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Section 8. Pedagogy
Mykytenko Pavlo Vasiliovich, a graduate student of Drahomanov NPU,
Kiev, Ukraine Shyshkin Gennadiy Aleksandrovich, Doctor of Pedagogical Sciences, associate professor, Berdyansk State Pedagogical University, Berdyansk, Ukraine E-mail: ur3qugs@gmail.com
Use of computers in test control quality of education
Abstract: This article discusses topical issues of improvement of the quality of the training of students of pedagogical universities in the application of computer test control. The problem of the impact of test control of level of mastering expertise. The results of the pedagogical research in order to identify the main problems in the organization and conducting of control testing of quality of is given knowledge.
Keywords: test, information technology, control, quality, assessment of knowledge.
Formulation of the problem. The widespread intro- Computer adaptive testing widely accepted in practice of
duction of information technologies in almost all spheres the field. To a large extent this contributed applied theoreti-
of human life caused structural, functional and meaningful change in this activity. Therefore modern society confronts the education system a number of tasks related to updating of the content of education, development and introduction of new forms of educational process, educational technology and computer-based learning tools.
In modern conditions of educational process one of the most promising areas of improvement of the educational system is the introduction of control of quality of study using computer technology.
Analysis ofrecent research and publications. The current control of academic performance of students is based on didactic dimensions. In semantically measurement the result contains aggregate evaluation of students, which is displayed on the scale of the individual teacher. As each teacher has his own scale of assessment, measurement of this kind will always be subjective.
To eliminate subjectivity teaching measurements we can apply group controls when the level of student academic performance is rated by several teachers, and mark is formed by expert way [2]. Moreover, even when expert approach to inspections advances we cannot avoid errors related to the limited number of questions presented to students.
Questions of adaptive testing repeatedly attracted the attention of foreign scientists. This is evidenced by numerous studies and publications of fundamental nature of such authors as J. A. Arter, R. K. Hambleton, J. L. Horn, C. D. Jen-sema, G. G. Kingsbury, F. M. Lord, J. Millman, L. Nauels, R. J. Owen, K.J. Patience, M. D. Reckase, J. Spray, M. Waters, D, J. Weiss, A. R. Zara and many others.
cal research of scholars such as C. V. Bunderson, D. K. Yorn, G. G. Kingsbury, J. B. Olsen, H. Wainer, D. J. Weiss, whose works were not only supported by the educational community, but also widely used in the practice of professional selection [4, 4-6].
With the development of tests control of quality of training students, most educational institutions of Ukraine are oriented to a match of knowledge of educational standards. However, the desire of universities to meet state educational standards leads to overestimation of the cost of education [3].
The purpose of the article. Determine appropriateness of test control of educational achievements of students using a personal computer.
Presenting main material. Control of students' knowledge is feedback between teacher and students, the stage of the educational process when a teacher receives information on the effectiveness of the educational process on discipline.
The objectives of the control of knowledge and skills of students primarily concerns teachers and their work while conducting audits. However, the main character in the learning process is the student. The process of learning — acquiring knowledge and skills of students, so everything that happens in the classroom considering control activity should be important to him personally. Monitoring should be seen by students not as something that only teacher needs, but as the stage at which the student can focus on existing of knowledge, to make sure that his knowledge and ability to meet the current requirements of society are and good can be used in practice.
Our study showed that the use of computer-based testing enhances the motivation of students to teaching and learn-
Section 8. Pedagogy
ing saves time as the student to design tests, and a teacher to check the quality of student learning. Test becomes one of the main means of complex assessment of knowledge of students. Practice in higher educational institutions shows that young people with interest refers to the hardware, especially the multimedia capabilities and modeling on the computer screen of various educational processes. All this contributes to the revitalization of the students during the verification of knowledge, development of spatial thinking. Computer in assessing the quality of knowledge is used as an intermediary between teacher and students.
Control should be obligated, because without it the purpose of the learning process defeats, but it must be a clearly defined educational, developmental, professional and individual walling oriented focus.
Test control — a procedure that determine the level of training in a particular field of study. In teaching practice we use mainly following two types of tests: tests of achievements — for shearing of learning, skills in learning, after studying the topic, chapter or the entire academic discipline; intelligence tests — to determine the state of thinking, memory, attention and other characteristics of mental and intellectual development of the student.
However, existing tests have drawbacks: development of tests requires a lot of time and efforts; Developers' presence of high qualifications and experience; Some suggest the possibility of predictive tests.
Analysis of our survey of teachers using questionnaires showed that students prefer tests that have answers and they choose that option, which they believe is the most correct or the only one. These tests use 80% of the department of natural sciences and mathematics, so they require students specific, objective knowledge. When testing students with low level of knowledge of 10% of teachers use alternative test. This simplification tests containing two choices, either in the form of "yes — no" or "right — wrong", but they have the highest level of guessing of the correct answers. In the study of physical and mathematical disciplines their use is not desirable.
