Educational portal. Test control of knowledge of students of secondary vocational education

The attitude towards the use of test tasks in the system of methods for monitoring and evaluating knowledge causes opposing opinions among both students and teachers. The purpose of the study, in which 90 students of a medical university were interviewed by the method of continuous anonymous questioning, was to determine the attitude of students to testing in the system of control and assessment of their knowledge at a medical university in order to determine areas of work to improve the effectiveness of the educational process. The use of the obtained data makes it possible to determine the areas of activity of the teaching staff to improve the efficiency of the educational process. It is shown that in the course of conducting classes, students should form a more responsible attitude to everyday learning activities, as the basis for successful preparation for intermediate certification, which includes a testing procedure.

testing

control and assessment of knowledge

learning process

student attitude

1. Avanesov V.S. Modern methods of teaching and control of knowledge. Vladivostok: Dalrybvtuz, 1999. - 125 p.

2. Einstein V.G., Goltsova I.G. On the adequacy of examination grades//Higher education in Russia. No. 3, 1993. S. 40-42.

3. Bochenkov A.A., Timofeev D.A. Personal professional potential of graduates of military medical universities and its use in completing internships. Military-med. magazine - 2007. - No. 4 - S. 14-21.

4. Erugina M.V., Timofeev D.A., Tsvigailo M.A. Topical issues of teaching doctors the basics of management at the Department of Health Organization, Public Health and Medical Law. Saratov Scientific Medical Journal. - Saratov, 2014. - T. 10, No. 4. - S. 591-595.

5. Kuklin V.Zh., Meshalkin V.I., Navodnov V.G., Savelyev B.A. On computer technology for assessing the quality of knowledge. //Higher education in Russia. No. 3, 1993. S. 146-153.

Relevance. When solving the problems of improving the efficiency and quality of vocational education, significant importance is attached to issues related to the verification and control of students' knowledge. In Russian higher education, the use of testing for these purposes has become widespread in recent decades, adopting the experience of foreign countries. The rationale for its use was the following provisions: testing is the most rational way to save time and intensify the educational process, the transition from group forms of classes to individual, automated ones.

This is one side of the issue, but I would like to consider another, important in our opinion, aspect of the use of testing, namely, the use of test tasks in the system of methods for monitoring and evaluating knowledge causes opposing opinions among both students and teachers. This disagreement comes down to the fact that some people think it is right to widely use testing, while others do not. What unites most people on this issue is the lack of indifference when discussing it, since this option for monitoring and evaluating knowledge significantly affects the functioning of the university and students.

This circumstance determined the purpose of the work: to determine the attitude of students to testing in the system of monitoring and evaluating their knowledge in a medical university in order to determine areas of work to improve the effectiveness of the educational process.

Research hypothesis. It was assumed that this study would allow to determine the differences in attitudes towards testing of students of a medical university, taking into account their gender and the success of their studies, which would make it possible to determine areas of work to improve the effectiveness of the educational process.

The object of the study were 3rd year students of the Pediatric Faculty of the SSMU.

The subject of the study is the opinions of students that determine their attitude to testing.

Materials and methods of research

To solve the stated tasks and achieve the goal, we developed a questionnaire, which included 2 sections. The first one contained 9 closed and semi-closed questions, revealing options for students' attitudes towards testing. The second section contained questions to get general information about the respondents.

The work was carried out by the method of continuous anonymous questioning of students of five study groups of the 3rd year of the Pediatric Faculty of the SSMU. A total of 90 people were interviewed, including 24 males and 66 females aged 19 to 21.

The data obtained were subjected to mathematical and statistical analysis using the Statistica-10 software package, in particular, the methods of variational statistics (calculation of the mean, mean error, standard deviation) with the calculation of parametric (Student's t-test) and nonparametric (chi-square) criteria for differences and correlation analysis (by Spearman's rank correlation coefficients and biserial) and taking into account the severity of trends.

Research results and discussion

Data reflecting the estimated attitude of respondents to testing are presented in Table. one.

From the data in Table. Table 1 shows that the respondents, in general, were distributed in approximately equal proportions according to the assessments of their attitude towards testing, while in the group of men, persons with a more positive attitude dominated.

Options for preparing for the upcoming testing, used by students of different sexes, are presented in Table. 2.

Of the presented in table. 2 data, we see that girls prepare for testing more thoroughly than men, they try not only to remember the correct answers, but also to understand the material.

Respondents' opinions about how the test questions correspond to the amount of material received in the learning process are reflected in Table. 3.

Table 1

Respondents' assessments reflecting their attitude to testing in the system of methods for monitoring and assessing students' knowledge

table 2

Preparation for tests by students of different sexes

Table 3

Correspondence of test questions to the amount of material received in the learning process

Table 4

Students' perception of the correspondence of the received mark for the test to the level of their knowledge

Indicators	Total (n=90)	Men (n=24)	Girls (n=66)
Indicators
Yes, fully compliant
Rather corresponds
It depends
Rather inconsistent
Does not match

Table 5

Distribution of students' answers about the most objective assessment of their knowledge during the intermediate certification

Table 6

Psycho-emotional states of students of different sexes during the test

Indicators	Total (n=90)	Men (n=24)	Girls (n=66)
Indicators

Expressed anxiety
Anxiety
Concentration
calmness
Indifference

Table 7

Distribution of respondents' answers about the usefulness of using test control

Indicators	Total (n=90)	Men (n=24)	Girls (n=66)
Indicators
No special benefit
Helps clarify and repeat material
Simplifies learning
Reduces stress before other non-test forms of verification
Helps you compare your assessment of knowledge with the assessments of others
Helps to have an objective view of one's own successes
Helps overcome subjectivity in teacher assessments

Note. The sum of the shares is more than 100%, since the respondents were given the opportunity to choose more than one answer.

