Plan
1. The main types of pedagogical tests.
2. Forms of test tasks.
3. Empirical verification and statistical processing of the results.
4. Principles of content selection. Criteria for evaluating the content of the test.
5. The ratio of the form of the task and the type of knowledge, skills, abilities being tested.
1. The main types of pedagogical tests
There are two main types of tests: traditional and non-traditional.
The test has composition, integrity and structure. It consists of tasks, rules for their application, marks for completing each task, and recommendations for interpreting test results. The integrity of the test means the relationship of tasks, their belonging to a common measured factor. Each task of the test performs its assigned role, and therefore none of them can be removed from the test without losing the quality of the measurement. The structure of the test is formed by the way the tasks are linked to each other. Basically, this is the so-called factorial structure, in which each task is related to others through the general content and the general variation of test results.
The traditional test is a unity of at least three systems:
Formal task system of increasing difficulty;
Statistical characteristics of tasks and results of the subjects.
The traditional pedagogical test should be considered in two essential senses: - as a method of pedagogical measurement and as a result of the application of the test. Surprisingly, texts in Russian gravitate towards the meaning of the method, while in most works by Western authors, the concept of test is more often considered in the sense of results. Meanwhile, both of these meanings characterize the test from different angles, because the test must be understood both as a method and as a result of pedagogical measurement. One complements the other. The test, as a method, cannot be conceived without results confirming the quality of the test itself and the quality of the assessments of the measurement of subjects of various levels of preparedness.
In the above definition of the traditional test, several ideas have been developed.
The first idea is that the test is considered not as an ordinary collection or set of questions, tasks, etc., but as a concept of a "system of tasks". Such a system is formed not by any set, but only by the one that causes the emergence of a new integrative quality that distinguishes the test from an elementary set of tasks and from other means of pedagogical control. Of the many possible systems, the best is formed by that integral set in which the quality of the test manifests itself to a relatively greater extent. From this follows the idea of singling out the first of the two main system-forming factors - the best composition of test tasks that form integrity. Based on this, one of the shortest definitions can be given: a test is a system of tasks that form the best methodological integrity. The integrity of the test is a stable interaction of tasks that form the test as an evolving system.
The second idea is that this definition of the test departs from the deep-rooted tradition of considering the test as a simple means of verification, testing, testing. Any test includes an element of testing, it is not all reduced to it. For the test is also a concept, content, form, results and interpretation - everything that needs justification. This implies that the test is a qualitative means of pedagogical measurement. In accordance with the provisions of the theory, test scores are not accurate assessments of the subjects. It is correct to say that they only represent these values with some precision.
The third idea developed in our definition of a traditional test is the inclusion of a new concept - the effectiveness of the test, which was not previously considered in the literature on tests as a criterion for the analysis and creation of tests. The leading idea of the traditional test is to compare the knowledge of the largest possible number of students in a short time, quickly, efficiently and at the lowest cost with a minimum number of tasks.
In essence, this reflects the idea of the effectiveness of pedagogical activity in the field of knowledge control. I would like to think that there is no one and there is no need to object to this idea itself. If our teacher can explain the educational material no worse than his foreign colleague, then it is good to check the required knowledge, for all students, for all the material studied, he is not able to programs for organizing automated self-control - the most humane form of knowledge control. He is physically unable to do so. Due to, to put it mildly, an erroneous social policy, the salaries of our teachers have long ceased to compensate for the expenditure of even the physical energy necessary for good teaching, not to mention the increased expenditure of intellectual energy, which can only be done by uninhibited thinking, and not preoccupied with the search for bread. As noted in the literature, a qualified worker in our country receives three to four times less than the level of wages beyond which normal life is disrupted and the destruction of labor potential begins.
Although there are hundreds of examples of test definitions in the literature that are either difficult or impossible to agree with, this does not mean at all that this definition of a traditional test is the ultimate truth. Like all other concepts, it needs constant improvement. It just seems to the author so far more reasoned than some other well-known concepts of the pedagogical test. However, the striving to improve concepts is a completely normal phenomenon and necessary for a normally developing practice and science. Constructive attempts to give other definitions of the test or to challenge existing ones are always useful, but this is precisely what we lack.
Traditional tests include homogeneous and heterogeneous tests. A homogeneous test is a system of tasks of increasing difficulty, a specific form and a certain content - a system created with the aim of an objective, high-quality, and effective method for assessing the structure and measuring the level of preparedness of students in one academic discipline. It is easy to see that fundamentally the definition of a homogeneous test is the same as that of a traditional test.
Homogeneous tests are more common than others. In pedagogy, they are created to control knowledge in one academic discipline or in one section of such, for example, a voluminous academic discipline as physics. In a homogeneous pedagogical test, the use of tasks that reveal other properties is not allowed. The presence of the latter violates the requirement of disciplinary purity of the pedagogical test. After all, each test measures something predetermined.
For example, a test in physics measures the knowledge, skills, abilities and perceptions of the subjects in a given science. One of the difficulties of such a measurement is that physical knowledge is fairly associated with mathematical knowledge. Therefore, in the physics test, the level of mathematical knowledge used in solving physical tasks is expertly established. Exceeding the accepted level leads to a bias in the results; as they are exceeded, the latter increasingly begin to depend not so much on the knowledge of physics, but on the knowledge of another science, mathematics. Another important aspect is the desire of some authors to include in tests not so much a test of knowledge as the ability to solve physical problems, thereby involving the intellectual component in the measurement of preparedness in physics.
A heterogeneous test is a system of tasks of increasing difficulty, a specific form and a certain content - a system created with the aim of an objective, high-quality, and effective method for assessing the structure and measuring the level of preparedness of students in several academic disciplines. Often, such tests also include psychological tasks to assess the level of intellectual development.
Typically, heterogeneous tests are used for a comprehensive assessment of a school graduate, personality assessment when applying for a job, and for selecting the most prepared applicants for admission to universities. Since each heterogeneous test consists of homogeneous tests, the interpretation of the test results is carried out according to the answers to the tasks of each test (here they are called scales) and, in addition, through various methods of aggregating scores, attempts are made to give a general assessment of the readiness of the subject.
Recall that the traditional test is a method of diagnosing subjects in which they answer the same tasks, at the same time, under the same conditions and with the same assessment. With this orientation, the tasks of determining the exact volume and structure of the mastered educational material recede, by necessity, into the background. In the test, such a minimum sufficient number of tasks is selected, which makes it possible to relatively accurately determine, figuratively speaking, not "who knows what", but "who knows more". The interpretation of the test results is carried out mainly in the language of testology, based on the arithmetic mean, mode or median and on the so-called percentile norms, showing how many percent of the test subjects have a test result worse than that of any test subject taken for analysis with his test score. Such an interpretation is called normatively oriented. Here the conclusion is completed by rating: tasks answers conclusions about the knowledge of the subject rating, understood as a conclusion about the place or rank of the subject.
Integration tests. An integrative test can be called a test consisting of a system of tasks that meet the requirements of an integrative content, a test form, an increasing difficulty of tasks aimed at a generalized final diagnosis of the readiness of a graduate of an educational institution. Diagnostics is carried out by presenting such tasks, the correct answers to which require integrated (generalized, clearly interconnected) knowledge of two or more academic disciplines. The creation of such tests is given only to those teachers who have knowledge of a number of academic disciplines, understand the important role of interdisciplinary connections in learning, are able to create tasks, the correct answers to which require students to have knowledge of various disciplines and the ability to apply such knowledge.
Closed(with prescribed answers for when to choose from the given options):
assignment of alternative answers (answer "yes" or "no");
multiple choice tasks (choose one or more correct answers from the list provided);
assignments for the restoration of correspondence (to establish correspondence between the elements of two lists);
tasks to establish the correct sequence (arrange the elements of the list in a certain sequence).
open(with free answers when you need to independently add a word, phrase, sentence):
tasks of free presentation (the answer is formulated independently, restrictions are not imposed in the task);
tasks-additions (to formulate the answer taking into account the restrictions provided for in the task, for example, to complete the sentence).
The ambiguity of the answers makes it difficult to standardize (the traditional method of verification is clothed in a test form!)
Educational tests (training, tests-exercises) (can be used at any stage of the lesson):
Input (at the beginning of the study of the topic);
Intermediate (checking the correct understanding of definitions, rules, algorithms);
Final (final control, after solving typical tasks on the application of the acquired knowledge, questions to determine the depth of assimilation of theoretical material, and not for reproduction).
