Functions and main types of pedagogical diagnostics

All kinds of pedagogical activity are connected with the conduct of diagnostics. K.D. Ushinsky considered it an integral part of the activities of teachers. Using different types of pedagogical diagnostics, the teacher analyzes the effectiveness of education and training. With the help of various schemes, maps, questionnaires, the teacher identifies the main reasons for low achievement, and seeks ways to eliminate them.

Importance of diagnosis

Pedagogical diagnostics refers to the types of pedagogical activity, primarily it involves the interrelationship of the student and the teacher. It manifests itself in the form of control and independent works, drawing up characteristics. In addition to internal diagnostics, external assessments are possible, aimed at assessing the quality of skills and skills of schoolchildren, the professional activity of teachers.

Features of the term

In order to analyze the types of pedagogical diagnostics, the main performance criteria, we will consider the features of this term.

Pedagogical diagnostics presupposes conducting research aimed at improving the methods of upbringing and education, the development of the student's personality. Thanks to the results obtained during the research, it is possible to obtain full information about the professionalism of the schoolteacher himself.

The methods used in the diagnostic process correspond to the age characteristics of schoolchildren.

Instruments

Pedagogical diagnostics is based on special algorithms developed by physicians, psychologists, teachers. Now in the Russian education there is a gradual transition from the classical system of education to the formation of the harmoniously developed personality of the child.

These transformations of Russian pedagogy presuppose the use of new tools for the analysis of educational, after-hour results, the comparison of the facts obtained, and the search for solutions to the problems identified.

Main functions

Pedagogical diagnostics is conducted to identify feedback in the educational and educational process. Diagnostic data on the level of schooling and upbringing of schoolchildren, obtained at different stages of their development, act as the main kind of information for building the subsequent pedagogical process. At the present time, a special system has been created to evaluate the educational and educational work of the school, which compiles a rating of the best educational institutions. The main types of pedagogical diagnostics perform certain functions: evaluation, feedback, process control.

Feedback

The essence of this function is the use of diagnostic data on the level of education and upbringing of schoolchildren for subsequent pedagogical activities. Psychologists, class leaders, conducting diagnostic tests, compare the real achievements of each child with his abilities, draw a conclusion about the completeness of work, look for ways to change the situation.

The most important task of modern pedagogical diagnostics is to create conditions for the teacher and schoolchild to receive information about the results of the educational and training process in order to timely adjust them.

Evaluation function

All kinds of pedagogical diagnostics are connected with evaluation activity. A comprehensive and comprehensive assessment has several aspects:

• Regulative-corrective;
• Value-oriented;
• Measuring;
• Stimulating.

Thanks to the value-oriented analysis, the student's ideas about himself, other people are enriched. The student has the opportunity to compare his own labor, moral, aesthetic qualities with those requirements that are advanced by modern society.

Thanks to the pedagogical evaluation, it becomes possible to compare their actions with the norms, develop their own line of behavior, establish relationships with other people.

After the pupil realizes the objectivity of the evaluation, positive qualities develop, the student tries to get rid of his shortcomings. It is the measuring parameter of pedagogical evaluation that is a stimulus for self-education for the student. When comparing their successes and achievements with other children, the schoolchild forms his own social status.

Management function

Considering the basic functions and types of pedagogical diagnostics, let us note the managerial factor. This function is related to the analysis of the development of the child's personality, the formation of the school collective. There are three types of diagnostics: initial, current, final.

Initial diagnostics is connected with planning, management of a class collective. Before the teacher determines the educational tasks, which will be implemented in the quarter or half-year, they are assessed the level of education of the wards.

Diagnostics of studying of a class collective

The main types of social and pedagogical diagnostics related to the study of the collective can be of three types. The first version of the study is suitable for a new classroom that is unfamiliar to the teacher. The second diagnosis is suitable for a class in which the educator is just beginning his educational activity. The third option is designed to analyze a class well-known to the teacher.

At the first acquaintance of pupils with the class teacher with the help of the initial diagnosis there is a comprehensive study of schoolchildren. Further the teacher analyzes not the separate pupil, but the formation of the class collective. At the third stage of the analysis, the teacher conducts selective diagnostics, analyzes individual achievements of schoolchildren, and the effectiveness of developing a classroom.

Results of pedagogical research

The objectivity and completeness of the information received at the first and second stage, gives the teacher the opportunity to plan educational activities that are most appropriate for the development of schoolchildren.

There are different types of pedagogical diagnosis. The criteria for the effectiveness of research depend on the characteristics of the classroom, the individuality of schoolchildren.

Corrective (current) diagnosis is carried out in the process of forming the activity of class collectives. It gives the teacher the opportunity to focus on the changes that are revealed in the class, occur with members of the team. At the same time, the correctness of the educational tasks set by the class teacher at the previous stages is assessed.

Such kinds of psychological and pedagogical diagnostics help the teacher to make adjustments to his activities in the shortest possible time, to make changes in the methods of educational activity. With the help of corrective diagnostics the teacher encourages independence, creativity, individuality of his pupils.

The current diagnosis serves as an express test, it gives the teacher the opportunity to make decisions about the subsequent pedagogical activity.

Principles of diagnostic research

Different types of pedagogical diagnostics are based on certain principles.

A holistic study of the pedagogical phenomenon presupposes the application of a systematic approach, the establishment of interrelations between the qualities of the individual and the characteristics of the collective.

All types of pedagogical diagnostics in DOW are based on the consideration of external factors on the development of the personality of preschool children, the elimination of influences that negatively affect the educational process.

The teacher conducts a multiple check of the same pedagogical fact, using different methods of research to obtain reliable results.

An integrated approach to conducting diagnostic studies, according to professionals, is the main method used in modern domestic pedagogy. Only with this approach can we talk about obtaining objective results, correct and reliable evaluation of the teacher's professionalism.

A special place in pedagogy is the principle of objectivity. Each student has certain individual characteristics that must be taken into account by the teacher when choosing an educational program.

Conclusion

Often the relationship between students and the class teacher is built on subjective factors. The teacher creates an opinion about each pupil based on the information received from colleagues and other children. In order for the mentor to form an objective view of his charges, it is necessary to conduct various types of pedagogical diagnostics.

Only in this case will the principle of objectivity be used that will help the teacher choose educational tasks, adjust his professional activity so as to achieve the maximum development of the individuality of each child, to receive a positive dynamics of the formation of the class collective.

The principle of objectivity implies the verification of each individual fact by different methods of studying the child (class), as well as comparing the results of research with the facts obtained by other teachers, data analysis.

The researcher, in whose role the class teacher acts, should not build his work on his own subjective opinion, this is the professionalism of the modern teacher.

Since the diagnostics carried out in educational institutions have an educational and educational function, it is necessary to organically integrate it into the structure of pedagogical activity.

In the process of developing a diagnostic research methodology, the teacher must transform these methods into a form of education and training.

Characteristics of the personality of children can be seen in the process of activity, so the main task of any class teacher is the active involvement of pupils in after-hours activities.

Among those common mistakes that are committed by young teachers, the analysis of the individuality of the child outside the classroom prevails. In order for pedagogical diagnostics to be reliable and complete, it should assess not only the individual characteristics of the student, but also his relationships with other members of the class collective.