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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"BREST STATE UNIVERSITY NAMED AFTER A.S. PUSHKIN"

Faculty of Physics

Department of Methods of Physics and OTD

Test control of students' knowledge in physics

Diploma work on the theory and practice of teaching and education,

specialty Physics

Completed:

Scientific adviser:

Content

Introduction

§ 1. Types of tests in physics
§ 4. Generalization and systematization of knowledge in physics in preparation for centralized testing
Chapter 3. Organization and results of the pedagogical experiment
Conclusion
List of used literature
Application. (test 2007)

Introduction

Until now, the main type of control of students' knowledge in physics was a written test, including 2-3 tasks or questions. This type of control has a number of advantages: it makes it possible to establish a qualitative picture of the mastery of the material covered, as well as to identify shortcomings in students’ knowledge. It is also easy to use - having a large number of problem books and teaching aids on physics, the teacher can easily select problems for test options and multiply them. At the same time, this method causes some specific features that do not meet the requirements for the final knowledge control.

Namely: the amount of test knowledge is small. An analysis of test papers in mechanics shows that it often covers only 30-50% of the material covered. Two or three tasks or questions are not able to cover the topic or section fully enough;

checking test papers is a very labor-intensive operation that takes up a lot of time from teachers.

Recently, the search for objective quantitative measures of knowledge has attracted the attention of methodologists to the test methodology for testing knowledge.

The following characteristic features of tests are noted in the pedagogical literature:

1) the relative simplicity of the procedure and the necessary equipment;

2) direct recording of results;

3) the ability to use both for individual work and for testing the knowledge of entire groups of students;

4) convenience of mathematical processing;

5) short duration;

6) the presence of established standard norms.

As you know, testing is widely used abroad (USA, UK, Holland and Japan). In recent years, countries of the former Soviet Union have also become interested in this method. Now on the territory of the Russian Federation, the Unified State Exam, which is structured as a test, has been adopted as a final test of knowledge.

Testing is also used as a method of monitoring knowledge on the territory of modern Ukraine.

An analysis of domestic experience, which has been accumulated in recent years in various academic disciplines, as well as foreign experience, shows that with sufficient care in preparing tasks, subject to a number of requirements and the correct application of mathematical statistics methods, it is possible to use tests as objective measures of knowledge.

Purpose This thesis is an in-depth study of knowledge testing as a new effective form of knowledge control, as well as the use of knowledge testing during the final control in physics.

During the thesis, the following decisions were made: tasks:

1. Study and analysis of scientific and pedagogical literature on knowledge testing.

2. Acquaintance with the experience of using knowledge testing in our country and abroad.

3. Preparation and conducting a final test of knowledge in physics in the 11th grade of high school on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

4. Analysis of the results of experimental tests of the final test of knowledge in physics in 11th grade.

In the process of working on the diploma, the content and technology of centralized testing in physics were studied, as the most developing area of the final test of knowledge of students and school graduates. Tests No. 1 of the CB RB of 2007 and 2008 were also solved.

Chapter 1. Psychological and pedagogical foundations for testing knowledge, skills and abilities in physics

§ 1. Basic functions of testing knowledge, skills and abilities in the educational process

The study and analysis of scientific and pedagogical literature on the topic of the thesis, , , led to the following results and conclusions:

In training, monitoring and taking into account knowledge and skills plays a significant role. The main function of knowledge control in the educational process is the guidance and management of students' educational activities. Knowledge control contributes to the development of students’ creative powers and abilities and is carried out in full accordance with the principles of learning.

As a result of control, the following is established:

depth and completeness of acquired knowledge.

readiness of the class to learn new knowledge.

level of independent work of students.

difficulties and mistakes of students in understanding certain issues.

Knowledge control is the final stage in training and an integral part of training. The essence of knowledge control is to determine the quality of students’ assimilation of educational material and increasing their responsibility in educational work.

Knowledge control serves the purpose of improving the educational process. If unsatisfactory knowledge is detected among students, the teacher must review and make changes to the organization and methodology of educational work.

When unsatisfactory knowledge is revealed only in individual students, the teacher makes changes to individual work with students.

Knowledge control is carried out on the basis of scientifically based and empirically proven principles, which include:

Objectivity.

Comprehensiveness.

Individual, differentiated and educational nature of testing and assessing knowledge. There are a number of control methods, e.g. ways by which the effectiveness of educational and cognitive activity of students and the pedagogical work of the teacher is determined.

The main ones are:

1. Planned, systematic observation of the teacher over the educational work of students in class and outside of class.

2. Methods of oral control, which include: questioning students, control reading of maps, drawings, graphs, technical or technological documentation.

3. Methods of written control - dictations and presentations, written answers to questions, solving various problems and exercises.

In comparison with oral written control, it is characterized by high efficiency in time, the manifestation of greater independence by students, and the ability to simultaneously identify the overall preparedness of the class and each student individually. However, written control is marked by the presence of certain difficulties in organization and implementation, as well as the need for the teacher to spend significant time checking the work performed.

These methods also include testing the knowledge, skills and abilities of students.

4. Methods of practical control. Such methods are: solving various experimental problems, performing laboratory work, conducting simple experiments, observations, individual operations in school educational workshops, and others. This group also includes methods of graphic control: the ability to make drawings, graphs, diagrams, diagrams.

5. Exams. This is a separate type of knowledge control. It is carried out for the purpose of final verification of students’ academic work and serves as a means of state control over the work of teachers and schools.

All of the above methods of knowledge control are organically combined with other aspects of the process of education and training.

The main types of knowledge control are: current, periodic and final control.

Current control is carried out by the teacher at each lesson, during daily work, through frontal and individual questioning, heuristic conversation, and checking homework completion. This type of control helps to increase interest in learning, systematic independent work of students, and instilling a sense of responsibility for the assigned work.

Periodic monitoring serves to check the educational activities of students in mastering a relatively large amount of material. Usually carried out after studying a logically completed part, section of the program or at the end of the training period.

Final control is carried out at the end of each academic year.

Proper implementation of all types of control helps to obtain appropriate results.

At the moment, the tasks of the Ministry of Education of the Republic of Belarus are being implemented: to give the younger generation deep and solid knowledge of the fundamentals of science, to develop skills and the ability to apply them in practice, to form a materialistic worldview.

Improving the educational process also involves improving the control of students' knowledge, skills and abilities.

§ 2. Forms of control of knowledge, skills and abilities

Since the same content of education can be expressed verbally, figuratively, and in action, information about the quality of learning material and the development of students should be different in form. The main forms of monitoring students' educational achievements in physics are oral (individual and frontal), written, practical and their combination. The choice of form of control depends on the content and specifics of the educational material, the stage of training, age and individual characteristics of students, etc.

Depending on the didactic conditions (learning goals, types of control, stage of training, etc.), methods are determined by which one or another form of control allows one to obtain the most objective information about the quality of the educational process and the results of students’ educational activities. The main methods of testing and assessing knowledge and skills in physics: conversation (frontal survey), individual survey, independent and test papers, testing method, laboratory and practical work, physical dictations, tests, abstracts, etc.

Let's define didactic requirements and briefly describe the main forms and methods of testing and assessing students' knowledge and skills in physics.

Oral test, which is held at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purpose of updating basic knowledge (and not just controlling it). Relying on previously acquired knowledge allows you to create problematic situations, which is of great importance for their conscious and lasting assimilation. For example, when starting to study Ohm’s law for a complete circuit, it is necessary to update students’ knowledge about outside forces and their significance in the creation of stationary current, the role of the current source in the circuit, the EMF, etc.

Questions for the student's oral response should be formulated based on key problems and require not only the presentation of educational material, but also the analysis of physical phenomena in a variety of situations. In this case, students are required not only to have knowledge of factual material and the ability to present it in their own words, but also to create conditions for the development of logical thinking, the ability to compare, and identify similarities and differences in objects and phenomena.

The student’s oral response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If a student has difficulty answering, he is offered suggestive questions, which help him overcome private difficulties. Additional questions are offered after the answer to clarify the student's actual state of knowledge.

Oral answers must be accompanied by drawings, graphs, and demonstrations of feasible experiments. The student answering at the board should be given time to think about the answer, and with the class, for example, conduct a frontal survey, check the completion of homework, or solve an oral calculation problem.

Individual An oral test of knowledge in physics promotes the development of logical thinking and oral speech of students, allows you to follow the train of thought of the respondent, study his individual qualities and personal properties, and identify the level of mental development.

Flaws individual oral test of knowledge in physics:

It is not suitable for identifying most of the skills and abilities that are formed during the study of physics;

It is difficult to equalize the measure of identifying students’ knowledge, since these are oral questions, and it is difficult to make them equally significant for all respondents;

It is difficult to achieve sustained attention from the entire class when a student responds. In this regard, it is advisable to invite students to review the answers of their comrades, correct and supplement them. Significant and correct additions should be taken into account when assessing knowledge.

