To check the degree of preparation of the student for the implementation laboratory work the control program provides for input testing, which is performed automatically.

The test contains a database in which there are various kinds of questions. The test questions are sorted into 3 groups according to the level of difficulty. So in group 1 there are questions low level difficulty, in group 2? average, and in group 3? high.

Each of the groups has two subgroups of questions:

• ? a subset of questions, the answers to which must be given by choosing from the proposed options;
• ? a subset of questions that must be answered by entering a word from the keyboard.

The sequence of asking questions within the subgroup is formed by a random number generator. You have 15 minutes to complete the test. The countdown is displayed on the screen.

During the test, you must answer 12 questions. The order in which the questions are displayed is as follows:

• ? 1st group 1st subgroup;
• ? 1st group 2nd subgroup;
• ? 2nd group 1st subgroup;
• ? 2nd group 2nd subgroup;
• ? 3rd group 1st subgroup;
• ? 3rd group 2nd subgroup;

To correct or add questions to the database, the program provides access to the block with questions through a specific password. After entering the password, the test editor area shown in Figure 3.1 appears on the screen.

1 ? question difficulty group; 2? question wording string; 3? question text entry area; 4 ? giving the correct answer to the question; 5 ? exit button from the question editor menu; 6? area for entering answer options; 7? setting a question with an answer in the form of a keyword; 8 ? button to go to the first question; 9 ? button to go to the previous question; 10 button to move to the next question; eleven ? button to go to the last question in the database

Figure 3.1 ? Test question editor

As a password at the beginning of the program, you must enter the word ”Edit”, after which the test question editor window is displayed on the screen.

For a correct answer to a question from the 1st group, 1 point is assigned, to a question from the 2nd group - 2 points, to a question from the 3rd group - 3 points. As the questions are answered, the number of points is summed up (displayed on the screen). A positive test result is considered a set of 17 points. The end of the test is the answer to the last question or the completion of the allotted time.

The testing window is shown in Figure 3.2, where, during the test, in addition to questions and answer options, the student is provided with information about the number of points they have scored and the time remaining until the end of the test.

The program provides for testing in two stages, in each of which questions are asked in order of increasing complexity. This is done so that the student has the opportunity to answer questions of all levels of complexity with a lack of time.

When forming a database with questions, the program provides for a procedure for controlling the frequency of questions in the testing process. Despite the fact that the questions are given out by a random number generator, during the control passing of the test in case of an insufficient number of questions within the subgroup, a message is generated stating that there are not enough questions in the database and they will be repeated. In this case, it is necessary to enter the question editor window through the password and add the required number of questions.

In case of a positive passing of the test, the student is given a message stating that he has successfully passed the test and is allowed to conduct laboratory work.

If a student has not scored a passing number of points during the test, he is given a message that he did not pass the entrance test. After that, there is a complete exit from the program, which can be launched through a password known only to the person who controls the performance of laboratory work by students.

1 ? question area; 2? timer; 3? button to confirm the answer to the question and move to the next question; 4 ? points earned counter; 5 ? area for choosing an answer to a question; 6? area for entering the answer to a question from the keyboard

Figure 3.2 ? Test window area

Essence and goals of entrance control in social studies in college.

Entrance control in social studies is the control of residual knowledge in the discipline studied by students at school, and is not associated with the current, boundary control of progress, intermediate certification in the main discipline general education program college. The results of the entrance control cannot be an indicator of the student's progress.

This information helps the teacher to determineproblematic material that needs additional repetition, to navigate the teaching methodology, the amount of material that 1st year students are able to master.

Objectives of input control:

Determining the level, knowledge, skills and abilities of 1st year students, the degree of mastering the basic program general education in the discipline "Social Science"

Identification of weaknesses basic training students in the discipline "Social Science"

Correction of the level of preparedness of students for mastering educational material in the main professional educational program;

Content correction work program in the discipline "Social Studies" and the selection of learning technologies.

Entrance testing

Option 1

The struggle for power and its defense is the main issue:

1) economic sphere 2) political sphere 3) social sphere.

The world religion is:

A state in which the highest goal is to ensure the rights and freedoms of citizens:

1. Federal

2.Social

3.Secular

4.Legal

The need of a person, not related to his nature as a biological being

1) In food

2) On the move

3) In the preservation of the genus

4) In knowledge

The ethnic group is represented

What society is considered traditional:

1) industrial,

2) pre-industrial

3) post-industrial

The rule of law distinguishes

Constitution Russian Federation was accepted:

Citizens of the Russian Federation acquire voting rights with

22.

Establish a correspondence between the types of economy and their essential features:

Entrance testing

Option 2

Part A (tasks with a choice of one answer out of four)

1) ethics

2) linguistics

3) literary criticism

4) aesthetics

Vasily is in his 5th year at the university, he is preparing to pass state exams and thesis defense. What level of education is Vasily at?

1) complete (secondary) education

2) secondary vocational education

3) higher professional education

4) additional education

The world religion is

At the bus stop public transport teenagers used foul language. What offense did they commit?

1) civil wrong

2) disciplinary offense

3) administrative offense

4) criminal offense

The concepts of "form of government", "form of state structure”, “authoritarianism” characterize the sphere of society

1) economic 2) social 3) political 4) spiritual

The professional group is

The legal relationship between a person and the state is called

1) Citizenship

2) Moral standards

3) Political organizations

4) Constitution

According to the Constitution of the Russian Federation, the head of state is

Grading instructions:

Part A and B questions are worth one point. Questions of part C - two points.

21-25 points - "excellent" - 5

17-20 points - "good" - 4

12-16 points - "satisfactory" - 3

0-11 points - "unsatisfactory" - 2

Part B (tasks with a short answer) option 2

22.