Writing a test
It is important to highlight the main issues, without getting carried away by secondary ones.
Making the correct answer. Interpretation of answers, evaluation rules.
A correct statement does not have to completely repeat the textbook definition. Incorrect answers may be consonant with the definitions given in the textbook.
The frequency of choosing the same number in different tasks of the test should be approximately the same, or the number is chosen randomly.
The choice of the way of designing tasks is determined by the testing program (computer) and the psychological characteristics of students, the content of the discipline.
1. All instructions for tests of the same type are given in the same words. The assignment must instruct (hence often the imperative form).
2. There should be no ambiguity or ambiguity in the wording of the task:
a) remove unnecessary words (is, becomes, is considered, etc.);
b) simple sentences (simplify complicated synth constructions);
c) the sentences are positive, without negative particles;
d) affirmative formulations are preferred (they do not generate complete or incomplete answers, different in form, content and structure. The meaning of the statement is captured better than the meaning of the question, there are no extra signs and extra words in the statement.0.
3. Tasks of an open type require an unambiguous and clear answer, do not allow double interpretation. A dash is placed in place of the key term, the knowledge of which is essential. It is recommended to use a one-word instruction: "Complete".
4. In assignments for correspondence on the left, usually the elements of a given set, on the right - to be selected. The number of elements of the 2nd set must exceed the number of data. Excess d.b. believable. The instruction is standard: "Establish a correspondence."
Autonomous non-profit organization "Center for the Development of Education Almetyevsk Municipal District"
DEVELOPMENT OF TESTS FOR VARIOUS SECTIONS OF THE EDUCATIONAL FIELD "TECHNOLOGY"
Completed by: course student
advanced training
technology teachers
Khaidarova Leysan Asgatovna
Scientific adviser:
___________________
Almetyevsk
Content
Introduction ……………………………………………………………………...3
I.Testologists about tests and their classifications………………………………….4
II.Technology of development of test tasks.
1.Determination of the test name……………………………………………..8
11
1.2. Examples of tests of a closed form…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2.1. Tasks for establishing compliance………………………………...14
2.2. Compliance test options………………………………………………………………………15
3.1. Tasks of an open form………………………………………………….16
3.2. Examples of open form tests……………………………………...17
4.1. Tasks for establishing the correct sequence………….18
4.2. Variants of tests for establishing the correct sequence..19
Conclusion …………………………………………………………..………30
Literature ………………………………………………………………….31
Introduction
The rich experience of many generations of teachers and the basic provisions of didactics suggest that if you want to instill solid knowledge and skills, then you need to carefully consider the methods and forms of control and systematically implement it. Without evaluation, the process of assimilation is impossible: the principle of feedback must operate everywhere. However, it is important not only to organize control correctly, but also to systematically and systematically carry it out at each lesson.
An objective assessment of educational achievements is carried out, as a rule, by standardized procedures, in the implementation of which all students are in the same, standard conditions. Such a standardized procedure for assessing educational achievements is called testing. The most important element of testing are test materials (tests).
The range of approaches to the definition of pedagogical tests is wide both in scientific and methodological literature. The complexity of considering the concept of "test" is exacerbated by the ambiguity of approaches in theory and practice. In modern pedagogy, there have been two broad approaches to its definition. The test is understood as either the entire research method, including the verification procedure, or only the measuring instrument.
In recent years, tests of knowledge and abilities have become widespread in various areas of socio-economic life in
as a tool for diagnosing the level of preparedness of schoolchildren, applicants, students, specialists. There was even such a concept as "test culture", which should be considered not only as an element of pedagogical culture, but also the culture of society as a whole. Therefore, it is very important today to instill the skills of a testing culture in students, to make this process commonplace, not causing fear, but only stimulating their further self-improvement.
I . Testers about tests and their classifications
The testing method has many years of roots. In modern education, it is one of the most effective methods for measuring student learning achievement. Many works of researchers are devoted to it. This method is also actively used in the practice of teachers, heads of educational institutions and the education system. However, its application is possible only if the main approaches to the creation of measuring materials and their features are mastered.
The issue of using tests as a means of pedagogical control is well developed. V.S. Avanesov, L.V. Apatova, Yu.A. Bely, V.P. Bespalko, V.A. Gorbanev, V.G. Glushkov, V.V. Zinoviev, I.V. Kolesnik, E.A. Kriksunov, G.I. Lerner, V.P. Levin, A.N. Mayorov, N.N. Petrova, V.B. Pyatunin, I.A. Rappoport, S.R. Sakaeva, V.I. Sirotin, Yu.A. Simagin, V.A. Stankevich, N.V. Teltevskaya and many others devoted their works to this problem.
The complexity of considering the concept of "pedagogical test" is also exacerbated by the ambiguity of the approaches of theorists and practitioners. So, A.N. Mayorov considers it as a fairly broad concept: "a tool consisting of a qualimetrically verified system of test tasks, a standardized procedure for conducting and a pre-designed technology for processing and analyzing results, designed to measure the qualities and properties of a person, the measurement of which is possible in the process of systematic learning."
V.S. Avanesov narrows and interprets the concept of "pedagogical test" in two essential senses: as a method of pedagogical measurement and as a result of applying the test as a method of measurement, consisting of a limited set of tasks. At the same time, he notices that in most works of Western authors, unlike domestic ones, the concept of “test” is more often considered in the second sense.
M.B. Chelyshkova is closer to the interpretation of the concept of "test" as a set of tasks that allow you to give an objective, comparable and even quantitative assessment of the quality of a student's training in a given educational area.
Test developers rely on two approaches that have already developed in testing: tests that are criterion-oriented (criteria-oriented) and tests that are norm-oriented (norm-oriented).
For a criterion-oriented interpretation, the conclusion is built along a logical chain: tasks → answers → conclusions about the compliance of the test subject with a given criterion.
With a criterion-oriented approach, tests are created to compare the educational achievements of each student with the amount of knowledge, skills or abilities planned for assimilation.
The advantage of criteria-based tests is that they help to collect complete and objective information about the achievements of each student; compare the student's learning with the requirements laid down in state educational standards. As a result of criterion-oriented testing, the student receives information about what he knows in comparison with the requirements for the level of preparation in the subject.
As part of a normative approach, tests are designed to compare students in terms of academic achievement. This is achieved by comparing each student's score with the results of other students who took the same test. For a normatively oriented interpretation, the conclusion is built along the chain: tasks → answers → conclusions about the knowledge of the subject → rating, understood as a conclusion about the place or rank of the subject.
Normative and criterion-oriented tests differ in the goals of creation, the methodology for selecting content, the nature of the distribution of empirical test results and methods for their processing, the quality criteria of tests and test items, and, most importantly, in the interpretation of the results of the subjects.
Research by V.S. Avanesov, J. Glass, A.N. Mayorova, E.A. Mikhailycheva, M.B. Chelyshkova, N.M. Rosenberg and a number of other authors lead to the conclusion that the reliability of a test is a characteristic of the extent to which the differences between the subjects obtained as a result of testing are a reflection of differences in the properties of the subjects and to what extent they are a reflection of random errors. N. Gronlud notes: “If the score received by the student as a result of the test for evaluating the results corresponds to the mark that they would receive if they re-passed the same test or identical to it in form, then this score is considered highly reliable ... The longer the test the more reliable and adequate the results will be.
The second important indicator of the quality of the test is validity (from the English valid - suitable). “The problem of validity arises in the process of development and practical application of the test, when the task is to establish a correspondence between the degree of expression of the personality trait of interest and the methods for measuring it. The more valid the test, the better it reflects the quality (property) for the measurement of which it was created.
A large number of terms are used in the works of scientists to define approaches to the process of test validation and validity. One of the most common terms is "content validity", the need for which is not denied by the above testologists and define it as a characteristic of the representative content of the test in relation to those planned for testing knowledge and skills. According to I.A. Anastasi, the scope of validity in terms of content is tests of educational achievement, especially criteria-oriented tests for the assimilation of material and skills. If the test allows you to check everything that the authors intended in the specification, it is considered valid in relation to the controlled course content. Completeness comes to the fore precisely when creating criterion-oriented tests. In addition, independent expertise contributes to increasing content validity.
