Tests can be divided according to many criteria. The main classification is based on the focus of the test: you can evaluate a person’s abilities, his personal qualities, intelligence, individual mental functions (attention, memory, imagination), knowledge. Since the site is dedicated to the use of tests in education, then further discussion will focus on the latter - knowledge tests.
Traditional tests
A traditional test has composition, integrity and structure. It consists of tasks, rules for their application, grades for completing each task and recommendations for interpreting test results.
The result of a traditional test depends on the number of questions answered correctly.
Non-traditional 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 preparedness of a graduate of an educational institution. Diagnostics is carried out by presenting such tasks, the correct answers to which require integrated (generalized, clearly interrelated) 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 created in the form of a computer bank of tasks, ordered in accordance with the characteristics of the tasks of interest. The most important characteristic of adaptive test tasks is their level of difficulty, obtained empirically, which means: before getting to the bank, each task undergoes empirical testing on a sufficiently large number of typical students of the population of interest.
Types of test tasks
- Let's consider the most popular classification of test tasks. Within this classification, test tasks can be divided into two groups:
- open-type test tasks (for each question, the test taker 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 purposes in accordance with which testing is carried out, the nature of the material, the assimilation of which needs to be identified, and the age characteristics of the subjects. Financial, personnel and resource support, as well as the amount of time available to the developer, are of no small importance.
Multiple choice - the test taker must select one or more correct answers from the given list
Alternative choice - the subject must answer “yes” or “no”
Establishing a correspondence - the subject is asked to establish a correspondence between the elements of two lists
Establishing a sequence - 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
Addition - the test taker must formulate answers taking into account the restrictions provided for in the task (for example, add to the sentence)
Sample test types
1. Open tests with specified restrictions with specified restrictions
Read the description of the situation. Calculate the amount of realized trade margin. Enter the calculations and the amount of the realized trade margin on the form.
Description of the situation
A trading organization sells retail groceries and bakery products. For groceries, the trade margin is set at 25%, for bakery products – 10%.
The amount of revenue including VAT for April 2008 was:
– for groceries – 150,000 rubles;
– for bakery products – 110,000 rubles.
2. Closed tests with alternative answer
To prepare biscuit dough, you should use flour with a weak gluten content of about 30%.
Not really
3. Closed tests with multiple choice
Determine the consumption of Capadecor Arte-Lasur Color paint when painting the surfaces of a room with an area of 66.5 m2 in two layers, if the paint consumption per 1 m2 is 130 g.
1) 17.29 kg
2) 17.50 kg
3) 17.85 kg
4) 18.00 kg
4. with given restrictions
Using ICT, prepare the project “Optimal layout of the assistant secretary’s office”: provide a diagram of the office, description and justification (volume of text material - 3-5 pages, font size 12, spacing 1.5).
5.
Fill in the missing word:
Suspensions of pigments in varnishes are ___________________
6. Closed tests for sequence restoration
Write down the item numbers in the correct order of measurement.rack excess Flexl - rods with adapter for Nedo Laser - Auge with receiver.
1. Place the rack at point A.
2. Align the circular level bubble so that it is in the center (zero point).
3. Place the level between points A and B.
4. By extending the rack segments, install the receiver in the area where the laser beam passes.
5. Record the countdown.
6. Take readings from the staff reading system while two receiver arrows are lit at the same time.
7. Calculate the desired excess as the difference in readings.
8. Repeat the measurement for point B.
7. Open tests with free short answers
Read the description of the situation. Answer the following questions in writing:
1. B over what period of time gr. Is Petrov obliged to pay the amount indicated in the verdict?
____________________.
2. Is it possible to provide an installment plan for the payment of a fine to a convicted person? Petrov, if he is unable to pay the fine on time?
____________________.
3. What are the norms? Do criminal laws regulate the situation described?
__________________________________________________________________________
Description of the situation
Gr. Petrov was convicted by a court verdict for a crime under Part 1 of Art. 137 of the Criminal Code of the Russian Federation, to a fine without installment payment in the amount of 200 thousand rubles.
8. Closed tests to establish compliance
Connect the material and its area of application with lines.
URSA GLASSWOOL M-25F | Insulation of hot water pipelines and process equipment with temperatures up to 270°C. |
|
URSA GLASSWOOL P-20 | Thermal and sound insulation of vehicles |
|
URSA GLASSWOOL M-25 | Thermal insulation of pipelines and equipment, additional vapor barrier |
9. Closed tests to eliminate unnecessary stuff
What is not included in the contents of the technological map?
A. list of operations in technological sequence
B. list of equipment and tools
B. number of simultaneous service locations
D. time standard for parts being out of stock
Principles of selection of closed-type tasks and composition of tests.
Tasks with choosing one correct answer from two given options
Tasks with the choice of one correct answer from two proposed options require one answer option, for example “yes” - “no”, “true” - “false”.
When constructing such questions, one of the basic compositional principles is used:
1) the principle of contradiction (answer options that are negations of each other are selected);
2) the principle of polarity (yes and no). Along with strict negations, we allow a selection of answers that, being antonymous in meaning, allow the existence of transitional concepts (states): decreasing - increasing; periodic - non-periodic; convex - concave; positive – negative;
3) the principle of homogeneity (two answers are selected that belong to the same genus, type or reflect 2 main aspects (facets) of the phenomenon, for example, words that are opposite in meaning: synonyms - antonyms;
4) the principle of cumulation (the content of the second answer absorbs the content of the first).
brevity and clarity of tasks;
simplicity of instructions;
high technology;
speed of testing;
the test structure is based on the laws of formal logic (the law of contradiction, the law of the excluded middle).
The disadvantages of this test design are:
relatively high probability of guessing the correct answer (1/2).
the ability to remember the correct answer (due to the limited options offered),
quick declassification (test takers transfer to each other the contents of remembered tasks and answers to them).
It is advisable to use test questions of this type for express diagnostics, input (preliminary) control, self-control (in order to detect gaps in knowledge), for oral group questioning, i.e. in those situations when “the accuracy of the assessment plays a lesser role than the speed testing." However, the possibility of using test questions with the choice of one correct answer from two proposed options for final control in a number of disciplines (mathematics, physics, biology, chemistry, grammar) as part of a battery of tests is not excluded. Using this type of question, the developer quickly and effectively eliminates one of the reasons for the failure of the entire battery of tests - the inability of the test taker to demonstrate a skill or perform an activity due to a lack of necessary knowledge.
Tasks with choosing one correct answer from the proposed options
There is an opinion that test questions with the choice of one correct answer from four proposed options are preferable to test questions that involve choosing an answer from two or three options. However, practice shows that the reliability of a task is determined not by the number of distractors, but by their quality, i.e., plausibility compared to the correct answer. Ideally, the choice of any distractor and the correct answer should be equally likely. The scope of application coincides with tasks with the choice of one correct answer from two proposed options.
Tasks with the choice of several correct answers from a fixed set of options
In modern testing, tests with a choice of several answers from a list of proposed options are considered the most difficult for test takers, since they require not only the selection of the correct answers, but also the analysis of their completeness. Considering this group of tasks, he notes that tasks of this type can be used to test classification knowledge, knowledge of the causes of important phenomena and events. Among the main requirements for this type of task, testologists identify:
brevity and uniformity of answer options;
use of a nominal scale in assessment, no need to apply correction formulas for possible guesswork.
Compliance tasks
The tasks in this group involve establishing correspondence between elements of two sets. Their purpose: testing associative knowledge, testing knowledge of relationships, definitions and facts, forms and content, authorship of works and scientific works; relationships between various objects, objects, properties, connections, formulas. In this case, the elements of the first set are considered as fixed constants, the second - correct and incorrect variable elements, from which the subject must choose only the correct answers.
The main scope of application of compliance tasks is current and thematic control of knowledge. Tasks of this type are most effective when organizing self-control.
Tasks to establish the correct sequence
There are three specific groups of sequencing test items:
associated with establishing the correct sequence of historical events,
to establish the correct sequence of technological operations, sequences of various processes,
chains of mental actions that form a system of knowledge, skills, abilities.
Test tasks to establish the correct sequence allow you to “test the algorithmic knowledge, skills and abilities necessary to establish the correct sequence of various actions, operations, and calculations” ().
Having considered the most commonly used types of closed-type test questions, let us turn to open-type test questions, in which the probability of guessing the answer is practically zero.
A distinctive feature of open-type tasks is that the teacher cannot predict the answer to the question given to students verbatim. Open-type tasks vary in the nature and length of the answer.
Based on the nature of the answers, questions are distinguished:
ü with free answers , when the subject needs to give a short answer: independently complete a word, phrase, sentence, sign, formula, complete an unfinished sentence, make a calculation or drawing. These questions are very close to closed type tasks. They are distinguished only by the ability to express the correct answer not word for word, but descriptively, while maintaining the same meaning, so they are checked using model answers containing all possible answers to a given question.
ü additions (with specified restrictions), when the subject must formulate answers taking into account the restrictions provided for in the task. Another name for this type of test question is an extended structured response question. The question can be used to answer test questions in which the student, in accordance with the requirements for them, writes down on the answer form the reasons for certain events, criteria for comparison, and draws brief conclusions based on the results of processing the presented information. Testing of such tasks is also carried out using model answers, since it assumes the presence of several options for correct answers.
ü free presentation (free construction, without specified restrictions, or a question with a detailed unstructured answer), when the subject must independently formulate answers. In the answer, the student must write a coherent text, recording the results of processing the information presented to him, or give a very detailed drawing, or calculation, or present an oral statement. Tasks that require an unstructured answer allow you to check how the student selects and organizes ideas, and whether the style of presentation and speech format he chooses corresponds to the content of the test question. Testing open-ended questions of this type requires the use of special assessment technology using rating scales.
