| 000 | 03529nlm0a2200385 4500 | ||
|---|---|---|---|
| 001 | 645838 | ||
| 005 | 20231030040707.0 | ||
| 035 | _a(RuTPU)RU\TPU\network\10942 | ||
| 090 | _a645838 | ||
| 100 | _a20160128d2015 k y0engy50 ba | ||
| 101 | 0 | _aeng | |
| 105 | _ay z 100zy | ||
| 135 | _adrcn ---uucaa | ||
| 181 | 0 | _ai | |
| 182 | 0 | _ab | |
| 200 | 1 |
_aPerformance criteria of learning math tests _fI. G. Ustinova, E. Lazareva |
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| 203 |
_aText _celectronic |
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| 300 | _aTitle screen | ||
| 320 | _a[References: 18 tit.] | ||
| 330 | _aIn present days modern computer tools and information technologies implementation in educational process are widespread. The main purpose of computer-based testing shifted from the assessment instrument of learning outcomes to the purpose of teaching. Performance criteria of learning mathematical tests are not yet studied properly. The goal of our work is to find and to study the performance criteria of learning math tests. First, we attempted to formulate the performance criteria of learning math tests. We assume these criteria to be informativity, discriminative criterion, validity, and reliability. Thus, we created 21 learning tests based on the course of mathematical analysis. We tested approximately 48 first year students of the physical department of the National Research Tomsk State University (Russia) to check how fully our tests correspond to the purpose of teaching. Then we performed the study of the statistical data, based on the criteria test results. Thus, we found out our tests informative since we used the scale intervals and since the results of testing were easily processed statistically. Due to the fact that the data obtained are distributed uniformly or normally, we concluded that our tests satisfy the discriminative criterion. Our tests are also valid, because they measure exactly what they are intended to measure. Nevertheless, we describe the tests at hand are not always have a high reliability. It can be improved by increasing the test value, but it leads to the loose of student's interest and attention to the task. In the following we are planning to do the reliability improvement without increase in the test tasks value, and to perform the study of normative data availability and criteria established by the experts. | ||
| 333 | _aРежим доступа: по договору с организацией-держателем ресурса | ||
| 463 |
_tInteractive Collaborative Learning (ICL 2015) _o18th International Conference, 20-24 September 2015, Palazzo dei Congressi, Florence, Italy _v[P. 695-698] _d2015 |
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| 610 | 1 | _aэлектронный ресурс | |
| 610 | 1 | _aтруды учёных ТПУ | |
| 610 | 1 | _aобучение | |
| 610 | 1 | _aматематика | |
| 610 | 1 | _aтесты | |
| 610 | 1 | _aкритерии | |
| 610 | 1 | _aэффективность | |
| 700 | 1 |
_aUstinova _bI. G. _cmathematician _cassociate Professor of Tomsk Polytechnic University, candidate of technical Sciences _f1960- _gIrina Georgievna _2stltpush _3(RuTPU)RU\TPU\pers\36090 |
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| 701 | 1 |
_aLazareva _bE. _gElena |
|
| 712 | 0 | 2 |
_aНациональный исследовательский Томский политехнический университет (ТПУ) _bФизико-технический институт (ФТИ) _bКафедра высшей математики (ВМ) _h140 _2stltpush _3(RuTPU)RU\TPU\col\18728 |
| 801 | 2 |
_aRU _b63413507 _c20160128 _gRCR |
|
| 856 | 4 | _uhttp://dx.doi.org/10.1109/ICL.2015.7318112 | |
| 942 | _cCF | ||