An analysis of the works of test theorists allows us to draw the following conclusions:
Tests differ from other means of control (tests, dictations, etc.) in that they go through a process of scientific substantiation of quality, which involves assessing the compliance of test characteristics with two most important criteria: reliability and validity;
When evaluating reliability and validity, one should not rely on a single formula, but should use a set of methods focused on the features of the test being developed;
Any estimates of reliability and validity do not act as the ultimate truth, but only as plausible statements that have one degree or another of certainty;
Increasing the accuracy and creating high-quality tests contributes to the standardization of the procedure for presenting the test;
Modern test theory improves the accuracy of measurements and the quality of pedagogical tests.
When creating tests, it is important to choose a model of pedagogical testing - a scheme for presenting test items and evaluating test results.
II . Test task development technology
1. Definition of a test task.
Pedagogical test (performance test) - a system of tasks of a specific form, which allows you to qualitatively assess the structure and measure the level of knowledge, skills and abilities.
Interest in testing as a method of pedagogical control has grown significantly in recent years. But the preparation of tests, their application should take place on the basis of the modernization of the educational process. One of the effective forms of such modernization can be the introduction of a test system for monitoring the quality of student training.
A learning test is a set of tasks focused on determining (measuring) the level (degree) of assimilation of certain aspects (parts) of the content of education (V.P. Simonov);
Achievement test - a set of standardized tasks for a specific material, establishing the degree of assimilation by students (A.N. Mayorov);
A performance test is a set of tasks focused on measuring the degree of the level of certain aspects of the content of education (N.M. Rozenberg).
Obviously, the variety of approaches to the definition of the test is generated by the variety of essential features of the pedagogical test, which, first of all, depend on the purpose of creating the test and the range of issues solved with its help.
These tasks allow you to:
For a relatively short period of time, to check a significant amount of educational material from a sufficiently large number of students;
Promptly receive survey results (supervisory function);
To consolidate the acquired knowledge in students, to systematize them, to identify the main and secondary, to establish a logical connection between objects and phenomena (teaching function);
To ensure the individual development of the child (developing function).
The proposed exemplary tasks for testing knowledge are designed to assess learning outcomes in the educational area "Technology" section of the program: "Materials Science" for students in grades 5-9, examples of which are given in this article.
Students are offered several types of exemplary tasks:
The choice of one or more correct answers from the proposed options (level of recognition);
Filling in the gaps in the proposed text (reproduction level);
Establishing compliance;
Establishing the correct sequence of actions;
classification.
The following advantages of testing students' knowledge can be distinguished:
Objectivity and reproducibility of the assessment, due to the developed standard - a sample of correctly and consistently performed actions of the student;
Prompt receipt of test results;
Effective use of study time (testing the knowledge of the entire group of students takes 15-20 minutes);
Full coverage of the entire group of trainees, which contributes to a higher accumulation of grades;
Prompt identification of omissions in the work of each student, the group as a whole and the teacher himself;
Ability to automate the control process;
The possibility of monitoring and verifying its results by another person (a teacher who does not conduct classes in a group);
Convenient use for student self-examination.
The study of various tests allows us to identify a number of substantive and structural shortcomings in them:
The learning functions of control are less manifested: consolidation (repetition) of information, development of speech;
Possibility of guessing answers during control with the help of selective tests;
Some educational elements of subjects classified as humanities are inconvenient to test.
Therefore, the test form of control should be used in combination with other traditional and non-traditional control methods.
Given the impossibility of compiling a unified classification (84 types of test tasks can be found in the literature), it is necessary to touch on one important point in compiling tests. Any control, and test tasks are its special case, must be managerial, teaching and controlling. One and the same question, depending on the purpose of the test, can equally meet all these requirements, each of which can be strengthened by the very design of the test.
The ability to write test tasks comes with experience and is a kind of art. When compiling tasks, you must adhere to the following rules:
The same instructions for completing the task for all subjects;
The correct arrangement of the elements of the task, which allows the subjects to quickly fix their decision and not waste time determining the place for answers;
The adequacy of the instruction to the form and content of the task;
The same rules for evaluating student responses within the accepted form (all subjects answer the same tasks, everyone is given the same time).
Unambiguity of the task (tasks must be understood by all subjects in the same way);
The brevity and accuracy of the task, which is ensured by a careful selection of words, symbols, graphics, allowing to achieve maximum clarity of the task and a minimum of funds;
Grammatical correspondence of answers to the task;
The test should include a large number of questions in order to fully cover the material of the topic (section) being tested;
Correspondence of tests (formulations, letters, etc.) with information sources used in training;
Pedagogical correctness of test tasks (tasks must comply with the requirements of the curriculum (educational standard), be designed for a certain level of knowledge of students, are variable and optimal in terms of difficulty).
The form of test tasks depends on their content and the purpose of testing, gives the tasks structural integrity and certainty, external organization. Currently, four main forms of test tasks have been developed in pedagogy, which are the basis for compiling tests in any academic subject.
Closed form of test tasks with a choice of one or more correct answers
Closed - tasks that have a finite set of answer options, from which you must choose the right one. For tasks of a closed type, it is necessary to develop several answers, and all of them must be plausible. Test tasks of a closed form (selective tests) are usually used to test knowledge at level I.
Closed tasks are divided into the following types: tasks with two, three, four and more answers.
Testing should start with short instructions. For example, for selective tests with one correct answer, the following instruction options are recommended:
a) circle the number of the correct answer,
b) “write down the number of the correct answer on the answer sheet”,
c) "while answering the test tasks, press the key with the number of the correct answer."
1.2 Examples of closed form tests
Design and modeling of a nightgown
Circle the number of the correct answer.
1. A drawing of a garment is built to scale
a) 1:1; b) 1:4; c) 4:1.
2. A garment blueprint cannot be built without
a) scissors; b) cutter's rulers; c) pins
3. Seam allowances on the fabric are indicated by a line:
a) dotted; b) dashed; c) solid.
4. The seam that connects two parts from the inside is called
a) double; b) invoice; c) stock.
5. The seam on the nightgown is processed
a) neck b) side cut; c) bottom cut.
6. The process of modeling a nightgown is
a) in changing the shape of the neckline; b) in the design (application of finishes); c) in changing the shape of the pocket
7. What is the best neck shape for a nightgown for a short girl with a very round face:
a) caret; b) oval; c) cape.
8. The job of a fashion designer is to
a) creating a sketch of the product; b) building a pattern; c) product cutting.
9. The measurement results must be divided in half when recording the following measurements:
a) Ssh; b) Cr; c) St; d) Op; e) Dst; e) Dee.
10. What measurement determines the size of a women's clothing item?
a) Ssh; b) Cr; c) Dst.
11. Drawings of garments are developed by:
a) a fashion designer b) cutter; c) design engineer.
12. Completely write down the measurements:
a) Ssh; b) Cr; c) Dee; d) Op; e) Dst; eating.
13. The width of the drawing grid depends on the measurement:
a) Ssh; b) Cr; c) Op.
14. Front and back drawings:
a) exactly the same b) differ only in neckline and sprout; c) very different.
15. When preparing a nightgown pattern for cutting, the following operations must be performed:
a) transfer to tracing paper of the details of the pattern; b) transfer to tracing paper of constructive lines; c) designation of the direction of the warp threads; d) designation of directions of weft threads; e) designation of the names of parts and their quantity; g) designation of the names of cuts and folds; e) designation of the seam allowances;
16. Chemical fibers are fibers created:
a) from cellulose; b) from oil and gas.
Choose the correct answers.
17. The properties of fabrics depend on:
a) from the fibrous composition of the tissue; b) on the type of interweaving of threads in the fabric; c) on the type of finish; d) from all of the listed signs.
2.1. Compliance tasks
In this type of tasks, it is necessary to establish the correct correspondence between the elements of one set and the elements of another set. Tasks of this form are called correlation tests or classification tests.
Instructions for test takers
column elements,
Answer line and score.
There are quite a few modifications on which the type of instruction depends. The most commonly used instructions are: “connect the corresponding elements of the right and left columns with straight lines”; “match ...”, “write the answer in the form of pairs of numbers.” And then the text of the task: the names of the two columns and their constituent elements.
The column names should be short and precise, understandable to all subjects from the first reading.
The column elements express the content of the task. The selection of these elements is limited by the content of the curricula. An important requirement for these tasks is the unequal number of elements in the left and right columns. It is recommended that the right column has a few more items than the left column. This is necessary so that students cannot get the correct answer to the last, most difficult pair of associated elements for them automatically.
The score for completing tasks may vary: in one version, one point for the correct completion of the entire task, in the other, one point for each correctly completed match.