Establish a correspondence between the types of state and their essential features:

The principle of separation of powers operates in the Russian Federation, name the three branches of power in the Russian Federation

Part C (questions with an open detailed answer)

24. Name the basic political rights and freedoms of Russian citizens.

Home > Educational and methodical complex

Psychological and pedagogical aspects of testing.

Among all types of standardized tests, achievement tests outnumber all others. They were created to measure the effectiveness of programs and the learning process. It is this type of test that is generally associated with the name "pedagogical test". Achievement tests are usually contrasted with psychological ability tests, which consist of general intelligence tests, comprehensive ability batteries, and special ability tests. Aptitude tests measure learning performance under relatively unsupervised and unknown conditions, while achievement tests measure learning performance under partially known and controlled conditions. Another difference between aptitude tests and achievement tests is the purpose of their use. Aptitude tests provide a certain slice of psychological data, on the basis of which the performance of a particular activity is predicted and an assumption is made about possible achievements in a new situation. The results of aptitude tests contain information that makes it possible to assess the feasibility of an individual taking special training courses. In contrast, achievement tests usually provide a final assessment of an individual's achievement at the end of training, in which the main interest is focused on what information the individual owns and what can do by now. An important difference between psychological tests and pedagogical ones is seen in the fact that when compiling the first, researchers try to take into account the predisposition of students to various types of representative systems (visuals, auditory, kinesthetics) and various types of intelligence (verbal, logical, spatial, etc.). Unfortunately, in pedagogy, the possibilities of such accounting are significantly limited, firstly, by the predominance of sign-logical visual information in the school, aimed at developing the corresponding types of intelligence. As a rule, students are required to reproduce rationalized and verbal (written or oral) information about facts. Therefore, often children with more developed spatial abilities appear to be underachieving, and children with more developed spatial verbal abilities than they appear to be unusually talented. Numerous functions of achievement tests have long been recognized in education. As a means of grading, such tests are good for their objectivity and uniformity. Such tests reveal the shortcomings of past learning, suggest the direction of the next and provide motivation for the learner. The motivating power of knowing your results has been repeatedly revealed psychological experiments with a wide variety of learning situations: varied the age of the subjects and their educational level. The effectiveness of such self-examination is usually immediate. Therefore, when achievement testing is used primarily as a teaching tool, it is desirable that students become aware of mistakes made as early as possible. It is important to highlight some of the most significant psychological characteristics individuals who are required in the process of conducting test control of educational achievements:

high mobility, switchability;

high level of organization of activities;

high and stable performance;

high level of concentration of attention, arbitrariness;

clarity and structured thinking;

maturity internal plan actions.

Thus, the testing procedure itself is objectively related to the presence of intrapersonal tension, which can cause a number of psychological difficulties for the Students. The teacher himself needs to know about these difficulties and it is important to convey this information to the students. First (cognitive) group difficulties associated with the peculiarities of information processing and the specifics of working with test items. Testing involves the formation of special skills: the ability to identify significant aspects in each issue and separate them from secondary ones, the ability to operate with facts and statements taken out of the general context. To overcome cognitive difficulties, it is necessary to move in two directions: to master the skills of working with tests and to help the student develop an individual activity strategy. The second group of difficulties associated with the peculiarities of the student's perception of the testing situation, his subjective reactions and states. At present, the stressfulness of the testing situation is largely due to the lack of sufficient experience among both students and teachers in applying this form of knowledge control. In this regard, the procedure itself and the situation are not for the subjects educational process clear and crisp. This difficulty can be removed, firstly, by cultivating test control from lesson to lesson; secondly, by explaining to students in the process of learning and transferring knowledge, what should be paid more attention to: cognition general patterns and principles in the proposed material or on specific details and facts, and where it is important to encourage the student to find his interpretation or point of view and defend it competently and convincingly. The third group of difficulties - procedural difficulties. First of all, they are related to the criteria for evaluating answers. In the traditional system, during oral presentation, knowledge is tested and assessed in personal contact with the tester, which allows you to receive verbal or non-verbal feedback, with which it is possible to correct the answer, in the case of written control, the student has a chance to get help and support from his classmates, test control reduces these possibilities to a minimum. In the traditional system, the increase in marks largely depends on the ability of the student to give a detailed answer with examples, using speech patterns. In the case of test control, a concise answer is expected, based on knowledge of the factual material. In addition to knowledge of general psychological difficulties, when organizing testing, it is necessary to take into account individual characteristics child, associated with the specifics of thinking, memory, attention, educational motivation, etc. To describe the possible ways of providing psychological and pedagogical support to schoolchildren, we will try to identify separate groups (types) of students who in most cases may need help: - Right-brained children. In a testing situation, they have difficulties associated with the need to distract from the emotional-figurative component of the educational material, the use of a structured logical thinking, focusing on facts and conceptual constructions. At the preparation stage, such children are encouraged to use diagrams, drawings, and reference notes. Complex theoretical material is easier to remember by them in the process of searching for associative links, selecting examples and illustrations. During testing, it makes sense for right-brained children to try their hand not in the simplest test tasks, but where a detailed answer is required. . - Anxious children. During testing, it is important to provide non-verbal emotional support to anxious children (a calm, confident, attentive look, a slight smile). Another difficulty of such children is connected with the inability to rely on own opinion, with distrust of himself and the quality of his work. They demonstrate conformity in behavior, it is difficult for them to make their own decision. Therefore, pedagogical support for them should be based on the encouragement of independent choice. When working with such children, it is necessary to refrain from advice and recommendations. It is better to offer to decide for yourself which task to start with, and wait patiently for the result. In the process of numerous trials, it is advisable to support a joint understanding of the procedure so that the child learns to more clearly imagine his capabilities and connect unused resources. - Perfectionists and excellent students. During testing, you can stimulate the choice of the student with the help of the question: “What tasks did you decide to do?” It will be valuable to address the reflection of the situation: “Why do you want to do everything? Do you need to do so much if the completed material will be enough for a high mark? - Asthenic children . Asthenia is a state of neuropsychic weakness, which physically (bodily) manifests itself in increased fatigue and exhaustion, a reduced threshold of sensitivity, extreme mood instability, and sleep disturbances. The main difficulties of the work of such children in the test mode are the need to maintain high efficiency and pace of work for a long time. Work with test tasks should be accompanied by a sufficient number of breaks for the child. In this case, the teacher needs to understand that both teaching knowledge and testing the knowledge of these children will be adequate and objective only when organizing an individual approach to the testing procedure itself. - DetiWithincreased psychological activity. During the testing process, it is important to tactfully and delicately remind the need for self-control.

