Keyword: «basic and secondary education»

The relevance of the study is determined both by the rapid development of digital technologies and by the circumstances that resulted from the forced transition of the education system to distance learning during the spread of COVID-19. The results of scientific research and experience in the implementation of distance learning technologies have shown that high schools students experience great difficulties associated with the unpreparedness to carry out educational activities in online and offline modes. Distance learning can be called “self-regulated learning”, since learners independently manage their time, plan their work and take an active part in the interaction with classmates and the teacher. The aim of the study is to work out diagnostic tools for defining the levels of formation of students’ regulatory actions within the system of basic and secondary education in the context of distance learning. The theoretical significance of the study is due to the contribution to the development of scientific ideas about diagnostic materials in the field of assessing the regulatory activity of students. On the basis of a comparative analysis of domestic and foreign scientific research, the authors highlight structural components of the regulatory learners’ universal educational actions in the context of distance learning: self-organization, goal-setting, planning, forecasting, self-control, self-evaluation and reflection. The most significant structural component is self-organization of students during the distance learning period, which involves drawing up a daily routine, registering completed tasks, monitoring their actions in accordance with the daily routine, as well as independently determining the time to complete homework. In the course of the study, diagnostic material was worked out and described for finding the level of formation of regulatory learners’ universal educational actions in the context of distance learning, based on reflexive self-assessment of students, which relies on the personal action of self-determination and the regulatory action of students' assessment of their activities, as well as the adequacy of understanding the reasons for success or failure. The practical use of the research results will allow us to identify problem areas of the regulatory activity of students and highlight specific actions that complicate the process of distance learning.