Types of control in computer science lessons. Various forms of control in computer science lessons. Training independent work: "

Department of Education Administration of the Navashinsky district

Municipal general educational institution Gymnasium

Creative work

"Knowledge control, skills, skills

in computer science lesson »

(Generalization of pedagogical experience)

Work completed:

teacher MOU Gymnasium Navashino

navashino

2008
CONTENT

Introduction 3.

ChapterI.. Theoretical aspects of knowledge control, skills, students' skills.

1.1. Species, methods, functions, forms and controls 6

1.2. Features of knowledge control, skills, skills in informatics lesson 12

1.3. Ways to improve the control of knowledge, skills, skills in computer science lesson 13

ChapterII. Methodical features of the organization of knowledge control, skills, skills

students in computer science lesson

2.1. Methodical features of testing tests when monitoring knowledge 14

2.2. The methodology for organizing tests in the lesson of informatics 20

2.3. Features of the preparation of tests 23

2.4. Lab facilities, as a means of control

knowledge, skills and skills of students in informatics lessons 25

Conclusion 29.

List of references 30.

Applications 32.

Introduction

"Only when teachers will know

what We need do, they can do»

The problem of intensifying the lesson, forms of survey and control are very important components in the educational process.

Students perceive control as an inspection necessary to the teacher, but not as the activities needed by themselves.

Pedagogical control performs a number of functions in the pedagogical process: an estimated, stimulating, educational, training, diagnostic, educational, etc.

The control process is one of the most time-consuming and responsible learning operations related to acute psychological situations, both for students and for the teacher. On the other hand, its correct statement helps to improve the quality of learning students. [№ 1, p.153]

Recently, education priorities have changed in the world. If the knowledge was previously appreciated by themselves, now in the first place the general educational skills came out: the ability to acquire and effectively use knowledge. Reasons are understandable: Currently, knowledge is quickly obsolete or are insufficient, and therefore it is necessary to master the ways to update and replenish them. From how a student can apply these knowledge, as far as it is competent in a wide out-of-country context, its future self-determination depends. This is not only the ability to extract and apply knowledge, these are communicative skills, self-control skills and self-examination, the development of creative abilities.

One of the essential elements of the learning process is to check knowledge, skills, and skills acquired by students. Development of an operational control system that allows us to objectively assess the knowledge of students, identifying existing gaps and determining how to eliminate them is one of the conditions for improving the learning process.

As practice has shown, despite the large number of didactic materials and guidelines on various educational subjects addressed to teachers, many of them experience great difficulties in organizing control of learning knowledge. There is a formal application of the means and methods of verification, in some cases subjectivism in assessing students' knowledge, the accuracy of the learning role of verification. Students are not sufficiently involved in evaluating activities, as a result of which the formation of self-control skill is disturbed. Restricting the use of various forms, methods and controls of control reduces the possibility of identifying the results of learning, the implementation of the main validation functions. [№18, p.67]

Checking the work of the school, knowledge of students is perceived by them as a disappearance as a source of stress and experiences. Teachers, quickly moving forward, with fear and reluctance, proceed to check the results achieved.

Currently, checking, control is trying to give business content: not only the teacher checks the successes of students, but students check the level of their knowledge. In addition, the teacher checks itself, the level and correctness of the teaching of the material being studied. At the same time, various forms and methods of verification and evaluation are used.

To the question of what can be done to improve control, to reduce the negative sides of this process, the didactics has long been looking for an answer, but the progress achieved by it is constantly incommensurable in comparison with the needs. I tried to contribute to the solution of this problem in relation to informatics lessons, a relatively young educational subject studying at school only since 1985. The teaching of this subject is in the formation stage and tends to constantly change. The process of accumulating the experience of teaching informatics in various educational institutions with various education systems and programs is underway. All of the above and determines the relevance of the topic of this work.

purpose My work: show the methodological basis for knowledge control in the informatics lessons, which I use in my work.

An objectresearch is the process of monitoring students' knowledge in teaching computer science at school.

Thingstudies - Result Control of knowledge and skills of students on computer science.

The goal, the object, the subject of the study led to the need to solve the following tasks:

- to study psychological and pedagogical literature on the problem of monitoring knowledge of students;

- to study and analyze psychological and pedagogical and methodological literature on the problem of organizing knowledge control of students in computer science;

- to allocate the main directions of improving the control system;

- summarize the experience of the preparation and use of tests;

- summarize the experience of using tests;

- summarize the experience of making tests;

- summarize the experience of using projects when monitoring knowledge;

- summarize the experience of the preparation and use of laboratory and practical work;

- Testing tests and tests in school practice.

The following basic methods of pedagogical research were used to solve the tasks:

Study and analysis of psychological and pedagogical and methodological literature on the problem of research;

Elements of the empirical method of research;

Observation, studying the experience of monitoring knowledge in school practice;

Conversations with computer science teachers on the problem related to the topic of work;

Generalization of its own experience on the application of various methods of control in its practice.

ChapterI.. Theoretical aspects of control

Knowledge, skills, skills of students.

1. 1 Types, methods, functions, forms and controls

1. Views control.

Didactics allocates such types of control: current, periodic, Total and Self Control.

· Purpose current (formative) control - checking the assimilation and assessment of the results of each lesson, continuously studying the work teacher of the whole class and individual students. According to the results of this control, the teacher finds out whether students are ready for the assimilation of the subsequent educational material. The most common disadvantage is the focusing of the teacher's attention on lagging disciples.

A distinctive feature current Control is its holding at all stages of studying the topic or section: familiarization with educational material, the formation and development of knowledge and skills, their consolidation and deepening. To effectively apply current control, it is necessary to apply a variety of forms and means of checking in their rational combination: front and individual, oral and written, calculated on the entire lesson or part of it. [№16, p.12]

· Periodic (thematic) The control checks the degree of mastering the material over a long period (quarter, half of the year) or material according to the studied section of individual students and the class as a whole when knowledge is mainly formed, systematized. This type of verification is usually carried out in combination with the current test.

Thematic control can be carried out both in the form of written test work, and in the form of test classes on the topic has passed. When conducting thematic control, some of the tasks must comply with the sample activity, and some of the activities in the changed and new situations, which will provide each student the opportunity to fully show the level of their preparation on the topic.

· Total The control is made on the eve of the translation to the next class or the learning stage. His task is to fix the minimum of preparation that further learning. Knowledge following the results of studying the topic can be assessed positively, if students captured all the main elements of the software material.

· Another kind of control - self Control. Self-monitoring along with self-esteem is carried out by students constantly in the learning process. It is necessary that during each check of the student not only learned what he learned what mistakes allowed that he did not care, but also realized the validity of the assessment delivered by the teacher, understanding how to independently evaluate his knowledge. To do this, it is necessary to acquaint students with the criteria of the assessment, gradually develop the ability to meaningively evaluating their knowledge. The clear wording of the requirements for knowledge and criteria for their assessment raises the conscious attitude of schoolchildren to the teaching, contributes to the awareness and correct evaluation of the legislative level of their training training.

