UDC 378.146

Dorofeev A.V.¹ (Saint Petersburg, Russian Federation) – an-dor2010@mail.ru; Amirova L.A.² (Ufa, Russian Federation) – ms.amirova@yandex.ru; Amirov A.F.³ (Ufa, Russian Federation) – amirov.af@yandex.ru

¹Saint Petersburg Mining University

²Bashkir State Pedagogical University named after M. Akmulla

³Bashkir State Medical University

Abstract. Cognitive activity is divided into psychological, cognitive, and procedural aspects. This article examines the assessment of the procedural component of skills within the independent cognitive activity competency of university students. This competency is based on students’ ability to analyze text, identify and evaluate contradictions in text, discern the general in the particular, analyze the particular from the perspective of the general, and formulate a problem from the identified problem. The purpose of this study is to identify methodological features of assessing students’ independent cognitive activity competencies during their mathematical training. The assessment of competency development is conducted using the case study method. Complex tasks are used, which involve generalized methods of activity based on the ability to conduct inductive and deductive reasoning, identify logical connections between objects under study, and draw well-founded conclusions. Working with the task requires the student to demonstrate the ability to process information, compare various textual constructs, and formulate well-founded conclusions, selecting them for a specific learning situation in which this information must be applied. A description of low, medium, and high levels of competency development is provided. Based on the assignment’s results, a differentiation is made between students’ mastery of cognitive skills within each of the three levels. Experimental work has shown that students experience the greatest difficulty with tasks related to deductive and inductive reasoning, as well as structuring information according to identified characteristics. The proven methodology for assessing students’ independent cognitive skills is aimed at identifying problem areas in the educational process for subsequent adjustment.

Keywords: professional education, cognitive activity of university students, generalized methods of activity, diagnostics, competencies, mathematical training.

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For citation: Dorofeev, А.V., Amirova, L.A., & Amirov, A.F. (2026) Diagnostics of competencies of independent cognitive activity of university students. CITISE, 2, 423-431.