The structure and content of KIM KIM for each subject consists of three parts - part "A" - tasks with a choice of answers from the proposed ones; - part "B" - tasks with a short free answer; - part "C" - tasks with a detailed free answer (includes verbal justification or essay-reasoning, solution or proof, etc.)
Part A - type of tasks C - with a choice of answers (complexity level - basic "B" and advanced "P"); Part B - task type K - with a short free answer (in the form of an integer or a number written as a decimal fraction, a word) (complexity level - increased "P"); Part C - task type P - with a full detailed answer (with a record of the full solution). (level of difficulty - high "B").
Items with a choice of one or more correct answers are the simplest type of item in which the correct answer is already contained, and the subject's task is to recognize it. Instructions: 1. CIRCLE THE NUMBER OF THE CORRECT ANSWER: 2. CIRCLE THE NUMBERS OF ALL CORRECT ANSWERS: The task is part of the affirmative sentence, not the question. The proposed answer options complete it to a full affirmative sentence. The subject's task is to choose the correct version of the statement.
Form B3 Tasks consisting of a question (or prescription), a list of two or more content elements for analysis and four answer options, of which only one is correct. The answers in this task include one item from the list, several items in different combinations, or the answer indicates that all the items are correct or none of them.
Example: Are the following statements about the state correct? A. In any state there is the rule of law. B. C rule of law citizen and government are responsible to each other. 1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect Answer: 2
Example: Which of the following related to the activities of the revolutionary populists? A) propaganda among the peasants B) compilation of "Russian Truth" C) passion for the theories of the French Enlightenment D) publication of the "Dictionary of Foreign Words" E) passion for the theories of "communal", "peasant" socialism E) terror against government officials and the tsar Indicate the correct answer. 1) B D E 2) A C D 3) A D E 4) D E E Answer: 3
Tasks with a short answer for choosing several correct answers from the proposed list. These tasks are usually worth two points for a complete correct answer. For partially correct (with one mistake), the student receives one point. MULTIPLE CHOICE
Example: Ferns belong to the plant kingdom, since A) in the process of respiration they absorb oxygen and release carbon dioxide B) in the process of photosynthesis they form organic matter and release oxygen into the atmosphere C) their cells contain chloroplasts D) their cells contain cytoplasm E) play the role of consumers in the ecosystem E) play the role of producers in the ecosystem Answer: ____________. (Write down the corresponding letters in alphabetical order.) Answer: BVE
Example: Establish a correspondence between areas of culture and the characteristics of activities in these areas: for each position given in the first column, select the corresponding position from the second column. Features of activity Areas of culture 1 striving for reliability A) science 2 validity of assumptions B) art 3 subjectivity 4 figurative reflection of reality Write down the selected letters in the table, and then transfer the resulting sequence of letters to the answer sheet (without spaces and other symbols) Answer: AABB
E that more complex type tasks in a test form, during which the subject constructs an answer from the proposed unordered sequence of words - are used to test knowledge of the process, the chain of events, actions and operations, as well as definitions and concepts. - help students develop algorithmic thinking, knowledge and skills. - tasks of this form are useful both as a means of knowledge control and as a learning tool. INSTRUCTIONS: Order: or Set the correct sequence:
Example: Establish the sequence in which the indicated organisms should be located in the food chain: A) frog B) hedgehog C) naked slug D) cabbage Write down the letters of the selected answers in the table, and then transfer the resulting sequence of letters to the answer sheet (without spaces and other symbols) ). Answer: GVAB
The task of an open form is constructed as a statement, next to which ready-made answers with a choice are not given. The subject himself adds his answer in the space provided for this so that the result is a true statement INSTRUCTIONS Add:
Tasks of an open type for checking terms HOW THE ANSWERS ARE CALLED: 1) THE PROCESS OF FINDING THE DERIVATIVE FUNCTION _________________________ 2) (x 0,х n) ON A SERIES OF OBSERVED PAIRS OF VALUES (x 0, y 0), (x 1, y 1),…, ( x n, y n) _________________________ 3) FUNCTION EQUAL TO THE RATIO OF TWO POLYNOMIALS _________________________ 4) FUNCTION R=a 1 x 1 + a 2 x 2 +…+ a n x n, THE MAXIMUM OR MINIMUM OF WHICH IS FOUND WHEN SOLVING THE PROBLEM OF LINEAR PROGRAMMING _________________________
Example: An electric boiler is designed for a voltage of 220 V. The resistance of the heating element of the boiler is 30 Ohm. How much energy is released by the boiler when current passes through the heating element for 5 minutes? Express your answer in kJ. Answer: 484
Tasks with a detailed answer To test the most complex skills (analyze the situation, draw conclusions, conduct logically and mathematically competent reasoning, justification, evidence of one's actions and correctly write them down). These tasks should be aimed at applying knowledge from various sections of the school course in a new situation. Their purpose is to identify graduates with the highest level of training.
WRONG! When was the Great Patriotic War? RIGHT! The Great Patriotic War began in ... the year 1) in 1941 1)) in 1945 2)) from 1941 to 1945 3)) in 1943 4) 1945?
WRONG! Neither 1942 nor 1943 is the year of the beginning of the Great Patriotic War. It's... the year is RIGHT! The Great Patriotic War began in ... year 1)))) 1945?
4. In tasks of a closed type, there should not be deliberately false answers, answers containing a hint, as well as clearly distinguished, isolated answers. All answers should be approximately the same length. Hints should not be in the text (wording) of the task.
WRONG! The date of the beginning of the Great Patriotic War ... RIGHT! The date of the beginning of the Great Patriotic War ... 1) 19411) July 20) 19452) December 31) June 22, 1941 3) June 22) 19404) January 11, 1940?
WRONG! The Great Patriotic War has begun... RIGHT! The Great Patriotic War began in ... year 1) in 19411)) in 19422)) in 19433)) in 19454) 1945?
6. TOR must be unambiguous. Unambiguity (formality) is the art of describing a test judgment, when the fuzziness and ambiguity of the task is obvious from the initial premises for the test person who has the necessary knowledge. For example, it is not allowed to appeal to the subjective opinion of the person being tested.
WRONG! Choose from the list below the features that, in your opinion, modern database management systems can have: CORRECT! Possibilities of modern database management systems: 1) SQL language support 2) Ensuring data integrity 3) Conceptual model support 4) Semantic model support?
WRONG! Blood flows from the heart of the fish to the organs of the body RIGHT! Blood coming from the heart of the fish to the organs of the body is called .... 1) venous 2) mixed 3) arterial 4) mixed with a predominance of arterial 1) venous 2) mixed 3) arterial 4) mixed with a predominance of arterial?
10. A sufficient number of options for conclusions should be provided. For tasks in a closed form, 4-6 answers are recommended for tasks for a sequence of 4-8 elements; for tasks for compliance, the most optimal correspondence is 3 to 4 or 3 to 5. In the open form, all possible samples of reference answers should be provided.
11. TK must comply with the content of the CRP or curriculum. 12. TOR should be clear and understandable in meaning. The clarity of the meaning of the test situation and the presentation of the technical task indicates that nothing significant was missed when constructing the test situation, and the initial assumptions and the requirement of the problematic test situation are understandable for test-takers with a certain level of training. 13. Test tasks should have different difficulty (for a more objective assessment of knowledge).
