FL (foreign language) teachers today face the problem of the lack of the competences, including digital ones, necessary for the development of effective multimedia tutorials, which cannot be created without the awareness of the methodological foundations of their designing, mastering of the relevant software tools and obtaining the corresponding level of digital skills of their usage.

Aim. The current research is aimed to identify the effectiveness of the training course for future teachers in the development of foreign language multimedia tutorials based on authentic audio-visual materials. The training course was conducted at Academician E. A. Buketov Karaganda University among 30 graduate students.

Methodology and research methods. The research work was based on the determination of four levels of training in the field of development of multimedia foreign language tutorials: recognition-based, reproductive (adaptive), heuristic, creative.

Results and scientific novelty. The developed training course proved its effectiveness in increasing the level of development of digital competences of future FL teachers in the field of designing multimedia educational resources. The research results demonstrated that 80 % of the participants achieved the heuristic level in the field of the development of digital educational resources, namely multimedia tutorials, getting the required 60 % and more points (according to Bespalko V. P.) in the final assessment of academic achievement.

Practical significance. The corresponding authoring experimental training course contributes to solving the problem of the development of the future FL teachers’ competences when creating multimedia educational resources, and to the problem of skills formation when using appropriate software to create multimedia educational resources.