Frontal Oral knowledge testing is usually carried out in the form of a conversation at all stages of the lesson: to update basic knowledge, during repetition, in the process of learning new material, during independent work. The suggested questions require a short answer and the whole class should participate in the conversation. At the same time, the activity of students increases, their interest increases, and attention develops.

However, such a knowledge test must be combined with an individual one, since students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers.

During a frontal oral assessment, the student can be graded after completion and at the end of classes, taking into account work at all stages of the lesson.

Frontal assessment allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one’s thoughts; the verification functions combine well with the functions of generalizing repetition and systematization of knowledge. However, with such a test it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.

In practice, physics teachers use compact knowledge testing; while some students answer orally, others do written, graphic, experimental tasks, etc.

Written test in physics is carried out when performing tests and independent work, educational projects, writing reports and abstracts.

Tests are carried out after studying major topics or sections of a physics course. Their contents include theoretical issues, quantitative and qualitative tasks. This takes into account the need to identify all levels of students’ assimilation of educational material (factual knowledge; ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions).

Tests, as a rule, include 10 tasks corresponding to the accepted five levels of mastering educational material in physics (2 tasks of each level). Assignments (in the form of tests and word problems) may involve formulating laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step problems, as well as combined and creative problems, etc.

Current tests and independent works (calculated for part of the lesson) are compiled in a similar way in content and structure, but include a smaller number of tasks (usually 5).

Some students are asked to write essays. Some essays are read in class, discussed and assessed.

A written knowledge test is more objective than an oral test. It requires students to be more precise in expressing thoughts and to be completely independent. In this case, it is easier to achieve equality in the measure of identifying students’ knowledge. Such a test of knowledge in physics promotes the development of writing skills and saves teaching time (all students in the class are tested, the number of grades increases).

In cases where it is necessary to check student understanding physical definitions, formulas, graphs, terms, etc., effective physical dictationT.D To conduct it, the teacher must select a test text in the form of questions or logically incomplete expressions that students must complete. For example, a dictation text to test comprehension graphic image uniformly alternating motion may have the following content:

The body whose velocity graph is given in the figure has an initial speed...

The acceleration of this body is...

The equation for the speed of movement of a body has the form...

Conducting a physical dictation allows you to measure the time for completing each task, promotes the development of students’ attention, and disciplines them.

§ 3. Test control of knowledge

Currently, the testing method is used to monitor the results of students' educational activities. It is based on the use of a special system consisting of a large number of test tasks that require a short answer or a choice from a set of proposed ones.

In many countries around the world, intellectual tests are widespread - special tasks for studying the individual psychological characteristics of a person (level of talent, speed of mental processes, perseverance, ability to self-control, etc.) and for identifying abilities (spatial concepts, ability to operate with numbers, etc.). ). Tests are also used to study small groups (crews, teams, brigades), in clinical psychology, and in psychological and pedagogical research.

Test(from the English word test - check, task) is a system of tasks that allows you to measure the level of knowledge acquisition, the degree of development of certain psychological qualities, abilities, and personality traits.

The founders of testing are F. Galton, C. Spearman, J. Cattell, A. Binet, T. Simon. The term "mental test" was coined by Cattell in 1890. The beginning of the development of modern testology - the widespread use of tests in practice - is associated with the name of the French doctor Binet, who, in collaboration with Simon, developed a metric scale of mental development, known as the “Binet-Simon test”.

The wide dissemination, development and improvement of tests has been facilitated by a number of advantages that this method provides. Tests allow you to evaluate an individual in accordance with the stated purpose of the study; provide the opportunity to receive quantification based on quantification of qualitative personality parameters, ease of mathematical processing; are a relatively quick way to assess a large number of unknown individuals; contribute to the objectivity of assessments that do not depend on the subjective attitudes of the person conducting the research; ensure comparability of information obtained by different researchers on different subjects.

It is possible to manage and correct any process only on the basis of control data over its course; the process of educational activity is no exception. Effective application of standards is possible only under conditions of objective control of students’ knowledge and skills. There are two methods of control - subjective and objective.

The subjective control method means identifying, measuring and assessing knowledge,

abilities, skills, based on the personal ideas of the examiner. This evaluation method

knowledge is not suitable for final control, since it does not have the necessary accuracy and reproducibility of results.

Objective control means control that has the necessary accuracy and reproducibility of results.

A tool that allows you to objectively assess the quality of assimilation is a criterion-based test, which combines a control task and a standard by which the quality of assimilation can be judged.

However, as real practice shows, it is not always possible to achieve a sufficient degree of objectivity and efficiency of control in training.

As a result, the understanding of students' learning activities is often reduced.

For operational control of knowledge and skills in physics of secondary school students, didactic materials are traditionally used - specially selected and systematized exercises.

The planned results of teaching physics, specified in the program in the form of specific requirements for the knowledge and skills of students, allows the use of such a form of control as tests.

If students' knowledge is tested by testing, then test tasks are compiled on the basis of element-by-element analysis, i.e. elements of knowledge to be tested are clearly identified: the required level of their assimilation is determined and tasks are formulated in such a way that their implementation requires the use of selected elements of knowledge of the appropriate level. When compiling tasks, the belonging of the elements to one of the following is also taken into account. structural components physical knowledge (phenomenon, concept, law, etc.), and the sequence of their presentation usually corresponds to the structure and logic of constructing the educational topic (or section). Thus, the test work should include tasks to identify all levels of knowledge, taking into account their structure. The same element of knowledge can be tested at any level. This will make it possible to identify the level of knowledge of each student.

When organizing and conducting a knowledge test, the following requirements must be met:

Determine what needs to be revealed using the test (knowledge of factual material, understanding, ability to apply knowledge, etc.), and highlight the criteria for what is revealed (memory properties, ability to carry out logical operations, presence of significant signs of intelligence, etc.), those. find out the purpose of the test, as well as its difficulty;

Clearly organize the working conditions of students, establish time limits for completing test tasks, the procedure for collecting and processing the received data;

Compare the results of testing and traditional methods of knowledge control, and if they differ, one should not make generalizing and categorical conclusions about the mental abilities of students.

In the practice of teaching physics, the best known are success (or achievement) tests - targeted systems of tasks for testing and assessing students' knowledge of a certain part of the educational material. The test results can be used to analyze the individual characteristics of knowledge acquisition and determine the content of work with students in each specific case. The testing method is also appropriate for identifying the effectiveness of various teaching methods and techniques when deciding on the use of a specific physics textbook, visual aids, videos and other teaching aids. It is widely and successfully used in our republic to test and evaluate the knowledge of applicants to secondary and higher educational institutions.

Besides , The tests have certain requirements:

Validity(adequacy) of the test, i.e. the degree of compliance of the test task with the material being tested, taking into account the objectives of the study. Each test must be characterized by a certain level of difficulty and fully correspond to the level of knowledge that it tests.

Reliability test, i.e. compliance of test results with actual knowledge, which is an indicator of measurement accuracy. One way to determine the reliability of a test is that students are offered two (or more) versions of equivalent tasks and if their results are in good agreement, then they are considered reliable;

"Weight" importance test is expressed by a certain number of points assigned to each task. This is usually carried out by a group of experts;

Formulation and the test must be clear, concise, unambiguous and understandable to every student. It should contain only one task of a given level. This should provide the student with an understanding of what knowledge needs to be demonstrated, what activities need to be performed and to what extent.

These properties of the test should lead to its unambiguity, i.e. the absence of discrepancies in the assessment of test results by different teachers.

When choosing test evaluation criteria, also taken into account mental skills that should be obtained by students during the learning process:

* information skills(recognizes, remembers);

* understanding(explains, shows);

* application(demonstrates);

* analysis(thinks, reasons);

* synthesis ( combines, models);

* comparative assessment(compares by parameters),

This allows you to determine the difficulty level of the test.

Test validity reflects what the test is supposed to measure and how well it does it; shows the extent to which the test measures the quality (property, ability, etc.) for which it is intended to assess. Tests that lack validity are not suitable for practical use. Highlight three types of validity:

Content- provides answers to the questions whether the content of the test covers the entire complex of program requirements for knowledge of this particular subject and to what extent these tasks (selected from a variety of possible) are suitable for assessing knowledge in this subject;

Empirical- means checking a test using another test that measures the same indicator as the given one, in order to assess the individual predictive power of the test;

Conceptual- is established by proving the correctness of the theoretical concepts underlying the test.

The reliability of a test is the extent to which repeating it will produce the same results. Increasing the reliability of the test is facilitated by its simplicity, strict adherence to testing conditions, and the exclusion of the possibility of influence of extraneous factors (hints, cheating, etc.).

The predictive value of the test means that the test should be such that the survey results can be used in subsequent activities, for example, when repeating poorly learned material.

General didactic requirements for knowledge control include: systematicity, depth, comprehensiveness, objectivity, individualization, transparency, and differentiated assessments.

