Expert: in area information technologies and instructional video

Before we move on to the principles of test development, it is necessary to make a number of remarks.

Differences between a test and tasks in a test form

In ordinary consciousness, concepts are constantly mixed up test And job systems in test form (or pretest tasks).

As a rule, the test is developed by a team of researchers and tested over a certain period of time. After testing, adjustments are made to the test. The test consists of test items. In English literature, the term “Quiz” is used to refer to the test (but not “Test”!).

Thus, the teacher (teacher) cannot create tests. Instead, he develops tasks in test form, which are similar in appearance to the test, but do not pass statistical and other approbation. These assignments can be used educational process to solve certain pedagogical problems.

This implies the fundamental impossibility of using a number of test characteristics. For example, the difficulty of a test task is determined experimentally, based on the results of a large sample of students. In practice, the teacher does not have both the time to conduct the experiment and the required sample size. Therefore, often the difficulty is determined "by eye".

In general, tasks in a test form (as well as test tasks) meet the following requirements:

• brevity;
• manufacturability;
• goal definition;
• the logical form of the statement;
• definite place for answers;
• the same rules for evaluating answers;
• the correct location of the elements of the task;
• the same instructions for all subjects;
• the adequacy of the instruction to the form and content of the task.

So, brevity assignments in the test form, it is provided by a careful selection of words, symbols, graphics, allowing a minimum of means to achieve maximum clarity of the semantic content of the task.Manufacturability of tasks is defined as a property that allows you to conduct the testing process using technical means and do it accurately, quickly, economically and objectively.Logical form of the statement It is a means of streamlining and effectively organizing the content of a task.

Forms of test tasks

In addition, the principles for developing test items (tasks in a test form) are associated with their forms. Different authors classify the forms of test items in different ways. The situation is aggravated by the fact that each automated testing system names the same forms differently. Let's generalize all variety of forms of test tasks by the following classification.

1. True False (True or False, from English True or False)- contains a statement with which the student must either agree or disagree.

For example:

George Washington was the first President of the United States

1. Right
2. Wrong

In the Unified State Examination, similar tasks are found in KIMs according to foreign languages in tasks for listening: students listen to the text, then move on to tasks of the True or False type.

This form of test tasks is the simplest both for the teacher to compose and for the students to answer. Such forms of assignment are characterized by a high degree of guessing the correct answer.

2. Multiple choice (tasks with the choice of one or more correct answers). This is the most common form of test tasks. It contains a statement (question) and alternative answers.

For tasks with a choice of one correct answer, at least 4 are recommended (if less, then the probability of guessing the correct answer increases) and no more than 6 (it is difficult to come up with plausible alternatives).

For tasks with multiple correct answers, at least 6 alternatives are recommended.

3. Tasks for establishing compliance. It is a set of elements in two columns - the student needs to establish a correspondence between the elements of the left and right columns. Having a heading for each set of columns is mandatory - it allows the student to skip the time summarizing the items in the columns and jump right into the exercise.

Compare:

1. a) Label
2. b) Ulus
3. c) Volosten
4. d) Vice
5. e) Plinth

1. Wall building
2. Brick
3. Khan's charter
4. Parish ruler
5. Ownership

The same task, reformatted to suit specific requirements:

As we can see, in the second case, the task is more readable, its meaning is easily captured. Please note that, for example, the OnlineTestPad service and some others allow you to add such headers. Others (like Moodle) don't have this functionality. In this case, it is necessary to write a complete instruction, for example, "Make a correspondence between .... and ...."

In paper tests of this form of tasks for the correct answer it is proposed to fill in a special plate. The arrow option is considered less technologically advanced to check, so it should be avoided.

Also desirable set an odd number of elements left and right columns so that the last element is not selected by the elimination method.

Look at this assignment:

Arrange the names of Russian commanders in chronological order (in ascending order) of their activities

Dmitry Pozharsky

Alexey Ermolov

Mikhail Skobelev

Alexey Orlov

This is also a task to establish a correspondence, more precisely, its variety is a task to establish correct sequence. A number of foreign researchers tend to such a combination. That is why, for example, in Moodle we will not find such a form. But it can easily be constructed from a matching task. For clarity, we slightly reformat the previous task:

We see the classic matching task, just the left column represents the numerical order. The student also enters the correct answers in a special table.