Requirements for the development of test items with one correct answer, consisting of a problem statement and answer options
Problem formulation :
1. specific and unambiguous;
2. formulated extremely briefly, as a rule, no more than one sentence of seven to eight words;
3. has an extremely simple syntactic structure and should not contain more than one subordinate clause;
4. given in the form of a statement that turns into a true or false statement after substituting one of the answers;
5. includes all repeated words from the wording of the answers.
Answer options:
6. should be approximately the same length and equally likely to be attractive to subjects;
7. must be parallel in design and grammatically consistent with the problem statement;
8. must exclude all verbal associations that contribute to choosing the correct answer using a guess;
9. should not contain the words “all”, “none”, “never”, “always”, the expressions “none of the above”, “all of the above”.
10. should not contain answers that follow from one another;
11. should not contain value judgments and student opinions on any issue;
12. should not be a partially correct answer that turns into a correct answer under certain additional conditions;
13. should not serve as a key to correct answers to other test items (i.e., answers from one item should not be used as answers to other test items).
If
14. the task has, among others, alternative answers, you should not immediately give an alternative answer after the correct one, since the answerer’s attention is usually focused only on these two answers.
Requirements for developing open assignments
for addition with restrictions
The scheme for developing addition tasks with restrictions on answers is quite simple. First, it is recommended to formulate a question containing no more than seven to eight words, then write down an answer to the question posed, representing a certain statement of approximately the same length. Next, exclude the keyword (number, symbol, etc.) from the resulting statement and put a dash in its place. Then it is necessary to change the order of words in the statement, so that the dash, if possible, moves to the end of the sentence. In tasks with restrictions, it is determined in advance what is considered the correct answer and the degree of completeness of the answer is set. Usually it is quite short, one word, number, symbol, etc. Sometimes it is longer, but not exceeding two or three words.
The development of open assignments for additions with restrictions is subject to a number of generally accepted rules:
1. Each task should focus on only one addition, the location of which is indicated by a dash or dots.
2. A dash is placed in place of the key element, the knowledge of which is most essential for the material being controlled.
3. It is recommended that all dashes in open tasks for one test be of equal length. After the dash, if possible, units of measurement are indicated.
4. It is better to put additions at the end of the task or as close to the end as possible.
5. The text of the task must have an extremely simple syntactic structure and contain the minimum amount of information necessary for the correct completion of the task.
6. The text of the assignment should not contain repetitions or double negations.
Materials used: , Tatur and tests in education. M.: MEPhI, 1995.
Avanesov B. S., Composition of test tasks: A textbook for university teachers, school teachers, graduate students and students of pedagogical universities. – M., 1996.
A battery of tests consists of several test questions to study various aspects of one quality, while the developer is based on the requirements of maximum diagnostic efficiency - maximum reliability at minimum costs.
to distract (English) – distract.
Open-type tasks include two types - addition tasks and free presentation tasks. A distinctive feature of free presentation tasks is that in order to complete them, the test taker needs to write down one or more words (numbers, letters; possibly phrases or even sentences). They require free responses from subjects regarding the 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 tasks
Closed-type tasks include several types of tasks: alternative answers (AO), multiple choice. Test tasks of a closed type - provide various options for answering the question posed: one or more correct answers are selected from a number of proposed ones, correct (or incorrect) elements of the list are selected, etc. These are tasks with prescribed answers, which presupposes the presence of a number of pre-developed options for answering a given question. question
2.3. Compliance restoration tasks
In correspondence (restoring correspondence) tasks, it is necessary to find a correspondence (or equate parts, elements, concepts) between the elements of two lists (sets). This form of assignments 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 problems require finding the appropriate answer
2.4. Sequence restoration tasks
Sequence restoration tasks can be considered as a variant of the correspondence restoration task, when one of the series is time, distance or another continuum construct, which is implied in the form of a series. Since this form of assignments requires special instructions, we have separated it into a separate subsection
2.5. Using psychological test items to identify the structure of intelligence for tests of educational achievements
Often in achievement tests you can find attempts to use specific tasks specially developed by psychologists for intelligence tests. These are mainly three types of tasks: analogies, classifications and elimination of unnecessary things. The peculiarity of these tasks is that the result of their completion depends not only on knowledge of the subject content of the task, but also on the complexity of the intellectual operation that these tasks require.
Autonomous non-profit organization "Center for Educational Development Almetyevsk Municipal District"
DEVELOPMENT OF TEST TASKS FOR VARIOUS SECTIONS OF THE EDUCATIONAL FIELD “TECHNOLOGY”
Completed by: course participant
advanced training
technology teachers
Khaidarova Leysan Asgatovna
Scientific adviser:
___________________
Almetyevsk
Content
Introduction………………………………………………………………………………...3
I.Testologists about tests and their classifications………………………………….4
II.Technology for developing test tasks.
1. Definition of test name……………………………………..8
1.1.Closed form of the test task………………………………………………………11
1.2. Examples of closed-form tests……………………………………12
2.1. Compliance assessment tasks………………………………...14
2.2. Options for tests to establish compliance………………………15
3.1. Open form tasks……………………………………………………….16
3.2. Examples of open form tests……………………………………...17
4.1.Tasks to establish the correct sequence………….18
4.2.Test options for establishing the correct sequence..19
Conclusion………………………………………………………..………30
Literature……………………………………………………………….31
Introduction
The rich experience of many generations of teachers and the basic principles of didactics indicate that if you want to instill solid knowledge and skills, then you need to carefully think through the methods and forms of control and systematically implement it. Without evaluation, the process of assimilation is impossible: the principle of feedback must apply everywhere. However, it is important not only to organize control correctly, but also to carry it out systematically and systematically in each lesson.
Objective assessment of educational achievements is carried out, as a rule, by standardized procedures, during which all students are in the same, standard conditions. This standardized procedure for assessing educational achievements is called testing. The most important element of testing is test materials (tests).
The range of approaches to defining pedagogical tests is wide both in scientific and methodological literature. The complexity of considering the concept of “test” is aggravated by the ambiguity of approaches in theory and practice. In modern pedagogy, there have been two broad approaches to its definition. A test is understood as either the entire research method, including the verification procedure, or only the measuring instrument.
In recent years, tests of knowledge and abilities have become widespread in various areas of socio-economic life in
as a tool for diagnosing the level of preparedness of schoolchildren, applicants, students, and specialists. Even such a concept as “test culture” has appeared, which should be considered not only as an element of pedagogical culture, but also of the culture of society as a whole. Therefore, it is very important today to instill the skills of a testing culture in students, to make this process ordinary, not causing fear, but only stimulating their further self-improvement.
I . Testologists about tests and their classifications
The testing method has many years of roots. In modern education, it is one of the most effective methods for measuring students' educational achievements. Many works of researchers are devoted to him. This method is actively used in the practice of teachers, heads of educational institutions and the education system. However, its use is possible only if one has mastered the basic approaches to the creation of measuring materials and their features.
The issue of using tests as a means of pedagogical control has been developed quite well. V.S.Avanesov, L.V. Apatova, Yu.A. Bely, V.P. Bespalko, V.A. Gorbanev, V.G. Glushkov, V.V. Zinoviev, I.V. Kolesnik, E.A. Kriksunov, G.I. Lerner, V.P. Levin, A.N. Mayorov, N.N. Petrova, V.B. Pyatunin, I.A. Rappoport, S.R. Sakaeva, V.I. Sirotin, Yu.A. Simagin, V.A. Stankevich, N.V. Teltevskaya and many others devoted their works to this problem.
The complexity of considering the concept of “pedagogical test” is also aggravated by the ambiguity of the approaches of theorists and practitioners. So, A.N. Mayorov considers it as a fairly broad concept: “an instrument consisting of a qualimetrically verified system of test tasks, a standardized procedure for conducting and a pre-designed technology for processing and analyzing the results, designed to measure the qualities and properties of a person, the measurement of which is possible in the process of systematic training.”
V.S. Avanesov narrows the concept of “pedagogical test” and interprets it in two significant senses: as a method of pedagogical measurement and as a result of using the test as a measurement method consisting of a limited set of tasks. At the same time, he notes that in most works of Western authors, in contrast to domestic ones, the concept of “test” is more often considered in the second sense.
M.B. Chelyshkova is closer to the interpretation of the concept of “test” as a set of tasks that make it possible to give an objective, comparable and even quantitative assessment of the quality of a student’s preparation in a given educational field.
Test developers rely on two approaches that have already been established in testing: criterion-oriented tests (criterion-oriented) and norm-oriented tests (norm-oriented).
For a criterion-oriented interpretation, the conclusion is built along a logical chain: tasks → answers → conclusions about the subject’s compliance with a given criterion.
With a criterion-based approach, tests are created to compare the educational achievements of each student with the amount of knowledge, skills or abilities planned to be acquired.
The advantage of criterion-referenced tests is that they help to collect complete and objective information about the achievements of each student; compare the student’s learning with the requirements laid down in state educational standards. As a result of criterion-referenced testing, the student receives information about what he knows in comparison with the requirements for the level of preparation in the subject.
As part of the normative approach, tests are developed to compare students according to their level of educational achievement. This is achieved by comparing each student's result with the results of other students who took the same test. For a normative-oriented interpretation, the conclusion is built along the chain: tasks → answers → conclusions about the subject’s knowledge → rating, understood as a conclusion about the place or rank of the subject.
Normative- and criterion-oriented tests differ in the purposes of their creation, the methodology for selecting content, the nature of the distribution of empirical test results and the methods of their processing, the quality criteria of tests and test items, and, most importantly, in the interpretation of the test takers’ results.