From this point of view, traditional means of knowledge control have quite a lot shortcomings. These include, for example, the following:

1) Large expenditures of labor and time for successful surveys (exams), checking written tests;

2) Low efficiency in using control results to manage the progress of the educational process;

3) Absolutely unsatisfactory objectivity in assessing students’ knowledge, the impossibility of comparing grades received by different teachers or, even more so, in different educational institutions.

Chapter 2. Methodology for testing knowledge control

§ 1. Types of tests in physics

The tests are very diverse and therefore there are numerous classifications of them according to various criteria. Depending on which feature is used as the basis for the classification, the following main types of tests are distinguished:

By the nature of the answer - the so-called. "closed" (selective), or so-called. "open" (constructive);

For didactic purposes - to reproduce educational material, to apply knowledge in familiar or new situations, etc.;

According to the level of mastery of educational material - tests of levels 1-5;

By type of inspection - current, thematic, periodic, final;

By purpose - training, monitoring, diagnostic, etc.;

By the nature of the formulation - verbal, symbolic, numerical, etc.

Let us give a brief description of some types of test tasks and the basic principles that are followed in their preparation.

"Closed" test tasks contain a set of ready-made answers with one correct answer. The test taker must indicate the correct answer. The correct answer is the one for which all the information contained in the task is used. Most simple form a "closed" test requires the test taker to identify one of two alternative solutions: “yes - no” or “true - false”.

IN " open" In tasks, the test taker must independently give the correct answer. Such tasks can take the form of questions, require you to exclude the unnecessary, add the missing, supplement, systematize, solve, etc.

Variations of multiple choice questions are multiple choice questions and ratio questions. Each of these types of questions ensures sufficient effectiveness of the audit at its various stages.

Questions with alternative answers provide students with significant opportunities to guess the correct answer. Therefore, they are expediently used in cases where such guessing by students does not make sense. For example: in the process of programmed learning of new material. Moreover, correlations presuppose the presence in tasks of 3-5 questions on the same concept, law, phenomenon, and this turns out to be very useful in consolidating educational material. However, during the final test in conditions of limited time to complete the work, tasks composed of questions on correlations do not sufficiently cover the program material.

Questions with a free answer structure satisfy many requirements, but at the same time they create significant difficulties when checking work. During the final control, one of the most effective forms of test work seems to be multiple-choice tasks, in which several answers are attached to each question to select the correct one.

The effectiveness of using this form when testing knowledge is ensured by the fact that the tasks satisfy a number of specific requirements for the final control.

Test tasks for testing knowledge in physics are built on the basis of didactic principles of teaching and control (scientific, accessible, systematic, connection between theory and practice, etc.). In addition, tests are developed taking into account the structure of knowledge in physics, i.e. they include tasks to identify the level of assimilation of all elements of physical knowledge (facts, phenomena, concepts, processes, laws, theories, experimental and practical skills, etc.), which allows for complete and comprehensive control of knowledge.

One of the essential principles of test development is taking into account the structure of the knowledge acquisition process, i.e. those levels of knowledge and skills that students can achieve in the process of studying physics. Exist different approaches and opinions on this issue. A productive opinion is that in the learning process students can achieve five levels of mastery of educational material:

First level(low) - actions to recognize, recognize and distinguish concepts (objects of study).

Second level(satisfactory) - actions to reproduce educational material (objects of study) at the memory level.

Third level(medium) - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Fourth level(sufficient) - actions to apply knowledge in a familiar situation according to the model; explanation of the essence of the objects of study; performing actions with clearly defined rules; application of knowledge based on algorithmic prescriptions to solve new educational problems.

Fifth level(high) - actions about applying knowledge in unfamiliar, non-standard situations to solve qualitatively new problems; independent actions to describe, explain and transform objects of study.

The most widely used nowadays are the following: types of tests:

Single-choice tests. For each task, several answer options are offered, of which only one is correct. In physics, these are usually formulas or definitions of physical quantities and laws.

Tests with multiple answer. More than one correct answer can be entered into the answer options, but in different forms. Or some of the answers may not be correct. Then, as a result, each task number should be assigned the number of correct answers, or a dash.

Addition tests. In these tests, tasks are written with missing words or symbols. The missing space must be filled by students.

Cross-choice tests. They offer several tasks and several answers to them. It is recommended to plan a slightly larger number of answers than tasks. As a result, the student must provide a string of two-digit numbers. These tests can also be single-valued or multi-valued.

Identification tests. They use graphical objects or analytical descriptions.

While improving the methods of teaching the subject, we came to the conclusion that a very important component of modern teaching technology is the test, as a tool for measuring the level of knowledge and the complexity of tasks.

During the educational process, the test performs the following: functions:

diagnostic;

educational;

organizing;

developing and educating.

Advantages and disadvantages of multiple choice items.

Based on the literature studied, we can highlight the following advantages of multiple-choice tasks:

Multiple-choice tasks allow you to determine with a high degree of accuracy the indicators of material mastery both by each student individually and by the class as a whole. This opportunity is determined by the simplicity of answering questions in this form of verification. The lack of time spent by students on completing the answer allows you to increase the number of questions included in each task. This circumstance, in turn, leads to the possibility of testing in each version of the task not only a whole complex of skills and knowledge (as in traditional tests), but the assimilation of the final elements of many knowledge separately.

Multiple-choice tasks provide the teacher with an opportunity for differentiated testing of students' knowledge while maintaining a unified approach to them. A unified approach is ensured by the fact that all students receive the same task or equivalent options. At the same time, multiple-choice tasks also have the possibility of differentiated testing of knowledge, because they may contain questions of different complexity. Among them there are those over whom and so-called. “strong” students will have to think seriously. In order to get a good grade, they need to answer these questions. Therefore, these students find themselves overwhelmed during the entire process of testing their knowledge, which significantly reduces their ability to help a neighbor, let them cheat, or give a hint.

Working on a task requires serious efforts from “strong” students, and therefore, the students, having completed it, receive moral satisfaction, real proof of their capabilities. This circumstance stimulates them to further work.

The so-called “weak” students do not suffer from the presence of difficult questions in the assignments, because they can focus their attention on less difficult questions, the correct answers to which allow them to get satisfactory grades.

Thus, this form of work allows all students to demonstrate their strengths and knowledge to the maximum.

Multiple-choice tasks allow you to establish clear grading standards. This feature is ensured by the fact that when developing them, a list of correct answers to all questions is compiled that does not allow for discrepancies. In addition, the normalization of grades is established in advance by the number of correct answers to the assignment questions. As a result, student work is assessed regardless of who checked it. This eliminates the shortcomings that occur when assessing traditional tests.

Of all types of tests, including various types of tests, multiple-choice tasks provide the greatest ease of checking student work and suitability for statistical processing by machine verification.

Checking the work by the teacher comes down to comparing the indexes of answers chosen by students for each question with the code of the correct answers. Such a comparison can be carried out using pre-prepared stencils that have holes in the places corresponding to the correct answers.

Multiple-choice tasks are capable of meeting most of the teaching and character-building tasks facing the final knowledge test.

Multiple choice items can be a useful tool for many educational studies. This circumstance is explained by the possibility of obtaining a quantitative picture of assimilation based on the results of tasks with a choice of answers.

As can be seen from the above analysis, multiple-choice tasks well satisfy most of the requirements for materials for the final knowledge test. A number of specific features of this form of testing create the best opportunities for quantitative measurement of knowledge acquisition.

However, like other forms of testing, multiple choice items have disadvantages.

Multiple-choice tasks, due to the large number of questions they contain, do not allow testing students’ ability to solve combined problems. Having the ability to reveal students’ knowledge of individual elements, multiple-choice tasks turn out to be ineffective when it is necessary to test a whole complex of skills and knowledge.

Multiple-choice questions also do not test the culture of the means of expressing knowledge.

The answer options they contain inevitably serve as hints for students and can significantly reduce their independence. When choosing an answer, the possibility of guessing is possible.

In tasks with the choice of one correct answer out of three, the probability of guessing is 1/3, which leads to the fact that one third of all tasks can be solved not by knowledge of the educational material, but by answering at random. In a test consisting of, say, thirty tasks, there may be about ten such “correct” answers, for which teachers can assign the usual three points. But this is a wrong practice. It is no coincidence that students and schoolchildren like tasks with three answers, where there is always a real possibility of guessing.

The phenomenon of guessing the correct answers in the theory of pedagogical measurements has been studied repeatedly; it is considered as a source of measurement errors - the larger the proportion of guessed correct answers. To correct test scores of subjects, the formula is used

Xci = Xi - W/k-1

where Xci is the subject's guess-corrected test score. Hence the meaning of the index: c from English. corrected, the symbol i denotes the number of the subject.

Xi - test score of subject i, without correction;

Wi is the number of erroneous answers for the same subject.

k is the number of answers in the test tasks.

This formula is used under the assumption that the test taker does not know the correct answer to any task and tries to answer at random throughout the test. In it, the most likely number of answers that can be guessed without knowing anything is subtracted from the total points scored.

