Theoretical methods of natural science. Teaching methods

TOPIC: Testing as a form pedagogical control

Introduction

Currently, all countries of the world face the problem of increasing the reliability and efficiency of education quality control. To solve this problem, various systems are being developed and tested. pedagogical monitoring, built primarily on normative test control of students’ knowledge. Comparative international studies of students' educational achievements in various fields of knowledge are being conducted. Test technologies have become firmly established in international educational practice as a tool for objective assessment of knowledge. Over the last decade, the domestic education system has been following this path, actively mastering testing technologies.

The development of state educational standards, the introduction of new technologies for teaching and monitoring student knowledge have attracted the interest of the wider pedagogical community in tests. As part of many pedagogical innovations, testing makes it possible to obtain objective assessments of the level of knowledge, check the compliance of graduate training requirements with given standards, and identify gaps in students’ training.

Testing is a significant step towards the development of methods for monitoring student learning educational material. The introduction of testing allows for a smooth transition from subjective and largely intuitive assessments to objective ones. However, like any other pedagogical innovation, this step must be carried out on a strictly scientific basis, based on the results pedagogical experiments and scientific research. Testing should not replace traditional methods of pedagogical control, but should only supplement them to some extent.

The purpose of the essay is to study the features of pedagogical testing as a means of monitoring students' knowledge.

In accordance with the stated goal, the following objectives of the abstract are formulated.

Firstly, to study the theoretical foundations of pedagogical testing as a means of monitoring students’ knowledge;

Secondly, analyze the psychological and pedagogical aspects of testing;

Thirdly, consider pedagogical tests, their content, structure, forms and types;

Fourth, draw appropriate conclusions.

Methodological basis The abstract was written based on the scientific works of domestic and foreign scientists.

Chapter 1 Theoretical foundations of pedagogical testing as a means of monitoring student knowledge

1.1 Pedagogical control and its functions

In traditional domestic didactics, the following terms are used: control, verification, assessment and recording of knowledge. Let us briefly consider the content of these definitions.

Control - inspection, as well as constant observation for the purpose of verification or supervision. In domestic pedagogy, control of learning is understood as: an administrative and formal procedure for checking the work of a teacher and institutions; management function, the results of which serve to make management decisions; an integral part, a component of the learning process, organically connected with the study of program material by its comprehension, consolidation and application; formation of skills and abilities. The essence of checking learning outcomes is to identify the level of knowledge acquisition by students, which must correspond to the state educational standard in a given field of knowledge (program, subject). The subject of control at a university is the assessment of the results of the activities organized in it. pedagogical process.

In the cybernetic view, control is considered as a principle of feedback characteristic of the management of a self-regulating system. Control educational activities students provides external feedback(control performed by the teacher) and internal feedback (students’ self-control). It takes place at all stages (stages, links, cycles) of learning, but special meaning acquired after studying any section of the program and completing the training level.

Control is interpreted in didactics as pedagogical diagnostics. In this case, setting learning goals plays an important role. V.P. Bespalko believes that the goal of the pedagogical process is set diagnostically if the following conditions are met:

1. such an accurate and definite description of the personal quality being formed is given that it can be accurately and unambiguously differentiated from any other personality qualities;

2. there is a method, a “tool” for unambiguously identifying the diagnosed personality quality in the process of objective monitoring of its formation;

3. it is possible to quantitatively measure the intensity of the diagnosed quality based on control data;

4. There is a quality assessment scale based on measurement results.

Control of learning as part of the didactic process and the didactic procedure raises problems about the functions of testing, its content, types, methods and forms of control, about measurements, about the success of learning and the failure of students.

It is well known that the main objectives of control are: identifying gaps in training; its correction; planning subsequent training; recommendations for preventing academic failure.

Pedagogical requirements for control in training, ensuring high results:

1. individual nature of control;

2. systematic and regular monitoring at all stages of training, combining it with other aspects of students’ educational activities;

3. a variety of forms of control, ensuring the fulfillment of educational, training and development functions;

4. Comprehensive control. It should cover all sections of the curriculum, provide testing of theoretical knowledge and practical skills and skills;

5. differentiated approach, taking into account the specifics of each academic subject and the individual typological characteristics and intellectual capabilities of the student;

6. unity of requirements of teachers monitoring the educational work of students in a given group (class);

7. economical in terms of teacher and student time, providing analysis of test work and their assessment in a relatively short time;

8. objective and reasonable.

According to V.S. Avanesov, the principles of pedagogical control include: the principle of connection between control and upbringing, education and training; principle of objectivity; the principle of fairness and transparency; the principle of science and efficiency; the principle of systematicity and comprehensiveness.

IN pedagogical practice When implementing control, the question is usually raised about what exactly is being checked in training using control. In domestic pedagogy, it is generally accepted that students’ knowledge and skills are subject to testing. They are described both at the general didactic, supra-subject level, and at the subject level, usually in the form of materials for the program for the academic subject.

In Western pedagogy, testable learning outcomes are described as cognitive, social, and emotional learning goals. According to P.I. Pidkasisty, the efforts of modern domestic didactics are directed towards this.

One of its problems is that the learning goals, which are also the results to be verified, are formed in terms of behavior, the observable learning actions of students. In this case, their presence and manifestation in one form or another can be recorded. They can be measured, i.e. the level of development of knowledge, skills and abilities (competencies) can be established.

Since the 50s Since the last century, a taxonomy of study abroad goals has been developed (B. Blum) precisely on the basis of this approach: diagnostically set goals allow for objective detection and assessment of the stage of their achievement.

In the cognitive area: memorization and reproduction of educational material, the ability to perform various actions with it are tested. In addition to knowledge, the content of the achievement test is:

1) social and general psychological development of students;

2) the formation of motives for learning and activity, such social qualities as a sense of responsibility, moral standards and behavior.

The control functions consist of establishing the level of knowledge acquisition at all stages of training and measuring the effectiveness of the pedagogical process. In pedagogy, the following control functions are distinguished:

1. Diagnostic. Aimed at identifying the phenomenon of interest, assessing it and making a management decision based on the results of control. Pedagogical diagnostics is the most important part scientific system pedagogical control.

2. Organizing. Manifests itself in its identification on the organization of training. Depending on the results of the control, a decision is made on the need to carry out additional classes and consultations on providing methodological assistance to underachieving students and encouraging hard-working students and teachers.

3. Verification (inspector) function. Control indicators serve as the main basis for analyzing the results of the exercise. Monitoring data states not only the results and assessment of the activities of individual students and teachers, but also the state of educational work of the entire educational control.

