What is an open test. The design of test items

There are two types of test tasks, which combine seven types of test tasks. Types and types of test tasks are presented in the diagram:

Test tasks

open type

closed type

additions

free presentation

multiple choice

resequencing

alternative answers

reconciliation

with one correct answer

multiple correct answers

There are two types of tasks of the open type - tasks of addition and tasks of free presentation. Their distinguishing feature is that in order to complete them, the student himself needs to write down one or more words (numbers, letters, possibly phrases or even sentences). This type of task does not have distractors and options for correct answers. A distractor in the American test literature is an incorrect but plausible answer, from the English verb "to distract" - to distract.

Closed-type tasks include five types of tasks: alternative answers, multiple choice with one correct answer, multiple choice with several correct answers, assignments for matching and restoration of sequence. Closed-type test items involve various options for answering a task, for example, choosing one or more correct answers from a number of proposed options, choosing the correct elements of a list, establishing the correct sequence, etc. These are always tasks with prescribed answers, which implies a number of pre-designed options answers .

Open type tasks

The tasks of the open type include tasks of two types - tasks of addition and tasks of free presentation.

AT add-on tasks test-takers must independently answer questions, but their abilities are limited. In the tasks of the addition, it is determined in advance which answer is considered unambiguously correct, and the degree of completeness of its presentation is set. The answer should be short, should not exceed 2-3 words, more often - one word, number, symbol. Restrictions in the tasks of the supplement ensure the objectivity of the assessment of the result of the task, and the wording of the answer should enable unambiguous assessment.

A distinctive feature of the add-on tasks is that they should form only one correct answer planned by the developer. Despite the fact that outwardly the creation of tasks of this type looks quite simple, it can be quite difficult even for experienced creators of open test tasks to ensure that students use exactly the option planned by the developers as an answer.

In the system of psychological preparation of the Ministry of Emergency Situations of Russia, open-type tasks are not used, however, if our colleagues need to include open-type tasks for addition to the test, we recommend using the following scheme for their development.

First, it is recommended to formulate a question containing no more than 7-8 words, then write down an answer to the question posed, representing some statement of the same length. Further, from the resulting statement, exclude the keyword (number, symbol) and put a dash in its place. Then you need to change the word order in the statement so that the dash moves to the end of the sentence.

For example:

Question: What is the name of the non-specific reaction of the body to any demand made to it?

Answer: The non-specific reaction of the body to any demand made to it is called stress

Supplement task: The body's non-specific response to any demand placed on it is called __________

We also note the general rules for developing tasks for the addition:

1. Each task should be aimed at only one addition, the place for which is indicated by a dash or dots.

2. A dash is placed in place of the key element, the knowledge of which is the most essential for the controlled material;

3. All dashes in open tasks for one test are recommended to be of the same length;

4. Additions are best placed at the end of the task or as close to the end as possible.

5. After the dash, if necessary, put the units of measurement.

6. The text of the task must have an extremely simple syntactic construction and contain the minimum amount of information that is necessary for the correct completion of the task.

7. The text of the task should not contain repetitions and double negations.

Free presentation tasks imply free answers of the tested in essence of the task. To complete them, the test person needs to write down one or more words (numbers, letters, possibly phrases, or sentences) himself. There are no restrictions on answers to tasks of free presentation. However, the wording of the tasks should ensure that there is only one correct answer.

From the point of view of composition, tasks of an open type must contain the following mandatory elements:

Instructions for test takers.

Instructions for addition tasks: instead of each dash, enter only one word (symbol, sign, etc.).

Instructions for free presentation tasks: complete the sentence (phrase); write the correct answer instead of a dash; complete the definition by writing the answer on the form, etc.

Examples of assignments for addition:

A set of measures carried out in crowded places and aimed at preventing mass negative reactions is ____________ (accompaniment of mass events)

Examples of free presentation tasks:

The tasks of psychological service specialists in providing EPC in emergency mode are ____________

The main rules for providing EPC to victims with ASD are ____________

3. Answers toassignments.

In any test task, it is determined in advance what is unambiguously considered the correct answer to the question asked. The task is considered completed correctly if the test subject's answer matches the provided standard, prescribed in the evaluation scheme. Therefore, as standards, it is necessary to provide for all synonyms.

The advantages of well-written complement and free presentation tasks are:

1) brevity and unambiguity of answers;

2) the need to reproduce the answer from memory;

3) no need to look for several answers;

4) ease of wording questions;

5) ease of verification;

6) the inability to guess the answer.

The inability to guess the answer is the main advantage of open-ended tasks, and the main disadvantage is the difficulty of formalizing the correct answer.

Closed type tasks

Alternative answer tasks

In the content of all academic disciplines there are many such elements of knowledge, which are called dichotomous. This is knowledge that allows you to determine the correctness or incorrectness of facts, methods, processes; knowledge of what is good, what is bad, what can and cannot be done under any circumstances. To test such knowledge, test tasks with two answers are used.

For each task of alternative answers, only two answers are given. The test taker must choose one of them: yes - no, true - false, etc. .

Examples of alternative answer questions can be:

The personal characteristics of a rescuer affect the successful performance of professional activities:

Emergency specialists involved in the elimination of the consequences of emergencies belong to the following groups of victims:

Questions of alternative answers are the simplest and therefore not the most common when compiling tests. This is mainly due to the specificity of the material to which this form of tasks is more appropriate. Questions of alternative answers are used to evaluate one element of knowledge. Using multiple choice items as a separate question generally results in trivial testing and is not desirable for use. The recommendations of the Dutch Institute for Educational Evaluation (CITO) also speak of the same: “Questions of alternative answers offer only one alternative, which the test-taker either accepts as correct or rejects.” Thus, the test-takers have the opportunity to guess the correct answer to the question by 50%. Therefore, it is advisable to apply these tasks in series to one element of knowledge. It must be borne in mind that the chance to guess 10 such questions is 0.00098.

The CITO instructions say: “On an individual basis, questions of alternative answers are not very effective, but long series of such questions have certain advantages. The answers to them usually do not take much time, and it is possible to cover all the material on the subject by asking as many questions about it as possible.

There are a number of tasks when alternative answers are most appropriate to apply. This applies to large definitions, complex processes, graphs, charts, tables, those elements of knowledge that can be structured or broken down into smaller parts. For example, about some complex object or phenomenon, you can create a series of questions that fully reveal its properties.

The symptoms of PTSD that are grouped under avoidance symptoms include:

		memory impairment, inability to remember important episodes of an event, place, people
		hypervigilance
		impoverishment of the senses
		loss of access to the resources of the past, lack of orientation to the future
		dreams associated with the event
		"flashback episodes", sudden actions and feelings as if the event was happening now
		avoidance of thoughts, activities, and feelings associated with the event
		feelings of detachment and alienation from others

Instruction: Here is a statement that must be continued with the alternatives given in the table. From the given alternatives, you need to choose those that correctly complete the above statement. In the event that you agree with the above alternative, circle the answer “yes” in the table. In the event that you do not agree with the given alternative, circle the answer “no” in the table.