Research by V.S. Avanesova, J. Glass, A.N. Mayorova, E.A. Mikhailycheva, M.B. Chelyshkova, N.M. Rosenberg and a number of other authors lead to the conclusion that test reliability is a characteristic of the extent to which the differences between subjects obtained as a result of testing are a reflection of differences in the properties of the subjects and to what extent they are a reflection of random errors. N. Gronlud notes: “If the score obtained by a student as a result of a performance assessment test corresponds to the score that they would receive if they took the same test again or identical in form, then this score is considered highly reliable... The longer the test , the more reliable and adequate the results will be.”
The second important indicator of test quality is validity (from the English valid - suitable). “The problem of validity arises in the process of development and practical application of the test, when the task is to establish a correspondence between the degree of expression of the personality property of interest and the methods of measuring it. The more valid the test, the better it reflects the quality (property) for which it was created to measure.”
To define approaches to the process of test validation and validity, a large number of terms are used in the works of scientists. One of the most common terms is “content validity”, the need for which is not denied by the above-mentioned testologists and defines it as a characteristic of the representative content of the test in relation to the knowledge and skills planned for testing. According to I.A. Anastasi, the area of distribution of content validity is tests of educational achievements, especially criterion-oriented tests of mastery of material and skills. If the test allows you to check everything that the authors intended in the specification, it is considered valid relative to the controlled course content. Completeness comes to the fore precisely when creating criterion-based tests. In addition, independent examination contributes to increasing content validity.
Analysis of the works of test theorists allows us to draw the following conclusions:
Tests differ from other means of control (tests, dictations, etc.) in that they undergo a process of scientific substantiation of quality, which involves assessing the compliance of test characteristics with two important criteria: reliability and validity;
When assessing reliability and validity, one should not rely on a single formula, but rather use a set of methods focused on the characteristics of the test being developed;
Any assessments of reliability and validity do not act as the ultimate truth, but only as plausible statements that have one degree or another of reliability;
Standardization of the test presentation procedure contributes to increasing accuracy and creating high-quality tests;
Modern test theory makes it possible to increase the accuracy of measurements and the quality of pedagogical tests.
When creating tests, it is important to choose a pedagogical testing model - a scheme for presenting test tasks and assessing test results.
II . Test task development technology
1. Definition of the test task.
A pedagogical test (achievement test) is a system of tasks of a specific form that allows you to qualitatively assess the structure and measure the level of knowledge, skills and abilities.
Interest in testing as a method of pedagogical control has recently grown significantly. But the compilation of tests and their application should be based on the modernization of the educational process. One of the effective forms of such modernization could be the introduction of a test system for monitoring the quality of student training.
A learning test is a set of tasks aimed at determining (measuring) the level (degree) of mastering certain aspects (parts) of the training content (V.P. Simonov);
An achievement test is a set of standardized tasks on a certain material, establishing the degree of its mastery by students (A.N. Mayorov);
An achievement test is a set of tasks aimed at measuring the level of certain aspects of the content of education (N.M. Rosenberg).
It is obvious that the variety of approaches to defining a test is generated by the variety of essential features of a pedagogical test, which, first of all, depend on the purpose of creating the test and the range of issues solved with its help.
These tasks allow you to:
In a relatively short period of time, check a significant amount of educational material from a sufficiently large number of students;
Promptly receive survey results (control function);
To consolidate the acquired knowledge among students, systematize it, identify the main and secondary, establish a logical connection between objects and phenomena (teaching function);
Ensure the individual development of the child (developmental function).
The proposed sample tasks for testing knowledge are designed to assess learning outcomes in the educational field “Technology” section of the program: “Materials Science” for students in grades 5-9, examples of which are given in this article.
Students are offered sample tasks of several types:
Selecting one or more correct answers from the proposed options (level of recognition);
Filling in the gaps in the proposed text (reproduction level);
Establishing compliance;
Establishing the correct sequence of actions;
classification.
The following advantages of testing students' knowledge can be highlighted:
Objectivity and reproducibility of the assessment, due to the developed standard - a sample of correctly and consistently performed actions by the student;
Prompt receipt of inspection results;
Effective use of study time (testing the knowledge of the entire group of students takes 15-20 minutes);
Full coverage of the entire group of trainees, which contributes to a higher accumulation of grades;
Prompt identification of omissions in the work of each student, the group as a whole and the teacher himself;
Possibility to automate the control process;
Possibility of monitoring and checking its results by another person (a teacher who is not leading classes in the group);
Convenient use for self-testing of students.
Studying various tests allows us to identify a number of substantive and structural deficiencies in them:
The learning functions of control are less manifested: consolidation (repetition) of information, speech development;
The ability to guess answers when controlled using random tests;
Some educational elements of subjects classified as humanitarian are inconvenient to test.
Therefore, the test form of control should be used in combination with other traditional and non-traditional control methods.
Considering the impossibility of drawing up a unified classification (84 types of test tasks can be found in the literature), it is necessary to touch upon one important point in the preparation of tests. Any control, and test tasks are a special case of it, must be managerial, training and controlling. The same question, depending on the purpose of the test, can equally meet all of these requirements, each of which can be strengthened by the design of the test itself.
The ability to write test items comes with experience and is a kind of art. When writing assignments, you must adhere to the following rules:
Identical instructions for completing the task for all subjects;
The correct arrangement of the elements of the task, which allows subjects to quickly fix their decision and not waste time determining the place for answers;
The adequacy of the instructions to the form and content of the task;
The same rules for assessing student responses within the accepted form (all subjects answer the same tasks, everyone is given the same time).
Unambiguity of the task (tasks must be understood equally by all subjects);
The brevity and accuracy of the task, which is ensured by a careful selection of words, symbols, graphics, allowing for maximum clarity of the task and a minimum of resources;
Grammatical correspondence of answers to the task;
The test should include a large number of questions in order to sufficiently fully cover the material of the topic (section) being tested;
Compliance of tests (wording, letter designations, etc.) with sources of information used in training;
Pedagogical correctness of test tasks (tasks must meet the requirements of the curriculum (educational standard), be designed for a certain level of knowledge of students, varied and optimal in difficulty).
The form of test tasks depends on their content and the purpose of testing, gives the tasks structural integrity and certainty, and external organization. Currently, pedagogy has developed four main forms of test tasks, which are the basis for compiling tests in any academic subjects.
Closed form of test tasks with a choice of one or more correct answers
Closed - tasks that have a finite set of answer options, from which you must choose the correct one. For closed-type tasks, it is necessary to develop several answer options, all of which must be plausible. Closed-form test items (selective tests) are usually used to test knowledge at level I.
Closed tasks are divided into the following types: tasks with two, three, four or more answers.
Testing should begin with short instructions. For example, for selective tests with one correct answer, the following instruction options are recommended:
a) “circle the number of the correct answer”,
b) “write down the number of the correct answer on the answer form”,
c) “When answering test questions, press the key with the number of the correct answer.”
1.2.Examples of closed-form tests
Design and modeling of a nightgown
Circle the number of the correct answer.
1. A drawing of a garment is drawn to scale
a) 1:1; b) 1:4; c) 4:1.
2. A sewing product drawing cannot be constructed without
a) scissors; b) cutter's rulers; c) pins
3. Seam allowances on fabric are indicated by a line:
a) dotted; b) dashed; c) solid.
4. The seam that connects two parts from the inside out is called
a) double; b) invoice; c) stagnant.
5. The overcast seam on the nightgown is processed
a) neck; b) side cut; c) bottom cut.
6. The process of modeling a nightgown is
a) changing the shape of the neckline; b) in design (use of finishes); c) in changing the shape of the pocket
7. What is the best neck shape for a nightgown for a short girl with a very round face:
a) square; b) oval; c) cape.
8. The work of a fashion designer is
a) creating a sketch of the product; b) constructing a pattern; c) cutting out the product.
9. The measurement results must be divided in half when recording the following measurements:
a) Ssh; b) Cg; c) St; d) Op; e) Dst; e) Di.
10. What measurement determines the size of a women's clothing item?
a) Ssh; b) Cg; c) Dst.
11. Drawings of garments are developed by:
a) fashion designer; b) cutter; c) design engineer.
12. Write down the measurements in full:
a) Ssh; b) Cg; c) Di; d) Op; e) Dst; eating.
13. The width of the drawing grid depends on the measurement:
a) Ssh; b) Cg; c) Op.
14. Front and back drawings:
a) absolutely identical; b) they differ only in the neckline and sprout; c) completely different.
15. When preparing a nightgown pattern for cutting, you must perform the following operations:
a) transfer of pattern details onto tracing paper; b) transfer of design lines onto tracing paper; c) designation of the direction of the warp threads; d) designation of weft thread directions; e) designation of the names of parts and their quantities; g) designation of the names of cuts and folds; f) designation of the size of seam allowances;
16. Chemical fibers are fibers created:
a) from cellulose; b) from oil and gas.
Choose the correct answers.
17. The properties of fabrics depend on:
a) from the fibrous composition of the fabric; b) on the type of weave of threads in the fabric; c) on the type of finish; d) from all of the listed signs.
2.1. Compliance tasks
In this type of task, it is necessary to establish the correct correspondence of the elements of one set to the elements of another set. Tasks of this form are called correlation tests or classification tests.
Instructions for test takers,
Column elements,
Answer line and rating.
There are quite a few modifications that determine the type of instruction. The most commonly used instructions are: “connect the corresponding elements of the right and left columns with straight lines”; “match…”, “write the answer in the form of pairs of numbers.” and then the text of the task: the names of two columns and their constituent elements.
Column titles should be short and precise, understandable to all subjects from the first reading.
Column elements express the content of the task. The selection of these elements is limited by the content of the curriculum. An important requirement for these tasks is the unequal number of elements in the left and right columns. It is recommended that the right column have a few more items than the left. This is necessary so that students cannot get the correct answer to the last, most difficult pair of associated elements for them automatically.