4. Educational. When performing control tasks, the acquired knowledge is repeated and consolidated through its clarification, addition and/or rethinking. Control also teaches how to rationally organize educational activities.

5. Developmental. It lies in the fact that control gives more possibilities for the development of the student’s personality, his cognitive abilities. Any form of control requires a person to sharpen his attention, memory, thinking, imagination, and the ability to compare and systematize existing knowledge.

6. Educational. Testing knowledge always affects the emotional sphere of the individual, since individual efforts to master educational material become the subject of public judgment. Often the student’s reputation and his status in the team (group, class) depend on grades. Control disciplines, fosters a sense of responsibility for one’s work, and stimulates a conscientious attitude towards it. Competent control encourages students to improve their knowledge and skills and develop self-evaluative judgments.

7. Methodical. It lies in the fact that the test teaches not only the student, but also the teacher, allowing him to see own mistakes, choose the best training options.

In the pedagogical literature, the following types of control are usually distinguished according to time: preliminary, current, milestone (periodic) and final.

1. Preliminary (diagnostic) control is necessary for successful management of the educational process. It allows you to determine baseline preparing students to focus on the acceptable complexity of educational material. Analysis of preliminary control data also allows the teacher to make changes to didactic material, teaching methods, etc.

2. Current control provides continuous information about the progress and quality of learning material, and promptly make changes to training. The current inspection is not so much an inspection as it is training, since it is associated with consolidation, repetition and analysis of educational material. There are two requirements for current control: a) it should not be reduced to formal, mechanical memorization of educational material; b) it must be carried out systematically, regularly. Current control is operational, flexible, diverse in methods, forms and means.

3. Midterm (periodic) control allows you to determine the quality of students’ learning of educational material in a given discipline (section, topic, module, etc.). Usually it is carried out 3-4 times a semester (quarter).

An example of midterm control can be colloquia, test assignments, abstracts on the topic, graphic work, tests, etc. It also takes into account current monitoring data.

4. Final control serves to identify the final learning results in a particular academic discipline or cycle of disciplines. Its task is to fix the minimum preparation that ensures further training. The final control is integrating. It is used to judge general achievements students. As a rule, it is carried out at transfer and semester exams, qualifying tests, state and final exams, defense of a diploma project, etc.

Control methods are methods by which the effectiveness of students’ educational activities and the teacher’s pedagogical work is determined. Control methods are also defined as methods of diagnostic activity that allow feedback during the learning process in order to obtain data on the success of learning and the effectiveness of the pedagogical process. They must ensure systematic, complete, accurate and prompt receipt of information about the progress of the learning process.

E.G. Skibitsky, V.V. Egorov, S.M. Udartseva, G.M. Smirnova, I.I. Erakhtina, V.V. Gotting offers the following control methods:

1. Oral control - monologue response from students or question-and-answer form - conversation. Oral control, as current, is carried out every lesson (by class) in individual, frontal or combined forms.

2. Individual survey of students allows the teacher to obtain more complete and accurate data on the level of mastery. However, he leaves other students passive in class.

3. Test and oral exam are the most active and thorough test of knowledge for a certain period of study (disadvantages: lottery, subjectivity).

5. Current control of knowledge - observation, systematic study of students in training, detection of many indicators, manifestations of behavior that indicate the development of knowledge, skills and other learning outcomes are widely used. The results of observations are not recorded in official documents, but are taken into account by the teacher to adjust teaching.

A relatively new method (means) for testing learning outcomes is didactic tests. They present a set of standardized tasks for a specific educational material, establishing the degree of its assimilation by students.

1.2 TestingVpedagogicallymcontrole

Currently, non-traditional forms of teaching and control are becoming widespread in the education system. These forms include pedagogical tests. However, when using tests, teachers are faced with many problems of an objective and subjective nature. Problems of a subjective nature are primarily related to the personality of the teacher himself and his attitude towards the use of tests. Problems of an objective nature are associated with an insufficient amount of methodological literature that would allow the teacher to learn how to write tests that meet certain requirements.

The word “test” is of English origin and in the original language means “test”, “check”.

V.S. Avanesov gives a clear definition of a pedagogical test: “A pedagogical test is a set of interrelated tasks of increasing complexity that make it possible to reliably and validly assess knowledge and other personality characteristics of interest to a teacher.

In this definition, the main emphasis is on a system of interconnected tasks of increasing complexity.

V.S. Avanesov notes lexical features pedagogical test: “in scientific definitions the concept of “pedagogical test” is considered in two existing meanings:

As a method of pedagogical measurement;

As a result of using a test as a measurement method consisting of a limited number of tasks.”

V.S. Avanesov especially highlights the so-called traditional tests, which represent the unity of three systems:

A formal system of tasks of increasing difficulty;

Statistical characteristics tasks and subjects.

There are various definitions of the concept “test” that differ from each other, but they all contain the following essential features of this concept: a specially prepared and tested set of tasks of a specific form and increasing complexity; the system of tasks allows you to qualitatively assess the structure of students’ knowledge; effectively measure students' learning levels. It is significant that many scientist-teachers, when considering the essence of the designated concept, significantly expand the content of this concept, including as features the structure of the test and the technology of its implementation (V.V. Zinoviev, V.P. Levin, A.N. Mayorov, etc. .). Many of the authors relied on V.S. Avanesov’s concept of the essence of the concept of “pedagogical test” as a system of interconnected tasks of increasing complexity, allowing one to reliably and validly assess knowledge and skills in a particular area of ​​content.

The pedagogical test is considered precisely as a system, as an ordered set of test tasks. Assignments are the elements that form the “building blocks” of a pedagogical test.

The attitude towards tests in education is not clear-cut. Due to the information richness of the educational process, the test form of knowledge control significantly saves and in many cases allows one to overcome the subjectivity of grading and increase the motivational side of learning. The use of test control helps to consider the achievements of students in the process of moving from one level of mastering the material to another.

1.3 Psychological and pedagogical aspects of testing

The introduction of a new form of control-testing into the learning context leads to a change, first of all, in the perception and attitudes of control; the entire situation changes, including the psychological situation associated with the formation of positive attitude to them, with acceptance, approval or rejection, rejection of tests as a form of control.

N.F. Efremova conducted a diagnostic study aimed at identifying the assessment of traditional and test control methods (about 500 people took part in it). The following was revealed:

The highest scores were given to the objectivity of the testing procedure and the independence of the assessment from the teacher’s opinion, as well as the postulate of non-disclosure of assessments;

Among the advantages of traditional control, the following were assessed: the possibility of assistance, low level of task difficulties.

