Improving of test control of students' knowledge of physics

Abstract

Qualitative testing of students’ knowledge is possible provided that there is an appropriate technical base and competent selection of a large number of tests. This allows the teacher to carry out the control of students’ level of knowledge more often, which undoubtedly improves the quality of training of future professionals. Given this, for the test control of students’ knowledge on general physics course (part Optics), we have developed the collection of over 2,000 tests that cover all sections of the university curriculum on optics, which allows current testing for each section of the course curriculum. However, during the test control of knowledge there is a certain probability (sometimes it is significant) that student randomly chooses the correct answer, which is undesirable at the final control of knowledge (examination). In addition, test control, in its classical form, is not conducive to the development of student speech, acquiring communication skills, ability to verbally express their views and defend them. In order to reduce the impact of the negative factors of pure testing, it has been suggested to conduct a final control of knowledge in two stages. The first stage is almost "pure testing", where the student "communicates" one-on-one with the computer, and the computer evaluates the result of the "communication" as a certain number of points. In the second stage of the exam, the student also answers several tests (3 – 4) offered by the computer, however, there is a teacher nearby who, after choosing the answer to the test question, will ask the student several additional questions for each test. All answers, including the choice of the answer to the tests, are evaluated by the teacher in points (positive or negative), which are added to the result obtained by the student in the pure test or subtracted from it. As a result, in the second stage of the exam, the student can both significantly improve his result and worsen it.
However, this approach to taking exams requires extra time.