Matching tasks are used to test the associative knowledge that exists in each subject. This is knowledge of the relationship of definitions and facts, authors and their works, form and content, essence and phenomena, relationships between various objects, properties, laws, phenomena, formulas, dates.
The main scope of these tasks is the current control of knowledge, it is less often used for input and output control due to cumbersomeness.
2.2. Compliance test options
Match letters and numbers:
1. 1) control lines are laid with lining stitches along the lines ...
2) copy stitches are laid along the lines ...
a) shoulders on the details of the shirt and facing;
b) the middle of the detail of the shirt and facing.
2. Find a match between numbers and letters.
Below is the technological sequence of processing the neck of a nightgown (under the numbers), but the terms of manual and machine work are omitted (they are indicated by letters).
1. Bend the outer edge of the facing to the wrong side and ...
2. Pin and ... turn.
3. ... gate from the facing side.
4. Bend the facing to the front side, straighten the seam and ...
5. Apply, baste and ... turn on the product.
a) scribble, b) baste, c) sweep, d) sweep, d) overstitch.
3. Find the correspondence between the type of seam (numbers) and the sewing operation (letters).
Seams:
1) double;
2) turning;
3) tuning;
4) at the hem with a closed cut. Sewing operations:
a) processing the bottom of the sleeve;
b) processing of side sections;
c) processing of the neck by turning;
d) processing of the outer cut of the facing
4. Find the correspondence between the names of the sections of the nightgown (numbers) and the methods of processing them (letters).
1) side sections; a) a seam in a hem with a closed
cut;
2) the bottom of the sleeve; b) overcast seam;
3) neck line; c) double seam;
4) the bottom of the product. d) stitching.
3.1. Open Form Tasks are used where it is necessary to completely eliminate the probability of obtaining the correct answer by guessing and thereby improve the quality of the pedagogical measurement. Such tasks are used to test mastery at level II. For this purpose, tests are used to reproduce information, solve typical problems, and develop typical tasks.
The peculiarity of these tests is that there are no ready-made answers. Performing a test on the reproduction of information, the student remembers the information necessary for the answer. The reference is a sample of the complete and consistent execution of the answer.
Reproduction tests are subdivided according to their external design into substitution tests and constructive tests. Testing should begin with short instructions: “fill in the gaps”, “complete”. With automated control, the desired answer is typed on the computer keyboard.
A substitution test task may contain a variety of information: a verbal text, a drawing (diagram) or a graph, in which the words, letters, symbols, lines or images of elements of diagrams, details that make up an essential part of the information being checked are omitted.
The tasks of constructive tests require the student to independently compose (construct) an answer, filling in the gaps in the given text with options from the proposed list: reproducing the wording, analyzing the studied phenomenon, making a drawing, diagram, etc.
Tasks can be presented in the form of a phrase, text, drawing, diagram, graph, symbols, tables, etc.
A constructive response gives the learner more freedom in composing an answer. When developing a constructive test, it is much more difficult (compared to a substitution test) to force the student to give an answer so that its form, sequence and content are closest to the standard, which complicates the procedure for checking control results.
3.2. Open Form Test Examples
Fill the gaps:
1.
The warp threads are called threads -………………………………………
2. Weft threads are called threads - ...................................... .......................
3. Turning is ...
4. As a result of the interlacing of threads along the edges of the fabric, ...
5. Assemblies are ...
6.Otrim is…
7. Sewing machines - semi-automatic devices serve ...
8. What is the name of the tool for cutting fabric, cardboard, thin metal? _______________________________
9. Synthetic fibers include: _______________________________________
10. The mechanical properties of the fabric include: _______________________________________
11. A fabric obtained on a loom by interlacing threads twisted from fibers of different colors is called ...
4.1 Tasks for establishing the correct sequence
They allow you to establish the correct sequence of various actions, operations, problem solving, calculations related to the performance of duties, instructions, safety regulations, the sequence of historical events, as well as the quick and skillful assembly or disassembly of various products, and many other activities where you can install or already established efficient algorithms.
The main elements of the composition:
Instruction.
1 option. “Set the correct sequence”, accompanied by an example and explanations for trainees - how to answer the tasks of this form. If control is carried out using forms, the instruction can not be repeated before each task. The tested person puts the numbers of ranks in brackets to the left before each element of the task.
Option 2: “Set the correct sequence. Put in brackets the numbers of ranks that determine the order of actions (words).
The name of the task is what the subject is asked about and the knowledge (skill) of what he must demonstrate.
The content of the task is the ranked elements of the activity or definition. In the task, the elements are placed in a random order, so that there is no hint of the correct order in their arrangement. In order for unknowing subjects to be unable to guess the correct answer by the end of words, it is better to write the end of all words in the nominative case.
Place for responses - boxes or brackets to the left of each ranked item.
Tasks to establish the correct sequence can be used to form knowledge, skills and abilities using the method that V. S. Avanesov called "learning from mistakes" with a thorough demonstration and explanation of what is wrong, why, what will follow as a result of wrong actions. The application of this method allows you to accurately separate the right actions from the wrong ones and prepare students to correct the error.
4.2. Variants of tests for establishing the correct sequence
1. Arrange the correct sequence of technological operations when laying out the pattern on the fabric:
a) spread out small parts;
b) lay out large parts;
c) chop the fabric with pins;
d) pin small details;
e) pin large details;
e) determine the front side of the fabric;
g) draw control lines and points;
h) mark allowances;
i) circle the details along the contour.
2. The transfer of the pattern to the fabric is carried out using
a) running stitches; b) cutter; c) copy stitches; d) tailor's chalk; e) diagonal stitches.
3. Arrange the correct sequence of technological operations in the manufacture of a nightgown:
1) tracing the details of the pattern along the contour, taking into account the seam allowance;
2) processing of the lower section of the nightgown;
3) cutting out cut details;
4) processing of the neckline with undercut facing;
5) preparation of fabric and patterns for cutting;
6) preparation of cut details for processing;
7) processing of the lower section of the sleeve;
8) processing of shirt details along the side line;
9) final finishing of the product, WTO.
4. When preparing a nightgown pattern for cutting, it is necessary
a) indicate the name of the parts and their quantity;
b) indicate the direction of the lobar thread, the place of the fold of the fabric;
c) indicate the amount of seam allowance.
5. When preparing fabric for cutting a nightgown, it is necessary
a) determine the direction of the shared thread;
b) determine the front and back sides of the fabric;
c) determine the nature of the pattern and the direction of the pile;
d) determine the presence of defects;
d) to decatenate the fabric.
6 . Put in brackets the numbers that determine the order of actions (words).
Restore the correct sequence for threading the upper thread:
A) #1 thread guide
B) reel rod
B) thread take-up
D) upper thread tension regulator.
7. Determine the correct sequence of actions:
A) thread both threads
b) put the fabric under the foot
B) bring the lower thread to the machine platform
D) lower the presser foot
D) pierce the fabric with a needle.
8. Write the correct sequence of letters corresponding to the stages of fabric production:
a) yarn and thread; b) fabric; c) fiber; d) fiber; e) fiber cleaned, combed;
Mastering the form is a necessary but not sufficient condition for creating full-fledged tests.
The content of one block of tests (used, for example, to test knowledge in one lesson) can include both tasks of the same form (monoform tasks) and tasks that include tests of various forms (polyform).
The advantage of monoform tests is that one type of instruction is sufficient for their execution. This makes the task more understandable to students, helping to reduce the time it takes to complete it. At the same time, this type of tasks is quite monotonous and it is not recommended to use it often in this form. It is advisable to use tests of this type to consolidate knowledge, as well as to check the quality of assimilation of the newly presented material - at the end of the lesson or some small block of information.
The experience of many teachers who use test control shows that the use of polyform tests significantly increases their diversity and allows for a more objective assessment of knowledge. Tasks of this type make it possible to use them to check the quality of assimilation of the material of larger sections, topics, blocks that are of great importance for the acquisition of stable knowledge.
Answers to test tasks should be concise and meaningful. With an increase in the number of answers, the probability of guessing the correct answer decreases, but at the same time, the bulkiness of the entire text increases and the time to select plausible answers sharply increases. Therefore, when developing tests, it is necessary to strive to improve the quality of answers and optimize their number.
To evaluate the test results, a nominal scale is used: for a correct answer in each task, it is customary to give one point, for an incorrect one - zero. The summation of all the scores obtained by the student is associated with the test score and the level of knowledge.