The score for completing tasks can vary: in one version, one point for correctly completing the entire task, in another - one point for each correctly completed match.
Matching tasks are used to test the associative knowledge that exists in each subject. This is knowledge of the relationship between definitions and facts, authors and their works, form and content, essence and phenomena, connections between various objects, properties, laws, phenomena, formulas, dates.
The main scope of application of these tasks is current control of knowledge; it is less often used for input and output control due to its cumbersome nature.
2.2. Compliance test options
Match letters and numbers:
1. 1) control lines are laid along the lines with spacer stitches...
2) copy stitches are laid along the lines...
a) shoulders on the details of the shirt and facing;
b) the middle of the shirt and facing parts.
2. Match numbers and letters.
Below is the technological sequence for processing the neck of a nightgown (under the numbers), but the terms of manual and machine work are omitted (they are indicated by letters).
1. Fold the outer edge of the facing to the wrong side and...
2. Pin and... facing.
3. ... the gate from the facing side.
4. Fold the facing to the right side, straighten the seam and...
5. Apply, baste and... facing onto the product.
a) stitch, b) baste, c) sweep, d) sweep, e) grind.
3. Find the correspondence between the type of seam (numbers) and the sewing operation (letters).
Seams:
1) double;
2) turning;
3) adjustment;
4) hem with a closed cut. Sewing operations:
a) processing the bottom of the sleeve;
b) processing of side cuts;
c) processing of the neck by turning;
d) processing of the outer edge of the facing
4. Find a correspondence between the names of the nightgown sections (numbers) and the methods of processing them (letters).
1) side sections; a) hem seam with closed
cut;
2) bottom of the sleeve; b) overlock seam;
3) neckline; c) double seam;
4) bottom of the product. d) adjustment seam.
3.1. Open form tasks used where it is necessary to completely eliminate the possibility of obtaining the correct answer by guessing and thereby improve the quality of the pedagogical measurement. Such tasks are used to test mastery at level II. For this purpose, tests are used to reproduce information, solve standard problems, and develop standard tasks.
The peculiarity of these tests is that there are no ready-made answers. When performing a test to reproduce information, the student remembers the information necessary to answer. The standard is an example of complete and consistent execution of the response.
Reproduction tests are divided according to their external design into substitution tests and constructive tests. Testing should begin with short instructions: “fill in the blanks,” “complete.” With automated control, the required answer is typed on the computer keyboard.
A substitution test task can contain a variety of information: verbal text, a drawing (diagram) or a graph in which words, letters, symbols, lines or images of circuit elements and parts that constitute an essential part of the information being tested are missing.
Constructive test tasks require the student to independently compose (construct) an answer, filling in the gaps in the given text with options from the proposed list: reproducing the wording, analyzing the studied phenomenon, making a drawing, diagram, etc.
Tasks can be presented in the form of a phrase, text, drawing, diagram, graph, symbols, tables, etc.
A constructive answer gives the learner greater freedom in composing an answer. When developing a constructive test, it is much more difficult (compared to a substitution test) to force the student to give an answer so that its form, sequence and content are closest to the standard, which complicates the procedure for checking control results.
3.2. Examples of open form tests
Fill the gaps:
1.
Warp threads are called threads -………………………………………
2. Weft threads are called threads - ............................................... .......................
3. Turning is...
4. As a result of the interweaving of threads along the edges of the fabric,...
5.Assemblies are...
6.Aboutcraft is...
7. Sewing machines - semi-automatic ones serve...
8. What is the name of the tool for cutting fabric, cardboard, thin metal? _______________________________
9. Synthetic fibers include: ________________________________________________
10.The mechanical properties of fabric include: ________________________________________________
11. Fabric produced on a loom by interlacing threads twisted from fibers of different colors is called...
4.1 Tasks to establish the correct sequence
They allow you to establish the correct sequence of various actions, operations, problem solving, calculations related to the performance of duties, instructions, safety rules, the order of historical events, as well as the quick and skillful assembly or disassembly of various products, and many other types of activities where you can establish or efficient algorithms have already been installed.
Main elements of the composition:
Instructions.
Option 1. “Establish the correct sequence” is accompanied by an example and explanations for students on how to answer the tasks of this form. If control is carried out using forms, the instructions do not need to be repeated before each task. The test taker puts rank numbers in brackets to the left before each element of the task.
Option 2: “Set up the correct sequence. Place the rank numbers in brackets that determine the order of actions (words).”
The name of the task is what the subject is asked about and the knowledge (skill) of what he must demonstrate.
The content of the task is the activity elements or definitions to be ranked. In the task, the elements are placed in a random order, so that there is no hint of the correct order in their arrangement. To prevent ignorant subjects from being able to guess the correct answer based on the endings of words, it is better to write the endings of all words in the nominative case.
The answer space is in boxes or brackets to the left of each item being ranked.
Tasks to establish the correct sequence can be used to develop knowledge, skills and abilities using the method that V. S. Avanesov called “learning from mistakes” with a thorough demonstration and explanation of what is wrong, why, and what will follow as a result of incorrect actions. The use of this method allows you to accurately separate correct actions from incorrect ones and prepare students to correct the error.
4.2. Test options for establishing the correct sequence
1. Arrange the correct sequence of technological operations when laying out the pattern on the fabric:
a) arrange small parts;
b) arrange large parts;
c) pin the fabric with pins;
d) pin small parts;
e) pin large parts;
f) determine the front side of the fabric;
g) draw control lines and points;
h) mark allowances;
i) trace the details along the contour.
2. The pattern is transferred to fabric using
a) running stitches; b) cutter; c) copy stitches; d) tailor's chalk; e) oblique stitches.
3. Arrange the correct sequence of technological operations when making a nightgown:
1) tracing the pattern parts along the contour, taking into account the seam allowance;
2) processing the bottom cut of the nightgown;
3) cutting out the cut details;
4) processing of the neckline with a hem;
5) preparing fabric and patterns for cutting;
6) preparing cut details for processing;
7) processing of the lower cut of the sleeve;
8) processing the details of the shirt along the side line;
9) final finishing of the product, WTO.
4. When preparing a nightgown pattern for cutting, you must
a) indicate the name of the parts and their quantity;
b) indicate the direction of the grain thread, the places where the fabric is folded;
c) indicate the amount of seam allowance.
5. When preparing fabric for cutting a nightgown, you must
a) determine the direction of the filament;
b) determine the front and back sides of the fabric;
c) determine the nature of the pattern and the direction of the pile;
d) determine the presence of defects;
e) perform decating of the fabric.
6 . Place the numbers in brackets that determine the order of actions (words).
Restore the correct upper threading sequence:
A) thread guide No. 1
B) spool pin
B) thread take-up
D) upper thread tension regulator.
7. Determine the correct sequence of actions:
A) thread both threads
B) put the fabric under the foot
B) bring the lower thread to the machine platform
D) lower the presser foot
D) pierce the fabric with a needle.
8. Write the correct sequence of letters corresponding to the stages of fabric production:
a) yarn and threads; b) fabric; c) fiber; d) fiber; e) cleaned and combed fiber;
Mastery of the form is a necessary but not sufficient condition for creating full-fledged tests.
The content of one block of tests (used, for example, to test knowledge in one lesson) can include both tasks of one form (monoform tasks) and tasks that include tests of various forms (polyform tasks).
The advantage of monoform tests is that an instruction of one type is sufficient to execute them. This makes the task more understandable to students, helping to reduce the time it takes to complete it. At the same time, this type of task is quite monotonous and it is not recommended to use it often in this form. It is advisable to use tests of this type to consolidate knowledge, as well as to check the quality of assimilation of newly presented material - at the end of a lesson or some small block of information.
The experience of many teachers who use test control shows that the use of multiform tests significantly increases their diversity and allows for a more objective assessment of knowledge. Tasks of this type make it possible to use them to test the quality of assimilation of material in larger sections, topics, and blocks that are of great importance for the acquisition of sustainable knowledge.
Answers to test tasks should be concise and meaningful. As the number of answers increases, the probability of guessing the correct answer decreases, but at the same time the cumbersomeness of the entire text increases and the time for selecting plausible answers increases sharply. Therefore, when developing tests, it is necessary to strive to improve the quality of answers and optimize their quantity.
To evaluate test results, a nominal scale is used: it is customary to give one point for a correct answer in each task, and zero for an incorrect answer. The summation of all scores obtained by a student is associated with a test score and proficiency level.
When developing sample tests, a number of requirements must be met:
1) The possibility of guessing the correct answers should be minimal. All correct answers should be formulated with the highest possible degree of plausibility; the correct answers should not stand out among them. The likelihood of incorrect answers is one of the main features of well-designed tests. Among the incorrect answers, first of all, it is necessary to include those that are the result of typical mistakes made by students; such a selection of answers facilitates the analysis of the results obtained.
The teacher should not ignore the frequent choice of any incorrect answers by students, assessing only the results of work on tests. Such erroneous answers should be analyzed in detail using examples and, if necessary, adjustments should be made to the training.
Selecting implausible or insufficiently plausible answers is a relatively simple task. Implausible student responses are fairly easily distinguished from plausible responses. Therefore, offering them is pointless and even harmful.
2) Students’ work on assignments should be a continuation of learning, therefore tests should not contain false information, meaningless answers, false formulas and formulations. Their use and the creation of traps should be regarded as a gross violation of didactics.
There cannot be tests whose content would absorb the entire content of the academic subject. When creating tests, the task is usually to select in it the basic things that students should know and be able to do as a result of their studies. In the conditions of rapidly changing and updating education, a solid knowledge of all the material of an academic subject becomes unrealistic and difficult.
