What are the pros and cons of computer testing. Computer testing in education

Computer testing is a recently emerged area of psychodiagnostic research (surveys) associated with the use of electronic computers. The emergence of computer psychodiagnostics is due to the development of information technology. Attempts to automate the presentation of stimulus material to the subject and the subsequent processing of the results have been made since the 1930s. 20th century But only since the 1970s. the true development of computer psychodiagnostics begins in connection with the advent of personal computers. Since the 80s computer tests are being developed on a massive scale. First, as computer versions of already known blank methods, and in the 90s. as special techniques that take into account the capabilities of modern technology and are not used in a blank form, since they are designed for complex stimulus material that changes in space and time, specific sound accompaniment, etc. The beginning of the 21st century is marked by the fact that more and more testing control is transferred to a computer. If in past years certain stages of the study were automated, for example, the presentation of material (it is very convenient to use a computer instead of a tachistoscope), data processing (especially cumbersome tests such as MMPI, 16PF, sociometry), interpretation of the results (Luscher test), then at the present stage more and more often you can find programs that take over the entire examination, up to the diagnosis, which reduces the need for the presence of a psychologist to a minimum. And this has its pros and cons.

Unconditional virtues computer-aided tests (CT) are: rapid conduction; high speed and error-free processing; the possibility of immediate results; providing standard testing conditions for all subjects; clear control of the testing procedure (it is impossible to skip questions, if necessary, there can be a fixation of the time of each answer, which is especially important for intelligence tests); the possibility of excluding the psychologist as an additional variable (which is of particular importance during the examination); visibility and entertaining of the process (maintaining attention with the help of color, sound, game elements, which is especially important for training programs); easy archiving of results; the ability to combine tests into batteries (software packages) with a single final interpretation; mobility of the experimenter (all tools on one diskette); the possibility of conducting mass research (for example, via the Internet).

Flaws computer tests: complexity, laboriousness and high cost of software development; the need for expensive computer equipment; the complexity of using computers in the field; the need for special training of the subject to work with CT; difficulties in working with non-verbal material, the particular difficulty of translating projective tests into a computer form; lack of an individual approach to the test person (loss of part of the psychodiagnostic information obtained in conversation and observation); latency of the stages of data processing and interpretation (the quality of these procedures depends entirely on the software developers). For some subjects, when interacting with a computer, the effects of a “psychological barrier” or “over-confidence” may occur. Therefore, data on the validity, reliability and representativeness of blank tests cannot be automatically transferred to their computer counterparts, which leads to the need for new standardization of tests.

The disadvantages of CT cause psychologists to be wary of them. Little use of CT in clinical psychology, where the cost of error is too high. L. S. Vygotsky singled out three levels of psychodiagnostics: symptomatic (identification of symptoms), etiological (identification of causes) and typological (a holistic, dynamic picture of the personality, on the basis of which a forecast is built). Computer psychodiagnostics today is at the lowest level - the level of symptomatic diagnosis, practically without giving material to identify the causes and make a prognosis.

But, apparently, CT has a great future, where many of the listed shortcomings of computer psychodiagnostics will most likely be solved thanks to the further development of electronic technology and the improvement of psychodiagnostic technologies. The key to such optimism is the growing interest of science and practice in computer diagnostics, which already has more than 1000 CT scans in its arsenal.

If we try to classify the currently existing CTs, we can distinguish the following types:

1. By structure

a) analogues of blank tests;

b) CT itself.

2. By the number of people tested

a) CT individual testing;

b) CT group testing (for simultaneous submission of identical material on computers connected to a local network).

3. According to the degree of testing automation

a) automating one or more stages of the survey;

b) automating all surveys.

4. By task

a) diagnostic CT;

b) training CT (simulator tests, developing programs).

5. By addressee

a) professional psychological;

b) semi-professional;

c) non-professional (entertaining).

