Introduction. The growing relevance of the problem of professional orientation in modern Russia inevitably raises one of the most difficult and ambiguous issues – the assessment of the results of professional orientation. Attempts to solve this issue are presented in scientific publications, in materials and speeches of practitioners, in regional strategic planning documents. However, building an adequate (comprehensive, effective, realistic) system for evaluating the results of professional orientation work with students remains a task that has not yet been solved in practice and has not been sufficiently understood in theoretical research.
Aim. To search for and substantiate the methodological prerequisites necessary for designing a system for evaluating the results of educational professional orientation. Methods. A wide range of empirical and theoretical research methods was used, including experimental work within the framework of scientific and methodological sites of Federal Institute for Education Development, then RANEPA in various regions of the Russian Federation.
Results. The author’s model of “four coloured baskets” is presented and scientifically substantiated, which makes it possible to clearly identify four types of educational outcomes of professional orientation. 1) “External conditions” – indicators of accessibility and quality of the professional orientation environment. 2) “Internal (personal) conditions” - characteristics of the student’s (graduate’s) readiness for professional self-determination. 3) “External results” – delayed educational and socio-economic effects of professional orientation. 4) “Internal (personal) results” – characteristics of the professional self-determination of the student (graduate) at different stages.
Scientific novelty. The variety of the criteria and performance indicators of professional orientation, reflecting the vast amount of poorly reflected empirical approaches, are systematised and presented in the form of a four-component model, which significantly facilitates further scientific understanding of the problem.
Practical significance. The presented scientific results can be used, on the one hand, to develop effective models for managing ecosystems of educational professional orientation at various levels and scales (from regional and sectoral to local); on the other hand, to develop variable models of self–assessment of the effectiveness professional orientation work at the level of an individual professional orientation teacher.