Pedagogical diagnosis is an essential component of the educational and educational process. It allows you to determine the level of achievement of the goals set by teachers. It is difficult without such studies to talk about the effective management of the didactic process.
Features of the term
Diagnostics of pedagogical work is a special type of activity, which is the management and analysis of features that analyze the status and results of the learning process. It makes it possible, on the basis of the data obtained, to make forecasts of permissible deviations, to identify ways to prevent them, to adjust the process of education and training, to improve their quality.
The essence of the concept
Pedagogical diagnosis is not limited to testing the universal educational skills of schoolchildren. The study involves monitoring, evaluating, checking, accumulating statistical information, studying the results, identifying the dynamics of the didactic process, and so on.
Pedagogical diagnostics at school allows you to create feedback in pedagogical activities.
Destination
In science, there are several diagnostic functions carried out in educational institutions:
- the control and adjustment part is to obtain and adjust the educational process;
- the prognostic role involves the prediction, forecast of changes in the development of students;
- the educational function consists in the socialization of schoolchildren, the formation of an active citizenship in them.
Thing
Pedagogical diagnosis relates to three areas:
- academic achievements of schoolchildren;
- social, moral, emotional qualities of a person and class groups;
- the results of the pedagogical process in the form of neoplasms and psychological qualities of students.
The degree of social development, the level of OUN is subject to periodic research, analysis.
Control options
The tasks of pedagogical diagnostics include collecting information about the family, physical health, especially thinking, memory, imagination, attention of the student. During the questionnaire, the psychologist reveals the emotional-volitional qualities of each student, his motivational needs, relationships with other members of the class team.
Different types of pedagogical diagnostics (questionnaires, interviews, analysis of documents, observation) allow teachers to create a single picture of the student, to create an individual educational and educational development trajectory for his self-improvement.
Subdivision
Conducting pedagogical diagnostics is associated with the use of a system of operations and actions to assess the assimilation of schoolchildren skills, knowledge, and practical skills. Control guarantees the establishment of feedback in the learning process, its result is the receipt of information on the effectiveness of learning.
The teacher finds out the level and amount of knowledge learned by the student, his readiness for independent activity.
Without a periodic check of the formation of the OOI, the educational process will not be effective and efficient.
Pedagogical diagnosis involves several control options:
- periodic;
- current;
- final;
- thematic;
- preliminary;
- deferred.
Let us analyze the distinctive features of each of them. Preliminary control is carried out in order to identify initial skills, abilities, knowledge of students. A similar check is carried out in September or before the start of the study of a new topic within the framework of a particular academic discipline.
The pedagogical process involves the conduct of ongoing inspections, allowing teachers to identify the level of formation of the OUN, their completeness and quality. It consists in the systematic observation of the teacher over the activities of children at all stages of the educational process.
Periodic monitoring allows you to summarize for a specific time period, for example, for a quarter or six months.
The development of pedagogical diagnostics is inextricably linked with thematic control. For example, after studying the section, topics, the teacher offers his students various tasks. They allow teachers to determine the degree of assimilation by children of specific scientific material.
The final work covers the entire system of skills, abilities, knowledge of students.
Deferred control involves the identification of residual knowledge some time after studying the course section. After 3-6 months, children are offered test items, the effectiveness of which is a direct confirmation of quality training.
Forms of control
Such methods of pedagogical diagnostics are divided into groups:
Control methods are methods by which the effectiveness of all types of student activity is determined, and the level of qualification of the teacher is assessed.
In Russian schools, in different combinations, they use methods of written, oral, machine, practical control and self-control.
Oral control helps to identify the knowledge of students, helps the teacher to analyze the logic of presentation by students of educational material. An oral response assesses the child’s ability to apply theoretical knowledge to explain events and processes, to prove one’s own point of view, and to refute false information.
Written control
It is associated with the implementation of written tasks: essays, tests, exercises, creative reports. This control method is aimed at simultaneously checking the knowledge of students. Among its shortcomings, we note the significant time spent by the teacher on checking the work, drawing up a full report on the level of formation of students at the University of Education.
Practical control
This form of diagnosis is used by teachers of chemistry, physics, biology, geography. When performing laboratory experiments and practical tasks, the guys use the theoretical base obtained during lecture classes. The teacher analyzes the formation of skills and, if necessary, carries out their adjustment.
Pedagogical testing differs from traditional control options by differentiation, efficiency, objectivity.
Types of diagnostics
A preliminary analysis is aimed at identifying the level of development, assessing students' skills. Such diagnostics are carried out at the beginning of the school year, aimed at identifying the knowledge of the main elements of the course, relevant for newly created training teams. Based on the results of the preliminary examination, the teacher plans the upcoming work, selects teaching methods and techniques.
The main functions of the preliminary diagnostics are: control and adjustment.
The teacher carries out the current diagnostics in everyday educational work during the classes. It allows you to timely assess the level of schoolchildren’s training, gives the teacher the opportunity to quickly respond to the current situation, select innovative forms of activity. Its main purpose is to stimulate the independent activity of students.
After the transition of Russian education to new federal standards, the state final certification of graduates began to perform the function of final control:
- USE for senior students;
- OGE for graduates of the ninth grades.
Such a diagnosis is aimed at determining the level of training of graduates. The results indicate the completeness of the institution's implementation of the state educational standard.
Distinctive features
By the number and nature of the issues, frontal, individual, combined, group diagnostics are distinguished. The front-end option involves the teacher posing questions that allow you to check an insignificant amount of material. The teacher offers questions, the whole class takes part in their discussion, the guys give short answers right away. This form of work is appropriate for checking homework, fixing new material.
Its variety is a comprehensive test, diagnosing the ability of students to use the knowledge and skills acquired in the study of different academic disciplines.
Individual diagnostics is aimed at testing the skills, knowledge, and skills of individual students. In its course, the teacher takes into account the awareness, thoroughness, logical answer, the ability to process theoretical material, and use knowledge in specific situations. For this, the teacher and other students ask the student suggestive and additional questions.
The combined form consists in combination with group, individual, frontal forms of diagnosis. The peculiarity of such a test is that in a short period of time the teacher manages to test the skills and abilities of a large number of students.
Diagnostic Methods
They are methods of activity that allow for feedback in the learning process, to receive detailed information about the effectiveness of educational activities.
They must meet certain measurement quality criteria:
- objectivity, consisting in the conditions and results of measurements, regardless of the features of the inspector;
- validity, allowing you to check the level of formation of skills;
- reliability, which determines the possibility of repeatability in equal conditions;
- representativeness, implying the possibility of comprehensive verification, obtaining an objective picture of the level of schoolchildren’s training.
Conclusion
In modern pedagogy, various methods of diagnosing the level of training are used. The simplest of these tricks is observation. It consists in the direct perception, registration of certain facts. As the teacher observes the students, he develops a full-fledged idea of the attitude of the wards to the educational process, the degree of independence, the level of cognitive activity, feasibility and accessibility of educational material.
Without this type of diagnosis, it is impossible to draw up a full-fledged idea of the attitude of students to classes, the feasibility of educational material. The results of observations are not recorded in the documents, they are taken into account in the final mark of students. But they are not enough to get an objective picture of the level of schoolchildren’s training.
That is why in pedagogical diagnostics used in secondary schools, lyceums, gymnasiums, combined types of research are conducted. For example, when children move from elementary school to middle school, the psychologist analyzes their adaptation to new conditions using special diagnostic tests.
Various types of studying the individual abilities of schoolchildren make it possible to identify gifted and talented children and create individual educational trajectories for them.