User professional CT is a psychologist, therefore they are developed by specialized laboratories or centers of computer psychodiagnostics (among which it is worth mentioning the Center for Humanitarian Technologies in Moscow, CJSC Imaton-M, the laboratory of clinical psychology of the V. M. Bekhterev Psychoneurological Institute in St. Petersburg and etc.). These tests have a number of specific features: 1) the presence of an archive (database); 2) the presence of a password to enter the test or database to ensure the confidentiality of the results; 3) a detailed interpretation of the results using professional terms, coefficients, with the construction of graphs (profiles); 4) availability of information about the developers of the methodology, information about the validity and reliability, reference materials on the underlying theoretical principles of the methodology. semi-professional CTs are aimed at specialists in related professions, for example, teachers, personnel managers. Such tests are often equipped with a reduced interpretation without the use of special vocabulary, they are easy to learn and work with. Tests of this level can also be intended for a non-specialist, an ordinary user of a personal computer who is interested in psychology. Finally, there is also a large number unprofessional CT aimed at popularizing psychological ideas or pursuing entertainment purposes.

When using professional or semi-professional CT scans, the same ethical principles must be observed as for blank testing. It is important not to distribute test results and to protect your files with a password, especially if the computer has multiple users. And most importantly - "do not create an idol for yourself." Remember that CT is only a tool, only an assistant and has its own limits of application (knowing what a professional psychologist differs from a charlatan from psychology).

The advantages of computer testing are:

* Objectivity. The factor of subjective approach on the part of the examiner is excluded. The test results are processed through a computer.
* Validity. The "lottery" factor of a regular exam is excluded, in which an "unlucky ticket" or a task can be obtained - a large number of test tasks cover the entire volume of the material of a particular subject, which allows the test-taker to show their horizons more widely and not "fail" due to a random gap in knowledge.
* Simplicity. Test questions are more specific and concise than regular exam tickets and tasks and do not require a detailed answer or justification - just select the correct answer and establish a correspondence.
* Democracy. All test takers are in equal conditions, test results are transparent.
* Mass character and short duration. Possibility for a certain set period of time to cover a large number of test-takers with final control. At the same time, the remaining time should be used to study new material or consolidate the old one.
* Manufacturability. Conducting an exam in the form of testing is very technologically advanced, as it allows the use of automatic processing.
* Reliability of information about the amount of learned material and the level of its assimilation.
* Reliability. The test score is unambiguous and reproducible.
* Differentiating ability. Due to the presence of tasks of various levels of difficulty.
* Implementation of an individual approach to learning. Individual testing and self-testing of students' knowledge is possible.

Along with the advantages of computer methods, there are also disadvantages:

1) Communication between a person and a computer has its own specifics, and not everyone is equally calm about computer testing. For example, if the testing procedure is delayed or the content of the test does not interest a person, a positive attitude can be replaced by the opposite: they will tire and annoy the monotony and monotony of work, the "stupidity" of questions and tasks. Sometimes a negative attitude towards computer testing is also caused by the lack of feedback. And when the tested person does not receive feedback, the probability of erroneous answers increases (you can misunderstand the instructions, mix up the keys for answers, etc.).

Special studies have been conducted to determine how people feel about computer testing. It turned out that some people experience the so-called psychological barrier effect, and some people experience the effect of overconfidence. It happens that a person is not able to cope with the task at all because he is "afraid" of the computer. It is also possible to include psychological defense mechanisms associated with the unwillingness of the test person to reveal himself, the desire to avoid excessive frankness, or deliberate distortion of the results.

2) In computer testing, specialists deal only with the results obtained. They do not see the person being tested, do not communicate with him, and therefore do not have additional information about him, cannot find out his actual amount of knowledge.
3) Test control does not contribute to the development of oral and written speech of students.
4) The breadth of coverage of topics in testing has a downside. The student during testing, unlike the oral or written exam, does not have enough time for any in-depth analysis of the topic.
5) There is an element of randomness in testing. For example, a student who did not answer a simple question may give the correct answer to a more complex one. The reason for this can be both an accidental mistake in the first question, and guessing the answer in the second. This distorts the test results and leads to the need to take into account the probabilistic component in their analysis.

Computer testing is a type of testing using modern technical means, which has a number of advantages compared to traditional blank testing (obtaining instant results, eliminating bias, normalizing the difficulty and volume of test tasks, mass character, ease of processing results, the ability of testing programs to work in training mode).