2. Control methods.

Knowledge check methods: observation, use of the book, oral control, written check, practical work, didactic tests, programmed control. [№11, p.14]

· ObservationThat is, the systematic obtaining data on the knowledge and development of the student is carried out by the teacher in the process of daily work. This method gives certain information about the level of knowledge of students, about their ability to organize their workplace, the procedure for work, about their performance and independence. It is advisable to monitor the observation of the individual features of students associated with their temperament, age, gender, interest in studying, attitude to their own success. The results of the observations are taken into account by the teacher when working and the general assessment of the student. The biggest disadvantage of this method is a large proportion of subjectivism and intuition.

· Using a bookas the method of checking knowledge and skills of students, most often applies when learning languages \u200b\u200band when checking the information search skill. Checking the latter is most often carried out in informatics lessons in junior classes.

· Oral controlAs a rule, consists in the answers of students on the teacher's questions in the lessons, exams, credits. The lessons apply oral individual, group, front, combined polls. The main form of oral survey is the conversation. It is advisable to apply various survey techniques: cards, games, technical means. It is necessary to minimize the subjectivism of the teacher when applying this method.

· Written control Allows deep and effectively check students' knowledge. With a written survey, punch cards, benefits with a printed basis, didactic cards, a programmed survey are used. The main forms of written control are homemade, cool, independent and test work. When conducting control, it is advisable to break controlling questions on blocks in terms of complexity.

· Practical control methods Template to test practical skills, students' skills, the ability to apply knowledge when solving specific tasks. They are conducting experiments, experiment, solving problems, drafting schemes, maps, drawings, drawing up programs, etc. This test method satisfies the principle of communicating learning with practice, with life, orients the student to apply knowledge. To date, this control method is the most modern and viable.

· Didactic teststhere were based on psychological testing and programmed learning. Benefits of test control - objectivity. This type of control removes the subjectivism of the expert - the teacher, which takes place in other methods.

The didactic test is a set of standardized tasks according to a certain material, establishing the degree of assimilation by his students.

To solve the problem of interpretation of freely designed responses, a number of methods are used: recognition by keywords or lettering, the use of artificial intelligence elements that allow you to interpret the semantic structures of human speech, including the not from the remote control, but through the microphone.

· With the introduction of computers in the pedagogical process, programmed control I got a new, powerful impulse and today is widely used. Saving time, simplicity of methods of developing methods, high efficiency, clear setting of issues is such an incomplete list of programmed control advantages.

3. Control functions.

It is important that the monitoring and assessment of students' knowledge is generally didactic and carried out an accounting, adjustment, training, educational function. [№16, p.33]

Accounting function Control manifests itself in systematic fixation of the learning outcomes, which allows the teacher to judge the performance of each student, its achievements and shortcomings in academic work.

Control - corrective The function provides the feedback "Teacher - Student", which is necessary for making a teacher of adjustments to the training methodology, some redistribution of academic time between various issues of the topic caused by deforms in the knowledge of schoolchildren, class training level.

Educational function The control manifests itself in the process of checking the state of knowledge, skills and skills of schoolchildren there is a repetition of the material, the teacher focuses on the class on major issues and the most important ideas of the course, indicates typical errors, which contributes to the deepening of students' knowledge.

Educational function Control and evaluation involves stimulating students for further academic work, provides additional motivation in cognitive activity.

4. Forms of control

In search of ways to more efficiently use the structure of lessons of different types, the form of the organization of educational activities of students in the lesson takes on special significance. In pedagogical literature and school practice, two such forms are adopted mainly - frontal, individual. The first assumes the joint actions of all class students under the leadership of the teacher, the second - independent work of each student separately.

Frontal form of the organization of educational activities of students This kind of activity of the teacher and students in the lesson is called when all students simultaneously perform the same, common to all work, all class is discussed, compared and summarize its results. The teacher conducts work with the whole class at the same time, communicates with students directly during his story, explanations, showing, schoolchildren involvement in the discussion of the issues under consideration, etc.

For maximum effectiveness of educational activities, students need to be used along with this form of training work in the lesson and other forms of academic work.

An individual form of organizing students in the lesson. Each student receives a task for independent fulfillment, specifically selected for it in accordance with its preparation and educational capabilities. As such tasks, work with a textbook, other educational and scientific literature, a variety of sources (reference books, dictionaries, encyclopedias, readstatology, etc.); solving problems, examples, writing, abstracts, reports; Conducting all kinds of observations, etc. It is widely used by individual work in programmed learning.

It is advisable to carry out individual work at all stages of the lesson, when performing various tasks; To assimage new knowledge and their fixation, for the formation and consolidation of skills and skills, to summarize and repeat the past, for control, for mastering the research method, etc.

Sooner or later, the problem arises before each teacher: how to achieve objectivity and positive educational evaluation effect? This problem can be solved by using a variety of forms of control in lessons, the classification of which is shown in Scheme No. 1

Scheme No. 1. "Forms of knowledge control"

So that the lessons were not boring and the guys were not tired, it is necessary to combine various forms of control in the classroom. Pursuing this goal, I develop most of my lessons in this way.

5. Controls.

Speaking about the means of controlling knowledge and skills, most often meaning a task or several tasks that are offered by students in order to identify relevant learning results to the goals. Controls vary by activities, functions: [№5, p.52]

On activity

Urgent - traditional:

Test work, including individually differentiated; Practical work and laboratory work; Tests; Independent tasks; Standings; Independent work (training and controlling); Abstracts, reports.

2. Employ:

· Competitive projects;

· Protection of abstracts.

3. Turkish unconventional:

· Round tables;

· Didactic multifunctional games;

· by functions:

· Stating - tracking the actual assimilation of the material;

· Forming - state statement. Analysis of the compliance of the results obtained expected, identifying factors affecting the result.

· Corrective - fix deficiencies.

For each job, the guys are offered tasks on cards. To control knowledge, I use laboratory work, independent work (on the proposed plan, by the name and objective of laboratory work), reports on studies, tasks, dictations, design work.

1. 2. Features toontar knowledge, skills, skills in computer science lessons

Control of knowledge and skills of students - a prerequisite for the effective educational process. Not only the teacher, but also the student and his parents should be known about the requirements for the level of student preparedness and its parents, because with a properly organized accounting system, estimated points should be objective signals to the refinement of mandatory educational material. When organizing testing knowledge, skills, skills in the lessons of informatics takes into account a number of features of this subject:

1) Informatics course is represented by two interrelated sections:

information Technology ; Basics of computing computer science and technology

where the computer acts as a highly efficient tool for collecting, storing, processing information that applies new information technology:

Therefore, special attention in monitoring of training is paid to the inspection of basic concepts, disclosure of the relationships and interdependencies of the above sections

2) Informatics as a training subject gives great opportunities to implement educational tasks through a variety of approaches: experiment (mental and computer). (For example, in the initial link - on the topic "performers and system of the performer teams" guys conduct a whole study to create a virtual performer and fulfill possible teams, write down and sketch in notebooks, after further acquaintance with the graphical editor, create images on a computer)

practical and laboratory work, solution of logical tasks, etc. [№11, p.15]

When checking knowledge, skills, the skills takes into account not only theoretical knowledge, but also practical skills. For the purposes of an individual approach to learning, students are offered multi-level tasks, as well as tasks that take into account the different speed of students. When organizing and planning testing knowledge on computer science, it is impossible not to take into account the age features of students, since it is accounting for various methodological techniques that are most effective for each age group makes it possible to encourage students to active learning activities.