The key points in providing emergency psychological assistance to a person with acute stress reactions are:

		don't leave a person alone
		give a sense of greater security;
		protect from strangers
		leave a person alone with his experiences
		create the feeling that a person is not left alone with his misfortune
		use clear short phrases with an affirmative intonation
		reassure the victim with phrases that everything will be fine
		try to reduce the reaction to crying
		surround the victim with more attention by gathering a crowd around him

A feature of the tasks of alternative answers is that the question must be formulated in the form of a statement, since it implies agreement or disagreement, which can be attributed to the statement.

Multiple Choice Jobs

Multiple choice tasks are the main type of tasks used in pedagogical tests. Such tasks suggest the presence of variability in the choice. The test-taker must choose among the proposed answers the correct option or options - depending on what kind of task it is - involving the choice of one correct answer or the choice of several correct answers.

The optimal number of answer options for multiple choice tasks with one correct answer is 3-4. It is usually difficult to find more than 4 interesting and original alternatives, and it will take the test-taker more time to read them. Probably the minimum number of possible alternatives is 3, the maximum number of alternatives will depend on the length of the text of the proposed answers. In the event that these are digital expressions, then 5-6 options cannot be too long to read, and then 5 alternative answers can be considered the optimal number.

As we have already said, in addition to multiple choice tasks with one correct answer, there are multiple choice tasks with several correct answers. A feature of tasks with several correct answers is that the testee needs not only to find the correct answers, but also to determine the completeness of his answer. Accordingly, these tasks are more difficult than tasks with one correct answer.

The optimal number of answer options for multiple choice tasks with several correct answers is 5-7. This raises the question of the optimal proportion of the number of correct and incorrect answers. It is not necessary to achieve equality in the number of correct and incorrect answers in each task, because the test-takers must be prepared for the fact that in any task there may be any number of correct answers.

Examples of multiple choice items with one correct answer include:

Number of the order "On approval of the procedure for providing emergency psychological assistance to the affected population in emergency zones and in case of fires":

691 order of the Ministry of Emergency Situations of Russia dated 11/14/2008

682 order of the Ministry of Emergency Situations of Russia dated 11/11/2008

525 order of the Ministry of Emergency Situations of Russia dated 20.09.2011

500 order of the Ministry of Emergency Situations of Russia dated 25.09.2007

Instructions: Choose one correct answer.

An active learning method based on the clarification and operationalization of goals, objectives, solutions, forms of encouragement and control using algorithms:

problem learning

programmed learning

interactive learning

Examples of multiple choice questions with multiple correct answers include:

EPP appears to be:

TV viewers

victims of emergency

relatives and friends of the dead and injured as a result of the emergency

relatives of specialists involved in the elimination of emergencies

professionals working in emergency situations

Instructions: Choose several correct answers.

Actions to provide emergency psychological assistance to a victim with an acute stress reaction of aggression:

give the victim the opportunity to be alone with his emotions

maintain emotional stability, speak calmly with the victim, gradually reducing the pace and volume of speech

minimize the number of

give the opportunity to "let off steam";

entrust work associated with high physical activity;

Shake victim vigorously by the shoulders for 1 minute

if necessary, involve law enforcement officers

It should be borne in mind that when conducting computer testing, an important aspect is the graphic design of places for answers to multiple choice tasks with one correct answer and with several correct answers. So in the AIS "Psychologist" the place for tasks with one correct answer is presented in the form of a circle, and for tasks with several correct answers - a square.

When compiling multiple choice tasks, it is useful to be guided by several principles, namely: the principle of homogeneity and the principle of facet content of the task.

The principle of homogeneity lies in the fact that such answers are selected that belong to the same genus, species, reflect the main sides, facets of the phenomenon.

When creating tasks based on the principle of homogeneity, a significant factor in enhancing their effectiveness is the use of letters, numbers, signs, words or phrases that are similar in spelling or sound. This allows you to make answers plausible, logically flawless.

For example:

Instructions: Choose one correct answer.

Stress leading to the depletion of the internal reserves of the body:

autostress

monostress;

eustress

distress;

The principle of homogeneity often makes it possible to create a complete system of answers, to which there is nothing to add.

For example:

Instructions: Choose one correct answer.

Acute stress reaction, the symptoms of which are muscle tension (especially facial), rapid shallow breathing, reduced control of one's own behavior, strong heartbeat:

aggression

fear

motor excitation

1. nervous trembling

   hysteroid reaction

The principle of faceting the content of a task is reduced to a certain form of recording several variants of the same task - a facet. The set of words and phrases that form a facet is placed in curly brackets. Namely:

Instructions: Choose several correct answers.

A crowd of people (aspiring to destruction, destruction, murder) is called:

panicky

expressive;

conventional;

aggressive

occasional;

possessive

ecstatic

In such tasks, you can change the names, characteristics of the object/phenomenon, numerical parameters, etc. This is clearly reflected in the example, where curly brackets highlight the part that can be replaced, thus creating another task.

If we replace in the previous example the part that is highlighted with curly brackets, then we can get a number of tasks, among them there may be, for example, the following:

A crowd of people (chanting slogans at rallies, rhythmically expressing this or that emotion ...) is called:

panicky

expressive;

conventional;

aggressive

occasional;

possessive

ecstatic

One job can have not one, but several facets:

An emergency in which from (50 to 500) people suffered, or living conditions (500 - 1000) people were violated; emergency zone (covers the territory of two) constituent entities of the Russian Federation:

Local

1. Territorial

   Regional

   Federal

   cross-border

Compliance tasks

In assignments for restoration of correspondence, it is necessary to find a correspondence (equate parts, elements, concepts) - between elements of two lists, two sets. This form of tasks is quite diverse and can be successfully used in all academic disciplines and subject areas.

In any academic subject, there is educational information in which the studied objects (concepts, quantities, etc.) are divided into types, classes, types, etc. For each of these types, there are many properties and characteristics, principles, rules and norms use, so that it is possible to draw up assignments to establish the correspondence of these terms to their characteristics. Moreover, tasks for establishing correspondence in this case will be more rational than tasks with the choice of the correct answer.

Matching tasks allow you to check the so-called associative knowledge that exists in each academic discipline. This is knowledge about the relationship between definitions and facts, authors and their works, forms and content, essence and phenomena, about the relationship between various objects, properties, laws, formulas, dates.

Usually, a matching task consists of two columns: in the first - questions, statements, facts, concepts, etc., in the second - a list of statements, properties of objects that must be matched with the elements of the first column. It is desirable that in one column the elements of the list are indicated by letters, and in the other column by numbers. This will help avoid confusion when performing these tasks.

Instructions for tasks of this type are formulated as follows: Match what is written in columns 1 and 2. Write down the numbers from column 2 that correspond to the statements from column 1 in the answer table.

