Korsakov A.S., Lopanova E.V.
READINESS FOR PROFESSIONAL MOBILITY OF A FUTURE OFFICER: ESSENCE, STRUCTURE, APPROACHES TO FORMATION ^{[№ 1 ' 2024]}
The processes of modernization of Russian military education are due to increased requirements for professional competencies and personal qualities of officers, which indicates the need to develop theoretical foundations and methodological approaches to organizing an integral process of formation of professional mobility of cadets in the educational process of a military university. Currently, there is no holistic understanding of the phenomenon of readiness for professional mobility of future officers, the theoretical foundations of its formation in a military university and methodological aspects of this process. The readiness of a future officer for professional mobility is an integrative personality quality of a predictive nature, focused on the advanced development of a future officer, providing the ability to adapt to a professional situation in order to perform optimal actions by means of official activity in accordance with the content of the military-professional situation, to show mobility in difficult military-professional conditions and realize oneself as a military specialist. The structure of the future officer’s readiness for professional mobility is represented by the following components: cognitive (knowledge and skills in the field of military professional activity; the ability to carry out analytical activities, the ability to master and evaluate new information; communication techniques, professional speech, self-control skills); motivational and value (motivation of achievements; acceptance of professional values and culture of the Armed Forces Russian Federation; acceptance and recognition of norms and values of colleagues and subordinates; patriotic values, beliefs, national traditions); activity-based (professional and educational activity; the ability to organize independent activities; flexibility in performing military professional functions and tasks; efficiency; the ability to navigate new types of activities, quickly assimilate patterns of behavior, patterns of performance of service and combat tasks; the ability to make adjustments to activities when conditions change).

Lopanova E.V.
METHODICAL ASPECTS OF CRITERIA ASSESSMENT AT THE UNIVERSITY ^{[№ 4 ' 2023]}
To create conditions for supporting active independent learning, coordinating the organization of control with the content and structure of the program, and an effective tool for improving the quality of education, it is possible to use criterion-based assessment as a student-centered learning technology. The existing assessment system in higher education reflects the result of knowledge acquisition. In the conditions of the competency-based learning paradigm in higher education, another mechanism for assessment and control activities of all participants in the educational process is needed. Accordingly, it is necessary to develop and verify technologies, techniques and organizational assessment procedures. Criteria-based assessment, which is understood as a process based on comparison of students’ educational achievements with criteria corresponding to the goals and content of education, is a dynamic procedure for students’ self-assessment of educational and professional activities, ensuring individual progress and motivation. Criteria-based assessment is represented by the integration of formative and summative assessment practices. Summative assessment is aimed at establishing the level of mastery of a competency or planned result. Formative assessment is a new pedagogical tool that corresponds to modern educational values and is based on targeted learning support that actualizes the student’s educational independence. There are methodological features of the preparation and organization of criteria-based assessment of educational results at a university. Since learning can only be effective for an internally motivated student, the student himself must be an active “element” of the learning process, aimed at the subjective “discovery” of new knowledge and skills, including in the process of assessing his own educational achievements.

Lopanova E.V.,Savina N.V.
FEATURES OF SELF-ORGANIZATION OF PEDAGOGICAL UNIVERSITY STUDENTS ^{[№ 4 ' 2022]}
When studying the development of self-organization of students — future teachers, its importance is high in the current conditions of an unstable world, both for the student and for the teacher. The transition of world development from a complex and ambiguous world (VUCA-world) to a nonlinear and incomprehensible world (BANI-world) requires a change in the person himself. Complex types of activities, including educational and pedagogical, do not leave their subject a choice to be organized or not. Self-organization of the individual acts as the ability to independently form internal ordered stable structures in response to the challenges of the new BANI world. The concept of self-organization does not have a single, accepted definition, and is considered at various levels, from different sides, by various scientific directions.
From the standpoint of a technical approach (scientific organization of labor, time management), the results of a survey of students of a pedagogical university are presented. The factors that complicate the educational activities of students are identified; factors that hinder the development of self-organization competence, as well as factors that help reduce stress in the learning process and perform educational activities at the required level. It is shown that there are significant differences between full-time and part-time students in some personal factors that prevent students from being organized. The ways of further research of the problem field of self-organization development in the educational process of the university through the definition of methodology, including axiological grounds, are proposed.