ORGANIZING AND CONDUCTING OF EXPERIMENTAL RESEARCH ON THE USE OF EDUCATION QUALITY MONITORING

Introduction. The creation of a monitoring system in the management of the quality of education (criteria and methods of evaluation, organization of a system for tracking the effectiveness of the process of learning, education and development, and obtaining objective data) in modern conditions is a necessary and significant management mechanism for the development of education in higher education institutions, which ensures the achievement of real results, adequate to modern requirements of society and state standards. Updating the content of education, introducing new educational technologies, and developing various types of educational institutions, and innovative processes in them require improvement of the system of internal management and pedagogical monitoring. In this regard, the problem of monitoring education quality management is one of the most relevant in the theory and practice of higher education management. Purpose: to reveal organizational issues and carry out an experimental study on the application of monitoring the quality of education in higher education institutions. Methods. Theoretical methods of analysis and generalization of scientific literature, systematization and generalization of the received information. Results. The purpose, tasks and stages of monitoring studies are determined. The study of the motivational sphere of the achievers is disclosed. A significant role is given to the motives of learning, behaviour, activity, formation and development. The methods used are: «Motivations of professional activity (K. Zamfir in A. Rean's modification)», Value orientations» by M. Rokych, «Type of psychological improvement», and «Methodology for determining learning motivation». The personal assessment of senior year students of the organization of the educational process in higher education institutions according to certain parameters was studied. An example of such an assessment on a ten- point scale by graduates in the following majors: Philology (specialization: Germanic languages and literature) and Secondary Education (History) is given. As a result of the conducted research, it was established that the majority of applicants have an average level of motivation for professional training. Originality. Degrees of inclusion of students in the learning process are highlighted. Each of these degrees is characterized, first of all, by some general attitude to learning, which, as a rule, is quite well fixed and revealed (by such signs as success and attendance at classes, the general activity of students in terms of the number of questions and appeals to the teacher, voluntary performance – educational tasks, absence of distractions, breadth and stability of interests in various aspects of learning, etc.). Secondly, there are different motives and goals behind each degree of the learner's involvement in learning. Thirdly, each of the degrees of inclusion of the student in education corresponds to one or another state, the ability to learn, which helps to understand the reason for certain motivational attitudes, barriers, avoidance of difficulties at work, etc. Conclusion. The motivational complex of acquirers was studied; the prevailing type of professional motivation (internal, external positive, external negative motivation) of the group; and level of motivation for professional training. As a result of the conducted research, it was established that the majority of applicants have an average level of motivation for professional training.