ANALYSIS OF EXPERIMENTAL RESULTS IN ASSESSING THE FORMATION OF PERSONAL LEARNING TRAJECTORY DESIGN SKILLS AMONG HIGH SCHOOL STUDENTS
Abstract
The present study investigates the formation of skills related to the design of personal learning trajectories (PLT) among upper secondary school students in grades 10–11. Given the increasing emphasis on learner autonomy and differentiated instruction in contemporary educational systems, the capacity of students to plan, monitor, and adjust their own learning paths has emerged as a critical competency. This article presents the methodology and experimental findings of a pedagogical experiment conducted over one academic year involving two groups of students — an experimental group that underwent a specially designed instructional programme incorporating reflective practices, portfolio-based assessment, and individualized goal-setting tasks, and a control group that followed the conventional curriculum. The assessment of PLT design skills was carried out using a multi-criteria diagnostic framework comprising indicators such as goal-setting ability, self-regulatory capacity, metacognitive awareness, critical self-evaluation, and the ability to select appropriate educational resources. The findings suggest that purposeful and structured instructional interventions can meaningfully enhance students' ability to take ownership of their learning trajectories.
Keywords
personal learning trajectory, self-regulated learning, metacognition, goal-setting, educational design, pedagogical experiment, formative assessment, learner autonomy, upper secondary school, individualized learning, reflective practice, diagnostic criteria, skill formation, differentiated instruction, competency-based education.How to Cite
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