PSYCHOLOGY AND EDUCATION (2021) 58(2): 5050-5055
ISSN: 00333077
5051
www.psychologyandeducation.net
past centuries. It was founded in 1864 by
American scientists D.Fisher and R.Ress [1], and
since 1908, scientist O.Stone [2] introduced a
system of testing knowledge of students in
arithmetic through testing. The German scientist
Karlheinz Ingenkamp also has a special place in
the history of "Pedagogical diagnostics" which
becomes an important component of the
professional activity of teachers. Because, only
Karlheinz Ingenkamp proposed to use the concept
of "pedagogical diagnostics" in education in 1968.
According to the approach of P.I.Tretyakov [4],
I.M.Rasulov [5] created a series of didactic tasks
for pupils (students) to work independently in the
lessons which are organized in order to develop a
culture of personal design with creatively using
computer technology in his research works. The
attention is focused to create a series of didactic
tasks on the basis of pedagogical requirements
which require the creative use of computer tools.
I.P.Podlasiy
[6]
described
that
"pedagogical diagnostics is the identification of all
aspects of the educational process and the clear
definition of all its consequences" in his
fundamental work which is devoted to the
problems of didactics and educational theory. It is
impossible to effectively manage the learning
process and achieve optimal results for the
existing conditions without diagnostics. Together
with this, I.P.Podlasiy formulated the following
three basic principles of pedagogical diagnostics.
Objectivity, consistency and appearance.
M.I.Bekoeva [7] described as the main
principles of selection: systematic, objectivity,
visibility, regularity in her researches which are
devoted to the stages of implementation of
pedagogical diagnostics. A group of scientists
(N.V.Zolotix, D.I.Nesterenko, G.A.Lyubimova)
who have studied the possibility of using
pedagogical diagnostics to assess educational
achievements of students divided into the main
principles: objectivity, optimality, efficiency,
consistency.
S.K.Kaldibaev [8] proposed a system of
the following principles in the study of the
essence and meaning of pedagogical diagnostics:
objectivity,
systematic,
single
exactness,
comprehension, individual, differentiated and
educational character, appearance and causality.
A slightly different system of principles of
pedagogical diagnostics is presented in the
research
work
of
K.S.Orlova:
scientific,
systematic, individual approach, ability, unity of
mind and activity, development of education,
positive, appearance, optimality, objectivity,
economics, simplicity, informativeness, duality,
individuality,
technology,
integrativeness,
communicativeness. In our opinion, the principles
of this system are redundant, because some
principles duplicate each other (appearance and
informativeness,
individual
approach
and
individuality, optimality and integrativeness) [9].
When the scientific research of the above-
mentioned scientists are analyzed, it can be
concluded that there are not main aspects and
general conception about single set of principles
and interpretation of pedagogical diagnostics. This
can be explained by differences in research goals,
objectives, and focus of our attention. Thus, the
works of I.P.Podlasogo and S.K.Kaldibaev are
usually didactic in nature, and the work of
M.I.Bekoeva reflects the peculiarities of the use of
pedagogical diagnostics in secondary school. The
works of Orlova are devoted to diagnostics as a
means of developing mental abilities of students
in teaching foreign languages [10].
Extensive research works are being
conducted to diagnose and evaluate the quality of
education which are focused to study development
of abilities and talents of educated youth on the
basis of PISA (International Student Assessment
for Program), TIMSS (Third International
Mathematics
and
Science
Studi),
ICILS
(International Computer and Information Literaci
Studi), PIRLS (International Reading Literaci
Studi)
and
other
international
assessment
programs in the world educational community.
Such scientific developments are being carried out
by the Australian Consortium for Pedagogical
scientific researches (Ager), the U.S. Pedagogical
researches testing service (ETS) and the National
educational research institutes of Japan. In