Lecture3 .

Pedagogical tests. Terms and Definitions. Test classification

Since domestic testology is still a very young science and is in its infancy, one of the most important problems is the formation of a conceptual and terminological apparatus. IN currently in various publications on the theory and practice of testing, you can find different interpretations and definitions of the same concepts, to refer to one phenomenon. The lack of terminological accuracy and the presence of conceptual uncertainty indicates that the discourse of testology is only being formed and comprehended. And, nevertheless, to move on to further consideration of the theory and practice of testing, we need a number of definitions and terms. The term "test" (from the English. Test - test, research) has several meanings in Russian (see the dictionary of foreign words). But we are only interested in the meaning that is used in testology. There are different points of view when defining the concept of “test”. 1) Let us give the definition of the test as a tool for pedagogical measurement given by A.N. Mayorov. The test is a tool consisting of a qualimetrically verified system test items, a standardized procedure for conducting and pre-designed technology and analysis of results to measure the qualities and properties of a person, educational achievements, which can be changed in the process of systematic learning. 2) Another point of view, set forth in the works of V.S. Avanesov, involves distinguishing between a test as a method and a test as a tool. The term "test" can be used to refer to 1) a method of pedagogical measurement; 2) tool pedagogical dimension. The test as a method involves measurement technology, which includes the development of a system of test tasks with specified qualitative and quantitative characteristics for an objective and reliable assessment of the educational achievements of the examinees, a standardized testing procedure, methods of statistical processing, analysis and interpretation of the results. A test as a measurement tool is defined as a system of tasks (in most cases of increasing difficulty) of a specific form, which allows to qualitatively assess the structure and effectively measure the level of knowledge, skills and abilities of students. The word "test" in the first sense has a scientific aspect and is used by test scientists who are aware of all stages of the development and application of the test, as well as the theoretical justification of the chosen methods for checking and processing the results in accordance with classical theory tests or modern theory tests. The second meaning appears more often in the practical area: in the minds of those who use it or the subjects who perform the test. The second meaning is more commonly used. But at the same time, it must be remembered that the test, as a measuring tool, is part of scientific method measurement (testing, test) and, accordingly, must meet a number of requirements for its development, use and evaluation of results, which are determined by scientific approaches. Differences of the test from other forms of control.

The content of the test is carefully planned. At the test development stage, the content to be tested is selected, the form of tasks, their number and location are planned. A meaningful test plan is analyzed by experts. Task form. In tests, the form of tasks is standardized - according to the form of presentation and the form of recording answers. The presence of statistical characteristics of test items. It is known in advance what the difficulty of the proposed task is, whether it will be equally performed by weak and strong subjects or not (differentiating ability), etc. The presence of special scales that are correlated with standardized norms for summing up test results. Availability of estimates of measurement accuracy (measurement errors). By using statistical methods we can evaluate the measurement error, and according to the results of the evaluation, accept or not accept the test results.

Distinctive features test determine the advantages of the test over traditional forms control of educational achievements: objectivity, reliability, accuracy, cost-effectiveness of measurements.

Test structure.

The test presented to the subject consists of instructions and test items. The instructions give instructions on how many parts the test consists of, how much time is given to complete it, what strategy the subject should follow (for example, if you do not know the answer to the task, proceed to the next one), what needs to be done to write down the correct answer. If the test includes various forms of tasks, then when changing forms, before each subtest, an additional instruction is given on how to complete this form of the task. Further, after the instructions, there are numbered test tasks. Tasks in the test (subtest), in accordance with the theory of testing, should be arranged in ascending order of difficulty, i.e. At the beginning of the test, easy tasks are included, then more difficult ones. This strategy is explained by the fact that weak subjects are given the opportunity to complete a certain number of tasks. If the test starts with difficult tasks, then a situation may arise when the subject cannot cope with a difficult task, but also does not complete simpler ones, because he does not have enough time, so we cannot measure the level of his educational achievements. The test is always accompanied by detailed instructions for the test organizers and observers. This instruction should provide a level playing field for all who perform the test. Therefore, this instruction clearly stipulates the testing conditions (requirements for the room where the testing will take place, the number of subjects in the group, the time of testing), the form for filling out the test forms (the testee's data: name, age, gender, school, etc.; how to enter correct answers, etc.). In domestic and foreign testology, various classifications of pedagogical tests are offered depending on the chosen basis: testing goals, test presentation forms, content homogeneity, approach to test development. Next, we will try to present the most significant tests, grouped by individual grounds. Purpose of use:(the classification was proposed by Gronlund, it is also followed by Chelyshkova M.B., Mayorov A.N.)

entrance testing provides testing of knowledge and skills at the beginning of training; formative and diagnostic testing involves control over the formation of new knowledge and skills in the learning process; thematic, final, milestone testing provides a definition of the final achievements.

