Mail pros and cons of testing. Online testing. Taking the online course to a new level. Pros and cons of testing by specialists

The test method is one of the main ones in modern psychodiagnostics. In terms of popularity in educational and professional psychodiagnostics, it has firmly held first place in world psychodiagnostic practice for almost a century.

In this section, tests should be understood as methods that consist of a series of tasks with a choice of ready-made answer options. When calculating test scores, the selected answers receive an unambiguous quantitative interpretation and are summed up. The total score is compared with quantitative test norms, and after this comparison, standard diagnostic conclusions are formulated.

The popularity of the test method is explained by the following main advantages:

1) standardization of conditions and results. Test methods are relatively independent of the qualifications of the user (performer), for whose role even a laboratory assistant with secondary education can be trained. This, however, does not mean that in order to prepare a comprehensive conclusion on a battery of tests it is not necessary to involve a qualified specialist with a full-fledged higher psychological education;

2) efficiency and efficiency. A typical test consists of a series of short tasks, each of which usually takes no more than half a minute to complete, and the entire test usually takes no more than an hour. A group of subjects is tested simultaneously, thus saving significant time on data collection;

3) quantitative differentiated nature of the assessment. The granularity of the scale and the standardization of the test allow us to consider it as a “measuring instrument” that gives quantification measurable properties. The quantitative nature of the test results makes it possible to apply a well-developed psychometric apparatus that allows one to assess how well a given test works on a given sample of subjects under given conditions;

4) optimal difficulty. A professionally done test consists of tasks of optimal difficulty. In this case, the average subject scores approximately 50% of the maximum possible number of points. This is achieved through preliminary tests - a psychometric experiment (or aerobatics). If during aerobatics it becomes known that approximately half of the examined contingent can cope with the task, then such a task is considered successful and is left in the test;

5) reliability. This is probably the most important advantage of tests in educational psychodiagnostics. The lottery nature of modern exams with lucky or unlucky tickets drawn has long become the talk of the town. The lottery for the examinee here results in low reliability for the examiner - the answer to one fragment of the curriculum, as a rule, is not indicative of the level of mastery of the entire material. In contrast, any well-constructed test covers the main sections of the curriculum (the area of ​​knowledge being tested or the manifestation of some skill or ability). As a result, the opportunity for “tail-leaders” to become excellent students, and for an excellent student to suddenly fail, is sharply reduced;

6) justice. It is the most important social consequence of the above advantages. It should be understood as protection from examiner bias. A good test puts everyone on an equal footing. The examiner’s subjectivity is most strongly manifested, as is known, not in the interpretation of the level of solution of the problem (it is not so easy to call black white, or a solved problem unsolved), but in the tendentious selection of tasks - easier for one’s own, harder for someone else’s. Tests provide the most important function of the school as a social filter - the function of “social and professional selection”. How fair such selection turns out to be is of enormous importance for the development of society. Therefore, it is so important for everyone who has access to tests and their results to learn the culture of competent and humane use of tests, because only a conscientious and qualified attitude of users towards tests turns them into a tool that increases, and not decreases, the level of justice in society;

7) the possibility of computerization. In this case, this is not just an additional convenience that reduces the human labor of qualified performers during a mass examination. As a result of computerization, all testing parameters are increased (for example, with adapted computer testing, testing time is sharply reduced). Computerization is a powerful tool for ensuring information security (diagnostic reliability). The computer organization of testing, which involves the creation of powerful information banks of test tasks, makes it possible to technically prevent abuse by unscrupulous examiners. The choice of tasks offered to a particular subject can be made from such a bank by the computer program itself directly during testing, and the presentation of a particular task to a given subject in this case is as much a surprise for the examiner as for the subject.

In many countries, the implementation of the test method (as well as resistance to this implementation) is closely related to socio-political circumstances. The introduction of well-equipped testing services in education is a vital tool in the fight against corruption that affects the ruling elite (nomenklatura) in many countries. In the West, testing services operate independently of issuing (schools) and receiving (universities) organizations and provide the applicant with an independent certificate of test results, with which he can go to any institution. This independence of the testing service from issuing and receiving organizations is an additional factor in the democratization of the process of selecting professional personnel in society, giving a talented and simply efficient person an extra chance to prove themselves.