14. TK should be compact and folded. It is desirable to use figures, formulas and other explanatory objects. With the help of graphical objects, the task can be presented on the screen in a more compact and concise way. If highlighted in color main element drawing, then the attention of the person being tested will immediately be focused on the essential feature. 15. The average time for solving the TK (TK difficulty) should not exceed more than 2-3 minutes (the optimal time to answer a short judgment). It is considered most optimal that the test taker will spend about one minute searching for the correct answer to the TK. Generalized set of test requirements brevity manufacturability correctness of form correctness of content logical form utterances the same rules for evaluating answers the presence of a certain place for answers the correct arrangement of the elements of the task the same instructions for all subjects the adequacy of the instruction to the form and content of the task
There are two types of tasks of the open type - tasks of addition and tasks of free presentation. Distinctive feature tasks of free presentation is that in order to complete them, the subject himself needs to write down one or more words (numbers, letters; possibly phrases or even sentences). They assume free answers of the subjects in essence of the task. There are no restrictions on answers. However, the wording of tasks should ensure that there is only one correct answer.
2.2. Closed type tasks
Tasks of a closed type include tasks of several types: alternative answers (AO), multiple choice. Closed-type test tasks - provide for various options for answering a question: one or more correct answers are selected from a number of proposed ones, correct (or incorrect) list items are selected, etc. These are tasks with prescribed answers, which implies the presence of a number of pre-designed answers to a given question
2.3. Compliance tasks
In tasks of correspondence (correspondence restoration) it is necessary to find a correspondence (or equate parts, elements, concepts) between elements of two lists (sets). This form of tasks is quite diverse and can be successfully used in all academic subjects and subject areas. In almost every subject there is a wide possibility of their use. Matching tasks require the selection of a suitable answer
2.4. Resequencing tasks
The sequencing tasks can be considered as a variant of the matching task when one of the series is time, distance, or another continuum that is meant to be a series. Since this form of tasks requires special instructions, we have singled it out in a separate subsection.
2.5. Using tasks of psychological tests to identify the structure of intelligence for tests of educational achievements
Often in achievement tests one can find attempts to use specific tasks specially designed by psychologists for intelligence tests. These are basically three types of tasks: analogies, classifications and exclusion of the superfluous. The peculiarity of these tasks is that the result of their implementation depends not only on the knowledge of the subject content of the task, but also on the complexity of the intellectual operation that these tasks involve.
According to the most common in the domestic and foreign literature classification before test items allocate:
Choice items in which students select the correct answer from a given set of answers;
Tasks with a constructed response, requiring the student to independently receive answers;
Tasks for establishing correspondence, the implementation of which is associated with the identification of correspondence between elements of two sets;
Sequencing assignments that require the student to indicate the order of the elements, actions, or processes listed in the condition.
The proposed four forms of test tasks are the main and most common, but there is no reason to make them absolute. Often the specificity of the content of the controlled subject requires the use of new forms that are more adequate to the goals of test development. Typically, such innovations are built on the basis of a combination of individual elements of the listed basic forms.
Regardless of the form, the tasks in the test must obey the general requirements:
Each task has its own serial number, which can change after a statistical assessment of the difficulty of the task and the choice of a strategy for presenting test items;
Each task has a standard of the correct answer (an assessment standard for tasks with a freely constructed answer);
All elements in the task are located in well-defined places, fixed within the selected form;
For tasks, a standard execution instruction is developed, which does not change within each form and precedes the formulation of tasks in the test;
For each task, a rule is developed for assigning a dichotomous or polytomic assessment, common to all tasks of the same form and accompanied by instructions for checking with standardized procedures for calculating raw (primary) test scores.
The process of test measurements is extremely standardized if:
No student is given any advantage over others;
A pre-designed scoring system is applied to all student responses without exception;
The test includes tasks of the same form or different forms with regulated weight coefficients, the values of which are obtained by statistical means;
Testing of different groups of subjects is carried out at the same time in similar conditions;
The test group is aligned by motivation;
All subjects perform the same tasks.
The last condition does not exclude the possibility of cheating, hints and other violations, therefore, they usually try to create several variants of one test that are parallel in content and difficulty. In general, the choice of the form of tasks and the number of test options depend on the content of the controlled course, the goals of control, and the required level of test reliability. In particular, during certification, they try to include more tasks with a choice of answers, since they, due to their high technological effectiveness and thanks to automated verification procedures, allow increasing the amount of content covered in the test, the length of the test, the reliability and content validity of the results of pedagogical measurements.
5.2. Tasks with the choice of one or more correct answers
In assignments with a choice (or closed assignments - the name used in some domestic literature of a methodological nature), one can single out the main part containing the statement of the problem, and ready-made answers formulated by the teacher. Among the answers, most often only one is correct, although other options are not excluded with the choice of several correct answers, including to varying degrees.
Incorrect but plausible answers are called distractors. If the task has two answers, one of which is a distractor, then the probability of randomly choosing the correct answer by guessing is 50%. The number of distractors is chosen so that the task does not become too cumbersome and difficult to read, but at the same time they try not to allow too high a probability of guessing the correct answer. Therefore, most often there are 4 or 5 distractors in tasks, although in some cases, when there is such a need, their number can reach 6–7.
Tasks with two answers are usually used for express diagnostics, for example, in automated control and training programs for entering a training module, for adaptive testing, or for self-control, when the subject needs to quickly identify gaps in their own knowledge. The use of tasks with two and three answers in the final control leads to an increase in the measurement error due to guessing, so they are never included in certification tests, where, for greater reliability, all tasks with the same number of answers are placed.
If distractors are formulated incorrectly, without the slightest attraction even for the weakest subjects of the group, then they cease to fulfill their function, and in fact the task is not with the planned, but with a smaller number of answers. In the worst case, when all the distractors in the task fail, most students will complete the task correctly, choosing the only plausible correct answer. Ideally, each distractor should equally attract all subjects who choose the wrong answer. The measure of attractiveness of distractors is assessed after the first testing of the test on a representative sample of subjects by counting the proportion of students who chose each of the distractors as the correct answer. Of course, the exact equality of shares is a certain idealization, practically unattainable by empirical verification, but nevertheless, when creating tasks, this equality must be strived for.
An in-depth analysis of the frequency of choosing each distractor by students with different levels of preparedness allows us to conclude that incorrect answers are valid. If the distractor more often attracts weak students who completed a small number of tasks correctly in the test, then it is considered valid. Otherwise, when the distractor seems attractive to mostly strong students, its validity is low and the task needs to be reworked. In general, it can be said that a test task is considered “working well” if knowledgeable students perform it correctly, and ignorant ones choose any of the distractors with equal probability.
If testing is carried out using forms, then tasks with the choice of one correct answer are accompanied by the instruction: "CIRCLE THE NUMBER (LETTER) OF THE CORRECT ANSWER."
Tasks with several correct answers are usually used in the current control to test classification and factual knowledge, although there are cases when the specific content of the discipline forces them to be included in the final tests. They are accompanied by a special instruction emphasizing the need to select all the correct answers and having the form: "CIRCLE THE NUMBERS OF ALL CORRECT ANSWERS".
When there are too few distractors, and there are many more correct answers, they are easy to guess. As a way out of this situation, only one incorrect answer can be included in the number of answers, and students can be asked to choose one erroneous answer, if this does not contradict the didactic goals of control and is allowed by the content of the subject. In this case, the instruction is: "CIRCLE THE NUMBER OF THE INCORRECT ANSWER."
