Testing as a means of assessing learning outcomes. Input testing: insurance against errors Illegal actions are divided

The term “test” (from the English Test - testing, research) has several meanings in Russian (see the dictionary of foreign words).

Let us give the definition of a test as a tool for pedagogical measurement given by A.N. Mayorov: “A test is a tool consisting of a qualimetrically verified system of test tasks, a standardized procedure for conducting and a pre-designed technology and analysis of results for measuring the qualities and properties of a person, educational achievements, changes which are possible in the process of systematic learning.”

A well-known scientist in the field of studying problems of pedagogical measurements, developing scientifically based tests for objective assessment of knowledge - V.S. Avanesov offers several definitions that clarify the essence of the concept of “pedagogical test”. In the textbook “Fundamentals of the Scientific Organization of Pedagogical Control in Higher School,” the author gives the following definition of the essence of the concept of “pedagogical test”: “A pedagogical test is a system of tasks of a specific form, specific content, and increasing complexity; a system created with the goal of objectively assessing the structure and qualitatively measuring the level students' preparedness" (1, p.5). In the monograph “Scientific Problems of Test Knowledge Control” this definition is as follows: “A pedagogical test is a system of tasks of increasing difficulty, of a specific form, which allows you to qualitatively assess the structure of knowledge and effectively measure the level of knowledge of the test takers” (2). At the same time, V.A. Avanesov considers the test as “a standardized task, the result of which allows one to measure the psychophysiological and personal characteristics, as well as the knowledge, skills and abilities of the subjects” (3).

The term “test” can be used to refer to 1) a method of pedagogical measurement; 2) a pedagogical measurement tool.

A test as a method involves measurement technology, which includes the development of a system of test tasks with specified qualitative and quantitative characteristics for an objective and reliable assessment of the educational achievements of subjects, a standardized testing procedure, methods of statistical processing, analysis and interpretation of the results obtained.

A test as a measurement tool is defined as a system of tasks (in most cases of increasing difficulty) of a specific form that allows you to qualitatively assess the structure and effectively measure the level of knowledge, skills and abilities of students.

Differences between the test and other forms of control

1. The content of the test is carefully planned. At the test development stage, the content that will be tested is selected, the form of tasks, their number and location are planned. The content of the test plan is analyzed by experts.
2. Form of assignments. In tests, the form of tasks is standardized - in the form of presentation and in the form of recording answers.
3. Availability of statistical characteristics of test tasks. It is known in advance what the difficulty of the proposed task is, whether it will be performed equally by weak and strong subjects or not (differentiating ability), etc.
4. The presence of special scales that are correlated with standardized norms for summing up test results.
5. Availability of estimates of measurement accuracy (measurement errors). Using statistical methods, we can estimate the measurement error, and based on the evaluation results, accept or reject the test results.
6. The distinctive features of the test determine the advantages of the test over traditional forms of monitoring educational achievements: objectivity, reliability, accuracy, and cost-effectiveness of measurements.

Test structure

The test presented to the subject consists of instructions and test tasks. The instructions indicate how many parts the test consists of, how much time is given to complete it, what strategy the test taker should follow (for example, if you don’t know the answer to a task, proceed to the next one), what needs to be done to write down the correct answer. If the test includes various forms of tasks, then when changing forms, before each subtest additional instructions are given on how to complete this form of task.

Next, after the instructions, there are numbered test tasks. The tasks in the test, in accordance with testing theory, should be arranged in order of increasing difficulty, i.e. At the beginning of the test, easy tasks are included, then more difficult ones. This strategy is explained by the fact that weak subjects are given the opportunity to complete a certain number of tasks. If the test starts with complex tasks, then a situation may arise when the test taker cannot cope with a complex task, but also does not complete simpler ones, because he does not have enough time, and therefore we cannot measure the level of his educational achievements.

The test is always accompanied by detailed instructions for test organizers and observers. This instruction should ensure a level playing field for everyone taking the test. Therefore, this instruction clearly stipulates the testing conditions (requirements for the room where testing will take place, the number of subjects in the group, testing time), the form for filling out test forms (subject data: name, age, gender, school, etc.; how to enter correct answers, etc.).

