Testing Methodology in the Student Learning Process

Autor/in	Gorbunova, Tatiana N.
Titel	Testing Methodology in the Student Learning Process
Quelle	In: European Journal of Contemporary Education, 6 (2017) 2, S.254-263 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-9650
Schlagwörter	Testing; Evaluation Methods; Feedback (Response); Simulation; Multiple Choice Tests; Hypothesis Testing; Scoring; Knowledge Level; Test Reliability; Foreign Countries; Computer Science Education; Mathematics Skills; Mathematical Models; Problem Solving; Computation; College Students; Correlation; Russia + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Simulation program; Simulationsprogramm; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Hypothesenprüfung; Hypothesentest; Bewertung; Wissensbasis; Testreliabilität; Ausland; Computer science lessons; Informatikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical model; Mathematisches Modell; Problemlösen; Collegestudent; Korrelation; Russland
Abstract	The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid to the reliability of simulated tests, and to their differentiating ability to assess knowledge. The author pays significant attention to the learning aspect of tests, that assumes the student's choice of the method to solve proposed test tasks. Various methods are suggested, including a model of fuzzy estimation of knowledge based on testing results, which allows to evaluate not only the result obtained, but also the solution method. Open and multiple choice problems, offered to students and evaluated by the binary system, are chosen as a methodology for creating tests. An algorithm to test the hypothesis of normal distribution using the Shapiro-Wilk criterion is proposed. The scoring scales and the creating tests methodology are also described. There are the following conclusions. The first, the possibility of using tests to evaluate students' understanding of the acquired material. The second, the possibility of including testing in the educational process. The technology for estimating knowledge using a fuzzy model is proposed, which is in good agreement with the methodology of training itself. The main result is the developed technology of testing with automatic option development and result processing. The proposed testing algorithm can be included in the general methodology of studying the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01