For example:

			Column 1: stages of professional development	Column 2: characteristics of stages
			Stage of formation of professional intentions	Achievement by a specialist of professional excellence, authority in his professional circle and, possibly, beyond it, the formation of a circle of like-minded people
			Stage of vocational training	building plans for the future profession, conscious preparation for a future career in the chosen profession
			Stage of professional adaptation	adaptation of a young specialist in a professional environment; having sufficient experience to independently and effectively solve professional problems
			The stage of personality realization in professional work	mastering the special knowledge and skills necessary for successful professional development

In the considered form of presentation of tasks for restoring compliance, in addition to two columns containing elements that need to be aligned, there is a special plate for entering the results into it.

Some authors propose to represent tasks of this type in the form of two columns containing, respectively, two lists of statements that must be correlated with each other using arrows. In our opinion, this method of marking has significant drawbacks. First, there may be problems in interpreting the test results due to the ambiguity in the placement of arrows between the elements of two sets. Secondly, the complexity of checking the test results, especially in the case of a large number of test takers.

One of the formal requirements for matching assignments is the unequal number of elements in the right and left columns. Redundant (plausible but incorrect) answers are in only one column. They act as distractors. If the number of elements in the columns were the same, then the last pair would be automatically selected by the test subjects using the sequential elimination method.

For example:

Instruction: Match what is written in columns 1 and 2. Write down in the answer table the numbers from column 2 that correspond to the statements from column 1. At the same time, there are more elements in column 2 than in column 1. You need to understand which elements of column 2 are superfluous.

			Column 1: OSR	Column 2: Symptoms
				1. strong trembling of the whole body or its individual parts
			Aggression	2. excessive excitement, many movements, theatrical poses, emotionally rich, fast speech, screaming, sobbing
			Hysteroid reaction	3. irresistible fatigue, complete indifference and indifference
				4. twitching of the lips, a feeling of depression, in contrast to hysteria - lack of excitement in behavior
				5. delusions, auditory hallucinations and thinking disorders
			psychomotor agitation	6. muscle tension (especially facial), rapid shallow breathing, reduced control of one's own behavior, strong heartbeat
				7. sudden movements, aimless and meaningless actions, abnormally loud speech
			nervous trembling	8. lack of reactions to external stimuli, "freezing" in a certain position, numbness, a state of complete immobility
				9. irritation, dissatisfaction, anger, verbal abuse, abuse
				10. pessimism; feelings of guilt, worthlessness, anxiety and fear; low self-esteem; thoughts about death; disturbed sleep

This task is better than the previous one in that the list from which answers are selected is longer, which significantly reduces the likelihood of guessing. So, if the test-taker knows 7 out of 8 answers in lists of the same length, then the eighth one will inevitably be correct.

It is important to remember that in cases where the length of the lists does not match, this must be indicated in the instructions for the test tasks.

In addition, I would like to note that there are different points of view regarding the maximum number of elements in one list. An analysis of various works devoted to the problem of pedagogical tests showed that there is no unity among the opinions of the authors who dealt with this problem. A number of authors believe that the number of elements of one list should not exceed 5-6. Others say that the length of one list should not exceed 10 elements. It seems to us that the second option is optimal, due to the peculiarities of our educational material.

The main advantages of compliance tasks are the ability to quickly assess the level of knowledge in a particular area of ​​knowledge, and the cost-effectiveness of placing tasks in the test. For example, from several monotonous tasks with the choice of one correct answer, it is more rational to make one task to establish correspondence.

Unfortunately, due to the difficulties regarding the technical design of this type of tasks in the AIS-Psychologist, these tasks are not used in the system of psychological training of the EMERCOM of Russia.

Tasks to restore the sequence.

Resequencing tasks can be viewed as a variant of matching tasks when one of the series is time, distance, or some other continuum that is meant to be a series. Since this type of task requires special instructions, we have singled out its consideration in a separate subsection.

The peculiarity of the instruction for assignments for the sequence is that it is necessary to indicate in which sequence the elements should be placed - from larger to smaller, in alphabetical, chronological order, etc. .

The form of presentation of sequencing items that is recommended in most pedagogical test development publications is as follows:

Set the correct sequence of stages in the development of the general adaptation syndrome (G. Selye). Put the corresponding letters in the answer column.

Due to the difficulties in the technical design of this type of tasks in the AIS "Psychologist", we present tasks of this type as follows:

Set the correct sequence of stages in the development of the general adaptation syndrome (G. Selye):

resistance, exhaustion, anxiety

anxiety, exhaustion, resistance

anxiety, resistance, exhaustion

exhaustion resistance, anxiety

Thus, in terms of appearance, this is a task of a multiple type with one correct answer, and in terms of content, this is a task for establishing a sequence.

Sequence recovery tasks are rarely used in tests, which is undeserved. In fact, this is a very high-quality form of test items, which has significant advantages: brevity and ease of verification. It is suitable for any academic discipline in which there is an algorithmic activity or temporal events.

Summarizing the consideration of tasks of a closed type, we note that the main difficulty in the development of such tasks is the search for plausible distractors. While the advantages of closed type assignments are:

reliability of assignments, since there are no factors associated with subjective assessments that reduce reliability;

assessment of tasks is completely objective: there can be no differences between the assessments of different assessors;

ease of processing tasks of multiple choice, speed of testing;

a simple filling algorithm that reduces the number of random errors and typos;

the ability to cover large areas of knowledge, which is especially important for achievement tests;

the possibility of automatic processing of responses;

low probability of guessing the correct answers;

learners do not need to be able to formulate answers well;

the possibility of obtaining an accurate assessment of the content of the test, which is especially important for determining the compliance of the test with the objectives of the study.

It should be noted that each of the considered types of tasks allows you to test specific types of knowledge. The choice of the type of task depends on the purpose of testing and the content of the test, on the characteristics of the audience, on the technical capabilities and level of preparedness of the developer in the field of theory and methods of controlling the level of knowledge.

It is desirable that the tasks in the test be as diverse as possible; three significant arguments can be made in favor of this.

1. Tasks of different types make testing more diverse, from the point of view of the test-takers. More varied activities allow you to push back the threshold for fatigue and, as a result, allow more time for testing. Having a larger margin of time, we have the opportunity to put more tasks into the test and, as a result, get a more reliable tool.

2. Having a test consisting of tasks of one type, we always have a real danger of getting the ability of students to work only with this type of tasks as a component of the final score. Those who will adapt to them faster, those for whom they will be most comfortable, will benefit. This can be avoided by using different types of tasks.

3. Different types of tasks are suitable for different elements of the content of the educational material. For example, for complex definitions, checking the understanding of the factual material, the most convenient are the tasks of alternative answers. To test knowledge of temporal or spatial phenomena, tasks for restoring sequences, etc., are more suitable. Therefore, trying to reduce all the variety of educational material to one type, we deliberately make a test in which the content does not correspond to the form and, as a result, it will be less quality. Based on these considerations, tests should include tasks of various types.

In the system of psychological training of the Ministry of Emergency Situations of Russia, it is mandatory to use tasks of the closed type of the following types: multiple choice tasks, suggesting one correct answer and multiple choice tasks, suggesting several correct answers. The use of sequencing tasks is desirable. The development of other types and types of tasks is optional and is done at the discretion of the developer.