Sometimes the tasks described above are true-false, multiple choice and matching combine to a group of tasks of a closed type which have the following common features:

• There is an explicit correct answer, you just need to choose it in one way or another;
• Answers to questions can be guessed (the probability of guessing increases with a decrease in the number of alternatives);
• Answers can be remembered
• Answers can be chosen logically, discarding obviously wrong alternatives.

5. Addition (short answer). In these tasks, the student must complete the correct answer. Sometimes this type of task is called open tasks. Unlike the forms of test tasks discussed above, such strategies as guessing, recalling the correct answer, etc. "do not work." That's why given type tasks are considered more difficult for students.

6. Essay- a student's short answer to the point of the question. Strictly speaking, an essay is not a form of a test task, because. it does not meet the necessary criteria for brevity, manufacturability, and so on. In our opinion, the essay was introduced to overcome the well-known difficulties in compiling typical test items, the main of which is the inability to presentthe whole educational material in test form and the reproductive nature of typical test items.

Nevertheless, the essay tasks should offer (s) the standard (elements) of the optimal answer, along with standardized rules for evaluating the results of its implementation.

For what values ​​of x are the corresponding values ​​of the functions f(x)=log 2 x and g(x) = log2 (3 - x) will differ by less than 1?

Criteria for judging the correct answer

Principles for developing tasks in a test form

The next thing we should dwell on is the principles of developing tasks in a test form.

For a long time there was a conviction that the test itself is an objective means of control. However, then came the understanding that the test provides, first of all, procedural objectivity. To assess the quality of the test, there are a number of related areas - reliability (guarantee that there are no random errors in the test), validity (guarantee that the test measures exactly what it should measure), difficulty, etc. As we indicated above, all these parameters are developed based on various mathematical models during experimental work the team of authors and are not available to teachers, lecturers. Therefore, we will only dwell on a number of theoretical requirements for the development of tasks in a test form.

1. Start constructing a task with the correct answer. It often happens that the task formally contains more correct answers than planned. There are also reverse cases - the task does not contain the correct answer at all.
2. The content of the task is based on the requirements of the program and reflects the subject (meta-subject) content. Sometimes they try to include questions in the test, the correct answer to which simply does not exist.

For example:

We will study Latin language because…

1. It is spoken in many countries around the world
2. We want to understand better native language, as it contains many words borrowed from Latin
3. We want to better understand the history and culture of the ancient world

This is a good job. But it should be used in a sociological survey, and not in tasks for verification. educational achievements.

1. The question should be aimed at identifying one element of knowledge, one complete thought. Otherwise, it is difficult to diagnose the cause of the job failure.

Confucius..

1. lived in Africa
2. lived in China
3. was a doctor
4. was the ruler
5. was a philosopher

This task is aimed at identifying two elements at once - where Confucius lived and who he was. These two issues need to be separated.

1. When compiling questions, the words “sometimes”, “often”, “always”, “little”, “more”, etc. should be avoided. Such words have a subjective meaning and may lead to erroneous answers. Test tasks (tasks in a test form) must have a clear, unambiguous answer.
2. Avoid introductory phrases or sentences that have little connection with the main idea, one should not resort to lengthy statements.

For example:

Anadyr depression. It is very flat, and Anadyr wags a huge boa constrictor along it ... “Anadyr is a yellow river,” - you can call the essay like that later. Tundra and lakes throughout the depression. It is difficult to understand what is more: either lakes or land” (O. Kuvaev). What sea does this river flow into?

1. Correct answers should be plausible, skillfully chosen, there should not be obvious wrong answers (they are a kind of hint - this answer is definitely wrong). Incorrect answers that are very similar to correct ones are calleddistractors. For example:

Birthplace of Karl Marx:

1. Trier
2. Karl-Marx-Stadt
3. Sturgard
4. Munich

Here we can assume that the city of Karl-Marx-Stadt got its name because Karl Marx was born in it. However, the correct answer is Trier.

1. Don't Ask Tricky Questions - most likely to be misled by the most able or knowledgeable learners who know enough to be trapped, and it also defeats the purpose of determining the level of knowledge and understanding.
2. Longer questions and shorter answers should be used, grammatically consistent with the main part of the task. .

