ON THE DIAGNOSING THE SUCCESS OF HIGH SCHOOL STUDENTS’ ACADEMIC PERFORMANCE (ENGLISH LANGUAGE)

Diagnostics of academic performance is a key element of modern education, which consists in the ability to evaluate the results, adjust the learning process and predict its development. Researchers consider learning activity, goal setting, self-control, knowledge acquisition and academic performance to be criteria for its effectiveness. As part of the research, we conducted experimental work at the MBOU “Kamskaya Secondary General School”. The study included 24 students from the 8th grade, 12 in each experimental and control group. In order to assess the level of English proficiency, we developed several types of tasks based on the selected criteria, including speaking, writing, reading, listening, and language knowledge and skills. As a result of the ascertaining stage, it was revealed that the majority of students have elementary and intermediate levels. The minimum number of students in both groups have upper-intermediate levels. The study of issues related to the diagnostics of academic success reflected the need to model conditions that would promote active and productive learning among high school students. The key aspects of creating this model in the experiment were the individualization of learning, the inclusion of interactive methods, the use of technology, the formation of critical thinking and receiving feedback from students. The control diagnostics of the groups of subjects showed a noticeable increase in quantitative indicators of English language proficiency (speaking, writing, reading and listening) in the experimental group. The indicators of the control group remained unchanged. The implementation of methodological recommendations will create conditions for the successful academic performance of high school students in English.