Many studies have noted the importance psychological preparation for testing:

The degree of improvement in test results depends on the abilities and knowledge of students, the number and type of preliminary classes, and the characteristics of the tests.

Preparation for testing is most useful for weak students; it has little effect on the results of strong ones.

The degree of positive influence of preliminary preparation on changes in test results is directly dependent on the closeness of the connection between the content of training tasks and the content of the test.

Preliminary preparation reduces anxiety in the behavior of subjects during testing and motivates them to complete the test.

Pre-test training helps memory mechanisms work in a strictly time-limited control event.

Of no small importance is motivation as a unified system of goals and needs (the dynamic process of managing human behavior), which encourages the individual to consciously treat learning and control as an integral part, and to be active in educational and cognitive work. Motivation performs the following functions in education: motivating, guiding, organizing and semantic. When conducting testing, motivation is one of the main psychological factors control success.

The level of motivation for educational and cognitive activity is always influenced by complexes of objective factors (such as the history of the subject being studied, the authority of the teacher) and subjective factors (a person’s life plans, the desire for self-realization, the desire to have good grades). The process of inducing a person to test often turns out to be a very complex socio-psychological, intellectual, emotional and volitional act. A person who has experience in performing tests has a significant advantage over those who participate in testing for the first time: after all, they have overcome the feeling of uncertainty and developed confidence in themselves and their capabilities. American psychologist Anna Anastasi believes that a person experienced in working with test-format tasks has scores that are eleven percent higher than those of inexperienced subjects.

In this case, two stand out important components test anxiety – emotional and preoccupied anxiety. The emotional component of test anxiety includes feelings and physiological reactions such as tension. The concern is related to negative thoughts, with the expectation of failure when taking a test and with concern about the consequences of failure. In this regard, psychologists are developing the technology of “behavioral therapy”.

Research by psychologist Anna Anastasi and a number of other psychologists show that test anxiety can subside without “therapeutic intervention.” Test anxiety is a complex phenomenon caused by many reasons that are diverse in essence and content, specific to each individual person. Among the ways to overcome this type Anxiety concerns include the improvement of language communication and speech skills and abilities, the correct development of instructions and guidelines for tests.

The testing methodology should be based on the personality of teachers, but not only those who participate as experts in creating the test, but also those who are associated with the process of conducting this form of control. That is why it is necessary to talk about ethical standards and principles of testing in education. It is worth noting that they, first of all, should be dictated by the code of professional ethics of the teacher. Being part of a set of universal human norms that regulate the behavior of a teacher during testing in accordance with the requirements of duty, professional integrity, and the principles of humanism, they become basic, fundamental and fundamental principles when standardizing a test.

That's enough for now large group principles include:

The principle of confidentiality - defines the rules for non-disclosure of information about test results without the consent of the test subject.

The principle of accessibility is associated with the right of subjects to gain access to a meaningful description and full interpretation of test results, obtain information identified as a result of the analysis of problems and failures identified during implementation individual tasks the test performed.

The principle of validity and dynamic reflection of development determines the systematic updating of data on the preparedness of students obtained through tests (monitoring).

The principle of informed consent – ​​presupposes the consent of the subjects to conduct testing and questioning.

Principle of content selection - the content of the test is defined as a completely optimal representation of the content of the material academic discipline in the system of created test tasks.

The principle of scientific reliability - the test includes only the content of the material being tested that is objectively scientifically true and is subject to some kind of rational argumentation.

Psychological and pedagogical tests in education have profound differences among themselves. Anna Anastasi writes that pedagogical tests evaluate the results of mastering a program course common to all students, and psychological tests are designed to reflect individual perception life experience, differing in the social and economic conditions of its acquisition.

The results of testing in psychology are used mainly to predict the success of any activity, depending on the obtained qualitative and quantitative assessments of personal characteristics and inclinations, or are advisory in nature when identifying personal problems, to determine ways to overcome them.

Pedagogical tests, in particular, in the final control, provide the teacher with information about the quantitative assessment of the current level of preparedness of the student, which is intended mainly for making administrative and management decisions.

There are a number of external differences between psychological and pedagogical tests in education:

Formulation of tasks (in psychological tests is usually indirect in nature, in pedagogical tests it is direct in nature)

Diagnostics (in psychological tests there are no “correct” answers; personality characteristics are determined, while pedagogical tests test knowledge, and therefore require strict compliance of the test subject’s answer with the correct answer).

Interpretation goals (in psychological tests, personality characteristics are determined, in pedagogical tests, the level of knowledge acquisition of the test subject is revealed).

Sometimes the boundaries between the types of testing considered can become blurred, especially in cases where the tests are aimed at testing students' logical thinking and creative abilities.

Thus, since testing is a unique method of monitoring and assessing knowledge, allowing for qualitative and quantitative measurements of the level of knowledge, and psychological characteristics, and the preferences of the subject, it is necessary to form such a psychological atmosphere which will allow it to open completely. That is why, today, the development of methods, requirements and rules for testing is an important task to improve the quality of the educational process.

At the same time, the test form of knowledge control has opponents, including J. Raven.

Raven criticizes testing in a very harsh manner, noting both the scientific and ethical aspects of the expansion of testology in the field of education. In his opinion, refusal by professionals to take into account the damage that the practice of testing causes to the fate of children and the interests of society “is extremely immoral.” It's about not only about the lack of validity and predictive reliability of criterion-oriented tests as such, but about the creation of a new type of psychodiagnostics. New diagnostic techniques - among them J. Raven, includes the technique of descriptive conclusions, event-behavioral interviews, the procedure for identifying value expectations - must meet a number of fundamentally different requirements compared to generally accepted test measurements: be sensitive to the characteristics of the acquired experience (set of competencies) , which each child will have their own; be used only if an adequate educational environment; take into account his individual abilities, interests and values; record development dynamics individual abilities; guarantee the identification of different types of children's giftedness.

Separate place J. Raven's works are dominated by his discussions about changing the ideology of the education system, which, in his opinion, should be aimed at the formation of a competent personality.

In J. Raven, the concept of competence acts as the leading substantive basis that allows us to formulate four most important consequences about the need: firstly, a revision of views on the capabilities of each child, because all students can become competent by making their choice in a wide range of activities; Accordingly, the teacher needs to learn to see each child from the point of view of his unique set of qualities that are important for success in a particular special area; secondly, reformulation of the goals of education; the task of personality development based on the individualization of learning comes to the fore; thirdly, changes in teaching methods that should help identify and develop students’ competencies depending on their personal inclinations and interests; as the main didactic tool the use of the project method is proposed; fourthly, a radical rejection of traditional student testing and assessment procedures educational programs.