One of the most common methods is tests. The test is a time-fixed test designed to establish quantitative and qualitative individual psychological differences.

Classification:

1) on the subject of testing:

a) intellectual - allow you to measure the degree of development of mental abilities.

b) personal - measuring non-intellectual manifestations of personality (emotions, motives, personality traits, etc.)

2) According to the form of the examination procedure:

a) Individual tests

b) Group tests

3) By the nature of the test material:

a) blank tests - testing in the form of various forms;

b) hardware tests - computers, audio and video equipment, etc. are used.

4) According to the peculiarities of using tests:

A) verbal(vocabulary tests)

b) practical (manual) - manipulation of objects (to create a figure, etc.)

Characteristics of psychological tests

- Validity- compliance of the test results with the characteristic it is intended to measure.

Reliability is the property of a test to give similar results when repeated measurements. Reliability as internal consistency is the focus of all elements of a test scale on measuring the same quality.

Tests should be understood as techniques that consist of a series of tasks with a choice of ready-made answer options. When calculating test scores, the selected answers receive an unambiguous quantitative interpretation and are summed up. The total score is compared with quantitative test norms, and after this comparison, standard diagnostic conclusions are formulated.

ADVANTAGES:

1. Standardization of conditions and results. Test methods are relatively independent of the qualifications of the performer.

2. Efficiency and efficiency. The test consists of a series of short tasks, each of which takes half a minute to complete, and the entire test takes no more than an hour. , the whole group can be tested.

3. Quantitative differentiated nature of the assessment. The granularity of the scale and the standardization of the test allow us to consider it as a “measuring instrument” that gives a quantitative assessment of the measured properties.

4. Optimal difficulty. A professionally done test consists of tasks of optimal difficulty.

5. Reliability. The test covers the main sections of the educational field of knowledge being tested or the manifestation of some skill or ability.

6. Justice. It should be understood as protection from examiner bias.

7. Possibility of computerization. Computerization is a powerful tool for ensuring information security (diagnostic reliability).

FLAWS:

1) the danger of “blind” (automatic) errors.

2) the danger of profanity. The external ease of conducting tests attracts people who do not want to get seriously acquainted with psychodiagnostics

3) loss of individual approach, stressfulness The test is intended for everyone. It is quite possible to miss the unique individuality of a non-standard person (especially a child). The test subjects themselves feel this, and it makes them nervous - especially in the situation of certification testing. People with reduced stress tolerance even experience a certain violation of self-regulation - they begin to worry and make mistakes in basic questions for themselves

4) loss of individual approach, reproduction. Knowledge tests appeal primarily to the standard application of ready-made knowledge;

5) lack of opportunity to reveal individuality in the presence of standard, given answers

6) lack of a trusting environment. The testing procedure can give the test subject the impression that the psychologist has little interest in him personally, in his problems and difficulties.

7) loss of individual approach, inadequate complexity. Sometimes unqualified testologists subject a child to tests that are too difficult for his age. He has not yet developed the necessary concepts and conceptual skills to adequately comprehend both the general instructions for the test and the meaning of individual questions.

23. Projective test techniques. General characteristics.

Projective techniques are based on identifying a projection based on the results of an experiment with their subsequent analysis.

Peculiarities:

1. Features of the stimulus material;

Distinctive feature stimulus material projective techniques is its ambiguity, uncertainty, which is a necessary condition implementation of the projection principle. In the process of interaction of the individual with the stimulus material, its structuring occurs, during which the individual projects the features of his inner world: needs, conflicts, anxiety, etc.

2. Features of the task assigned to the respondent;

A relatively unstructured task that allows for an unlimited variety of possible answers is one of the main features of projective techniques. Testing using projective techniques is disguised testing, since the respondent cannot guess what exactly in his answer is the subject of interpretation by the experimenter. Projective techniques are less susceptible to falsification than questionnaires,

3. Features of processing and interpretation of results.

There is a problem of standardization of projective techniques. Some methods do not contain a mathematical apparatus for objective processing of the results obtained and do not contain standards.

These methods are primarily characterized by a qualitative approach to personality research, and not a quantitative one, like psychometric tests. And therefore, adequate methods for checking their reliability and giving them validity have not yet been developed.

For a more accurate study, data obtained using projective techniques should be correlated with data obtained using other methods.