For example:

Which judgment is correct?

1. Incomplete sentences- these are sentences in which one of the main members is omitted
2. Incomplete sentences are sentences in which one of the minor members is missing.
3. Incomplete sentences are sentences in which any member of the sentence is missing - the main or secondary

It is easy to see that there is a repeating phrase here, which should be included in the formulation of the task:

Incomplete sentences are sentences that are missing

1. one of the main members
2. one of the minor members
3. any member of the sentence - main or secondary

1. Don't use negation in the body of the question. First, it leads to a misunderstanding of the essence of the task. Secondly, the object of control should be elements of knowledge, not elements of ignorance.

For example:

Whether or not these people actually lived in Ancient Greece?

1. Homer
2. Achilles
3. Zeus
4. Pericles
5. Phidias
6. Aristotle
7. Socrates

In this case, it is not clear how to answer - yes they lived, or yes they did not live. Therefore, the question needs to be formulated more precisely, for example: Name the mythological characters of Ancient Greece.

1. When alternating correct answers in questions, there should not be an explicit system - for example, only 1 options are always correct, or the first, second, third, fourth options are consecutively correct. In computer testing, this problem usually does not exist, because the computer automatically shuffles the alternatives.
2. If a quantitative question is posed, then it is necessary to indicate the sequence (from smallest to largest or vice versa) of choosing the correct answers. .

For example:

Distance from the Sun

a) Saturn

b) Mercury

c) Earth

d) Uranus

e) Venus

f) Mars

In this example, there are, as it were, two sets of correct answers - one sequence from the closest planet to the Sun, the other - from the most distant one.

1. The question and answer should differ in font and spatial design. For example, a question (task) is highlighted in bold, the answer is normal. Additional indentation is used to record responses. But this rule applies only to paper tests - in computer automated systems, the design is set by software, which is not advisable to change.

And remember - not every task can be presented as a test control.

When writing the article, examples were used http://koi.tspu.ru/koi_books/samolyuk/

When evaluating a candidate, employers are increasingly not limited to conducting interviews and viewing resumes, but are also asked to complete a test task. Is it worth it to meet the needs of the company and do the work, albeit a test one, for free?

Show your skills
“Why do a test task if there is a trial period ahead?” Candidates are confused. “If a specialist is really interested in working in a particular company, he will not refuse to complete a trial assignment,” recruiters retort. Both of them are right in their own way. Job seekers are sorry to waste their time and energy on unpaid work that does not guarantee employment, and employers want to be as confident as possible in the qualifications of the candidate they hire. Who is right in this dispute in absentia?

First of all, it should be said that a trial period and a test task are fundamentally different things. The test task shows some of the candidate's practical skills, but does not give him the opportunity to integrated assessment(ability to work in a team, meeting deadlines, etc.). The trial period allows you to see the candidate from all sides. However, only one specialist can be assessed in this way, while a test task can be assigned to several applicants. In addition, this will require at least a month (that is how long the minimum probationary period lasts according to the law).

So an employer using test tasks in the selection of candidates is quite understandable. The applicant also has reasons not to refuse such a test. First, a test task is a great way to prove yourself. If at the interview you only talk about your experience and skills, then with the help of a test task you clearly show your skills. As they say, it is better to see once than hear a hundred times.

Secondly, taking the test will allow you to adequately assess your capabilities. Are you qualified for the position you are applying for? After all, work similar to a test task will have to be done daily. Thirdly, after completing the test task, you will learn the opinion of specialists about your work, and this is very valuable, because you learn from mistakes. Just ask the recruiter or department head to comment on the test results, at least in general terms.

Rules for Success
When starting a test task, clearly stipulate the deadlines for completing the work with the HR manager. Once you agree on deadlines, stick to them. A copywriter who promised to write an article by Thursday, and turned it in only on Monday, is likely to be considered irresponsible even with talent.

A test task is a unique chance to convince the employer that you are the best candidate. Therefore, when doing work, try to show the product in person: use logical solutions, clear wording, competent terminology, be creative if possible. At the same time, it should be borne in mind that it is unlikely that the employer expects from you a detailed business plan or a text thought out to the smallest detail. Most likely, the future leader wants to see your train of thought and your potential, so do not try to go into too much detail.