Sometimes, according to the author's intention, when developing a task, several correct answers are laid, among which there is a more correct and less preferable one. In this case, the task is accompanied by the instruction: "CIRCLE THE NUMBER OF THE MOST CORRECT ANSWER."
When issuing tasks on a computer, the instruction may look like: "FOR ANSWER, PRESS THE KEY WITH THE NUMBER (LETTER) OF THE CORRECT ANSWER."
Usually, if all tasks are formulated in one form, then the instruction is given at the beginning of the test. Otherwise, when tasks of different forms are included in the test, the instruction changes each time the form changes. It is easy to imagine how difficult it will be to perform the test by alternating instructions for choosing the right and wrong answers. Inattentive students who are unable to pay attention to a changing instruction will inevitably get confused and do some of the tasks incorrectly even when they know the correct answer for sure. Therefore, it is recommended to change the instructions in the test as rarely as possible - exactly as many times as required by the strategy for presenting test tasks.
Choice tasks have a number of advantages related to the speed of their execution, the simplicity of calculating the final scores for the test, the possibility of automating the procedures for checking students' answers, and the resulting minimization of the subjective factor when evaluating the results of the test. With their help, it is possible to more fully cover the content of the tested academic discipline and, consequently, increase the content validity of the test. The undoubted advantage of the form of tasks with a choice is its versatility, it is suitable for almost any subject.
Among the shortcomings of tasks with a choice should be attributed the effect of guessing, which is characteristic of poorly prepared subjects when answering the most difficult tasks of the test. Although the possibility of guessing does exist, testers have learned to deal with it using various methods. Sometimes special instructions are introduced that direct subjects to skip an unfamiliar task instead of answering by guessing. In other cases, special weighting factors close to zero are added to the scores of weak students obtained on the most difficult test items. Sometimes a special formula is used to correct individual scores to correct for guesswork. The last method and the formula explaining it are given at the end of this chapter.
Certain difficulties arise when using tasks with a choice to test the skills of a productive level, related to the application of knowledge in an unfamiliar situation, the creative aspects of training and cases when it is necessary to transform the conditions of the task assigned to students. Then tasks with a choice of ready-made answers are most often impossible to use. In the case of mass certification testing, when it is necessary to use effective computerized technologies to calculate the scores of the subjects and obtain high objectivity of the results of pedagogical measurement, the advantages of tasks with a choice clearly outweigh the disadvantages. Therefore, this form often dominates in the development of final certification tests.
Multiple choice tasks must meet a number of requirements, the fulfillment of which improves the quality of the test:
In the text of the task, any ambiguity or ambiguity in the wording should be eliminated;
The main part of the task is formulated as briefly as possible, preferably no more than one sentence of 7–8 words;
The syntactic construction of the task is extremely simplified without prejudice to the correctness of the content and its unambiguous understanding by students;
The main part of the assignment includes most of the conditions of the assignment, and no more than 2–3 of the most important keywords for the problem formulated in the condition are left for the answer;
All answers to one task should be approximately the same length, or the correct answer may be shorter than others, but not in all tasks of the test;
All verbal associations that contribute to the choice of the correct answer with the help of a guess are excluded from the text of the task;
The frequency of choosing the place number for the correct answer in different test items should be approximately the same, or the place number for the correct answer is chosen randomly;
All distractors for each task should be equally likely to be attractive to subjects who do not know the correct answer.
When developing tasks, it is necessary to ensure their relative independence, excluding the chain logic of execution, when the answer from one task serves as a condition for another test task. Tests of educational achievements cannot contain tasks-traps that are present in psychological tests.
The easiest way to select distractors in tasks with two answers is by denying what is true. However, it is not recommended to use the words "yes - no" instead of distractors, because otherwise it is quite difficult to formulate statements that can be answered unambiguously.
EXAMPLES OF TASKSExercise 1
IF THE SUBTRACT IS INCREASED BY 12 UNITS AND THE DIFFERENCE IS ALSO INCREASED BY 15 UNITS, THEN
A. Increased
B. Decreased
Tasks with three answers, as well as with two answers, are usually used in express diagnostics. Sometimes three responses appear due to the removal of non-working distractors. In general, they can be considered unsuccessful, since they are not short enough, and at the same time, they have a high probability of guessing the correct answer.
Task 2
HIGH RATES OF URBANIZATION IN LATIN AMERICA ARE ASSOCIATED WITH
A. Rapid economic growth
B. Strengthening the role of large cities
B. Mass migration of people from villages to cities
In most tests, there are tasks with 4-5 answers, of which one is correct. When skillfully designed, they are quite short, and they have a low probability of guessing the correct answer (0.25 for four answers and 0.20 for five).
Task 3
THE ASSUMPTION THAT MONEY IS A SPECIFIC COMMODITY IS IN CONSISTENCE WITH THE THEORY OF MONEY
A. Nominal
B. metal
B. quantitative
G. Trudovoy
Task 4
WHAT STRUCTURE IS A LATTICE ORGANIZATION BUILT ON THE PRINCIPLE OF DUAL SUBJECTION OF PERFORMERS?
A. Design
B. Systemic
B. Matrix
G. Functional
D. Geographic
Task 5
THE FUNCTION OF A COST MEASURE IS PERFORMED BY:
A. Metal money
B. Ideal money
B. Real Money
D. Mentally represented money
D. Credit money
Sometimes a choice item has a dual structure, offering a set of statements or statements that are evaluated against the proposed answers. For example, in task 6, the statements characterizing the concept of "Management" must be compared with different versions of their truth.
Task 6
WHAT STATEMENTS DESCRIBED THE CONCEPT OF "MANAGEMENT"?
1. The process of distribution and movement of resources in an organization with a predetermined goal, according to a predetermined plan and with continuous monitoring of performance.
2. A set of methods, principles, means and forms of management of organizations in order to improve the efficiency of activities.
A. Only the first
B. Only the second
B. Neither first nor second
Despite the apparent attractiveness, in terms of content, task 6 is poorly formulated, since it can lead to an ambiguous interpretation of the students' answers. The choice of two answers A and B is equivalent to the choice of answer D, although the answers to the task should always have the property of relative independence and, figuratively speaking, negate each other.
Another example of modifying the form of a task with a choice of answers is given in task 7, where the selected answer is proposed to be mentally substituted for the dash in the main part.
Task 7
MANAGEMENT IS THE COORDINATION OF _________ RESOURCES FOR THE PURPOSE OF SOLVING THE SET MANAGEMENT TASKS.
A. Informational
B. Human
B. Temporary
G. Material
Even in the conditions of a well-organized testing process, one test option cannot be used due to cheating, hints, and other similar undesirable effects. Therefore, you always have to develop 5–8 parallel test options for which you can use faceted tasks. A facet is a form that provides the representation of several variants of the same element of the test content. Each subject receives only one option from the facet. In this case, all the test groups perform the same type of tasks, but with different elements of the facet and, accordingly, with different answers. Thus, two tasks are solved simultaneously: the possibility of cheating is eliminated and the parallelism of test variants is ensured. For example, item 8 contains two test items received for each of the cities shown in curly brackets.
