June 2019, № 3 (221), pages 28-33

doi: 10.25198/1814-6457-221-28

Kobseva N.I. DIAGNOSIS AND CORRECTION OF THE TRAINING POTENTIAL DEVELOPMENT OF THE TEST CONTROLThe modern realities of socio-economic development are creating new requirements for the quality of higher education, updating intellectual resources and guidelines for preparing a modern highly qualified specialist capable of moving from education “for life” to education “throughout life” in order to achieve the level of competitive professional demand in the job market. Universities are directly confronted with the question: “How to increase student learning?”, “What are the most effective methods of organizing the educational process?”, “What determines student learning?”, “How to increase the level of teaching potential of educational technologies?”.
The experience of numerous practices and observations made it possible to simulate situations as a result of which the use of test control significantly increases the emotive-value side of the learning process, the interest of students, not only the level of formation of competencies, but specific difficulties, knowledge gaps and mistakes of students are revealed, which leads to their timely correction. It should be noted that high-quality diagnostic control always has a distinct educational character, that is, it has educational potential. Summarizing the views of domestic and foreign scientists on this issue, I found that the introduction of a systematic, high-quality test control in the learning process becomes an effective way to increase student learning. Test control is one of the most modern, objective and gentle tools for obtaining information about the process of assimilation of knowledge.
Summarizing the results of the study, I came to the conclusion that the training potential of test control, its development can be represented as a synthesis of cognitive, value, practical indicators and level criteria (higher, middle, lower), the analysis and application of which allows the diagnosis and correction of its development. They are developed in the context of the students’ main areas of activity, taking into account their age and socio-psychological characteristics: the sensitive period of development, computer addiction, the desire for collective interaction, critical thinking, professional self-determination, development “I-concept”, value orientations, life guidelines.Key words: learning potential, test control, learning ability, development, student, education, value orientations, indicator, diagnostics.

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About this article

Author: Kobzeva N.I.

Year: 2019

doi: 10.25198/1814-6457-221-28

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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