Computer test functions

– teaching (as a didactic learning tool);

- control of the ZUNs of students;

– self-training (simulator) and self-control;

- distance learning;

– adjustment of the educational process.

Tool Test Shells

To create tests in the subject area, special tool shell programs are developed that allow you to create computer tests by forming a database from a set of test tasks.

Wrapper classes

1. Universal (contain a test shell as an integral part. Examples: Adonis (Moscow), Linkway (Microsoft), Fairy (Tomsk), Raduga (Moscow), etc.

2. Specialized (designed only for the formation of tests. Examples: "Aist" (Moscow), "I_now" (Irkutsk), "Test" (Krasnoyarsk), etc.

In order to develop a computer version of the test using one of the programs mentioned above, it is necessary to understand what forms of test items they allow.

Indicators of a qualitative computer test

– Susceptibility to guessing by the tested;

- susceptibility to inattention and erroneous actions of the tested person;

- a positive impact on the test-taker and the teacher who uses the test.

Computer forms of presentation

test items

1. Alternative questions (require a yes-no answer).

Closed question form: the number of the correct answer.

2. Matching task: it requires to correlate the elements of two sets.

3. The task of restoring the correct sequence: it requires the elements of the set to be arranged in a certain order.

4. Questions with an answer template (suggest numeric or text entry of the correct answer).

5. Multiple choice questions (keywords, images, symbols).

6. Response construction (template and non-template options): the response is formed by successive selection of its elements from the toolkit according to the menu type.

7. Task for constructing images: using a graph editor, image menu (similar to the previous example).

8. Task for a demonstration with moving objects. Response in the form of the tester's action (a specific set of keys). (Example: keyboard trainer for time.)

The choice of the task presentation form is determined by

Features of instrumental test programs (test shells);

Features of the subject area;

Experience and skill of experts.

12 USE

Since 2001, an experiment has been conducted in our country to introduce a unified state exam (USE) for school graduates and those entering higher educational institutions.

Reasons for the introduction of the exam

As a result of the reforms of the late 80-90s, Russian education ceased to be unified and switched to the use of variable programs, textbooks and manuals, which, on the one hand, increased the capabilities of the education system: the implementation of the ideas of developmental education, vocational guidance, the possibility of an individual approach, but, on the other hand, it complicated the control over the quality of the education received. "In the conditions of a sharply increased variety of means, methods and content of teaching schoolchildren, the task of ensuring a single level and content of the basic core of general and secondary education for all school graduates has become acute." The USE can become an effective, reliable and objective means of monitoring the quality of students' knowledge and skills, if the experiment is successfully completed. Thus, at the moment, the USE is considered as one of the means of modernizing modern education in Russia.

The objectives of the single exam:

· expanding the accessibility of higher education through the introduction of the same type of examinations for all graduates of general education schools and their parallel participation in the correspondence competitive selection in several universities at once;

· improving the system and practice of financing higher education institutions on the basis of market competition between them for the admission of the best students;

· reducing the psychological burden on graduates of general education institutions by abolishing entrance examinations to universities;

· objectivization and unification of the requirements for the general education training of university applicants;

· stimulating the activities of teaching staff of educational institutions to improve the quality of the educational process through an objective and independent comparative assessment of the results of general education training of school graduates.

Advantages of the USE over other forms of control

1. Objectivity.

The use of the USE as a high school final exam and its results for admission to higher education institutions has a number of advantages over traditional oral and written examinations. First of all, it is the objectivity of evaluation. There is no teacher in the USE system who checks the knowledge of the graduate, that is, the subjective moment (dislike for the student, interest in good performance, bad mood, the teacher's well-being, etc.) is excluded when grading. Thanks to standardization - a single form of presentation of control and measuring materials (CMM) and a single method for processing the results obtained, a high level of objectivity in assessing the educational achievements of graduates is achieved.

2. Reliability.

The development of tests and the analysis of test results in accordance with the principles of classical or modern test theories make it possible to ensure the accuracy and reliability of assessing the level of educational achievements. For this advantage of the USE to be realized, KIMs must include test items that have been peer-reviewed and tested on a representative sample of subjects.

