The technology of students’ knowledge correction on the basis of pedagogical diagnosticsAbstract
This article is devoted to the little studied problem of correction of university students’ knowledge. The author describes the essence and features of knowledge correction in the educational process at university, its structural and conceptual models. The technology of students’ knowledge correction developed on the basis of this model is intrinsic to the technology of module education with the test/rating system if knowledge control and assessment. The article describes the content, diagnostic, and procedural components of the technology. An important element of the diagnostic component is correcting diagnostics, which does not have a control function. It is shown that that the technology has the following new features: systemic nature, complexity, conceptuality, developing character, strucuredness, hierarchy, logicality, variability and flexibility, procedurality, manageability, instrumentality, diagnosability, predictability.