The use of these types of tasks in the system of psychological training of the EMERCOM of Russia is due to the peculiarities of our educational material, technical capabilities, as well as the specifics of the professional contingents with which we work. For example, the performance of tasks of an open type, in our opinion, may cause more resistance among the professional contingents of the EMERCOM of Russia than the performance of tasks of a closed type. In addition, based on the experience of conducting tests in psychology for professional contingents of the EMERCOM of Russia, we have formed an assumption that they may have difficulty in formulating the correct answer to open-ended tasks. Quite often, in psychology tests, experts from the EMERCOM of Russia explain the answers to questions “in their own words”, relying on their life and professional experience, bypassing psychological terms. Speaking “in different languages” will greatly complicate the procedure for formalizing the correct answer. Our task is not to force specialists of the Ministry of Emergency Situations of Russia to learn psychological terminology, but to help them understand it, give them knowledge, tools that will allow them to optimize their mental state and more effectively perform their professional duties.

Types of tests

Introduction

To assess the knowledge of students and schoolchildren (subjects), the following types of test tasks are usually used:

An open form, when the task requires an arbitrary answer from the subject to the question posed.

Closed form, when the subject is asked to choose the correct answer from several possible ones. Varieties of the closed form include tests for conformity and tests for establishing the correct sequence that are presented in a certain way.

When testing on a computer, the most commonly used closed form single choice tests. The use of one or another form of test tasks, their presentation (for example, the use of graphics in questions and answers) and methods for evaluating test results are associated with the capabilities of the software shell. Unlike most similar programs, the ExaMINATOR® family supports not only simple, but also more "advanced" forms of tests: compliance tests and sequencing tests. AT composite tests(version 6.1 and higher) various forms of tests can be used, which gives a versatile and objective assessment of the knowledge of the examinees.

Starting from version 8.00, package ExaMINATOR® also supports an open form of tests, and the compiler can provide several correct answers. For example, a student might answer the question "How many seconds does it take a modem transmitting messages at 28800 bps to transmit a 640x480 pixel color bitmap, assuming that the color of each pixel is encoded in three bytes?" answer like this: "256" or "256 seconds" or "256 seconds" or "256 seconds". The compiler has the opportunity to ask all these options for correct answers.

Test tasks in the ExaMINATOR® software shell

Closed Form Single and Multiple Choice Tests

Rice. one . The window of the ExaMINATOR® program with a test question of a closed form. The subject must choose one correct answer.

Rice. 2. ExaMINATOR® program window with graphics in the question window. The subject must choose one correct answer.

Rice. 3 . ExaMINATOR® program window with graphics in the answer window. The subject must choose one correct answer.

Compliance Tests

Rice. 4 . ExaMINATOR® program window with compliance test. The subject needs to establish a correspondence between the semantic units given in the question box and the answer box.

Sequencing Test Such a test can be reduced to compliance tests or a simple closed-form test (see Figures 5 and 6)

Rice. 5 . An example of a sequencing test reduced to a matching test. The subject needs to establish a correspondence between the sequence number of the action and its content.

Rice. 6. An example of a sequencing test reduced to a simple closed-form test. The subject must choose one correct answer.

Open form test

Fig.7. An example of a test in an open form. The subject needs type in one or more words as the correct answer.

Topic 8. Fundamentals of medical knowledge and first aid rules

Topic 7. Safety of the population in emergency situations

Topic 6. Psychological aspects of life safety

Topic 5. Safety of the educational process

Topic 4. Occupational safety and health protection of workers

Survey on cards with terms and concepts: working capacity, forms of work, working conditions, occupational disease, phonasthenia, writing spasm, bursitis, plexitis, ligamentitis, tendovaginitis, arsenism, saturnism, Minamata disease, Yusho-Yu-Cheng disease, noise disease, vibration disease, decompression sickness, pneumoconiosis, anthracosis, silicosis, berylliosis, asbestosis.

Survey on cards with terms and concepts: educational institution, workload, hygiene, performance, fatigue, Federal Law "On Education".

Survey on cards with terms and concepts: terrorism, suicide, psychoactive substance, panic, drug addiction, smoking, alcoholism.

Survey on cards with terms and concepts: emergency, natural disaster, natural disaster: earthquake, tsunami, flood, wind, hurricane, tornado, squall, storm, storm, avalanche, collapse, landslide, mudflow, man-made disaster, fire, Wartime emergencies, nuclear weapons, chemical weapons, biological weapons, evacuation, protective structure, terrorism, personal protective equipment (PPE), personal respiratory protection equipment (PPE), skin protection equipment (SZK), gas mask, respirator, protective camera children's (KZD).

Interview on cards with terms and concepts: trauma, sprain, open fracture, closed fracture, dislocation, bruise, thermal burn, chemical burn, frostbite, poisoning.

6.2. Control questions and tasks for intermediate certification:

Testing (closed test);

(Choose one or more correct answers from the given questions):

1. The tasks that the Belarusian Railways solves include:

A. protection from dangers and prevention of the impact of negative factors on a person

B. creation of new means of human protection

B. creating a comfortable state of the human environment

D. elimination of the negative consequences of the impact of negative factors on a person

E. recognition and assessment of the negative impact of the environment on humans

2. The magnitude of the body's capabilities, which is characterized by the quantity and quality of work for a certain time, is:

A. work B. performance C. potential opportunities

3. The axiom of potential danger states:

A. Activities in hazardous working conditions are potentially dangerous

B. Hazardous Activities Are Potentially Hazardous

C. Any activity is potentially dangerous

4. Risk factors for human health include:

A. chemical factors B. psychophysiological

B. physical and chemical G. physical

E. voluntary risk factors E. biological

5. The working conditions of a person are divided into:

A. dangerous and non-dangerous

B. optimal and harmful

B. optimal, permissible, harmful and dangerous

6. Factors that cause diseases or reduced performance are called:

A. dangerous B. harmful C. acceptable

7. Factors that lead to injuries and severe health problems are called:

A. unacceptable B. harmful C. dangerous

8. The levels of psychological protection of a person include:

A. individual-personal B. global

C. social G. social group

9. Psychoactive substance (surfactant) is:

A. any chemical substance or mixture of substances of natural or artificial origin that affects the functioning of the central nervous system and leads to a change in the mental state of a person

B. any chemical substance or mixture of vegetable, semi-synthetic and synthetic origin used to manufacture a drug

B. any substance of nature that causes poisoning of the human body

10. A short-term state of a person caused by an imaginary or real danger:

11. The strongest carcinogens include:

A. asbestos B. chromium

C. ethanol D. nickel E. cement

12. Contamination is:

A. bacterial contamination of food

B. partial pollution of the environment

B. contamination of food raw materials

13. Make a comparison of the index of food additives to their purpose:

14. Chemical substances alien to living organisms that are not included in the biotic cycle, and, as a rule, generated by human economic activity are:

