Quality assessment of doctoral students' readiness to practice

Practice in educational programs of doctoral students serve as a drive for the development of research and professional abilities and is the source for acquiring practical experience. At the same time, practice causes to design the assessment techniques to measure external and internal results of doctoral students' practice. The quality of the assessment techniques influences the quality of doctoral students' readiness to professional activity. The authors analyzed the literature on the subject, educational standards, and the best practices and offered a project of an assessment technique to measure the quality of doctoral students' readiness to practice. We specified the results interpretation, estimation means and procedures in their interrelation with purpose and content of practice for doctoral students and grounded them in the principles of consistency, continuity, and modularity. The limitation of the assessment technique is that it is devised for the training direction 44.06.01 “Education”.