If we take, for example, a test consisting of 30 tasks with four answers, then in the case of 20 correct and 10 incorrect answers we get Xci = 20 - 10/4-1 = 16.6, or rounded, 17 points. From the structure of this formula it is clear that with an increase in the number of correct answers, the number of points deducted for guessing in tasks with four answers noticeably decreases. From which it is clear that well-prepared subjects should not be bothered by the correction of their guess scores.

Things are a little better in tasks with choosing one correct answer out of five answers. Such tasks are widely used in all Russian and foreign testing centers. When choosing from five answers, the correct answers can be guessed in about a fifth of the total number of tasks. As a result, subjects receive points they do not deserve. This is one of the most common forms of distortion of test results due to outdated and imperfect forms of tasks.

§ 2. Test control of knowledge on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

According to the physics curriculum, students should know what electric charge carriers are in liquids. Distilled water does not conduct current. Aqueous solutions or melts of electrolytes (acids, bases and salts) have electrical conductivity. The carriers of electric charges in them are positive and negative ions. Electric current in electrolytes is the ordered movement of these ions in an electric field created between electrodes lowered into the electrolyte.

Students become familiar with the laws of electrolysis: the first law states that the mass of a substance released on any of the electrodes is directly proportional to the charge passing through the electrolyte.

m=Kq=KI*t

Second law: the electrochemical equivalent is proportional to the chemical equivalent of a given substance:

You can introduce students to Faraday's combined law for electrolysis.

At the same time, students must not only remember these laws, but also be able to apply them when solving problems on this topic.

As noted earlier, to assess students’ knowledge on a 10-point scale, the final test must cover all the material on the topic and include tasks of all levels of difficulty.

It should contain tasks of the first level - actions to recognize, recognize and distinguish concepts (objects of study).

The second level - actions to reproduce educational material (objects of study) at the memory level.

And the third level - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

There may be students in the class who do not want to limit themselves to six points. For such students, the test should contain tasks that require a higher level of intelligence.

To ensure independence, it was necessary to create at least two versions of tests.

It is also possible that some of the students, after graduating from high school, will try to take centralized testing tests in physics and enroll in technical universities. To implement the continuity of school tests and CT tests, it was necessary to use common approaches.

It would be advisable to use a collection of tasks in physics for final exams for a high school course, testing, entrance exams to higher educational institutions and other aids. At the same time, it was necessary to take into account the features of the experimental 11 "G" class.

As a result, the following two versions of the test were compiled on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis."

Options for experimental tests of verification work:

Option 1.

No. 1. Obtaining exact metal copies of relief products using electrolysis is called:

1) electroplating

2) electroplating

3) dissociation

4) refining

No. 2. Tinning is the electrolytic coating of metal with a layer:

1) zinc

2) tin

3) nickel

4) lead

No. 3. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) electroplating

3) distillation

4) refining

No. 4. The authorship of the laws of electrolysis belongs to:

1) G. Devi

2) A. Lavoisier

3) M. Faraday

4) A. Avogadro

No. 5. Electrolysis is:

1) disintegration of the electrolyte into ions

No. 6. How many minutes did nickel plating last with a current of 2 A, if the mass of released nickel is 1.8 g? Electrochemical equivalent of nickel 0.3 mg/C.

1) 10

2) 20

3) 30

4) 40

5) 50

6) find it difficult to answer

No. 7. Which of the following quantities corresponds to the SI unit of Faraday's constant?

1) kg/mol

2) C/mol

3) A*s/mol

4) A*mol/s

5) A/mol

No. 8. The part must be coated with a layer of chromium 50 microns thick. How long will it take to coat if the current density for chrome plating is 2kA/m2

No. 9. Knowing Faraday’s constant and using the periodic table, find the electrochemical equivalents of divalent and tetravalent tin.

No. 10. After what period of time?t will the copper anode become thinner by?x = 0.04 mm, if the current density during electrolysis is 1.25 A/m 2?

Option 2.

No. 1. Electrolysis is:

1) disintegration of the electrolyte into ions

2) interaction of cations or anions with water

3) redox reactions under the influence of electric current

4) passage of electric current through an electrolyte solution

No. 2. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) electroplating

3) distillation

4) refining

No. 3. A positively charged electrode is called:

1) cation

2) cathode

3) anion

4) anode

No. 4. Faraday's first law:

1) the mass of the substance released on any of the electrodes is directly proportional to the current strength.

2) The electrochemical equivalent is proportional to the chemical equivalent of a given substance.

3) the mass of the substance released on any of the electrodes is directly proportional to the charge passing through the electrolyte.

4) There is no correct answer

No. 5. In electrolytes, charge carriers are:

1) electrons

2) electrons and ions

3) ions

4) electrons and holes

No. 6. How many minutes did nickel plating last with a current of 2 A, if the mass of released nickel is 3.2 g? Electrochemical equivalent of nickel 0.3 mg/C.

1) 44

2) 75

3) 56

4) 89

5) 100

6) find it difficult to answer

No. 7. Which of the following ratios corresponds to the unit of measurement of the electrochemical equivalent, through the basic SI units?

1)

2)

3)

4)

5)

No. 8. How long did nickel plating last if a layer of nickel weighing 1.8 g was deposited on the product? Current strength 2A.

No. 9. The part must be coated with a layer of chromium 62 microns thick. How long will it take to coat if the current density for chrome plating is 2kA/m2

No. 10. Determine the time period?t that will be required for electrolytic coating of a product with a layer of gold, thickness d=5 mm, if the current density j=10 A/m 2 in a gold chloride solution.

§ 3. Centralized testing in physics

In 2002, the organization RIKZ, the Republican Institute for Knowledge Control, was created in Belarus. As an experiment, pedagogical tests were held in the Republic in the same year Russian Federation, which were prepared by the Russian Academy of Sciences, and already in the next 2003, based on previous experience, RIKZ conducted the first centralized testing for applicants in our country.

Since 2004, the practice of conducting DT in Belarus has become increasingly widespread: the knowledge of future applicants is tested using state tests.

Some of them are mandatory, some are optional. The applicant registers for the test and then takes it in a general classroom together with other test takers. Tests in the same subject are carried out on the same day throughout the country, so all applicants are subject to the same conditions.

In the beginning, tests were carried out in April-May. You can take practice testing before the official state tests. This is good training: you can get an idea of the testing procedure itself and gain experience in filling out paperwork and managing time correctly.

Tests are prepared and checked by the Republican Institute for Knowledge Control. A reliable test security system is in place, so exam questions cannot be leaked onto the Internet before the test is administered. Therefore, you should not believe the charlatans who try to sell answers over the Internet every year. After checking the tests, a certificate is issued indicating the amount of points received (from 0 to 100), which applicants then submit to admissions committee University. Applicants who received from 1 to 8 points inclusive are not allowed to participate in the competition for admission to a university (2008).

Centralizes A This testing in physics is carried out for 180 minutes (3 astronomical hours). During testing, you can use only the simplest calculators that perform only addition, subtraction, multiplication, division, and percentage calculations. Programmable calculators are prohibited. For cheat sheets and mobile devices are removed from testing, and the next opportunity to take the test will be only in a year.

To conduct centralized testing (CT) in Belarus in 2007, 10 equivalent test versions were prepared. Each option offered 30 tasks:

23 problems in open-type physics (A1 - A23): for each problem there are 5 answer options, from which you need to choose only one correct one. 7 problems in closed-type physics (B1 - B7): you need to solve the problem and write down the answer received in the form, having first rounded it according to the rounding rules.

The average test score in physics in Belarus in 2007 was 24 out of 100 possible (for comparison: in mathematics - 32). The maximum score in physics was 95.

In 2008, the structure of the test changed slightly, although the total number of tasks remained the same (30 tasks):

1st group of problems (A1 - A18) - 18 open-type physics problems: for each problem there are 5 answer options, from which you need to choose only one correct one.

2nd group of problems (B1 - B12) - 12 closed-type physics problems: you need to solve the problem and write down the answer on the form, having first rounded it according to the rounding rules.

Statistical data on the results of the CT in physics for 2008 will be published in analytical collections that are being prepared for publication in each subject (including physics). In the Mogilev region, the average score on the CT in physics was 19.83 (about 5 thousand applicants, according to the Mogilev Vedomosti newspaper). The maximum score is 100 points. For comparison: the average test score in physics in Belarus as a whole in 2007 was 24 out of 100 possible. The maximum score was = 95.

In accordance with the resolution of the Ministry of Education of the Republic of Belarus (No. 55 of July 1, 2008), applicants who received from 1 to 7 points in physics inclusive are not allowed to participate in the competition for admission to a university. In other words, only starting from 8 points, the mark of the entrance test in physics is considered positive. For comparison: in 2007 there were 14 points.

Centralized testing - form entrance examinations, organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analysis and presentation of results, used to conduct a competition for admission to institutions of higher, secondary special and vocational education of the Republic of Belarus.