Task 8
TO THE PALACE COMPLEXES OF THE SURROUNDINGS
{Moscow
St. Petersburg)
RELATE:
1) Pavlovsk, Oranienbaum
2) Arkhangelsk, Tsaritsyno
3) Peterhof, Gatchina
4) Tsarskoye Selo, Strelnya
In task 9, the author suggests choosing the element that is not related to the subject economic theory, which is not fully justified by the didactic goals of control, but in this case is allowed by the content of the subject.
Task 9
PROVISIONS NOT RELATED TO THE SUBJECT OF ECONOMIC THEORY
A. Economic benefit
B. Unlimited resources
B. Maximizing the satisfaction of needs D. Effective use resources
D. Legal relations
Such tasks, as well as tasks with several correct answers, as in task 10, usually try not to include them in attestation tests, the results of which are used to make administrative and managerial decisions in education.
Task 10
SPECIFY THREE INTEGRATED ENVIRONMENTAL PARAMETERS AFFECTING THE DECISION-MAKING FUNCTION
A. Uncertainty
B. Difficulty
B. Dynamic
D. Certainty
D. Limitation
The appearance of partially correct answers of students, arising from the choice of not all planned correct answers in each such task of the test, leads to a decrease in the objectivity and comparability of test scores. If it is impossible to avoid several correct answers, then a certain decision rule is introduced to increase the standardization of evaluation procedures. For example, if the subject chooses all the correct answers, then he gets 1 point, in all other cases - 0 points.
When calculating the results of tasks with the choice of one correct answer, a dichotomous assessment is usually preferred. For the correct performance of the task, the subject receives 1 point, and for an incorrect answer or omission - 0. Summing up all units allows us to calculate the individual (primary or raw) score of the subject, which in the case of a dichotomous assessment is simply equal to the number of correctly completed tasks in the test. If the correct answer is not the only one, then most often a polytomic assessment is used, which is set in proportion to the number of correctly chosen answers.
If the test consists of tasks with a choice, then the individual scores of the subjects will be significantly distorted by the effect of random guessing of answers. Therefore, they try to correct raw scores by introducing corrections for guesswork. The formula for correcting scores obtained as a result of completing tasks with answers, of which only one is correct, has the form
X" i = X i – [W i / (k – 1)]
where i– number of any subject of the group; X" i - adjusted score i-th subject; X i - test score before correction; W i- the number of unfulfilled (incorrectly completed, missed and unachieved) test tasks, and X+W i =n, where n- the number of items in the test.
When completing tasks with two answers k- 1 = 1, therefore, for each subject, the difference between the number of correctly completed and failed test items is calculated. With an increase in the number of distractors to the task, the number of subtracted points decreases, which is quite natural, since the more distractors, the more difficult it is to guess the correct answer.
The correction formula itself has certain disadvantages that reduce the accuracy of test measurements. This is due to the fact that its construction is based on a number of artificial assumptions, often inconsistent with the actual procedure for performing the test. In particular, the assumption that all incorrect answers are the result of random guessing is far from fully fulfilled. Equally conditional is another assumption about the same probability of choosing each answer of the test task.
In the process of creating tasks, individual requirements for the form are unconsciously violated. As a rule, this is due to the fact that all the attention of the developer is absorbed by the content, and not by the form. Violation of individual requirements gives rise to a number of characteristic shortcomings that arise even for experienced authors in the process of working on test tasks. The most common shortcomings of pre-test tasks include:
Lack of logical correctness in the wording of test items, leading to unplanned correct answers;
Violation of the correct proportions in the form of the task, when the answers are much longer than the main part of the task;
Violation of the brevity requirement caused by the inclusion of superfluous words or the presentation in the test form of content that is not suitable for verification using the test;
Choice of answers for various reasons;
Miscalculations of the task developers, contributing to guessing the correct answers without completing the test tasks.
For example, task 11, which contains a short main part and long answers, can be considered unsuccessful due to the fact that the developer obviously rearranged them in vain. If the very definition of the circulation of capital, given in the second place under the letter "B", is placed at the beginning of the task, then the answers can consist of only one or a few words.
Task 11
THE CIRCULATION OF CAPITAL IS
A. The Continuous and Consistent Movement of Money-Capital
B. Successive transformation of capital from one functional form to another
B. Return of the Advance Value
D. Functioning of commodity capital
Unsuccessfully selected answers in task 12, if we consider them without regard to the meaningful miscalculations of the author. If the first three answers compare the output of a monopolist and competition, then the fourth is aimed at establishing a causal relationship between objects.
Task 12
THE OUTPUT VOLUME OF THE MONOPOLIST IN COMPARISON WITH PERFECT COMPETITION WILL BE
B. Less
B. same
D. Depends on market conditions
There is no meaningful and logical correctness in task 13, where only five of the eight given parameters are used in the answers.
Task 13
WHICH TWO PARAMETERS ARE NOT USED TO ANALYZE THE DIFFERENCES OF COUNTRIES' CULTURES FROM EACH OTHER?
1. The relationship between man and the environment
2. Estimated time
3. The nature of people
4. Manner of communication
5. Assessment of the degree of activity
6. Freedom of access to information
7. Relationship between people
8. Attitude towards owning space
A. Fourth and sixth
B. Third and sixth
B. Third and fifth
D. Fourth and seventh
Task 14
A. Sensitively reacts to changes in the external environment and changes in accordance with them
B. Perceives all new trends from the external environment and necessarily applies them in his activities
B. Open to any innovation required by the owner
D. Responds sensitively to the behavior of competitors and perceives the most effective principles for solving managerial problems
Task 15, although it looks rather cumbersome, compares favorably with most of the above examples, since it contains a statement of the problem, and is not aimed, as is most often the case, at checking factual or conceptual material.
Task 15
HOW THE OBJECTIVE FUNCTION WILL LOOK IN THE MATHEMATICAL MODEL OF THE CONTROL PROCESS WITH RESPECT TO THE FOLLOWING PROBLEM:
The company produces two drinks: Tonic and Tarhun. The volume of production is limited by the number of auxiliary additives and production capacity. The production of 1 liter of Tonic takes 0.02 hours of equipment operation, the production of 1 liter of Tarhuna takes 0.04 hours. The consumption of auxiliary additives is 0.01 kg / l for Tonic and 0.04 kg / l for Tarhun. The daily resource of the operating time of the equipment is 24 hours. The resource of auxiliary additives is 16 kg per day. The profit from the sale of 1 liter of "Tonic" is 0.1 r / l, and that of "Tarhun" is 0.3 r / l.
How many Tonic and Tarragon products should be produced daily in order to maximize daily profit?
A.0.01 X 1 + 0,04 X 2 > max
B. 0.02 X 1 + 0,03 X 2 > max
B.0.02 X 1 + 0,04 X 2 > max
G. 0.03 X 1 + 0,01 X 2 > max
5.3. Designed response tasks
In tasks with a constructed answer (there are also names: tasks for addition, open tasks), ready-made answers are not given, they must be invented or received by the student himself. Tasks with a constructed response are of two types, one of which involves the subjects receiving strictly regulated in content and form of presentation of the correct answers. The second - tasks with freely constructed answers, in which the subjects compose detailed answers, arbitrary in content and form of presentation and including a complete solution of the problem with explanations, micro-compositions (essays), etc.
Tasks with constructed answers seem to be more difficult for students, since they exclude guesswork. Indeed, it is easier to choose the correct answer from those offered, sometimes based not so much on knowledge as on intuition, than to formulate it yourself or find it in the process of solving the problems posed. But it is precisely this property that is exceptionally attractive to educators, especially to those who are accustomed to relying on traditional means of control in their work and do not trust tests.
