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Introduction. Nowadays, the widespread use of mobile learning applications has brought significant changes in education. This paper addresses the problem of using mobile learning applications for developing universal competencies among students. The purpose of the research is to assess the effectiveness of using mobile applications for the development of universal competencies in students. Materials and Methods. The data were collected through reviewing and critical analysis of research literature on the development of competencies among students of higher educational institutions and the use of information, computer and mobile technologies for educational purposes. The empirical study was conducted using methods of educational research from 2017 to 2019. The sample consisted of students in years 3-5 doing an undergraduate degree in Education. Methods of mathematical statistics were employed for processing empirical data (correlation analysis). Results. The paper presents the results of evaluating the effectiveness of using mobile applications for developing students’ universal competencies. The authors identified the indicators for assessing the development of the selected universal competencies. The authors examined the following stages of developing universal competences by means of using mobile learning applications: (1) knowledge and skills alignment in the field of using mobile learning applications; (2) demonstrating knowledge and skills of using mobile learning applications; (3) inclusion of mobile learning applications in studying various disciplines (modules); (4) using mobile learning applications as a part of a larger activity (group projects); (5) using mobile learning applications for academic assessment (self-evaluation). It is emphasized that it is necessary to purposefully include students' work with mobile applications in the educational process of the university, when a student, being an active participant in the educational process, uses mobile applications to master the content of the discipline, enhance competencies and evaluate them. Conclusions. The article concludes that characteristics of using mobile learning applications identified and described in this research facilitate the development of students’ universal competencies. The findings can be used to improve the efficiency of the educational process at the university. Keywords Educating students; Universal competencies; Indicators of the formation of universal competencies; Mobile learning applications; E-portfolio; Self-assessment; Demonstration of competence; Group work

Аннотация. Переход на новые образовательные стандарты повысил интерес к использованию компетентностно-ориентированных заданий. К компетентностно-ориентированным относятся задания, в которых требуется дополнить условие, применить знания для решения практической задачи, исключить из текста лишние данные. В статье представлен анализ литературы по рассматриваемому вопросу. Анализ школьных учебников математики показал, что учителю необходимо самому составлять такие задания. В статье приведены варианты изменения стандартных заданий из учебника, в результате которых они становятся компетентностно-ориентированными. Рассмотрены примеры преобразования заданий для уровней: воспроизведения, установления связей и рассуждения. К составлению компетентностно-ориентированных заданий можно привлекать учеников. Для этого на дополнительных занятиях им объясняется суть работы. Использование КОЗ помогает повысить мотивацию, активности и самостоятельности обучающихся, усилить предметные и межпредметные связи. В ходе проведения исследования использовались методы: анализ литературы, моделирование содержания работы с компетентностно-ориентированными заданиями, элементы опытной работы.

The article deals with the problem of formation of assessment competence of future teachers of mathematics. The purpose of the study: to identify the conditions of university education that determine the effectiveness of the formation of the assessment competence of future teachers of mathematics. The authors apply theoretical analysis and generalization of scientific research on the formation of competencies; generalization of advanced pedagogical experience; integrative approach in identifying the components of the assessment competence of future teachers of mathematics. In the process of expert discussion, the conditions for the formation of assessment competence of future teachers of mathematics are identified and then generalized with the help of the integrative approach. The pedagogical experiment confirmed the positive influence of the selected conditions on the formation of students' assessment competence.

The practical training of a university student takes a significant place from the standpoint of the formation and assessment of competencies (indicators). The article substantiates the need to use an integrative approach to assessing the results of practical training of students (on the example of the direction 44.04.01 "Pedagogical education"). Approaches and methods used: integrative approach; theoretical analysis of literature; modeling; questioning of teachers of practice bases, universities and students. Integration at the stage of giving the final mark for the practice is explained by the need to take into account several aspects: the mark given to the student on the basis of practice for the work done (lessons, extracurricular activities, performance of other types of work); assessment for the prepared documentation; protection grade; assessment of competence, as well as the opinion of the student. Using the example of educational technological (design and technological) practice, indicators for evaluating the results of practice are highlighted, points are determined using the rating, a scale for converting the scores into a standard mark is presented. The described approach is positively assessed by the heads of practice bases, heads of practices from the university and students. The described approach can be carried over to other areas of training; will allow to implement uniform requirements for students, increase the objectivity of the final grade for practice.