Journal of Social Sciences and Humanities Research Fundamentals
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TYPE
Original Research
PAGE NO.
10-13
DOI
OPEN ACCESS
SUBMITED
08 March 2025
ACCEPTED
04 April 2025
PUBLISHED
07 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Conditions for Successful
Monitoring of The Quality
of Training and Education
Muattar Gaffarovna Milieva
PhD in Psychological Sciences, Acting Associate Professor, Department of
Pedagogy and Psychology, Uzbek State University of World Languages,
Uzbekistan
Abstract:
Unfortunately, in school practice, diagnostics
are still not perceived as an essential component of the
pedagogical process. This inevitably leads not only to a
superficial understanding of the students but also to the
generalization of all pedagogical requirements and
approaches, resulting in standardized teaching and
upbringing
—
despite the increasing individuality of
today’s students. This is why teachers are often
dissatisfied with their students, and the students, in
turn, with the school.
Keywords:
Monitoring,
pedagogical
diagnostics,
conditions for successful diagnostics and correction.
Introduction:
Pedagogical Diagnostics in the Work of a
Homeroom Teacher
Unfortunately, in school practice, diagnostics are still
not perceived as an essential component of the
pedagogical process. This inevitably leads not only to a
superficial understanding of the students but also to the
generalization of all pedagogical requirements and
approaches, resulting in standardized teaching and
upbringing
—
despite the increasing individuality of
today’s students. This is why teachers are often
dissatisfied with their students, and the students, in
turn, with the school.
But even K.D. Ushinsky asserted that in order to educate
a person in all respects, one must know them in all
respects. We should add that it is also necessary to know
the educators in all respects
—
their level of upbringing,
professional preparedness, as well as the pedagogical
culture of the parents, the capacities and characteristics
of the student group, and the positive and negative
influences on children within the school’s neighborhood
and the city.
One of the main objects of diagnostics in the
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Journal of Social Sciences and Humanities Research Fundamentals
educational process
—
identified in school reform
documents and reflected in existing research on
didactics
—
is the educational effectiveness of
classroom instruction. This refers to the effective use
of content, organization, tools, and teaching methods
to guide the psychological development of children
and to foster in them cognitive independence, a sense
of responsibility, and high expectations of themselves
and others.
The word “diagnostics” no longer intimidates us. W
e
are familiar with it from visits to the doctor: a diagnosis
is made before treatment begins. Diagnostics is also
used by auto mechanics before repairing a car.
Diagnostics is the study of how an organism, machine,
or any complex system functions.
Diagnostics
(from the Greek “dia” –
transparent, and
“gnosis” –
knowledge) is a general method of obtaining
advanced information about an object or process
under study. (I.P. Podlasy)
The importance of diagnostics in the realm of
development and educational systems is similar to the
importance of properly clarifying the nature of an
illness in medicine: if the signs and causes of a
condition are identified correctly and in time, a
favorable outcome can be expected. An incorrect
diagnosis not only nullifies the efforts of doctors but
also eliminates the patient’s chances of recovery.
Everything said about physical (somatic) health also
applies to psychological well-being. Therefore,
diagnostics in the area of human development is an
extremely important task that requires a high level of
qualification and responsibility.
The essence of pedagogical diagnostics lies in studying
the effectiveness of the educational process in schools
based on changes in the level of students' personal
development and th
e growth of teachers’ pedagogical
mastery.
Pedagogical diagnostics is intended to answer the
following questions:
–
What should be studied in the inner world of
educators and students, and why?
–
By what indicators should this be measured?
–
Which methods should be used?
–
Where and how should the results of this information
be applied to evaluate the quality of pedagogical
activity?
–
Under what conditions does diagnostics become an
organic part of a holistic educational process?
–
How can teachers be taught self-monitoring and
students
–
self-awareness?
The essence of pedagogical diagnostics determines its
subject matter:
–
Whom to educate in accordance with the defined
goals and objectives of education (the object of
education, criteria for personal development);
–
Under what conditions (the educational situation);
–
Who should do what in this process (defining the roles
of society, the family, the school, the class collective,
and the child themselves);
–
By what means, approaches, and methods should
influence be exerted on both educators and learners
(the activity of the agents of education).
Pedagogical diagnostics
is carried out in the process of
teaching and upbringing. In most cases, teachers believe
they already know their students and that no special
study is required. However, when this knowledge is
subjected to in-depth analysis, it often turns out to be
superficial and inaccurate. Teachers and educators
frequently judge their students based on earlier
impressions or past situations. Sometimes, certain
students are unfairly labeled as "troubled," and even
those who have genuinely changed may continue to feel
a wary attitude from their teachers for a long time.
How should students and the class as a group be
studied?
