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1 Педагогічні науки: теорія, історія, інноваційні технології

1 2016

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Школьний О. , Захарійченко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

2016

nr 6(60)

212-225

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.