DIAGNOSTIC MONITORING OF THE EDUCATIONAL PROCESS IN PRIMARY SCHOOLS AND ITS METHODOLOGICAL APPROACHES

Abstract

This thesis analyzes the specific characteristics and pedagogical necessity of implementing continuous diagnostic monitoring within the primary school educational process. Given the highly dynamic cognitive and psychological development of young learners, reliance on isolated, static assessments is insufficient for effective classroom management. This study explores how systematic monitoring serves as a reflective tool for primary school teachers to gauge real-time comprehension and address learning gaps.