To assess the quality of knowledge of students of pedagogical universities of physical and mathematical sciences we applied adapted tests. The basic idea of adaptive testing is that the tests necessary to adapt to the level of readiness of students of a certain group. Students with low knowledge is useless to give challenges, as is likely possible to assert that they fail to answer them right. Just do not look in vain challenges in testing students with a high level of expertise. Obviously, the use of too easy test can lead to problems that all or nearly all students receive about the same high scores and hence measurement will not happen because of inconsistencies task complexity level of training of students who are tested.
Equally important issues are unique challenges for each student, resulting in minimized the possibility of prompts, learning of correct answers, etc. When the student pass the test, a second time he has to perform new tasks, which reduces the impact effect of fitness. Bank task contains 400-500 ques-
tions relating to different levels of complexity. Number of answers for most questions expanded to 5-6, which reduces the impact effect of guessing the results of testing.
Possible options for compiling tests considered in the literature [1; 5].
The complexity, diversity and the specific subjects of basic training of future professionals requires students not only knowledge of factual material, but also a certain level of intelligence. Unfortunately, only 5% of the department of natural sciences and mathematics in their work using a test of intelligence. Their use is especially important in the formation of personal professional development vector of student, organizations and independent work. These tests take into account the state of student thinking, memory, attention, integration of individual mental processes that is both characteristic of the individual student.
The study of subjects of natural mathematical training required to perform an action sequence. This applies particularly to solving problems in physics and mathematics. So to test the readiness of students to the basic stage studies should use tests that require streamlining operations in strict accordance with the algorithm.
In the study of fundamental training disciplines we offer four levels of tests. Tests of 1st level define basic level of knowledge of students before the start of the study of the section of subjects. Tests of second-level tasks control output level of knowledge that students have acquired after studying a certain topic or chapter. Third-level tests designed for quality control of theoretical knowledge on a particular subject. The fourth level test determines the ability of students to apply the acquired theoretical knowledge in professional work, life, to explain the processes occurring in nature, environmental problems.
Study of test control would not be complete if it was not studied students' opinion about its quality. Students of II-III year of study of pedagogical universities offered courses questionnaire, which obj ective was — detection ratio of students to test control of quality of knowledge. According to the survey results revealed that more than 90% of students prefer control over other test methods (solving problems, oral examination). A more objective assessment of the test results find 68% of respondents, 77% of students prefer writing over computer testing, citing the fact that it is possible to correct answer.
Analysis of sample social survey of university professors and school teachers, about their attitude to test of quality of knowledge gave the following results: 72% of respondents believe the best method of testing knowledge assessment; 28% — have a negative attitude to computer testing; 80% — prefer computer-based testing as a more progressive; 20% — preferred a written test; 90% — believe that the tests used to better generalization and systematization of knowledge, to consolidate the large volume of material in the discipline; 10% — consider it appropriate to use for the current questioning; 60% — recommend the use of test control of knowledge and skills of students, regardless of the level of training provid-
ed developed multi-level tasks; 98% — believe that computer testing is just one of the components of the overall assessment.
The majority of teachers think that computer test control is one of the best methods of control and is not desirable to give preference to one of the methods. It is necessary to use different methods of assessment — oral and written responses. All these methods create an atmosphere of constant, systematic, hard work students.
Areas for further research. Testing should not be seen as an absolute, universal method of control and therefore it does
not displace traditional controls learning, especially those that help you to check creative approaches to solving professional problems. formulate and express their own opinion. The use of computer technology in test of quality of knowledge significantly expands its capabilities.
To improve the effectiveness of training by means of computer control of quality of training development require further tests that allow students to check logic reasoning, creativity of students, their abilities to apply the acquired theoretical knowledge in the profession.
References:
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2. Vasilev V. I., Osnovyi kulturyi adaptivnogo testirovaniya/V I. Vasilev, T. N. Tyagunova. - M.: Natsionalnyiy institut biznesa, 2003. - 370 s.
3. Sokolova I.Yu. Psihologicheskoe obespechenie kachestva obrazovatelnogo protsessa: uchebnoe posobie/I.Yu. Sokolova. -Tomsk: Izd-vo TGPU, 2005. - 230 s.
4. Chelyishkova M. B. Teoriya i praktika konstruirovaniya pedagogicheskih testov/M. B. Chelyishkova. Uchebnoe posobie. -M.: Logos, 2002. - 432 s.
5. Shmelev A. G. Adaptivnoe testirovanie znaniy v sisteme «Teletesting»/A. G. Shmelev, A. G. Larionov//IX mezhdunarodnaya konferentsiya-vyistavka «Informatsionnyie tehnologii v obrazovanii»: Sbornik trudov uchastnikov konferentsii. Chast II. -M.: MIFI, 1999. S. 405.