Before submitting your work, take care of its design. The font in the text should be easy to read, of course, there should be no errors in the work. Sketches or drawings, if not in in electronic format, it is better to put in a neat folder. If you send a completed job to e-mail write a short cover letter.

Copyright protection
A common and most often unreasonable fear among job seekers is that they will be taken advantage of but not offered a job. Sometimes candidates who wrote business plans or articles, but did not get a place in the company, share their indignation, but unscrupulous employers used the results of their work in their own interests. There are a lot of tips on the Internet on how to protect your test task, for example, issue copyrights, provide text or code in a format that is inconvenient for copying, take a receipt from the employer, etc.

Of course, dishonest employers who can steal your idea exist. However, before you refuse to complete a test task for this reason, consider whether the company you are interested in will advertise vacancies and conduct interviews (all this costs money) just for the sake of trial work candidates? To dispel doubts, find as much information about the company on the Internet as possible. Reputable organizations will not risk their reputation in order to take advantage of the fruits of the labor of others.

If you still really want to protect yourself, agree with the employer that if your test item is useful to the company, then it should be paid regardless of whether you are hired or not.

Teaching methods are divided into teaching methods, teaching methods and control methods.

Pedagogical control performs a number of functions in pedagogical process: evaluative, stimulating, developing, teaching, diagnostic, educational, etc.

The process of control is one of the most time-consuming and responsible operations in education, associated with acute psychological situations for both students and teachers.

To diagnose the success of learning, special methods are being developed, which are called learning achievement tests, success tests, didactic tests, and even teacher tests by different authors.

Testing has long been a familiar event in the lives of students, teachers and parents. All participants in the education process have to deal with tests. Behind last years a number of works on testology have been published, but, in my opinion, there is a shortage of practical guides that can help the teacher (mathematics in particular) introduce the student to the "art of testing", namely, practically prepare for testing

in the format of the Unified State Exam.

Tests are fairly short, standardized or non-standardized tests, tests that allow for a relatively short period of time to evaluate the effectiveness of cognitive activity, i.e. assess the degree and quality of each student's achievement of learning goals (learning goals).

Along with achievement tests designed to assess the assimilation of knowledge in specific disciplines or their cycles, more broadly oriented tests are being developed. These are, for example, tests for assessing individual skills. Even more broadly oriented are skills tests that can be useful in mastering a number of disciplines, for example, skills in working with a textbook, mathematical tables, encyclopedias and dictionaries.

There are also tests aimed at assessing the impact of training on the formation of logical thinking, the ability to reason, draw conclusions based on the analysis of a certain range of data, etc. These tests are closest in their content to intelligence tests.

Since achievement tests are designed to assess the effectiveness of training in specific subjects, the mandatory participant in the formulation individual tasks should be a teacher.

According to the form of the tests, they can be individual and group, oral and written, blank, computer, verbal and non-verbal. Moreover, each test has several components: a test manual, a test book with tasks or a form with tasks, equipment (calculator, computer), answer sheet (for blank methods), templates for data processing.

Any test must necessarily pass an imperial test and have certain and stable values ​​of the parameters characterizing its quality. In addition to the established estimates of the difficulty parameter and the differentiating ability parameter, studies of the system-forming properties of the task should be carried out using the methods of the correlation factor task. In other words, any test must be standardized. Therefore, when developing and compiling personal tests, it is more correct and competent for the teacher to call them “test tasks”.

A test task is one of the diagnostic elements.