More than a quarter of students believe that the materials received during classes and on the portal are not enough to fully prepare for the tests. Correlation analysis also showed that this opinion is not related to academic performance, the level of stress during testing and the gender of students, so it can be assumed that some of the test tasks and questions objectively suggest the need for preparation with additional sources of information.

How the respondents perceive the objectivity of assessing the level of their knowledge based on the test results is presented in Table. 4.

We can see that almost half of the respondents believe that the assessment on testing largely depends on random factors, and not on the level of knowledge, and this opinion is more typical for male students.

When asking respondents how the knowledge of students can be assessed most objectively during the intermediate certification, the answers were distributed as follows (Table 5).

Table data. 5 are consistent with the materials of the previous table. The vast majority of students believe that an objective assessment of their knowledge can only be obtained in a set of tests, including testing and an oral exam. The average grade for the semester, which forms the rating, was noted only by every fifth respondent, which may indicate a possible underestimation by students of the importance of everyday studies.

A survey on the distribution of questions in tests by their level of complexity showed that students perceive them as fairly evenly presented with a slight predominance of medium and high levels of complexity, which is probably quite justified for a university.

The psycho-emotional states of the students that accompanied the testing process were distributed as shown in Table. 6.

From the data in Table. 6, it can be seen that such states as “concentration” and “calmness” prevailed in the answers of the respondents, while the number of students who experienced “expressed anxiety” and “anxiety” was more in men than in girls.

The structure of answers to the question about the usefulness of using tests in the learning process among students is presented in Table. 7.

Of the presented in table. Table 7 shows that when assessing the usefulness of testing by various parameters, more than a quarter of students denied its existence. Among those who noted the usefulness, such opinions prevailed as: “the possibility of repeating the material”; "simplifies learning (it's easier than answering verbally)"; "reduces stress levels in front of other non-test forms of control", as well as "the ability to have an objective view of one's own successes and failures." The distribution of responses in men and girls about the usefulness of using the test control differed significantly (χ2 = 13.1 with a critical value of 12.6 for p< 0,05, с числом степеней свободы 6). Для мужчин оценка по тестам - это еще и «возможность сравнить себя с другими».

The use of correlation analysis of the data obtained showed that the lower the students rated testing as a variant of knowledge assessment, the less they assessed the probability of an objective assessment of their knowledge in general (r = 0.33, with p< 0,05).

Students who believe that a more objective assessment of their level of knowledge should also include the results of an oral survey, more often (r = 0.31, with p< 0,05) отмечали преобладание сложных и среднего уровня сложности вопросов в тестах.

Single male respondents are less emotional (r = 0.60, with p< 0,05) реагировали на тесты, чем женатые, и чаще отмечали желание ограничиться тестами в оценке их знаний. А студенты-девушки отмечали, что тестирование помогало им снизить стресс перед другими не тестовыми формами контроля успеваемости.

Students who believe that testing helps to reduce the degree of subjectivity in teacher assessments are more positive (r = 0.33, with p< 0,05) относились к возможностям тестов как инструменту для более объективной оценки уровня их знаний.

The performance of students turned out to be inversely related only to the number of successful testing attempts: the higher the performance, the fewer attempts were noted by the respondents (r = 0.34, with p< 0,05). По остальным параметрам, связанным с мнением студентов по отношению к тестированию, у студентов с разной успеваемостью представления достоверно не отличались.

Conclusion

Thus, students, regardless of their performance, generally have the same attitude towards testing in the system of methods for monitoring and evaluating their knowledge. About a third of them (28%) evaluate testing positively, another third (30%) - negatively, and the rest (42%) - neutrally.

Male students perceive the testing process more emotionally, while they prepare for it less seriously than girls, they are more concerned with testing as an opportunity to repeat the material and simplify the process of assessing their knowledge. Girls prepare more thoroughly for testing, react less emotionally to it, and are more skeptical about the assessment on the test as an objective indicator of their level of knowledge.

When preparing test tasks, it is advisable to take into account the materials that were analyzed in the classroom and are contained on the portal, while it is important to focus students' attention on those issues that will require additional information in the process of testing and questioning.

A significant part of students underestimate the role of current grades in the formation of the rating and the generalized assessment of their knowledge.

The use of the data obtained, indicating the nature of the differences in attitudes towards testing of students of a medical university, taking into account their gender and the success of their studies, makes it possible to determine the areas of activity of the teaching staff to improve the effectiveness of the educational process. In particular, in the process of conducting classes, students should form a more responsible attitude to everyday learning activities as the basis for successful preparation for intermediate certification, which includes a testing procedure.