When designing selective tests, a number of requirements should be observed:
1) The possibility of guessing the correct answers should be minimal. All correct answers should be formulated with the highest possible degree of likelihood, the correct answers should not stand out among them. The plausibility of incorrect answers is one of the main features of well-designed tests. In the number of incorrect answers, first of all, it is necessary to include those that are the result of typical mistakes made by trainees; such a selection of answers facilitates the analysis of the results.
The teacher should not disregard the frequent choice of students of any incorrect answers, evaluating only the results of work on tests. Such erroneous answers should be analyzed in detail with examples and, if necessary, adjustments should be made to the training.
Selecting implausible or insufficiently plausible answers is a relatively easy task. Improbable answers of students are quite easily distinguished from a plausible answer. Therefore, to offer them is meaningless and even harmful.
2) The work of trainees on assignments should be a continuation of learning, so the tests should not contain false information, meaningless answers, false formulas and formulations. Their use, the creation of traps, should be regarded as a gross violation of didactics.
There can be no tests, the content of which would absorb the entire content of the subject. When creating tests, the task is usually to select in it the basic things that students should know and be able to do as a result of learning. In the context of a rapidly changing and renewing education, a solid knowledge of all the material of a subject becomes an unrealistic and difficult task.
The content of tests varies depending on the volume of the subject being studied, the type of test. In the pedagogical practice of selecting the content of test items, the following principles should be observed:
1. Significance. It is necessary to include in the test not only those structural elements of educational information that can be attributed to the most important, key ones, without which knowledge becomes incomplete, with numerous gaps.
2. Scientific validity. Controversial points of view, normal in science, are not recommended to be included in the test task. The essence of test tasks - they require a clear answer, known in advance to the teacher and students, recognized in science as objectively true.
3. Completeness of displaying the necessary educational information.
4. Content variability. When selecting the content of tests, the level of preparedness of the contingent of students is taken into account. Tests should be different in difficulty. For different groups, you should have variant and invariant parts of the tests. If a group of students who are weak in preparedness is being tested, then it may turn out that difficult test items simply will not work, not a single student will be able to answer them correctly. In such cases, these tasks are removed from further processing.
5. Consistency of content. Test tasks should be selected so that they meet the requirements of systematic knowledge.
6. Relationship between content and form. Not all content lends itself to presentation in the form of test tasks. Many proofs, extensive calculations, verbose descriptions are difficult to express in a test, if not impossible. The content of control for each academic subject should be accompanied by a search for the best form.
With the right selection of specific material, the content of the tests can also be used for teaching. The content of tests cannot be only easy, medium or difficult. Easy tasks create only the appearance of knowledge. Orientation to check the minimum level of knowledge does not give an idea of the real level of knowledge. This level also distorts the selection of obviously difficult tasks, as a result of which most students may have low scores. Compiling tasks of only medium difficulty leads to a serious deformation of the text: it loses the ability to normally display the content of the subject being studied, in which there is different material. Therefore, the tests should include different tasks, which, regardless of the content of topics and sections, should be arranged in order of increasing difficulty.
A test is considered to be successfully compiled if it is created to achieve a specific goal, suitable (valid) for measuring the quality of knowledge in that academic subject and those subjects for whom it was created.
When creating tests, certain difficulties arise in terms of the formation of a scale of assessments for the correctness of the tasks performed by students.
Assessment of knowledge is one of the essential indicators that determine the degree of assimilation of educational material by students, the development of thinking, and independence. Evaluation should encourage students to improve the quality of learning activities.
In existing testing systems, it is proposed that the teacher selects a certain grading scale in advance, i.e. establishes, for example, that the subject scores from 31 to 50 points, then he receives an “excellent” rating, from 25 to 30 points - “good”, from 20 to 24 - “satisfactory”, less than 20 - “unsatisfactory”.
Obviously, when forming such a scale of assessments, there is a high proportion of subjectivity, since much here will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements set by different teachers for the level of knowledge of students vary widely.
Today, the “trial and error” method is still common in the formation of a rating scale. Therefore, the real knowledge of the student does not receive an objective reflection.
Using ready-made tests from the methodological literature, or compiling your own, the teacher must, first of all, form an evaluation scale. At the same time, it is important to take into account the complexity of the tasks included in the test, their diversity. Very often, in the practice of testing, the number of correct answers to questions that require rote memorization is taken into account and the detailed answer given by the student to any question is not taken into account. As a result, “5” is given to a student who has learned the factual material, but who is not able to logically evaluate this or that event, to reveal the cause-and-effect relationships between events, and this is precisely what every experienced teacher strives for. When organizing test control, it is necessary to distinguish between tests that require different rating scales. If the test includes various types of test tasks, then answers to simple questions should be rated with the lowest number of points, and detailed answers requiring logical thinking are rated at the maximum. This approach to the test grading scale allows the student to independently choose those types of tasks that will allow him to score the required number of points. The evaluation scale of test items should be well known to students, therefore, already in the 5th grade, in lessons on various academic subjects, it is advisable to introduce various types of test items, and the rating scale should be hung on the board before the test, at the moment when the teacher comments on the tasks. Students see how much this or that question "costs" and, upon completion of the work, can independently evaluate their knowledge.
At the present stage of development of educational technologies, traditional forms of knowledge control are being replaced by new ones built on the use of computer technologies: automated testing systems, interactive practical work, reports and abstracts made using presentation technology, etc.
For all types of control, computer testing is widely used, which, as a procedure for controlling assimilation, is automated using computer technology in the form of automated testing systems. Modern automated systems make it possible to: visualize the testing process, quickly obtain test results in text form, in the form of graphs, diagrams, both for the entire group of test takers and for individual students. The advantages of using automated testing systems are the speed of obtaining information about students' knowledge; objectivity of the obtained results; the possibility of identifying topics and issues that are poorly mastered by the trainees.
A computer test is a tool that reveals the fact of assimilation of educational material; consists of a task for the activity of a certain level and a standard, i.e. an example of the complete and correct performance of actions.
The existing forms and methods of control used by each teacher do not always give the desired results, do not make students subjects of the educational process. Schoolchildren are inactive and perceive control as a test necessary for the teacher, but not as an activity necessary for themselves. Every interested and responsible teacher should know the existing forms and methods of control, and strive to improve them.
The experience of using known methods for diagnosing student achievement allows us to analyze our own activities in this direction and identify the following shortcomings that need to be addressed:
1) there are difficulties associated with the peculiarities of teaching work:
Differences in the requirements and levels of assessment of students' knowledge by different teachers;
When organizing current knowledge tests of a large number of students, there is a workload of little creative work associated with a large amount of information that needs to be prepared, processed and analyzed in a relatively short period of time;
The desire to have a high quality score of knowledge in the subject, which can be used to evaluate the work of the teacher himself, leads to the fact that students are given unreliable marks.
2) there are difficulties associated with the specifics of the traditional form of knowledge testing: the lack of clearly defined knowledge standards and specifically outlined volumes of skills sufficient for each positive assessment.
3) there are difficulties associated with the preparation of students: the use of "cribs, cheating, mutual assistance" in the classroom distorts the reliability of the assessment of students' knowledge and makes it difficult to objectively look at the quality of their pedagogical work.
“Checking knowledge is a form of pedagogical control over the educational activities of students. If we take into account that the main educational task of the teacher is to ensure that the entire program volume of knowledge is mastered by students, it becomes clear that one cannot do without a special knowledge test. Moreover, it must be organized in such a way that real knowledge is revealed as deeply and fully as possible.
Checking is an incentive for regular classes, for the conscientious work of students, as well as an objective form of teacher self-control. A teacher's self-assessment will be truly objective if the knowledge test is organized in such a way that ensures the most complete identification of this knowledge.
In my teaching activities for conducting classes, I use a variety of types, types and forms of conducting lessons, which contributes, firstly, to the development of students' interest in the subject, and secondly, to more efficient and high-quality classes, a deep study of the subject to the level of its conscious perception.
The practice of conducting classes on technology, the introduction of various pedagogical technologies make it possible to organize the verification and control of students' knowledge at various stages of the educational process:
1. Checking homework.
2. Updating basic knowledge and methods of action
3. Application of knowledge, formation of skills.
4. Control and accounting of knowledge
In my teaching activities, I use the following methods: oral survey, discussion; protection of abstracts; testing.
