ANALYSIS OF THE EXPERIENCE IN DESIGNING THE PEDAGOGICAL DIAGNOSTICS METHODOLOGY “PROJECT CARDS”

This article analyses the experience of developing the “Project Cards” methodology for pedagogical diagnostics of students’ difficulties in secondary schools. This methodology allows for differentiated pedagogical support for students during individual research activities at each stage. The article presents the initial and final structures of the “Project Cards” methodology, as well as its content. The results of the methodology’s pilot testing and an interpretation of the data obtained are presented. Discussions on the “Project Cards” methodology with school teachers are also summarised.