Bibliographic link

Timofeev D.A., Pechnikova A.D., Abyzova N.V. TESTING IN THE SYSTEM OF METHODS OF CONTROL AND EVALUATION OF STUDENTS' KNOWLEDGE // International Journal of Experimental Education. - 2016. - No. 5-3. – S. 272-276;
URL: http://expeducation.ru/ru/article/view?id=10011 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Test control of students' knowledge is a promising method of control of students' knowledge in the opinion of the teacher. However, he is not able to fully assess the knowledge of students, as well as differentiate them according to this indicator.

Samsonova, A.V. Test control of knowledge of students of higher educational institutions of physical culture. For and against / A.V. Samsonova E.O. Alekhina // Bulletin of the Baltic Pedagogical Academy. - Issue 74, 2007. - P. 167-173.

Samsonova A.V., Alekhina E.O.

TEST CONTROL OF KNOWLEDGE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS OF PHYSICAL CULTURE. PROS AND CONS

INTRODUCTION

Currently, a number of universities in our country are switching to a new system for assessing the quality of education. One of the methods of knowledge control in this system is testing. The development of information technology has led to the fact that the assessment of students' knowledge is most often carried out through computer testing. There are a lot of studies devoted to the introduction of computer testing in the educational process of universities. (Buka E.S. et al., 2004; Izzheurov E.A. et al., 2004; Lebedev K.V., 2004). However, the question of the use of test control in higher education institutions of physical culture has not been sufficiently studied.

In the work, the following tasks:

1. To identify the attitude of the teaching staff of St. Petersburg State University of Physical Culture named after. P.F. Lesgaft for testing.

2. To outline the ways of introduction of test control of knowledge into the educational process of higher educational institutions of physical culture.

METHODOLOGY

To solve the tasks, a questionnaire survey was used, which was conducted from April to July 2005. The questionnaire consisted of 18 closed questions and one open question. In cases where the attitude to some problem was clarified, six answer options were offered, which, when processed, received points from zero (I find it difficult to answer) to five (I completely agree). The survey involved 139 employees and teachers of St. Petersburg State University of Physical Culture. P.F. Lesgaft. Statistical data processing was carried out using the STATGRAPHICS Plus package (Katranov A.G., Samsonova A.V., 2005). Since the original data are presented on an ordinal scale, the Spearman correlation coefficient was used to estimate the strength of the relationship.

RESULTS OF THE STUDY

In this study, the answers of teachers to nine questions of the questionnaire were analyzed.

The first of the analyzed questions was formulated as follows: “Does the system of test assessment of knowledge meet the requirements of the education system of Russian universities?» Figure 1 shows the distribution of respondents' answers to this question.

Rice. one

40% of respondents support the use of test control, however, a significant part of respondents (42%) believe that it is possible to use the assessment of students' knowledge using tests only as an aid. A small percentage of those who are extremely negative about testing (9% do not see much point in using testing and 6% are extremely negative about this form of knowledge assessment) indicates that that the introduction of testing as one of the types of control will not cause much protest among the teaching staff of St. P.F. Lesgaft.

It can be assumed that the attitude towards testing largely depends on the experience of using this type of control by teachers. In this regard, the respondents were asked the question: "Have you ever used knowledge control through tests in your teaching practice?" The answers of teachers are presented in fig. 2.

Rice. 2

An analysis of the responses allows us to draw the following conclusions: the majority (59%) of SPbSUPC teachers use test control of students' knowledge in their work, 14% did not use it, but are ready to use it. It says about the readiness of the majority of teachers (73%) to apply test control of knowledge. However, the low correlation coefficient (r s = 0.457, p<0,001) между ответами на первый и второй вопрос свидетельствует о том, что между готовностью применять тестовый контроль знаний и личным опытом преподавателя связь низкая.

When analyzing the answers to the first question of the questionnaire (Fig. 1), it was shown that the majority of teachers (42%) are ready to use test control only as an auxiliary tool. What are the reasons for this attitude? Apparently, this is due to the fact that the majority of respondents (Fig. 3) see the positive aspects of testing only in the possibility of simultaneous testing of students (68%) and the speed of obtaining results (65%). At the same time, only 24% of respondents believe that testing allows to differentiate students by the level of knowledge, 19% - to conduct objective comparisons of individual students, groups, streams and the ability to identify the structure of students' knowledge. Only 9% of respondents are confident in the objectivity of this type of control.

Rice. 3

Assessing the disadvantages of using knowledge control in the educational process using tests, the majority of teachers (79%) indicated the impossibility of assessing knowledge in full. 37% of respondents consider them not objective enough, 29% of respondents pointed out the difficulty of preparing tests (Fig. 4).

Rice. 4

Nevertheless, the analysis of literary sources (Bubnov V.Z., 1994; Ivanov B.S., 2002; Avanesov V.S. 2004, etc.) suggests that correctly designed tests allow not only to objectively and fully evaluate students' knowledge, but also to differentiate students by the level of knowledge (that is, to apply a rating score).

Currently, in the theory of tests, the direction associated with the methods of constructing tests is actively developing. Most likely, such a low confidence in test control among the faculty of St. Petersburg State University of Physical Culture speaks about his low awareness of the composition of test items. The respondents themselves agree with this conclusion. Most of them (81%) find that the use of test technologies requires special training for teachers.