Chapter 2 Pedagogical tests, their content, structure, forms and types

2.1 Historical foundations of pedagogical testing

Modern pedagogical testing has its own history.

F. Galton (1882-1911), studying individual differences, used a certain set of techniques (to determine auditory and visual sensitivity, reaction time, etc.). F. Galton identified three basic principles of test theory that are currently used:

Applying a series of identical tests to a large number of subjects.

Statistical processing of results.

Identification of evaluation standards.

F. Galton called the tests carried out in his laboratory mental tests.

James McKean Cattell (1860-1944) made the term popular with his 1890 article “Mental Tests and Measurements.” He developed and used sets of tasks to determine the “intellectual physiognomy”. J. Cattell was an ardent supporter and promoter test method, believed that only then the test is a means of conducting a scientific experiment when the relevant requirements are met:

Identical conditions for all subjects - the principle is the basis for standardizing the testing procedure;

Limitation of testing time;

Identical instructions and a clear understanding by the subjects of what needs to be done - the principle forms the basis for standardizing the testing procedure;

Absence of spectators in the laboratory in which the experiment is being conducted;

Equipment available for testing;

Carrying out statistical analysis of testing results - the principle is implemented in methods of statistical analysis and modeling.

The requirements identified by J. Cattell form the basis of modern testology.

The activities of the French psychologist Alfred Binet (1857-1911), related to the diagnosis of the level of development of intelligence, gave a significant impetus to the development of testology. In 1904, Binet became a member of the commission to create special schools for mentally handicapped children in Paris. It was necessary to separate children who were capable of learning, but were lazy and unwilling to learn, from those suffering from congenital defects. In fact, the use of this test was the first attempt to determine individual differences between children by measuring their mental development.

For a long time, tests developed as a tool for individual measurements. There was a need to move from individual tests to group ones. In 1917-1919 The first group tests for the army appeared in the USA. The most popular tests were those developed by Arthur Sintos Otis (1866-1963). The basic principles used in compiling these tests formed the basis of the entire methodology of group tests:

The principle of time limitation.

The principle of detailed instructions both in relation to testing and in relation to the calculation of results.

Tests with a selective method of generating an answer have been introduced.

Selection of tests after careful statistical processing and experimental testing.

At the same time, methods for processing testing results and creating test systems are being developed:

Method of statistical comparison of two series of variables and introduction of a joint ratio index - correlation coefficient (F. Galton);

Construction of regression lines of one variable on another (F. Galton);

Correlation theory (K. Pearson, C. Spearman);

Factor analysis (L. Thurstone).

V. McCall divided the tests into pedagogical ones, the main task of which was to measure the success of students in school disciplines over a certain period of study, as well as the success of applying certain teaching methods, and psychological ones - to determine a certain level of development.

The development of the first pedagogical test belongs to American psychologist E. Tondaiku. The result of it research work in the field of measurement and use of the test method in pedagogy, the book “Introduction to the Theory of Psychology and Social Measurements” (1904) was published. The first standardized pedagogical test, published under the leadership of E. Thorndike, equipped with standards - a test for solving arithmetic problems.

1915 - creation of a series of tests with a modified system for calculating test results (Yerkes).

At the beginning of the 20th century. development and verification of tests are carried out by special public services.

1900 - creation of the Board of Entrance Examinations in the United States.

1926 - The College Board adopted the SAT test, which was developed for the qualification and professional assessment of a teacher.

1947 - creation of a testing service, which is considered the most representative research center.

It can be noted that American authors usually use the so-called empirical strategy, which involves the creation of a large set of test problems without any system or internal logic, and after application to a large number of subjects, the results are subjected to correlation and factor analysis.

Until 1917, insufficient attention was paid to testing issues in Russia. The tests received practical application after 1925, when a testing commission was created at the pedagogical department of the Institute of Methods school work(her tasks included developing standardized tests for the school). In the spring of 1926, tests based on American ones were released.

Prominent Russian psychologists and teachers dealt with the problem of test development: P.P. Blonsky, M.S. Bernstein, S.M. Vasileisky, A.M. Schubert et al.

Tests have been developed to measure skills in reading, numeracy and writing; a scale for measuring the mental development of children; tests of collective testing of mental giftedness; tests of school success for mass examinations of children in normal schools.

In 1936, the tests were banned as “bourgeois and harmful.” Positive examples their use was not taken into account. There has been a period of stagnation in test development and use for over forty years. The development of testology is associated with the works of N.F. Talyzina on programmed training, V.P. No worries about problems educational technology, D.B. Elkonina and others.

Currently, the question of the need for tests in pedagogy has been positively resolved by practice. However, this has given rise to a number of problems that the entire education system as a whole is not ready to solve.

The modern understanding of tests and the testing process can be divided into levels. In the work of A.N. Mayorov identified three such levels:

The current state of testing is at the second level of understanding tests, but there is a desire for the third level through the creation of special testing centers: the Center for Assessing the Quality of Education of the Institute of General Education of the Russian Academy of Education, the testing center for graduates of general education institutions of the Russian Federation, the Center for Psychological and Professional Testing of Moscow State University, etc. These centers solve a complex of didactic tasks:

develop testology taking into account the accumulated world pedagogical and psychological experience with a focus on new information technologies;

develop high-quality diagnostic tools for operational, objective monitoring;

develop a mathematical and statistical apparatus for processing quantitative information based on test results;

provide a transition from theoretical level research to the empirical;

create a system of observation of the state and changes, assessment and forecast in relation to the quality of education.

The development and establishment of testing technology makes it possible to statistically accurately analyze the process of obtaining an education and see further prospects for its development.

2.2 Classification of pedagogical tests

An analysis of foreign and domestic literature shows that there are several approaches to this problem.

A brief description of the different types of pedagogical tests is presented in Table 2.1.

Table 2.1 – Classification of pedagogical tests

3.3 Requirements for pedagogical tests, their advantages and disadvantages

The modern theory of modeling pedagogical tests considers the testing procedure and assessment of test subjects’ knowledge as a process of objective measurement, and the results of such measurements obtained by standard mathematical methods, accompanied by standard precision characteristics. In the literature on testing, the requirements for pedagogical tests have received a lot of attention. Among them, it should be noted such requirements as compliance of the test content with the testing objectives, determination of the significance of the knowledge being tested, the relationship between the content and form of presentation of test tasks, compliance of the test content with the level of current state science, complexity, systematic content of the test. According to classical testing theory, the most significant concepts that a professionally designed pedagogical test must meet are reliability, validity and effectiveness.

