SPECIFITY AND EFFICIENCY OF COMPUTER MONITORING OF KNOWLEDGE AS A HIGHPRIORITY METHOD OF DIAGNOSIS OF THE LEVEL OF STUDENTS’ ACADEMIC ACHIEVEMENTS

Research issues of specificity and efficiency of the computer monitoring of knowledge as a high-priority method of diagnostics of the level of students’ educational attainments are made actual. The essence of the interrelated notions such as “ computer monitoring of knowledge”, “ computer testing”, “ test assignment” is revealed.On the basis of analysis of available references the objective of computer testing is defined, the reasons of figuring out the objective results which are achieved by the means of two constituents that are proper prepared test and actionable hardware system are set. At the same time the general properties of test such as validity, complexity, reliability, stability, representativeness, significancy, truthfulness, test hypothesis and discriminant are assigned. As a rule, test consists of two parts: informational and operational. The technology of constructing test tasks is characterized, it presupposes observance of number of rules: each test task should evaluate the achievements of an important and significant educational goal; it should check the appropriate level of knowledge acquisition, as well as higher cognitive levels and the time allocated for the test task which should be spent on finding the answer, but not on understanding the condition of the question. Along with that, the efficiency of computer testing is analyzed, which depends on the variability and multiplicity of created test tasks. Based on the results of the research we have the reason to confirm that computer testing being promising direction of modern educational process becomes constituent of the modern knowledge diagnostics. It broadens the means of control and evaluation of the level of educational achievements, it is an alternative to traditional methods of monitoring, it can be carried out taking into account different types and forms of control as a tool of operational management.Computer testing enables to audit knowledge of a large number of people simultaneously in a short span of time; random selection of questions from the course unit; processing of test results on a personal computer using a rating scale.

Possibilities of using the electronic educational resources to ensure the interactivity of the learning process

This article provides information on characteristics and classification of electronic educational resources according to the type and purpose of use. The main parameters of electronic educational resources such as electronic type of publication (resource); subject area of study; the proposed level of education; the proposed type of educational process; peculiarity of the audience are described in the article. The possibilities of using electronic educational resources to ensure the interactivity of the learning process are also considered, their advantages such as the ability to simulate various processes that replace the use of special equipment and reagents, interactivity, the possibility of network distribution, ease of information retrieval, openness for entering new data, compact storage data are also describes, as well as some disadvantages such as the possibility of information oversaturation of the educational process, the emergence of additional cognitive load, etc are noted in the article. The article also explains such types of electronic educational resources as a computer textbook (textbook, lecture notes, etc.), an electronic reference book, a computer book of tasks, a computer laboratory practice (models, simulators, etc.), a computer testing system that are widely used by teachers to increase the interactivity of the lessons. New types of e-learning resources that have become the most popular links with the transition to online learning like Zoom, Google meet, Google classroom, Microsoft teams and their role in improving the efficiency of the educational process are also described in this article. The role of the teacher and their tasks and goals and requirements, which have increased with the advent of digital educational resources, are also discussed in the article.

TESTING IN GOOGLE FORMS AS AN EFFECTIVE MEANS OF DIAGNOSING THE LEVEL OF EDUCATION OF LISTENERS OF QUALIFICATION COURSES

The article focuses on the role of pedagogical testing, which is carried out for the aim of test diagnostics at different stages of learning (initial, in the process of learning the material and its control). It is emphasized that today computer testing is widely used due to the fact that it helps to optimize the educational process and allows you to quickly and objectively perform evaluations with rapid processing of results and the use of feedback technology to build a person-centered learning trajectory. There are a number of benefits to computer testing. The Google Form service, which is often used to create computer tests, is briefly described. For the aim of our research, the results of which are presented in the article, we chose to prove the effectiveness of computer testing created using Google forms at the stage of input control to build a trajectory of the special course and the final - to determine the effectiveness of training. The research method provided using a computer test-questionnaire created with the help of a Google form to conduct a survey of respondents, students of the special course «Media Literacy of a Teacher Philologist», to quickly obtain the necessary information about them to build an effective learning strategy. It is shown that the answers to the computer questionnaire-test before starting the thematic special course give the curator the opportunity to study the target audience of the special course and adjust the learning strategy and identify productive methods of media literacy that will be effective in this special course, specific group. After completing the special course, get factual data on the level of media literacy acquired by students after studying in the special course and prove or disprove the effectiveness of training. Figures of the total indicator of the level of media literacy of teachers of philological disciplines have proved the effectiveness of the use of computer testing in the process of organizing education. It was found that computer tests, created using the service «Google Form», allow the teacher based on the analysis of respondents’ answers to quickly establish the level of education (in our case – the level of media literacy) of students before learning and take it into account when building a personality-oriented trajectory training in a special course, as well as to establish the effectiveness of training on it.

