Assessment of student achievements by adaptive testing

- Ляшенко, О.І. (orcid.org/0000-0001-6885-5978) (2019) Assessment of student achievements by adaptive testing Освіта для миру = Edukacja dla pokoju, 1. pp. 178-189. ISSN ISBN 978-617-7221-36-3

Text volume_1_2019-178-189.pdf - Published Version Download (2MB)

Abstract

The article reveals the basic principles of the use of adaptive pedagogical testing for assessing student achievements. The most adequate means of evaluating learning outcomes is such adaptive testing, which enables the possibility to change the sequence, content and complexity of tasks in the evaluation process, depending on the responses provided by the learner. Depending on the extent to which the pedagogical test for cognitive development of the child is adapted, in the assessment of students, three models of testing are used: linear, branched and combined. Each of them has its advantages and limitations due to the chosen assessment strategy. To adapt the test to an adequate level of academic achievement, you need to find a model of pedagogical test that adequately reflects the real level of competencies of the student, his ability to perform tasks of this complexity level. The proposed block model of the adaptive test gives the opportunity to receive hierarchical combinations of constructing the test, which is the most adequate to the cognitive characteristics of the student due to the numerous variants of the connection of blocks. Such a block model does approximate the level of complexity of tasks to the real level of achievements of students. Widespread use in the educational process of information and communication technologies has led to the possibility of creating computer adaptive testing, through which pedagogical testing has become a deeply individualized means of controlling the knowledge and competencies of students. The article outlines the advantages of computer adaptive testing as an instrumental tool for evaluating learning outcomes of students in accordance with their individual cognitive peculiarities of development and academic achievement.

Item Type:	Article
Keywords:	learning outcomes, assessment, student achievement, adaptive testing, computer adaptive testing.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Monitoring and Assessment of the Education Quality Department
Depositing User:	С.О. Науменко
Date Deposited:	09 Jan 2020 17:59
Last Modified:	09 Jan 2020 17:59
URI:	https://lib.iitta.gov.ua/id/eprint/718779

Downloads

Actions (login required)

View Item