CLASSIFICATION OF PEDAGOGICAL TESTS

In domestic and foreign testology, various classifications of pedagogical tests are proposed depending on the chosen basis: the purpose of testing, the form of test presentation, uniformity of content, approach to test development.

According to the purposes of use: (classification proposed by Gronlund, it is also followed by Chelyshkova M.B., Mayorov A.N.)

• entrance testing provides testing of knowledge and skills at the beginning of training;
• formative and diagnostic testing involves monitoring the formation of new knowledge and skills in the learning process;
• thematic, final, milestone testing ensures the determination of final achievements.

Entrance testing is carried out at the beginning of training or its next stage in order to determine the degree of mastery of the necessary (basic) knowledge and skills for studying the proposed discipline, i.e. Entrance testing allows you to identify students' readiness to learn new knowledge. With the help of entrance testing, the degree of proficiency in new material is also determined before starting to study it.

The use of entrance testing is closely related to increasing the efficiency of the educational process. Analysis of its results helps the teacher choose the right teaching strategy when working at a new stage. Entrance testing makes it possible to determine whether there are weak students for whom it is too early to teach new material; accordingly, it is necessary for them to repeat basic knowledge and eliminate gaps before proceeding with further training. This will help prevent students from becoming chronically behind. To determine the readiness of students for a new stage, preliminary tests (pretests) are offered, which are aimed at testing basic (necessary) knowledge and skills.

For strong students who presumably already have some knowledge in the area of ​​the discipline that will only be studied, an entrance test (pretest) is also offered. But its content is already based on new material. Analyzing the results of this test helps the teacher determine how he will work with strong students. If the test is performed well, then they should be transferred to a higher level of training, and if not, then mastering new material, even for strong students, will proceed according to plan. Thus, entrance testing helps the teacher choose the most effective teaching strategy, taking into account the individual characteristics of students.

Current monitoring of the formation of new knowledge and skills during the learning process can be carried out using formative and diagnostic testing.

A formative test (i.e., helping to form qualitative knowledge) is used to determine the quality of mastery of material in a particular section or topic. The tasks included in the test are aimed at testing the material or topic being studied or just studied. It performs the function of feedback between the teacher and the student. If the majority of test takers cannot cope with the formative test, then additional repetition, detailing and consolidation of the material being studied is therefore necessary. If there is a minority of those who failed the test, then the development of new topics and sections of the discipline continues according to plan, and individual additional work is carried out with those lagging behind (those who failed). The formative test helps to timely identify and eliminate gaps in the learning process. Unlike traditional means of control, formative testing is more effective, as it saves the time and effort of the teacher.

The formative test can be presented in a computer version, which allows students to independently control their knowledge and skills. The formative test is often accompanied by specific recommendations for correcting mistakes and training modules for each unit of material. Training modules may contain definitions, rules, formulas, algorithms for completing tasks, factual material, and examples.

The diagnostic test used in ongoing monitoring is aimed at identifying the causes of errors made, at finding out why certain gaps in students’ knowledge and systematic errors arose. A diagnostic test consists of tasks for a specific specific area of ​​content, such tasks are extremely detailed, this helps to track at what stage errors occur. The diagnostic test is carried out after the formative test, when systematic errors and persistent gaps are identified. Analyzing the results of a diagnostic test helps determine the causes of errors and how to eliminate them.

Final testing is carried out at the end of training and serves to evaluate learning results, i.e. determines its effectiveness: how much the actual results coincide with the expected, planned, how much they correspond to the standard. The final test covers a fairly wide area of ​​content of the studied topic, section, discipline, stage of training. The final test includes tasks to test knowledge of the most important elements of content and the development of the necessary skills.