Requirements for the TEACHER when compiling test tasks

When compiling test items, you should follow a number of rules necessary to create a reliable, balanced tool for assessing the success of mastering certain academic disciplines or their sections:

• each task must have its own serial number, set according to an objective assessment of the difficulty of the task, the chosen testing strategy.
• it is necessary to analyze the content of tasks from the position of equal representation in the test of different educational topics, concepts, actions, etc.
• the test should not be loaded with secondary terms, insignificant details with an emphasis on mechanical memory, which can be involved if the test includes exact wording from the textbook or fragments from it.
• test items should be formulated clearly, concisely and unambiguously so that all students understand the meaning of what they are being asked. It is important to ensure that none of the test items can serve as a hint for answering another.
• the answers to each task should be selected in such a way that the possibility of a simple guess or rejection of a knowingly inappropriate answer is excluded.
• it is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also desirable to formulate answers briefly and unambiguously. For example, an alternative form of answers is convenient when the student must emphasize one of the listed solutions “yes-no”, “true-false”.
• tasks for tests should be informative, work out one or more concepts of formulas, definitions, etc. At the same time, test tasks cannot be too cumbersome or too simple. These are not mental arithmetic tasks.
• There should be at least five possible answers to the problem. As incorrect answers, it is desirable to use the most typical mistakes.
• It should take no more than 1-2 minutes to complete one test task.

Test tasks should only test knowledge, not intelligence!

FORMS OF TESTS

There are different types of test questions:

1. TASKS OF THE CLOSED FORM [ZZF]

Find the scope of the function .

a)(6; ) ; b) (;6 ) ; at 2; ) ; d)(-6;6) ; e) ( ;); e) no answer. (A)

2. TASKS OF THE OPEN FORM [ZOF]

How many diagonals does an octagonal truncated pyramid have?

Answer:________

3. TASKS FOR COMPLIANCE [ZnS]

Set a match.

Answers: 1______, 2_____, 3_____.

4.TASKS FOR RANKING [ZnR]

For example: (a fragment of a test task in algebra and the beginnings of analysis, grade 11)

At Show the sequence of steps for constructing a graph of a function (using a derivative).

1. Find the derivative;

2. Find intervals of increase and decrease;

3.Find the domain of definition;

4. Based on the results of the study, make a table;

5.Find stationary points;

6.Build a graph;

7. Find extremum points;

8. Find the function values ​​at the extremum points.

Answer:__________________

DEGREE OF COMPLEXITY OF TESTS

Test tasks can be of varying degrees of complexity. The pedagogical literature describes five levels of knowledge acquisition.

Accordingly, five groups of test tasks can be distinguished according to the level of complexity:

I and II levels - initial; they correspond to the first (“actual”) level of knowledge, which consists in the accumulation of a “knowledge fund”, consisting mainly of facts. When solving, students limit themselves to bringing single facts, give memorized characteristics of terms and phenomena

For example: (a fragment of a test task in algebra and the beginnings of analysis, grade 10)

Which of these functions is representative?

A) y = sin B) y = C) y = D) y =

III level -operating; it consists in the ability to perform the simplest logical operations according to a ready-made model and is characterized by the formation of particular system associations and the presence of a connection between knowledge acquired within one chapter or one section.

For example: (a fragment of a test task in algebra and the beginnings of analysis, grade 10)

Solve the Equation .

A) 5 B) 2 C) 25 D) another answer

IV level - analytical-synthetic; having reached it, students show the ability to generalize, differentiate stable knowledge, connect previously studied with new knowledge, highlight the main ideas, the main provisions of the topic, section, reveal various connections and draw analogies.

For example: (a fragment of a test task in algebra and the beginnings of analysis, grade 10)

Find the sum of the roots of the equation.

A) -4.5 B) 5 C) 4.5 D) another answer

Level V-creative; it requires the transfer of knowledge to new situations, the creation of non-standard algorithms for cognitive and practical actions.

For example: (a fragment of a test task in algebra and the beginnings of analysis, grade 11)

Which of the graphs in the figure can be a graph of the equation

Answer:__________________

The choice of the form and degree of complexity of test tasks depends on the time of the

PRINCIPLES FOR ANSWERS.

There are certain principles for compiling answers to test tasks.

alternativeness(answers are opposed to each other).

For example: (a fragment of a test task in algebra and the beginning of analysis; 10 cells)

solve the equation

A) ; b) ; c) there are no solutions;

G) ; e) ;

cumulation(summation of different answers);

For example: (a fragment of a test task in algebra and beginnings, analysis of grade 11)

How to find the largest and smallest value of a function on a segment?

A) find the values ​​of the function at the extremum points;

B) find the values ​​of the function at the extremum points and at the ends of the segment;

C) find the values ​​of the function at the extremum points and at the ends of the segment, choose the largest and smallest of them.

combination(reverse word order used in questions)

For example: (a fragment of a test task in geometry 10 cells)

The lateral surface area of ​​a regular pyramid...