A. toxins B. xenobiotics C. psychoactive substances

15. Xenobiotics include:

A. pesticides B. radionuclides

C. plastics D. freons E. vegetable dyes

16. Mercury poisoning is called:

A. Minamata disease B. Yusho-Yu-Cheng disease C. Hatter's disease

17. Lead poisoning is called:

18. Sources of dioxins in nature include:

A. pulp bleaching B. incinerators

C. chlorination of drinking water D. production of insecticides

19. High accumulation of dioxins in the liver is:

20. Freons are used:

A. in refrigeration B. in pulp bleaching C. in aerosols

21. When freons are heated, toxic combustion products are formed:

A. phosgene B. penzapyrene C. dioxin

22. Make a match:

23. Occupational diseases (diseases) occur:

A. as a result of long-term work in the same profession

B. as a result of exposure to the body of adverse factors of the production environment

B. as a result of the monotony of the work performed

24. All occupational diseases are divided into several groups:

A. caused by chemical factors

B. caused by exposure to industrial dust

B. caused by the influence of psycho-emotional factors in the team

G. caused by physical factors

D. caused by overvoltage

E. caused by exposure to biological factors

25. From the proposed list, select diseases caused by overvoltage:

A. phonasthenia B. anthracosis

C. writing spasm D. ligamentitis E. saturnism

26. From the proposed list, select diseases caused by exposure to industrial dust:

A. bursitis B. plexitis

C. pneumoconiosis D. anthracosis E. arsenism

27. From the proposed list, select diseases caused by exposure to chemical factors:

A. arsenism B. silicosis

C. saturnism D. bursitis E. Minamata disease

28. Make a comparison between the name of an occupational disease and its description:

29. Make a comparison between the name of an occupational disease and the professions for which they are characteristic:

30. Exposure to radiation causes the occurrence of:

A. cancer B. radiation sickness C. anthracosis

31. Xenobiotics are characterized by the following properties:

A. have a mutagenic effect

B. increase immunity

B. accumulate in the human body

G. cause allergic reactions

D. are quickly excreted from the human body

32. Asbestos is dangerous because:

A. accumulates in the human body

B. causes cancer

B. reduces immunity

G. activates other carcinogens in the human body

Closed Test #2

1. A disaster is:

A. a major accident resulting in loss of life.

B. the situation in a certain area that may or has caused human casualties, damage to human health or the environment, significant material losses and disruption of people's living conditions as a result of an accident, natural hazards.

B. damage to the machine, machine, power supply system, transport, building.

2. Emergency is:

3. Asphyxiating poisonous substances include:

A. tabun B. phosgene C. hydrocyanic acid

4. Poisonous substances of nerve action include:

A. mustard gas B. sarin C. hydrocyanic acid

5. High accumulation of dioxins in the liver is:

A. Minamata disease B. Yusho-Yu-Cheng disease C. Arsenism

6. When freons are heated, toxic combustion products are formed:

A. penzapyrene B. phosgene C. dioxins

7. Lead poisoning is called:

A. arsenism B. Minamata disease C. saturnism

8. A short-term state of a person caused by an imaginary or real danger:

A. depression B. panic C. neurosis

9. The strongest carcinogen:

A. asbestos B. ethanol C. cement

10. In the event of a release or spill of chlorine at chemical facilities, citizens must take the following actions:

11. When the area is contaminated with ammonia, you should:

Closed Test #3(choose one correct answer in the given questions):

1. When the area is contaminated with chlorine, you should:

A. moisten a cotton-gauze bandage with a 2% solution of baking soda

B. moisten a cotton-gauze bandage with a 5% solution of citric acid

B. cotton-gauze bandage can not be moistened with anything

2. Poisonous substances of general poisonous action include:

A. hydrocyanic acid B. tabun C. mustard gas

3. In the event of a release or spill of ammonia at chemical facilities, citizens must take the following actions:

A. go down to the basement or to the lower floors of buildings

B. climb to the upper floors of buildings

B. there is nothing dangerous and you can not take any action

4. Poisonous substances of blistering action include:

A. mustard gas B. hydrocyanic acid C. tabun

5. In case of a thermal burn, you should:

A. cool the affected area under running cold water

B. lubricate the burn with vegetable oil

V. grease with sour cream

6. An accident is:

A. major emergency, resulting in loss of life.

B. damage to the machine, machine, power supply system, transport, building.

B. the situation in a certain area that may or has caused human casualties, damage to human health or the environment, significant material losses and disruption of people's living conditions as a result of an accident, natural hazards.

7. Emergency is:

A. major emergency, resulting in loss of life.

B. damage to the machine, machine, power supply system, transport, building.

B. the situation in a certain area that may or has caused human casualties, damage to human health or the environment, significant material losses and disruption of people's living conditions as a result of an accident, natural hazards.

8. Arsenic poisoning is called:

A. Minamata disease B. Arsenism C. Saturnism

9. Short-term condition of a person caused by an imaginary or real danger:

A. depression B. panic C. neurosis

10. The strongest carcinogen:

A. asbestos B. ethanol C. cement

11. The protective power of a gas mask is:

A. Time of maximum protection of a person from RH.

B. The time from the beginning of the use of a gas mask to the moment of the breakthrough of the OV.

B. The area of ​​the face and head covered by the gas mask.

Solving a crossword puzzle (No. 1), containing the studied terms and concepts;

Crossword number 1

Vertically:

1. A strong atmospheric vortex that arises in a thundercloud and then spreads in the form of a dark sleeve or trunk towards the land or sea surface.

2. Arsenic poisoning.

3. An international organization that has proclaimed the achievement of the highest possible level of health by all peoples as the goal of its activities.

4. A mineral with high fire resistance, the strongest carcinogen.

5. Means of individual respiratory protection.

6. Uncontrolled combustion causing material damage, harm to the life and health of citizens, the interests of society and the state.

7. If this substance is released or spilled, go down to the lower floors of the building or to the basement and, if possible, moisten a cotton-gauze bandage with a 5% solution of citric acid.

8. Unit of measurement of ionizing radiation.

9. In the event of a release or spill of this substance, it is necessary to climb to the upper floors of the building and, if possible, moisten a cotton-gauze bandage with a 2% solution of baking soda.

10. Temporary flooding of large areas of land as a result of rising water levels in rivers, lakes, seas.

11. Occupational disease of teachers, actors and singers, caused by overstrain of the vocal cords.

12. A sudden flow of water in mountain rivers with a high content of stones, mud and sand.

13. Widespread spread of an infectious disease among people, significantly exceeding the incidence rate usually recorded in a given area.

14. An acute natural focal infectious disease of the group of quarantine infections, occurring with an extremely severe general condition, fever, damage to the lymph nodes, lungs and other internal organs, often with the development of sepsis.

15. Occupational disease of miners, "black lung disease" or "black consumption".

16. Separation and fall of large masses of rocks on steep and steep slopes of mountains, river valleys, sea coasts.

17. Acute intestinal infection, characterized by the fecal-oral mechanism of infection, damage to the small intestine, watery diarrhea, vomiting, rapid loss of body fluids and electrolytes with the development of varying degrees of dehydration.