Benefits of tests

• Testing is a higher quality and objective method of assessment; its objectivity is achieved by standardizing the procedure, checking the quality indicators of tasks and tests as a whole.
• Testing is a fairer method; it puts all students on equal terms, both in the control process and in the assessment process, practically eliminating the subjectivity of the teacher. According to the English association NEAB, which deals with the final assessment of students in the UK, testing can reduce the number of appeals by more than three times, making the assessment procedure the same for all students, regardless of place of residence, type and type of educational institution in which students study.
• Tests are a more voluminous tool, since testing can include tasks on all topics of the course, while an oral exam usually includes 2-4 topics, and a written exam - 3-5. This allows you to identify the student’s knowledge throughout the course, eliminating the element of chance when pulling out a ticket. With the help of testing, you can establish the student’s level of knowledge in the subject as a whole and in its individual sections.
• A test is a more accurate tool, for example, a test rating scale of 20 questions consists of 20 divisions, while a regular knowledge rating scale consists of only four.
• Testing is more cost effective. The main costs during testing are related to the development of high-quality tools, that is, they are one-time in nature. The costs of conducting the test are significantly lower than with written or oral control. Conducting testing and monitoring the results in a group of 30 people takes one and a half two hours, an oral or written exam takes at least four hours.
• Testing is a softer tool; they put all students on equal terms, using a single procedure and uniform assessment criteria, which leads to a decrease in pre-exam nervous tension.

Disadvantages of tests

• Developing high-quality test tools is a long, labor-intensive and expensive process.
• The data obtained by the teacher as a result of testing, although it includes information about knowledge gaps in specific sections, does not allow us to judge the reasons for these gaps.
• The test does not test and evaluate high, productive levels of knowledge associated with creativity, that is, probabilistic, abstract and methodological knowledge.
• The breadth of coverage of topics in testing also has a downside. When testing, a student, unlike an oral or written exam, does not have enough time for any in-depth analysis of the topic.
• Ensuring the objectivity and fairness of the test requires taking special measures to ensure the confidentiality of test tasks. When reusing the test, it is advisable to make changes to the tasks.
• There is an element of randomness in testing. For example, a student who does not answer a simple question may give the correct answer to a more difficult one. The reason for this could be either a random error in the first question or guessing the answer in the second. This distorts the test results and leads to the need to take into account the probabilistic component when analyzing them.

In my work I use the following types of tests:

• entrance testing (for diagnosing 5th grade students, as well as newly entering students);
• diagnostic testing;
• thematic, final, midterm testing

I will give examples of test tasks used in Russian language lessons.

1. Multiple Choice Questions

Tasks with a choice of one correct answer:

Indicate the characteristics of which part of speech the gerund has

a) verb and adjective
b) adverbs and adjectives
c) verbs and adverbs
d) participles and adverbs

Tasks with multiple choice of one wrong answer(these are tasks to find errors, they test the level of consciousness of mastering program material, the degree of development of self-control, linguistic “vigilance”, the ability to apply knowledge in a non-standard situation)

State the incorrect statement.

a) participle - an unchangeable part of speech
b) participles can be perfect or imperfect
c) the participle in a sentence is usually a circumstance
d) participle - a variable part of speech.

Compliance tasks(check students’ understanding, recognition of what is known, reveal readiness to establish compliance of the proposed answers with their own ideas)

Indicate the suffixes that are used to form imperfective participles.

a) -a-, -i-
b) -lice-, -shi-
c) -v-, -vsh-
d) -ush-, -yush-

Multiple Choice Questions

Indicate the words in which E is written in the blank space

a) the wind is blowing
b) the loach envelops
c) dedicate with a flashlight

2. Tasks with an open answer (involve an independent search for the correct answer)

Tasks for completing (adding) a statement(check students’ readiness to establish cause-and-effect relationships of language facts, patterns, knowledge of the wording of definitions, rules)

Finish the statement:

A participle phrase is...

Tasks to establish the correct sequence

Indicate which numbers should be replaced by commas in the sentence:
The eagle (1) spread its (2) wings (3) and flew off the cliff.

a) 1, 2, 3 c) 1, 3
b) 1, 2 d) 1

3. Practical tasks.

They are quite diverse, I will give just a few of them:

Indicate the sentence with a punctuation error.

a) The guys came running upstairs and looked at the new guy.
b) The grapes were twisting, climbing the neighboring trees.
c) Here is a yard boy running, putting a bug in a sled...
d) The grapes were climbing up the neighboring trees.

