Экзамен в условиях дистанционного обучения

Abstract

The existing forms, methods and tools for conducting the exam in a distance format, their potential and risks are analyzed in the article. Attention is drawn to the fact that the methods and tools used for remote monitoring have drawbacks, such as significant costs in organizing proctoring and difficulties in assessing one of the key competencies of a student, namely, the willingness to use systematized theoretical and practical knowledge to formulate and solve research problems. The authors see the solution to the problem in the application of the activity-based and competence-based approaches to the certification, offer methodological recommendations for conducting the exam remotely. Based on the developed methodological recommendations, tasks are formulated in accordance with the upper levels of Bloom's taxonomy, which makes it possible to increase the objectivity of the assessment, since the test will concern the ability to apply theoretical knowledge in practice. Possible options for practice-oriented examination questions for disciplines of natural science and social-humanitarian orientation for an online exam are presented. As a result of discussing the prospects for conducting a remote exam in accordance with the proposed methodological recommendations, it was revealed that the majority of the interviewed teachers and students are interested in the transition to a new format of the exam.