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The problem of objective evaluation of students' knowledge as one of the most important in pedagogical theory and practice has a long history. But, in fact, no effective solutions have been worked out yet. This is an objective explanation of the existence of a number of factors influencing the evaluation process, only a few of which being deterministic. To reveal the fact of teachers’ subjectivity in the evaluation of students' knowledge is in many cases difficult. The basic approach, as a rule, is the use of mathematical statistics methods. At the same time, there are more effective methods built on the use of associative (neural network) forecasting models and diagnostic of educational process indicators. The hypothesis of research is put forward: teachers’ individual characteristics objectively exist in the educational process. They are reflected in their professiogram that simultaneously are projected on the methodology of presenting the teaching material and assessing students' knowledge. The study has found that these subjective features are manifested in the form of systemic (one sign) deviations from the prognostic values of the pedagogical prognostication associative model. The model was formed on the basis of a representative sample of teachers of the department and the data of the score-rating system of students. The results of systemic deviations found show that it is necessary to work out the corrective actions on methods of teaching and these teachers’ assessment

vestnik moskovskogo gosudarstvennogo oblastnogo universiteta. seriâ pedagogika/vestnik moskovskogo gosudarstvennogo oblastnogo universiteta. seriâ: pedagogika

REVEALING THE SPECIFIC FEATURES OF INDIVIDUAL EVALUATION OF A STUDENT BY A TEACHER (BASED ON PEDAGOGICAL PROGNOSTICATION ASSOCIATIVE MODEL)