To the question of the questionnaire: "Can the use of computer testing programs increase the effectiveness of test control of knowledge?" 90% of the respondents answered positively, and only 10% negatively. However, only 62% of respondents want to use computer testing during training sessions (11% - yes, I really want to, and 51% - yes, I want to).

Assessing the advantages of computer testing (Fig. 5), the respondents point to a decrease in the time spent by the teacher on data processing (71%) and testing (52%). Only 20% of teachers see in computer testing the possibility of strict individualization of tasks; and 19% - the ability to adapt the level of tasks to the level of preparedness of the student. The results obtained indicate that the majority of the teaching staff of St. Petersburg State University of Physical Culture im. P.F. Lesgaft is not familiar with modern computer testing programs and their capabilities in assessing students' knowledge.

Rice. 5

Very important, in our opinion, is the opinion of teachers on the organization of test control. To the question of the questionnaire: “Do you consider it necessary to create special structures in universities (scientific and methodological centers and administrative groups) involved in the development and implementation of test technologies?” 80% of respondents answer in the affirmative.

Thus, from the study, we can conclude the following findings:

Most teachers of St. Petersburg State University of Physical Culture im. P.F. Lesgaft have a positive attitude towards the use of testing in the educational process. They are ready to use this method and consider it promising for assessing students' knowledge. However, test control, according to the majority of teachers, is not able to objectively and fully assess the knowledge of students, as well as differentiate them according to this indicator. This testifies to the low awareness of the teaching staff of St. Petersburg State University of Physical Culture in matters of the theory of test control.
Most SPbSUPC teachers are not familiar with computer testing programs and their capabilities.

Effective introduction of test control into the educational process of higher educational institutions of physical culture will be possible if the following measures are provided:

Classes with the teaching staff on test design methods, as well as modern computer testing programs.
Creation of structures in universities (scientific and methodological centers and administrative groups) involved in the development and implementation of test technologies in the educational process.

LITERATURE:

Avanesov V.S. Centralized testing is better than the unified state exam// Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2003. S. 204-205.
Bubnov V.Z., Galkin V.A. Test control of knowledge of part-time students: method. recommend. - M.: VSKHIZO, 1994. - 21 p.
Buka E.S., Kharin V.F., Lubochnikov P.G. Psychological and pedagogical aspects of mass computer testing// Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2003. S. 254-255.
Ivanov B.S. Testing at the university: Guidelines for the development and application of tests. - St. Petersburg: Publishing house of St. Petersburg State Polytechnical University, 2002. - 89 p.
Izzheurov E.A., Makarenko T.V., Shlykova M.P., Analysis of two forms of assessing the knowledge of students in the Samara Aerospace Institute. // Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2002. S. 278-279.
Katranov A.G., Samsonova A.V. .– St. Petersburg: SPbGAFK, 2005.– 132 p.
Lebedev K.V. Using the ETEST software package to assess students' knowledge// Information technologies and technical means of education and training in the field of physical culture and sports: Materials of the All-Russian Scientific Conference-Fair / under the general editorship of L.A. Hasina. - Malakhovka, NIIT MGAFK, 2004 - S. 38-40

Test specification
on OP 02 Psychology

by specialty

1. Purpose of the test : checking the residual knowledge of students

2. Regulatory materials :

Federal state educational standard of secondary vocational education of the specialty44.02.03 Pedagogy of additional education, approved by order of the Ministry of Education and Science of the Russian Federation of October 27, 2014 No. 1382;

Working programmOP 02 « Psychology »

3. Literature on which you can prepare for testing :

Obukhova L.F. Developmental psychology [Text]: textbook for SPO / L.F. Obukhov.- M.: Yurayt, 2016.- 460s.

Psychology: textbook for students. SPO /I.V. Dubrovina, E.E. Danilova, A.M. Parishioners. - M .: Information Center "Academy", 2014.- 496 p.

Stolyarenko L.D. Psychology of communication: a textbook for colleges / L.D. Stolyarenko, S.I. Samygin. - 2nd ed., erased. - Rostov n / a: Phoenix, 2014. - 317 p.

4. Number of tasks in the test – 30.

5. Job type :

– open (tasks for completion) - 3 (10%);

– closed (tasks with a choice of answers) - 21 (70%);

– for compliance - 6 (20%)

6. Number of test options – 1.

7. Weight of each task – 1.

8. Lead time one task 1 min. The total time to complete the test is 30 minutes.

11. Grading Guidelines . To assess the level and quality of training of students shown in the test, a rating system is used. The maximum number of points is 30:

– grade 5 "excellent" is set if at least 85% of the maximum possible score is scored;

– 4 "good" - at least 75%;

– 3 "satisfactory" - not less than 53%;

– 2 "unsatisfactory" - less than 53%.

12. Compilers : educational psychologistBARABA BRANCHGAPOU NSO "NOKKiI" - I.G. Kovalenko

Codifier and test bank

for the procedure of self-examination according to OP 02 Psychology

by specialty 44.02.03 Pedagogy of additional education

Specification of the goal

(define/ establish/ explain/ use...)

Test tasks

01. Features of psychology as a science, its connection with pedagogical science and practice

01.01.

The main stages in the development of psychology as a science

01.02.

Methods of psychological research

01.03.