1. 3. Ways to improve knowledge control in the lesson of informatics

The most important feature of the traditional methods of control and assessing the training of schoolchildren was that they were fully focused on some maximum level of learning material on computer science. The traditional control system set a high level of requirements and provided a high level of preparation of well-having student. This system was tough for those who walked below this level. Currently, the acquisition of basic education has become necessary for each member of society. In accordance with this, the entire methodological system is rebuilt in terms of ensuring deep differentiation of learning, taking into account the interests of all groups of schoolchildren. The results of such control can provide positive information on the preparation of students who have fully copied with the proposed tasks. With regard to those who cannot accomplish them. We can say that they do not know anything.

Traditional approaches to controls did not satisfy the ideas of level differentiation, and therefore require revision and improvements in the following directions:

· Increasing information about the achievement of the level of mandatory preparation and strengthening of the completeness of control;

· Reorientation for control and evaluation by the "addition" method (the mark should be placed for achieving a certain level of preparation);

· Strengthening the differentiating control force;

· Orientation for final learning outcomes;

· Organization of control at different stages of training .

It is considered necessary when developing the content of knowledge control on computer science, that control should ensure possiblely complete verification at the mandatory level. [№ 1, p.34] It is the full information about mastering the mandatory learning outcomes makes it possible to judge the readiness or unaware of the student to promote the course, on the fulfillment or non-fulfillment of the program requirements.

Another control principle is associated with the selection of the content of the tasks of an increased level: at an elevated level should not require the student of the manifestation of the completeness of the master's assimilation; Here the main focus is on checking the depth of assimilation, understanding, the flexibility of knowledge.

The tasks of the elevated level intended for inclusion in test work are inhomogeneous mass and reflect different levels of mastering the material, gradually increasingly difficult.

At an elevated level, the student should provide the possibility of a certain choice, taking into account the individual characteristics of its preparation.

ChapterII. . Methodical features of the organization of knowledge control, skills, students' skills in computer science lesson

2. 1. Features of the use of tests when monitoring knowledge

Currently, a single state exam is introduced to determine the quality of students' knowledge on final certification, which provides for mainly the test form of graduate knowledge. We have to admit that students need to psychologically and technically prepare for such a form of verification in advance, and not to put before the fact at the end of the 11th grade. Thus, the test test of knowledge is recognized as one of the forms of testing students' knowledge.

Text control is currently one of the priority directions for improving the intra-school control technique.

Test -these are standardized tasks, based on the results of which are judged by knowledge, skills and test skills. .

I present certain requirements for tests:

· Definition (general constructions);

· Reliability;

· Practicality;

· Easy to use;

· Prognostic value.

When drawing up tests, I also consider the following requirements:

Strict compliance with sources of information enjoyed by students;

Simplicity - each task should be in demand from the test response only on one question;

Unambiguity - the wording of the task must be exhaustive to clarify the task set before the subject.

When choosing test evaluation criteria, we also consider mental skills that should be obtained by students in the learning process:

· Information skills (learns, remembers);

· Understanding (explains, shows);

· Application (demonstrates);

· Analysis (thinking, arguing);

· Synthesis (combines, models);

· Comparative assessment (compares by parameters).

Implementation of approaches and requirements make tests with an objective and effective tool for determining the quality of training at a given level of learning material learning .

The question arises: why we are talking about some specially compiled tests, if you still used the control papers, after the execution of which it was possible to establish what he learned, and what did not have learned the student. Indeed, checking the test work of the student, you can do it. The problem is how to objectively evaluate the knowledge and skills of students at a given level of assimilation of the educational subject.

To build a test, it is necessary to have a sufficient number of tasks of the test form. The difference between the tasks of the test form from conventional tasks and exercises is that these tasks: have a form of logical approval; briefs; Include an answer options or a place to answer.

You can highlight (by) four main groups of tasks test form:

1) with the choice of the correct option of response from several proposed;

Such tasks are the most common. The main disadvantage of tasks with the choice of an answer option is the ability to guess the correct answer. In Appendix No. 1, the Test on the topic "Information" for grade 5 students and a test on the topic "Personal Computer Software" for students of grade 7. In Appendix No. 2 in the form of a diagram, the result of a test conducted in 5, 7 classes at different stages of mastering the material is presented:

· When repetition of knowledge;

· When monitoring knowledge;

· When consolidating the knowledge gained.

Conclusion: The ability to apply test tasks with a choice of an answer version in informatics is quite wide. It is used at various stages of mastering the material. As practice has shown, adaptation of younger students to such a form of control in training is required. The use of this type is rational on average and senior link.

2) with an open answer;

If the tasks with the choice of an answer variant can be criticized for the ability to guess the correct answer, then the gueside is excluded here, because the answer fits in the place allotted for it. For example, the test element on the topic "Types of information"

1. What do you think, what type of information processed by the computer includes these pictures:

___________ _________ ________ _________ ______

Using the tasks of this species is relevant to conduct current checks of the assimilation of subject terminology, definitions, dates, formulas. In grade 6, use good when checking knowledge

A distinctive feature of current monitoring of its holding at all stages of studying the topic or section: familiarization with educational materials, the formation and development of knowledge and skills, their consolidation and deepening. In the process of current control, students can only require knowledge only at the informational level, which is envisaged by a certain step in mastering the educational material. To effectively apply the forming control, it is necessary to use a variety of forms and means of checking in their rational combination: front and individual, oral and written, calculated on the entire lesson or part of it.

Periodic (cheriste - thematic) Control checks the degree of mastering material for a long period (quarter, half of the year) or material according to the studied section of individual students and class as a whole when knowledge is mostly formed, systematized. This type of verification is usually carried out in combination with the current test.

The maintenance of the control must be included in the main issues of the topic, which are selected in accordance with the requirements for the results of learning and recorded in the program. Thematic control can be carried out both in the form of written test work, and in the form of test classes on the topic has passed. When conducting thematic control, some tasks must comply with the sample activity, and part of activities in treason and new situations, which will provide each student the opportunity to fully show the level of their preparation on the topic.

The final control is made on the eve of the translation into the next class or the learning stage. His task is to fix the minimum of preparation that further training provides. Knowledge following the results of studying the topic can be assessed positively, if students captured all the main elements of the software material.