The content of the tests varies depending on the volume of the subject being studied and the type of test. In the pedagogical practice of selecting the content of test tasks, the following principles should be observed:
1. Significance. It is necessary to include in the test not only those structural elements of educational information that can be considered the most important, key, without which knowledge becomes incomplete, with numerous gaps.
2. Scientific credibility. Controversial points of view, normal in science, are not recommended to be included in the test task. The essence of test tasks is that they require a clear answer, known in advance to the teacher and students, recognized in science as objectively true.
3. Completeness of display of the necessary educational information.
4. Variability of content. When selecting test content, the level of preparedness of the student population is taken into account. Tests should vary in difficulty. For different groups, you should have variant and invariant parts of the tests. If a weakly prepared group of students is tested, it may turn out that difficult test items simply will not work; not a single student will be able to answer them correctly. In such cases, these tasks are removed from further processing.
5. Systematic content. Test tasks must be selected so that they meet the requirements of systematic knowledge.
6. The relationship between content and form. Not all content can be presented in the form of test items. Many proofs, extensive calculations, verbose descriptions are difficult, if not impossible, to express in a test. The content of control in each academic subject should be accompanied by a search for the best form.
With the correct selection of specific material, the content of the tests can also be used for training. The content of the tests cannot be only easy, medium or difficult. Easy tasks only create the appearance of knowledge. Focusing on testing the minimum level of knowledge does not give an idea of the real level of knowledge. This level is also distorted by the selection of obviously difficult tasks, as a result of which the majority of students may end up with low scores. Composing tasks of only moderate difficulty leads to serious deformation of the text: it loses the ability to normally display the content of the subject being studied, which contains different material. Therefore, tests should include different tasks, which, regardless of the content of topics and sections, should be arranged in order of increasing difficulty.
A test is considered to be successfully designed if it is created to achieve a specific goal, suitable (valid) for measuring the quality of knowledge in the academic subject and those test takers for whom it was created.
When creating tests, certain difficulties arise in terms of forming a scale for assessing the correctness of students' completion of tasks.
Assessment of knowledge is one of the essential indicators that determine the degree to which students master educational material, develop thinking, and become independent. Assessment should encourage students to improve the quality of their learning activities.
In existing testing systems, it is proposed that the teacher selects a certain rating scale in advance, i.e. establishes, for example, that the subject scores either 31 to 50 points, then he receives an “excellent” rating, from 25 to 30 points - “good”, from 20 to 24 - “satisfactory”, less than 20 - “unsatisfactory”.
Obviously, when forming such a rating scale, there is a high degree of subjectivity, since much here will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements that different teachers place on the level of knowledge of students fluctuate within very wide limits.
Today, the “trial and error” method is still often used when forming a rating scale. Therefore, the student’s real knowledge does not receive an objective reflection.
Using ready-made tests from methodological literature, or creating your own, the teacher must, first of all, create a rating scale. It is important to take into account the complexity of the tasks included in the test and their diversity. Very often in testing practice, the number of correct answers to questions that require rote memorization is taken into account and the detailed answer given by the student to any question is not taken into account. As a result, a “5” is given to a student who has learned the factual material, but is unable to logically evaluate this or that event or reveal the cause-and-effect relationships between events, and this is exactly what every experienced teacher strives for. When organizing test control, it is necessary to distinguish between tests that require different rating scales. If the test includes various types of test tasks, then answers to simple questions should be scored with the least amount of points, and detailed answers that require logical thinking should be scored with the maximum. This approach to the test grading scale allows the student to independently choose those types of tasks that will allow him to score the required number of points. The rating scale of test tasks should be well known to students, therefore, already in the 5th grade, during lessons in various academic subjects, it is advisable to introduce various types of test tasks, and the rating scale should be posted on the board before the test, at the moment when the teacher comments on the tasks. Students see how much a particular question “costs” and upon completion of the work they can independently evaluate their knowledge.
At the present stage of development of educational technologies, traditional forms of knowledge control are being replaced by new ones, built on the use of computer technologies: automated testing systems, interactive practical work, reports and abstracts made using presentation technology, etc.
For all types of control, computer testing is widely used, which, as a procedure for monitoring assimilation, is automated using computer technology in the form of automated testing systems. Modern automated systems allow you to: visually present the testing process, quickly obtain test results in text form, in the form of graphs, diagrams, both for the entire group of test takers and for individual students. The advantages of using automated testing systems include the speed of obtaining information about students’ knowledge; objectivity of the results obtained; the ability to identify topics and questions that are poorly mastered by students.
A computer test is a tool that reveals the fact of mastering educational material; consists of a task for an activity of a certain level and standard, i.e. sample of complete and correct execution of actions.
Existing forms and methods of control used by each teacher do not always give the desired results and do not make students subjects of the educational process. Schoolchildren are inactive and perceive control as a check necessary for the teacher, but not as an activity necessary for them. Every teacher interested and responsible for his activities must know the existing forms and methods of control and strive to improve them.
The experience of using known methods for diagnosing student performance allows us to analyze our own activities in this direction and identify the following shortcomings that need to be eliminated:
1) difficulties arise related to the peculiarities of teaching work:
Differences in requirements and levels of assessment of student knowledge by different teachers;
When organizing ongoing knowledge tests for a large number of students, there is a workload of uncreative work associated with a large amount of information that needs to be prepared, processed and analyzed in a relatively short period of time;
The desire to have a high score for the quality of knowledge in a subject, which can be used to evaluate the work of the teacher himself, leads to the fact that students are given unreliable grades.
2) difficulties arise related to the specifics of the traditional form of knowledge testing: the lack of clearly formulated standards of knowledge and specifically defined volumes of skills sufficient for each positive assessment.
3) difficulties arise related to the preparation of students: the use of “cheat sheets, cheating, mutual assistance” in the lesson distorts the reliability of assessing students’ knowledge and prevents them from taking an objective look at the quality of their teaching work.
“Testing knowledge is a form of pedagogical control over the educational activities of students. If we take into account that the main educational task of the teacher is to ensure that the entire body of program knowledge is mastered by the students, it becomes clear that it is impossible to do without a special knowledge test. Moreover, it must be organized so that actual knowledge is revealed as deeply and completely as possible.”
Checking is an incentive for regular classes, for students to work conscientiously, as well as an objective form of teacher self-control. A teacher’s self-assessment will be truly objective if the knowledge test is organized in such a way that it ensures the most complete identification of this knowledge.
In my teaching activities, to conduct classes, I use a variety of types, types and forms of conducting lessons, which contributes, firstly, to the development of students’ interest in the subject, and secondly, to more effective and high-quality conduct of classes, in-depth study of the subject to the level of its awareness perception.
The practice of conducting technology classes and the introduction of various pedagogical technologies make it possible to organize testing and control of students’ knowledge at various stages of the educational process:
1. Checking homework.
2. Updating basic knowledge and methods of action
3. Application of knowledge, formation of skills.
4. Control and recording of knowledge
In my teaching activities I use the following methods: oral questioning, discussion; defense of abstracts; testing.
Traditionally, part of the lesson is devoted to oral questioning in classes. In lessons for consolidating knowledge, repeating and generalizing, the entire lesson can be devoted to oral questioning. The main goal is to identify the presence, understanding and stability of knowledge on the current topic or several topics being studied.
An oral survey is carried out, as a rule, at each lesson based on the material of the previous lesson. Thus, during the survey, the formation and further development of students’ skills and abilities is carried out: the ability to tell and plan their answer, draw conclusions and generalizations, compare and contrast.
4) there are schoolchildren who are able to present the material almost “word for word” from the textbook. To check the strength of mastery of the material, students should be asked additional questions about previously covered material. The use of non-standard situations or cognitive tasks and tasks allows us to determine the degree of understanding of the presented material, its practical significance and use.
The main task of the teacher is competent and targeted work on methodological recommendations for students, selection of topics and literature. In the process of assessing knowledge, we take into account: the correspondence of the collected information to the given topic, the nature and style of presentation, the level of analysis performed, the logic and validity of the conclusions, their relevance to the topic. A student can receive incentive points for correct execution in accordance with the guidelines and requirements.
The variety of types and forms of control makes it possible to take a creative approach to its organization. In order to methodically competently organize this type of educational activity, the teacher needs to know the features of various types and forms of control, creating conditions for improving the quality of knowledge, skills and abilities of students in the subject.
CONCLUSION
All over the world, tests have been and will be the most important factor in society for social selection and, in particular, the so-called “vertical mobility” - the process of promoting the most talented representatives of the broad masses to the ranks of the professional and managerial elite.
Tests can either promote or (if the matter is not organized correctly) hinder this process: either increase or decrease the level of social optimism and activity.
Experience in testing students' technology knowledge shows that it is most advisable to use it:
For the purpose of ongoing monitoring of students' knowledge acquisition;
Based on the results of studying the next topic or section of the course;
In order to monitor the dynamics of students’ knowledge acquisition;
In order to identify the level of knowledge acquired by students during the lecture (carried out immediately after the lecture at the end of the lesson).
Our experience in teaching technology allows us to gradually but purposefully form our own system of test tasks on technology.
Tests can also be used for self-testing of knowledge by students themselves. In addition, the teacher can use tests as homework with subsequent analysis of incorrect answers. In the form of homework, you can also give students questions to receive additional assessment.
Observations of the nature of students' activities during the school year showed that testing students' knowledge with the help of tests encourages them to work more carefully and systematically with the text of the textbook, actively work in lessons, and pay great attention to self-preparation.
Literature
Avanesov V. S. Composition of test tasks. - M., Testing Center, 2002.
Zorin S. F. Development of an automated system for monitoring students’ knowledge in the discipline “Enterprise Economics”. MGVMI, 2007.
Mayorov A. N. Theory and practice of creating tests for the education system: How to choose, create and use tests for educational purposes. M: Intellect-Center, 2002.