Indicate a sentence that is NOT written together.

a) Everyone sat (not) moving.
b) He worked (tirelessly).
c) I left, (not) angry with my friends.
d) He walked (not) thinking about anything.

Which answer option contains all the adverbs from the sentence:

Grandmother spoke melodiously, and I clearly imagined this warm summer day.
a) said, warm, grandma
b) melodiously, clearly, to oneself
c) melodious, clear, summer-like
d) melodious, clear

In which series are all adverbs written with NOT together?

When conducting testing, the teacher must provide:

• Time (from 9.00-12.00) and duration (on average, it takes from 1.5 to 2 minutes to solve one task in the Russian language);
• Number of tasks (starting from grade 5, I assign 10 tasks each to the current and final control);
• Give clear instructions before starting work;
• Take into account the level of preparation of the class, the age of the children, adapt ready-made tests, predict the result;
• After the test, analyze the results, identify typical errors, and develop a system of work to correct students’ knowledge.

Literature:

1. Avanesov V.S. Fundamentals of the scientific organization of pedagogical control in higher education: textbook. allowance. M.: Research Center. 1989 -214 p.
2. Avanesov V.S. Scientific problems of testing knowledge control. M.: Research Center. - 1994. - p. 112
3. Avanesov V.S. Tests: theory and methods of their development. School management.-1999.-No. 29.-p.8-14
4. Avanesov V.S. Definition of pedagogical test. School management, 1999.-№28 -p.33
5. Mayorov A.N. Theory and practice of creating tests for the education system: How to select and use tests for educational purposes. -M: Public education, 2000.-351p.
6. Dictionary - reference book on pedagogy / Author. -composition V.A. Mizherikov.-M.: Sphere shopping center, 2004.-448 p.

Psychological and pedagogical aspects of testing.

Of all types of standardized tests, achievement tests outnumber all others. They were created to measure the effectiveness of programs and the learning process. It is this type of test that is generally associated with the name “pedagogical test.” Achievement tests are commonly contrasted with psychological aptitude tests, which consist of general intelligence tests, comprehensive aptitude batteries, and special ability tests. Aptitude tests measure learning effectiveness under relatively uncontrolled and unknown conditions, while achievement tests measure learning effectiveness under partially known and controlled conditions. Another difference between aptitude tests and achievement tests is the purposes for which they are used. Ability tests provide a certain cross-section of psychological data, on the basis of which the performance of a particular activity is predicted and an assumption is made about possible achievements in a new situation. The results of aptitude tests contain information that allows an assessment of the appropriateness of an individual to undergo special training courses. In contrast, achievement tests usually provide a final assessment of an individual's achievements at the end of training, and their main interest is in whether what information the individual owns and what can it do by now. An important difference between psychological tests and pedagogical tests is seen in the fact that when compiling the former, researchers try to take into account the predisposition of students to various types of representative systems (visual, auditory, kinesthetic) and various types of intelligence (verbal, logical, spatial, etc.). Unfortunately, in pedagogy the possibilities of such consideration are significantly limited, firstly, by the predominance in school of sign-logical visual information aimed at developing the corresponding types of intelligence. Typically, students are required to produce rationalized and verbal (written or oral) information about facts. Therefore, often children with more developed spatial abilities appear to be underachieving, and children with more developed verbal abilities compared to spatial ones seem to be unusually talented. The numerous functions of achievement tests have long been recognized in education. As a means of grading, such tests are good for their objectivity and uniformity. Such tests reveal shortcomings in past learning, suggest the direction of subsequent learning, and provide motivation for the student. The motivating power of knowing one's results has been repeatedly revealed by psychological experiments with a wide variety of learning situations: the age of the subjects and their educational level were varied. The effectiveness of such self-examination is usually immediate. Therefore, when achievement testing is used primarily as a teaching tool, it is advisable for students to become aware of errors made as early as possible. It is important to highlight some of the most significant psychological characteristics of a person that are required in the process of testing control of educational achievements:

high mobility, switchability;

high level of organization of activities;

high and stable performance;

high level of concentration, arbitrariness;

clarity and structured thinking;

formation of an internal action plan.