Another kind of control is self-control. Self-controlling along with self-esteem is carried out by students constantly in the learning process. It is necessary that during each check of the student not only learned what he learned what mistakes allowed, which did not care, but also realized the validity of the assessment delivered by the teacher, understanding how to independently evaluate the knowledge skills. To do this, it is necessary to acquaint students with the criteria of the assessment, gradually develop the ability to meaningively evaluating their knowledge. A clear wording of requirements for knowledge and criteria for their assessment brings up the conscious attitude of schoolchildren to the teaching, contributes to the awareness and correct assessment of students in the level of educational training.

Current control is used after each lesson for assessing the level of material assimilation by the class (group). Periodic control will be used according to the results of the study of a separate topic (training module). The final control is carried out by the first half of the year, and also as a final certification upon completion of the course.

Basic levels of knowledge:

1. In the current control check, only questions affected at the previous lesson are subject to;

2. In case of thematic control, knowledge recorded by the necessary regulatory documents is subject to;

3. The final control is carried out when moving from one stage to another and assumes the presence of a necessary minimum of knowledge for further training.

In pedagogical practice it is useful to distinguish between several types of diagnostic control: anticipating, current, periodic and final.

Anticipating (or entrance) control is necessary to identify the level of knowledge and development of students of newly created classes, where the teacher begins to work. He must have newcomers who come to the established class, or at the beginning of the new course section to identify basic knowledge and skills.

Current control is carried out during the study of the topic, is an element of many lessons.

Periodic (stage) control is performed in the form of test work, test, testing and useful after studying large thther or partitions.

The final control is carried out after the course or at the end of a major stage of learning (quarter, half a year, the school year, the transition from one age level of education to another ...). Such control is carried out as an exam, offset, project protection, coursework.

When evaluating knowledge, the following requirements for evaluation are important:

· Objectivity: the absence of any bias in the assessment;

· Subjectivity: a humanistic approach, stimulating, not a disorganizing evaluation effect; Accounting for real opportunities and health of students;

· Systemativity depending on the return of students: current control is more effective in junior grades, periodic and final types of control are preferably preferably preferred;

· Openness (or publicity) and the validity of the assessment and the marked mark;

· Construction that can be expressed in specific valid recommendations that improve the achievements of students and the planning directions of subsequent stages of work;

Information on how the student's work assesses the computer is necessary for the teacher, but in no case for this assessment (even in the form transformed into points), but exclusively for the teacher analysis of a specific learning situation. With any degree of informatization of the school curriculum and any saturation of schools with computers, responsibility for training, planning, conducting and analyzing the results of the lesson (including the assessment of students) is borne by the teacher, even if it uses the computer information as a recommendation as an information support of its mission.

2.4 Control functions

It is important that the monitoring and assessment of students' knowledge is generally didactic and carried out an accounting, adjustment, training, educational function.

The accounting function of control is manifested by systematic fixation of the learning outcomes, which allows the teacher to judge the performance of each student, its achievements and shortcomings in academic work.

The control - corrective function provides feedback "Teacher-Freight", which is necessary for making a teacher of adjustments to the training methodology, some redistribution of academic times between various issues of the topic caused by shortcomings in schoolchildren's knowledge, class training level.

The training function manifests itself in the process of checking the state of knowledge, skills and skills of schoolchildren there is a repetition of the material, the teacher focuses on the class on the main issues and the most important ideological ideas of the course, indicates typical errors, which contributes to the deepening of students' knowledge.

The educational function of control and evaluation involves stimulating students for further academic work, provides additional motivation in cognitive activity.

2.5 Criteria for assessing knowledge of computer science

Knowledge control of students is closely related to the assessment. Moreover, this is the necessary element of monitoring knowledge of students. From the objectivity of the assessment, positive motivation depends on the general attitude of the student, his desire to continue to continue, which means the quality of acquired knowledge.

When assessing knowledge, it is necessary to take into account the main qualitative characteristics of mastering by educational material: the actual knowledge and skills, their completeness, strength, the ability to apply them in practice in various situations, the ownership of the terminology and the specific methods of designation and recording.

The result of the evaluation depends on the availability and nature of the errors made with an oral response or written work. Among the errors can be allocated errors, shortcomings and minor errors.

The error is considered an error if it indicates that the student did not master the main knowledge and skills and their use.

The shortcomings include errors, testifying to insufficiently durable assimilation of the main knowledge and skills or the absence of knowledge that are not considered basic in accordance with the program. The defect is also considered an error that could be regarded as a mistake, but allowed in some cases and is not allowed in other similar cases. The shortcomings include errors explained by scattered or non-dissolution, careless entry.

Small errors include errors in oral and written speech, not distorting the meaning of an answer or decision, random descriptions, etc.

The question of attributing errors to errors, shortcomings or small errors is solved by a teacher in accordance with the requirements for the assimilation of the material at this stage of training.

Errors, for example, include: incorrect use of service words of the algorithmic language; incorrect indication of arguments and results; assignment of one type of other type value; violation of the procedure for performing commands in the execution of the algorithm, etc.

Examples of shortcomings: skip or incorrect entry of the service word algorithmic language; Not all intermediate values \u200b\u200bare described; random computing errors when checking the conditions of compound commands; Careless decoration of the record of the algorithm, etc.

If the same error (defects) is found several times, it is considered as one error (one defects). Excrying and correcting the error should not be considered.

The task is considered impeccable if the answer content is exactly the question, indicates the presence of the necessary theoretical knowledge and practical skills among the schoolboy, the final response is given with the right course of solutions and accurate design.

The task is considered unfulfilled if the student did not start it or allowed the error in it, which is considered in accordance with the purpose of operation of the error.

In schools it is customary to evaluate the results of training on a five-point system. You can use the following examples of estimates.

A positive assessment ("3", "4", "5") is exhibited when the student showed possession of the main software material. The rating "5" is exposed to the student under the condition of an impeccable response or if there are 1-2 small errors, "4" - if there are 1-2 shortcomings. The unsatisfactory estimate ("1", "2") is set in the case when the student has shown the non-primary software material.

An assessment for mastering the topic is set based on all current marks. Special weight is attached to estimates for the final testing or the responses of students in the credit classes throughout the topic. When setting the thematic assessment, the teacher may not take into account current marks, if, according to the results of thematic testing or testing, these marks are not confirmed by students (for example, unsatisfactory estimates obtained for gaps in knowledge and skills that were then eliminated).

An annual estimate should reflect the actual level of students' knowledge at the end of the school year.

In the learning process, the teacher must comment on the assessments based on criteria formulated in programs.

Very often, teachers use marks as a massacre with disagreeable students. This approach is not allowed. The control should be considered as a means of studying the level of knowledge learning. With a low learning material assimilation, it is necessary to revise the level of teaching, consider a change in the forms of training and approaches to the learning style. Already at the initial stage of studying the material, students should clearly submit to which result, they must come.