Traditionally, part of the lesson is given to oral questioning in the classroom. At the lessons of consolidation of knowledge, iteratively summarizing the oral survey, the whole lesson can be devoted. The main goal is to identify the availability, understanding and sustainability of knowledge on the current topic or several topics being studied.
An oral survey is conducted, as a rule, at each lesson based on the material of the previous lesson. Thus, during the survey, the formation and further development of the skills and abilities of students is carried out: the ability to tell and plan your answer, draw conclusions and generalizations, compare and compare.
4) there are schoolchildren who are able to present the material almost “word for word” according to the textbook. To test the strength of assimilation of the material, students should ask additional questions on previously covered material. The use of non-standard situations or cognitive tasks and tasks makes it possible to determine the degree of understanding of the material presented, its practical significance and use.
The main task of the teacher is competent and purposeful work on methodological recommendations for students, selection of topics and literature. In the process of assessing knowledge, we take into account: the correspondence of the collected information to a given topic, the nature and style of presentation, the level of analysis carried out, the logic and validity of the conclusions, their compliance with the topic. A student can receive incentive points for the correct execution in accordance with the guidelines and requirements.
The variety of types and forms of control makes it possible to creatively approach its organization. In order to methodically competently organize this type of educational activity, the teacher needs to know the features of various types, forms of control, creating conditions for improving the quality of knowledge, skills and abilities of students in the subject.
CONCLUSION
Throughout the world, tests have been and will be the most important factor in social selection in society and, in particular, the so-called "vertical mobility" - the process of promoting the most talented representatives of the broad masses to the ranks of the professional and managerial elite.
Tests can either help or (in the wrong organization of the case) hinder this process: either increase or decrease the level of social optimism and activity.
The experience of using technology testing of students' knowledge shows that it is most expedient to use it:
For the purpose of current control over the acquisition of knowledge by students;
Based on the results of studying the next topic or section of the course;
In order to control the dynamics of learning by students;
In order to identify the level of knowledge acquired by students at the lecture (carried out immediately after the lecture at the end of the lesson).
The experience of teaching technology allows us to gradually, but purposefully, form our own system of test tasks for technology.
Tests can also be used for self-testing of knowledge by the students themselves. In addition, the teacher can use tests as homework, followed by analysis of incorrect answers. In the form of homework, students can also be given questions to get them an additional assessment.
Observations of the nature of students' activities during the school year showed that testing students' knowledge with the help of tests encourages them to work more carefully and systematically with the text of the textbook, work actively in the classroom, and pay great attention to self-training.
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.
Maiorov A. N. Theory and practice of creating tests for the education system: How to choose, create and use tests for educational purposes. M: Intellect-Centre, 2002.
Morev I. A. Educational information technologies. Part 2. Pedagogical measurements: Textbook. - Vladivostok: Dalnevost Publishing House. un-ta, 2004.
Neiman Yu. M., Khlebnikov V. A. Pedagogical testing as a 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 practical testing. - M.: Intuit.ru, Binom. Knowledge Lab, 2008.
There are two types of test tasks, which combine seven types of test tasks. Types and types of test tasks are presented in the diagram:
Test tasks
open type
closed type
additions
free presentation
multiple choice
resequencing
alternative answers
reconciliation
with one correct answer
multiple correct answers
There are two types of tasks of the open type - tasks of addition and tasks of free presentation. Their distinguishing feature is that in order to complete them, the student himself needs to write down one or more words (numbers, letters, possibly phrases or even sentences). This type of task does not have distractors and options for correct answers. A distractor in the American test literature is an incorrect but plausible answer, from the English verb "to distract" - to distract.
Closed-type tasks include tasks of five types: alternative answers, multiple choice with one correct answer, multiple choice with several correct answers, tasks for matching and for restoring sequence. Closed-type test items involve various options for answering a task, for example, choosing one or more correct answers from a number of proposed options, choosing the correct elements of a list, establishing the correct sequence, etc. These are always tasks with prescribed answers, which implies a number of pre-designed options answers .
Open type tasks
The tasks of the open type include tasks of two types - tasks of addition and tasks of free presentation.
AT add-on tasks test-takers must independently answer questions, but their abilities are limited. In the tasks of the addition, it is determined in advance which answer is considered unambiguously correct, and the degree of completeness of its presentation is set. The answer should be short, should not exceed 2-3 words, more often - one word, number, symbol. Restrictions in the tasks of the supplement ensure the objectivity of the assessment of the result of the task, and the wording of the answer should enable unambiguous assessment.
A distinctive feature of the add-on tasks is that they should form only one correct answer planned by the developer. Despite the fact that outwardly the creation of tasks of this type looks quite simple, it can be quite difficult even for experienced creators of open test tasks to ensure that students use exactly the option planned by the developers as an answer.
In the system of psychological preparation of the Ministry of Emergency Situations of Russia, open-type tasks are not used, however, if our colleagues need to include open-type tasks for addition to the test, we recommend using the following scheme for their development.
First, it is recommended to formulate a question containing no more than 7-8 words, then write down an answer to the question posed, representing some statement of the same length. Further, from the resulting statement, exclude the keyword (number, symbol) and put a dash in its place. Then you need to change the word order in the statement so that the dash moves to the end of the sentence.
For example:
Question: What is the name of the non-specific reaction of the body to any demand made to it?
Answer: The non-specific reaction of the body to any demand made to it is called stress
Supplement task: The body's non-specific response to any demand placed on it is called __________
We also note the general rules for developing tasks for the addition:
1. Each task should be aimed at only one addition, the place for which is indicated by a dash or dots.
2. A dash is placed in place of the key element, the knowledge of which is the most essential for the controlled material;
3. All dashes in open tasks for one test are recommended to be of the same length;
4. Additions are best placed at the end of the task or as close to the end as possible.
5. After the dash, if necessary, put the units of measurement.
6. The text of the task must have an extremely simple syntactic construction and contain the minimum amount of information that is necessary for the correct completion of the task.
7. The text of the task should not contain repetitions and double negations.
Free presentation tasks imply free answers of the tested in essence of the task. To perform them, the test person needs to write down one or more words (numbers, letters, possibly phrases, or sentences) himself. There are no restrictions on answers to tasks of free presentation. However, the wording of the tasks should ensure that there is only one correct answer.
From the point of view of composition, tasks of an open type must contain the following mandatory elements:
Instructions for test takers.
Instructions for addition tasks: instead of each dash, enter only one word (symbol, sign, etc.).
Instructions for free presentation tasks: complete the sentence (phrase); write the correct answer instead of a dash; complete the definition by writing the answer on the form, etc.
Examples of assignments for addition:
A set of measures carried out in crowded places and aimed at preventing mass negative reactions is ____________ (accompaniment of mass events)
Examples of free presentation tasks:
The tasks of psychological service specialists in providing EPC in emergency mode are ____________
The main rules for providing EPC to victims with ASD are ____________
3. Answers toassignments.
In any test task, it is determined in advance what is unambiguously considered the correct answer to the question asked. The task is considered to be completed correctly if the answer of the tested person coincides with the provided standard, prescribed in the evaluation scheme. Therefore, as standards, it is necessary to provide for all synonyms.
The advantages of well-written complement and free presentation tasks are:
1) brevity and unambiguity of answers;
2) the need to reproduce the answer from memory;
3) no need to look for several answers;
4) ease of wording questions;
5) ease of verification;
6) the inability to guess the answer.
The inability to guess the answer is the main advantage of open-ended tasks, and the main disadvantage is the difficulty of formalizing the correct answer.
Closed type tasks
Alternative answer tasks
In the content of all academic disciplines there are many such elements of knowledge, which are called dichotomous. This is knowledge that allows you to determine the correctness or incorrectness of facts, methods, processes; knowledge of what is good, what is bad, what can and cannot be done under any circumstances. To test such knowledge, test tasks with two answers are used.
For each task of alternative answers, only two answers are given. The test taker must choose one of them: yes - no, true - false, etc. .
Examples of alternative answer questions can be:
The personal characteristics of a rescuer affect the successful performance of professional activities:
Emergency specialists involved in the elimination of the consequences of emergencies belong to the following groups of victims:
Questions of alternative answers are the simplest and therefore not the most common when compiling tests. This is mainly due to the specificity of the material to which this form of tasks is more appropriate. Questions of alternative answers are used to evaluate one element of knowledge. Using multiple choice items as a separate question generally results in trivial testing and is not desirable for use. The recommendations of the Dutch Institute for Educational Evaluation (CITO) also speak of the same: “Questions of alternative answers offer only one alternative, which the test-taker either accepts as correct or rejects.” Thus, the test-takers have the opportunity to guess the correct answer to the question by 50%. Therefore, it is advisable to apply these tasks in series to one element of knowledge. It must be borne in mind that the chance to guess 10 such questions is 0.00098.