18. Probability of realization of danger.

19. A viral disease characterized by damage to the body's immune system and a polymorphic clinical picture associated with the development of secondary infectious and tumor processes.

Horizontally:

1. The simplest disposable respirator, effective against dust and aerosols.

2. Metal, the poisoning of which is called the "mad hatter's disease."

3. A physical or chemical fast process with the release of significant energy in a small volume, leading to shock, vibration and thermal effects on the environment.

4. Major accident resulting in loss of life.

5. A crime against public safety, which is expressed in the commission of an explosion, arson or other actions that create a danger of death of people, causing significant property damage or the onset of other socially dangerous consequences, if these actions are committed in order to violate public safety, intimidate the population or exert influence on decision-making by authorities, as well as in the threat of committing these actions for the same purposes.

6. Radioactive monatomic gas without color and odor.

7. International Organization for the Prohibition of Chemical Weapons.

8. A poisonous nerve agent.

9. Unexpected failure, destruction of technical devices, structures, power supply systems.

10. A poisonous substance used in the First World War on the Ypres River.

11. A disease, a kind of substance abuse, characterized by a painful addiction to alcohol.

12. Unusually large spread of morbidity both in terms of level and scope of distribution, covering a number of countries, entire continents and even the entire globe.

13. Chemical substance with the formula COCl 2, a colorless gas with the smell of rotten hay.

14. Metal, the poisoning of which is called "saturnism."

15. The mental state of a person caused by an imaginary or real danger.

16. Personal protective equipment designed to protect children under the age of 1.5 years from poisonous substances, radioactive dust and bacterial agents.

17. Explicit or hidden intention or demonstration of the readiness of some subjects to harm others.

18. Means of individual respiratory protection.

Questions for intermediate certification (test):

1. The concept and forms of security. The concept of acceptable risk. Axioms of the BJD. Basic terms (danger, risk, threat, emergency, natural disaster, accident, catastrophe).

2. Life safety management on the territory of the Russian Federation (federal, regional and municipal levels).

3. International cooperation to ensure security. "Principal Organs" of the United Nations.

Security Council (CTC),

UN General Assembly (IAEA, CTBT, OPCW, UNEP)

ECOSOC (ILO, WHO, IMO, WMO, UNDRO, ECE)

4. Unified State System for the Prevention and Elimination of Emergencies (RSChS).

5. Komi republican subsystem of the unified state system for the prevention and liquidation of the ChSRF.

6. Working conditions of a person (optimal, permissible, harmful and dangerous). Domestic and industrial injuries.

7. Occupational human diseases:

Caused by exposure to industrial dust (pneumoconiosis, anthracosis, silicosis, asbestosis, berylliosis)

Caused by exposure to chemical factors - intoxication (arsenism, saturnism, Minamata disease, Yusho-Yu-Cheng disease)

Caused by the impact of physical factors (vibration sickness, vegetative polyneuritis, noise sickness, decompression sickness)

Caused by overexertion (phonasthenia, writing spasm, bursitis, plexitis, ligamentitis, tendovaginitis)

Caused by exposure to biological factors (diseases caused by pathogenic microorganisms).

8. Fundamentals of labor physiology (classification of the main forms of labor activity, static and dynamic work, performance and its dynamics throughout the work shift, fatigue prevention).

9. Factors affecting human health:

Chemical (carcinogens, xenobiotics, food additives)

Physical (noise, ultrasound, infrasound, vibration, radiation, climate)

Psychophysiological (terrorism, panic, suicide, rules of conduct in a terrorist act, rules of behavior in a crowd)

Human voluntary risk factors (alcoholism, smoking, substance abuse)

Biological (pathogenic diseases, epidemic, pandemic).

10. Human immunity. The main dangerous human diseases of the 21st century and their characteristics

11. Explosives, their classification and characteristics. Classification of explosions by power. TNT equivalent.

12. Providing first aid for burns and frostbite, for bleeding, for bruises, sprains, dislocations and fractures, for drowning, for poisoning. Artificial respiration, chest compressions. Signs of clinical death of a person.

Questions to check the formation of the necessary competencies (OK-15):

13. Classification of emergency situations. Emergency situations of man-made and natural origin with examples.

14. Natural disasters characteristic of the territory of Russia and the Komi Republic.

15. Radiation hazardous objects (ROO). The main dangers in case of accidents at ROO. The most dangerous radionuclides and their half-life. Actions of citizens in case of radiation contamination.

16. Nuclear weapons and their damaging factors (shock wave, light radiation, penetrating radiation, radioactive contamination, electromagnetic pulse). Consequences of a global nuclear war ("nuclear day", "nuclear summer", "nuclear night", "nuclear winter").

17. Chemically hazardous objects (CHOO). The main methods of storage and transportation of hazardous chemicals, their characteristics. Actions of citizens in the event of a release (spill) of chlorine and ammonia.

18. Chemical weapons. Classification and toxicological characteristics of poisonous substances. SDYAV.

19. Fire and explosive objects. The concepts of "burning", "detonation", "explosion". Classification of fires. Fire extinguishing methods. Actions of citizens in case of fire.

20. Biological weapons. Classification and damaging characteristics.

21. Personal protective equipment (PPE). PPE classification. The history of the creation of a gas mask. RPE classification with examples. The principle of operation of the filtering and insulating gas masks. Protective power of a gas mask. Classification of SZK with examples. PPE for different age groups of the population.

6.3. Tasks and questions to control the independent work of students:

Topic 1. Life safety: methodology,

The use of testing to control students' knowledge of computer science makes it possible to identify the level and quality of students' knowledge of a particular material, to objectively evaluate them, regardless of the teacher.

This article discusses the types and types of test items; their features, advantages and disadvantages; requirements for the preparation of test tasks; methodology for compiling test tasks in informatics and their application in practice.

In the most general form, test tasks should:

• correspond to the content of the educational material;
• be drawn up in accordance with the relevant rules;
• be tested in practice;
• be understandable to the subject.

With the help of test tasks, you can measure the level and quality of students' knowledge of computer science. Then the test tasks must meet the following requirements:

• reliability - show the same results repeatedly, in similar conditions;
• validity - to detect and measure the level of assimilation of exactly the knowledge that the test developer wants to measure;
• objectivity .

From the developer's point of view, the minimum requirements for the composition of the test task are:

1. Instructions(should contain instructions on what the subject should do, how to complete the task, where and how to make notes and records. The instruction should ensure that the task is accessible and understanding of how to perform it for any subjects).

2. The text of the task or question(represents the content of the task. The structure and composition of the question are determined by the content of the educational material).

3.Correct answer.

The listed three components of the test task are the minimum necessary for compiling tests.

In addition, it is advisable for the compilers of test items to indicate a number of necessary information, such as:

• age (class) for which this task is designed;
• topic (subject or subject area);
• estimated by the compiler time of the task;
• submission deadlines;
• the level that corresponds to this task, or the skills that it finds out;
• compliance with the standard or program material;
• information about the author.