A) the product of half the sum of the perimeters of the bases and the apothem is ...

B) the product of the perimeter of the base by the apothem is ...

C) the product of the sum of the perimeters of the bases and the apothem is ...

D) the sum of the perimeter of the base and the apothem is ...

classification

For example: (a fragment of a test task in geometry 11 cells)

Prism, pyramid, cone...

A) geometric shapes;

B) geometric bodies.

if more than 5% of students choose the wrong answer, then it should be replaced!

METHODOLOGY FOR COMPOSING VARIOUS TESTS.

The test may include test tasks of various types. Consider the methodological features of their compilation:

TASKS OF THE CLOSED FORM [ZZF] (with a choice of answers) - in them students choose the correct answer from the given set of answers to the test task.

• any ambiguity or ambiguity in wording should be eliminated in the text of the task otherwise delete the test task;
• the main part of the task is formulated extremely briefly. No more than 1 offer;
• the task should have an extremely simple syntactic construction;
• the main part of the task should include as much as possible more words statements, leaving no more than 2-3 keywords for an answer ( most important);
• it is desirable that all answers to one task be approximately the same length;
• from the text of the task it is necessary to exclude all verbal associations that contribute to the choice of the correct answer by guessing;
• the frequency of choosing the same place number for the correct answer in any test item should be approximately the same ( or the number is chosen at random);
• the main part of the task should be freed from all secondary material for this problem;
• all repeated words are necessarily excluded from the answers by entering them into the main text of the task;
• in the answers it is not recommended to use the words “ all”, “none”, “never”, “always” and so on.;
• those answers that follow one from the other should be excluded from the number of answers;
• those tasks that clarify the student's opinion on any issue should be excluded from the test;
• jobs are printed capital letters or stand out in a bright (bold), attractive color (font), and the text of the answers capital letters neutral color;

When issuing a PPA, it must be placed at the beginning of the test task instruction.

For example:

Circle the number of the correct answer.

Choose one correct answer from the four given and circle it.

TASKS OF OPEN FORM [ZOF] (tasks with gaps) - they require students to independently formulate an answer.

• formulate a question containing no more than 7-8 words and write down the answer to it, representing some statement of the same length of 7-8 words.
• from the received statement, exclude key words or a word (no more than 2) and put a dash in their place.
• the task should be drafted in such a way that it required a clear and unambiguous answer and did not allow for ambiguous interpretation;
• a dash is placed in place of the key term, the knowledge of which is essential for the controlled material ( at the end of the sentence, if possible).
• all dashes in tasks for one test are recommended to be of the same length;
• during the development process, it is recommended to simplify syntactic constructions, as well as to exclude repetitions and double negatives;

When applying for a ZOF, it must be placed at the beginning of the test task instruction.

For example:

Fill in the gaps to get the correct statement or the correct wording of the definition.

Solve the problem and write down the answer (Answer ______).

TASKS FOR CONFORMITY [ZnS] (associative links) - allow you to assess the knowledge of facts, terminology, concepts in their relationship. A correspondence is established between the elements of two sets.

• on the left is the initial set, and on the right is the set of elements to be selected;
• the number of elements of the right set must exceed the number of the left set;
• the main difficulty in compiling is the competent selection of the right set.
• assessment of assignments - at the discretion of the teacher.

When applying for a ZiS, it must be placed at the beginning of the test task instruction.

For example:

Match the left and right columns.

RANKING ASSIGNMENTS [ZnR (to establish the correct sequence) - the student must indicate the order of actions or processes listed in the task.

• as a condition, tasks are selected that have a clear algorithm of action or a strict sequence;
• the wording of the statements should be clear and as concise as possible;

When applying for a ZiR, it must be placed at the beginning of the test task instruction.

For example:

Specify the sequence of actions.

List of sources used

1.Azevich A.I. final attestation work in algebra in grade IX// Mathematics at school. No. 2, 1999. S. 9-10.

