ДИНАМИЧЕСКОЕ АДАПТИВНОЕ ТЕСТИРОВАНИЕ КАК СПОСОБ САМООБУЧЕНИЯ СТУДЕНТОВ В ЭЛЕКТРОННОЙ ПРОБЛЕМНОЙ СРЕДЕ МАТЕМАТИЧЕСКИХ ОБЪЕКТОВ

Abstract

Problem and purpose. The requirements for the results of dynamic adaptive testing of student’s professional training of students have actualized the problem of determining and providing conditions for students to gain experience of independent learning activities in electronic mathematical problem environments. The purpose of the article is to identify and substantiate the possibilities of increasing the learning potential of students through dynamic adaptive testing with an estimated feedback of the self-learning process in the electronic problem environment of mathematical objects. The research methodology is based on the analysis of the psychological and pedagogical theory and the generalization of the results of scientific research of domestic and foreign scientists reflecting the ideas of actual approaches to dynamic adaptive testing in education, namely: the activity approach that implements developmental learning in the conditions of instructive feedback; the environmental approach, on the basis of training with reinforcement, in the context of evaluative feedback. The combination of environmental and activity approaches in the context of computer modeling is the basis for dynamic adaptive testing of the self-learning process in the electronic problem environment. Results. The article formulates and justifies the basic didactic principles of dynamic adaptive testing of the self-learning process in the electronic problem environment, such as appraisal feedback, thesaurus, interactivity, iterativity, semiotic diversity, monitoring, instability, uncertainty. Based on these principles, computerized dynamic adaptive tests simulating the identification of mathematical objects have been developed, procedural characteristics of students’ learning activities have been defined, and the effectiveness of dynamic adaptive testing has been proved for the formation and development of cognitive abilities of students. Conclusion. The article deals with the theoretical bases for the implementation of ideas of dynamic adaptive testing in enriching the didactic potential of the student’s productive learning activities. The model of dynamic adaptive testing proposed in the article, through a combination of self-management of educational activity and external management in conditions of estimated feedback, allows to include students in independent educational activities and diagnose the changes in its procedural characteristics.