3. Reliability.

Test technologies can provide reliable results, free from falsification and distortion. One cannot but agree that without ensuring the high reliability of the unified exam, without guarantees of its information security, it is impossible to gain confidence in the results of the USE, which, of course, will drastically reduce the effectiveness of this innovation.

A number of possibilities are identified that can contribute to a decrease in reliability. This is a declassification, a stand, a hint, a juggling.

To prevent declassification of CIMs, there is an information security system that protects test materials from premature access.

One possible way to protect is to create a large bank of calibrated test items and provide free access to this bank (for example, via the Internet or print media). Familiarization of students with the many tasks of the bank will allow them to better prepare for the test. For the exam itself, numerous test options are generated in computer mode from the existing bank of tasks (calibrated) individually for each examinee.

The undoubted advantages of computer tests (CT) are: fast conduction; high speed and error-free processing; the possibility of immediate results; providing standard testing conditions for all subjects; clear control of the testing procedure (it is impossible to skip questions, if necessary, there can be a fixation of the time of each answer, which is especially important for intelligence tests); the possibility of excluding the psychologist as an additional variable (which is of particular importance during the examination); visibility and entertaining of the process (maintaining attention with the help of color, sound, game elements, which is especially important for training programs); easy archiving of results; the ability to combine tests into batteries (software packages) with a single final interpretation; mobility of the experimenter (all tools on one diskette); the possibility of conducting mass research (for example, via the Internet).

Disadvantages of computer tests: complexity, laboriousness and high cost of software development; the need for expensive computer equipment; the complexity of using computers in the field; the need for special training of the subject to work with CT; difficulties in working with non-verbal material, the particular difficulty of translating projective tests into a computer form; lack of an individual approach to the test person (loss of part of the psychodiagnostic information obtained in conversation and observation); latency of the stages of data processing and interpretation (the quality of these procedures depends entirely on the software developers). For some subjects, when interacting with a computer, the effects of a “psychological barrier” or “over-confidence” may occur. Therefore, data on the validity, reliability and representativeness of blank tests cannot be automatically transferred to their computer counterparts, which leads to the need for new standardization of tests.

The disadvantages of CT cause psychologists to be wary of them. Little use of CT in clinical psychology, where the cost of error is too high.

L. S. Vygotsky singled out three levels of psychodiagnostics: symptomatic (identification of symptoms), etiological (identification of causes) and typological (a holistic, dynamic picture of the personality, on the basis of which a forecast is built). Computer psychodiagnostics today is at the lowest level - the level of symptomatic diagnosis, practically without giving material to identify the causes and make a prognosis.

If we try to classify the currently existing CTs, we can distinguish the following types:

1. By structure

a) analogues of blank tests;

b) CT itself.

2. By the number of people tested

a) CT individual testing;

b) CT group testing (for simultaneous submission of identical material on computers connected to a local network).

3. According to the degree of testing automation

a) automating one or more stages of the survey;

b) automating all surveys.

4. By task

a) diagnostic CT;

b) training CT (simulator tests, developing programs).

5. By addressee

a) professional psychological;

b) semi-professional;

c) non-professional (entertaining).

The user of professional CT scans is a psychologist, so they are developed by specialized laboratories or centers of computer psychodiagnostics (among which it is worth mentioning the Center for Humanitarian Technologies in Moscow, CJSC Imaton-M, the laboratory of clinical psychology of the V. M. Bekhterev Psychoneurological Institute in St. Petersburg, etc.). These tests have a number of specific features: 1) the presence of an archive (database); 2) the presence of a password to enter the test or database to ensure the confidentiality of the results; 3) a detailed interpretation of the results using professional terms, coefficients, with the construction of graphs (profiles); 4) availability of information about the developers of the methodology, information about the validity and reliability, reference materials on the underlying theoretical principles of the methodology. Semi-professional CTs are aimed at specialists in related professions, for example, teachers, personnel managers. Such tests are often equipped with a reduced interpretation without the use of special vocabulary, they are easy to learn and work with. Tests of this level can also be intended for a non-specialist, an ordinary user of a personal computer who is interested in psychology. Finally, there are also a large number of non-professional CTs aimed at popularizing psychological ideas or pursuing entertainment purposes.

What are the pros and cons of computer testing. Computer testing in education

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