Classification of projective techniques (according to L. Frank)

1. Constitutive. Requires structure and design incentive; giving it meaning.

Rorschach test ; Verbal test associations (Galton); “Vocabulary” test (study of an individual thesaurus, horizons).

2. Constructive.

Creating a meaningful whole from formed parts.

Peace Test(232 models of objects, divided into 15 categories (houses, trees, animals, etc. It is necessary to create “your own world”). M. Lowenfeld. Scene test (like playing with dolls).

3. Interpretative(interpretive). It is necessary to interpret any situation or event. TAT and its modifications.

4. Cathartic. Psychodrama.

5. Refractive. Speech, handwriting.

6. Expressive. Drawing on a free or given topic.

7. Impressive. Stimulus preference. Luscher, Sondi.

7. Additive Completion of a story, situation, story. Rosenzweig; Hand; T. Hering family system test; Unfinished sentences and their modifications.

Testing as a means of teaching and monitoring knowledge has been used for a long time. The word test itself, translated from English, means checking, testing. Here, by testing we mean a survey: questions with suggested answers, from which the subject chooses one or more correct ones.

Questions asked may be verbal or printed, but modern stage society development equipment educational institutions and enterprises using computer technology is large enough to carry out certifications, testing work using computers.

Obviously, the main advantage of automated testing is ease of use, reduced labor intensity, and elimination of errors during testing (computers do not experience a decrease in attentiveness due to fatigue). In addition, distance learning, in which interest is growing, is difficult to imagine without the use of appropriate software.

Among the disadvantages of testing, one can note the difficulty of formulating answers to questions on subjects related to the general laws of development of nature, society (philosophy, history, economics, some branches of astronomy, physics, etc.), which are characterized by ambiguous answers, and binary logic " yes/no" is not enough. Also, it is impossible to control creative knowledge through testing. So, testing understanding and skills in some areas of the humanities and socio-political disciplines is beyond the scope of testing. There are other assessment methods for this.

A significant drawback of testing, indirectly related to the above problems, is that students get used to ready-made formulations and lose (do not gain) the ability to express thoughts freely and competently. On the other hand, people who are embarrassed to speak find themselves on an equal footing with “speakers.”

Sometimes our users ask to eliminate the “excessive objectivity” of the testing program, meaning that during an oral survey, the teacher can choose the complexity of the questions asked, taking into account the level of preparedness of the respondent, which is impossible when using computer testing. It is difficult to say whether such a deficiency should be eliminated.

In addition, there are testing flaws that are successfully eliminated in SunRav Software programs. Let's list some of them.

The imperfection of testing is often attributed to some inflexibility of the final assessment.

In the SunRav TestOfficePro program, summarizing the work of the test taker and generating an assessment is configured according to different parameters. You can evaluate:

• percentage of correct answers,
• the ratio of correct answers to incorrect or given ones,
• summing up points (each answer, both correct and incorrect, can be assigned its own coefficient).

And also, in SunRav TestOfficePro it is possible to create an adaptive test, in which the transition to next task occurs depending on the answers to the previous ones. This function is especially in demand when creating tests used for learning and mastering material.

Thus, the labor intensity at the first stage - creating test databases, introducing testing into the organization - is temporary. In general, computer-based knowledge testing is undoubtedly more profitable from an economic point of view than oral or written tests.

Method test control knowledge came to us from abroad (from countries in which Bologna process), where student assessment is equal for everyone. This knowledge control system was developed by Western professors in order to make learning more rigorous. Every student must understand that his success depends only on his own desire“to conquer the pinnacle of knowledge,” and for this he needs to direct all his efforts to study the complex of subjects and disciplines necessary to obtain a qualification. Otherwise, without a sufficient supply of knowledge it is impossible to achieve high level professionalism, therefore, such students will “weed out” to the working class of the population. Thus, every applicant, even upon admission, understood why he was entering the university.

Of course, in our country everything is a little different, but getting good education, also remains one of the most important tasks of every young man. Time has shown that the use of such a knowledge control test system is quite successful tool when teaching and testing students' qualifications. But, one way or another, like any control system it has its pros and cons, and the control method described above is no exception.