Structure of consciousness

Understanding

Knowledge

1. Name the main facts of the history of psychology.

2. namefounderthe world's first scientific psychological laboratory

3. Namefoundermethod of psychoanalysis

4. Distinguish methods of psychology

5. Classify the methods of psychology

6. Callthe founder of the doctrine of the unconscious subconscious and conscious levels of the psyche

7. Name the condition for the emergence of human consciousness

1. Choose the correct answer

Formation of psychology as an independent science:

A) BC

B) 3rd century AD

C) 17th century

D) 19th century .

D) 20th century

2. Choose the correct answer

Founder of the world's first scientific psychological laboratory:

A) Bekhterev B) Freud

B) Wundt D) Vygotsky

D) Ushinsky.

3. Choose the correct answer

The founder of the method of psychoanalysis:

A) Moreno B) WundtB) Freud D) Vygotsky E) Leontiev

4. Choose the correct answer

The main and most significant method in modern psychological research:

A) genetic

B) experiment

B) testing

D) referentometry

D) conversation

1.Observation

A) a method that involves the answers of the examiners to specific questions of the researcher;

2. Testing

B) a method by which psychological phenomena are studied without intervening in their course;

3. Survey

C) a method during which the subjects perform certain actions on the instructions of the researcher

Answer:

1B; 2B; 3A

6 . Choose the correct answer

The founder of the doctrine of the unconscious, subconscious and conscious levels of the psyche:

A) Leontiev.B) Freud

C) Vygotsky. D) Rubinstein.

D) Wundt.

7. Choose the correct answer

The decisive condition for the emergence of human consciousness:

A) work

B) surrounding

D) the experience of communicating the world

B) general outlook

D) the brain

02 Fundamentals of personality psychology

02.01.

Man as an individual, personality, individuality, subject.

02.02.

The concept of temperament. Physiological bases of temperament.

02.03. Properties of temperament, their characteristics.

02.04.

Xdescription of human needs. Hierarchy of human needs according to A. Maslow.

02.05.

The concept of emotions and feelings; emotional states and higher feelings; physiological bases and external expression of emotions and feelings.

02.06

The concept of memory

02.07.

The main types of mental operations

02.08.

Types, techniques of imagination

Knowledge

8.Determine norientation of personality

9. Match self-esteem and behavior characteristics

10. Name innate individual personality traits

11. Establish a correspondence between the type of temperament and the characteristics of behavior

12. Classify types of temperament

13. Namehuman needs

14. Namethe main needs for self-realization of the individual

15. Classify the emotional state

16. Determine emotional states

17. Explain the meaning of the term "memory"

18. Define the concept of "amnesia"

19. Define the term "analysis"

20. Define the concept of " abstraction»

21. Define "illusion"

22. Name the process of distorted perception

8 . Choose the correct answer Personal orientation is:

A) a system of stable preferences and motives of the individual.

B) motives. B) interests.

D) goals. D) needs.

9. Match the elements of the two lists:

Personal self-esteem

Characteristics of behavior

A) desperately need the support of others

2. low self-esteem

B) a positive attitude to everything new

3. high self-esteem

B) arrogance

Answer:

1B; 2A;3B

10.Choose the correct answer

What refers to the innate individual characteristics of the individual:

A) temperament .

B) ability.

B) character.

D) memory.

D) mindfulness.

11. Match the elements of the two lists:

temperament type
Characteristics of behavior

melancholic

A) closed, avoids communication with little-known people

2.phlegmatic

B) very sociable

3.sanguine

C) easily establishes contacts and communicates

4.choleric

D) not sociable
Answer: 1A; 2G;3B;4V
12. Match the elements of the two lists:

BUT)

Choleric

B)melancholic

AT)sanguine

G) phlegmatic person

1. Pronounced mental activity, lively and mobile, facial expressions and movements are expressive, relatively easy to experience trouble.

2. Constancy of mood, feelings are deep and stable, facial expressions are sedentary, speech and movements

slow.

3. Increased activity and energy, prone to violent emotional outbursts and mood swings.

4. Easily vulnerable, impressionable, but outwardly manifested weakly, speech is muffled, movements are restrained, an introvert.

Answer: 1B; 3A; 4B

13 . Choose the correct answer According to Maslow, the most important needs for a person are:

A) biological.

B) self-actualization

B) cognitive

D) social

D) natural

14. The main types of needs in the self-realization of the individual are:

A) biological

B) material

B) spiritual

D) natural

D) social

15. Choose the correct answer A stable emotional state that colors human activity and is expressed in all its manifestations:

A) mood

B) shame

B) shyness.

D) shyness

D) timidity

16. Choose the correct answer A strong deep, absolutely dominant emotional experience associated with an irresistible force of need:

A) passion

B) stress

B) affect

D) jealousy

D) fear

17. Choose the correct answer A mental process that ensures the preservation of perceived information about objects and phenomena of the surrounding world:

A) feelings

B) perception

B) thinking

D) imagination

D) memory

18. Choose the correct answer

What is the name of the phenomenon in which a person cannot remember what he previously knew:

A) amnesia

B) confabulation

B) reminiscence

D) mnemonic

D) agnosia

19. Choose the correct answerThe mental division of the whole into parts is:

A) synthesis

B) comparison

C) analysis

D) generalization

D) abstraction

20. Choose the correct answerMental selection of some signs and distraction from others is:

A) abstraction

B) concretization

B) classification

D) comparison

D) systematization

21. Choose the correct answer

The process by which the surrounding reality is presented in implausible images:

A) imagination

B) hallucinations

B) illusions

D) adaptation

D) synesthesia

22. Choose the correct answer

The process by which the surrounding reality is perceived distorted:

A) imagination

B) hallucinations

B) illusions

D) adaptation

D) synesthesia

Age periodization

03.01.