Morev I. A. Educational information technologies. Part 2. Pedagogical dimensions: Textbook. - Vladivostok: Dalnevost Publishing House. University, 2004.
Neiman Yu. M., Khlebnikov V. A. Pedagogical testing as a measurement. Part 1. - M.: Testing Center of the Ministry of Defense of the Russian Federation, 2002.
Chelyshkova M. B. Theory and practice of constructing pedagogical tests. Uch. Benefit. - M.: Logos, 2002.
Kabanova T. A., Novikov V. A. Testing in modern education. Uch. Benefit. - M.: Higher School, 2010.
Kaziev V. M. Introduction to practical testing. - M.: Intuit.ru, Binom. Laboratory of Knowledge, 2008.
How to work with tests in biology
The concept of tests
In recent years, educational institutions have begun to use tests as a means of objectively monitoring students' knowledge. Under test understand a task that contains a question for which there is reference correct answer. IN closed In tests, along with the question, several answers are presented, among which there is a correct answer. The teacher's task is to create a test that meets the requirements for tests. The student's task is to choose the correct answer. If the test is compiled correctly and the teacher has a standard for the correct answer, then the student’s knowledge of the educational material on which the test is compiled will be assessed correctly and objectively. IN open In tests, the student formulates the answer himself, and the teacher compares it with the standard of the correct answer. There are tests that allow you to check the student’s mastery of knowledge on different levels:
creation.
recognition,
playback
Compiling tests is labor-intensive and complex work, requiring the teacher to have extensive knowledge and experience in practical work in the preparation and use of tests. The greatest difficulty is in compiling tests to test students' skills and abilities. Most tests currently used test students' knowledge of basic biological terms, concepts, and patterns. Using tests, it is easy to check the following groups of educational elements:
elements of the structure of certain biological structures;
composition and quantity of certain biological systems;
sequence of events and processes;
cause-and-effect relationships between events;
names of the features and functions of certain substances and structures;
predicting the results of certain impacts on biological systems
contribution of scientists to the development of biology
Several types of tests are used in the educational process and at the Unified State Exam:
closed tests with the choice of one correct answer (less often, several correct answers)
open tests that require a short answer
open tests that require the formulation of a detailed answer.
Get acquainted with tests taken from books by different authors.
1.1. Test samples.
A. Closed tests(with one correct answer)
Prokaryotes include
A) horsetail
B) green euglena
B) Escherichia coli
D) influenza virus
Double fertilization is typical for
B) ferns
B) flowering plants
D) green algae
In a eukaryotic cell ……… contain a DNA molecule.
A) lysosomes
B) mitochondria
B) ribosomes
D) myofibrils
Flowers have a simple pericarp
B) strawberries
B) tulip
Name the type of bones that the parietal bone of the human skull belongs to.
A) tubular
B) flat
B) mixed
D) spongy
How many Fe2+ ions does an adult hemoglobin molecule contain?
D) four
What is the function of heart valves?
A) direct the movement of blood
B) ensure unimpeded blood flow
C) prevent backflow of blood
D) ensure timely flow of blood to different parts of the heart
8. In 1 cu. mm of human blood contains……. red blood cells
B) 200-400 thousand.
During mitosis, the last of the following events is
A) destruction of the nuclear membrane
B) chromosome divergence
B) alignment of chromosomes in the equator region of the spindle
D) thickening and shortening of chromosomes
When studying human genetics, DO NOT use such a method as
A) cytogenetic
B) twin
B) hybridological
D) population
..... discovered the mammalian egg and established that all multicellular organisms begin their development from one cell - the zygote.
B) R. Virchow
B) A. Levenguk
D) T. Schwann
What is the name of the template synthesis reaction, during which enzymes and auxiliary proteins from the original (mother) DNA molecule and free nucleotides synthesize two new (daughter) DNA molecules - identical copies of the original DNA molecule?
A) broadcast
B) replication
B) reparation
D) transcription
Unfortunately, some textbooks contain a number of incorrectly designed or not entirely successful tests. Check out the tests that we think fall into this category; try to find errors, inaccuracies, etc. in them.
The innervation of human skin and skeletal muscles is provided by:
A) autonomic nervous system
B) somatic nervous system
In the body, oxygen is transported to tissues by:
A) blood plasma
B) leukocytes
B) red blood cells
The reproductive system first appears in:
A) coelenterates
B) flatworms
B) roundworms
D) annelids
Fish using a swim bladder
A) digests food
B) moves faster
B) perceives the direction and strength of water flow
D) sinks to depth or floats up
Mammals have vision
A) monocular
B) binocular
B) monocular, binocular
D) mixed
One of the signs of arterial bleeding is:
A) continuity of the blood stream
B) scarlet color of blood
B) dark color of blood
Mother's milk is beneficial because
A) it is sterile
B) contains antibodies
C) contains all the substances necessary for the child’s nutrition
D) all of the above are true
The synthesis of new proteins in the cell occurs:
A) in chromosomes
B) in ribosomes
B) in mitochondria
A type of tissue that has the ability to generate nerve impulses is
A) epithelial glandular
B) cardiac muscle
B) integumentary epithelial
D) smooth muscle
D) skeletal muscle
When drugs from ready-made antibodies are introduced into the human blood, ...... immunity is produced.
A) natural innate
B) natural acquired
B) artificial active
D) artificial passive
Does not apply to mutations
A) deletions
B) inversion
B) translocations
D) crossing over
Plants, fungi, animals are eukaryotes, since their cells
A) do not have a formed core
B) do not divide by mitosis
B) have a formed core
D) have nuclear DNA closed in a ring
The organelle through which substances move during the metabolic process is
A) lysosome
B) ribosome
B) Golgi complex
D) endoplasmic reticulum
Synthesis occurs on DNA as a matrix
A) mRNA molecules
B) protein molecules
B) tRNA molecules
D) ATP molecules
The group of diapsids (two temporal pits) does not include:
A) crocodiles
B) turtles
D) lizards
Can develop from a bud
B) flower
Enzymes are substances that:
A) are part of vitamins
B) are part of hormones
C) have high activity and increase the rate of reactions in the cell
D) are part of antibodies
Determine the homozygous genotype
Most often, when compiling closed tests, the following are allowed: errors:
the test contains not one, but two correct answers
the selection of answer options is unsuccessful, which greatly facilitates the search for the correct answer
the test is based on educational material that is significantly outside the scope of the school curriculum, which does not contribute to a deeper understanding of the educational material studied in the program
there are incorrect (unscientific) terms
the answer contains deliberately false information
no correct answer
B. Open-ended tests that require a short answer.
Crossing over occurs during the ……….. first meiotic division.
ATP in photosynthesis is formed during the ……………….. phase.
The person in the left has ……………. there is ………….. oxygenated blood that comes into it through the pulmonary ………….. from the lungs.
Give an example of a human hormone.
What is the name of an organism that produces different gametes, differing in the sex chromosomes they contain?
Name the class to which newts and salamanders belong.
How many lipid layers are there in the outer plasma membrane?
………………………….
is the process of transferring pollen from the anthers of the stamens to the stigma of the pistil.
In humans, the part of the heart that has the thickest wall is …………………. ………………
The richer the soil is in humus, the more …………..
What is the name of the graphical representation of the variability of the studied quantitative trait, reflecting the range of fluctuations of specific values of the trait and the frequency of occurrence of individual values of the trait?
What is the process of development of germ cells called?
The pig for pork tapeworm is ……………………….
the owner.
Unfortunately, even among open tests there are low-quality tests, including those for which it is difficult to find a definite correct answer.
The body is provided with ATP molecules during ………………………….. exchange.
The crossing of two organisms is called ………………………
After fertilization, the ovule is called a seed, and the ovary is called ……….
The electron microscope was created……….
Experience shows that there are several main reasons for the appearance of low-quality tests in printed publications:
lack of expert assessment of test quality
little experience in the practical use of tests by test writers
insufficiently high scientific level of the source of information.
Knowing the rules for compiling tests and the requirements for them, having deep and solid knowledge and experience in working with tests, you can easily assess the quality of the tests of a particular textbook and use it accordingly when preparing for classes and the Unified State Exam.
C. Open tests that require a detailed answer.
Why cannot an individual be considered as a unit of evolution?
Why are interspecific hybrids often infertile?
Name the main event that occurs in a cell during metaphase of mitosis.
Name the features of the chemical composition of DNA and RNA in which these two chemical compounds differ from each other.
Name the main structural features characteristic of the lancelet blastula.
The greatest difficulty when using open tests that provide a detailed answer, the compiler uses when developing standards for the correct answer. The standard must contain several essential operations: terms, relationships. The mark can be set in two different ways:
according to the “answered - did not answer” principle, that is, whether the student gave a correct and complete answer to the question posed or not;
for a correct and complete answer the student receives a certain fixed number of points, for an incorrect or incomplete answer he receives nothing;
The mark is given depending on the number of correct essential operations that the student must carry out (name) during his answer. Essential operations are understood as terms, concepts, characteristic features of the object being studied, elements of formulas, relationships and connections between the components of the object being studied.
Let us give an example of what we think is the correct standard of answer to the following question. Question.
What is the function of the human heart valves? Standard answer.
The answer must contain two essential operations: They prevent
backflow of blood they prevent the opposite
blood movement.
The bulk of tests on current tests and the Unified State Examination are closed tests and open tests that provide a short answer.
In most cases, tests are used only to test and assess the level of knowledge of students. A number of tests contain learning elements: new terms, relationships. Some tests are formulated so that they can be used to create new tests. Typically, the use of tests is sufficient to objectively assess the level of mastery of the school biology curriculum. It is more difficult to ensure that this level of knowledge itself is high, sufficient for studying at a university. This is difficult to achieve using tests alone. Tests are an auxiliary tool that allows you to objectively assess students’ knowledge, a means of self-control and reinforcement of educational material. Tests alone are completely insufficient to acquire solid and deep knowledge.