In tasks of the first type, the answer is usually quite short: in the form of a word, number, formula, symbol, etc. To develop tasks with a constructed regulated response, it is necessary to mentally formulate a question, then write down a clear and concise answer, in which a dash is placed in place of a keyword, symbol or number. Due to the unambiguity of the correct answer, the verification of the results of tasks with a constructed regulated answer is quite objective, it is carried out in a computer form, followed by rechecking all incorrect answers of students by an expert. Answers to tasks are given in place of a dash or entered by students in a special form.
For example: Enter the correct answer.
Exercise 1
Determining the end points to be achieved and the corresponding means required to achieve certain end results includes the functions of ___________________.
Task 2
A form of influence that involves masking real intentions and goals - _______________.
When performing tasks with a constructed regulated answer, answers often appear partially correct and correct to varying degrees. By adding the answer at the place of the dash, the subject can offer synonyms for the missing word planned by the developer or change the order of the elements in the missing formula, which greatly complicates the automated verification and evaluation of the test results. For these reasons, it is often necessary during the verification process to develop additional agreements about grades for partially correct answers.
Tasks with constructed regulated responses must satisfy a number of requirements:
Each task must be aimed at only one supplemented word, symbol, etc., the place for which is recommended to be indicated by a dash or dots;
A dash is placed in place of the key element, the knowledge of which is the most essential for the controlled material;
All dashes in tasks for one test are recommended to be equal in length;
It is better to take a place for an answer at the end of the task or as close to the end as possible;
After the dash, if possible, the units of measurement are indicated;
The text of the task should have an extremely simple syntactic construction and contain the minimum amount of information necessary for the correct execution of the task.
Tasks of the second type with a freely constructed response have no restrictions on the content and form of the responses. During the allotted time, the test-taker can write whatever and however he likes on special answer sheets. Undoubtedly, such performance conditions are in many ways close to traditional written work, and therefore tasks with a freely constructed answer are perceived positively by the absolute majority of teachers. They are interesting and varied in content.
The development of tasks of the second type may seem unnecessarily easy. In fact, it is difficult not to formulate a task, but to propose a standard of the optimal answer along with standardized rules for evaluating the results of its implementation. For example, the wording of a history task with a detailed answer is quite short.
Task 3
NAME THE MAIN TASKS WHICH WERE SOLVED IN THE FOREIGN POLICY OF RUSSIA IN THE 17TH CENTURY (SPECIFY AT LEAST TWO TASKS). GIVE EXAMPLES OF WARS, CAMPAIGNS AND EXPEDITIONS OF THE XVII CENTURY UNDERTAKE TO SOLVING THESE PROBLEMS (AT LEAST THREE EXAMPLES).
But in order for the task to get into the test, its author needs to standardize the verification procedure, and this is a voluminous work, sometimes causing a lot of criticism due to the ambiguity of the results of its implementation.
In the natural sciences, it is much easier to propose a standard of performance along with evaluation criteria. For example, for task 4, the following criteria can be proposed for evaluating the results of the implementation
Task 4
AT WHAT VALUES X RELATED FUNCTION VALUES f(x) = log 2 x and g(x) = log 2 (3 - x) WILL DIFFER LESS THAN 1?
Verification of tasks with detailed answers is carried out by experts in accordance with standardized instructions containing the standard of the optimal answer with its characteristics and quality features describing it, as in the above example. Evaluation categories should be attached to the standard for issuing a polytomic assessment, which need approbation and statistical justification of quality, since among them there may be both non-working and reducing the differentiating effect of the test.
Tasks with detailed answers require a significant amount of teaching effort when checking, when experts have to analyze a lot of answers that are correct to varying degrees and compare them with the standard, not taking into account the completeness, external design of answers, spelling errors and everything that is not included in the criteria for setting a polytomic assessment. Sometimes they try to standardize the check by developing computer expert programs.
Outside of automated systems, checking the results of tasks with detailed answers is rather subjective, and it is difficult to coordinate the assessments of several experts, so usually such tasks take no more than 10–15% of the total length of the certification test.
Items with freely constructed responses are mainly designed to assess cognitive skills. They should only be developed when simpler forms cannot be used;
The length and complexity of the answer can vary widely (up to several pages of the text of the answer, justification of the given solution to the problem, etc.). In the instructions, it is desirable to introduce restrictions on the maximum length of the answer for each task;
The assignment statement should include a problem statement, performance benchmark, and evaluation criteria. The staging part should be so clear as to minimize possible deviations in the correct answers of students from the performance standard planned by the developer;
The choice of a time frame for completing each task should allow the student to formulate a sufficiently detailed answer and have time to write it down.
The reliability of assessments of the results of tasks with freely constructed answers can be increased if:
Competently draw up a task, guided by the above recommendations;
Use when checking only the developed standardized grading scheme with no more than three evaluation categories (0, 1, 2);
Train item reviewers to use standardized grading criteria;
Attract at least two experts to check each task and invite a third expert in case of discrepancies in the estimates of the first two by more than one point;
Use the principles of anonymity of the checked works and independence of expert judgments;
Do not look at the grade given to the previous task when grading the next one.
Essay type assignments can be graded according to the following:
Simple assessment schemes, when the criteria are built with a focus on the content of the students' answers;
Complicated scoring schemes that take into account the content of the answers, the characteristics of the quality of the presentation of the text, its completeness and style, or any other factors that seem important to the developer of the task during the examination;
In any scoring scheme, items with freely constructed answers need a polytomic assessment, which sometimes unjustifiably overestimates their total weight in the test score. In order to avoid such an overestimation and to reduce the influence of the subjective component, the number of evaluation criteria is usually tried to be small enough, limited to polytomic estimates, for example, from 0 to 3 or from 0 to 2.
For tasks with a short regulated answer, formulated in the form of incomplete statements and presented without special answer forms, a single-word instruction is usually used: "ADD". In those cases when for answers to tasks with a short regulated answer it is necessary to give answers in special forms, and not next to the tasks, the instruction may look like: “Write ANSWERS TO THE TASKS IN THE ANSWER FORM TO THE RIGHT OF THE CORRESPONDING TASKS NUMBERS. WRITE EACH LETTER IN A SEPARATE CELL IN ACCORDANCE WITH THE SAMPLES GIVEN ON THE ANSWER FORM.
The instruction for tasks with a freely constructed response usually has an arbitrary form. The main thing is to say as much as possible to facilitate and standardize the work of experts when checking test results in order to reduce the influence of subjective factors and increase the reliability of pedagogical measurements. In the most general form, for subjects of the humanitarian cycle, the instruction may look like: “FOR ANSWERS TO TASKS, USE A SEPARATE ANSWER FORM. FIRST WRITE OUT THE NUMBER OF THE TASK, AND THEN THE DETAILED ANSWER TO IT. WRITE YOUR ANSWERS CLEARLY.
5.4. Compliance tasks
Matching tasks have a specific form, where under the instruction there are elements of two sets, the correspondence between which is proposed to be established by the subject. On the left, the elements of the defining set containing the statement of the problem are usually given, on the right, the elements to be chosen.
