| Issue |
SHS Web Conf.
Volume 97, 2021
International Conference “Technological Educational Vision” (TEDUVIS 2020)
|
|
|---|---|---|
| Article Number | 01035 | |
| Number of page(s) | 10 | |
| DOI | https://doi.org/10.1051/shsconf/20219701035 | |
| Published online | 08 February 2021 | |
The possibilities of criterion-oriented testing in verifying the achievements of teachers
1 Branch of Federal State Budgetary Scientific Institution “Institute of Management of Education of Russian Academy of Education” in St. Petersburg, Cherniakhovskogo str., 2, St. Petersburg
2 The department of humanitarian and socioeconomic disciplines, Federal State Military Educational Institution of Higher Education «Military Telecommunications Academy named after the Soviet Union Marshal Budenny S.M.” of the Ministry of Defense of the Russian Federation, Tikhoretskiy pr., 3, St. Petersburg, Russia
3 Federal State Military Educational Institution of Higher Education «Military Telecommunications Academy named after the Soviet Union Marshal Budenny S.M.” of the Ministry of Defense of the Russian Federation, Tikhoretskiy pr., 3, St. Petersburg, Russia
* Corresponding author: sashsky@yandex.ru
The article presents the results of empirical research on perception of teachers from military engineering university about the features of didactic testing and on methodologies of diagnostics used by experienced and young teachers. It also presents the results of the survey on students’ learning motivation according to the achievement goal theory. Students have been identified as being oriented towards mastery goal, and concentrate on getting new knowledge and skills that lead to professional and personal growth. It has been proved possible to develop methods for determining the effectiveness of pedagogical action and communicative interaction between the teacher and the student using didactical criterion- oriented testing. One of the goals is to assess teacher’s performance as a factor influencing students’ cognitive activity, their results and motivation. The method of formalization by mathematical means of the modeling process and representation of criterion-oriented testing results as a communicative task of interaction between the teacher and the student is described. Prospects for use of theoretical bases, ideas and methods of educational evaluation in criterion-oriented testing and in verifying teachers’ achievements are discussed.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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