The CITO instructions say: “Individually, questions of alternative answers are not very effective, but long series of such questions have certain advantages. Answering them usually does not take much time, and it is possible to cover all the material on the subject by asking as many questions about it as possible.
There are a number of tasks when alternative answers are most appropriate to apply. This applies to large definitions, complex processes, graphs, charts, tables, those elements of knowledge that can be structured or broken down into smaller parts. For example, about some complex object or phenomenon, you can create a series of questions that fully reveal its properties.
The symptoms of PTSD that are grouped under avoidance symptoms include:
|
memory impairment, inability to remember important episodes of an event, place, people |
||
|
hypervigilance |
||
|
impoverishment of the senses |
||
|
loss of access to the resources of the past, lack of orientation to the future |
||
|
dreams associated with the event |
||
|
"flashback episodes", sudden actions and feelings as if the event was happening now |
||
|
avoidance of thoughts, activities, and feelings associated with the event |
||
|
feelings of detachment and alienation from others |
Instruction: Here is a statement that must be continued with the alternatives given in the table. From the given alternatives, you need to choose those that correctly complete the above statement. In the event that you agree with the above alternative, circle the answer “yes” in the table. In the event that you do not agree with the given alternative, circle the answer “no” in the table.
The key points in providing emergency psychological assistance to a person with acute stress reactions are:
|
don't leave a person alone |
||
|
give a sense of greater security; |
||
|
protect from strangers |
||
|
leave a person alone with his experiences |
||
|
create the feeling that a person is not left alone with his misfortune |
||
|
use clear short phrases with an affirmative intonation |
||
|
reassure the victim with phrases that everything will be fine |
||
|
try to reduce the reaction to crying |
||
|
surround the victim with more attention by gathering a crowd around him |
A feature of the tasks of alternative answers is that the question must be formulated in the form of a statement, since it implies agreement or disagreement, which can be attributed to the statement.
Multiple Choice Jobs
Multiple choice tasks are the main type of tasks used in pedagogical tests. Such tasks suggest the presence of variability in the choice. The test-taker must choose among the proposed answers the correct option or options - depending on what kind of task it is - involving the choice of one correct answer or the choice of several correct answers.
The optimal number of answer options for multiple choice tasks with one correct answer is 3-4. It is usually difficult to find more than 4 interesting and original alternatives, and it will take the test-taker more time to read them. Probably the minimum number of possible alternatives is 3, the maximum number of alternatives will depend on the length of the text of the proposed answers. In the event that these are digital expressions, then 5-6 options cannot be too long to read, and then 5 alternative answers can be considered the optimal number.
As we have already said, in addition to multiple choice tasks with one correct answer, there are multiple choice tasks with several correct answers. A feature of tasks with several correct answers is that the testee needs not only to find the correct answers, but also to determine the completeness of his answer. Accordingly, these tasks are more difficult than tasks with one correct answer.
The optimal number of answer options for multiple choice tasks with several correct answers is 5-7. This raises the question of the optimal proportion of the number of correct and incorrect answers. It is not necessary to achieve equality in the number of correct and incorrect answers in each task, because the test-takers must be prepared for the fact that in any task there may be any number of correct answers.
Examples of multiple choice questions with one correct answer include:
Number of the order "On approval of the procedure for providing emergency psychological assistance to the affected population in emergency zones and in case of fires":
691 order of the Ministry of Emergency Situations of Russia dated 11/14/2008
682 order of the Ministry of Emergency Situations of Russia dated 11/11/2008
525 order of the Ministry of Emergency Situations of Russia dated 20.09.2011
500 order of the Ministry of Emergency Situations of Russia dated 25.09.2007
Instructions: Choose one correct answer.
An active learning method based on the clarification and operationalization of goals, objectives, solutions, forms of encouragement and control using algorithms:
problem learning
programmed learning
interactive learning
Examples of multiple choice questions with multiple correct answers include:
EPP appears to be:
TV viewers
victims of emergency
relatives and friends of the dead and injured as a result of the emergency
relatives of specialists involved in the elimination of emergencies
professionals working in emergency situations
Instructions: Choose several correct answers.
Actions to provide emergency psychological assistance to a victim with an acute stress reaction of aggression:
give the victim the opportunity to be alone with his emotions
maintain emotional stability, speak calmly with the victim, gradually reducing the pace and volume of speech
minimize the number of
give the opportunity to "let off steam";
entrust work associated with high physical activity;
Shake victim vigorously by the shoulders for 1 minute
if necessary, involve law enforcement officers
It should be borne in mind that when conducting computer testing, an important aspect is the graphic design of places for answers to multiple choice tasks with one correct answer and with several correct answers. So in the AIS "Psychologist" the place for tasks with one correct answer is presented in the form of a circle, and for tasks with several correct answers - a square.
When compiling multiple choice tasks, it is useful to be guided by several principles, namely: the principle of homogeneity and the principle of facet content of the task.
The principle of homogeneity lies in the fact that such answers are selected that belong to the same genus, species, reflect the main sides, facets of the phenomenon.
When creating tasks based on the principle of homogeneity, a significant factor in enhancing their effectiveness is the use of letters, numbers, signs, words or phrases that are similar in spelling or sound. This allows you to make answers plausible, logically flawless.
For example:
Instructions: Choose one correct answer.
Stress leading to the depletion of the internal reserves of the body:
autostress
monostress;
eustress
distress;
The principle of homogeneity often makes it possible to create a complete system of answers, to which there is nothing to add.
For example:
Instructions: Choose one correct answer.
Acute stress reaction, the symptoms of which are muscle tension (especially facial), rapid shallow breathing, reduced control of one's own behavior, strong heartbeat:
nervous trembling
hysteroid reaction
aggression
fear
motor excitation
The principle of faceting the content of a task is reduced to a certain form of recording several variants of the same task - a facet. The set of words and phrases that form a facet is placed in curly brackets. Namely:
Instructions: Choose several correct answers.
A crowd of people (aspiring to destruction, destruction, murder) is called:
panicky
expressive;
conventional;
aggressive
occasional;
possessive
ecstatic
In such tasks, you can change the names, characteristics of an object/phenomenon, numerical parameters, etc. This is clearly reflected in the example, where curly brackets highlight the part that can be replaced, thus creating another task.
If we replace in the previous example the part that is highlighted with curly brackets, then we can get a number of tasks, among them there may be, for example, the following:
A crowd of people (chanting slogans at rallies, rhythmically expressing this or that emotion ...) is called:
panicky
expressive;
conventional;
aggressive
occasional;
possessive
ecstatic
One job can have not one, but several facets:
An emergency in which from (50 to 500) people suffered, or living conditions (500 - 1000) people were violated; emergency zone (covers the territory of two) constituent entities of the Russian Federation:
Territorial
Regional
Federal
cross-border
Local
Compliance tasks
In assignments for restoration of correspondence, it is necessary to find a correspondence (equate parts, elements, concepts) - between elements of two lists, two sets. This form of tasks is quite diverse and can be successfully used in all academic disciplines and subject areas.
In any academic subject, there is educational information in which the studied objects (concepts, quantities, etc.) are divided into types, classes, types, etc. For each of these types, there are many properties and characteristics, principles, rules and norms use, so that it is possible to draw up assignments to establish the correspondence of these terms to their characteristics. Moreover, tasks for establishing correspondence in this case will be more rational than tasks with the choice of the correct answer.
Matching tasks allow you to check the so-called associative knowledge that exists in each academic discipline. This is knowledge about the relationship between definitions and facts, authors and their works, forms and content, essence and phenomena, about the relationship between various objects, properties, laws, formulas, dates.
Usually, a matching task consists of two columns: in the first - questions, statements, facts, concepts, etc., in the second - a list of statements, properties of objects that must be matched with the elements of the first column. It is desirable that in one column the elements of the list are indicated by letters, and in the other column by numbers. This will help avoid confusion when performing these tasks.
Instructions for tasks of this type are formulated as follows: Match what is written in columns 1 and 2. Write down the numbers from column 2 that correspond to the statements from column 1 in the answer table.