The correspondence between the elements of two columns can be one-to-one, when each element on the right corresponds to only one element on the left. If the number of elements in two columns is the same, then the last element of the given set will not be selected. There are cases, determined by the specifics of the content of the subject, when for several elements of the left column the same elements are selected on the right, so there may be fewer of them than on the left. Finally, the optimal task is one in which the right set contains more elements, each of which is selected only once. For example, success is 1, not success is 2, because the number of items to select on the right is equal to the number of items in the left column.
Exercise 1
FOR EACH OF THE THREE ELEMENTS (1, 2, 3), ONE CORRESPONDING ELEMENT FROM THE RIGHT PART WITH LETTERS (A, B, C, D, D, E, F, H, I, K) IS SELECTED.
Determine the correspondence of the manager's roles to three blocks according to the model of G. Mintzberg
Answers can be presented in the form of a table, in which case there is no need for detailed instructions, such as the one given for task 1.
Task 2
MATCH
Extra elements of the right column, which are not subject to selection with correct answers, are called distractors. As with multiple-choice items, the greatest design challenge comes from finding plausible redundancies in the right set. The plausibility measure of each distractor is established empirically.
When developing tasks for compliance, the following rules should be followed:
The task is formulated in such a way that all content can be expressed in the form of two sets with corresponding names;
The elements of the set column are located on the left, and the elements for selection are on the right;
It is desirable that each column has a specific name that summarizes all the elements of the column;
It is necessary that the right column contains at least several distractors. Even better, if the number of elements in the right set is approximately twice the number of elements in the left column;
It is necessary that all distractors in one task be equally plausible;
Column items must be selected one at a time to include only homogeneous material in each test item.
In the attestation test, tasks for compliance are ineffective due to their cumbersomeness, which does not allow covering a large amount of content.
Compliance tasks are accompanied by a standard instruction consisting of two words: "MATCH". Sometimes the instructions are made detailed, especially in cases where there is a separate answer sheet. For example, the instruction may look like: “WRITE THE LETTERS CORRESPONDING TO THE GIVEN ELEMENTS FIRST INTO THE TABLE GIVEN IN THE TASKS TEXT, AND THEN TRANSFER THEM TO THE FORM.”
The results of completing tasks for compliance are evaluated either by a dichotomous or polytomic assessment. In dichotomous assessment, 1 point is given for all correctly identified matches in the test task. If at least one match is incorrect, then the subject receives 0 points for a partially correctly completed match task. Another way is to give one point for each correct match, then a polytomic assessment is used when checking items for compliance, and total points for the task is equal to the number of correctly identified matches.
5.5. Tasks to establish the correct sequence
Test tasks of the fourth form are designed to assess the level of knowledge of a sequence of actions, processes, etc. In such tasks, elements related to a specific task are given in random order, and the subject must establish the correct order of the proposed elements and indicate it in a given way in a specially designated place.
The standard instruction for tasks of the fourth form is: “SET THE CORRECT SEQUENCE”. Sometimes instructions are included in the text of the task.
Exercise 1
POSITION THE NAMES OF THE RUSSIAN GENERAL LEADERS IN THE CHRONOLOGICAL SEQUENCE OF THEIR ACTIVITIES. WRITE THE LETTERS WHICH DESIGNATE THE NAMES IN THE CORRECT SEQUENCE IN THE TABLE GIVEN IN THE TASKS TEXT, AND THEN TRANSFER THEM TO THE FORM.
A) Dmitry Pozharsky
B) Alexey Ermolov
B) Mikhail Skobelev
D) Alexey Orlov
Task 2
SET THE CORRECT SEQUENCE OF THE EXHALUTION MECHANISM BY PLACING THE NUMBERS IN THE ALLOWED PLACES:
? - lung collapse
? - inhibition of the center of respiratory muscles in the spinal cord
? - excitation of the expiratory center in the medulla oblongata
? - relaxation of the diaphragm and accessory muscles
? - reduction of the chest cavity
In many cases, tasks to establish the correct sequence are extremely non-technological or not applicable due to the specifics of the content of the subject. They are cumbersome and often allow an ambiguous sequence of answers, so they are not recommended for use in certification tests.
5.6. Comparative characteristics of test task forms
In the process of developing a test, the author always has a question: should I stop at any one form of tasks or decide to combine different forms in one test? And if you stop at one, which one do you prefer? The choice of the author is largely determined by the specifics of the content of the academic discipline, the goals of creating and applying the test. A lot here depends on the technology of verification, collection and processing of empirical data, on the technical and material support test application process. It is easy to organize a computerized collection and analysis of test results in the case when all tasks are with multiple choice of answers.
The results of tasks with constructed responses require manual processing. As a rule, experts have to be involved to evaluate the results of their implementation, and this requires additional material costs and time for verification.
Advantages and disadvantages of various task forms
1. Tasks with two answers
Advantages: thanks to brevity, they allow covering a large amount of material, they are easily developed (only one distractor), the results of execution are processed quickly with high objectivity.
Flaws: stimulate rote memorization, encourage guessing, require an increase in the number of tasks and, accordingly, testing time to compensate for the effect of guessing.
2. Tasks with a choice of four or five answers
Advantages: they are suitable for a wide variety of academic subjects, due to the brevity of the wording in the test, you can cover a large amount of content, provide the possibility of automated verification and high objectivity of student assessments, allow you to conduct a detailed statistical analysis of your characteristics, correct them and significantly increase the reliability of pedagogical measurements.
Flaws: require significant work of the authors when choosing distractors and correcting students' scores, they are not suitable for testing the productive level of activity and cognitive skills.
3. Tasks with constructed regulated answers
Advantages: easy to develop, no guessing, partially suitable for automated verification.
Flaws: mainly check the knowledge of factual material or conceptual apparatus, usually (in the humanities) too easy, sometimes lead to ambiguous correct and partially correct answers.
4. Tasks with freely constructed answers
Advantages: allow to evaluate complex educational achievements, including communication skills, creative level of activity, are easily formulated as traditional tasks, exclude guessing.
Flaws: require a long expensive verification procedure, a significant execution time, do not allow covering a significant amount of the subject content, reduce the reliability of pedagogical measurements.
5. Tasks for compliance
Advantages: easy to design, ideal for assessing associative knowledge and conducting monitoring, reduce the effect of guessing.
Flaws: most often used when checking the reproductive level of activity and algorithmic skills, cumbersome in the form of presentation.
Comparative characteristics of the technological properties of various test forms are presented in table. 5.1.
Table 5.1Comparative technological characteristics of molds
The choice of the form of pre-test tasks is determined by the specifics of the controlled content and the goals of creating the test. Each form of tasks has its advantages and disadvantages, its scope.
The development of pre-test tasks is carried out in accordance with standardized requirements, the content of which depends on the specifics of the test form. Multiple choice tasks are most convenient for final control due to a number of technological advantages that increase the efficiency of the processes of applying the final test and evaluating student results. Complementary tasks are preferred for learning control.
Modern trends in the development of final tests are associated with a departure from monoformity and the widespread use of tasks for addition, since the variety of knowledge and skills being tested requires the introduction of various forms in the test.
Practical tasks and questions for discussion
1. Circle the number of the correct answer.
Test tasks with two answers are more efficient to use in control:
1) current
2) thematic
3) final
4) input
2. Circle the number of the correct answer.
1) current
2) final
3) input
3. Circle the number of the correct answer.
The probability of guessing the place number of the correct answer in a task with five distractors will be:
4. Find two significant shortcomings in the task, reformulate the task to eliminate the shortcomings.
Which class of animals is characterized by signs: cold-blooded, living in water and on land, multiply in water?