Lecture3 .

Pedagogical tests. Terms and Definitions. Classification of tests

Since domestic testology is still a very young science and is in its infancy, one of the most important problems is the formation of a conceptual and terminological apparatus. At the moment, in various publications on the theory and practice of testing, one can find different interpretations and definitions of the same concepts to denote one phenomenon. The lack of terminological precision and the presence of conceptual uncertainty indicate that the discourse of testology is only being formed and comprehended. And, nevertheless, in order to move on to further consideration of the theory and practice of testing, we will need a number of definitions and terms. The term “test” (from the English Test - testing, research) has several meanings in Russian (see the dictionary of foreign words). But we are only interested in the meaning that is used in testology. There are different points of view when defining the concept of “test”. 1) Let us present the definition of a test as a tool of pedagogical measurement given by A.N. Mayorov. A test is a tool consisting of a qualimetrically verified system of test tasks, a standardized procedure for conducting and a pre-designed technology and analysis of results for measuring the qualities and characteristics of a person, educational achievements, the change of which is possible in the process of systematic training. 2) Another point of view, set out in the works of V.S. Avanesov, involves distinguishing between a test as a method and a test as a tool. The term “test” can be used to refer to 1) a method of pedagogical measurement; 2) tool pedagogical dimension. A test as a method involves measurement technology, which includes the development of a system of test tasks with specified qualitative and quantitative characteristics for an objective and reliable assessment of the educational achievements of subjects, a standardized testing procedure, methods of statistical processing, analysis and interpretation of the results obtained. A test as a measurement tool is defined as a system of tasks (in most cases of increasing difficulty) of a specific form that allows you to qualitatively assess the structure and effectively measure the level of knowledge, skills and abilities of students. The word “test” in the first meaning has a scientific aspect and is used by test scientists who know about all stages of development and application of the test, as well as the theoretical justification of the chosen methods of checking and processing the results obtained in accordance with classical test theory or modern test theory. The second meaning arises more often in the practical field: in the minds of those who use it or the subjects who perform the test. It is the second meaning that is most often used. But at the same time, we must remember that the test as a measuring instrument is part of the scientific method of measurement (testing, test) and, accordingly, must meet a number of requirements for its development, use and evaluation of results, which are determined by scientific approaches. Differences between the test and other forms of control.

The content of the test is carefully planned. At the test development stage, the content that will be tested is selected, the form of tasks, their number and location are planned. The content of the test plan is analyzed by experts. Form of assignments. In tests, the form of tasks is standardized - in the form of presentation and in the form of recording answers. Availability of statistical characteristics of test tasks. It is known in advance what the difficulty of the proposed task is, whether it will be performed equally by weak and strong subjects or not (differentiating ability), etc. The presence of special scales that are correlated with standardized norms for summing up test results. Availability of estimates of measurement accuracy (measurement errors). Using statistical methods, we can estimate the measurement error, and based on the evaluation results, accept or reject the test results.

Test structure.

The test presented to the subject consists of instructions and test tasks. The instructions indicate how many parts the test consists of, how much time is given to complete it, what strategy the test taker should follow (for example, if you don’t know the answer to a task, proceed to the next one), what needs to be done to write down the correct answer. If the test includes various forms of tasks, then when changing forms, before each subtest additional instructions are given on how to complete this form of task. Next, after the instructions, there are numbered test tasks. The tasks in the test (subtest), in accordance with testing theory, should be arranged in order of increasing difficulty, i.e. At the beginning of the test, easy tasks are included, then more difficult ones. This strategy is explained by the fact that weak subjects are given the opportunity to complete a certain number of tasks. If the test starts with complex tasks, then a situation may arise when the test taker cannot cope with a complex task, but also does not complete simpler ones, because he does not have enough time, and therefore we cannot measure the level of his educational achievements. The test is always accompanied by detailed instructions for test organizers and observers. This instruction should ensure a level playing field for everyone taking the test. Therefore, this instruction clearly stipulates the testing conditions (requirements for the room where testing will take place, the number of subjects in the group, testing time), the form for filling out test forms (subject data: name, age, gender, school, etc.; how to enter correct answers, etc.). In domestic and foreign testology, various classifications of pedagogical tests are proposed depending on the chosen basis: the purpose of testing, the form of test presentation, uniformity of content, approach to test development. Next, we will try to present the most significant tests, grouped according to individual grounds. By purpose of use:(classification proposed by Gronlund; Chelyshkova M.B., Mayorov A.N. adhere to it)

