Soft measurement of the quality of educational interaction between teacher and students

Abstract

This article substantiates a model for soft measurement of the quality of educational interactions between teachers and students as a multidimensional socio-pedagogical phenomenon. The cognitive, communicative, motivational, emotional-psychological, and reflective criteria of interaction are explored. It is demonstrated that the use of a fuzzy-logic approach allows for the consideration of uncertainty, latency, and contextual variability of educational indicators. Indicators, scales, and an algorithm for calculating an integral index of interaction quality are proposed. A conclusion is drawn regarding the diagnostic value of the model for monitoring the educational environment.