With a clear organization of the activities of the teacher and students, when each of the participants in the educational process consciously records its labor results, in other words, it carries out self-control, then the raising and learning role of the assessment increases many times. At the same time, the teacher takes over the necessary measures to improve the organization of labor, and the student begins to critically refer to the level of one's own knowledge and builds its own trajectory of self-education.

Consider acceptable methods for monitoring knowledge in computer science lessons. Likewise, it is necessary to distinguish theoretical knowledge with practical work skills in computer science. As the main (traditional) methods for verifying theoretical knowledge, you can use an oral survey, written verification, testing. Practical work can be used to estimate practical skills. An essay, vocabulary dictation can be used as non-traditional control methods. As a final control, a project can be used, where theoretical knowledge of students and the level of applied skills of working with various software products will be reflected.

The oral survey is carried out at each lesson (in our case it is a heuristic conversation), when it is not necessary to evaluate the knowledge of students. Here, the most important condition for the activities of the teacher is to identify problem areas in the assimilation of educational material and fixing the attention of students on complex concepts, phenomena, process.

What is the difference between practical work from laboratory tasks? Laboratory work is used to secure certain skills of working with software, when, in addition to algorithmic prescriptions, the student has the right to receive the necessary consultations from the teacher. Practical work includes a description of the condition of the task without the necessary instructions, what to do, i.e. It is a form of monitoring the learning of knowledge. It should be noted that practical work is associated not only with the task on a computer, but, for example, a task is given to construct a scheme, table, writing program, etc.

We will especially focus on testing as a control. Competently composed tests may not only be a form of knowledge control, but also a means of repetition and fixing the material passed. To use tests as a final control, it is necessary to regularly test students during the school year. Effective learning tool is the use of tests as a description of the final performance results. In this case, we are talking about the principle of openness of education.

What is the effectiveness of this method?

Students, having received tests at the beginning of the top of the topic, are already aimed at obtaining a good result. If in other subjects it is enough to distribute didactic materials to each occupation, then computers can be used on computer science as the required technical means, where all the necessary tests and students are pre-placed at any time can be completely tested.

Tests consisting of five questions can be used after studying each material (lesson). Test out of 10-15 questions is used for periodic control. And the test of 20-30 questions must be used for final control. When evaluated, the following scale is used for tests from five questions:

· No errors - rating "5";

· One error - rating "4";

· Two errors - rating "3";

· Three errors - the rating "2";

For test from 30 questions:

· 25-30 correct answers - rating "5";

· 19-24 of the correct answers - the rating "4";

· 13-18 correct answers - rating "3";

· Less than 12 correct answers - the rating "2";

These standards are characteristic of general education schools when the training material is mastered as part of the basic curricula. For gymnastic classes, lyceums and classes with in-depth study of computer science, these criteria are not suitable, the requirements for students of such educational institutions should be much higher. They can be calculated by the criteria laid down in the tests of a single state exam.

The most problematic sphere of control is an objective assessment of students' knowledge with an oral survey and performing practical tasks. Consider the factors affecting the assessment:

· Rough error - completely distorted the semantic meaning of the concept, definition;

· Error reflects inaccurate formulations, indicating a fuzzy submission of the object under consideration;

· Demands misconception about the object that does not affect the knowledge of a certain learning program;

· Small errors - inaccuracies in oral and written speech, not distorting the meaning of an answer or decision, random descriptions, etc.

Here is a reference, relative to which the knowledge of students is estimated, is the mandatory minimum content of computer science and information technologies. Consider the definitions from students who are not included in the school course of informatics - it means that problems associated with violation of the Rights of the Student ("Education Act").

Based on the norms (five-point system), an estimate of all subject areas is set:

· "5" - under the condition of a flawless answer, or, if there are 1-2 small errors;

· "4" - if there are 1-2 shortcomings;

· "3" - 1-2 gross mistakes, many shortcomings, small errors;

· "2" - ignorance of the main software;

· "1" - a refusal to fulfill study.

In the social sphere, the objects of verification becomes the degree of mastering social norms, moral and legal self-consciousness, public activity, adaptation in the team and the ability to adapt in a changing social environment.

The main tasks of testing and evaluating learning outcomes include an educational, stimulating, educational, analytic and corrective and control function.

In the framework of the educational function, the verification, control and accounting remains part of the training; It is important not only to identify and fix the level of training, but also to contribute to learning, to correct errors, further development.

Continuing the educational function, the stimulating function is monitored so that the test and control does not disorganize the student's activities, and, creating psychologically comfortable conditions, instilled confidence in achieving new goals.

In raising and educational functions, the self-assessment of the student, responsibility, aspiration and other socially significant abilities is formulated.

Analytically corrective function is the self-analysis of the teacher and its pedagogical reflection; From the point of view of the student, this is the development of methods for overcoming difficulties, correction of educational and promotional activities

The control function is needed to track the rules and standards and fixing the achievements.

2.6 Software Application Means for Assessment Activities

One of the main directions of improving the effectiveness of the educational process at the rate of the fundamentals of computer science and computing equipment is to improve the verification and evaluation of the results of schoolchildren's learning. At the same time, the leading role belongs to current control, which allows the teacher to follow the state of schoolchildren's knowledge at all stages of studying educational material, to promptly contribute to the educational process necessary adjustments. In addition, current control complements training.

The following main sections are allocated by the course program:

1. Information and information resources.

2. Presentation of information in the computer.

3. Numbers.

4. Basics of logic.

5. Computer architecture.

6. Computer software.

7. Modeling and formalization.

8. Algorithmization and programming.

9. Information technology.

10. Computer communications.

As a result of the study of the first section, students should be able to give examples of applying information processes in human activities, wildlife, society, technology. The control is advisable to conduct orally in the form of a frontal survey, conversation or in the form of testing.

When studying the second section, they must obtain an idea of \u200b\u200bthe methods of presenting information, coding features, find out the units of measurement of the amount of information. The most optimal methods of control here are oral control in the form of a conversation and a written verification.

When studying the third section, students must learn differences in the number systems, features and arithmetic of the binary number system. Methods of control: written independent and test work.

When studying the fourth partition, students must learn to represent statements using logical operations, know the main logical operations, represent logical expressions in the idea of \u200b\u200bformulas and tables of truth, to explain the appointment of the main logical devices of the computer. Here is possible written control, testing.

When studying the fifth section, students should know the overall functional scheme of the computer, the purpose and main characteristics of the computer devices. Check knowledge is best carried out orally or in the form of testing.

When studying the sixth section, students need to know the composition and purpose of the computer software, the operating system, be able to work with files, comply with the safety rules for the information on the computer. Control is better to implement in the form of testing, conversations in combination with practical work.

When studying the seventh section should form a teaching to build the simplest information models and explore them on a computer, bring examples of a formalized description of objects and processes. The student should be aware of the existence of a multitude of models for the same object, to know the stages of information technology solving problems using the computer. Control is advisable to carry out in the form of building a model on a computer.

