| Sumario: | Higher education system is currently undergoing an intensive change in paradigms: from the traditional instructional paradigm to the new one of learning. The constructive learning theory creates preconditions for promotion of learners' social activity because a learner may act as a socially active personality, who assumes responsibility for own learning, purposely solves arising problems and objectively strives for effectiveness of studies. Periodical assessment of students' achievements followed by provided feedback and students' involvement in evaluation process can be perceived as a precondition for students' social activity development in the new learning paradigm. The article presents the empirical research, which, on the basis of analysis of student achievements' periodical assessment, investigates preconditions for social activity in the study programmes of social pedagogy.
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