ІНДИВІДУАЛІЗАЦІЯ КОНТРОЛЮ НАВЧАЛЬНИХ ДОСЯГНЕНЬ СТУДЕНТІВ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ НА ОСНОВІ ВИКОРИСТАННЯ СОЦІОНІЧНИХ ТИПІВ ТА УСТАНОВКИ НА ВИД ДІЯЛЬНОСТІ

The article deals with students’ psychological reaction to the examinations. The author notes that exam stress affects the students with different psychological characteristics in a different way and emphasizes the need for assessment methods that best unlock a student’s personal potential and create the conditions for objective achievement assessment.The author  notes that traditional assessment methods, that are applied to each and every student of a group, do not create conditions for an objective assessment of students’ achievements. He proves the possibility of using socionic methods for detection and diagnosis of personality sociotypes and activity type mindset to determine individual characteristics of students with the aim of individualization and differentiation of assessment; analyzes different assessment methods that match the corresponding activity type mindsets; comes to the conclusion that the most effective and versatile method of assessment in terms of socionics is assessment through projects; outlines perspective directions of further research of the problem, including verification of the provisions of this article by means of mathematical statistics.