Knowledge

23. Know the age periodization of mental development.

24. Establish correspondence between age and leading activity.

25. Establish correspondence between age and leading activity.

23. Match the elements of the two lists:

1).Preschool age.

A) 3 to 6.5 (7) years

B) 11 (12) to 14 (15) years

C) 6.5 (7) to 10 (11) years.

D) 15 (16) to 17 (18) years;

24. Match the elements of the two lists:

1. Infancy

2. Early age

3. Preschool age

A. Plot-

role-playing game

B. Direct-emotional communication

B. Subject activity

Answer:

1B; 2B;3A

25.Match the elements of the two lists:

1. Preschool age

Junior schoolboy

3. Adolescence

A. Communication with peers

B. Learning activities

B. Educational and professional activities

Answer:

2B; 3A; 4V

04 Age, gender, typological and individual characteristics of students, their consideration in training and education

04.01

Age, sex, typological and individual characteristics of a preschooler.

04.02.

Age, gender, typological and individual characteristics of adolescents

Knowledge

26. Classify the main neoplasms

27. Name the features of adolescence

26.

Subordination of motivesis a neoplasm of …….age.

Answer: preschool

Complete the sentence to its logical conclusion

27. Psychological reactions - emancipation, "negative imitation", grouping, hobbies (hobby reaction) arise at ... age.

Answer: teenage

05. Features of communication and group behavior at school and preschool age

05.01.

The social situation of the development of adolescents and young men

Knowledge

28. Name the features of adolescence

28. Complete the sentence to its logical conclusion

The combination of a critical attitude towards oneself in the past and aspiration for the future is typical for ...... age.

Answer: youthful

School and social maladaptation, deviant behavior

06.01.

Deviant behavior

Knowledge

29. Reveal

the meaning of the term "adequacy"

30. Reveal

the meaning of the term " »

29. Choose the correct answer Correspondence of individual behavior, its naturalness for a given individual:

A) adaptability

B) adequacy

B) motivation

D) authenticity.

30. Choose the correct answer Withthe tendency of a particular person to show aggression in the form of specific external and internal actions is called:

A) aggression

B) aggressive attraction; 11

1A; 2 G;

3B;

1B; 3A; 4B

BUT

1A; 2B; 3B;

1B; 2B;3A

2B; 3A; 4V

preschool

teenage

youthful

To the main forms of testing students' knowledge include colloquia, tests, tests, tests, exams.

Colloquium is a form of current control. It is used to test knowledge of a section (or a major topic) and decide whether it is possible to proceed to the study of new material. A colloquium is a conversation with students, the purpose of which is to determine the level of mastery of new knowledge. Unlike a seminar, the main thing at a colloquium is a test of knowledge in order to systematize it. It can be conducted on issues that were discussed at the seminars. Specific questions for the colloquium are not communicated to students. The volume of the answer should be small, since the teacher needs to have time to interview all the students. At the colloquium, they do not ask at will. In conclusion, students are informed of the grades, for those who wish, the grades are commented.

Test- This is a written work aimed at testing the knowledge and skills acquired by students. It involves answering questions or performing certain practical tasks. Questions and tasks of a different nature can be used in control work. They are designed to be completed within a specified time limit.

Examinations can be aimed at testing the knowledge and skills of students on a certain part of the course or topic. Sometimes they are conducted as a form of testing students' knowledge of the entire course as a whole. The broad meaning of the concept of "control work" allows you to use it in different contexts. The totality of marks for a number of tests that test knowledge on individual topics of the course may be the basis for issuing an overall credit or mark for the entire course. Questions in papers can be open-ended or closed-ended. In the first case, a detailed and free-style answer to the question is assumed, in the second - a choice from the proposed alternatives. Test tasks are often an integral part of such work.

Tests is a standardized form of knowledge testing. Answering questions or completing test tasks implies the existence of unambiguous criteria for their correctness or incorrectness. There are different schemes and ways of constructing questions and tasks of the test.

Pass tasks. Test tasks can be small fragments of text or individual sentences of the textbook, printed

with the omission of an essential informative part. A missing word or phrase is indicated by spaces. The student is required to fill in these gaps with the missing information.

Tasks with a choice of alternative answers. A typical scheme for constructing test tasks is to ask questions with alternative answers, from which you need to choose one correct one.

Another option for constructing a test task may be an option that allows for several correct answers. However, this possibility is usually specified in the instructions for performing the test.

Tasks for combining units of information. It is also possible that only a combination of the items proposed in the task gives the correct answer to the question posed. Another type of task is the task of correlating concepts, features printed in two lists with each other.

Questions with an open answer. Such a question can be asked in an interrogative or affirmative form. In the latter case, the answer to the question is to complete the sentence with the necessary word (or phrase).

