Abstract
The article is devoted to one of the poorly studied applications of pedagogical diagnostics - the correction of the knowledge of university students. An important new component of the diagnostic component is corrective diagnostics, which does not imply a controlling function. It is shown that this technology has the following main characteristics: consistency, complexity, integrity, scientific nature, conceptuality, developmental character, structuredness, hierarchy, consistency, variability and flexibility, procedurality, controllability, instrumentality, diagnostics, predictability.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