Test reliability is characterized by stability and stability of indicators during repeated measurements using the same test or its equivalent substitute. It is noted that the higher the thematic and content diversity of test tasks, the lower the reliability of the test. A test aimed at testing mastery of a specific topic will always be more reliable than a test aimed at testing the entire section (course), covering a significant amount of material - patterns, concepts, facts.

The reliability of tests depends significantly on the difficulty of their implementation, which is determined by the ratio of correct and incorrect answers to test tasks. The inclusion of tasks in tests that all students answer correctly or, conversely, incorrectly, sharply reduces the reliability of the test as a whole. The tasks that are answered correctly by 45-80% of students have the greatest practical value.

Test reliability is a characteristic that reflects the accuracy of measurement and the stability of the results to the influence of extraneous random factors. It means that small change testing conditions and the condition of the subjects should lead to an insignificant change in the final results.

It should be noted that increasing the number of test items contributes to increasing reliability. However, for real testing it is problematic to create a test with a sufficiently large number of tasks. This is due to time restrictions, sanitary standards, material costs, human capabilities, etc.

The validity of the test in its content is close to the requirement of completeness, comprehensiveness of testing, proportional representation of all elements of the knowledge and skills being studied. The term “validity” from the English. valid – significant, valuable. It is always understood that the test writer must carefully study all sections of the curriculum, educational books, know the purpose well and specific tasks training. Only then will he be able to create tests that will be effective for a certain category of students.

A clear and clear formulation of the question within the limits of acquired knowledge is an essential condition for the validity of the test. If the test goes beyond the limits of the mastered content or does not reach these limits, exceeds the designed level of training, then it will not be effective for those students to whom it is addressed.

In addition to the requirements considered, the test effectiveness indicator is also used. A test that, all other things being equal, provides a greater number of answers per unit of time is considered more effective. For example, in 10 minutes of testing, you can get 5, 8, or 10 answers from students using various methods for composing test items.

The advantage of test control is that it is a scientifically based method of empirical research and, in a certain area, allows one to overcome speculative assessments of knowledge. It should be noted that the tasks used by many teachers and called tests by them, in fact, are not such at all. Unlike ordinary tasks test tasks have a clear, unambiguous answer and are assessed as standard based on the price tag. In the simplest case, a student’s grade is the sum of points for correctly completed tasks. Test tasks must be short, clear and correct, without allowing for ambiguity. The test itself is a system of tasks of increasing difficulty. Test control can be used as a means of current, thematic and milestone control, and in some cases, final control.

Of course, where knowledge and educational material are structured and formalized more easily, as, for example, in the natural sciences, it is easier to compose test tasks. At the same time, all academic disciplines, including such as history, are based on basic knowledge. In history, this includes knowledge of events, dates, names, definitions of basic concepts, and much more. Testing basic knowledge by means of test control allows the teacher, in the remaining time, to pay more attention to communicating with students at the level of concepts and conclusions, to test using traditional forms not so much knowledge as understanding of the problems of a particular academic discipline. It should be emphasized that it is the verification of basic knowledge that is the scope of test control.

Test control without much time investment allows you to survey all students in all sections of the academic subject. The sum of the grades can form a knowledge rating, which, at the discretion of the teacher, can serve as the basis for exempting the student from final works. Tests attract students with their unusualness compared to traditional forms of control, encourage them to systematically study the subject, and create additional motivation training.

The advantages of test control include:

Individual character control, the ability to exercise control over the work of each student, over his personal educational activities.

The possibility of regular, systematic testing at all stages of the learning process.

The possibility of combining it with other traditional forms of pedagogical control.

Comprehensiveness, which consists in the fact that the pedagogical test can cover all sections of the curriculum, provide a complete test of theoretical knowledge, intellectual and practical skills.

Objectivity of test control, excluding subjective (often erroneous) value judgments and conclusions of the teacher based on insufficient study of the level of preparation of students or a biased attitude towards some of them.

Taking into account the specific features of each academic subject and its individual sections through the use of modern techniques development and variety of forms of test tasks.

Possibility of conducting traditional (“paper”) and computerized (local network) testing.

Possibility of using modern computer testing technology.

Possibility of mass large-scale standardized testing by printing and replicating parallel forms (variants) of the test.

Taking into account the individual characteristics of a specific sample of subjects, which requires the use of various methods for developing a test and test tasks in accordance with these characteristics.

Uniformity of requirements for all test takers, regardless of their past educational achievements.

Standardization of test control.

Differentiation of the scale of test scores, which allows ranking the level of educational achievements in a wide range.

High reliability of test control, allowing us to talk about full-fledged pedagogical dimension level of training.

High predictive validity of entrance tests, allowing to predict student success in the future.

High criterion (current) validity of final certification tests.

The effectiveness of the pedagogical test, which allows monitoring of any sample of subjects in a short time with minimal costs.

At proper organization conducting testing and applying information security methods, it is possible to eliminate the dishonest attitude of some students to performing written tests (cheating, using hints, cheat sheets, etc.).

Test control stimulates the constant work of all students, and this is to a certain extent achieved by conducting large-scale testing that is unexpected for the subjects.

Possibility of taking into account regional features when testing.

Disadvantages of testing include the following:

In test tasks, knowledge is dogmatized, there is no creativity, no joint search for truth.

The solution to any test task contains an element of chance.

Test control contributes to the fragmentation of knowledge.

Testing standardizes knowledge and does not fully develop students' thinking skills.

Testing checks the student’s awareness of certain facts and does not give an idea of ​​the student’s abilities and skills [2].

The most significant drawback of knowledge testing in our country is modern stage is the abundance of unsystematized and varying quality test material.

Recently, new original methods for developing and using tests have emerged. Modern tests make it possible to reveal the knowledge and abilities of subjects that are hidden from a superficial glance.

Thus, the realization of the advantages of pedagogical testing can be carried out only by taking into account the requirements of classical test theory, on the basis of which it is possible to ensure the reliability, validity and effectiveness of test control of students’ knowledge. Naturally, not all the necessary characteristics of assimilation can be obtained by testing. For example, indicators such as the ability to specify one’s answer with examples, knowledge of facts, the ability to coherently, logically and demonstrably express one’s thoughts, and some other characteristics of knowledge, skills and abilities cannot be diagnosed by testing. This means that testing must necessarily be combined with other (traditional) forms and methods of verification.

Conclusion

As a result of the theoretical consideration of the material, the following conclusions were made.

