Conditions for Successful Monitoring of The Quality of Training and Education

Аннотация

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.