Academic journal article Review of European Studies

Specifics of Development of the Integral Method of Knowledge Estimation

Academic journal article Review of European Studies

Specifics of Development of the Integral Method of Knowledge Estimation

Article excerpt

Abstract

The problem of testing-based objective estimation of knowledge acquires new forms and content in the context of new paradigms. Analysis of current test methods suggests that sometimes questions with answers assuming multiple choice or multiple choice and formulation do not allow objective estimation of students' knowledge that results in reduction of the simulating effect of pedagogical grades on the cognitive activity of students and educational process quality in general. This article suggests an integral method of knowledge estimation based on a new approach to question and answer formulation enabling free formulation of a test answer. The theoretically justified and experimentally verified data can be used in order to improve control and estimation of knowledge by the social and humanitarian subjects.

Keywords: testing, forms of test answer formulation, integral method of knowledge estimation, education quality

(ProQuest: ... denotes formulae omitted.)

1. Introduction

In the XXI century, didactics is oriented to strict control of all stages of educational process from purpose and content development to verification of results. Therefore, pedagogical science actively seeks the ways and means of knowledge control and estimation in order to increase education quality. Scientist K. Ingeskamp thinks that "modern scientifically based didactics is bound to be defeated if it is not based on many tools of maximum objective methods of pedagogic diagnostics."

Naturally, this means objective control, i.e. such knowledge assessment methods and, broadly speaking, pedagogic diagnostics, which enable a teacher or a researcher to use such means that provide accurate and complete information on the knowledge level and quality of the educational process in general. At the present stage of development, pedagogic science considers testing to be such a means.

Testing is targeted examination, which is equal for all testees, performed in strictly controlled conditions and enabling objective estimation of the studied characteristics of the pedagogical process.

Objectivity, i.e. independence of the verification and knowledge assessment from the qualified teacher proficient in this field, is an advantage of this form of control. However, from our point of view, sometimes application of this method does not allow objective estimation of the knowledge level. Herewith, the following question arises: how has the testee managed to answer the test: through logical reasoning or randomly? Besides, physical acquisition of training material is always possible.

Examples indicate that rationally compiled tests include the tests requiring answers in one of the following forms:

1) Selection of the correct and complete answer from a series of the proposed ones (correct or incorrect, complete or incomplete, accurate or inaccurate);

2) Selection comprising of two parts (the first part requires any selection, and the second one requires justification of the selection);

3) Alternative selection (yes/no, 0/1, true/false);

4) Arrangement of elements from the proposed list in the correct succession;

5) Matching elements from two lists;

6) Statement completion, indication, or selection of omitted words;

7) One word (or number) answer;

8) Answer in many words limited in the order or inter-word connections.

The available possible forms of presentation of test answers are appropriate. Their applicability in the training process is justified. It is beyond any doubt that didactic tests are the latest method of control by many characteristics and are definite leaders among traditional forms of knowledge checks.

The form is defined as a communication method for arrangement, adjustment, and existence of the content in general composition of test jobs. The main difficulty of the problem is the contradiction between theoretical and practical reasoning against the form. …

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