STUDY OF STUDENTS’ SUBJECTIVE ASSESSMENT OF PEDAGOGICAL DIAGNOSTICS SYSTEM THROUGHOUT UNIVERSITY ADAPTATION PROCESS

The author has studied medical students' subjective assessment of pedagogical diagnostics system throughout university adaptation process. The anxiety level assessment of students with different academic activ- ities in pedagogical diagnostics system was done. It is shown that majority of first-year students experience emo- tional stress in knowledge assessment procedure during adaptation period. High academic activity students are more likely to be stressed in knowledge control procedure at the adaptation stage. At the end of adaptation peri- od, students' emotional reaction to pedagogical diagnostics system weakens significantly. On the contrary, low academic activity sophomores become more and more stressed in knowledge assessment procedure because of poor skills of self-organization and insufficient educational base