When studying the eighth section, students should be able to explain the essence of the algorithm, its main properties, illustrate them on specific examples of algorithms; determine the possibility of applying the Contractor to solve a specific task on the system of its commands; know the main algorithmic designs and be able to use them to build algorithms, be able to build and execute algorithms for training performers; describe the features of various programming technologies; Know the main types of data and the form of their presentation for processing on a computer, understand the purpose of the subroutines; know the main programming language operators; To be able to solve the main training tasks defined by the requirements for graduate training.

As test tasks for this section, students should use not only the record on the algorithmic language of the algorithms known to them from the course of mathematics, physics, but also the construction of new algorithms, correcting the errors in the finished algorithms calculated on a particular artist. Very informative tasks for the execution of algorithms drawn up by a teacher or other students. The latter more preferably, since in addition to directly verification, it helps to increase the interest of students to the work performed and promotes the development of self-control skills.

When studying the ninth section, students must master the skills of working with the main application programs (textual, graphic editors, spreadsheets, databases). Control tasks here can be practical tasks, laboratory work, testing, tasks for searching and correcting errors.

When studying the tenth section, students should form the concept of modern computer communications (e-mail, Internet). The best control methods here can be the search for information on the network, the exchange of information with a friend with the use of computers, practical tasks, testing.

2.7 General guidelines for solving problems for testing

Solving problems The systematic solution of tasks is one of the best methods for solid assimilation, checking and consolidating theoretical material and the necessary condition for the successful study of the course of physics. The problem solving helps to understand the physical meaning of phenomena, enshrines the formula in memory, instills the skills of the practical application of theoretical knowledge. Before you begin to solve this or that task, it is necessary to understand its content and questions supplied in it. When solving tasks, you must follow the following instructions:

First, read the application tables, as it is impossible to solve many tasks without them. In addition, the reference material contained in these tables will greatly facilitate your work and save time.

Thinking well in the condition of the task, its meaning and questioning, make a brief record condition.

Install all the data necessary to solve the problem are given. Constants of physical quantities and other missing reference data, where it is necessary, can be found in the appropriate application tables.

Record the main laws and formulas on which the solution of the problem is based, give verbal formulation of these laws and explain the letter notation used by writing formulas. If, when solving problems, the formula is applied for a particular case, which does not express any physical law, or is not a definition of any physical quantity, it should be displayed.

Follow the drawing, draw the scheme or make a drawing explaining the contents of the problem (if the nature of the task is and in cases where it is possible) is in many cases much easier for the solution of the solution and the solution itself. It is necessary to perform them neatly with the help of drawing accessories.

Solving tasks accompany briefs, but exhaustive explanations.

When solving tasks, it is necessary to justify each stage of the decision, based on the theoretical positions of the course. If you see a few ways to solve, you must compare them and choose from them the best and rational.

Solve the problem in general, i.e., express the desired value in the letter notation specified in the condition of the task and taken from the tables. The solution in general gives the final result of a special value, since it allows you to establish a certain pattern, showing how the desired value depends on the specified values. In addition, the response obtained in general form allows to judge largely on the correctness of the decision itself. With this method, the solution is not made for calculating intermediate values \u200b\u200b(numerical values \u200b\u200bare substituted only into the final calculation formula expressing the desired value).

In cases where, in the process of finding the desired values, it is necessary to solve a system of several cumbersome equations, as, for example, it often happens when the currents current in complex branched chains, it is advisable to first substitute the number of coefficients in these equations and only then determine the values \u200b\u200bof the desired physical quantities .

After receiving the calculated formula for verifying the correctness, it should be substituted into the right-hand side of this formula instead of the symbols of dimension values \u200b\u200b(or abbreviated designations) of these values \u200b\u200bof these quantities, to produce necessary actions with them and make sure that the unit obtained corresponds to the dimension of the desired value (or Her units). If the formula includes an indicative function, then the dimension of the indicator must be zero. Incorrect dimension serves as an explicit sign of the erroneous solution.

If possible, explore the behavior of the solution in limiting special cases.

Express all physical quantities included in the estimated formula, in units of the International System System. When solving tasks, it should, as a rule, use this system of units (s) or units of one system.

Submold into the final calculation formula, obtained as a result of solving the problem in general form, the specified numeric values, expressed in units of one system. Failure to follow this rule leads to an incorrect result. In the form of an exception to this rule, it is allowed to express in any, but only the same units, the numerical values \u200b\u200bof only those homogeneous values \u200b\u200bthat are included in the form of factors to the numerator and the denominator of the formula and have the same degree rates.

When substituting in the calculated formula, as well as when recording an answer, numeric values \u200b\u200bof physical quantities should be recorded as a product of a decimal fraction with one significant digitage before the comma to the appropriate degree of ten.

Substituting the numerical values \u200b\u200bin the formula before you start calculations, check whether you cannot use the formulas for approximate calculations given in the annex to this manual.

Calculate the quantities substituted into the final calculation formula, guided by the rules of approximate calculations.

At the end of each solved task, you must record the answer. The number of response and abbreviated name of the measurement unit of the desired value to lead in the system in which calculations were made.

The accuracy of the calculation is determined by the number of meaningful digits of the source data. As a rule, the final response should be recorded with three meaning numbers. This also applies to the case when the result is obtained using a microcalculator.

Solving the tasks of a specific type must be continued before purchasing sufficiently solid skills in their solution.

The ability to solve problems is purchased by long and systematic exercises. To learn how to solve the tasks and prepare for the performance of the test work, after studying the next section of the textbook, carefully disassemble, and then solve enough tasks from various tasks in physics.

Execution of test work

Control works allow us to consolidate the theoretical material of the course. Execution of test work should not be an end in itself, they are a form of methodical assistance to students when studying the course.

Execution of test work by a student and reviewing by their teacher pursues two goals:

1) the implementation by the educational institution of control over the independent work of the student and checking the implementation of the graph of the educational process;

2) Reviews of these works allow the student to judge the degree of assimilation of the relevant section of the course; indicate the gaps available to him, the desired direction of further work; Helps to formulate questions to formulate them before the teacher and in time to get effective assistance on issues that were incomprehensible or weakly learned; Modify and correctly assimilate different sections of the course of physics.

The test work should be accurately, leaving 4 to 5 cm wide on the notebook pages for the reviewer comments.

Tasks should be placed in the order of increasing their numbers specified in the tasks, keeping the task numbers.

Terms of tasks in test work must be rewritten without abbreviations. Each next task of the option should be started with a new notebook page.

Solving problems should be accompanied by briefs, but exhaustive explanations that reveal the physical meaning of the formulas used, and to be implemented in accordance with the rules set forth in paragraph 1 "Solution of Tasks".

If the test work in review is not credited, the student is obliged to submit it to re-examination, including those tasks whose solutions turned out to be incorrect. It is necessary to take into account all the observations of the reviewer and the re-work must be submitted together with the undecided.

