SCIENTIFIC-METHODICAL BASES OF ADJUSTMENT AND STANDARDIZATION OF METHODS OF DIFFERENTIAL DIAGNOSTICS OF STUDENTS' INTELLECTUAL ABILITIES

This article examines the scientific and methodological foundations for adapting and standardizing methods of differential diagnostics used to assess students’ intellectual abilities. Particular attention is paid to the application of psychodiagnostic methods in educational practice, their adaptation to cultural and linguistic contexts, and the reliability and validity of diagnostic tools. The study highlights the importance of differential diagnostics in identifying individual cognitive characteristics of students and improving the effectiveness of the educational process. The article also emphasizes that the standardization of diagnostic methods contributes to a more objective assessment of students’ intellectual potential and supports the implementation of individualized learning approaches.