Abstract: The article discusses the problem of reconsideration of components and improvement of academic and methodological support of university psychological and pedagogical disciplines. The object of this research is the academic and methodological support of psychological-pedagogical disciplines in the digital educational environment of higher education. The subject is the improvement of academic and methodological support of psychological-pedagogical disciplines, taking into account competencies (components of competencies) developed in the course of their study for use in digital educational environment. The author determines the specificity and forms of providing academic and methodological support in transition towards digitalization of higher education. The author summarizes the productive experience of implementing these forms of work in Tula State Lev Tolstoy Pedagogical University. The article suggests the vectors for improvement, gives theoretical substantiation to the new variants of development and provision of academic and methodological support for psychological-pedagogical disciplines demanded in the digital environment. It is established that the process and dynamics of improvement of academic and methodological support are primarily associated with overcoming psychological and qualification barriers that impede the participation of pedagogues in the digital transformation of education, and increasing their readiness to learning and using new information and communication technologies and software, which is most effective when they receive specialized training based on implementation of the principles of system-activity, competency-based, information, and individually-differentiated approaches, interdisciplinary integration, organization of joint activity of the educators of different academic departments.

Abstract: The object of the research is the system aimed at evaluating new results of the educational process at the university. The subject of the research is the theoretical basis of evaluation components of such model that can be used in the process of implementing of the Federal State Educational Standards. The author examines such aspects of the topic as the most significant trends related to changes of the object and subjects, functions, and evaluation means at the University. Particular attention is paid to the justification of new methods and forms of assessment in the course of the current, intermediate and final certification. The main theoretical method is the method of modeling and survey. The methodological base of the research is the competency approach. The result of the research is creating the model for evaluating new results of the educational process at the University in the process of FSES implementation. The authors's model highlights the most significant trends related to changes in the object and subjects, functions, and evaluation means. The scope of application is the educational process at the University. The conclusion is that such a theoretically grounded model can serve as the basis for the development of evaluation of funds, algorithms, various means of assessment and forms of their implementation in the educational process at the University.