Educational material tests the acquired knowledge and skills. This, in turn, relates to centralized testing - this is a form of entrance tests, organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analysis and presentation of results, used to conduct a competition for admission to institutions providing higher, secondary specialized and professional -technical education.

Introduction

Purposeful management is carried out during the learning process cognitive activity students by the teacher. One of the important links in this process is the verification of student achievements, which allows us to establish the level of knowledge and skills developed by students at one or another stage of the learning process, their compliance with the requirements at each stage, and ultimately with the requirements of the State educational standard.

Tests make it possible to qualitatively measure the level of students' knowledge, which is important because in this case the necessary accuracy and objectivity of the test is ensured. Tests allow you to test knowledge at the level of mastery, which is typical for many concepts studied in basic school.

Currently, school graduates in Russia are forced to take final exams at school and then entrance exams to universities. This leads to the first failures of applicants.

Single State exam prepares schoolchildren to gain real knowledge at school. The experiment on holding the Unified State Exam increased public attention to the education system. The possibility of an objective assessment of the preparedness of graduates and applicants was confirmed: all students found themselves in the same conditions and received the same grades for the same knowledge.

There are social reasons for objections to the Unified State Examination, as well as possible social imbalances during its conduct due to information leakage and violations of the technology of conducting it. There are also objections to its content, since the tests cannot test the ability to synthesize knowledge. They give hints in the form of answer options and give trained students an advantage over creative thinkers.

What is a test?

Test (from the English Test) means test, research.

This is a modern, mobile, very effective, democratic and widespread method of testing knowledge, skills, abilities, and personality traits.

At the same time, a test is a special system of tasks and questions that the student must answer.

Tests can be psychological, pedagogical, medical, sociological, etc.

Psychological tests allow, in particular, to identify the temperament and character of the student, his level educational motivation, style of thinking, personality orientation, i.e. obtain information important for organizing the educational process.

Pedagogical tests at school

Basically, they are a means of monitoring knowledge and skills, and a progressive one at that.

Typically, tests are either compiled by the teacher himself or taken from books. methodological developments, official materials. For current school needs, tests are usually prepared by the teacher, for exam papers in graduating classes tests are created centrally and distributed to schools. Most often, schools use ready-made tests compiled by specialists.

Using tests. Tests are accessed when learning new things- to update the knowledge on which you need to rely (for this, tests are carried out - minutes);

At current control- to check the assimilation of the material covered (tests are also used - minutes);

At examination certification.

But very useful tests compiled by students themselves. Their value is determined by two reasons:

firstly, they are needed at school and in the classroom as a means of control,

secondly, when they are created, there is a comprehension of what has been studied, the development of a complex of mental operations, the ability to work with information and recode it, and formulate questions.

Didactic requirements for tests.

They must have the following qualities. Be valid, i.e. measure exactly the indicator of knowledge or skills that is needed, unambiguous, i.e. everyone reading them should understand the condition equally, simple, i.e. Each assignment must contain one question, reliable, i.e. be in line scientific ideas, relevant curriculum, i.e. contain only terms and formulations studied in the program; be carried out on the basis of the material covered.

The options must be equal in difficulty.

Terminology used

Test ( TK) is a unit of test, its component element.

Dough composition: indication and several (or many) tasks.

Test plan- a table that reflects which elements of the topic’s content are controlled by the technical specifications.

Specification- a document that gives a complete picture of the test: its goals, content (what exactly it controls), form, methods of processing the result.

The concept of levels of mastery of material

Before creating a test, they decide what level of knowledge acquisition they will use to test. Levels 3.

The first level is recognition, discrimination. Students must identify the repeatedly perceived object, highlight it, and name it. The basics of completing a task are perception, memory. The type of test used is recognition.

The second level is reproduction. It is necessary to recreate previously acquired information (definition, formula, description of the device, procedure for performing practical actions), and solve a typical problem according to a previously given plan. The type of test used is reproductive.

The third level is solving non-standard problems, in which the goals and conditions are known, and you need to find a solution yourself. Its basis is mental, productive activity.

The first and second levels are performing; they are based on reproductive activity and are carried out according to specific instructions. The third level is associated with mental-transformative creative activity.

Selection of material for technical specifications

If the test is created by a teacher.

He studies the topic program and performs the following steps 1 - 3:

selects the most important elements of knowledge, as well as skills included in the topic, determines what exactly will be controlled, and decides at what level the control will take place.

If the test is created by a student.

He studies one or several (2 - 3) paragraphs of the textbook and also performs steps 1 - 3. Both of them fill out table 1, which is a fragment of the specification, with the information received: after steps 1 - 2, the data is entered in the left column, and after step 3 - to the right.

Table 1.

Controlled material.

Forms of test tasks

First let's name their groups.

According to one classification this is Multiple choice task.

All answers are formulated in them, and the student must choose the correct one or the correct ones, in his opinion. In reality, one or more correct answers are given, the rest are distracting. This is the basic form of technical specification.

There are two types of answers:

“Yes” - “No”, “Will” - “Won’t”, etc.

Factual ( formulas, statements, definitions, etc.)

Short answer questions.

You need to give the answer yourself in a short form (in the form of one word or phrase)

Tasks with detailed answers.

You need to formulate the answer yourself, and it must be extensive and justified; in essence it is a micro-essay.

The (only) requirement for these tasks is that the answer should not allow for multiple interpretations.

Tasks of this type usually begin with the words: “Give an answer to the question...”, “Explain why...”, “What is...”.

According to another classification (essentially the same, but sounded different) these are: Closed tasks with multiple answers for choice Open with a freely constructed answer Types of tasks for didactic purposes.

To test your knowledge.

Factual tasks, or constructive ones, testing knowledge of facts (terms, definitions, formulas, patterns, true statements).

To test your knowledge of types of activities.

Classification: they have the goal of identifying the ability to classify and recognize the main groups of knowledge (fact, pattern, theory, single conclusion, proof, etc.) and phenomena (heating, transition of energy from one type to another, uniform motion, etc.)

Algorithmic- to test the ability to use known algorithms (chains of steps) to solve typical problems.

Comparing- revealing the ability to compare objects, process phenomena and identify their features, differences, and what they have in common.

Causal- their goal: establishing cause-and-effect relationships.

Integrative, allowing you to detect interdisciplinary connections.

Environmental, connecting knowledge of the subject with environmental issues.

Highlighting: with their help, they find out the ability to identify the essential features and components of an event, process or object, as well as the main idea of the text or other information.

Proving; their goal: to justify something.

Forecasting; their essence: to determine the expected consequences of something (for example, an event).

"Approximate "; their task: to test the ability to give their own examples (concepts, phenomena, processes, objects, elements, etc.)

Tabular- those checking the ability to fill out the proposed table.

Schematic; with their help, they find out the ability to fill out the proposed diagram " Typical task "; with their help, they find out the ability to solve the simplest standard problems.

Calculated; through them they test the ability to perform calculations.

To find an “extra” object in the proposed list.

TK - additions.

TK, speech culture testers.

Tips for selecting answers for multiple-choice tests

As already mentioned, these technical specifications are the most common.

A set of answers is presented for selection: no less than three, no more than five. Answers are selected from among the plausible ones. If it is difficult to find such answers to the TK, this TK is rejected.

If the answer is expressed in one word, they strive to ensure that all presented words belong to the same genus or species.

The answer may be cumulative. In this case, their set to the technical specifications is compiled according to the principle of accumulation. This means that the second answer includes the first and contains something else.

Answers can be paired: this means that they can consist of verbal pairs (i.e. combinations of words): homogeneous - true and homogeneous - plausible.

Ranked answers are possible. They are essentially the same, but differ quantitatively; arrange them so that they reflect the increase or decrease of any details, elements, qualities, properties.

The location of the correct answer is chosen randomly.

Assessment and mark for completing test work

Based on the assessment method, tests are divided into two classes:

dichotomous, where two estimates are “in effect”:

task completed - 1 point, task not completed - 0 points;

polytomous, where three estimates appear:

the task is completed completely and correctly - 2 points, the task is completed partially correctly - 1 point, the task is completed incorrectly or not completed - 0 points.

In its simplest form, you can stick with dichotomous scoring testing. But this method gives a “rough” result and it is not very informative for the inspector. For a more “fine” assessment, proceed as follows.

A response standard (ER) is drawn up for each TK. It contains a numbered list of all the elements of knowledge and practical skills used in completing the task.

For each correct answer from the list or correctly indicated action, 1 point is awarded.

Calculate the learning or success rate k: this is the ratio of the number of correctly given answers or correctly performed operations n to their total number p in this test task, i.e.

K=n/p.

For each student, fill out the table “Results of the student’s work... on test No...”.

Table 2.

"The results of the student’s work... on test No....".

The points scored are converted into regular grades, based on the following criterion.

Table 3.

Points - marks.

If the text was used for control purposes, then the grades derived from the points are entered into the journal. Using the table, the teacher sees which elements of the material have not been mastered well enough and adjusts the methodology for further work.