2. Miroshnikova M.M., Ozhegov V.B., Cherkas L.S. Control of knowledge in mathematics using computers. M. 1990. S. 5-9.

3. Smirnov S.D. Pedagogy and psychology of higher education: From activity to personality: Uch. allowance. M. 1995. S. 271

4. Shchapoval V.V., Mitrofanov K.G., Saplina E.V. Receptions and rules successful delivery exams. AST.Astrel. M. 2004.

9. The task does not use words that cause different understanding among the subjects, as well as words that are a hint, for example, “sometimes”, “often”, “always”, “everything”, “never”.

10. There should be no hints in the text or in the answer options.

11. Better a "long" question and a "short" answer than the other way around.

12. In tasks that are of a composite nature, it is necessary to ensure such a sequence that the correct execution of one task does not depend on the correctness of the performance of another task of this group.

13. The terminology used in the tasks should not go beyond the scope of the educational literature.

Basic requirements for test tasks

1. The content of the test task should be focused on obtaining an unambiguous conclusion from the tested person.

2. The main terms of the test item should be explicitly and clearly defined.

3. Test tasks should be pragmatically correct and designed to assess the level of students' educational achievements.

4. Test tasks should be formulated in the form of brief judgments.

5. In the content of the test task, the defining feature should be necessary and sufficient.

6. You should avoid test tasks that require the testee to make detailed conclusions on the requirements of test tasks.

7. When designing test situations, it is necessary to use various forms of their presentation, as well as graphic and multimedia components in order to rationally present the content of the educational material.

8. The number of words in the test task should not exceed 10-12, if the conceptual structure of the test situation is not distorted. The main thing is a clear and explicit reflection of the content of a fragment of the subject area.

9. The average time for a test subject to complete a test task should not exceed 2.5 minutes.

Requirements for the content of test tasks

1. The test task should be presented in the form of a condensed brief judgment, formulated in a clear, precise language and exclude the ambiguity of the conclusion of the tester for the task requirement.

2. The content of the task should be expressed in an extremely simple syntactic construction without repetitions and double negatives.

3. The text of the test task should not contain unintentional hints and slang.

4. The task should be compiled taking into account the fact that the average time for the formation of the conclusion of the subject with an average level of training is 2.5 minutes.

5. The test item should not reflect the subjective opinion or understanding of an individual author.

6. The duration of the test should not exceed 1 academic hour.

7. The number of test tasks in one variant should not exceed 18-20 test and practical tasks.

2.3. Forms of test tasks

The test is a system of tasks, which are commonly called test tasks. The test task is aimed at checking a specific element of the content and must meet a number of requirements.

The structure of the test task is as follows:

standard instructions for completing the task;

reference answer and rules for evaluating its performance. Some scholars use the term pre-test task under-

thus delineating the difference between a task that has been developed but not yet tested, and a task that has been tested on a representative sample and confirmed its planned qualitative and quantitative characteristics based on the results of testing and statistical processing. Therefore, the test task in this case will be determined as follows.

A pre-test item is called a test item if the a posteriori quantitative estimates of its characteristics meet certain criteria aimed at checking the quality of the content, form, and performance of the system-forming properties of the test items.

The whole variety of test tasks used in test control (practice pedagogical measurements), can be reduced to four types and their modifications. In domestic and foreign testology, it is customary to distinguish the following types of test tasks (Fig. 2):

1) closed form assignments(with multiple choice; tasks with the choice of one correct answer);

2) compliance assignments;

3) tasks to establish the correct sequence;

4) tasks for addition (open tasks);

5) free presentation tasks.

The main classification of test tasks - tasks:

closed type (when the student has to choose from ready-made answer options);

open type (when the student himself finds the answer and writes it in the form).

