The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not only understand the reasons for their professional difficulties, but also identify the essence of professional expectations of each employee.

The aim: To analyze CR among antibacterials of different classes and to overcome some widespread misconceptions regarding CR between different classes of antibiotics. Materials and methods: The narrative review represents an assessment of the most pertinent literary sources published in English language, which dealt with the issues of cross-reactivity between individual antibiotics and different classes of these ones. Conclusions: With a high probability of type I AR in a patient in the past, it is better to plan the treatment of patients together with an allergist / immunologist. If this probability is estimated to be low, the choice of a particular antibiotic may be based to some extent on CR data.

The article examines the processes and technologies for assessing the skills and competencies of secondary school students. Modern school assessment is an integral part of the learning process of students, which reflects the internal and external processes in the accessibility of the content of teaching school subjects and the level of skills and competencies of the individual on the basis of feedback. Traditionally, school assessment was based on quantitative indicators and errors of the applicant, rather than on qualitative measurements of competencies and skills. A new model of assessment, which is formative and provides an opportunity through pedagogical observation of the technology of individual student work, to determine effective learning outcomes in the form of achieved goals through group work or individually. After all, the outlined assessment can motivate and inspire the child to development, self-development and quality assimilation of subject program results. Evaluative pedagogical work should take into account the limits of adverse risks and their effects on the balance of the child's internal state, relationships with peers, psychological and emotional balance, blocking the child's brain for further learning, unbalanced relationship with the teacher. Research has shown that formative assessment significantly actualizes the interactive assessment of students' progress, which involves psychological and pedagogical tracking of personal development, judgements about effective educational process of skills, learning experience, competencies and quality of student development. The activity mission of a modern teacher is expanded by the urgency and public demand for understanding the importance for a particular feature of formative assessment procedure in the initial and subsequent stages of learning. Thus, we note that primary school children perceive the assessment for the task as self-assessment and requires special sensitive attention of the teacher. Benevolence and a positive attitude contribute to the desire of students to solve educational and life situations, develop skills and develop competencies for successful self-realization in life. Thus, pedagogical processes in assessing the skills and competencies of the individual aim to improve the quality of education, diagnose the educational process on the demands of learning, identify shortcomings and outline models of educational activities, promote a comfortable educational process and environment for student development in partnership with teachers.

Рассматривается проблема формирования логико-грамматических конструкций у детей старшего дошкольного возраста с общим недоразвитием речи. Использована комплексная методика, направленная на оценку восприятия и понимания простых флективных, прямых и обратных конструкций, выражающих пространственные отношения, временную последовательность, сравнительные и логические отношения. Результаты эмпирического исследования отражают закономерности развития детей дошкольного возраста и свидетельствуют о неравномерности формирования речемыслительной деятельности и понимания различных логико-грамматических конструкций старшими дошкольниками с ОНР (III уровня). The article is devoted to the formation of logical and grammatical constructions in children of preschool age with a general speech under-development. A complex technique was used in the work, aimed at assessing perception and understanding of simple inflectional, direct and inverse constructions expressing spatial relations, time sequence, comparative and logical relations. The results of the empirical study reflect the development patterns of preschool children, testify to the irregular formation of speech and thinking activity and understanding of various logical and grammatical structures in older preschoolers with general speech under-development (level III).