Types and types of test tasks. Their features, advantages and disadvantages

Consider the typology of test tasks, and highlight the requirements for them. There are two types of tasks that combine six types.

Scheme 1. Types and types of test tasks

There are two types of tasks of the open type - tasks of addition and tasks of free presentation. Their distinguishing feature is that in order to complete them, the student needs to write down one or more words (numbers, letters, phrases, sentences).

Tasks of a closed type (alternative answers, multiple choice, restoration of correspondence and restoration of sequence) provide for various options for answering the question posed: one or more correct answers are selected from a number of proposed ones, correct (or incorrect) elements of the list are selected, etc. These tasks require a number of pre-designed answers to a given question.

Closed type tasks

1. Tasks of alternative answers.

For each problem of alternative answers, only two possible answers are given. The subject must choose one of them - “yes - no”, “correct - incorrect”, etc.

Task Form

Task text (question)
Statement 1	Yes	No
Statement 2	Yes	No
Statement 3	Yes	No
...	...	...

Instructions for setting alternative answers: You need to choose one answer that you think is correct.

The tasks of alternative answers are more suitable for identifying the level of mastery of complex definitions, knowledge of rather complex graphs, diagrams, diagrams, etc.

A feature of the tasks of alternative answers is that the question must be formulated in the form of a statement, since it implies agreement or disagreement, which can be attributed to the statement.

Instruction: You need to choose one answer that you think is correct.

Question: Paint is not a spreadsheet program.

Answer options:

Answer: yes.

These alternative tasks are most relevant to the task of identifying the extent to which the subject understands the data. They may contain a test of the ability to work with graphs, the skills of approximate calculation. Any other form of task presentation will be much more cumbersome and less convenient.

2. Multiple choice tasks.

This is the main type of tasks used in achievement tests. Multiple choice tasks involve variability in choices. The subject must choose one of the proposed options, among which most often only one is correct.

Form of providing multiple choice tasks:

Question (statement):

A. Answer choice 1

B. Answer option 2

C. Answer choice 3

Instructions for multiple choice tasks: Choose the letter(s) corresponding (not) to the option(s) of the correct answer(s).

Here are some examples:

Instruction: Choose the letter corresponding to the correct answer.

Question: For what operation with tables is the window, the fragment of which is presented<Рисунок 1>:

Answer options:

A. Row summation.

B. Sum by columns.

C. Table filtering.

D. Consolidation of data.

Instructions: Choose the letters corresponding to the correct answers. Question: Choose from the list of object types that Access works with.

Answer options:

A. Tables.

B. Details.

C. Requests.

F. Reports.

G. Macros.

H. Modules.

Answer: A, C, D, F, G, H.

3. Tasks for the restoration of compliance. New table

Tasks of this type include tasks to restore the correspondence between the elements of two lists, the order of the series.

Form of submission of assignments for restoration of compliance:

Instruction:

Answer options:

Instruction: Match what is written in columns 1 and 2.

Question: When creating a DBMS table, there are 5 possibilities. Choose from the given definitions those that correspond to them.<Рисунок 2>:

Answer options.

Answer: A. 3. B. 2. C. 5. D. 1. E. 4.

The main advantages of tasks of this type are: the ability to quickly assess knowledge, skills and abilities in a particular area of ​​knowledge, and the cost-effectiveness of placing tasks in a test.

4. Tasks to restore the sequence

Resequencing tasks can be considered as a variant of the matching reconciliation task, when one of the series is time, distance, or another continuum construct that is meant to be a series.

Sequencing assignments are a very high-quality form of test assignments that have significant advantages: brevity, ease of verification.

Instruction:

Answer options.

Here are some examples:

Instruction: Arrange in the correct order.

Question: Establish a sequence of stages in the design of expert systems.

Answer options:

Column 1	Column 2
1	A. Choosing the right problem.
2	B. Refinement of the prototype to an industrial expert system.
3	C. Docking of the expert system.
4	D. Development of a prototype expert system.
5	E. Evaluation of the expert system.
6	F. Expert system support.

Answer: 1. A. 2. D. 3. B. 4. E. 5. C. 6. F.

Benefits of closed assignments

• Assignments can be reliable because there are no factors associated with subjective assessments that reduce reliability.
• Evaluation of tasks is completely objective: there can be no differences between the assessments of different assessors.
• The ability of the subjects to formulate answers well is not taken into account.
• Tasks of this type are easily processed, testing is carried out quickly.
• A simple filling algorithm reduces the number of random errors and typos.
• These tasks allow you to cover large areas of knowledge, which is especially important for achievement tests.
• Machine processing of responses is possible.
• Low probability of guessing correct answers.
• It is possible to obtain an accurate assessment of the content of the test, which is especially important for determining the suitability of the test for the objectives of the study.

Open type tasks

These include two types of tasks:

1) additions (tasks with limited answers). In these tasks, the subjects also independently give answers to questions, but their capabilities are limited.

Constraints ensure the objectivity of evaluating the result of the task, and the wording of the answer should enable unambiguous evaluation.

Instructions for addition tasks: instead of an ellipsis, enter only one word (symbol, sign, etc.).

An example of adding an add-on.

Instructions: Instead of an ellipsis, enter only one word.

Q: A network service firm is...

Answer: provider.

2) Free presentation or free construction. They assume free answers of the subjects in essence of the task. There are no restrictions on answers. However, the wording of the tasks should ensure that there is only one correct answer.

Instructions for free presentation tasks: complete the sentence (phrase), enter the correct answer instead of the ellipsis (phrase, phrase, sentence or several sentences).

An example of a free presentation task.

Instructions: Complete the sentence.

Question: A special program that implements the rules for transferring information between computers is ... ...

Answer: network protocol.

The difficulty in applying this type of task lies in the difficulty of formalizing the answers, the need to prepare evaluation schemes makes standardization difficult, the procedure is cumbersome and time-consuming to carry out.

The main difficulty in compiling tasks of an open type is compliance with the basic requirement for test tasks (the presence of an unambiguous correct answer).

The positive aspects of well-written tasks of addition and free presentation are:

1) inability to guess the answer;

2) brevity and unambiguity of answers;

3) the need to reproduce the answer from memory;

4) no need to look for several answers;

5) the simplicity of the wording of the question;

6) ease of verification.

Bibliography

1. Lefrancois G. Applied pedagogical psychology. - St. Petersburg: PRIME EUROZNAK, 2003. - 416 p.

2. Mayorov A.N. Theory and practice of creating tests for the education system. - M.: "Intellect-center", 2001. - 296 p.

3. Pidkasty P.I. Pedagogy. Textbook for pedagogical universities and pedagogical colleges. - M .: Pedagogical Society of Russia, 1998. - 640 p.

4. Slastenin V.A. and etc. Pedagogy: Proc. Allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. - M.: Publishing Center "Academy", 2003. - 576 p.

Checking the knowledge, skills, skills of students at the level of recognition.

Formation of students' opinions about the objectivity of control and the achievement of greater objectivity of assessment.

