PEDAGOGICAL OPPORTUNITIES OF DIAGNOSING STUDENTS' LEARNING OUTCOMES IN A DIGITAL LEARNING ENVIRONMENT

The article analyzes the pedagogical opportunities of diagnosing higher education students' learning outcomes in a digital learning environment. It reveals the didactic value that rapid formative assessment, adaptive testing, learning analytics, electronic portfolios, rubrics, and artificial intelligence tools add to the diagnostic process. At the same time, the limitations of digital diagnostics (validity, academic integrity, the digital divide, data privacy) are identified, and the pedagogical conditions for their sound use are substantiated. The article is based on a theoretical analysis of international and national scholarly sources.