Специфіка створення тестових завдань і впровадження тестування як основного засобу педагогічного вимірювання

Abstract

Актуальність викладеного матеріалу обумовлена тим, що в Україні триває процес упровадження тестування як основного засобу контролю засвоєння знань. Стаття присвячена теоретико-практичним аспектам проблеми укладання тестових завдань, призначених для визначення рівня професійної підготовки фахівців. Розглянуті базові елементи процесу створення тестових завдань і проекту тесту, дотримання яких дає основу для створення надійного засобу контролю. Сформульовано перелік принципово важливих критеріїв укладання тестових завдань. Висунуті основні вимоги до структурних складових тестових завдань з метою отримання високоякісних тестів. Вказані основні параметри, що впливають на ефективність тесту в цілому.Актуальность изложенного материала обусловлена тем, что в Украине идет процесс внедрения тестирования в качестве основного средства контроля усвоения знаний. Статья посвящена теоретико-практическим аспектам проблемы заключения тестовых заданий, предназначенных для определения уровня профессиональной подготовки специалистов. Рассмотрены базовые элементы процесса создания тестовых заданий и проекта теста, соблюдение которых дает основу для создания надежного средства контроля. Сформулирован перечень принципиально важных критериев заключения тестовых заданий. Выдвинутые основные требования к структурных составляющих тестовых заданий с целью получения высококачественных тестов. Указаны основные параметры, влияющие на эффективность теста в целом.In recent years, there has been much discussion about what should be taught to students and how they should be assessed. In addition, highly publicized instances of the poor performance of future teachers have fuelled the drive to find a way for ensuring that qualified teachers achieve and maintain appropriate knowledge, skills and attitudes throughout their working lives. Actuality of the given material is specified by the fact that the process of adopting tests as the main means of knowledge control is going on in Ukraine. The article is dedicated to the theoretical and practical aspects of creating tests designated for determining levels of professional training. The article examines basic elements of the process of creating tests and test project following which gives the framework for creating reliable means of control. The article presents the list of the most important criteria of creating test tasks. The principal requirements to the structural elements of test tasks in order to create high quality tests have been suggested. The article also states the main features that can influence the test effectiveness in whole. Selecting an assessment method for measuring students’ performance remains a daunting task for many institutions. Assessment should be educational and formative if it is going to promote appropriate learning. It is important that individuals learn from any assessment process and receive feedback on which to build their knowledge and skills. It is also important for an assessment to have a summative function to demonstrate competence. As methods of assessment drive learning in different disciplines, it is important that the assessment tools test the attributes required of students or professionals undergoing revalidation. Staff subsequently redesigns their methods of assessment to ensure a match between assessment forms and their educational goals. Sources of the evidence of validity are related to the content, response process, internal structure, relationship to other variables, and consequences of the assessment scores. Validity requires the selection of appropriate test formats for the competencies to be tested. This invariably requires a composite examination. Reliability, however, requires an adequate sample of the necessary knowledge, skills, and attitudes to be tested. Examiners need to use a variety of test formats when organizing test papers; each format being selected on account of its strength as regards to validity, reliability, objectivity and feasibility. Well-constructed tests can also assess taxonomically higher-order cognitive processing such as interpretation, synthesis and application of knowledge rather than the test of recall of isolated facts. Though writing the questions requires considerable effort, their high objectivity makes it possible for the results to be released immediately after marking by anyone including a machine. This facilitates the computerized analysis of the raw data and allows the examining body to compare the performance of either the group or an individual with that of past candidates by the use of discriminator questions. However, a notable concern of many tutor professionals is that they are frequently faced with the task of constructing tests with little or no experience or training on how to perform this task. Examiners need to spend considerable time and effort to produce satisfactory questions.