entrance testing provides testing of knowledge and skills at the beginning of training; formative and diagnostic testing involves control over the formation of new knowledge and skills in the learning process; thematic, final, midterm testing ensures determination of final achievements.

Two approaches to test development.

Currently, there are two approaches to the development of tests: normative-oriented and criterion-oriented; accordingly, two types of tests are distinguished:

normative-oriented; criterion-oriented.

blank forms, in which subjects mark or enter the correct answers on the form; computer - tasks are displayed on a computer monitor.

1. Educational and methodological complex for the discipline of educational research. F. 02 Pedagogy (Theory of learning. Pedagogical technologies). for specialty

   Training and metodology complex

   Learning theory. The essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts.

2. Educational and methodological complex for the discipline of educational research. F. 04 Theory and methodology of teaching literature (ud-04. 13-001)

   Training and metodology complex

   The educational and methodological complex of the discipline “Theory and Methods of Teaching Literature” reveals the content and methodology of work in one of the main disciplines of professional training of philology students.

3. Educational and methodological complex for the discipline of educational research. F. 01. 01 “Engineering and computer graphics” for specialty 220201 Management and computer science in technical systems

   Training and metodology complex

   The educational and methodological complex of the discipline “Engineering and Computer Graphics” was compiled for full-time training in accordance with the requirements of the State educational standard of higher professional education (Moscow 2.

4. Educational and methodological complex opd. F. 02 Modern means of assessing learning outcomes Direction

   Training and metodology complex

   The teaching and learning complex was compiled in accordance with the State Educational Standard of Higher Professional Education 2003, for pedagogical universities and institutes recommended by the teaching educational institutions of higher educational institutions. “Modern means of assessing learning outcomes” is included in the block of general professional

5. Educational and methodological complex of the discipline Biysk BPG named after V. M. Shukshin (57)

   Training and metodology complex

   P Pedagogy [Text]: Educational and methodological complex of the discipline / Compiled by: N.I. Belyaeva; Biysk ped. state University named after V. M. Shukshina. – Biysk: BPGU im. V.M.

For the domestic education system, the most acceptable term used by teachers is “testing in entrance control”. During entrance control, with the help of pedagogical tests, it is possible to answer the question - how much do students have the basic knowledge, skills and abilities to successfully master new material, as well as determine the degree of mastery of new material before starting to study it.

Students in a class have different backgrounds, different abilities, and different motivating factors. In this situation, it is possible to implement more personally oriented learning with the following approach. First, an entrance test should be conducted, which will allow students to be divided into two subgroups. The first category includes strong students; when analyzing their performance on the entrance test, what is primarily important is not the degree of their readiness to study new material, but the assessment of the degree of proficiency in the new material, which will help the teacher organize its study at an acceptable level. For the second group of students, at the initial stage, it is important to determine what basic components of knowledge they lack to successfully continue their studies, and to take measures to eliminate the identified gaps at the initial stage. In this case, the teacher can choose a teaching method that would be most effective for the entire group and would allow achieving high results at the end of the training. Comparison of the initial and final states of students makes it possible to evaluate the increase in knowledge; then, in the entrance testing, test material is used that differs slightly from the material for the final control on the topic being studied.

When initially studying the material, the teacher will have to do a lot of preparatory work to develop his own test material or adapt an existing one; in the future, ready-made material is used and only minor adjustments are necessary. Entrance testing is useless when the teacher knows the capabilities of the students well, since he has been working with the class for a long time; the specificity of the content of the new material is such that it does not allow us to identify the range of basic knowledge, skills and abilities necessary to begin training; The area of ​​knowledge planned for assimilation is quite new, so students cannot have any “back ground”, or it is still difficult to identify a qualitative level of assimilation.

