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.

В статье актуализируется проблема формирования оценочной компетентности педагога. Материалом для исследования послужило обобщение опыта развития указанной компетентности учителей математики через их участие в работе педагогических мастерских. Педагогическая мастерская -это форма повышения квалификации, деятельность педагогов в которой выстраивается по этапам: практическое погружение в проблему; групповая рефлексия; определение путей решения проблемы (поисковый практикум); осмысление и развитие опыта. Эффективность педагогических мастерских в направлении развития оценочной компетентности учителей обусловлена: ориентацией работы на конкретные запросы участников мастерской; направленностью на поддержание профессиональной мотивации и стремления учителей к саморазвитию; познавательным взаимодействием участников, которое позволяет педагогам учиться друг у друга. Исследование подтвердило положительное влияние данной формы повышения квалификации на совершенствование оценочной компетентности учителей математики. Участники педагогических мастерских указали на развитие их готовности к разработке заданий для суммативного и формативного оценивания, ориентированных на оценку навыков высокого порядка; способности к преодолению стереотипов, творческому применению приемов и техник оценивания; отметили обогащение профессионального опыта по интегративному использованию суммативных и формативных оценочных практик. Ключевые слова: оценочная компетентность учителя, оценочная грамотность учителя, оценивание образовательных результатов, формативное оценивание, обучение математике.

Introduction. Digitalization makes special demands on the teaching staff, actualizing their new roles and focusing on the training of future teachers who own not only individual digital tools for organizing the educational process, but also a set of competencies and personal qualities demanded by society in digital reality. Aim. Of the article is to present a theoretically substantiated model for the formation of key competencies of the digital economy among student of pedagogical magistracy and experimental confirmation of its effectiveness. Materials and methods. The assessment of the formation of key competencies of the digital economy was carried out on the experimental group of undergraduates "Pedagogical education" (32 people). Empirical study data were analyzed using the Mann-Whitney U-test. Results. The implementation of the process of formation of key competencies of the digital economy among undergraduates – future teachers was carried out in accordance with the developed model, including motivational-targeted; meaningful; procedural; personal; diagnostic components. The study gives a description of each component of the model. Calculations showed that the differences in the levels of formation of digital economy competencies among undergraduates at the stage of ascertaining and control sections are significant (Uemp = 159.5; p < 0.001). Conclusion. The implementation of the process under consideration in accordance with the developed model makes it possible to increase the level of formation of the key competencies of the digital economy among future teachers. In the future, research aimed at identifying and analyzing the real level of digital competencies of university teachers, as well as solving the problem of improving it, will be relevant.

Оценка потенциального риска на основе данных мониторинга за состоянием водного объекта позволяет получить количественную и качественную характеристики возможного негативного влияния, оказывающего загрязняющими веществами на состояние экосистемы. Потенциальный риск качественно характеризуется сутью неблагоприятных последствий, а количественно – вероятностью их возникновения. Среди химических веществ, загрязняющих окружающую среду, основными являются нефтепродукты, пестициды, нитраты, соединения тяжелых металлов, полициклические ароматические углеводороды, фенолы. Использование модели комплексной оценки риска позволяет оценить совокупный риск для заданной экосистемы, возникающий при воздействии нескольких негативных факторов на общее состояние водной экосистемы. Полученная численная оценка риска комплексного негативного воздействия загрязняющих веществ на водную экосистему Новосибирского водохранилища может применяться для осуществления выбора управленческих решений и нормирования допустимых антропогенных нагрузок. Potential risk assessment based on monitoring data on the state of a water body allows obtaining quantitative and qualitative characteristics of the possible negative impact that pollutants have on the state of the ecosystem. Potential risk is characterized qualitatively by the essence of adverse consequences, and quantitatively by the probability of their occurrence. Among the chemicals that pollute the environment, the main ones are oil products, pesticides, nitrates, heavy metal compounds, polycyclic aromatic hydrocarbons, phenols. The use of the integrated risk assessment model makes it possible to assess the total risk for a given ecosystem arising from the impact of several negative factors on the general state of the aquatic ecosystem. The resulting numerical risk assessment of the complex negative impact of pollutants on the water ecosystem of the Novosibirsk Reservoir can be used to make the choice of management decisions and standardize the allowable anthropogenic loads.

One of the significant resources for improving the quality of vocational education is an effective system for assessing students' academic achievements. The article summarizes the experience of using portfolio technology in the practice of higher pedagogical education. The possibilities of educational reflective portfolio as a means of assessing the educational results of future mathematics teachers are revealed. Assessment using a portfolio in university practice provides broad opportunities for qualitative and quantitative assessment of a wide range of educational achievements, contributes to the development of students' cognitive and metacognitive skills, to perform actions that reflect practice in the contexts of the chosen profession, and students' understanding of what it means to be a successful teacher. This confirms the idea that assessment using portfolio technology has many of the attributes of authentic assessment.