"EDUCATIONAL MONITORING" AND "PEDAGOGICAL CONTROL": THE DEFINITIVE ANALYSIS OF THE COMMON AND THE SPECIAL

Abstract

Based on the reflections of scientific and pedagogical discourse we made definitive analysis of the terms "educational monitoring" and "pedagogical control" and related concepts with them in terms of clarifying their essential characteristics and adequate use of modern didactics. The definition of educational monitoring in "broad" and "narrow" meanings is offered and its structural and functional analysis is carried out. The article clarified the nature of a number of the related concepts and terms - "pedagogical monitoring", "monitoring the quality of education" and others. We had synthesized common in pedagogical science interpretation of pedagogical control as purposeful, systematic observation and recording of verbal and practical actions of students to determine the level of social experience, mastered program material in the form of knowledge, skills, competencies and the formation of certain personal and professional traits.
This article provides a comparison of the main scientific and theoretical components of educational monitoring and pedagogical control in order to clarify the common and special, different in their essence, goals, objectives, content, main functions, levels, types, stages, initial results.
The paper synthesized the common features and similar features of educational monitoring and pedagogical control, which are clearly manifested in the conditions and requirements for their organization: objectivity; regularity and purposefulness; publicity; comprehensiveness, complexity; subjectivity, individuality and professionalism; observance of moral and ethical norms, etc. It was found that educational monitoring and pedagogical control have a common basis of activity, which is represented in the subjects of their implementation and the objects of their implementation.