1. Class of fish
2. Class of reptiles
3. Class amphibians
4. Class of mammals
5. Suggest a method for improving the wording of tasks.
Which of the following was eliminated by the reforms of the 1960s in Russia?
1. Autocracy
2. Serfdom
3. Estate
4. Landlord ownership of land
5. National oppression
Tests can be divided according to many criteria. The main classification is according to the direction of the test: you can evaluate a person’s abilities, his personal qualities, intellect, individual mental functions (attention, memory, imagination), knowledge. Since the site is devoted to the use of tests in education, then we will talk about the latter - knowledge tests.
Traditional tests
The traditional test has composition, integrity and structure. It consists of tasks, rules for their application, marks for completing each task, and recommendations for interpreting test results. The result of the traditional test depends on the number of questions that were answered correctly.
Unconventional Tests
Non-traditional tests include integrative, adaptive, multi-stage and so-called criterion-oriented tests.
1. Integrative tests
An integrative test can be called a test consisting of a system of tasks aimed at a generalized final diagnosis of the readiness of a graduate of an educational institution. Diagnostics is carried out by presenting such tasks, the correct answers to which require integrated (generalized, clearly interconnected) knowledge of two or more academic disciplines.
2. Adaptive tests
An adaptive test is a variant of an automated testing system in which the parameters of difficulty and differentiating ability of each task are known in advance. This system is designed as a computer job bank, ordered according to the characteristics of the tasks of interest. The most important characteristic of adaptive test items is their level of difficulty, obtained empirically, which means that before entering the bank, each item is empirically tested for a sufficient amount of time. large numbers typical students of the population of interest.
Types of test items
Consider the most popular classification of test items. Within this classification, test tasks can be divided into two groups:
- closed-type test tasks (each question is accompanied by ready-made answer options, from which one or more correct ones must be selected);
- test tasks of an open type (for each question, the subject must offer his own answer: add a word, phrase, sentence, sign, formula, etc.).
The choice of the type and type of test task is determined, first of all, by the goals in accordance with which testing is carried out, the nature of the material, the assimilation of which must be identified, and the age characteristics of the subjects. Equally important is the financial, personnel and resource support, as well as the time reserve that the developer has.
Multiple choice - the subject must choose one or more correct answers from the list provided
Alternative choice - the subject must answer "yes" or "no"
Matching - the subject is asked to match the elements of two lists
Sequencing - the subject must arrange the elements of the list in a certain sequence
Free presentation - the subject must independently formulate the answer; no restrictions are imposed on them in the task
Supplement - the subject must formulate answers taking into account the restrictions provided for in the task (for example, complete the sentence)
Appendix 3
Forms of test tasks (with options for presenting answers)
And the requirements for their preparation
Test tasks can be of four types:
1. Closed test task
2. Open test task
3. Compliance test
4. Test task to establish the correct sequence
1.CLOSED TEST- this is a task for choosing the correct answer (one or more) from the proposed options. The task is formulated in the form of a statement that turns into a true or false statement after substituting one of the answer options.
· The task is formulated as briefly as possible (no more than 250 characters, i.e. approximately four lines of screen text). Each response in an open-ended test item should contain no more than two or three lines of screen text. All answers to one task should be approximately the same length.
Closed test task with one answer option:
A fixed tribute was established at ...
a) Prince Oleg
b) Prince Igor
B) Princess Olga
d) Prince Vladimir
Closed test task with multiple answers:
Threat to Russian lands in the XIII century. came from...
a) Byzantium
b) Khazaria
B) German knights
D) Swedish knights
· From the text of the task it is necessary to exclude all associations that contribute to the choice of the correct answer with the help of a guess.
· Test tasks of the closed form should contain 3-10 (optimally 4-6) answers for each question, incl. at least one is correct and at least one is wrong.
· The compiler of the test should highlight the correct answers to the tasks in bold type.
Among the proposed answers, there can be either one or more correct ones. The absence of a correct answer, as well as the absence of an erroneous one, is unacceptable.
· The test task should not contain repetitions, double negatives and slang, as well as imperative verbs (“choose”, “calculate”, “specify”, etc.).
"... not ..." (negative form) is replaced by "It is not true that ..." (affirmative form):
It is not true that the first female astronaut was...
a) V. Tereshkova
B) E. Kondakova
B) S. Savitskaya
D) S. Reid
It is not allowed to use answer options: “all of the above is true”, “options a), b) and c) are correct”, “all answers are correct” and “there is no correct answer”, since such phrases cannot be substituted in the text of the task.
· It is impossible to start a test task with a phrase like “From the following ...”, since in this case it is impossible to turn the text of the task into a complete statement using answer substitution.
· When compiling test tasks, introductory phrases or sentences that have little connection with the main idea should be avoided.
Incorrect answers should be skillfully chosen, there should not be evidence of their fallacy (like answer (B) "amusement parks"):
The areas most important for the conservation of wildlife diversity are called ...
A) ecoregions
b) ecological parks
c) amusement parks
d) nature reserves
The answer options should be adjacent (not the same as answer (D)):
The first antitrust law was passed in...
A) USA
B) Russia
In England
D) last century
· It is necessary that the answer options are fundamentally different from each other, and not be the same in essence, but stated in other words.
2. OPEN TEST- this is a task to complete the proposed text with a missing word or phrase. The compiler must indicate for this task one short correct answer (word or number) or a finite set of reference answers, if different spellings are possible.
Answer: 20th century; 20th century, 20th century, 20th century, 20th century
· There can be only one addition in the text, its place is indicated by dots (...). The answer is a key element of the content of the task, the knowledge of which is most essential for the controlled material.
Open test task:
The gratuitous forced labor of the dependent peasantry, working with their own equipment in the feudal economy, is ...
Answer: corvee
· The text of the task should have an extremely simple syntactic construction. The text of the task should not contain repetitions and double negations.
3. COMPLIANCE TEST- This is a task to determine the relationships between elements included in different sets.
· The correspondence between the elements of the sets must be unambiguous, one element of the first set must correspond to one element of the second set. The first set must include at least 2 elements, the second set must be greater (but not more than 2 times) or equal to the first set by the number of elements.
· Sets should have different numbering: the first set - in Arabic numerals with brackets, the second - in Russian lowercase letters with brackets. The answer is written in bold type in the form of an indication of the serial number of the element of the first set together with the serial number of the corresponding element of the second set.
Compliance Test:
Match names political leaders countries and ideas, concepts and programs of this period:
1) N.S. Khrushchev
2) L.I. Brezhnev
3) Yu.V. Andropov
4) M.S. Gorbachev
a) the concept of developed socialism
b) the program of building communism
c) the concept of restructuring
d) the concept of overcoming some of the deformations of socialism by strengthening discipline and order
e) the concept of capitalism with a human face
f) the concept of the information society
Answer: 1b, 2a, 3d, 4c.
4. ORDERING TEST- this is a task to systematize the proposed elements according to some principle (mainly chronological).
· In the text of the task, the criterion for ordering elements should be clearly and concisely formulated.
· The sequence of objects to be installed must be unambiguous; it is not recommended to make a sequence that requires the repetition of one of the objects.
· The answer is written in bold type in the form of listing the serial numbers of the task elements in the required sequence.
Ordering test:
Moscow sovereigns ruled in the following sequence:
2) Dmitry Donskoy
4) Ivan Kalita
5) Vasily III
Answer: 4, 2, 3, 5, 1.
