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Introduction. Over the last two years, in the official documents of the Government of the Russian Federation there has been the requirement to organize the professional training of students in accordance with the professional standards. The verification of the compliance with the standards should be provided through the procedures of objective assessment of qualification of college and university graduates. Thus, in the current conditions arose the need to searching for new assessment tools or ways to improve the previous ones. The authors believe that the new and original ideas can be derived from the fields of real sectors of productive-economic and social activity where the aspects of determination of quality of the final product are worked out far better, and interpretations of the results of activity are unambiguous and consistent Aim. Taking into account the aspects of education management and established practices of assessment procedures, the aim of the present publication is to discuss general methodological approaches to organization of scientific-methodical maintenance of the expertise on the results of professionals’ training in educational institutions. Methodology and research methods. The research is based on the qualimetric and system-based approaches, methods of comparative analysis of the content of the local and foreign normative documents as well as a wide range of scientific publications that describe the theory and practice of application of assessment in educational technical, economic and management systems. Results and scientific novelty. According to the introduced professional standards, methodological problems of measurement of students’ knowledge and adequacy of their assessment are designated. Various approaches to assessment of education quality and its results are described; assessment procedure and its main tools are presented: criteria, parameters, indicators and norms as a reference point in the choice of standards for assessment., Введение. В течение последних двух лет в официальных документах правительства РФ выдвигается требование приведения профессиональной подготовки выпускников высших и среднеспециальных образовательных учреждений в соответствие разрабатываемым профессиональным стандартам. Проверка этого соответствия должна производиться через процедуры объективной оценки квалификации выпускников вузов и колледжей. В новых условиях возникает альтернатива создания нового или совершенствования прежнего диагностического инструментария. Свежие для системы образования идеи можно почерпнуть, как полагают авторы публикации, в области реальных секторов производственно-экономической и социальной деятельности, где аспекты определения качества конечного продукта проработаны намного лучше и трактовки результатов деятельности однозначны и непротиворечивы.Цель статьи – с позиций управления образованием и сложившейся вне этой сферы практики оценки квалификации работников обсудить общеметодологические подходы к организации научно-методического сопровождения экспертизы результатов профессиональной подготовки специалистов в учебных учреждениях. Методология и методики. В ходе работы использовались положения квалиметрического и системного подходов, методы сравнительного анализа содержания отечественных и зарубежных нормативных документов, а также научных публикаций, посвященных теории и практике оценки качества продуктов образовательной, технической, экономической и управленческой деятельности. Результаты и научная новизна. Обозначены методологические проблемы измерения знаний студентов и адекватности их оценки с точки зрения внедряемых профессиональных стандартов. Описаны различные подходы к оценке качества образования и его результатам; процедура оценивания и ее основной инструментарий: критерии, параметры, показатели и нормы как ориентир в выборе эталонов оценки. Констатируется, что традиционные методы и средства оценки, принятые сегодня в образовании, сильно устарели и продолжают отставать от прогрессив

Introduction. Over the last two years, in the official documents of the Government of the Russian Federation there has been the requirement to organize the professional training of students in accordance with the professional standards. The verification of the compliance with the standards should be provided through the procedures of objective assessment of qualification of college and university graduates. Thus, in the current conditions arose the need to searching for new assessment tools or ways to improve the previous ones. The authors believe that the new and original ideas can be derived from the fields of real sectors of productive-economic and social activity where the aspects of determination of quality of the final product are worked out far better, and interpretations of the results of activity are unambiguous and consistent Aim. Taking into account the aspects of education management and established practices of assessment procedures, the aim of the present publication is to discuss general methodological approaches to organization of scientific-methodical maintenance of the expertise on the results of professionals' training in educational institutions. Methodology and research methods. The research is based on the qualimetric and system-based approaches, methods of comparative analysis of the content of the local and foreign normative documents as well as a wide range of scientific publications that describe the theory and practice of application of assessment in educational technical, economic and management systems. Results and scientific novelty. According to the introduced professional standards, methodological problems of measurement of students' knowledge and adequacy of their assessment are designated. Various approaches to assessment of education quality and its results are described; assessment procedure and its main tools are presented: criteria, parameters, indicators and norms as a reference point in the choice of standards for assessment.

© 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved. The need to improve the content of education disciplines at secondary and higher educational institutions and to create more favorable methodological conditions for curricula implementation in Kazakhstan have been gaining importance in recent years. Analyses of practical activity specified that the Kazakh, Russian and foreign languages in Kazakhstan should be primarily studied as real and full-fledged means of communication at the level of native speakers. Teaching the Kazakh, Russian and foreign languages should develop learners’ communicative skills necessary for the person as a member of Kazakhstani society and global community as well. Insufficient communicative character of language subjects impedes the achievement of the state goal to develop multiculturalism in Kazakhstan. Therefore, it is crucial to distribute expected results in mastering languages at different stages of learning and to consider productive training technologies aimed to implement the objectives. The research goal of the paper is to elaborate a level model of language training and appropriate organizational conditions to master several languages simultaneously. Research results: The paper provides a level-by-level description of language training levels at school and university to guideline the development of state standards for secondary and vocational education as well as corresponding curricula and textbooks; results of research accomplishment are realized in textbooks on language subjects for high school and first- and second- years of higher education; methodological recommendations on language subjects content improvement in education institutions have been developed.