Using diverse forms of test control for estimation of students' mathematical competencies

Abstract

Knowledge control of students, when carried out using a balanced set of evaluation methods, is a key condition for training highly qualified specialists. The purpose of the article is to analyze the specifics of using tests as an effective means of controlling the learning achievements of future teachers of mathematics. To achieve this goal, the research methods employed included: analysis of scientific literature in the context of the study; examination and generalization of advanced pedagogical and personal experience in higher education institutions; surveys and questionnaires. Approbation of the proposed methodological approaches was carried out using pedagogical experiment methods in the real conditions of the educational process at the Faculty of Information Technologies and Mathematics of Lesya Ukrainka Volyn National University.

Based on the analysis of literature sources, the article shows that there are numerous interpretations of pedagogical tests, reflecting a wide range of scientists’ opinions: from understanding it as a research method to a narrow perception as a measurement tool. An analysis of modern domestic and foreign literature on testing allowed for the identification of the main requirements for pedagogical tests: validity, variability, definiteness, unambiguousness, and simplicity.

The main results of the study indicate that the diversity of test formats minimizes the probability of guessing answers and contributes to a more objective assessment of various aspects of students' learning activities. It is noted that alternative test tasks primarily evaluate the reproductive level of knowledge, so they should be recommended for students' self-monitoring and combined with other forms of tasks. It is emphasized that one of the most challenging stages in developing closed tests is creating distractors – incorrect answer options that must appear plausible.

The conclusions of the study highlight that the effective use of diverse forms of test control contributes to the development of various aspects of mathematical thinking and important metacognitive skills in students, which are necessary for successful lifelong learning. Test control is a valuable tool, but its effectiveness significantly increases when combined with other verification methods.