Article 21214

Title of the article

TECHNOLOGY OF DIAGNOSTIC TESTING DESIGN 

Authors

Perevoshikova Elena Nikolaevna, Doctor of pedagogical sciences, professor, dean of the faculty of natural, mathematical and computer sciences, Nizhny Novgorod State Pedagogical University named after Kozma Minin (1 Ulyanova street, Nizhny Novgorod, Russia), Perevoshikovaen@mail.ru, matem_nspu@rambler.ru

Index UDK

51 (07)

Abstract

Background. The analysis of the modern research related to design of educatio-nal technologies with a focus on developing student's personality by means of Mathematics shows that adoption of such technologies in schools should be implemented with due regard of all the factors influencing the process of teaching Mathematics. Important questions arise: how does a student achieve the desired output, how and when does he/she move to a qualitatively new and higher level of learning Mathematics. However, the analysis of present forms and means of management proves that the results of the current activity of students at the lessons, as well as the dynamics of mastering the material remain beyond measurement. The results of mastering the theory and the preparedness of students to put the theory into practice are not always analyzed. The stated above brings to the necessity of searching ways to design means of estimating which would allow to get feedback on the learning process in proper time and determine the reasons of difficulties which students face at different stages of mastering Mathematics. The goal of our study is to substantiate diagnostic testing and the technology of diagnostic testing design.
Materials and methods. In the process of developing the technology of diagnostic testing we faced the need to reveal the essence of diagnostics in teaching Mathematics, and to prove that the issue of estimating is directly related to a clear definition of the diagnostics objects, diagnostics goal setting, description of achievement criteria and depends on the mastering level. We assumed the following principles as a basis: principle of complexity, unity of education and diagnostics, integrity, humanism, qualitative and quantitative approach, dynamics and continuity. The theoretical and methodological guidelines are system and action approaches. In the process of studying the technology aspects of designing diagnostics testing we based on the conceptual provisions of Testing which were formulated in researches by V. S. Avanesov, A. N. Maiorov and M. B. Chelishkina.
Results. In the course of the research it was determined that the diagnostics testing form is identified by the form of the planned control study, its position in the teaching process, and the goals of the feedback. A control task can and should be supplemented by a diagnostics function. For these purposes a diagnostics task in the form of testing is seen as the most appropriate one. The key stage of the given technology of designing diagnostics tasks in the form of testing is the stage of selecting distracters for each step of close task implementation. This very fact allows both to reveal the mistake made by the student and to determine the cause of its occurrence, which is assumed as the basis of distractors constructing.
Conclusions. The specific character of the given technology consists in allowing, by the example of one routine problem from the school curriculum, to compile several types of diagnostic tasks depending on the goals and stage of mastering as well as on the types of diagnostic action. Application of the given technology will allow a teacher not only to receive feedback on Mathematics mastering process but also to reveal the causes of errors, as well as to take correction measures in proper time.

Key words

objects of diagnostics, diagnostic goals, form of testing task, task in testing form, type of control and diagnostics, stages of technological construction of diagnostic tasks.

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References

1. Ivanova T. A., Perevoshchikova N., Kuznetsova L. I. Teoriya i tekhnologiya obucheniya matematike v sredney shkole: ucheb. posobie dlya studentov matematicheskikh spetsial'nostey pedagogicheskikh vuzov [The theory and technology of mathematics teaching in secondary school: tutorial for Pedagogical university students of mathematics profile]. Nizhny Novgorod: NGPU, 2009, 355 p.

 

Дата создания: 21.10.2014 10:04
Дата обновления: 22.10.2014 16:03