A test is a standardized task, based on the results of which the psychophysiological and personal characteristics, as well as the knowledge, skills and abilities of the test subject are judged.

A pedagogical test, in contrast to a test, can be considered as a kind of measuring instrument of a certain resolution and accuracy. The object of measurement here is extremely specific and therefore the results significantly depend on the ability to rationally formalize this object.

A test is a tool consisting of a qualimetrically verified system of test tasks, a standardized procedure and a pre-designed technology for processing and analyzing results, designed to measure personality qualities and properties, the change of which is possible in the process of systematic training.

A test is a short standardized test that allows for quantitative assessment of results based on their statistical processing.

The selection of the structure of test items depends on what indicators and factors are of interest to the researcher for a given group of people. Each of the test tasks inherently represents a question or a problem for the test taker. The answer to a question is always the elimination of some doubts, hesitations, and uncertainty in the situation under consideration in order to obtain new, more accurate knowledge.

Each of the test items contains a description of a certain “situation” taken from nature, production, practical human activity, etc. It can be presented in various “languages”: verbal, the language of symbols, graphs, drawings, etc. Any description is always approximate and incomplete, and therefore the test subject is faced with a “requirement” to make the task situations more accurate, complete, using for this purpose “information for the decision” contained in the description of the situation, the text of the task, and also by involving “external to the task” information” - scientific facts, patterns, etc. known to the subject. In the process of completing a task, it is necessary to remodel the situation by introducing a number of assumptions and abstractions that simplify the solution, moving in the description from one language to another.

Among the test tasks it is necessary to distinguish:

informational tasks;

task, the solution of which can be carried out in an algorithmic, formalized way;

problems that require heuristic and non-standardized search to solve.

The information contained in the text of a task can be presented explicitly or in a hidden form, requiring more or less complex operations to be performed, which increases the complexity of tasks. This is the first thing.

Secondly, the test is a “standardized test”, i.e. a test in which all those performing tasks are under the same, strictly specified conditions. Only this allows you to compare test results and bring the measurement results to a number. The standardized assessment form used in the tests allows one to correlate the student’s level of achievement in the academic subject as a whole and in its individual sections with the average level of achievement of students in the class and the levels of achievement of each of them.

Thirdly, the test allows you to obtain a “quantitative assessment” of the test results. Since continuously changing, non-discrete quantities are to be measured, special scales are used to reduce the measurement results to numbers. A scale is a specific sequence numerical values the results of measurement operations applied to an empirical system.

The leading idea of ​​the traditional test is to compare knowledge as much as possible with a minimum number of tasks, in a short time, quickly, efficiently and at the lowest cost. more subjects.

The results of the tasks performed by the subjects contain a wide variety of information in hidden form. There is only one way to extract it - comparing the execution results is enough large number tasks (collect statistics). Only this allows us to obtain conclusions that are trustworthy.

Bibliography

Bespalko V.P. Components of pedagogical technology / V.P.

Fingerless. – M.: Pedagogy, 2005. – 296 p.

2. Avanesov V.S. Fundamentals of scientific organization of pedagogical

control in higher education / V.S. Avanesov. – M., 1989. – 168 p.

3. Pedagogy of higher education: textbook. allowance / E.G. Skibitsky, V.V. Egorov, S.M. Udartseva, G.M. Smirnova, I.I. Erakhtina, V.V. Gotting – 2nd ed. add. and processed – Karaganda: KSTU, 2013. – 409 p.

Efremova N.F.. Modern testing technologies in education: scientific publication/ N. F. Efremova; Ross. Peoples' Friendship University. - M.: Logos, 2003. - 175 p.

A. Anastasi, S. Urbina; [translation from English and general scientific editing by A. A. Alekseev] - 7th edition. - St. Petersburg [etc.]: Peter, 2009. - 687 p.

Raven John Pedagogical testing: Problems, misconceptions, prospects / Transl. from English: “Cogito-Center”; Moscow; 1999. – 144 p.

http://www.edufacts.ru

Mayorov A. N. Theory and practice of creating tests for the education system (How to choose, create and use tests for educational purposes) M.: Intellect Center, 2005. - 296 p.

Pedagogy: textbook for bachelors / Ed. P.I. Faggot. – 3rd ed. corr. add. – M.: Yurayt, 2012. – 511 p.

Zagvyazinsky V.I. Pedagogy / ed. IN AND. Zagvyazinsky. – 2nd ed., erased. – M.: Aademia, 2012. - 351 p.

Pedagogy: textbook for bachelors / Ed. ed. L.S. Podymova, V.A. Slastenina. – M.: Yurayt, 2012. – 332 p.

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Definition of pedagogical test

Pedagogical test– a system of tasks of a specific form, specific content, and increasing difficulty – a system created with the goal of objectively assessing the structure and qualitatively measuring the level of students’ preparedness. Test - by direct value English word test – any sample, any test. In this understanding, the term “test” is used in technology, biology, medicine and chemistry. Test in psychological and pedagogical research– sets of tasks normalized by time and difficulty, used for comparative study of group and individual characteristics.

Tests are widely used in applied psychology. It was in this area that they were developed methodological criteria on the design, use, verification and processing of tests. These criteria, with some clarifications, should be recognized as mandatory for pedagogical tests. The test acts as a measuring instrument, so it must satisfy strict and clear methodological requirements. A randomly selected set of tasks cannot be called a test.

Tests cannot be considered as a universal and comprehensive tool for studying the level of education. For each test task and the entire test, since it is made up of homogeneous tasks, are aimed at identifying a limited complex of personality qualities, and the fewer features included in the complex, the clearer the possible interpretation of the results and the better the test performs its function. It is best if the task reveals only one sign, one quality (property) of personality. A task aimed at detecting it immediately and without the possibility of subsequently isolating a group of signs makes interpretation difficult. The success or failure of the test subject does not receive a single and unambiguous assessment, since it may depend on different signs. A teacher, without such an assessment, will not be able to come to a conclusion about the reasons that determined the final result, and is unlikely to formulate clear conclusions and correct educational measures.

The testing method has certain limits of application. There are characteristics of a schoolchild’s upbringing that are so complex and multifaceted that test methods cannot be used to identify them. A test equivalent of what could be called the general preparedness or education of a student has not yet been found. Many teachers and methodologists attach great importance to this characteristic. Tests have only the ability to represent individual components of this complex whole.

