Diagnostics of Development in the System of Assessment of Educational Results of Primary School Children: from Cultural-Historical Psychology to Psychological Anthropology

The article distinguishes between pedagogical and psychological diagnostics of educational outcomes. Pedagogical diagnostics is focused on assessing the achievements of students of the planned results of mastering the educational program and has a long tradition in education. It is noted that psychological diagnostics in education is a diagnosis of the development of students in the educational process. In Russian education, the psychological diagnosis of the developmental effect of the educational program of primary general education has not been developed. L.S. Vygotsky's analysis of the main groups of theories of the relationship between learning and development and the resulting qualification of the type of diagnosis in each of the approaches to solving the problem is presented. L.S. Vygotsky's views on learning and development are investigated, and the position justified by the scientist on the initial inclusion of developmental diagnostics in school education is emphasized. The views of D.B. Elkonin on the goals and content of psychological diagnostics in developing primary education are presented. The analysis of the practice of diagnosing the general course of development of primary school children in the system of developmental education by L.V. Zankov is carried out. An anthropological approach to the diagnosis of development in education is presented. The age-normative development model of primary school children is described as the basis for the development of a system of psychological diagnostics of educational outcomes of primary general education.

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