Closed type tasks, in turn, are divided into:

one answer option(multiple choice; radio button). The answer is counted if the student chose it correctly. Options:

• simple choice - one answer out of 4-5;

  simple choice from many - one answer out of 6-15;

  choosing the most accurate answer from the given ones.

tests where you can choose multiple answer options- check the boxes, but either one or several answers can be correct (alternative choice, checkbox). The answer for the test can be counted only if all answers are given correctly (there are no extra or missing ones), or a point is awarded for each correct answer and a point is deducted for each incorrect answer. Options:

• difficult choice - two or more correct answers out of 4-5;

  difficult choice from a set of two or more correct answers from 6-15.

match(on the left and on the right, related concepts are given, for example, words in a sentence, generic and specific concepts, etc.). The student needs to draw lines of correspondence, drag blocks on the computer and set them with each other, etc. This also includes assignments for sorting and classification. Correspondence options between:

• concepts and definitions;

  dates and events;

  a list of concepts and their characteristics;

define sequences(the student is offered a number of concepts, dates, words that he has to establish in the correct sequence). Options:

• establishing a chronological sequence of events;

  establishing a logical sequence;

  arrangement of numbers in ascending / descending order;

alternative answer (the student is asked to set Yes-No or True-False for each given statement).

Open type tasks:

enter a small phrase, word or symbols - like addition to context. For example, insert a missing letter, punctuation marks, a missing word, etc.;

free presentation - the student is given a place for free presentation of the answer to the question. The place can be limited by the number of characters, for example, no more than 100 or 500 characters, 10 words, etc.

When and what task options to use?

Table M.B. Chelyshkova.

How to group test items

There are three approaches to grouping test items:

all tasks are displayed randomly - for good use of testing programs or online testing services;

Tasks are displayed in order of complication - first simple, then difficult. This will allow students to quickly move forward, and not “sit” with a difficult task at the beginning of testing, having spent all the time allotted for the test. In order of complication, USE assignments are given;

assignments are grouped by type or topic - this way the student can adjust to the type of assignment, rather than adjusting to each type of assignment, wasting time.

Rules for compiling tests

The test task must be formulated clearly, understandably and must be interpreted unambiguously. If the question is formulated in such a way that not all students can understand it unambiguously, the wording must be changed. Example: A network services firm is... The student will ask the question: what is “network services? Internet access services? A network marketing firm like Avon or something else?

The test task should be formulated briefly, preferably without the use of complex sentences, unnecessary participial and adverbial phrases, introductory words. It is better to break the task into several small sentences. If the task has a lot of “which”, “where”, “what”, a lot of commas, it will be difficult to understand, and therefore solve. Don't be afraid to break sentences into parts.

The task should be formulated without repetitions, double negation (not - not), but it is better to avoid negation altogether. Example: Paint is not a spreadsheet program. Answer options: Yes-No. It will be difficult for the student to answer this question, because. both in the task and in the answer there is a negation.

It is not necessary to write in the question words like: “formulate”, “specify”, “report”, if this is already suggested by the question itself. For example: Write what was the name of the discoverer of America? The word "write" is redundant.

Check both the wording of the tasks and the wording of the answers so that they do not contain clues for the student. Make sure that in one task there is no hint for the answer to another task.

The tasks should not contain clearly inappropriate answers, seeing which the student will immediately calculate the correct answer. All answers should be approximately the same in content and length.

Repeating phrases in each answer option should be included in the text of the question.

It is not allowed to use value judgments and refer to subjective opinion student. For example, the use of the words "important", "main" is not allowed.

In the task, it is better to make the main word (key concept) the beginning of the sentence. It is better not to start the formulation of the task with prepositions or conjunctions. Example: Which group of countries accounts for the smallest share of world GDP and merchandise exports. That's right: The smallest share of world GDP is accounted for by ...

The test task should have a sufficient number of answer options:

• closed types of questions - 4-6 answers;

  establish correspondence - 4-5 answers;

  arrange the sequence - 4-8 answers;

It is advisable to accompany tasks and answer options with illustrations, diagrams, tables, etc.

The test should have a lot of tasks, as well as tasks different levels complexity, so that the test results are as objective and reliable as possible. It will also help prevent student fatigue.

In the test, it is desirable to alternate different kinds tasks, as well as avoid a large number simple tasks(Yes-No, etc.) to increase the objectivity of the test.

It is highly undesirable to include tasks and trap questions in the test, provocative questions are not professional and lower students' confidence in the test, the teacher and testing in general.

Avoid questions that can be answered on the basis of erudition or logical reasoning, since the purpose of the test is not to test erudition and ability to think, but to test the special knowledge of a particular student, knowledge of the educational material.

Exclude questions on knowledge of texts (unless it is specifically required), background information, small parts, etc.