The pedagogical diagnostics as a factor for ensuring the quality of the educational process

Abstract

The analysis of scientific and methodological literature allows us to confirm the relevance of pedagogical diagnostics as a scientific problem. There are different approaches to defining the essence of pedagogical diagnostics, both in terms of the content of the diagnostic activity and in terms of the purpose and tasks that are set before it. In the context of the modernization of education, the diagnosis of knowledge and skills of the recipients of education should be considered as a mandatory component of the educational process, which determines the level of achievement of educational goals and quality of education.
The problem area of pedagogical diagnostics is much broader than the traditional assessment of the teacher’s knowledge, skills and even personal qualities. Pedagogical diagnostics should be interpreted as a system of accurate identification of the results of the didactic process, which includes control, verification, evaluation, accumulation of statistics, their analysis, forecasting, dynamics, tendencies of the educational process.
Modern requirements for pedagogical diagnostics require the use of new information technologies. Due to the development and distribution of educational online services, it is advisable to use them in pedagogical diagnostics. Among the most common information resources is the use of platforms for testing on the Internet. Because well-chosen and structured test tasks allow you to determine the level of knowledge and skills of the educational process. In addition, such online resources are characterized by mobility and accessibility.