Increase in the number of students covered by control. 1. Preparatory stage. The teacher designs the test.

Questions are formulated for this purpose. The requirements for questions are set out in the section of control of knowledge, skills of students.

The test should consist of a sufficient number of questions to test knowledge and skills on the topic. The task of the student is to choose the correct answer from the given answers. There are several ways to mark the correct answer:

1. Write the letter of the correct answer. Students can write the letter of the correct answer in front of the question number. This form of the test is convenient for verification. For example:

a) knowledge, b) skills, c) attitudes, d) skills?

The student reads the question and chooses the correct answer. The designation of the correct answer is placed before the question number. For example:

What is the mental material of education:

dl a) knowledge b) skills c) attitudes d) skills?

You can mark the correct answer by circling the letter of the correct answer.

2. Circle the answer “yes” if you agree or “no” if you disagree with the statement.

Example: The biosphere is...

part of the geological shell of the Earth - yes no

part of the biological shell of the Earth - yes no

part of the Earth's hydrosphere - yes no

part of the Earth's shell inhabited by organisms - yes no

part of the Earth's shell where life is impossible - yes no

Correct answer: yes, no, no, yes, no. Evaluation: if everything is correct, score for the answer; if only one correct answer, then 0.5 points.

3. Match what is written in columns 1 and 2. Put the numbers of the correct answers opposite the letters.

Column 1 Column 2

A. Oblomov 1. Pushkin A. S.

B. Ruslan and Lyudmila 2. Goncharov I. A.

C. Master and Margarita 3. Leskov N. S.

D. The Enchanted Wanderer 4. Bulgakov M. A.

Correct Answer: Answer

A 2 B 1 C 4 D 3

If all answers are correct, then the score is one. The weight of each answer is 0.25 points. If two correct answers, then the student receives 0.56, for three correct answers 0.756. You can ask five questions. Then the weight of each answer will be 0.2 points. There may be more questions. Another approach to scoring responses is also possible. If any answer is incorrect, then zero points are given. If all answers are correct, then one point is given. This approach is used in cases where it is necessary to check the relationship of the studied phenomena.

4. Find an extra element and circle it.

D. arteries

E. capillary Correct answer: (c)

5. Arrange in the correct sequence by putting the corresponding letter in front of the numbers.

1 A - old age

2 V - birth

3 C - youth

4 D - childhood

5 E - maturity

6 F - adolescence

Correct answer:

You can use different forms of recording test results. For a quick survey of the class, you can use a test in which students put the correct answer code under the question number. For example, five questions may be asked. If all answers are correct, then five points. If there are four correct answers, then four points, etc.

The positive aspect of using such forms of tests is the ability to avoid the subjectivity of assessment on the part of the teacher. The test can be processed by an assistant teacher, but the result should be objective results. A positive point is also the speed of filling and checking the test. The weak side of such tests is the restriction of students' ability to show creativity. The answers are fragmented, there is no holistic answer.

However, these remarks do not detract from the importance of the tests. They can be applied in all subjects along with other forms of control.

3.37. creative test

Testing knowledge, skills at the level of reproduction.

Revealing the ability to creatively build an answer to the question posed.

The teacher prepares questions for the survey. The questions are open-ended, meaning that no answers are given. There are different forms of questions in creative tests:

1. Fill in the missing word. The student is asked to write only one word in the indicated place. A word omission can be at the end of a sentence.

Example: The science that studies the human soul is called .... (The student should write the word "psychology".)

A word may be omitted in the middle of a sentence.

Example: Science... deals with the study of the human soul.

Several words may be missing from the question.

Example: The sum of the squares of the legs of a right triangle is .... (You need to enter: "the square of the hypotenuse.")

If computer processing is supposed, then the words must be entered in a strictly indicated place.

2. Finish the sentences. In this case, the number of words is not limited.

Example. He calls psychology... Expected answer: the science that studies the soul. This type of question is more difficult than the previous ones.

3. Answer the question: "What does biology study?". The student must give a complete answer to the question.

The positive aspects of creative tests are freedom in the manifestation of creativity, the ability of the teacher to test the skills of analysis, synthesis, and generalization of students.

Unlike tests with given answers, creative tests measure knowledge and skills at the level of reproduction, not recognition. Thus, they are more difficult for students and are a deeper test. Therefore, the significance of these questions is higher than that of closed questions.

Summarizing the advantage of tests, it can be noted that they allow you to test a deeper understanding of the material than other forms. During oral or written responses, the student can memorize the material and reproduce it without sufficient understanding, showing the amount of what has been memorized. Tests allow you to increase the accuracy of measuring understanding of the material.

Test with feedback

Quick measurement of the level of assimilation of information by students.

Activation of the learning function in the control of students' knowledge on the material covered.

Providing students with quick feedback on the correctness of completed assignments.

1. The teacher informs the topic on which the control will be carried out, the number of questions, the time to answer, the conditions for conducting the survey (which can be used during the test).

2. The teacher provides an opportunity to ask a question and clarify incomprehensible points about the procedure.

3. The teacher presents the question: orally, in writing on the board, through the overhead projector, overhead projector, by presenting certain objects.

4. Pupils clarify the question if something is not clear to them.

5. Pupils answer in writing.

6. After the answer, the students put the degree of confidence. Thus, five, ten, fifteen, etc. questions are presented, that is, five times the number. If the student does not have an answer, then he puts a dash in front of the number of the question to which he does not know the answer.

7. Sample answers are presented - orally by the teacher, at the request of one of the students. The standard can also be presented in writing. Students compare their answer with the standard and evaluate it from 0 to 1. Standards are presented for all questions.

It is advisable to present the standards after the students answer the last question. This will allow the teacher to track whether all students put down the degree of confidence after the last letter of the last word. If there is no answer, then there should be a dash opposite the question number. This is done to avoid cheating students. If after the answer there is no degree of confidence or a dash, then after presenting the standard, students can complete the answer if they had it wrong. 8. Students count their mark. By summing up the scores for each question, the students as a result receive some amount. If there were five questions in total, then the total score turns into a mark. If there were ten questions, then the total points must be divided by two, resulting in a mark. If there were fifteen questions, then the sum is divided by three. 9. The teacher writes the number 5 on the board and asks those students who received fives to raise their hands. The number of fives is counted and the amount is recorded on the board. Then they ask the students to raise their hands, which in total turned out to be a four. Their number is recorded on the board. You can do the same with triples.

This is done so that each student sees his place in the class.

When rounding points, it is desirable to proceed from the following rule: 4.5 points are rounded up, that is, five points. From 3.5 to 4.4 is rounded up to 4 points. From 2.5 to 3.4 is rounded up to 3 points.

This type of survey allows you to unload the teacher from the routine work of checking notebooks, provides an opportunity for students to quickly find out their results. Students like to evaluate themselves; in this situation, there is no one to complain about the bias of control. Accusations of students in the biased evaluation of teachers are removed.

This type of survey allows you to implement the principle of 100% feedback in classes with any size.