Abstract. The article is devoted to the use of pedagogical diagnostics by teachers of secondary schools not only to report the problem or to search for the causes of its occurrence, but also to solve it, which makes it possible to expand the possibilities of using pedagogical diagnostics in the school educational process. The necessity of introducing the concept of “formative diagnostics” into the pedagogical conceptual apparatus is substantiated. The frequency of occurrence of the “formative diagnostics” concept in modern scientific research is studied. The levels of understanding the “formative diagnosis” concept are revealed. The necessity of using formative diagnostics of student self-determination is shown in four directions: personal, social, subject-related and professional ones. The practices of introducing the formative diagnostics of student self-determination into the school educational process are described. Electronic educational resources and complexes that make it possible to introduce formative diagnostics into school practice are characterised.
Keywords: pedagogical diagnostics, pedagogical support, student self-determination, formative diagnostics, formative pedagogical diagnostics, pedagogical reflection, reflexive sessions