If the test was given in order to update background knowledge, necessary for learning new material, then with the result K less than 0.7 moving forward makes no sense; core knowledge needs to be created or strengthened.

How to create a test.

Algorithm 1.

Study curriculum and highlight the most important knowledge on the topic and related skills.

They determine what exactly will be controlled, i.e. objects of control.

They decide at what level the control of assimilation of each object will take place. Determine how many technical tasks will be in the test.

Select task forms.

Compose test tasks (questions and answers, if the technical specifications with a choice of answers), guided by the completed Table 1 and the list of types of technical specifications.

Develop a way to evaluate answers.

Create and replicate (for each student or each group) a “Work Results” form.

Conduct an expert assessment of the EO TK and the test.

Correct the work.

Stages of involving students in the work of creating tests.

Step 1 - a conversation about what testing is, what it is used for and what its features are, types of tests and test tasks.

Step 2 - the teacher's story about the composition of the test (it includes a number of technical tasks) and a task with many answers to choose from.

Practical work to create such tests for each lesson. (One is one TK for checking the first and second levels)

Step 3 - getting to know test tasks open type.

Practical work.

Step 4 - familiarization with a more complex procedure for drawing up technical specifications: which includes filling out the “Controlled material” table.

Practical work.

Step 5 - learning to compile a “Standard Answer” for a complex test task or test as a whole.

Step 6 - compiling a test that has several test tasks (TKs are devoted to a common topic, but together they test knowledge on different issues or the ability to perform different operations).

Practical work.

Algorithm - 2

Creating a test task with multiple choice.

Select (from a textbook paragraph or a list suggested by the teacher) the topic of the test task (TZ).

Come up with a question or find something interesting brief information and ask her a question. Write it down.

Give a series of answers (one is correct, the rest are plausible, but wrong to choose from). Code them, put them next to each one serial number or a letter - A, B, V.

On a separate sheet of paper, write down the topic of the test task, the code of the correct answer, and the name of the author.

Algorithm - 3

creating a test.

Analyze the textbook (one or more paragraphs, the entire section) and choose a test topic.

Determine which elements of knowledge and which skills, i.e. what exactly you will control using the test. Make a list of them.

Decide: how many test tasks (TZ) will be included in the test.

Compose the first technical specification (for the first element of knowledge or first skill allocated to you) according to algorithm 2.

Compose a second technical specification for the second element of knowledge you have identified.

Repeat steps 4 and 5, changing the object of control as many times as you have identified knowledge elements minus 2. Total number should be equal to the number of technical tasks you planned.

Forms of working with tests

In the teaching process, it is important to consolidate the studied material and monitor the results of educational activities, which make it possible to determine the level of achievement of each student.

One of modern looking Tests with the choice of the correct answer are used to control knowledge and skills, as well as to develop the mental abilities of students.

It is convenient to check the completion of homework in the form of tests containing tasks similar to homework. Such work is short-term and usually consists of five tasks in two versions, which allows you to quickly check and evaluate them immediately after testing is completed. The score depends on the number of completed tasks (5 completed tasks - a score of "5", 4 - a score of "4", etc.)

In grades 7 - 8, when interest in the subject is very great and children like to get as many grades as possible, effective short-term test work- self-tests, implying a laconic answer “Yes” or “No”. Positive ratings are included in the journal, negative ratings are not. These tests allow you to focus on identifying and analyzing errors immediately after the job is completed.

After studying the new educational material, as a reinforcement of the most important points of the theory, I propose test tasks, including the main and most difficult questions to master. It is very convenient for the completeness and objectivity of testing knowledge and skills to conduct a final testing lesson for six months. The test consists of 30 questions, which should include tasks at different levels. The test is structured as follows: at the beginning, 10 questions are asked to test knowledge of basic physical quantities, concepts, phenomena, and formulas. In the second part of the test there are 10 questions on applying knowledge in a familiar situation, and at the end - 10 creative issues to apply knowledge in an unfamiliar situation.

To convert the number of correct answers to questions into a score, you can use the following criterion.

Table 4.

The answers are estimates.

After passing the block theoretical material carry out lesson - test. Usually there are 4 - 5 of them per year. In addition to theoretical answers, they include a practical part in the form of multi-level test tasks consisting of 5 questions. The first 3 tasks are standard, and their completion is graded "3". task No. 4 and especially No. 5 require the use of both knowledge and creative guesswork. The test form of control can also be used at the final certification for a basic school course.

Exam in the form of a test

Exam in the form of a test helps to more fully and objectively cover educational material by testing and reveal the depth of the student’s intellectual development. This is served by many questions and tasks from different topics, the requirement to apply different mental operations and cope with tasks of different levels of complexity.

Preparation for exams should begin in mid-September. Groups of students in grades 9 and 11 are being recruited who have already decided on the choice of subjects to take exams.

Students keep special notebooks. At each lesson, the topic of the next one and the theory necessary for repetition are named.

During the lesson itself, we briefly examine the main points of the theory, solve calculation and qualitative problems, and systematically work with test tasks similar to exam ones.

Physics exam tests have their own peculiarities.

The work consists of 35 multiple choice tasks. It checks the level of preparation of students within the framework of the mandatory minimum content of basic general education in physics and allows you to put any mark: “2”, “3”, “4”, “5”.

The number of answers to choose from for each task is 4.

For each correct execution, 1 point is awarded.

The average time to complete each task is 2.5 minutes.

The total time to complete the work is 90 minutes.

Evaluation criteria A rating of "5" is given for 31 - 35 points.

Score "4" - for 26 - 30 points.

Score "3" - for 19 - 25 points.

Score "2" - for 18 points or less.

The test is compiled in compliance with the following ratios of tasks for sections of physics and types of educational activities:

29% of tasks test knowledge of mechanics, 25% - in molecular physics and thermodynamics, 27% - in electrodynamics, 9% - in quantum physics.

Of these, 5% of tasks test the ability to measure physical quantities, 9% - analyze graphs and carry out calculations based on them, 27% - calculate physical quantities, 8% - explain phenomena, 6% - apply physical laws to analyze processes, 7% - describe changes and energy conversion processes, 14% - knowledge of scientific facts.

The material allows you to identify not only knowledge, but also the possible direction of further specialized training; he prepares students for the upcoming Unified State Exam in physics.

Used Books

1.Penner D.I., Khudaiberdiev A. Physics: Programmed tasks for grades 6 - 8.

2.Dairi N.G. Problems of current testing of students' knowledge: Experimental studies in senior secondary schools.

3. Magazine "Physics at school". No. 7 2006

4. Magazine "Physics at school". No. 3 2009

Target- to evaluate the general educational training of students enrolled in the basic school program (authors: E. M. Gutnik, A. V. Peryshkin - Physics, grades 7-9, collection: “Programs for general education institutions “Physics” Moscow, Bustard - 2004”), in physics for the 8th grade course, studying according to the textbook "Physics. 8th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard of basic general education in physics.

Control allows check the following activities: understanding the meaning of physical concepts; physical phenomena; physical quantities; physical laws. The ability to solve problems of various levels of complexity, express units of physical quantities in units of the International System, and practically apply knowledge.

Download:

Preview:

1 option

Part A

1. The internal energy of a lead body will change if:

a) hit it hard with a hammer; b) raise it above the ground;

c) throw it horizontally; d) cannot be changed.

and has dimension J/kg ?

3. If bodies repel each other, this means that they are charged...

4. From which pole of the magnet do the magnetic field lines emerge?

a) from the north; b) from the south; c) from both poles; d) don't go out.

5. The angle between the incident and reflected rays is 60 degrees.

What is the angle of reflection?

a) 20 degrees; b) 30 degrees; c) 60 degrees; c) 0 degrees.

Part B

6. How much heat must be imparted to water of mass 1 kg to heat it from 10° to 20° WITH ? Specific heat capacity of water 4200 J/kg · °С ?

a) 21000 J; b) 4200 J; c) 42000 J; d) 2100 J.

7. The work done by the current in 600 seconds is 15,000 J.

What is the current power?

a) 15 W; b) 25 W; c) 150 W. d) 250 W.

8. The focal length of the converging lens is 0.1 m.

The optical power of this lens is:

a) 10 diopters; b) 25 diopters; c) 1 diopter; d) 4 diopters.

Part C

9. Voltage in an iron conductor 100 long cm and a cross section of 1 mm 2 is equal to 0.3 V . Resistivity iron 0.1 Ohm mm 2 /m . Calculate the current in the steel conductor.

Final test of knowledge in physics in the 8th grade, option 2

Part A

INSTRUCTIONS for completing the final test.In the tasks of Part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C make a detailed decision.

1. The internal energy of bodies depends on:

a) mechanical movement of the body; b) body temperature;

c) body shape; d) body volume.

2. What physical quantity is indicated by the letter L and has dimension J/kg ?

a) specific heat capacity; b) specific heat of combustion of fuel;

c) specific heat of fusion; d) specific heat of vaporization.