Entrance testing is carried out at the beginning of training or its next stage in order to determine the degree of possession of the necessary (basic) knowledge and skills for studying the proposed discipline, i.e. entrance testing allows you to identify readiness to the acquisition of new knowledge by students. With the help of entrance testing, they also determine the degree of knowledge of new material before starting to study it. The use of input testing is closely related to improving efficiency educational process. An analysis of its results helps the teacher to choose the right teaching strategy when working at a new stage. Input testing makes it possible to determine whether there are weak learners for whom new material It is too early to give, therefore, they need to ensure that the basic knowledge is repeated and gaps are filled before proceeding with further training. This will help to avoid chronic backlog of students. To determine the readiness of students for a new stage, preliminary tests (pretests) are offered, which are aimed at testing the basic (necessary) knowledge and skills. For strong learners who presumably already have some knowledge of the subject area that will only be studied, an entrance test (pretest) is also offered. But its content is already based on new material. The analysis of the results of this test helps the teacher determine how he will work with strong students. If the test is done well, then they should be transferred to a higher level of education, and if not, then the development of new material for strong students will also go according to plan. Thus, entrance testing helps the teacher to choose the most effective teaching strategy, while taking into account the individual characteristics of students. Current control over the formation of new knowledge and skills in the learning process can be carried out using formative and diagnostic testing. A formative test (that is, one that helps to form qualitative knowledge) is used to determine the quality of assimilation of material in a particular section or topic. The tasks included in the test are aimed at checking the material or topic being studied or just studied. It performs the function feedback between teacher and student. If the majority of test-takers do not cope with the formative test, then additional repetition, detailing and consolidation of the studied material is therefore necessary. If there is a minority of those who failed the test, then the development of new topics and sections of the discipline continues according to the plan, and with the lagging behind (failed) an individual extra work. The formative test contributes to the timely identification and elimination of gaps in the learning process. Unlike traditional means of control, formative testing is more effective, as it saves time and effort of the teacher. The formative test can be presented in a computer version, which allows students to independently control their knowledge and skills. The formative test is often accompanied by specific recommendations for correcting mistakes and training modules for each unit of material. Training modules may contain definitions, rules, formulas, algorithms for completing tasks, factual material, examples. diagnostic test used in current control, is aimed at identifying the causes of the mistakes made, at finding out why there were certain gaps in the knowledge of students, systematic errors. The diagnostic test consists of tasks for a certain specific area of ​​content, such tasks are extremely detailed, this helps to track at what stage errors occur. The diagnostic test is carried out after the formative one, when systematic errors and persistent gaps are identified. Analysis of the results of a diagnostic test helps to establish the causes of errors and ways to eliminate them. For example, in a formative test, the subject did not cope with the task: raise to a power, 3 2 +7 - cannot add,
- does not know how to extract the root, - does not know how to divide. Final testing is carried out at the end of training and serves to assess learning outcomes, i.e. determines its effectiveness: to what extent the actual results coincide with the expected, planned ones, to what extent they correspond to the standard. The final test covers a fairly wide area of ​​the content of the studied topic, section, discipline, stage of training. IN final test tasks are included to test the knowledge of the most important elements of the content, the formation of the necessary skills.

Two approaches to test development.

Currently, there are two approaches to developing tests - normative-oriented and criterion-oriented, respectively, two types of tests are distinguished:

normative-oriented; criteria-oriented.

The test, created in the framework of a normative-oriented approach, allows you to compare the level of educational achievements of the examinees with each other. This type of test is aimed at comparing the results of each student with the results of others who performed the same test. Thus, the main task of the norm-oriented test is the differentiation of the subjects. The question immediately arises of how to interpret the test result in a normatively oriented approach. Since the same testee with the same result in a weaker group will take a more advantageous position than in a strong group of testees, i.e. evaluation will be relative. Therefore, testers came up with the idea of ​​developing norms against which the results of the subjects will be evaluated. Norms cannot simply be set, they are established empirically. In practice, this happens as follows. The entire population for which the test was developed is tested, and then the student's individual score is compared with the results obtained. A population is a set of subjects who have been trained in some discipline according to a certain program. But the size of a population may be limited to a few grades of a school, or it may cover an entire region or an entire country. It is almost impossible to test such a huge number of subjects to determine the norms. Therefore, the norms are established based on the results of the test by a representative sample of students (a group of subjects that adequately represents the population). The presence of standardized norms allows you to compare the individual score of each subject with the established norms and evaluate his place among other subjects. It must be borne in mind that the effect of the rules is limited. Criteria Based Test serves to determine the level of mastering by the student of the content of any subject, discipline, section, topic. The basis of such a test is a comparison of the demonstrated knowledge and skills of the subject (correctly completed tasks) with the planned amount of knowledge and skills in a particular area of ​​content (mathematics, physics, Russian language; separate topics, sections). The evaluation criterion (what percentage of tasks in each section must be completed correctly) is set by experts on the basis of educational standards. The test, created in the framework of a criterion-oriented approach, makes it possible to obtain “complete and objective information about educational achievements each student individually and a group of students; compare the knowledge, skills and abilities of the student with the requirements laid down in state educational standards; select students who have reached the planned level of preparedness; evaluate the effectiveness of various training programs. When creating a criterion-oriented test, special attention is paid to ensuring that the test tasks correspond to the content area and adequately reflect all its elements. Normative and criterion-oriented tests differ not only in the interpretation of the results of the test subjects who completed the test, but also in the purpose of creation, selection of test content, methods of statistical processing, and requirements for the quality of test items. To visually trace the qualitative difference between these tests, we offer a table. By means of presentation pedagogical tests are divided

blanks, in which the subjects mark or enter the correct answers on the form; computer - tasks are displayed on the computer monitor.