RULES FOR REFINEDING TESTS.
In the event that you have received information about the need to refine any test, you must follow the following rules. If you did not receive a test for revision from the tester, you must request its final version from the content department. Upon receipt of the test, checked by the testologist, it is necessary to check the edited elements (typed in blue) and, if the meaning of the task is not distorted by the editing, remove the highlight with color and marker from the text (this will mean that you agree with the editing). Tasks highlighted with a red marker must be redone, bringing them into line with the requirements for writing test tasks, or deleted. All comments on the necessary processing of tasks are given in curly brackets at the end of the "problem" tasks, and are also highlighted in red. Attention! Changes must be made exactly in the file sent by the tester.
Attachment 1.
Rules for designing test tasks
All assignments are written in normal type (not italic, not bold). Bold font indicates the correct answers.
The place to insert an answer is indicated by an ellipsis (...)
The test task starts with capital letter, answers - with lowercase (except for proper names, geographical and administrative names, astronomical names, etc.)
Exception: when a test item starts with an ellipsis (...) to insert an answer, then all answers should be capitalized.
· When completing a test task of a closed type, a period, colon or question mark is not put at the end of the statement, only ellipsis or the absence of punctuation marks are allowed.
The threat to Russian lands in the 13th century came from ...
The threat to Russian lands in the ... century came from German and Swedish knights
· No punctuation marks (commas, semicolons, full stops) after answer options.
· In tests for self-examination, there should be a continuous numbering of tasks - from the beginning to the end of the test (and not within each topic).
· In assignments for establishing correspondence, sets should have different numbering: the first set is numbered with Arabic numerals with brackets: 1) 2), the second - with Russian lowercase letters with brackets: a) b).
· Assignments are numbered only using Word auto-numbering (not manually).
The answers of the closed test task are numbered (manually, without using Word auto-numbering), in lowercase Russian letters with brackets, in a column (each answer from the red line):
The answer (answers) of an open test task is given with a red line, in bold, at the end a period is put:
Answer: twelve, 12.
· The answer of the test task to establish the correspondence is made in bold type in the form of indicating the ordinal number of the element of the first set together with the ordinal number of the corresponding element of the second set. The answer is given in one line, with a red line, in bold, with a dot at the end.
Answer: 1 - a, b. 2 - c, city
· The answer of the test task for ordering is given in one line, with a red line, in bold, at the end a dot is put.
Answer: 4, 2, 3, 5, 1.
· Test tasks and answer options should not be presented in the form of tables.
Within one test there should not be repetitions. If the text of Task 2 is identical to the text of Task 1, and the answer options of Task 2 are more than 50% identical to the answers of Task 1, then Task 2 is considered a repetition and must be changed.
Appendix 2
Types of tests used in educational process MFPU "Synergy"
| Types of tests | Description |
| A test (in the context of this document) is understood as a set of test items that comply with the Requirements for the preparation of test items of the Regulation on educational and methodical complexes. The information below indicates the minimum number of test items. The maximum number is not regulated. It is obligatory to highlight the correct answer options in bold type. | |
| Interim Assessment Test (PA) | Divided into 2 parts: Part A, Part B. Test items: Part A - 30 (base for grade 3), Part B - 15 (for grade 4). Add. requirements: In Part A, tasks are only closed-form with one answer option. It is used for conducting ELAZs in the computer classes of the University. |
| control test to educational materials | There is no division into parts. Test tasks: 30 Developed according to the provided educational materials (until an Internet course or handbook has been developed). If this condition is met, the PA test can be used as a control test. |
| Free software self-examination tests | For each topic study guide 5 test tasks. |
| SPO control test | There is no division into parts. Test tasks: 30. Add. requirements: Must comply with the training materials for the SPO program. |
| Tests for self-examination in the structure of the online course | There are 10 test tasks for each topic of the online course. |
| Online Course Quiz | There is no division into parts. Test tasks: 50. Add. requirements: can be made up of self-tests with 20% new items added. When creating, a PA test can be used, provided that the information for answering tasks is directly or indirectly present in the online course, and adding 5-10 tasks to the test for grade 5. |
| Tests for self-testing in the handbook structure | There are 5 test tasks for each handbook topic. |
| handbook test | There is no division into parts. Test tasks: 30. Add. requirements: can be made up of self-tests with 20% new items added. It is part of ZIM, the task of the final event. For the completion of the test, 50 points are provided, the remaining 50 points can be received by students for completing another part of the ZIM - a complex practical task. Mainly used for distance learning. |
Appendix 3
Examples of compiling test tasks with an analysis of typical mistakes
| Correct example of a test task | ||
| In the XIII century. Russian lands were threatened; this threat came from ... a) Byzantium b) Khazaria c) German knights d) Swedish knights | The test task must be one complete thought and contain no more than 250 characters (four lines of screen text) | Threat to Russian lands in the XIII century. came from ... a) Byzantium b) Khazaria c) German knights d) Swedish knights |
| What was the name of the gratuitous forced labor of the dependent peasantry, working with their own equipment in the household of the feudal lord? Answer: corvee | The task must be presented in the form of a statement (it is unacceptable to formulate the task in the form of a question, task, riddle, etc.) | The gratuitous forced labor of the dependent peasantry, working with their own equipment on the feudal lord's farm, is ... Answer: corvée |
| The socio-cultural factors that have a direct impact on purchasing behavior, of course, cannot but include the following factors: | The wording of the task should be clear, clear and unambiguous, not contain repetitions and double negatives. | Socio-cultural factors that have a direct impact on purchasing behavior are ... |
| Name the ruler under whom the fixed tribute was established. a) Prince Oleg b) Prince Igor c) Princess Olga d) Prince Vladimir | The task must be presented in the form of an affirmative sentence, not an imperative mood (the rule applies to open and closed test tasks) | A fixed tribute was established under ... a) Prince Oleg b) Prince Igor c) Princess Olga d) Prince Vladimir |
| Wrong sample test task | REQUIREMENTS FOR COMPOSITION OF TESTS | Correct example of a test task |
| The states of Western Europe during the period of the classical Middle Ages existed in the form of ... a monarchy a) early feudal b) absolute c) constitutional d) class-representative | The wording of the task and answers must be grammatically consistent | The states of Western Europe during the period of the classical Middle Ages existed in the form of ... a monarchy a) early feudal b) absolute c) constitutional d) class-representative |
| A firm is ... a) an organizational form of business legalization b) an object of business administration c) a workplace of a professional entrepreneur d) all of the above | Each task must have at least one correct answer and at least one incorrect answer, therefore the answers: "All of the above" and "None of the above" are prohibited. (the rule applies to closed tests) | A firm is ... a) an organizational form of business legalization b) an object of business administration c) a diversified business d) a workplace of a professional entrepreneur e) a symbol of wealth |
| The first female cosmonaut was ... a) V. Tereshkova b) Yu. Gagarin c) A. Volkov d) S. Ride | The wording of the task and answers should not contain "hints" so as not to influence the choice of answer | The first female cosmonaut was ... a) V. Tereshkova b) E. Kondakova c) S. Savitskaya d) S. Ride |
| LF, which have a strong influence on purchasing behavior, are ... | The wording of the task and answers may contain only generally accepted abbreviations and should not contain slang | Personal factors that have a direct impact on purchasing behavior are ... |
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