After receiving the prophecable work, as unclear and credited, the student must correct all the errors and shortcomings marked by a reviewer and fulfill all the recommendations of the reviewer.

If the reviewer proposes to make these or other corrections or additions to solve problems and send them to re-check, it should be done in a short time. In case of non-operation and the absence of a direct indication of the reviewer that the prison student can limit itself to the presentation of fixed solutions of individual tasks, all work must be re-made. To the control work sent to re-check (if it is made in another notebook), an undetected work must be attached.

If the corrections are sent, the propheced work and review of it must be. Therefore, it is recommended when performing test work to leave at the end of the notebook several clean sheets for additions and corrections in accordance with the indications of the reviewer, to make corrections to the text of the work after reviewing.

Credited testing and testing with resolution "To Protection" are presented to the examiner. The student must be ready during the exam to give explanations on the merits to solve the tasks included in his test work.

Physical tasks Even in one test work are very diverse, and it is impossible to offer a unified scheme of their solution. You can recommend only a specific problem solving algorithm.

When solving tasks, it is advisable to adhere to the following scheme:

1. By the condition of the task, imagine the physical phenomenon in question. In the condition of the task, make a summary of the condition,

expressing all the initial data in SI units. Make where it is necessary and possibly drawing, a diagram or pattern, explaining the content of the task or the process described in the task.

3. By establishing what physical laws underlie this task, write an equation or system of equations that displays this physical process.

4. In accordance with the condition of the problem, convert the equations so that they include only the source data and table values.

5. Decide the problem in general form, i.e., express the desired physical quantity through the tables specified in the problem and tables in the letter notation without substitution of numerical values \u200b\u200binto intermediate formulas.

6. Checking the correctness of the general solution, check the answer to the equality of the dimensions included in the calculated formula.

7. Substitute the numbers into the final calculation formula, make calculations and indicate a unit of measurement of the desired physical quantity.

2.8 Modular-block learning system as a means of forming self-creative thinking of students

Contrary to the longcoming traditional views, the content of education should not be reduced only to knowledge and skills, since even their successful assimilation can not achieve all learning goals.

It is well known that students, quite qualitatively mastered the theoretical content of the school program, are far from always capable of independent, creative thinking. In addition, even well-friendly students often have neutral and even sharply negative attitude towards the process of cognitive activity.

Modern studies show that training, concentrating attention only at memorizing facts, is involuntarily inhibits the development of the creative abilities of students. Then, probably, the acquisition should not be an end in itself. The presence of knowledge is the basis for the further development of the person. Knowledge is necessary for the implementation of intellectual and practical activities, which puts the problem of the development of skills and skills before the teacher.

One of the important conditions for the development of skills is the gradual increase in the degree of independence of students in the tasks. It is possible to achieve way by exercise and gradually reduce the direct manual from the teacher to the activities of students, the replacement of detailed instructions on issues and tasks of different levels of complexity.

The development of skills in schoolchildren is important to lead in such a way that the work technologies are not limited to thinking of students, but, on the contrary, let down students directly to the creative solution of various educational tasks. Then the process of development of skills in students can be considered as a way to achieve the ultimate goal - the formation of a creative personality. At the same time, the high level of development of skills should be the basis for the development of creative personality abilities.

Problem: What system of learning can contribute to the formation of independent, creative thinking of students?

It should be assumed that this system is modular block training.

The essence of modular block learning is that the student is completely independently (or with a certain dose of assistance) reaches specific goals of teaching in the process of working with a module.

The module is a target functional unit, which combines the learning content and technology of mastering them.

The didactic goal is formulated for the trainee and contains not only instructions on the volume of knowledge, but also to the level of assimilation. Modules allow you to translate training on a subjective basis, to individualize work with individual students, to dose individual assistance, change the forms of teacher's training and student. The program consists of a complex of modules and consistently accurate didactic tasks, while providing input and intermediate control, which allows the student together with the teacher to carry out control.

Educational sessions are a way to organize the educational process, which, above all, provides for the most favorable regime for the organization of his own cognitive activity of schoolchildren.

Features of training sessions:

one). The duration of classes is determined by the teacher (paired classes).

2). A significant reduction in the monologue of the teacher and an increase in time for independent cognitive activity of schoolchildren. At the lesson should be implemented by the didactic rule "Learn schoolchildren in the lesson."

3). The reduction in time to explain the new material should occur due to its systematization, the selection of basic knowledge and clarity in the presentation.

four). Independent cognitive activity of schoolchildren can be organized only under the condition of creating a favorable emotional background, which is possible due to changes in the assessment activities of the teacher, the introduction of self-monitoring and student self-assessment, consistent with the teacher.

five). A gradual and consistent transition to subjective relations should be provided, the real relationship of cooperation between the teacher and students, which can be created in joint activities based on internal motivation, dialogue communication.

6). Changing the behavioral style of the teacher, the role of the coordinator of schoolchildren's academic action coordinator.

Typical training scheme

Main steps:

3. Practice under the guidance of the teacher. Independent, independent practice of trainees.

4. Self-control and self-esteem of the results of work.

5. Summing up the lessons.

6. Definition of homework.

7. Special repetition.

8. Control of students' knowledge.

Stage I - check the results of the previous work.

the main task - establish the relationship between teacher training and schoolchildren's teachings; Ensure the readiness of students to the next stage of work, include them in productive training activities.

The main actions of the teacher at this stage:

· Help students when inclusion in work: analysis of several questions for repetition;

· Organization of a live dialogue of schoolchildren themselves in order to clarify the overall level of learned knowledge;

· Creating problem situations before learning a new material.

At the heart of the repetition - a live dialogue of children, during which they speak freely, express their point of view, argue. They are not afraid to undergo negative sanctions, hear a negative opinion.

The teacher during the dialogue supports the conversation, directs, corrects, complements, but never appreciates anyone. It uses only 3 types of statements in working with students, each of which is positive:

· Praise the student;

· Send, clarify;

· Re-tell that part of the material that is not understood.

Stage II - presentation of a new material.

In the monologue of the teacher, with the aim of reporting new knowledge, the material is set out by enlarged blocks, the monologue includes basic knowledge and is used to transfer the most significant, the most important thing from the previous one, and a small period of time.

Actions of the teacher at this stage of work:

1. Allocation of basic information, the structure of which will serve as a basis for studying the topic.

2. The systematization of this material, the design of it in such a form that will help students make it easier to understand and remember in the lesson.

3. Search for techniques that contribute to the activation of the development of a new material.

4. The desire when bringing information to the definition and simplicity of presentation, to the use of examples and analogies, the use of demonstrations, showing models, etc.

5. Readiness when explaining to assist those who need it.

6. The use of scientifically reliable information in the presentation of a new material.

New material is presented in the form of a lecture.

III Stage - Practice under the guidance of the teacher.

Purpose: Setting a "feedback" and timely correction of errors in the understanding of the new material.