Science offers educators a wide range of diagnostic
methods
—
simple, not overly time-consuming, engaging
for students, and at the same time, reliable. The forms
of pedagogical diagnostics are very diverse. The most
commonly used in today’s educational systems include:
•
Observation
•
Conversation (interviews or informal talks)
•
Questionnaires and other survey techniques
•
Role-playing and simulation
•
Sociometric and projective methods
•
Analysis of student documents and work
•
The method of incomplete sentences
•
Drawing tasks
•
The method of contrasting opinions or positions
•
Snapshot (cross-sectional) assessments
•
Test tasks
•
Keeping a child observation diary
•
Competitions and exhibitions of children’s
creative work
•
And many others
Principles of Pedagogical Diagnostics
Pedagogical diagnostics is based on the following
principles:
•
Systematic approach
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•
Objectivity
•
Clarity/visualization
•
Optimality
•
Systematic structure and integration of
diagnostic methods
•
Consideration of age-specific characteristics
and continuity across developmental stages
Summarizing the above, we can draw the following
conclusions:
•
Pedagogical diagnostics first and foremost
requires a multi-stage study, which includes:
–
data collection,
–
drawing conclusions based on this data,
–
comparing the observed behavior with previous
behavior of the same individual, with the behavior of
others, or with descriptions of standard behavior,
–
interpreting the findings to assess the behavior,
–
and analyzing the data to determine the causes of
behavioral deviations.
•
Forecasting is equally important
—
it enables
educators to anticipate behavior in different situations
or in the future.
•
It is essential to communicate evaluations of
behavior to others (most often to students and their
parents), because feedback plays a critical role in
influencing future behavior.
•
The impact of this feedback must be
monitored to determine whether the intended effect
has been achieved.
In carrying out diagnostic work, the teacher performs
the following functions:
•
Psychotherapeutic
function
–
Various
diagnostic techniques (such as drawings, charts,
games, and tests) appeal to children and foster positive
relationships with others, promoting free self-
determination.
•
Corrective function
–
Many methods aim to
correct deviant behavior, relieve emotional tension,
and assist in resolving specific life situations.
•
Developmental function
–
During the
completion of tasks, children are given the opportunity
for creative self-expression and active personal
development.
Diagnostics plays a vital role
in the purposeful and
effective implementation of the educational process.
Through monitoring and correction of the entire
system of education and upbringing and its
components, it helps to improve the processes of
teaching, nurturing, and developing children.
The teacher’s activity and diagnostic activity are
inseparable. As is well known, any pedagogical
intervention (whether instructional or developmental)
must be preceded by diagnostics. Therefore, every
teacher
—
and especially a homeroom teacher
—
must be
proficient in pedagogical diagnostics.
The most typical manifestation of a person is their social
essence, which is reflected in their relationship to the
world and to themselves. The reflective nature of the
human psyche means that existing social processes and
phenomena are refracted, mirrored, shaped, and
processed within each individual. This enables the
development of their natural abilities and potentials, as
well as the advancement of what has been gained
through personal life experience and upbringing.
Typical human traits (such as gender, age, nervous
system type, temperament, etc.) are linked to typical
social realities (such as the era, social system, the level
of development of ideology and morality, science and
technology, culture and production, education, and
family relations).
Thus, the object of pedagogical diagnostics is not only
the student but also the educational potential of their
immediate social environment.
However, it would be incorrect to assume that
pedagogical diagnostics primarily studies a person's
individual uniqueness, that which distinguishes them
from everyone else. In psychology, there is a well-
established principle: every normal uniqueness is an
unrepeatable combination of typical manifestations of
the psyche. (A.G. Kovalyov)
And although there are many typical manifestations
—
from temperament to memory type
—
the combination
of these typical traits is unique for each individual, and
this largely defines the overall and specific
characteristics of a student’s personality. This gives the
teacher the opportunity to study children with different
levels of upbringing using unified pedagogical methods.
To determine what exactly needs to be studied in a
specific student, one must be familiar with a certain
societal standard, against which the level of a child’s
upbringing can be assessed. Such a standard is generally
considered to be a well-rounded, fully developed
personality,
which
is
formed
through
the
interconnection of intellectual, moral, physical, labor,
and aesthetic education.
However, education is not equivalent to development,
and here the concepts can easily be confused. The
various components of education are simply the means
of pedagogical influence on the developing personality.
But whether these components collectively result in a
fully developed individual remains unproven
—
if only
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because, in reality, no two people possess identical or
equally developed intellectual, aesthetic, moral,
physical, and labor qualities.
To effectively educate, it is important to understand
not only the level of children’s upbringing, but also the
external conditions
—
the pedagogical potential of the
student collective, the family, the teachers, and
community educators. This leads to the need for
continuous pedagogical diagnostics of the educational
process.
Moreover, the criteria for evaluating the quality of
educational work should be those aspects of school life
that influence students’ ability to learn and develo
p, as
well as their attitudes toward education and learning,
toward the school and teachers, toward elders and
younger peers, and so on.
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