DYNAMIC ADAPTIVE TESTS OF IDENTIFICATION OF THE STRUCTURE OF ANATOMICAL OBJECTS

Abstract

Problem and purpose. The requirements for the results of professional training of students of medical educational institutions have actualized the problem of dynamic adaptive testing of the enabling conditions for the acquisition by students of the experience of independent learning activity in electronic problematic environments of anatomical objects of the human body. The purpose of the article is to identify and substantiate the possibilities of increasing the teaching potential of students on the basis of the use of computerized dynamic adaptive tests for the identification of complex anatomical objects in conditions of estimated feedback.The methodologyof the research is 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.Results. Based on the analysis of educational theory and practice, the basic didactic principles of dynamic adaptive testing of the process of self-learning in the electronic problematic environment of anatomical objects are formulated: evaluative feedback, thesaurus, interactivity, iterativity, semiotic diversity, monitoring, instability, uncertainty. Based on these principles, computerized dynamic adaptive tests-simulators for the identification of anatomical objects have been developed, a methodological model has been created for diagnosing the procedural characteristics of students’ learning activities, and the effectiveness of dynamic adaptive testing in the formation and development of cognitive abilities of students has been proved.The conclusion. The article describes the implementation of the ideas of dynamic adaptive testing in enriching the didactic potential of the student’s productive learning activity. The proposed model of dynamic adaptive testing of the structure of anatomical objects, through a combination of self-learning activities and external management in the context of evaluative feedback, allows students to be included in independent educational activities and to diagnose changes in its procedural characteristics. The results and conclusions allow us to develop the basic principles of dynamic adaptive testing.