We also have to take into account the fact that characteristics that do not have a clear content cannot become the object of testing at all. In particular, the characteristics of general development and education are also characterized by unclear content. The teacher, of course, can stipulate in advance that this characteristic, according to his view, consists of such and such simple and measurable individual characteristics. In this case, the task he sets for himself can be solved. The only question is whether he will be able to justify his view of this characteristic.

Let's consider the connection personality tests with other quantitative methods. It would be a mistake to consider everything without exception as tests. quantitative methods, used in research on educational problems. The essence of the evaluative classification method is that individuals (“appraisers”, “judges”), who are well acquainted with a given object, evaluate it according to certain standard criteria, scales, etc. Through appropriate statistical processing, individual assessments are transformed into an aggregate quantitative indicator. However, individuals who are the subject of assessment classifications are not only not subjected to any standardized testing, but in many cases are not even made aware of the assessment being performed. The ideas on the basis of which evaluators make their judgments are formed in them over the course of long-term communication or observations in everyday life.

Like all other methods of pedagogical control, the test has certain advantages and disadvantages. When used correctly and skillfully, it can give the teacher a lot of important information that cannot be obtained in any other way. The advantage of the test is that all the tasks formulated in it, having previously been deeply thought through and experimentally tested, reveal in their entirety in the shortest possible time the characteristics of the student that are of interest to the researcher. Another, even more important advantage of the test is its objectivity. It is known that the teacher unwittingly introduces a certain amount of subjectivity into assessing the qualities of students - in in this case in the grades of the students themselves. This shade of subjectivism is often justified by the fact that the teacher, who has accumulated large stock observations about each student, he cannot get rid of the fact that some features of behavior, in his deep conviction, arose illegally, turned out to be the fruit of an unfavorable combination of accidents.

A researcher who is starting to use tests in his work for the first time must solve such most significant problems as: 1) developing the test itself; 2) achieving its satisfactory reliability; 3) obtaining satisfactory test validity.

Scientifically based test is a method that meets established standards of reliability and validity. The requirements for checking the test for reliability and validity implement an important methodological idea, that only a true method leads to true knowledge. Thus, the quality of pedagogical information turns out to depend on the quality of the tools used for this.

The test cannot be considered completed unless it receives a satisfactory score. reliability. The concept of reliability in testing has two meanings. On the one hand, we mean the reliability of the test as a specific instrument. On the other hand, when we talk about reliability, we mean the relative invariability of the thing we are measuring. When assessing the reliability of a test, it is assumed that the more homogeneous the test is, the more reliable it is.

Validity– the degree to which the test corresponds to its intended purpose. When establishing reliability, the researcher finds everything necessary and sufficient in the test itself: he compares one part of the tasks (with even numbers) with another (with odd numbers). But this is not enough to establish validity. Validity can only be inferred by comparing test results with some criterion, with some assessment outside the test; it is usually called the external criterion.

Pedagogical testing

Pedagogical testing is a form of measuring student knowledge based on the use of pedagogical tests. Includes the preparation of high-quality tests, the actual testing and subsequent processing of the results, which provides an assessment of the training of the test takers.

Pedagogical test is a tool for assessing student learning, consisting of a system of test tasks, a standardized procedure for conducting, processing and analyzing the results.

Classification of tests

Tests can be classified according to various criteria:

Traditional test

A traditional test contains a list of questions and various answer options. Each question is worth a certain number of points. The result of a traditional test depends on the number of questions answered correctly. According to Avanesov V.S., a traditional test is a system of tasks presented in order of increasing difficulty at the same time, with the same assessment system for all test takers [ source?] .

Adaptive test

A special type of test in which each subsequent task is selected depending on the answers to previous tasks. The sequence of tasks and their number in this type of test is determined dynamically. The most significant advantages of computer adaptive testing over traditional testing are:

• the ability to adapt to the level of knowledge of the test taker (you won’t have to answer questions that are too complex or too simple);
• saving time and effort by reducing the number of tasks (the length of the test can be reduced by up to 60%) without losing the level of reliability.

Forms of test tasks (using examples)

Multiple-choice assignments (closed assignments)

Tasks with a choice of one correct answer

Tasks with multiple choice of one wrong answer

Compliance tasks

Multiple Choice Questions

Sequence ordering

Open-ended questions

Test

A test task is an integral part of a pedagogical test that meets the requirements of manufacturability, form, content and, in addition, statistical requirements:

• known difficulty;
• sufficient variation in test scores;
• positive correlation of task scores with scores on the entire test

Types of tasks in the test

Closed:

• assigning alternative answers;
• multiple choice tasks;
• tasks to restore compliance;
• tasks to establish the correct sequence.

Open:

• free presentation tasks;
• assignments-additions.

Functions

Testing in pedagogy performs three main interrelated functions: diagnostic, teaching and educational:

• Diagnostic function is to identify the level of knowledge, skills and abilities of the student. This is the main and most obvious function of testing. In terms of objectivity, breadth and speed of diagnosis, testing surpasses all other forms of pedagogical control.
• Educational function testing is to motivate the student to intensify the work on mastering the educational material. To enhance the educational function of testing, additional measures to stimulate students can be used, such as: the teacher distributing an approximate list of questions for self-study, the presence of leading questions and tips in the test itself, and joint analysis of the test results.
• Educational function manifests itself in the frequency and inevitability of test control. This disciplines, organizes and directs the activities of students, helps to identify and eliminate gaps in knowledge, and creates a desire to develop their abilities.

Advantages and disadvantages

Compared to other forms of knowledge control, testing has its advantages and disadvantages.

Advantages

• 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 certification of UK students, 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 educational institution, in which students study.
• Tests are a more voluminous tool, since testing can include tasks on all topics of the course, while the oral exam usually includes 2-4 topics, and the 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 assessment scale has only four divisions.
• 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.

Flaws

• Developing high-quality test tools is a long, labor-intensive and expensive process. Standard sets tests for most disciplines have not yet been developed, and those developed are usually of very low quality.
• 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. A student in a test, unlike an oral or written exam, does not have enough time to do any deep analysis Topics.
• 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.

Notes

Literature

• Avanesov V. S. Composition of test tasks. - M., Testing Center, 2002.
• Zorin S. F. Development of an automated system for monitoring students’ knowledge in the discipline “Enterprise Economics”. MGVMI, 2007.
• Mayorov A. N. Theory and practice of creating tests for the education system: How to select, create and use tests for educational purposes. M: Intellect-Center, 2002.
• Morev I. A. Educational information technologies. Part 2. Pedagogical dimensions: Textbook. - Vladivostok: Dalnevost Publishing House. University, 2004.
• Neiman Yu. M., Khlebnikov V. A. Pedagogical testing as measurement. Part 1. - M.: Testing Center of the Ministry of Defense of the Russian Federation, 2002.
• Chelyshkova M. B. Theory and practice of constructing pedagogical tests. Uch. Benefit. - M.: Logos, 2002.
• Kabanova T. A., Novikov V. A. Testing in modern education. Uch. Benefit. - M.: Higher School, 2010.
• Kaziev V. M. Introduction to Practice Testing. - M.: Intuit.ru, Binom. Laboratory of Knowledge, 2008.