Entrance control tests, usually called pretests, are divided into two types. Pretests of the first type allow you to identify readiness to learn new knowledge in the classroom. They are developed within the framework of a criterion-oriented approach and contain tasks to test the basic knowledge, skills and abilities necessary to master new material. Basically, these pretests are intended for the weakest students who are on the border between clearly prepared and clearly not prepared to begin learning new things material. Based on the results of the pretest, test takers are divided into two groups, one of which includes those who can move on, and the other - those who need additional work and advice from a teacher.

Pretests of the second type are developed within the framework of a normative-oriented approach. They cover the planned results of the upcoming training and are built entirely on new material. Based on the results of the pretest, the teacher makes a decision that allows him to introduce elements of individualization into the mass educational process. If a student has shown some preliminary knowledge of new material, then his teaching plan must be restructured and started from a higher level so that the educational material has a real character of novelty for him. Sometimes the role of the entrance pretest is played by the final test, which is intended for future assessment of the results of mastering new material after completing its study.

Corrective and diagnostic tests are developed for ongoing monitoring. Corrective tests, as a rule, are criterion-oriented: if the percentage of a student’s errors exceeds the criterion score, then his knowledge needs correction. With the help of corrective tests, you can find weaknesses in students’ preparation and identify areas of individual assistance in mastering new material. Corrective tests should not be confused with means of ongoing monitoring of students' knowledge, but they are to some extent close, at least in terms of the purposes of application. However, there are significant technological and substantive differences between the first and second means. Traditional means of current control are less effective and are mainly focused on testing and systematically assessing students' knowledge on small units of educational material. Corrective tests are designed to identify gaps in knowledge in a group of educational units that include the content of several topics or even sections. They usually contain tasks arranged in increasing difficulty in order to identify the first problems in mastering the educational material.

If a student’s difficulties in completing tasks are systematic, then the teacher can resort to diagnostic tests. The main goal of diagnostics - identifying the causes of gaps in students' knowledge - is achieved by special selection of the content of tasks in tests. As a rule, they contain tasks that vary slightly in content, designed according to the form of presentation to track the individual stages of completing each task of the corrective test. Detailed detail allows us to identify the causes of persistent mistakes of students, specify the nature of the difficulties that arise, and obtain conclusions about the immaturity of certain educational skills.

The selection of tasks for the diagnostic test is carried out in an individualized mode, depending on the tasks that each student completed incorrectly in the corrective test. They are especially effective when controlling computer generation and presenting tests in combination with training modules for each unit of unlearned educational material. In this case, the correction is carried out immediately, since after identifying the next gap and establishing its cause, the computer itself selects the training module and immediately issues it to the student.

The main goal of final testing is to provide an objective assessment of learning outcomes, which is focused on the characteristics of mastering the course content (criterion-oriented tests) or on the differentiation of students (normative-oriented tests).

Summative tests are usually subject to standardization because they are most often used to make administrative management decisions in education. If conducting entrance and current testing is the function of the teacher, then final testing is often carried out by external structures and is in the nature of independent checks. An example of independent final testing in Russia is the Unified State Exam, testing for school certification, etc. Within a school, final tests can be used when transferring students from class to class, when selecting lagging students to assign them to correctional classes, etc.

2.4.Basic definitions of the conceptual apparatus

Pre-test task. The definition of a pretest item is basic, containing specific requirements in order to distinguish it from a traditional test item. A pre-test task is a unit of control material, the content, logical structure and presentation form of which satisfy a number of requirements and ensure unambiguous assessments of performance results thanks to standardized testing rules.

Pre-test tasks test the most essential supporting elements of the discipline content. In each pretest task, what is clearly considered the correct answer is determined with a planned degree of completeness.

The requirements for the form of pretest tasks can be divided into special ones, reflecting the specifics of the form, and general ones, invariant with respect to the chosen form. According to general requirements, a task must have a certain serial number, standard instructions for completion, adequate form, a standard for the correct answer, standardized rules for assessing the results of its implementation, etc.

