A CONCEPTUAL MODEL OF ARTIFICIAL INTELLIGENCE-BASED PEDAGOGICAL DIAGNOSTICS
This article analyzes the theoretical foundations of organizing pedagogical diagnostics based on artificial intelligence and proposes its conceptual model. The study examines the evolution of pedagogical diagnostics, the role of artificial intelligence technologies in the diagnostic process, and contemporary approaches to AI-supported educational assessment. The research employs system analysis, comparative analysis, and conceptual modeling methods. As a result, a six-stage conceptual model is proposed, including pedagogical data collection, data integration, AI-based multi-criteria analysis, pedagogical interpretation, instructional decision-making, and re-diagnosis. The proposed model considers pedagogical diagnostics as a continuous educational management process and provides a theoretical basis for improving the quality of teaching and learning.
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