COMPUTER TESTING IN CONDITIONS OF DISTANCE LEARNING (ON THE EXAMPLE OF TEACHING RECORDS MANAGEMENT COURSES AT UNIVERSITIES)

The article is devoted to usage of the method of computer testing during distance learning on the example of records management courses. Testing as a pedagogical method has been characterized from different positions. Among its advantages, the author considers the best memorization of information and the teacher's ability to focus on important aspects of educational material, ensuring systematization and structurization of educational information, the speed and objectivity of assessing students' knowledge. Among the main shortcomings of testing the author regards involuntary memorization of incorrect answers, low interactivity, inactivity of the speech channel, impossibility to check students' way of thinking, failure to ensure the integrity of knowledge in case of incorrect application of the method. The author shows the polyfunctionality of testing as a pedagogical method, reveals the essence of its diagnostic, educational and formative functions. The article provides recommendations for the preparation of high-quality test tasks and highlights typical mistakes made by teachers creating them. These are unreasonably long questions and answers to them; abuse of factual material; usage of outdated or unverified information to compose tests; ambiguity of test questions / answers to them; offering of implausible answers to questions; introduction of secondary information in test questions; unjustified usage of highly specialized vocabulary; words of foreign origin, diffuse vocabulary; uneven coverage of course topics by tests and non-uniformity of test tasks. The author defends the importance of psychological and technical students' preparation for computer testing, suggests conducting briefings and trainings before final testing. The list of tips for preparing for computer testing has been proposed for students who had the opportunity to familiarize themselves with the list of test tasks before an exam, and for those who did not have such an opportunity. Controversial issues have been raised related to technical settings for computer testing and academic integrity. Factors such as the complexity of a topic and test tasks in particular; the level of preparedness of the group; the number of consultations and lessons on a course; the awareness of students about the correct answers to the tests, as well as the familiarity / unfamiliarity of students with test tasks should be taken into account when the examiner determines the number of attempts to pass a final computer testing. Ways to reduce cases of academic fraud related to the usage of the computer testing method have been proposed.

DEVELOPMENT OF PRINCIPLES AND MEANS OF DIAGNOSTICS OF COMPETENCIES FORMED WHEN STUDYING DISCIPLINES OF THE MATHEMATICAL PROFILE IN STUDENTS OF TECHNICAL SPECIALTIES

The state of solving the problem of formation of mathematical competencies in the study of mathematical disciplines in technical students is clarified. Approaches to the diagnosis of mathematical training of students in the process of teaching mathematical disciplines at the university, which provide continuous, objective and timely information about the current level of mathematical training of students, as well as gaps and shortcomings in the formation of mathematical competence. The goals of diagnostics are formulated, which should reflect the structure and content of mathematical competence as a result of mathematical training. In the structure of mathematical competence, in accordance with the content of mathematical activity, it is appropriate to consider: possession of heuristic methods of finding solutions to problems; possession of methods for solving problems; knowledge of methods of mathematical modeling, application of mathematics in other areas. The analysis of prospects of application of automation of process of estimation of knowledge of students on the basis of computer testing is carried out that gives the chance to receive the full information on process and results of mathematical preparation of students, increase of motivation of their cognitive activity, development of reflection and skills of self-diagnostics. The advantages and disadvantages of using automated knowledge control systems are considered. With the help of such systems the differentiation of educational material is carried out, the interrogation providing objectivity of diagnostics of knowledge is carried out, results of training of students are fixed. Automated systems are focused on in-depth assimilation of information individually by each student.

USING OF I-EXAM.RU INFORMATION PORTAL FOR TEACHING MATHEMATICAL DISCIPLINES

The paper considers the possibilities of the information portal i-exam.ru, used to organize teaching Mathematics and other disciplines, including activities that can be carried out with computer testing.

Research on the impact of enriched learning environment on cognitive activity of students

Discussed is effectiveness of specially created enriched (educational) environment impact on memory indicators and learning outcomes of the 1st year students of Krasnoyarsk State Medical University n.a. Prof. V.F. Voino-Yasenetsky in medical and biological physics during classroom training. At the first stage of the study, all students underwent computer testing to determine indicators of general memory and memory of object details recognition, gender differences (MST-version 0.96). At the second stage, results of testing were compared in control groups (n = 32), where classes were held according to the traditional method, and in experimental groups (n = 34), where classes were conducted with elements of the enriched learning environment. The study used the traditional version of MST (Mnemonic Similarity Task), results of the study were processed in the Statistica 6.1 software (StatSoft, Russia). The data distribution was checked for normality using the Shapiro-Wilk test. Test results in two independent groups were compared using the Mann-Whitney test. Frequency analysis was carried out according to Fisher’s exact test (two-sided version). The authors have proven that the use of elements of the enriched learning environment in the classroom improves concentration of students’ attention, increasing the efficiency of separating details of presented objects by 21% and the performance indicators of 41% of students. Obtained average indicators of the share of correct answers (73.4%) and efficiency of separating details of objects (38.4%) correspond to the data obtained in literature for this age category of young people.