Academic journal article Journal of Sustainable Development

Methodological Principles and Methods of Design and Evaluation of Education Tests in History Education

Academic journal article Journal of Sustainable Development

Methodological Principles and Methods of Design and Evaluation of Education Tests in History Education

Article excerpt

Abstract

The article is relevant due to the insufficient development of the problem of objective and independent assessment of the students' academic achievements level in the theory of education and the complexity of optimum combination in history education. The aim of the article is to analyze the principles of design of tests and education tests which monitor historical knowledge of all types and levels. The main method of the study of this problem was criterion oriented approach that allows to realize the possibility to design and use tests of different types for pedagogical monitoring on History. The article deals with the basic concepts and terminology of the theory of development and use of educational tests as well as the stages of test design. The article also deals with the types of pedagogical control in which the tests such as current, thematic, mid-term and final tests are used. Recommendations for selection of items of the content of the subject for tests in accordance with the aim of testing and students' number are given. The materials of the article might be useful for the teachers of History to design educational tests for academic aims and analyze made-up evaluative (monitoring and measuring) materials on History.

Keywords: pedagogical testing, education test, test specification, test item, test item form

1. Introduction

The evaluation of students' academic achievements is important and mandatory part of the process of practical activity of any teacher.

Academic achievements in a broad sense are considered as the set of subject knowledge, ideas, skills and competences formed in the process of systematic education in the educational establishment (Khayrutdinov, 2014) or during self study according to approved program. The basic functions of the pedagogical control are diagnostic, monitoring, educating, developing and prognostic (Lerner, 1982; Levina, et al, 2015; Khanmurzina et al, 2015; Ivanenko, et al, 2015).

Diagnostic. monitoring and prognostic functions dominate when using test forms of pedagogical control. Namely these functions are realized during the control at the different stages of continuous educational process.

Entrance test is used before the start of new course, new section or topic of the subject. According to it the basic level of knowledge necessary to understand and master the content of academic subject is determined (Efremova, 2003).

The current test is held during the education process to update and consolidate the students' knowledge. It allows the teacher to discover the problems of each student's knowledge, to adjust and restructure the education process in time, and this test provides feedback in the "teacher-student" system (Mayorov, 2000).

The aim of the thematic test is to evaluate the level of students' academic achievements in certain spheres of knowledge which corresponds with the finished section or topic of the course.

Analyzing data received during the process of thematic monitoring of the training group (class), the teacher sees the results of education process and decides if it is possible to move to the next section of the program or it is necessary to have additional lessons on the topic. Thematic test allows to get the information about the dynamics of mastering the materials by the training group in general and by each student in particular (Andersen, 2011).

In the system of continuous monitoring of the quality of educational process it is very important.

Mid-term test helps to discover the results of specific temporary stage of education (term or semester, year or period of education). Final test is held on the stage of transfer from one level of education to another and must correspond to the compulsory requirements to the training quality on the subject which are determined according to the educational standards (Pereverzev, 2003).

So, in the secondary school three levels of education are determined on finishing of which the final test is held. …

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