METHODOLOGICAL BASES OF PEDAGOGICAL DIAGNOSTICS OF SOCIAL COMPETENCE OF SENIOR SCHOOL STUDENTS

New approaches to the organization of educational activities are associated with the transition from the knowledge paradigm of education to the competence paradigm, which consists of the formation of increased interest in learning and the use of diagnostic methods. The aim of the article: to substantiate the pedagogical principles of diagnosing the social competence of senior school students. The methods of scientific research: studying scientific research on the problems of monitoring and diagnosing social competence of students in school education ‒ to clarify the features of monitoring activities; generalization, systematization of the results of scientific research ‒ to determine the theoretical and methodological foundations and basic approaches to diagnosing the levels of social competence of senior school students, the methodology for determining social competence "Social Skills Questionnaire"; generalization ‒ to formulate conclusions. The principles of pedagogical diagnostics characterized: the principle of adequacy of research methods to the essence of the phenomenon and the results that are expected to be obtained, as well as the capabilities and skills of the researcher; the principle of prohibiting research methods and experiments that contradict moral norms and can harm the subjects and the social situation as a whole; the principle of combined use to increase the objectivity of research results, correctness in formulating generalizations and conclusions. The structure of pedagogical diagnostics is revealed: statement of a certain problem in the student's activity and behavior; awareness of possible causes of disadvantage, analysis of the specifics of the case; formulation of a working hypothesis by analyzing the totality of available data; collection of additional information necessary to test the hypothesis; testing the working hypothesis by analyzing the totality of data; repeating the procedure. The results of the study of the development of social competencies of senior school students using the methodology «Social Skills Questionnaire» are presented.