Abstract
The article is devoted to the description of the psychological, pedagogical, and methodological foundations of educational testing in the framework of mastering the educational program in history. The relevance of the study is due to the widespread use of distance learning technologies, which leads to a decrease of teacher control over the students during testing, on the one hand, and an increase of students’ independent work on the other. At the same time, the authors note that tests are usually used exclusively as a control and evaluation measure, but they also contain developmental potential. The novelty of the research lies in substantiating the possibility of using the test as a method of education in the context of mastering historical disciplines. The article describes a systematic algorithm for working with the test, which provides an elaboration of each of the elements of the testing and actualization of knowledge about the mentioned events. This method contributes to the formation of stable associative links, as well as methods for analyzing information and searching for an answer using contrario reasoning. The conclusion of the article describes the possibilities of using the test as a method of learning, self-training, and education, as well as the prospects for researching the effectiveness of using “learning testing”. The authors conclude that it is necessary to develop guidelines for learning testing.
Highlights
Distance learning is becoming an important component of modern education
The relevance of the study is due to the widespread use of distance learning technologies, which leads to a decrease of teacher control over the students during testing, on the one hand, and an increase of students' independent work on the other
Students develop a stable attitude that the goal of mastering the educational program is reduced to overcoming the test, the results of which determine the future fate of the student
Summary
Distance learning is becoming an important component of modern education. The inclusion of electronic courses in the educational process poses a number of new problems for teachers. Not on learning outcomes, undermines the very essence of the educational process: associative links are formed within the framework of the operative memory associated with the task of passing the test, and not long-term memory; there is no transfer of the acquired knowledge to outside, into real life, no parallels are drawn; energy is spent not on mastering the curriculum, but on cheating - studying the weaknesses of the test or its organization, with the help of which one can increase the test score [1, 2] The latter problem is gaining momentum due to the transition to distance learning. Testing will not be a substitute for a genuine understanding of the essence of the subject being studied
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