DEVELOPMENT MODEL OF THE TEACHERS’ COMPETENCY CONCERNING THE QUALITY ASSESSMENT OF TESTS IN HIGHER MATHEMATICS
PDF (Ukrainian)

Keywords

testing in higher mathematics
development model of competency
evaluation of test quality

How to Cite

[1]
O. O. Dykhovychnyi and A. F. Dudko, “DEVELOPMENT MODEL OF THE TEACHERS’ COMPETENCY CONCERNING THE QUALITY ASSESSMENT OF TESTS IN HIGHER MATHEMATICS”, ITLT, vol. 68, no. 6, pp. 77–86, Dec. 2018, doi: 10.33407/itlt.v68i6.2243.

Abstract

The paper studies a task of developing the teachers’ competency concerning the quality of tests in higher mathematics. This issue becomes especially critical in the context of finding ways to improve knowledge control and the introduction of computer testing to determine students' learning curve in higher mathematics. The concept of the teachers’ competency concerning the quality of tests in higher mathematics is substantiated. It is defined as the teacher’s ability to calculate the characteristics of the test, test items with the use of ICT and on the basis of these characteristics to evaluate the quality of individual items and objectively draw conclusions about the quality of the test in general, its improvement and the expediency of using in the learning process for knowledge control. The test analysis consists in analysis of distribution of the results’ sample, estimation of the test reliability, estimation of the test validity and estimation of the test's effectiveness. The analysis of test items consists in analysis of the correlation matrix of items, estimation of the items reliability and validity, and estimation of test efficiency; analysis of the ensemble of characteristic curves of items, the analysis of polytomic items, the analysis of the distractors of the multiple choice items. The development model of this competency is proposed. It consists of five components: motivational (includes goals and objectives of the educational process), content (defines the content of educational activities by the levels of teachers’ competency in evaluating the quality of tests in higher mathematics), technological (defines concretely the organizational forms and methods of competency development), diagnostic and resultative (determines the competency levels of teachers concerning the quality of tests in higher mathematics, examination and effectiveness analysis of this process). Prospects of research have been determined. They consist in both determining the criteria of grading the level of teachers’ competency against the quality of tests in higher mathematics as well as definition of competency levels for more precise characterization of the model content component. Development of the teachers’ competency as related to the quality of tests in higher mathematics will help improving controls of students' knowledge in higher mathematics and increase the professional aptitude of educators.
PDF (Ukrainian)

References

Адольф В.А. Профессиональная компетентность современного учителя: монографія. Красноярск, РФ: КрГУ, 1998.

Диховичний О. О. Комплексна методика аналізу якості тестів з вищої математики. Науковий часопис НПУ імені М.П. Драгоманова. Серія №2. Комп’ютерно-орієнтовані системи навчання: Зб. наук. праць. Київ, Україна: НПУ імені М.П. Драгоманова, № 15 (22), с. 140-144, 2015.

Биков В.Ю. Наукове забезпечення дистанційної професійної освіти: проблеми та напрями досліджень. Професійна освіта: педагогіка і психологія. І. Зазюна, Н. Нічкало, Т. Левовицького, І. Вільш, Ред. Київ-Ченстохова, Укрвїна-Польща: ЗАТ «ВІПОЛ», 2000 р., с. 93–116.

Ильина Т. А. Системно-структурный подход к организации обучения. Вып. 1. Москва, РФ: Знание,1972.

Калашникова С.А. Навчання дорослих на основі компетентнісно-орієнтованого підходу: навч.-метод. матеріали. Київ, Україна: Проект Світового банку «Рівний доступ до якісної освіти», 2008.

Кудряшова Т.Г. Деятельностные способности как основа для формирования компетенций. Компетентность, № 6, с. 5, 2010.

Хуторской, А. В. Ключевые компетенции : технология конструирования. Народное образование, № 5, c. 55–61, 2003.

Гончаренко С. У. Український педагогічний словник. Київ, Україна: Либідь, 1997.

Протасова Н. Г. Післядипломна освіта педагогів: зміст, структура, тенденції розвитку. Київ, Україна. 1998.

Триус Ю. В. Система електронного навчання ВНЗ на базі MOODLE: Методичний посіб. Черкаси, Україна: ЧДТУ, 2012.


REFERENCES (TRANSLATED AND TRANSLITERATED)

Adol'f V.A. Professional competence of a modern teacher: monografija. Krasnojarsk, RF: KrGU, 1998. (in Russian)

Dykhovychnyi O. O. The comprehensive procedure of analysis of tests in higher mathematics. Naukovyi chasopys NPU imeni M.P. Drahomanova. Seriia №2. Kompiuterno-oriientovani systemy navchannia: Zb. nauk. prats. Kyiv, Ukraina: NPU imeni M.P. Drahomanova, № 15 (22), рр. 140-144, 2015. (in Ukrainian)

Bykov V.Iu. Scientific provision of distance vocational education: problems and directions of research. Profesiina osvita: pedahohika i psykholohiia. I. Zaziuna, N. Nichkalo, T. Levovytskoho, I. Vilsh, Eds. Kyiv-Chenstokhova, Ukraina-Poland: ZAT «VIPOL», 2000, pp. 93–116. (in Ukrainian)

Il'ina T. A. System-structured approach to the organization of training. Vyp. 1. Moskva, RF: Znanie,1972. (in Russian)

Kalashnykova S.A. Navchannia adult education based on a competence-oriented approach: navch.-metod. materialy. Kyiv, Ukraina: Proekt Svitovoho banku «Rivnyi dostup do yakisnoi osvity», 2008. (in Ukrainian)

Kudrjashova T.G. Activity abilities as a basis for the formation of competencies. Kompetentnost', no 6, pp. 5, 2010. (in Russian)

Hutorskoj A. V. Key сompetencies: Designing Technology. Narodnoe obrazovanie. no 5, pp. 55–61, 2003. (in Russian)

Honcharenko S. U. Ukrainian Pedagogical Dictionary. Kyiv, Ukraina: Lybid, 1997. (in Ukrainian)

Protasova N. H. Postgraduate education of teachers: content, structure, trends of development. Kyiv, Ukraina, 1998. (in Ukrainian)

Tryus Yu. V. The system of electronic education of higher educational institutions on the basis of MOODLE: Metodychnyi posib. Cherkasy, Ukraina: ChDTU, 2012. (in Ukrainian)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.

Downloads

Download data is not yet available.