METHODOLOGY FOR DIAGNOSING STUDENT MASTERY AND DETERMINING INDIVIDUAL LEARNING TRAJECTORIES IN A DIGITAL ENVIRONMENT (EXEMPLIFIED BY THE MECHANICS SECTION)

Abstract

When inquiring about learning outcomes from a student who has studied mechanics, one typically receives general responses such as "I understood" or "not really." The students themselves rarely recognize the exact subtopics or problem types that cause difficulty. A single test score fails to reveal this nuance: a student answering 12 out of 20 questions correctly may lack formula knowledge, confuse measurement units, or misinterpret graphs; in all three scenarios, the numerical score remains identical. In pedagogical practice, this ambiguity hinders the determination of the student's subsequent instructional step.