2. Ways to structure educational information
Main ways to acquire knowledge the following remain:
reading a textbook and additional literature
teacher's story and explanation
searching for answers to security questions
solving situational problems.
It is known that the acquisition of new knowledge takes several stages:
acquaintance
understanding, clarification of the basic laws of the structure and functioning of the object being studied, identifying connections between its elements and other similar objects;
recording new knowledge in the system of existing knowledge;
memorization and subsequent reproduction;
using the acquired knowledge to acquire new knowledge, skills, etc.
In order for the student to have solid knowledge at a certain level (level of recognition, level of reproduction, etc.), it is recommended to conduct training at a higher level.
Acquiring new knowledge requires the student to make certain efforts and active work at each stage of knowledge formation. The knowledge acquired by a student during active independent work is deeper and more durable. The most important condition for the successful formation of solid knowledge is their arranging, bringing them into one system. This is carried out during the student’s performance of the following types of work: independent design of didactic material:
compilation of a dictionary of terms
recording key terms
compilation of tables
drawing up diagrams
compilation of classifications
sketch of the objects under study with the designation of the most significant structural elements
identifying cause-and-effect relationships
compilation of short essays, educational texts
drawing up supporting diagrams and notes.
drawing up a story plan.
making crosswords
presentation of educational information in poetic form (riddles, poems)
This work will have the greatest effect if fragments of this didactic material are created by you as elements of future tests. There is no need to wait for tests of different forms and contents to be offered to you. Create them yourself!
3. Test development
The preparatory stage in creating tests will be the work of constructing didactic material. When developing didactic material, you must adhere to the following recommendations:
it must contain the most important, essential or specific characteristics of the object or part being studied
it must be presented in an easily recognizable and understandable form
it should reflect the existing relationships between the elements (components) of the didactic material.
By constructing didactic material in accordance with these recommendations, you can easily transform it into a test. Let's give a few examples.
Example 1.
Having studied in the textbook the processes of formation and excretion of urine in humans, you write a short summary, a fragment of which is the following text:
“Stages of urine formation and excretion:
Education primary urine – filtration: the movement of water with inorganic and low molecular weight organic substances dissolved in it from the glomerulus of blood capillaries into the cavity of the capsule of the convoluted nephron canal under the influence of a pressure difference.
Education secondary urine:
reverse suction– movement of substances needed by the body from the cavity of the convoluted nephron tubule into the blood capillaries surrounding the convoluted nephron tubule
secretion- movement of chemical compounds from blood capillaries into the cavity of the convoluted nephron canal
Movement of urine from the renal pelvis through the ureters due to contraction of the muscles of their walls
Accumulation of urine in the bladder
The movement of urine through the urethra.”
Test 1. What is the name of the first stage of urine formation in the kidneys?
A) Secretion
B) Filtration
B) Reverse suction
D) Hydrolysis
Test 2. Name the area of the excretory system in which intensive absorption of chemical compounds needed by the body occurs.
A) capsule of the convoluted tubule of the nephron
B) ureter
B) bladder
D) convoluted tubule of the nephron
D) urethra
Test 3. Name the section of the excretory system into which urine flows after leaving the kidney.
A) nephron
B) ureter
B) bladder
D) urethra
Test 4. What is the primary force that causes urine to move through the ureters?
A) pressure created by urine produced in the kidneys
B) the force of gravity
B) pressure created by the muscles of the ureteral wall
D) suction action of the bladder
Example 2.
After studying the work of mitochondria, you write a short text.
“In the mitochondrial matrix, with the help of enzymes, the oxidation of low molecular weight organic compounds occurs, during which CO 2, hydrogen and energy-rich electrons are split off from them. Proteins in the inner mitochondrial membrane transport electrons and use their energy to move hydrogen ions from the matrix into the intermembrane space. Hydrogen ions returning back into the matrix through the ATP synthetase enzyme channel give this enzyme the ability to synthesize ATP from ADP and phosphoric acid. Oxygen is necessary to bind hydrogen ions - water is formed. Thus, in mitochondria, during cellular respiration, the chemical energy of covalent bonds of organic compounds is converted into the energy of high-energy bonds of ATP molecules.”
Working with this text, you can create the following tests.
Test 1. How many membranes are there in the mitochondrial membrane?
D) four
Test 2. Name the region of mitochondria in which proteins that transport electrons and hydrogen ions are located?
A) matrix
B) outer membrane
B) inner membrane
D) intermembrane space
Test 3. Which ion moves through the channel of the ATP synthetase enzyme, giving it the ability to synthesize ATP?
Test 4. Name the structural component of the cell in which ATP is formed during cellular respiration.
A) chloroplast
B) mitochondria
D) Golgi apparatus
D) ribosome
Example 3.
Having studied the structure of the outer plasma membrane, you draw the following diagram of the membrane structure.
Intercellular environment
7 8 13 7 8 14
cytoplasm
Fig.1. Diagram of the structure of the cytoplasmic membrane of an animal cell.
1 – integral protein of the outer layer
2 – oligosaccharide covalently bound to protein
3 – peripheral protein of the outer layer
4 – integral protein that penetrates the membrane through
5 – oligosaccharide covalently linked to lipid
6 - polar head of phospholipid
7 – peripheral protein of the inner layer
8 – integral protein of the inner layer of the membrane
9 – hydrophobic phospholipid tails
10 – lipid double layer
11 – outer lipid layer
12 – internal lipid layer
13 – cholesterol
14 – water molecules
Working with the drawing, you can create the following tests.
Test 1. How many lipid layers are there in the plasma membrane?
D) four
Test 2. In which direction relative to the center of the membrane are the hydrophobic regions of all membrane lipid molecules directed?
A) towards the boundary of the membrane with the external environment
B) towards the center of the membrane
B) along the membrane
D) towards the boundary of the membrane with the cytoplasm
Test 3. Where are carbohydrates located in the outer plasma membrane?
A) on the outer surface of the membrane
B) on the inner surface of the membrane
B) in the middle of the membrane
Test 4. Name the chemical compound indicated by the number 3?
B) cholesterol
B) carbohydrate
D) nucleic acid
All tests we construct are closed. By removing the answer options, you can easily transform these tests into open-ended tests that require a short, clear answer.
The selection of false answers is of great importance in consolidating educational material. They must be plausible and must not contain patently false statements (a non-existent term, an incorrect description of a mechanism, process or relationship between individual elements). Designing a proper test requires broad and in-depth knowledge. To check the accuracy of the test you created, you can use the following tips:
1) after 2-3 weeks, see if you can answer the test question yourself
2) see if your comrades can answer the test question, whether they understand the question
3) show the test to the teacher and ask him to evaluate the accuracy of the test.
The main thing is that your test meets the following requirements:
the formulation of the question should be clear, precise, understandable and preferably simple in form
the wording of the question should provide for a specific and unambiguous answer and not allow the possibility of choosing another correct answer different from the one you propose
answers should not be cumbersome
Answers must not contain clearly false information.
Compiling printed tests yourself is labor-intensive and time-consuming work. Therefore, you can limit yourself to oral work with ready-made texts, asking test questions as you study the text. At the same time, you will easily identify those inaccuracies, simplifications or errors that are contained in some textbooks, which will allow you to correct them yourself, with the help of a teacher or additional literature.
4. Working with ready-made tests.
4.1 Test conversion
Currently, various publishers offer students a huge number of textbooks containing tests. Most of these tests meet the test requirements, but, unfortunately, these manuals contain a small number of test items. Therefore, these textbooks allow one-time monitoring of students’ knowledge level, but do not allow repeated and systematic use of the tests they contain during the learning process. In addition, the structure of the test and the wording of the test questions do not allow for converting closed tests into open tests. The wording of the questions in them differs from the traditional form; the question and answer in them are members of one sentence, the answer serves as a continuation of the question. In most of these tests, the question cannot exist separately from the answers. This, in our opinion, significantly simplifies the student’s mental work in finding the correct answer and limits the potential capabilities of the tests. You can verify this by getting acquainted with similar tests developed by us at the request of some educational institutions.
Examples of closed tests of a generally accepted form.
Breathes using gills
A) grape snail
B) pearl barley
B) big pond snail
D) naked slug
In humans, blood enters the left atrium through
B) pulmonary arteries
B) pulmonary veins
D) superior and inferior vena cava.
Iodine is included in
A) insulin
B) thyroxine
B) adrenaline
D) growth hormone
The formation of tiers characteristic of oak forests was the result
B) symbiosis
B) competition
D) predation.
The process of forming an RNA molecule on a DNA molecule is called
A) broadcast
B) transcription
B) reduplication
D) reverse transcription.
Small modifications to these tests make them a more effective learning tool. In this case, the question is asked in the usual traditional form. Let's look at the advantages of modified tests and see how tests can be used differently.
Converted tests.
Name a representative of the phylum Mollusca that breathes using gills.
A) grape snail
B) pearl barley
B) big pond snail
D) naked slug
The wording of the question contains elements of training (reinforcement):
the student is reminded that the animals listed below are of the phylum Mollusca;
The student is reminded that Molluscs is the name of a type.
When analyzing this test, it is easier to ask additional questions: “What is the respiratory organ of other animals? What structure do the gills of this animal have?”
Name the blood vessel(s) in a person through which blood flows into the left atrium.
B) pulmonary arteries
B) pulmonary veins
D) superior and inferior vena cava.
There is an element of learning in the wording of the question: the more general term “blood vessels” is named, combining the different types of vessels mentioned in the set of answer options. With this test design, it is easier to ask questions: “Which is the next section where the blood flows? Through what structure does it enter this next department? What is the oxygen saturation of blood that enters the left atrium? and so on."
