Test objectives, test functions and types

TEST OBJECTIVES, TEST FUNCTIONS AND TYPES.

The test is created on the basis of a certain educational material, is focused on the goal of knowledge control, performs the task of checking knowledge in the activity, is performed by the method of separating the correct or most correct answers from the given answers.

Pedagogical tests are widely developed in USA, Netherlands, England, Turkey, South Korea, Japan and many other countries. It is no coincidence that this list includes countries with a high standard of living. There is a chain link in this: the use of tests has a positive effect on the quality of education; the quality of education is related to the quality of management; and rational management creates a basis for raising the standard of living of the population.

The history of the development of the test and its positive aspects:

The test (visual - test) was first used in 1864 in Great Britain by J. Fisher to check the level of knowledge of students. The theoretical foundations of tests were later developed by the English psychologist F. Gamelton .

Tests were originally developed in the field of psychology. At the beginning of the 20th century, psychological and pedagogical directions began to separate independently of each other in the development of tests. Pedagogical tests were first created by the American psychologist E Thorndike. The development of tests in psychology and pedagogy required the use of mathematical methods.

Such methods, in turn, had a positive effect on the development of tests. At the end of the 19th century and at the beginning of the 20th century, the view of tests as a means of evaluating the learning abilities of students became stronger. It is from this period that tests began to develop in two main areas: the creation and use of tests to determine the level of mental (intellectual) development, and the creation and use of pedagogical tests designed to evaluate students' reading abilities and knowledge.

Test developers have found that different people have different response times, which leads to the need to study people's mental abilities and conduct practical work on the method of creating tests of different levels.

The main purpose of the tests is to inform the teacher about the level of mastering of the lessons and the volume of the lesson to be studied next; was considered to be to help the teacher in choosing a teaching method.

It should be noted that the American Association of School Principals believes that " teaching without testing is illogical." It is also known that only as a result of using the test, it is possible to think about feedback from control to education, and then to know in which direction to act.

In 1989, the French Parliament adopted a law on the main directions of education development. In particular, it envisages mandatory training of teachers on the method of objective assessment of students' knowledge: Without it, it is not allowed to teach in France since 1992. It is interesting to note that France is a country with a ninety-year tradition of testing.

At the end of the 70s of the last century, a group of social psychologists from the Carnegie-Melon University in St. Petersburg conducted a special study devoted to the study of the modern state of testing in the United States. In fact, the goal of the researchers was to determine the reasons for the widespread use of tests in educational institutions.

It is recommended to use closed (one or several correct answers), open, compatibility and correct sequence test tasks when creating test tasks from specialized (general technical) subjects. In this case, it is also appropriate to create (invariant) tests to determine the achievement of one educational goal using different test tasks.

Open assignments. If in the text of the test task, its key words or sentences are omitted, such a task is called an open (incomplete) test.

In tests of this form, students are expected to give short and clear answers consisting of one or two words. This should be stated in the instructions attached to the test. The space required for the answer is left in the empty space of the blank. For example, "Test Concept" was first used by _________ in ____.

Closed assignments. Such a task consists of a question and several answers, one of which is correct, and the rest are similar but incorrect. The number of suggested answers can be from two to five and more. According to the test-taker's chosen answer, the test item is coded with the appropriate two codes: 1 or 0, and then included in the EHM.

Closed assignments. Such a task consists of a question and several answers, one of which is correct, and the rest are similar but incorrect. The number of suggested answers can be from two to five and more. According to the test-taker's chosen answer, the test item is coded with the appropriate two codes: 1 or 0, and then included in the EHM.

1. Fairness of knowledge control with a test in comparison with traditional forms:

2. Fairness of knowledge control with a test compared to traditional forms: a) increases, b ) decreases.

2. The type of control that allows to evaluate the increase of knowledge in any time interval:

a) usual

b) tested.

Closed test tasks are convenient to monitor knowledge using a computer. The test is the most convenient, the most desirable and the most acceptable option for controlling the knowledge of pupils and students, regardless of its form and appearance.