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Correct answers in pedagogy tests are indicated by "+"

1. Types of punishment in pedagogy include:

A) moral and verbal condemnation,

b) fines and penalties,

c) deprivation of the right to education.

2 - test. The development of pedagogy is due to:

a) a series of scientific and technological revolutions in the twentieth century,

B) the conscious need of society to form the younger generation,

c) the attention of the elite to the problems of development of lower social strata.

3. Pedagogy is the science of

a) raising a child in educational institutions,

B) education and upbringing of a person, mainly in childhood and adolescence,

c) free formation of a person’s personality from birth to old age.

4. Social pedagogy is a science

A) about the impact of the social environment on the formation of a person’s personality,

b) about raising a child within the educational system,

c) about the forms of interaction between the individual and society.

5. What is a person’s worldview?

A) A person’s system of views on the surrounding reality – nature and society.

b) Awareness of one’s own “I” in the process of social interaction.

c) Assessing the activities of the state from the point of view of a citizen.

6. The subject of pedagogy is

a) the process of teaching a child in educational institutions,

b) the process of communication between teacher and student,

C) the process of formation and development of personality in the course of its training and upbringing.

7. Socialization is

A) the process of an individual’s entry into the social environment by mastering social norms,

b) the process of teaching students in preschool and school educational institutions,

c) the process of continuous education of an individual throughout his life.

8. The method of education is

a) a method of stimulating the development of the student by presenting him with a standard,

b) a method of developing knowledge, skills and abilities that is relevant for a certain age,

C) a method of influencing the consciousness, will and feelings of the person being educated in order to develop certain beliefs in him.

9. Punishment is

A) method pedagogical impact, preventing unwanted actions,

b) a method for identifying personality defects,

c) the main method of education and personal development.

10. Personality in pedagogy is expressed by the totality

a) knowledge, skills and abilities,

B) social qualities, acquired by an individual,

c) biological and social characteristics.

11. Tests - The term “pedagogy”

a) proposed by Voltaire to designate a new direction of philosophy,

B) goes back to an ancient Greek source,

c) was recognized in the 19th century in connection with the successes of developmental psychology.

12. Sources preschool pedagogy like science is

A) folk tales and legends,

b) regulations in the field of up to school education,

B) experimental research and best teaching practices.

13. The term “pedagogy” comes from

a) Latin “child” + “to educate”,

b) Greek “child” + “teach”,

B) Greek “child” + “to lead”.

14. The subject of pedagogy is

A) the process of formation and development of personality in the course of its training and upbringing,

b) formation of didactic tools for teaching a child,

c) the regulatory framework that ensures continuing education child.

15. Education is

A) a purposeful process of education and training,

b) the process of interaction between teacher and student,

c) a system of state and municipal institutions.

16. Pedagogy as a science

a) formed in Ancient Greece in the works of Aristotle,

b) formed in the twentieth century after the appearance of Vygotsky’s works,

B) was formed in the 17th century in the works of Comenius.

17. Didactics is a branch of pedagogy,

a) studying the basics of personality formation in the educational process,

B) considering educational issues,

c) studying issues of education.

18. State standards in pedagogy are

A) official, documented requirements for the content of the educational process and its provision,

b) maximum performance that all students should strive for,

c) socially approved results of educational activities.

19. The levels of school education in the Russian Federation include

a) primary, secondary and high education,

B) primary general, basic general and complete general education,

c) preschool, school and higher education.

20. Self-education is

A) the process of acquiring knowledge and developing skills initiated by students outside the educational system at any age,

b) teaching students at home and passing exams at an educational institution,

c) preparation for final certification outside the educational institution.

Test No. 21. Pedagogical experiment –

a) spontaneous change in the pedagogical process, motivated by changes in pedagogical conditions,

b) registration of facts in the process of training and education,

C) controlled transformation of the pedagogical process to substantiate a scientific hypothesis.

22. Methods of pedagogical research include

a) blame and moral condemnation,

b) encouragement and rewards,

C) study of teaching practice.

23. The system-activity approach in pedagogy is associated with names

A) Vygotsky, Elkonin, Davydov,

b) Comenius, Bacon,

c) Zimnyaya, Kraevsky, Lebedev.

24. The term “zone of proximal development” was proposed

A) Vygotsky,

b) Zankov,

c) Elkonin.

25. Formative experiment in pedagogy

A) requires specially designed tasks to test the pedagogical hypothesis,

b) is carried out in secret from students without fail,

C) synonymous with a natural experiment.

26. Ascertaining experiment in pedagogy

a) synonymous with formative,

b) aimed at mandatory changes in pedagogical conditions,

C) is associated with measurements of the actual state of the elements of the educational process.

Test. 27. The first fundamental studies about age characteristics preschool and younger children school age carried out

A) Piaget, Vygotsky,

b) Bacon, Comenius,

c) Montessori.

28. The theoretical foundations of developmental education were developed

a) Galperin, Talyzina,

B) Blonsky, Vygotsky,

c) Elkonin, Davydov.

29. Play activity at primary school age

a) becomes the main one,

B) remains important, but auxiliary,

c) stops.

30. Personal communication becomes the leading activity

A) in adolescence,

b) at primary school age,

c) in preschool age.

31. First formulated the principles of learning

a) Aristotle,

B) Komensky,

c) Sukhomlinsky.

32. Translated from Greek, pedagogy means

A) “I’m taking the child”,

b) “teaching a child”,

c) “I understand the child.”

33. System pedagogical sciences includes

A) preschool pedagogy,

b) socionics,

c) developmental psychology.

34. The cognitive component of self-awareness includes

a) self-education,

b) self-development,

C) a person's knowledge of himself.

Test No. 35. Socially determined personal properties are

a) hierarchical relationships,

B) value relations,

c) subject-object relations.

36. The rule from easy to difficult refers to the principle

A) systematic and consistent,

b) logic,

c) argumentation and evidence.

37. The internal motivation of a person to a particular type of activity is

B) motive,

c) reason.

38. A purposeful process of training and education in the interests of the individual is

A) education

b) development,