The advantages of computer testing in the speed of processing and saving paper. But there are also some disadvantages. Computer testing can provoke random errors (if the subject has poor computer skills), the inability to correct the mistake made can reduce the result.

1. Educational-methodical complex in the discipline of opd. F. 02 Pedagogy (Theory of learning. Pedagogical technologies). for the specialty

   Training and metodology complex

   Theory of learning. essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts.

2. Educational-methodical complex in the discipline of opd. F. 04 Theory and methods of teaching literature (ud-04. 13-001)

   Training and metodology complex

   The educational and methodological complex of the discipline "Theory and Methods of Teaching Literature" reveals the content and methodology of work in one of the main disciplines vocational training philology students.

3. Educational-methodical complex in the discipline of opd. F. 01. 01 "Engineering and computer graphics" for the specialty 220201 Management and informatics in technical systems

   Training and metodology complex

   The educational and methodological complex of the discipline "Engineering and computer graphics" was compiled for full-time education in accordance with the requirements of the State Educational Standard of Higher vocational education(Moscow 2

4. Educational-methodical complex opd. F. 02 Modern means of assessing learning outcomes Direction

   Training and metodology complex

   The TMC is compiled in accordance with the State Educational Standard of VPO 2003, for pedagogical universities and institutions recommended by UMO higher educational institutions. "Modern means of assessing learning outcomes" is included in the block of general professional

5. Educational and methodological complex of the discipline Biysk BPSU named after V. M. Shukshin (57)

   Training and metodology complex

   P Pedagogy [Text]: Educational and methodological complex of the discipline / Comp.: N.I. Belyaev; Biysk ped. state un-t im. V. M. Shukshin. - Biysk: BPGU im. V. M.

master

(qualification (degree) of a graduate)

Passport

Fund for evaluation funds

(name of the discipline)

Test

Ulan-Ude 2015

Entrance testing

on discipline Scientific and practical seminar 2 " Contemporary Issues development of state and law"

Test Specification

The test is intended for undergraduates of the specialty 030501 to test knowledge before starting to study the discipline Scientific and practical seminar 2 "Modern problems of the development of state and law", block 3, course 2.

The level of control is cathedral.

Type of control - input.

The purpose of testing is to establish the level of training before the beginning of the study of the discipline.

The test consists of 21 tasks based on the materials of the disciplines “Theory of State and Law”, “Law Enforcement Agencies”, “Criminal Law.

The test used tasks of various forms, including:

alternative answers - 21,

32.6% of the assignments involve the activity of a master student at the level of acquaintance, 56.7% - at the level of reproduction, 10.7% - at the level of skills.

The test is functionally valid for the following learning objectives:

at the level of knowledge, the undergraduate must:

- know the technique scientific research in the field of law;

Know the types and forms of legal education;

at the level of understanding:

Have an idea about scientific research in the field of law;

Have an understanding of legal education;

at skill level:

Apply knowledge in conducting scientific research in the field of law;

To be able to logically competently carry out legal education;

at the analysis level:

Analyze techniques, methods and means of scientific research in the field of law;

at the level of generalization:

Holistically represent research activities in the field of law;

at skill level:

- own the legal terminology of scientific research in the field of law;

Own the techniques of legal education;

Skills for conducting scientific research in the field of law.

The ability to carry out legal education on the basis of a developed sense of justice, legal thinking and legal culture;

The ability to effectively implement legal education.

The duration of the test procedure is 1.5 academic hours.

The reliability of the test was estimated approximately according to the dependence established by V.P. Bespalko between the number of essential test operations and the reliability coefficients. The number of significant test operations is 21, the safety factor is approximately 0.75.

The number of parallel test options is 1.

INSTRUCTIONS FOR MASTER STUDENTS

You are offered 21 tasks for the entrance control in the discipline Scientific and Practical Seminar 2 "Modern problems of the development of the state and law."

The test used various forms of tasks. Instructions are given for each of them, which indicates what needs to be done, in what form to give an answer and how to issue it.

Be careful!

The duration of the test procedure is 0.5-0.6 academic hours.

2-2.5 minutes are given to complete each task.

Grading scale:

We wish you success!

Entrance testing questions

on discipline Scientific and practical seminar 2 "Modern problems of development of the state and law"

Option 1

Instructions for tasks 1-21. Choose one answer

1. The rule of law is:
a) welfare state
b) constitutional state,
c) a democratic state
d) a state with the priority of observing the rights and freedoms of the individual,
e) all of the above.

2. The rule of law must ensure:
a) guarantees of the rights and freedoms of the individual,
b) the priority of the ruling party,
c) chauvinism
d) sovereignty,
e) all of the above.

3. The internal function of the state, expressed in ensuring the exact and complete implementation of legislative prescriptions by all participants in public relations, is:
a) financial control function,
b) ecological,
c) law enforcement
d) social,
e) economic.

4. Legal capacity is:
a) the circumstance with which the emergence of rights and obligations is connected,
b) public relations regulated by the rules of law,
c) the ability to independently acquire rights and impose legal obligations on oneself,
d) events and actions of a natural nature,
e) a way to bring people together.

5. A misdemeanor is different from a crime:
a) the degree of public danger,
b) guilt
c) on purpose
d) negligence
e) necessary defense.

6. legal act adopted by the highest legislative body is called:
a) decree

b) decision
c) the law
d) a court order
e) memorandum.

7. The principle of law, the essence of which is the exact and strict observance of legal norms by all bodies, citizens, officials and public associations, is:
a) humanism
b) equality,
c) inviolability
d) democracy,
e) legitimacy

8. The branch of law that regulates managerial relations that develop in the course of the activities of the executive and administrative bodies of state power is:
a) labor law,
b) environmental law,
c) civil law,
d) administrative law,
e) criminal law.