Tasks of a practical nature. The test may also contain practical tasks and learning tasks. The answer to the task is the answer to the test task.

offset is a form of knowledge testing that provides for an alternative assessment and, accordingly, a binary mark "pass" or "fail". "Offset" is given if the student completed the task, gave the correct answer, learned the educational material. "Failure" is put in the event that the student did not complete the task, gave the wrong answer, did not master the material.

The test is intended primarily to assess the implementation of tasks of a practical nature. Therefore, it is used to read out the fact of passing certain course topics, laboratory and practical work. The test is also used to assess the success of students passing a laboratory workshop, a course of practical classes. In this case, it is essential that the student has completed this training course, and to what extent he has mastered it, is not assessed.

Nora uses a test to assess knowledge in a course that contains theoretical material. The ego is usually associated with formal restrictions imposed on the number of exams allowed in one session. Sometimes a special form of credit is used - a differentiated credit, in which the credit is set in the form of a point mark.

The credit for the course as a whole is set based on the set of credited practical work and completed assignments.

Exam is a form of knowledge testing that provides for a differentiated assessment and, accordingly, a mark that has several gradations. In the university system of Russia, this is a four-point system using the verbal marks "excellent", "good", "satisfactory", "unsatisfactory". In other countries, sometimes other designations are used. In the USA, for example, L, V, C, D. For increase

the differentiating ability of the marking system, the signs "+" (plus) or "-" (minus) can be used. In the USA they are used officially. In Russia, it is rather informal, although it might make sense to give them an official status.

The exam is often a one-time procedure for testing the theoretical and practical knowledge of a student at a specially allotted time, usually during an examination session. The exam may be conducted orally or in writing. The oral exam is traditional, conducted on the basis of exam papers. Each ticket includes a series of questions and tasks. Quite typical is a ticket containing two or three questions, perhaps some kind of practical task. However, the examiner has the right to independently choose the form of the exam, the number and types of questions and tasks included in the ticket. The examination ticket may include several, but small in volume, questions and tasks, tasks of a practical nature or educational tasks may be included. As a rule, students are informed about the list of questions that make up the content of the tickets before the start of the examination session. The content of specific tickets is not reported.

The student is most often given a certain amount of time (usually 30 to 40 minutes) to prepare for an answer on a ticket on an exam, during which he focuses on the questions posed, ponders the content and sketches his answers. However, sometimes the teacher may ask students to start answering right away (without preparation).

During the student's answers, the examiner may ask additional or clarifying questions on the content of the questions posed in the ticket or on other sections of the training course. Due to the restrictions on the duration of the exam, the examiner may not listen to the student's pre-prepared answers to the end, but proceed to posing additional questions. Such questions do not necessarily mean that the student did not disclose the content of the examination paper well enough. They are aimed at identifying how wide, deep and meaningful knowledge a student has in the course. The answers to them largely affect the mark.

When evaluating students' answers, the examiner is usually guided by the following criteria:

1) completeness and content of answers to questions;
2) the ability to select essential material for the disclosure of the questions raised;
3) consistency and consistency in the disclosure of issues;
4) accuracy in the description of facts, presentation of theories and formulation of concepts;
5) the ability to give examples illustrating the material presented (self-selected examples are especially valued);
6) the ability to draw conclusions;
7) the ability to stylistically and grammatically correctly formulate an answer;
8) the ability to meet the allotted time;
9) the ability to answer questions posed by the examiner.

Final check and assessment of knowledge and skills is carried out after the students complete the full course of study at the university. Students studying in the specialty "Psychology", upon graduation, pass the final state certification, which allows them to identify their theoretical and practical training in the field of psychology, as well as their readiness to solve professional psychological problems.

The final state certification of a specialist includes the defense of the final qualifying work and the passing of state exams.

Final qualifying work - it is a completed development, including the results of an empirical or theoretical study, or a substantiated project of a corrective, training or diagnostic methodology. The paper presents a theoretical justification and performed research, practical, methodological or methodical work. The diploma work reveals the level of professional erudition of the graduate, his methodological readiness, possession of skills and abilities of professional activity. The defense of the final qualifying work is carried out at a meeting of the State Attestation Commission.

On the state exam the graduate must confirm knowledge in the field of general professional basic and special disciplines, sufficient to work in a team of psychologists and professionally fulfill their duties, as well as for subsequent postgraduate studies. The final exam should be a test of the specific functional capabilities of the student, his ability to make independent judgments based on existing knowledge.

UDC 371.26

A.V. Popov

Testing as a method of quality control of students' knowledge

The article discusses the importance of testing as a tool for remote control of knowledge, the advantages and disadvantages of testing in higher educational institutions.

Key words: testing functions, remote control of students' knowledge.

Testing as a method to control the quality of students’ knowledge

The article discusses the importance of testing as a tool for remote control of knowledge, advantages and disadvantages of testing in vusshih schools.

Keywords: testing functions, remote monitoring of students" knowledge.

Currently, within the framework of higher education, the use of testing is considered as one of the relevant forms of quality control of student training, which allows you to objectively assess the volume of a particular academic discipline learned. The use of test tasks of various types allows you to more adequately meet the requirements of the state educational standard.

