INDIVIDUAL PEDAGOGICAL SUPPORT FOR STUDENTS BASED ON ADAPTIVE PEDAGOGICAL DIAGNOSTICS
Résumé
The article covers the theoretical and methodological foundations of organizing the process of individual pedagogical support for students based on adaptive pedagogical diagnostics. The essence, principles, and differences between adaptive diagnostics and traditional forms of control are substantiated. A system of criteria and indicators aimed at assessing the cognitive, active, motivational, and socio-emotional development of the student has been developed. Based on the diagnostic results, a three-level (general, group, individual) model of pedagogical support and a technology for designing an individual educational route are proposed. The research results are summarized in the form of tables, and methodological recommendations are provided for the implementation of the model into educational practice.
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