Про дворівневе ЗНО з математики та особливості підготовки до нього
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Дата
2016
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У роботі розглянуто особливості дворівневого зовнішнього незалежного оцінювання якості знань із математики в порівнянні з традиційною однорівневою системою загальнодержавного стандартизованого підсумкового оцінювання, наведено методичні рекомендації щодо підготовки учнів до даного виду тестування, які стосуються тем «Планіметрія» та «Стереометрія».
In 2015 Ukraine has attempted introduction of two-level system of external assessment of quality of knowledge in mathematics. The naturalness and usefulness of such system of testing in math was based in our series of publications in scientific pedagogical literature. In these works we proposed two-level system of standardized national assessment of educational progress in mathematics for Ukrainian pupils. Implemented by the Ukrainian Center for Educational Quality Assessment in 2015 two-level test in mathematics is different from our project, although some of our suggestions were taken into account. We believe that the option of two-level testing in math, consisting of test advanced level, which includes as part basic level is not perfect and has some shortcomings that should be removed in the future. We are aware that the introduction of a two-level math test raises a number of methodological issues for professionals who prepare pupils for this type of assessment. It was very difficult for Mathematics teacher to provide adequate quality of math testing in 2015, since the decision to impose of two-level math test was made quite suddenly. The second reason for the complexity of training of Ukrainian pupils for two-level math test 2015 is tedious for most of them the 210-minute marathon, you need to write in-depth test. In our view, not all pupils are capable to thinking in the situation of stress for so long. As a result, it is not clear what actually checks realized test: physical endurance of the test participant or his knowledge, skills (competencies)? We hope that the above mentioned disadvantages of introducing two-level math testing will continue to be taken into account. It is also noted that, despite the rejection of the two-level model of testing in 2016, methodological publications on the specifics of preparation have not lost relevance because, in our opinion, returning to such model is only a matter of time and valuable experience. In this paper we consider the features of two-level independent external assessment of quality of knowledge in math compared with traditional one-tier system of national standardized test and put methodological recommendations for preparing pupils for this type of testing related to topics «Plane geometry» and «Space geometry».
In 2015 Ukraine has attempted introduction of two-level system of external assessment of quality of knowledge in mathematics. The naturalness and usefulness of such system of testing in math was based in our series of publications in scientific pedagogical literature. In these works we proposed two-level system of standardized national assessment of educational progress in mathematics for Ukrainian pupils. Implemented by the Ukrainian Center for Educational Quality Assessment in 2015 two-level test in mathematics is different from our project, although some of our suggestions were taken into account. We believe that the option of two-level testing in math, consisting of test advanced level, which includes as part basic level is not perfect and has some shortcomings that should be removed in the future. We are aware that the introduction of a two-level math test raises a number of methodological issues for professionals who prepare pupils for this type of assessment. It was very difficult for Mathematics teacher to provide adequate quality of math testing in 2015, since the decision to impose of two-level math test was made quite suddenly. The second reason for the complexity of training of Ukrainian pupils for two-level math test 2015 is tedious for most of them the 210-minute marathon, you need to write in-depth test. In our view, not all pupils are capable to thinking in the situation of stress for so long. As a result, it is not clear what actually checks realized test: physical endurance of the test participant or his knowledge, skills (competencies)? We hope that the above mentioned disadvantages of introducing two-level math testing will continue to be taken into account. It is also noted that, despite the rejection of the two-level model of testing in 2016, methodological publications on the specifics of preparation have not lost relevance because, in our opinion, returning to such model is only a matter of time and valuable experience. In this paper we consider the features of two-level independent external assessment of quality of knowledge in math compared with traditional one-tier system of national standardized test and put methodological recommendations for preparing pupils for this type of testing related to topics «Plane geometry» and «Space geometry».
Опис
Ключові слова
дворівневе оцінювання навчальних досягнень з математики, two-level math achievements assessment, загальнодержавне стандартизоване оцінювання, national standardized outcome assessment, учні старшої школи, senior school pupils, державна підсумкова атестація, state final attestation, зовнішнє незалежне оцінювання, independent external assessment
Бібліографічний опис
Школьний, О. В. Про дворівневе ЗНО з математики та особливості підготовки до нього [Текст] / О. В. Школьний // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 2 (56). – С. 463–479.