9. The main difference between the rules of law and other types social norms is that:
a) are no different
b) legal norms are provided by the force of tradition,
c) the rules of law are issued without the participation of the state,
d) the rules of law are issued by the state and are provided by state coercion,

e) are based on measures of public influence.

10. The structural element of the rule of law, which implies responsibility for its failure to comply or violation is called:
a) preconditions
b) decision
c) a sanction
d) disposition,
e) hypothesis.

11. Lawful conduct is:
a) human behavior that does not violate public order,
b) human behavior in accordance with the requirements of the law,
c) human actions to exercise their rights and obligations,
d) moral behavior of a person,
e) all of the above.

12. The obligatory rule of conduct, established or sanctioned by the state, aimed at regulating social relations and providing for measures of state coercion in case of its violation:
a) customs
b) the norm of morality,
c) a political norm,
d) a religious ceremony
e) the rule of law.

13. Legal awareness is:
a) knowledge about specific legal sciences,
b) ordinary public consciousness,
c) a set of ideas, feelings, ideas about law, about the actions of bodies and persons in the field of legal regulation.
d) subconscious human behavior,
e) all of the above.

14. The principles of law include:
a) the principle of equality,
b) the principle of respect for human rights,
c) the principle of justice,
d) the principle of legality and justice,
e) all of the above.

15. The right belonging to a particular person is:
a) a legal obligation,
b) objective law,
c) subjective right,
d) debt
e) lawful behavior.

16. The elements of the offense are:
a) object, subject,
b) cause, effect,
c) possibility, reality,
d) desire, achievement,
e) lawful behavior, illegal behavior.

17. Law is:
a) a system of generally binding, formally defined norms provided by the state,
b) rules of conduct established public organization,
c) the decision made by the court,
d) moral standards,
e) rituals established in society.

18. Rules of law that provide individuals with the opportunity to perform certain actions that entail legal consequences are called:
a) categorical
b) dispositive
c) imperative
d) authorizing
e) forbidding

19. The following features are inherent in a normative legal act:
a) obligatory
b) acts regardless of its execution
c) is unilaterally obligatory for those for whom it is intended
d) is the result of rule-making activity
e) all of the above

20. An action that causes the onset of legal consequences, regardless of whether they were foreseen by the person who committed it or not, is called -
a) a legal act
b) legal act
c) legal event
d) legal fact
d) there is no correct answer

21. Misconduct is divided into:

a) for crimes
b) misdemeanors (administrative)
c) for disciplinary offenses
d) violation of civil law
e) all of the above

Reference to option 1.

job number	Answer
	D
	A
	IN
	IN
	A
	IN
	D
	G
	G
	A
	D
	D
	IN
	D
	IN
	A
	A
	G
	D
	B
	D

Each correctly performed essential operation of the test for questions: 1-21 is estimated at 1 point.

The number of significant operations in the test is reflected in the following table

job number	SOT

Evaluation of the success of mastering the course - is made in accordance with the value of the assimilation coefficient (Ku), which is defined as the ratio of points scored to the maximum possible number points, that is, to 21.

Note: scores for entrance testing are not taken into account when assessing. However, the test results are evaluated in order to clarify the teacher's level of residual knowledge of students.

Compiled by _____________________________________ V.V. Irincheev

(signature)

"____" __________________ 2015

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution higher education

"EAST SIBERIAN STATE UNIVERSITY OF TECHNOLOGIES AND MANAGEMENT" (FGBOU VOSUTU)

Test

When selecting candidates for key positions, in order to avoid mistakes, it is desirable to supplement the standard assessment interview with psychodiagnostic testing. In combination with other assessment procedures (for example, an assessment center), tests will insure the HR specialist from making the wrong choice as much as possible.

Modern techniques assessments of potential employees during the interview (case interview, projective methods, meta-program method of speech, biographical interview, etc.) allow you to quickly and clearly determine the degree of professional and personal compliance of the candidate with the requirements vacant position, predict its ability to adapt to the company's corporate culture. However, these methods do not affect the deep layers of the psyche and do not allow us to understand the hidden traits of a person's character: the level of self-esteem; the degree of possession of emotions (the so-called emotional intelligence); the presence of deep internal conflicts that may affect the quality of work, etc.

An experienced interviewer during the interview may suspect that something is wrong with the candidate, but the time allotted for the interview (usually no more than an hour) and the limitation to a certain set of competencies do not allow him to obtain data to confirm or refute his hypotheses. In this regard, when selecting employees for positions that are especially significant for the organization (for example, top or middle managers), it is useful to use deeper assessment methods that allow you to analyze in detail the personality characteristics of each candidate. Psychodiagnostic testing is one of such methods. Consider the application of tests on two examples from practice.

Selection of a candidate for the position of Sales Director in a well-known Internet marketing agency

Task

In a company with a staff of about 50 people, which provides a full range of electronic marketing services (creation and promotion of websites, contextual advertising, web analytics services), a new position has been opened - Sales Director. Work in this position meant the creation of an integrated sales system to offer clients a full range of services for the organization. Previously, the company did not have such a sales system, and the success of its implementation largely depended on the personal qualities of the new leader. HR specialists decided to back up the results of interviews with candidates with psychodiagnostic testing. It was necessary to assess such competencies as:

• result orientation;
• leadership skills;
• the ability to influence other people;
• purposefulness, the ability to achieve goals;
• general level activity, vigor;
• effective organization of work;
• systematic thinking;
• communication skills;
• creativity, non-standard thinking;
• general level of intelligence, learning.