Name the hormone that contains iodine.
A) insulin
B) thyroxine
B) adrenaline
D) growth hormone
The wording of the question provides a reminder that all of the substances listed below are hormones. The essence of this concept involuntarily emerges in the student’s mind. The following questions immediately arise: “What is a hormone? Where is insulin produced? What is the function of insulin? What is the chemical structure of insulin? and so on."
Name the form of interspecific relationships that resulted in the formation of tiers characteristic of such a biogeocenosis as an oak forest.
B) symbiosis
B) competition
D) predation.
The question contains a generalization clarifying that the above concepts
are relationships between organisms
are the relationships between organisms
are relationships between organisms different species.
What is the name of the template synthesis reaction, during which enzymatic synthesis of an RNA molecule occurs on one of the nucleotide chains of a DNA molecule in accordance with the principle of complementarity?
A) broadcast
B) transcription
B) reduplication
D) reverse transcription.
The question essentially contains a brief description of the transcription process:
this is a reaction matrix synthesis
this process takes place with the direct participation enzymes
during this process the principle is implemented complementarity
RNA molecule is synthesized by one polynucleotide chain of a DNA molecule.
New concepts have been introduced into the question: matrix synthesis reactions, the principle of complementarity, enzymatic synthesis, nucleotide chain. The wording of the question can be used almost without change when compiling a dictionary of terms and allows you to create many additional questions: “What reactions are called matrix reactions? Are all of the following reactions matrix reactions and why? What is a nucleotide? What is complementarity? Give an example of complementarity. Where does the broadcast take place? What is formed as a result of reduplication. ”
All modified tests can be easily converted into open tests that require a short answer. To do this, you need to remove the answer options, leaving the question itself unchanged.
Thus, we are convinced that the form of test we recommend with the traditional formulation of an extended question is a more effective means of learning and contains more potential opportunities for the formation of a knowledge system. Therefore, tests of this form can be called training tests.
The procedure for converting tests described above is itself active educational process that requires a person to have certain knowledge and skills. In the process of formation by students skills compose or transform tests, his knowledge is firmly established at a lower level of assimilation - at the level of its reproduction. Therefore, we recommend using the tests of a generally accepted form at your disposal not only to assess the level of your knowledge, but also as source material for creating tests of a different structure: with the traditional form of an extended question.
Unfortunately, some of the tests presented in some textbooks are so short that it makes them difficult to use for teaching. They, apparently, were developed only for quick control of knowledge. When working with such tests, you have great opportunities to rework them in order to increase their information content and turn them into open-type tests that require a short answer. When changing tests, you can use the following guidelines:
introduce a minimum amount of new information into the formulation of the question, which should not distract from the essence of the question
additionally entered information must be an important characteristic of the educational element being studied
It is desirable that the entered information contains general terms that combine those concepts that are presented in the form of answer options
the design of the question should allow it to be used without answer options
the test must correspond not only to the textbook material, but also to modern scientific ideas
It is desirable that the text reflects the existing relationship between the concepts mentioned.
One of the simple ways to check the correctness of most types of closed tests is the following: try to give an unambiguous, specific and only possible correct answer to a question without a set of answers; your answer must match the correct answer from this set.
Let's look at two examples of test conversion.
Example 1.
Initial test(correct answer is highlighted in bold).
“ATP is formed
A) in the endoplasmic reticulum
B) in ribosomes
B) on the outer plasma membrane
G) in mitochondria
D) in the core.”
When transforming the test, we take into account the following:
In bacteria, ATP is formed at special invaginations of the outer plasma membrane.
ATP is formed during photosynthesis, chemosynthesis, glycolysis and cellular respiration
in animals, ATP is formed in mitochondria and cytoplasm (more precisely, in the hyaloplasm)
ATP is produced in mitochondria during cellular respiration
The answers indicate the structural components of the cell.
Converted test.
“Name the structural component of a eukaryotic cell in which ATP is formed during cellular respiration.
A) endoplasmic reticulum
B) ribosome
B) outer plasma membrane
G) mitochondria
D) core.”
Example 2. Let's see how differently you can ask about the same educational element - the name of the organelle in which translation occurs - one of the stages of matrix protein synthesis.
Option 1 (source text)(correct answer is highlighted in bold).
“Where is protein synthesized?
B) in the ribosome
B) in the lysosome
D) in the cell center.”
Analysis: The question is formulated very poorly, it is not specific. If a question is asked separately from a set of answers, then a variety of correct answers can be given to it: in the cell, in the body, in mitochondria, in the cytoplasm, in ribosomes, etc.
Option 2.
“Where in the cell is protein synthesized?
B) in the ribosome
B) in the lysosome
D) in the cell center.”
Analysis: The question is also unsuccessful; it only slightly limits the range of correct answers. In addition, the concept of “protein synthesis” is very broad. Firstly, there are several stages of protein synthesis, the most important of which are transcription and translation. Secondly, some proteins of small size, consisting of several amino acid residues, are synthesized not in ribosomes during translation, but directly in the cytoplasm by enzymes that connect amino acids to each other in a certain sequence.
Option 3.
“In what structural component of the cell does translation take place?
B) in the ribosome
B) in the lysosome
D) in the cell center.”
Analysis: The question is more specific and significantly limits the range of possible answers: in the ribosome, as well as in mitochondria, plastids and cytoplasm, since they all contain ribosomes.
Option 4.
“Name a structural component of a cell whose sole function is translation.
B) ribosome
B) lysosome
D) cell center”
D) mitochondria.
Analysis: The question limits the range of correct answers to only one answer. This allows you to enter another plausible answer. However, a student may forget what “translation” is, and we are not testing his knowledge of the essence of this concept, but the localization of this process. Therefore, it is advisable to introduce additional information into the question.
Option 5.
“Name the structural component of a cell, the only function of which is translation - the enzymatic process of matrix protein synthesis from amino acids.
B) ribosome
B) lysosome
D) cell center”
D) mitochondria.
Analysis: A closed test can easily turn into an open test. The only correct answer is the ribosome. The construction of the question contains additional information that reminds us of the essence of the translation, and is convenient for creating new tests.
4.2. Working with ready-made tests with traditional question form and learning elements
(using the example of test collections “Preparing for the Unified State Exam: Biology” by the “Drofa” publishing house)
The result of our many years of work on the compilation and use of tests of different levels of complexity at different stages of the educational process was the publication by the Drofa publishing house of a collection of tests “Preparing for the Unified State Exam: Biology”, consisting of 4 books on the main sections of biology. The tests contained in these books are characterized by the following features.
Presented in a very large number
Covers all topics and core learning elements
Vary in degree of difficulty
The design of the proposed test tasks differs from those used on the Unified State Exam.
The main difference concerns the form of the question.
It is more familiar to students, and each question retains its meaning even when a set of answers is removed. This expands the functionality of the proposed tests, since after removing the set of answers, the tests turn into questions that require the independent construction of a short answer.
Before studying the educational material in detail on specific topics in a particular section of biology, for example, the “Man” section, quickly read the material of the entire section to form a general idea of the content of the educational material. This will make it easier for you to work with those tests on a specific topic that require knowledge of material on related topics to answer.
Carefully read the school textbook and all teaching aids available to you on the first topic of the section you are studying. Try to understand the basic laws of the structure and functioning of the object being studied (animal, physiological system, organ, cell, chemical compound).
Bring the information received into the system and structure it. To do this, use writing down key terms, drawing up tables, diagrams and figures, writing short abstracts, etc.
Put down your textbook, study guides, and answer test questions on the topic you are studying in writing, using separate sheets of paper or a workbook. Write the question numbers in columns and opposite each question number write the number of the only answer that you consider correct.
When answering test questions, do not mark what you think are the correct answers on the pages of the study guide. Firstly, your notes may turn out to be incorrect, and you will be forced to erase or cross them out, which will inevitably lead to damage to the textbook. Secondly, your markings will make it difficult to reuse tests for self-testing.
After a few days, answer all the test questions on this topic again, without resorting to the help of a textbook and checking your choice with the previously recorded numbers of correct answers.
The following test of your knowledge can be useful: you read the test question, closing the answer sets, and try to independently formulate the correct answers to the questions, without resorting to the help of the answer set;
control the accuracy of your answer by checking it with the correct answers you previously found.
A more difficult task is the following: after closing the test question and reading only the answer options, try to formulate the test question yourself, and then compare your wording with the original one.
You can try to formulate a new question to which a different answer from the existing set of answers will be correct.
Using common question words, ask and answer questions for each term mentioned in the test.
By randomly selecting any educational element to be studied - a phenomenon, process, substance or structure - find in the collection of tests those tests that contain information about this educational element.
Using the content of these tests, write a story about this learning element.
When studying tests, make a list of terms for each topic in the section you are studying. Then expand on the content of each term.
Modify the tests, converting them into a form typical for most textbooks and the Unified State Examination.
After converting the test, read the question and the correct answer as a single sentence.
After studying the topic, complete the test: randomly select 30-40 tests, answer them, check your answers with the standards of correct answers and give yourself a mark that characterizes the amount of your knowledge on this topic.
Having tested and consolidated your knowledge on one topic, move on to studying the next topics in the section using the same methodology.
After studying all the topics in the section, complete the test, randomly selecting 50-60 tests from all the topics in the biology section being studied.
transforming tests of a generally accepted form into tests with a traditional question structure containing learning elements
independent preparation of tests.
Regular, painstaking and thoughtful independent work on studying educational material using self-control tests will allow you to acquire solid and deep knowledge of biology.
We wish you success!
Associate Professor of the Department of Medical Biology and Genetics, Kazan State Medical University, Candidate of Biological Sciences Frosin V.N.