Wyniki wyszukiwania - Biblioteka Nauki

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ПРО ДВОРІВНЕВЕ ЗНО З МАТЕМАТИКИ ТА ОСОБЛИВОСТІ ПІДГОТОВКИ ДО НЬОГО

100%

Школьний О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 2(56)

463-479

EN

In 2015 Ukraine has attempted introduction of two-level system of external assessment of quality of knowledge in mathematics. The naturalness and usefulness of such system of testing in math was based in our series of publications in scientific pedagogical literature. In these works we proposed two-level system of standardized national assessment of educational progress in mathematics for Ukrainian pupils. Implemented by the Ukrainian Center for Educational Quality Assessment in 2015 two-level test in mathematics is different from our project, although some of our suggestions were taken into account. We believe that the option of two-level testing in math, consisting of test advanced level, which includes as part basic level is not perfect and has some shortcomings that should be removed in the future. We are aware that the introduction of a two-level math test raises a number of methodological issues for professionals who prepare pupils for this type of assessment. It was very difficult for Mathematics teacher to provide adequate quality of math testing in 2015, since the decision to impose of two-level math test was made quite suddenly. The second reason for the complexity of training of Ukrainian pupils for two-level math test 2015 is tedious for most of them the 210-minute marathon, you need to write in-depth test. In our view, not all pupils are capable to thinking in the situation of stress for so long. As a result, it is not clear what actually checks realized test: physical endurance of the test participant or his knowledge, skills (competencies)? We hope that the above mentioned disadvantages of introducing two-level math testing will continue to be taken into account. It is also noted that, despite the rejection of the two-level model of testing in 2016, methodological publications on the specifics of preparation have not lost relevance because, in our opinion, returning to such model is only a matter of time and valuable experience. In this paper we consider the features of two-level independent external assessment of quality of knowledge in math compared with traditional one-tier system of national standardized test and put methodological recommendations for preparing pupils for this type of testing related to topics «Plane geometry» and «Space geometry».

2

ЗНО З МАТЕМАТИКИ ЯК ОСОБЛИВА ФОРМА ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ УЧНІВ СТАРШОЇ ШКОЛИ В УКРАЇНІ

100%

Школьний О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 5(39)

417-427

EN

In this paper we study the features of math external independent assessment (EIA) as a form of final assessment of math achievements of Ukrainian senior school pupils. We consider the evolution of math EIA in Ukraine, set the available benefits and challenges, propose some way to improvement and, finally, outline further prospects of this form of assessment. It is shown that math EIA in its structure and functions partly duplicates functions of the state final assessment (SFA) in mathematics. However, today this not quite natural fact has more positive than negative effect. Indeed, the math EIA in Ukraine has all features of traditional for world educational process standardized final testing. In this test realized the independence and openness to the public and the factor of subjective assessment by teachers is not so essential. Therefore, before the modernization of SFA math EIA should be given special dual function: to be the tool for evaluating the quality of mathematical preparation of Ukrainian senior school pupils and for the selection of students for higher education. The author emphasizes that the benefits of an independent evaluation of the quality of mathematical training of pupils with the help of EIA are obvious. Indeed, unlike the SFA, math EIA is created by a separate structure of MES of Ukraine with the involvement of international experts in the field of testing, which contributes to the improvement of quality both separate test assignments and test as a whole. In addition, unlike SFA, which is conducted by the interested subject teachers, math EIA is conducted by impartial instructors who are responsible for any revealed violations during its holding. Like SFA, structure and theme specification of math EIA is known in advance, but, unlike the SFA, the specific content of test tasks is unknown. This eliminates the possibility of using during EIA numerous manuals, which often are published by the same publishing houses that produce the SFA tasks. Finally, information about the results of the EIA is open, and after testing an official report together with all statistical data on its results is annually published on the website of UCEQA (www.testportal.gov.ua). However, the general statistical data about the results of SFA in Ukraine officially are not published and are closed for the Ukrainian society.

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63%

Школьний О. , Захарійченко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 6(60)

212-225

EN

Today the national standardized tests in mathematics become familiar to all members of educational process in Ukraine,but the problem of adequate methodological support of standardized tests in math and prepare for them remains relevant. In terms of constant change format of standardized assessments and lack of proper methodological support to them, many teachers have a desire to create their own methodological support, but, unfortunately, many of these teachers received special education when test technology checks the quality of pupils achievements wasn’t included in curriculum for mathematics teachers. Our experience in teaching courses for teachers of mathematics shows that the creation of quality tests in mathematics is not an easy task even for teachers with significant teaching experience. This article is devoted to detailed analysis of the essence of the concept of “quality test task” and development on the basis of this analysis and on author's experience guidelines for the establishment of quality tests in mathematics different forms. We define the concept of “quality” according to production approach: a quality facility considered if it meets certain quality standards set by society. For math items their quality are defined by purpose for which these tasks are applied. In other words, math item is considered qualitative if its application in the classroom is really allows you to check the knowledge, skills (competencies), that are planned to test by this item. For math tests that are part of the standardized tests we improve the notion “specification” as the characteristic of test item which it must meet to become a component of standardized test. However, even if math test item meets all specifications, it’s too early to consider it qualitative, since it’s unknown whether the use of this task will achieve the objective pursued by the authors, including this task in the test. It is best to check compliance test item to its purpose is done by calculating psychometric characteristics of the item after testing on significant sample. But testing of test items can be carried out not always, in this case quality evaluation of test item performed by expert estimates. Our circuit quality evaluation of math test item includes the following stages: 1) analysis of correctness conditions; 2) analysis of compliance to form of expression; 3) check for the possibility of guessing the answer; 4) checking for compliance to goal. In this article we illustrate the implementation of the scheme mentioned above by examples of specific test items of different forms. In recent years we have been actively working to create methodological support for preparing of pupils to standardized assessments in mathematics and accumulated in this area some experience. Proposed methods for creating and analyzing of test item quality after proper implementation should contribute to ensuring adequate assessment of educational achievements of pupils who participate in standardized testing.