Testing is of particular importance as a tool for remote control of knowledge, as well as as a current (operational) check of the completeness of students' assimilation of concepts, ideas, and essential provisions of individual topics. The use of testing helps to improve the organization and improve the quality of the educational process. It should be noted that test tasks should be developed in accordance with the requirements for the discipline being studied. The database of test tasks should cover all the didactic units of the content minimum of the state educational standard. This makes it possible to ensure the unity of the requirements for mastering the discipline within the educational institution. Thus, computer testing allows monitoring and evaluating the level of students' knowledge. On the one hand, it is an indicator of the quality of education, a means of determining student progress, and on the other hand, it is an indicator of the effectiveness of the didactic system used, including teaching methods and organization of the educational process, and the implementation of modern computer technologies.

There are three main interrelated functions of testing: diagnostic, educational and educational.

The diagnostic function consists in assessing the student's knowledge. This feature is the most important for testing. In terms of objectivity, breadth and speed of diagnosis, testing surpasses other forms of operational control.

The educational function of testing is to motivate the student to intensify work on the assimilation of educational material. Preparation for testing includes both a repetition of the material already covered and an appeal to additional literature. This allows you to increase the level of mastering the discipline, as well as develop the skills of independent work.

The educational function is manifested in the frequency of test control. This disciplines and systematizes the activities of students, helps to identify and eliminate gaps in knowledge.

When using tests as a tool for assessing knowledge, a number of problems arise, since their diagnostic function has both positive and negative sides.

The positive aspects of testing include:

1) testing increases the objectivity of knowledge assessment in comparison with an oral survey, since in this case the subjective factor is excluded. Objectivity is achieved by standardizing the verification of quality indicators for completing assignments and tests. The complexity of assessing student progress is generated by the inconsistency of approaches and methods for assessing knowledge, as well as the fact that the same methods are used by different teachers with an unequal degree of accuracy and conscientiousness. There are a number of problems associated with assessing the cognitive progress of students. These are misunderstandings and dissatisfaction among students when grading, sometimes excessive requirements, the presence of unclear instructions for testing, unclear wording of questions, terminology sometimes misunderstood by students, the influence of personal likes and dislikes on grading, irregular information from students about their progress, etc. Use of testing contributes to the elimination of misunderstandings and discontent among students. It is well known that some teachers have to work with full dedication to get a high mark. For other teachers, it is enough to make only a minimum of effort. In any case, achieving learning goals should be a difficult but achievable task for the student. Every teacher should strive to achieve the "golden mean". Using testing allows you to make the process of student assessment completely unified.

2) tests allow you to assess knowledge on all topics of the course, while the oral exam usually discusses 2-4 topics. Testing allows you to determine the knowledge of the student throughout the course, excluding the element of chance when answering the questions of one ticket. It also becomes possible to establish the level of knowledge of the student in certain sections of the discipline being studied, which is especially important in the case of a credit-modular system.

3) testing is a fairly effective means of control from an economic point of view. The main time costs fall on the development of high-quality tools, that is, they are of a one-time nature. The cost of conducting the test is much lower than with written or oral control. Also, the use of Internet technologies allows testing remotely, which is especially convenient for full-time and part-time students.

Testing also contains a number of disadvantages:

1) the use of testing does not allow to fully form the ability to consistently express one's thoughts, build, based on existing knowledge, logical conclusions that allow one to apply existing knowledge in non-standard situations. This is due to the fact that a good visual memory is the key to an excellent response to the test. Students mechanically memorize the correct answer without comprehending its content.

2) the data obtained as a result of testing on gaps in knowledge in specific sections cannot contribute to the elimination of these gaps. Additional work with students is needed to close the gaps, but, especially in the case of final testing, it would require additional hours of classes that are not provided for in the curriculum. When answering orally, the examiner, as a rule, conducts a dialogue with the student, asks leading questions, forcing the student to illustrate theoretical knowledge with practical examples. As a result, the level of conscious understanding of the problems of discipline increases.

3) there is always an element of chance in testing: a student who does not answer a simple question can give the correct answer to a more complex one. The reason for this may be simple guessing of the answer, especially in tests of a low level of complexity. Standard sets of test items for most disciplines are designed in a fairly simple form. Usually these are collections of questions and tasks designed to select one or more correct answers from among those offered. Compiling tests that are adequate to the task is a complex, multi-level process, arising from many principles: compliance of the test content with the goals of testing, determining the significance of the knowledge being tested, the relationship between content and form, meaningful correctness of test tasks, representativeness of the content of the academic discipline in the content of the test, complexity and balance of content test, consistency of content, variability of content.

It should be noted that the principle of expediency of using various methods and forms of education should be used in the educational process of a higher educational institution. Appeal to computer pro-

grams is possible only in situations where they provide knowledge that is impossible or rather difficult to obtain using other technologies. The quality of training of a future specialist should be checked by the degree of readiness to solve problems on specific topics and sections of the program. And it is testing that is one of the effective tools for monitoring learning outcomes.

But it should be borne in mind that testing is an ambiguous and complex process. Achieving a unified assessment of students' knowledge is difficult to achieve, since the level of students' preparation varies significantly. Therefore, it is premature to make testing the main element of pedagogical control. It is more effective to combine the classical method of oral response with various types of computer testing.

Notes

1. Avanesov V.S. Composition of test tasks. M.: Center for Testing, 2002. 239 p.