Abstract
The problem of improving the quality of educational services occupies a leading place in ensuring the demand in the labor market and the competitiveness of graduates of educational organizations. The integration of the concepts of quality of the educational process and quality of the result of education gives the concept of quality of educational services. The quality of educational services is influenced by the quality of teaching and the material and technical support of the educational process. The result of education is changes in the competence of the student, the formation of professionally important personality qualities, the assessment of which is an important component of the educational process. Providing students with the opportunity to develop in the educational process allows them to fully realize their own capabilities and abilities, which also affects the result of education. The article analyzes the work on the organization of control and evaluation activities in educational organizations of various levels. As this analysis has shown, most authors offer their own model of the organization of control and evaluation activities corresponding to the set goal and consisting of various components. Teachers-researchers offer various methods, types, forms, stages of control organization. The purpose of control and evaluation activities is to monitor, control, diagnose, analyze, and evaluate the quality of mastering individual knowledge, skills and practical experience in a discipline or module, the formation of competencies and professionally important personal qualities of the student. As part of the study, it was revealed that control has an impact on the motivational component of the learning process. The students reflexive activity contributes to the transition from control to self-control, from assessment to self-assessment, from analysis to introspection. The control process should be systematic, planned and carried out in the direction of goal-result.
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