3. If charged bodies attract each other, then they are charged...

a) negative; b) differently; c) of the same name; d) positive.

4. If there is both an electric and magnetic field around an electric charge, then this charge:

a) moves; b) motionless;

c) the presence of magnetic and electric fields does not depend on the state of charge;

d) magnetic and electric fields cannot exist simultaneously.

5. The angle of incidence of the beam is 60 degrees. What is the sum of the angles of incidence and reflection?

a) 60 degrees; b) 90 degrees; c) 120 degrees; d) 0 degrees.

Part B

6. What amount of heat will be required to heat a piece of copper weighing 4 kg from 25 o C to 50 o C? The specific heat capacity of copper is 400 J/kg o C.

a) 8000 J; b) 4000 J; c) 80000 J; d) 40000 J.

7. Calculate the amount of current in the winding of an electric iron if, when you turn it on, 220 IN it consumes 880 power Tue.

a) 0.25 A; b) 4 A; c) 2.5 A; d) 10 A A.

8. The focal length of the collecting lens is 0.25 m . The optical power of this lens is:

a) 40 diopters; b) 25 diopters; c) 1 diopter; d) 4 diopters.

Part C

9. Current strength in a steel conductor 140 long cm and cross-sectional area 0.2 mm 2 equals 250 mA . What is the voltage at the ends of this conductor? Steel resistivity 0.15 Ohm mm 2 /m

Final test of knowledge in physics in 8th grade

Option 3

INSTRUCTIONS for completing the final test.In the tasks of Part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer;

in part C make a detailed decision.

Part A

1. What type of heat transfer is observed when heating a room with a water heating radiator?

a) thermal conductivity; b) convection; c) radiation.

D) all three methods are the same.

2. During the boiling process, the temperature of the liquid...

a) increases; b) does not change; c) decreases;

D) there is no correct answer.

3 Resistance is calculated using the formula:

a) R=I/U; b) R = U/I; c) R = U*I; d) there is no correct formula.

4. If an electric charge moves, then around it there is:

a) only magnetic field; b) only electric field;

c) both electric and magnetic fields; d) there is no field.

5. What image is obtained on the human retina?

Part B

6. How much heat will be released in a conductor with resistance 1 Ohm for 30 seconds at amperage 4 A ?

a) 1 J; b) 8 J c) 120 J; d) 480 J.

7. Two conductors with resistance R1 = 100 Ohm and R2 = 100 Ohm connected in parallel. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 100 Ohm.

8. The focal length of the collecting lens is 0.05 m. The optical power of this lens is:

a) 10 diopters; b) 20 diopters; c) 1 diopter; d) 4 diopters.

Part C

9.For heating 3 liters of water from 18 0 C to 100 0 C One hundred degree steam is introduced into the water. Determine the mass of steam. (Specific heat of vaporization of water 2.3 106 J/kg , specific heat capacity of water 4200 J/kg °C , water density 1000 kg/m3).

Final test of knowledge in physics in 8th grade

Option 4

INSTRUCTIONS for completing the final test.In the tasks of Part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer;

in part C make a detailed decision.

Part A

1. In what way is the most heat transferred to the human body from a fire?

a) radiation; b) convection;

c) thermal conductivity; d) all three methods are the same.

2. When a solid melts, its temperature...

a) increases; b) decreases; c) does not change; G)there is no right answer.

3. Current strength is calculated using the formula:

a) I = R/U; b) I = U/R. c) I = U*R; d) there is no correct formula.

4. When the current strength in the electromagnet circuit decreases, the magnetic field...

a) will intensify; b) will decrease; c) will not change; G)there is no right answer.

5.What kind of image is produced on film in a camera?

a) enlarged, real, inverted;

b) reduced, real, inverted;

c) enlarged, imaginary, direct; d) reduced, imaginary, direct.

Part B

6. Determine the energy consumed by a flashlight bulb in 120 seconds if the voltage on it is 2.5 V, and the current is 0.2 A.

a) 1 J; b) 6 J; c) 60 J; d) 10 J.

7. Two conductors with resistance R1 = 150 Ohm and R2 = 100 Ohm connected in series. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 125 Ohm.

From the experience of a physics teacher

Control of knowledge in physics in the classroom.

The issue of increasing the efficiency of studying physics has become particularly acute in recent years, since society living in the age of scientific and technological revolution to a greater extent, than earlier, we need highly qualified specialists in the field exact sciences. Therefore, our task is to give students deep knowledge of physics, to educate creative person who is able to work independently to study the subject.
One of the ways to improve the quality of education is knowledge control, presented in the form of a didactic system. Using various methods of testing knowledge, you can get full information about the level of results achieved; readiness for further study of new material, as well as for its repetition, consolidation and systematization; about memory, thinking, speech of students; about understanding common approaches to learning; effectiveness of teaching methods. Testing can also stimulate learning: a positive assessment aims for successful further study; fair criticism makes you want to pull yourself up. It is known that the more interesting and varied the forms of knowledge control, the more firmly the studied material is consolidated and retained longer; visual-figurative control components are extremely effective; The control technique must correspond to the age characteristics of students’ thinking. In practice, separate fragments of this system are used, which represent both traditional methods of control - tests (tests, problem solving), and non-traditional ones - physical dictations, crosswords, oral questioning on topics, conducting non-standard lessons.
Let's focus on non-traditional forms of control.
I. Incoming control.
The purpose of the entrance control is to establish the level of preparedness of students in physics. It is carried out at the beginning of the school year in the first lesson. Based on the results of the entrance control, one can judge the specific knowledge in physics, the intellectual level of students, their culture and outlook. It is better to conduct it in test form and include questions or tasks containing interdisciplinary connections.
II. Organization of current control.
Any academic work- this is serious and hard work, which is fruitful and brings joy if the student knows how to work. In what ways can this be achieved?
The system of educational space created on the basis of modular technology helped me.
The basis for my use of a modular program in teaching is the principle of “Teaching the student to learn,” that is, independently acquiring knowledge according to the proposed plan, taking into account personal characteristics, taking into account the personal pace of learning and to the extent that the student determines for himself. Various methods of self-control will help the student to objectively assess his knowledge and skills, predict the result, and the combination of individual and group forms of work will help relieve anxiety and create psychological comfort in the lesson.
The development of students’ cognitive activity is greatly facilitated by properly organized testing of learned material. The proposed annual control consists of separate modules, the boundaries of which are determined by the main topics of the courses. The module is completed by each student at an individual pace. Completion of the course is counted only when the student has mastered and reported to the teacher for each module of the course.
Working using this method, I overcome many problems. One of them is the small number of hours spent studying physics. In this case, it is necessary to conduct not only a written survey, but also interview each student orally on this topic. I also try to ensure that every student covers all the paragraphs of the topic. There are students who study only for the sake of assessment (they learn one lesson, answer, get a mark - and relax). Therefore, I create a situation in which it is necessary to learn all the paragraphs of the topic. To do this, I introduce my own survey system: “mini-exam”. To conduct it, it is necessary to give students questions for control before studying the topic. The questions are written in such a way that the student not only reads, but studies and works through every line of the textbook. Questions are posted on a stand in the physics classroom. The time for studying is long (control is carried out in the last block). During the test lesson, as in an exam, tickets are laid out (each with 1-2 questions from the list). To avoid printing tickets for each topic, I created cards with numbers. These are the ones I lay out on the teacher’s desk, and the students take them as exam papers.
The guys come out one by one. In front of the teacher's desk there is a desk with control questions, behind which there are two students during the test: one answers, and the other prepares. I give each person 1-3 minutes to prepare and the same amount to answer. Depending on the set of questions and the number of students in the class, the time varies.
Students' answers should be short and concise, expressing the very essence of the physical phenomenon. If necessary, the teacher has the right to ask an additional question if he is not satisfied with the answer or if the question is not fully covered.
The questions held by the teacher and on the desk for control are numbered. The student answers the question with the number that corresponds to the number on the card taken. After answering, the student takes his place in the class. The second student begins to answer, and goes to the vacant seat. next person, who, while a friend is answering, is preparing to report on the selected issue. Therefore, the composition of students at the control desk changes throughout the lesson. At this time, the rest do written work (a test or a test). During the time allotted for the lesson, I have time to interview all the students in the class and at the end of the lesson I also check a number of problems. Notebooks can be collected and all students will receive a second grade for their written work.
This survey technique I created allows you to survey all students in a short time, and at the same time I am convinced that the children do not selectively read the textbook, but study the topic completely. I do not give negative marks for the oral answer on the first test; you are allowed to report at another time.
This approach relieves tension and allows students to believe in themselves and assert themselves. An increased level of training is also possible, which consists of a larger volume of acquired knowledge and skills and is determined by their depth.
III. Physical dictations.
Physics dictations test students' knowledge of the formulas of a given section of physics. Done on half a notebook sheet. The teacher makes 10 questions, students must write 10 formulas in a column.
Grading criteria: 0-4 correct answers correspond to “2”, 5-6 – “3”, 7-8 – “4”, 9-10 – “5”.
Questions may include the definition of units of measurement of physical quantities and numerical values of physical constants. If the section contains mainly theoretical material, then you can use a question, the answer to which will be 1-2 words. Such dictations are called mixed.
Students must be informed in what form they will be controlled: by formulas, by definitions, mixed dictations, etc.
IV. Physical tests or graphic dictations.
Physical tests play important role in monitoring knowledge in physics, as they allow one to assess the depth of students’ understanding of theoretical material. They should be carried out in parallel with physical dictations, since physical dictations test knowledge of formulas and definitions, and physical tests test the depth of understanding of the theoretical material of the topic.
To conduct a physical test, the teacher makes a series of statements, some of which are both true and false. The student, after listening to the statement, must either agree with it or disagree. If the statement is true, then the student writes “+”. If the statement is incorrect, completely or partially, then he writes “-”. The result should be a chain of “+” and “-”. It is very convenient for the teacher to check such work by comparing the resulting chain with the correct option.
The graphic dictation differs from the physical test in that if students agree, they draw an arc two cells to the right. If the statement is incorrect, then there is a dash in two cells. The result will be the following: . This work It’s very convenient to check the workpiece.
The evaluation criteria are the same as in the physical dictation: 5-6 correct answers – “3”, 7-8 – “4”, 9-10 – “5”.
V. Physical crosswords.
This section offers crossword puzzles for final control in thematic blocks. For example, the names of the physics course topics are encrypted vertically, and the answers to the questions posed vertically. Crosswords add an element of variety and unusualness. Students enjoy solving them. This relieves tension. The teacher, in turn, receives information about the level at which the topic has been mastered by the students.
The time allocated for filling out the crossword table varies, depending on the number of questions and the level of preparation of the class. You can also fill out a crossword puzzle with the whole class if you display the table through a multimedia projector on the board.

