A DIAGNOSTIC-CRITERIAL MODEL FOR ASSESSING STUDENTS’ ACADEMIC CULTURE IN PEDAGOGICAL HIGHER EDUCATION
Keywords:
academic culture; diagnostic model; criteria; indicators; teacher education; academic literacy; reflective assessment; pedagogical transferAbstract
The article presents a diagnostic-criterial model for assessing academic culture among students of pedagogical higher education institutions. The relevance of the study is determined by the need to move from a declarative understanding of academic culture to observable, measurable, and pedagogically interpretable indicators. The aim of the article is to operationalise academic culture through components, criteria, indicators, diagnostic materials, and levels of formation. The research used theoretical analysis, categorisation, conceptual modelling, and criterion-based pedagogical interpretation. The results indicate that academic culture can be reliably assessed when five components are considered: information-source literacy, written scientific-speech competence, scientific-communicative activity, reflective-regulative maturity, and professional-pedagogical transfer. Each component is linked to a specific criterion and a set of observable indicators. The proposed model distinguishes low, medium, and high levels, allowing educators to diagnose not only formal academic rule compliance but also the quality of academic action. The model is useful for monitoring student development, designing feedback, and planning differentiated methodological support in teacher education
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