Tools

For interviews and testing, a specialist from a consulting company was invited - a professional psychologist with extensive experience in the field of psychodiagnostics and subsequent interpretation of the results. He chose the following methods for assessing these competencies:

• competency interview (for basic assessment);
• general IQ test;
• Luscher test (for diagnosing the level of self-esteem, the nature of the attitude towards oneself and other people, the general level of energy and activity);
• MBTI test (to determine the type of personality, its strengths and weaknesses, the level of stress resistance, organizational skills, dedication, motivation, communicative qualities, the way to achieve goals);
• organizational test (for diagnosing systematic thinking, the level of self-organization and planning, the ability to quickly solve problems different types, prioritize, work under time pressure and lack of information, as well as to assess flexibility and non-standard thinking). Each candidate came to the company's office for testing. The time for completing tasks by one candidate was about three hours, and about two more hours were spent on interpreting the results.

Let us briefly describe the essence of the test methods used.

General IQ test. Gives a quantitative assessment of the level of intelligence of a person (relative to the level of intelligence of an average person of the same age). It is used to assess mental abilities, and not the level of knowledge (erudition). It consists of many different tasks of increasing complexity (for logical and spatial thinking, etc.). The most accurate are the tests of D. Wexler, J. Raven, R. Amthauer, R.B. Cattell, and the most common is the Eysenck test, which was applied in this case.

Limitations of the methodology: the more variants of the test the subject passes, the better his results (the test tasks are typical, therefore, in the process of their implementation, the so-called learning of the candidate takes place). If this factor is not taken into account, the results of the assessment may turn out to be incorrect.

Luscher color test. Refers to projective methods. According to the author of the test, M. Luscher, color perception is objective and universal, while color preferences are subjective. The choice of a certain color by the test subjects reflects it. functional state and the most stable personality traits, focus on certain activities, mood.

The complete version (Clinical Color Test) consists of eight color charts. The test procedure consists in ordering colors by the subjects according to their degree of subjective pleasantness. A person must sequentially choose the most pleasant from eight colors until one color remains - the most unpleasant. After some time, the procedure is repeated. Since color choice is based on unconscious processes, it indicates what a person really is, and not what he imagines himself to be or what he would like to be (which is often the case when using questionnaire methods).

Limitations of the technique: the test shows, first of all, the current state of the subject. When retesting after two or three months, the results may turn out to be directly opposite, therefore this technique cannot be used as the only assessment tool, it must be supplemented with other tests.

MBTI test. The study is based on the personality typology of K. Jung, who believed that all inclinations, likes and dislikes of a person are rooted in the difference in the basic (congenital or formed in childhood) ways of receiving (perceiving), understanding (processing) and using information different people. As part of the methodology, questionnaires are used, the scale of which allows assessing the individual severity of four main aspects (functions) of interaction with information in a person:

• how he replenishes and where he directs his energy (outside or inside himself), what he focuses on - the scale "Extroversion - introversion" (E-I);
• what kind of information and in what way it perceives first of all and most easily - the scale "Sensorics (sensation) - intuition" (S-N);
• how the subject makes decisions (what is guided in the first place) - the scale "Thinking - feelings" (T-F);
• what style of life the subject prefers (ordered, defined or more free, unstructured), studying and considering various options, - scale "Judgment - perception" (J-P).

As a result, the subject receives a four-letter designation of his type (for example, ENFJ) with a description of the main personality characteristics.

Limitations of the methodology: the test does not determine the character of a particular person, but the main features inherent in this type personality. Please note that some of the characteristics described in the test results may not apply to the subject.

There are 16 such types.

Organizational test. The candidate must accept the assigned role, familiarize himself with the diverse and minimally structured information presented in writing about events that have occurred or will occur in the near future, describe the situation as a whole, make decisions based on the facts at his disposal and fix on the forms a plan of action for the near future. future. During the performance of the task, the expert recruiter records the behavioral manifestations of the subject, the questions asked by him, the time of the task. The interpretation of the test results involves a meaningful analysis of the work done by the candidate, as well as the recorded observations of the expert. The test results are evaluated in points on the scales of the studied personality traits (the "Systematic thinking" scale, the "Level of organization and planning" scale, etc.).

Limitations of the method: the processing of the results is rather complicated.

Solution

A consulting company specialist conducted about 20 interviews with potential applicants for the position of sales director. As a result, five candidates were selected, who were then subjected to psychological testing. As a result, it was possible to single out two that best correspond to the position and have a minimum amount of risks.

All five applicants for the vacancy had extensive experience and highly developed competencies. However, according to the results of psychodiagnostics, a specialist from a consulting company identified a number of negative features in them that were not noticeable in the interview. For example, the study found a marked desire of the first candidate to avoid failure (instead of striving to achieve success), combined with a tendency not to overcome obstacles, but to stop if sustained efforts do not desired result. The second candidate was found to have a high level of conflict and a very low leadership potential (despite good presentation at the interview). The third candidate turned out to be too emotional and unstable to stress, he had problems with controlling his emotions.

As a result, only two of the five candidates were presented to the leader - the fourth and fifth. They also had some shortcomings (it is impossible to find ideal candidates), which, however, were compensated by more important advantages.

The fourth candidate demonstrated systematic thinking and developed planning and self-organization skills, a pronounced achievement motivation, good managerial potential, psychological stability, a high level of IQ and a pronounced working capacity. Among his shortcomings, excessive ambition was attributed, which could negatively affect the manageability of this employee, but was compensated by behavioral flexibility.

The fifth candidate was charismatic, infecting others with his enthusiasm and possessed excellent leadership qualities. At the same time, he demonstrated a high level of activity, the absence of deep internal conflicts and a high level of influence on others. Difficulty in managing one’s emotions was noted as a shortcoming of the applicant, however, this was compensated by developed skills of self-organization and high level reflections.