The advantages of pre-test tasks compared to traditional control tasks are ensured by extreme standardization when presenting and assessing the results of their implementation, which generally increases the objectivity of students’ test scores.

Pre-test tasks must undergo mandatory empirical testing, according to the results of which some of them are converted into test tasks, and the remaining part is removed from the original set of test tasks. A pre-test task turns into a test task if quantitative assessments of its characteristics meet certain criteria aimed at empirically verifying the quality of the content, form and system-forming properties of pre-test tasks.

Usually, at least two or three tests are required, based on the results of which the content, form, difficulty of the task, its validity and statistical properties characterizing the quality of its work along with other test tasks are corrected. The study of the system-forming characteristics of the test task is carried out on the basis of an analysis of descriptive statistics, as well as methods of correlation, factor and latent structural analysis. Interpretation of analysis results is always a complex analytical work, the results of which depend on many conditions, including the type of test being created.

Unlike the first two definitions, which are invariant with respect to the purposes of testing and the tasks being solved, the definition of a pedagogical test should be focused on a specific type of test. In particular, the final normative-oriented test is a system of test tasks, ordered within a certain presentation strategy and having such characteristics that ensure high differentiation, accuracy and validity of assessments of the quality of educational achievements.

The final criterion-oriented test is a system of test tasks, ordered within the framework of a specific presentation strategy and having such characteristics that provide a valid meaningful interpretation of educational achievements in relation to established, statistically substantiated performance criteria.

COMPUTER TESTING IN EDUCATION.

The essence and goals of entrance control in social studies in college.

The entrance control in social studies is a control of residual knowledge in the discipline studied by students at school, and is not associated with the current, milestone control of academic performance, intermediate certification in the discipline of the main general education program of the college. The results of the entrance control cannot be an indicator of a student’s academic performance.

This data helps the teacher determineproblematic material that needs additional repetition, to navigate the teaching methodology, the amount of material that 1st year students are able to master.

Purposes of incoming control:

Determination of the level, knowledge, skills and abilities of 1st year students, the degree of their mastery of the basic general education program in the discipline “Social Studies”

Identification of deficiencies in basic training of students in the discipline “Social Studies”

Correction of students’ level of preparedness for mastering educational material in the main professional educational program;

Correction of the content of the work program in the discipline “Social Studies” and selection of teaching technologies.

Entrance testing

Option 1

1) economic sphere 2) political sphere 3) social sphere.

The world religion is:

1.Federal

2.Social

3.Secular

4.Legal

A human need that is not related to his nature as a biological being

1) In food

2) On the move

3) In preserving the family

4) In knowledge

Ethnic group represented

1) industrial,

2) pre-industrial

3) post-industrial

The rule of law distinguishes

The Constitution of the Russian Federation was adopted:

Citizens of the Russian Federation acquire voting rights with

22.

Establish a correspondence between the types of economy and their essential features:

Entrance testing

Option 2

Part A (tasks with a choice of one answer out of four)

2) linguistics

3) literary criticism

4) aesthetics

Vasily is a 5th year university student, he is preparing to pass state exams and defend his diploma. What stage of education is Vasily at?

1) complete (secondary) education

2) secondary vocational education

3) higher professional education

4) additional education

The world religion is

1) civil offense

2) disciplinary offense

3) administrative offense

4) criminal offense

The concepts of “form of government”, “form of government”, “authoritarianism” characterize the sphere of society

1) economic 2) social 3) political 4) spiritual

The professional group is

1) Citizenship

2) Moral standards

3) Political organizations

4) Constitution

The head of state according to the Constitution of the Russian Federation is

Questions in parts A and B are worth one mark. Part C questions are worth two points.

21-25 points – “excellent” - 5

17-20 points – “good” - 4

12-16 points – “satisfactory” - 3

0-11 points – “unsatisfactory” - 2

Part B (short answer tasks) option 2

22.

Establish a correspondence between the types of state and their essential features:

Part C (tasks with open-ended answers)

24. Name the basic political rights and freedoms of Russian citizens.