For example:
|
Column 1: stages of professional development |
Column 2: characteristics of stages |
|||
|
Stage of formation of professional intentions |
Achievement by a specialist of professional excellence, authority in his professional circle and, possibly, beyond it, the formation of a circle of like-minded people |
|||
|
Stage of vocational training |
building plans for the future profession, conscious preparation for a future career in the chosen profession |
|||
|
Stage of professional adaptation |
adaptation of a young specialist in a professional environment; having sufficient experience to independently and effectively solve professional problems |
|||
|
The stage of personality realization in professional work |
mastering the special knowledge and skills necessary for successful professional development |
In the considered form of presentation of tasks for restoring compliance, in addition to two columns containing elements that need to be aligned, there is a special plate for entering the results into it.
Some authors propose to represent tasks of this type in the form of two columns containing, respectively, two lists of statements that must be correlated with each other using arrows. In our opinion, this method of marking has significant drawbacks. First, there may be problems in interpreting the test results due to the ambiguity in the placement of arrows between the elements of two sets. Secondly, the complexity of checking the test results, especially in the case of a large number of test takers.
One of the formal requirements for matching assignments is the unequal number of elements in the right and left columns. Redundant (plausible but incorrect) answers are in only one column. They act as distractors. If the number of elements in the columns were the same, then the last pair would be automatically selected by the test subjects using the sequential elimination method.
For example:
Instruction: Match what is written in columns 1 and 2. Write down in the answer table the numbers from column 2 that correspond to the statements from column 1. At the same time, there are more elements in column 2 than in column 1. You need to understand which elements of column 2 are superfluous.
|
Column 1: OSR |
Column 2: Symptoms |
|||
|
1. strong trembling of the whole body or its individual parts |
||||
|
Aggression |
2. excessive excitement, many movements, theatrical poses, emotionally rich, fast speech, screaming, sobbing |
|||
|
Hysteroid reaction |
3. irresistible fatigue, complete indifference and indifference |
|||
|
4. twitching of the lips, a feeling of depression, in contrast to hysteria - lack of excitement in behavior |
||||
|
5. delusions, auditory hallucinations and thinking disorders |
||||
|
psychomotor agitation |
6. muscle tension (especially facial), rapid shallow breathing, reduced control of one's own behavior, strong heartbeat |
|||
|
7. sudden movements, aimless and meaningless actions, abnormally loud speech |
||||
|
nervous trembling |
8. lack of reactions to external stimuli, "freezing" in a certain position, numbness, a state of complete immobility |
|||
|
9. irritation, dissatisfaction, anger, verbal abuse, abuse |
||||
|
10. pessimism; feelings of guilt, worthlessness, anxiety and fear; low self-esteem; thoughts about death; disturbed sleep |
This task is better than the previous one in that the list from which answers are selected is longer, which significantly reduces the likelihood of guessing. So, if the test-taker knows 7 out of 8 answers in lists of the same length, then the eighth one will inevitably be correct.
It is important to remember that in cases where the length of the lists does not match, this must be indicated in the instructions for the test tasks.
In addition, I would like to note that there are different points of view regarding the maximum number of elements in one list. An analysis of various works devoted to the problem of pedagogical tests showed that there is no unity among the opinions of the authors who dealt with this problem. A number of authors believe that the number of elements of one list should not exceed 5-6. Others say that the length of one list should not exceed 10 elements. It seems to us that the second option is optimal, due to the peculiarities of our educational material.
The main advantages of compliance tasks are the ability to quickly assess the level of knowledge in a particular area of knowledge, and the cost-effectiveness of placing tasks in the test. For example, from several monotonous tasks with the choice of one correct answer, it is more rational to make one task to establish correspondence.
Unfortunately, due to the difficulties regarding the technical design of this type of tasks in the AIS-Psychologist, these tasks are not used in the system of psychological training of the EMERCOM of Russia.
Tasks to restore the sequence.
Resequencing tasks can be viewed as a variant of matching tasks when one of the series is time, distance, or some other continuum that is meant to be a series. Since this type of task requires special instructions, we have singled out its consideration in a separate subsection.
The peculiarity of the instruction for assignments for the sequence is that it is necessary to indicate in which sequence the elements should be placed - from larger to smaller, in alphabetical, chronological order, etc. .
The form of presentation of sequencing items that is recommended in most pedagogical test development publications is as follows:
Set the correct sequence of stages in the development of the general adaptation syndrome (G. Selye). Put the corresponding letters in the answer column.
Due to the difficulties in the technical design of this type of tasks in the AIS "Psychologist", we present tasks of this type as follows:
Set the correct sequence of stages in the development of the general adaptation syndrome (G. Selye):
resistance, exhaustion, anxiety
anxiety, exhaustion, resistance
anxiety, resistance, exhaustion
exhaustion resistance, anxiety
Thus, in terms of appearance, this is a task of a multiple type with one correct answer, and in terms of content, this is a task for establishing a sequence.
Sequence recovery tasks are rarely used in tests, which is undeserved. In fact, this is a very high-quality form of test items, which has significant advantages: brevity and ease of verification. It is suitable for any academic discipline in which there is an algorithmic activity or temporal events.
Summarizing the consideration of tasks of a closed type, we note that the main difficulty in the development of such tasks is the search for plausible distractors. While the advantages of closed type assignments are:
reliability of assignments, since there are no factors associated with subjective assessments that reduce reliability;
assessment of tasks is completely objective: there can be no differences between the assessments of different assessors;
ease of processing tasks of multiple choice, speed of testing;
a simple filling algorithm that reduces the number of random errors and typos;
the ability to cover large areas of knowledge, which is especially important for achievement tests;
the possibility of automatic processing of responses;
low probability of guessing the correct answers;
learners do not need to be able to formulate answers well;
the possibility of obtaining an accurate assessment of the content of the test, which is especially important for determining the compliance of the test with the objectives of the study.
It should be noted that each of the considered types of tasks allows you to test specific types of knowledge. The choice of the type of task depends on the purpose of testing and the content of the test, on the characteristics of the audience, on the technical capabilities and level of preparedness of the developer in the field of theory and methods of controlling the level of knowledge.
It is desirable that the tasks in the test be as diverse as possible; three significant arguments can be made in favor of this.
1. Tasks of different types make testing more diverse, from the point of view of the test-takers. More varied activities allow you to push back the threshold for fatigue and, as a result, allow more time for testing. Having a larger margin of time, we have the opportunity to put more tasks into the test and, as a result, get a more reliable tool.
2. Having a test consisting of tasks of the same type, we always have a real danger of getting the ability of students to work only with this type of tasks as a component of the final score. Those who will adapt to them faster, those for whom they will be most comfortable, will benefit. This can be avoided by using different types of tasks.
3. Different types of tasks are suitable for different elements of the content of the educational material. For example, for complex definitions, checking the understanding of the factual material, the most convenient are the tasks of alternative answers. To test knowledge of temporal or spatial phenomena, tasks for restoring sequences, etc., are more suitable. Therefore, trying to reduce all the variety of educational material to one type, we deliberately make a test in which the content does not correspond to the form and, as a result, it will be less quality. Based on these considerations, tests should include tasks of various types.
In the system of psychological training of the Ministry of Emergency Situations of Russia, it is mandatory to use tasks of the closed type of the following types: multiple choice tasks, suggesting one correct answer and multiple choice tasks, suggesting several correct answers. The use of sequencing tasks is desirable. The development of other types and types of tasks is optional and is done at the discretion of the developer.
The use of these types of tasks in the system of psychological training of the EMERCOM of Russia is due to the peculiarities of our educational material, technical capabilities, as well as the specifics of the professional contingents with which we work. For example, the performance of tasks of an open type, in our opinion, may cause more resistance among the professional contingents of the EMERCOM of Russia than the performance of tasks of a closed type. In addition, based on the experience of conducting tests in psychology for professional contingents of the EMERCOM of Russia, we have formed an assumption that they may have difficulty in formulating the correct answer to open-ended tasks. Quite often, in psychology tests, experts from the EMERCOM of Russia explain the answers to questions “in their own words”, relying on their life and professional experience, bypassing psychological terms. Speaking “in different languages” will greatly complicate the procedure for formalizing the correct answer. Our task is not to force specialists of the Ministry of Emergency Situations of Russia to learn psychological terminology, but to help them understand it, give them knowledge, tools that will allow them to optimize their mental state and more effectively perform their professional duties.