Based on the results of applying a set of psychodiagnostic tests, a specialist from a consulting company presented two candidates with detailed personal characteristics to the manager.

The manager chose the fourth candidate - it was important for him that the new sales director had great managerial potential. According to the results of the year of work, the hired employee achieved the goals set, increasing the company's sales by 40% compared to the previous year of work, and also competently built business processes within the new division created during this time.

Selection of a candidate for the position of sales manager of brokerage services in a large TOP-50 bank

Task

In a large bank with more than 1,500 employees, it was required to recruit two sales managers for brokerage services (securities, stock market) within a period of no more than a month in order to increase sales to banking clients in the field of brokerage services. The main task of the employee in this position was professional work with the existing client base (the so-called "warm sales"), that is, it was necessary to tell existing clients about the possibilities of improving their financial situation through stock transactions.

During the selection process, candidates were required to evaluate the following competencies:

• result orientation;
• the ability to remember information;
• self-presentation skills;
• communicative qualities; stress resistance;
• the ability to justify one's opinion;
• the level of development of speech function;
• achievement motivation and interest in the opportunity to earn in accordance with the efforts expended.

Tools

Internal selection specialists, who had a psychological education and had been engaged in psychodiagnostics for several years, developed a three-stage methodology for evaluating candidates.

1. Competency interview (standard assessment interview combining projective, case and biographical techniques) for overall assessment required competencies and selection of five or six candidates from all applicants.

2. Assessment center to identify the best candidates from among those selected. The study was supposed to confirm the presence of such competencies as the ability to convince, justify one's point of view, the presence of self-presentation skills, teamwork and influence on others.

It was supposed to collect the candidates who successfully passed the interview into one group to perform next task: Sell a juicer to a sales team leader (your potential leader). The assessment participants had to receive the task in advance (three days) in order to be able to prepare. This situation reflected the real sales process, in which the manager's meeting with the client, including such stages as identifying needs, presenting the product, working with the client's objections, is always preceded by a preparatory stage.

Group tasks are good because they allow you to evaluate from five to ten candidates at the same time, in an hour and a half. The best of them usually immediately stand out from the rest.

3. Psychological testing to identify the level of memory development, features of motivation. Involved passing the memory test and the MBTI personality type test described in the previous example.

Memory tests can measure different kinds memory: short-term, long-term, emotional, semantic, visual, etc. In this case, a test for the level of semantic memory was used to assess the ability of candidates to remember a certain amount of complex information. The testing procedure consisted in the fact that the candidate was read a text containing 16 semantic units: “I went out on horseback (1), expecting to arrive at the place by nine o'clock (2, 3). By this time, all 12 hunters will have gathered in the lodge (4, 5). The weather suddenly changed (6), a cold torrential rain began (7). After four hours of travelling, the horse began to stumble (8, 9). Suddenly, seven partridges fluttered out of the grass (10, 11). Without a moment's hesitation (12), I fired my gun (13). The horse shuddered (14). I picked up the shot birds (15). I came to a meeting with fellow hunters with prey (16)”.

The subjects must write down this text in the form in which they remembered it. They have three minutes to do this. For each correctly reproduced semantic unit, the subject is assigned a certain number of points. The final amount corresponds to one of three ability levels: low, medium or high.

There are no restrictions in the application of the technique, its results are very reliable.

In this case, the purpose of testing was not to double-check the information obtained during the interview (as in the first example), but to supplement the results of the interview with psychodiagnostic data. Practice has shown that testing also helped to correct the conclusions made at the first two stages of selection.

Solution

At the first stage of selection, 20 people were interviewed, of which six were selected and formed into a group. All of them showed good results in face-to-face individual interviews. At the stage of the assessment center, three undoubted leaders stood out among these six candidates. Compared to the rest of the participants in the assessment, they had more developed persuasion skills, presentation qualities and the ability to work with objections.

Memory test and MBTI test should have given Additional information about which of the leaders of the second qualifying round has a great potential to influence the client and work in the field of sales. However, testing was more revealing.

One of the three candidates selected in the second round was a young man who showed his best from the very beginning. He was extremely successful in interviews, had extensive knowledge of sales techniques, and his previous work was a good theoretical and practical training in terms of communication with clients. He immediately stood out in the assessment with his ability to present himself and excellent communication skills.

The manager participating in the assessment, already in the middle of the procedure, practically came to the conclusion that this candidate was accepted for work. The other two contenders showed themselves not so brightly in comparison with him, although they also showed good results. However, during the interpretation of the results of the memory test, it turned out that the "ideal" candidate wrote the first two sentences of the text, completely changing their meaning, and ended like this: "... and then I forgot to do this strange exercise." Thus, this applicant not only failed to complete the task, but also demonstrated a clear unwillingness to complete it.

The recruiters who conducted the testing procedure concluded that this candidate had a low level of motivation to take the proposed position, as well as difficulties in managing such an employee, and indicated this in the assessment report.

Unfortunately, the leader, at his own peril and risk, nevertheless accepted this young man for one of two vacant positions. For the second vacant position, he took another candidate from the "top three" - less bright, but who showed good results in testing. The result of this decision was that the first sales manager of brokerage services worked in the position for about a week, after which, without a specific explanation of the reasons, he announced to the head of his unwillingness to work further. During this time, the “reserve” candidate had already found another job, and the company had to restart the selection process. The second sales manager of brokerage services successfully passed the probationary period and is still working in the organization.

This example shows that psychodiagnostics not only serves as a tool for identifying the deep personal characteristics of candidates for a position, but also allows you to additionally check such important characteristics as the motivational component, the level of potential loyalty to the future employer, manageability and flexibility.