The advantages of testing include the objectivity of the assessment, and, consequently, the equality of all students when passing test tickets, since they all receive the same tasks (at the same time and in the same place) and have a certain amount of time to complete the same task. The positive aspects of testing include several other aspects, one of which is the ability to cover all topics of a particular discipline, at the same time, when during an oral exam the teacher cannot devote such a huge amount of time to one student to test his knowledge. Typically, during an oral exam, the teacher has the opportunity to ask the student a question on a maximum of three topics. The next advantage of testing is a more adequate scale for assessing knowledge. For example, if a test ticket consists of fifteen questions, then maximum quantity the points that a student can receive with correct answers is 15. If he makes mistakes, it will be clear how many mistakes he made and immediately determine how broad the student’s level of knowledge in this discipline is. Using the classical method, a student can get the maximum mark - 5 points, and the mark put in the record book may not always correspond real level knowledge.

The disadvantages of such a control system include the laboriousness of compiling such tests by the teacher. Since the number of topics in a particular discipline can vary from a few to several dozen, you can understand that this is a rather labor-intensive process and requires increased care (if the teacher makes a mistake when compiling keys to tests, students may be assessed biased). Another disadvantage of testing is the fact that for a certain question the ticket contains a list of possible answers, from which you need to choose one or two correct ones. Sometimes students manage to “at random” indicate the correct answer options. Thus, some students may receive an undeserved mark... On the other hand, if a student guesses the answer options, then he will probably not be able to guess all the remaining answers to the questions listed on the ticket.

Compared to other forms of knowledge control, testing has its advantages and disadvantages.

Advantages

Testing is a higher quality and objective method of assessment; its objectivity is achieved by standardizing the procedure, checking the quality indicators of tasks and tests as a whole.

Testing is a fairer method; it puts all students on equal terms, both in the control process and in the assessment process, practically eliminating the subjectivity of the teacher. According to the English association NEAB, which deals with the final certification of students in the UK, testing can reduce the number of appeals by more than three times, making the assessment procedure the same for all students, regardless of place of residence, type and type educational institution, in which students study.

Tests are a more voluminous tool, since testing can include tasks on all topics of the course, while the oral exam usually includes 2-4 topics, and the written exam - 3-5. This allows you to identify the student’s knowledge throughout the course, eliminating the element of chance when pulling out a ticket. With the help of testing, you can establish the student’s level of knowledge in the subject as a whole and in its individual sections.

A test is a more accurate tool, for example, a test rating scale of 20 questions consists of 20 divisions, while a regular knowledge rating scale has only four divisions.

Testing is more cost effective. The main costs during testing are related to the development of high-quality tools, that is, they are one-time in nature. The costs of conducting the test are significantly lower than with written or oral control. Conducting testing and monitoring the results in a group of 30 people takes one and a half two hours, an oral or written exam takes at least four hours.

Testing is a softer tool; they put all students on equal terms, using a single procedure and uniform assessment criteria, which leads to a decrease in pre-exam nervous tension.

Flaws

Development of quality test tools- a long, labor-intensive and expensive process.

The data obtained by the teacher as a result of testing, although it includes information about knowledge gaps in specific sections, does not allow us to judge the reasons for these gaps.

The test does not allow you to check and evaluate high, productive knowledge levels, related to creativity, that is, probabilistic, abstract and methodological knowledge.

The breadth of topics covered in testing also has reverse side. In testing, unlike an oral or written examination, a student does not have enough time to do any deep analysis topics.

Ensuring the objectivity and fairness of the test requires special measures to ensure confidentiality test tasks. When reusing the test, it is advisable to make changes to the tasks.

There is an element of randomness in testing. For example, a student who does not answer a simple question may give the correct answer to a more difficult one. The reason for this could be either a random error in the first question or guessing the answer in the second. This distorts the test results and leads to the need to take into account the probabilistic component when analyzing them.

It was the last of the above shortcomings that prompted a little research. I wondered what average score a student could get by answering test questions at random. A group of students were given ten tests on various topics, which differed in the number of questions, interface and method of implementation. Since it was the probabilistic component of the test that was being studied, the students answered without thinking about the essence of the question. The control measure for each test was the percentage of items completed correctly. A total of 120 measurements were made. Control values ​​ranged from 5% to 64%. Average value obtained from all measurements = 28.10%