ОСОБЛИВОСТІ РОЗВИТКУ МЕТОДУ ТЕСТУВАННЯ В УКРАЇНСЬКІЙ ТА ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ НАУЦІ

Abstract

The article considers the process of becoming and development of test technologies in Ukrainian and foreign pedagogical science. The using of a foreign experience and its adaptation to national features during the reforming of the Ukrainian educational system is emphasized. Priority task is the introduction of the innovative educational technologies and improving of the monitoring system in Ukrainian educational practice that requires an effective application of the pedagogical methods. The development of testing method in the United States, Great Britain and Germany is revealed. In United States testing diagnostic has spread the most in comparison to other countries. At the beginning of the XX century tests were actively used during professional selection, psychological and pedagogical researches. Numerous testing centers were opened; collections of tests were published at that period. Now American tests are aimedat the developing of the creative and independent thinking. The development of pedagogical diagnostic in The Great Britain is showed. The earliest researches were aimed at the measuring of students’ intellectual abilities. British scientists were the first to express the idea of a hierarchical structure of intelligence. The country has been improving testing methodic for a long time and now is demonstrating high results of pupils’ progress. German pedagogues were the founder of pedagogical diagnostic. The First and the Second World War put their scientific investigations on the brakes, but in the 1970 th the study of testing method was activated. This experience was adopted by Ukrainian pedagogues who renewed their researches after a long break caused by political and social situation. The development of testing diagnostic fell behind the foreign pedagogic and that’s why now the purpose is to prepare the teachers for effective use of the testing method, to use the tests widely in various branches. The trend of modern pedagogical diagnostic is the transition from normatively orientated to criterion-orientated evaluation.