A didactic knowledge control system can be useful for a teacher working in any textbook and for any program.

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Introduction

Namely: the amount of test knowledge is small. An analysis of test papers in mechanics shows that it often covers only 30-50% of the material covered. Two or three tasks or questions are not able to cover the topic or section fully enough;

checking test papers is a very labor-intensive operation that takes up a lot of time from teachers.

Recently, the search for objective quantitative measures of knowledge has attracted the attention of methodologists to the test methodology for testing knowledge.

The following characteristic features of tests are noted in the pedagogical literature:

1) the relative simplicity of the procedure and the necessary equipment;

2) direct recording of results;

3) the ability to use both for individual work and for testing the knowledge of entire groups of students;

4) convenience of mathematical processing;

5) short duration;

6) the presence of established standard norms.

Testing is also used as a method of monitoring knowledge on the territory of modern Ukraine.

Purpose This thesis is an in-depth study of knowledge testing as a new effective form of knowledge control, as well as the use of knowledge testing during the final control in physics.

During the thesis, the following decisions were made: tasks:

1. Study and analysis of scientific and pedagogical literature on knowledge testing.

2. Acquaintance with the experience of using knowledge testing in our country and abroad.

3. Preparation and conducting a final test of knowledge in physics in the 11th grade of high school on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

4. Analysis of the results of experimental tests of the final test of knowledge in physics in 11th grade.

In the process of working on the diploma, the content and technology of centralized testing in physics were studied, as the most developing area of ​​​​the final test of knowledge of students and school graduates. Tests No. 1 of the CB RB of 2007 and 2008 were also solved.

Chapter 1. Psychological and pedagogical foundations for testing knowledge, skills and abilities in physics

§ 1. Basic functions of testing knowledge, skills and abilities in the educational process

The study and analysis of scientific and pedagogical literature on the topic of the thesis, , , led to the following results and conclusions:

As a result of control, the following is established:

depth and completeness of acquired knowledge.

readiness of the class to learn new knowledge.

level of independent work of students.

difficulties and mistakes of students in understanding certain issues.

Knowledge control is the final stage in training and an integral part of training. The essence of knowledge control is to determine the quality of students’ assimilation of educational material and increasing their responsibility in educational work.

Knowledge control serves the purpose of improving the educational process. If unsatisfactory knowledge is detected among students, the teacher must review and make changes to the organization and methodology of educational work.

When unsatisfactory knowledge is revealed only in individual students, the teacher makes changes to individual work with students.

Knowledge control is carried out on the basis of scientifically based and empirically proven principles, which include:

Objectivity.

Comprehensiveness.

Individual, differentiated and educational nature of testing and assessing knowledge. There are a number of control methods, e.g. ways by which the effectiveness of educational and cognitive activity of students and the pedagogical work of the teacher is determined.

The main ones are:

1. Planned, systematic observation of the teacher over the educational work of students in class and outside of class.

2. Methods of oral control, which include: questioning students, control reading of maps, drawings, graphs, technical or technological documentation.

3. Methods of written control - dictations and presentations, written answers to questions, solving various problems and exercises.

These methods also include testing the knowledge, skills and abilities of students.

5. Exams. This is a separate type of knowledge control. It is carried out for the purpose of final verification of students’ academic work and serves as a means of state control over the work of teachers and schools.

All of the above methods of knowledge control are organically combined with other aspects of the process of education and training.

The main types of knowledge control are: current, periodic and final control.

Periodic monitoring serves to check the educational activities of students in mastering a relatively large amount of material. Usually carried out after studying a logically completed part, section of the program or at the end of the training period.

Final control is carried out at the end of each academic year.

Proper implementation of all types of control helps to obtain appropriate results.

At the moment, the tasks of the Ministry of Education of the Republic of Belarus are being implemented: to give the younger generation deep and solid knowledge of the fundamentals of science, to develop skills and the ability to apply them in practice, to form a materialistic worldview.

Improving the educational process also involves improving the control of students' knowledge, skills and abilities.

§ 2. Forms of control of knowledge, skills and abilities

Let's define didactic requirements and briefly describe the main forms and methods of testing and assessing students' knowledge and skills in physics.

Individual An oral test of knowledge in physics promotes the development of logical thinking and oral speech of students, allows you to follow the train of thought of the respondent, study his individual qualities and personal properties, and identify the level of mental development.

Flaws individual oral test of knowledge in physics:

It is not suitable for identifying most of the skills and abilities that are formed during the study of physics;

It is difficult to equalize the measure of identifying students’ knowledge, since these are oral questions, and it is difficult to make them equally significant for all respondents;

However, such a knowledge test must be combined with an individual one, since students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers.

During a frontal oral assessment, the student can be graded after completion and at the end of classes, taking into account work at all stages of the lesson.

In practice, physics teachers use compact knowledge testing; while some students answer orally, others do written, graphic, experimental tasks, etc.

Written test in physics is carried out when performing tests and independent work, educational projects, writing reports and abstracts.

Current tests and independent works (calculated for part of the lesson) are compiled in a similar way in content and structure, but include a smaller number of tasks (usually 5).

Some students are asked to write essays. Some essays are read in class, discussed and assessed.

The body whose velocity graph is given in the figure has an initial speed...

The acceleration of this body is...

The equation for the speed of movement of a body has the form...

Conducting a physical dictation allows you to measure the time for completing each task, promotes the development of students’ attention, and disciplines them.

§ 3. Test control of knowledge

Currently, the testing method is used to monitor the results of students' educational activities. It is based on the use of a special system consisting of a large number of test tasks that require a short answer or a choice from a set of proposed ones.

Test(from the English word test - check, task) is a system of tasks that allows you to measure the level of knowledge acquisition, the degree of development of certain psychological qualities, abilities, and personality traits.

The subjective control method means identifying, measuring and assessing knowledge,

abilities, skills, based on the personal ideas of the examiner. This evaluation method

knowledge is not suitable for final control, since it does not have the necessary accuracy and reproducibility of results.

Objective control means control that has the necessary accuracy and reproducibility of results.

A tool that allows you to objectively assess the quality of assimilation is a criterion-based test, which combines a control task and a standard by which the quality of assimilation can be judged.

However, as real practice shows, it is not always possible to achieve a sufficient degree of objectivity and efficiency of control in training.

As a result, the understanding of students' learning activities is often reduced.

For operational control of knowledge and skills in physics of secondary school students, didactic materials are traditionally used - specially selected and systematized exercises.

The planned results of teaching physics, specified in the program in the form of specific requirements for the knowledge and skills of students, allows the use of such a form of control as tests.

When organizing and conducting a knowledge test, the following requirements must be met:

Clearly organize the working conditions of students, establish time limits for completing test tasks, the procedure for collecting and processing the received data;

Compare the results of testing and traditional methods of knowledge control, and if they differ, one should not make generalizing and categorical conclusions about the mental abilities of students.

In the process of working on the diploma, the content and technology of centralized testing in physics were studied, as the most developing area of the final test of knowledge of students and school graduates. Tests No. 1 of the CB RB of 2007 and 2008 were also solved.