· I ask a question and invite students to respond to it (raise hands, if the training material understand, answer the chorus on the question, individual answers, brief written works, etc.)

· Stay and correctly correct errors or repeating the material again, if I feel that the students did not understand something.

· I find out if there is a need to conduct written work, which will show if the material is understood correctly.

IV Stage is an independent independent practice of trainees.

· This is a group discussion on the problem under study, and not children with a teacher, but between children about the material being studied.

The role of the teacher - "Speaker", the organizer of the exchange of views.

In the process of organizing independent practices, the teacher:

· Specifies the question;

· Redirects it from one student to another;

· Summarizes to allocate the main issues of the topic and summarize its study.

The meaning of independent practice - the main content of the studied part of the topic

pupils must disclose themselves.

The discussion may have different goals, for example:

· Release the points of view of students on a certain issue, collect and discuss various opinions;

· Take a group solution, help students independently formulate conclusions.

Group discussion - This is the most valuable tool for knowledge.

No matter how it goes, the teacher will see the degree of mastering the material being studied, which arose misunderstanding. It is these observations that will allow you to more accurately navigate the content of subsequent classes.

Output: If, after the explanation of the new material, various types of manifestation of students in its understanding are not provided, such a construction of the educational process should be considered ineffective.

V Stage - self-control and self-assessment of the results of work.

In the assessment activities of the teacher, the guidance is becoming the guidance on the use of individual standards in the assessment of schoolchildren's labor assessment, and the assessment activities of schoolchildren are associated with the proposed self-assessment of the results obtained and the further procedure for its coordination with the teacher.

VI Stage - Summing up the learning lessons.

Comparison of the goals supplied by the teacher before the start of its work, with the result obtained and allows us to objectively summarize the work done.

VII Stage - information about the homework.

The active position of students in the study lesson leads to the fact that the center of cognitive efforts of the student is postponed at school learning. The volume of homework in this case is reduced, the work of the house often carries a variable character, includes tasks to choose from.

Special repetition is the main task - generalization and systematization of knowledge, the formation of a holistic system of leading concepts on the topic, course, allocation of basic ideas.

Control of learning knowledge of students - perform various types of tests.

Table 2 Structural Elements of Training

	Didactic tasks	Indicators of the problem of solving the problem
1. Check the results of the previous work.	Reproduction of knowledge gained in the lessons, creating a mood to master a new material.	Active organized communion of students on the reconstruction of the previously studied material.
2. Presentation of a new material.	Ensuring perception, understanding and primary memorization of knowledge, methods of action, links and relations in the object of study.	Comprehension of the material presented or active actions of students with the object of study.
3. Practice under the guidance of the teacher.	Establishing a quick feedback for the purpose of timely elimination of errors.	Obtaining operational information on the accuracy of understanding the new material, its main provisions.
4. Summage of student practices.	Ensuring the procedure for the assimilation of the new material in the lesson, applications in the changed situation.	Active exchange of views, conclusions in the discussion on the material studied.
5.SameControl and self-esteem results.	Detection of quality and level of mastering knowledge and methods of action, ensuring their correction.	Obtaining reliable information about achieving all students planned learning outcomes.
6. Summing up the classes.	Analysis and assessment of the success of achievement is the purpose and determination of the prospect of subsequent work.	Adequacy of the self-assessment of students to the assessment of the teacher, receiving students with students on real learning results.
7. Information about the homework.	Ensuring understanding the purpose, content and methods of completing the homework.	Implementing the necessary and sufficient conditions for successful fulfillment by all homework.
8. Special repetition.	Generalization and systematization of leading knowledge on the topic, course, at the end of the week, month.	The active activity of students on the inclusion of part into the integer, classification and systematization, identification of intreme and interprete relations.
9. Control of learning learning learning.	The establishment of the correctness and awareness of the learning material assimilation, the identification of spaces and their correction.	The assimilation of basic knowledge and methods of action for their mining, the elimination of typical errors and incorrect ideas of students.

The criteria for assessing independent, creative thinking of students can be:

1. Independent transfer of previously learned knowledge and skills in a new situation.

2. An independent discretion of the problem in the usual, familiar situation.

3. Vision of the new feature of a familiar object, organ, phenomena.

4. The ability to allocate in the object, process, the phenomenon of their structural or functional components.

5. An independent offer of alternatives, solving problems, different ways to search for answers.

2.9 Informatics in elementary school - creativity in pleasure

Informatics came to school almost 20 years ago, by order of the state and the army. The term "computer literacy" appeared, and the task of preparing graduates of senior school to use emerging computer equipment at work and in the army. However, we, like many other enthusiasts, it became interesting to try to introduce informatics lessons in elementary school, and they appeared in the 3rd classes (according to the program 1-3). The main content of lessons was the tasks of forming algorithmic thinking, non-standard mathematical tasks and exercises for the formation of the simplest skills of working with a computer. Agate computers were used that we independently managed to combine into the network using IBM XT as a server. The necessary software was written by high school students.

The first step was successful, he allowed us to convince teachers, administration and parents in the need for informatics in elementary school.

First day at school "Call me Andryusha"

We have not had a question for a long time when you start learning computer science. For the first time in the computer office, first-graders come from our first of September. And not just to see, but to execute the first project "My Name". It takes this lesson-project, during which all students manage to make themselves bageiks, just 15 minutes.

How can I have time in 15 minutes? Children choose the letters with a mouse on the screen, answering a very important question: "How do you want, what would you call in the school teacher and classmates?". And then click on the picture with the printer and run to pick up the sheet, cut the card and insert into the holder. A few years ago, many had to help, and now almost every first grader knows the letters of his name and at least a little knows how to use the mouse. Time will come, and we will discuss with children, what is the name, for which you need names in life and in computer science and fulfill the big project "My Family".

This mini-lesson has two main goals: to simplify acquaintance with each other and show that the computer is a convenient tool.

Study or use

School learn to read and write, express their thoughts in oral and written speech. Of course, for this there are special reading lessons and letters, but the real skill is achieved if the child reads a lot, writes and says, the skill is achieved only through constant use. This applies to absolutely the ability to use in formation technologies here is no exception. That is why the computer science rate in our elementary school is built so that technological skills are acquired primarily in the course of the implementation of various projects aimed at the general development and study of various school items.

Learn to write

Any teacher can talk about enormous changes in the world of computer equipment that occurred since the creation of the first electronic computing machines. The possibilities of all external devices have changed significantly. Only one device has almost undergone any changes - the keyboard. We can only guess what the device will be tomorrow, allowing you to report your thoughts and wishes to the computer, but while the keyboard is still connected to each computer. Already today we need to communicate: to correspond on the Internet, publish your own, cool or school newspapers and magazines.

The main task of primary school is to equip a student with common educational skills and skills that are later actively used in the process of exercise in high school. The most important skills necessary for further successful teachings are the ability to read, write and count. The most difficult of these skills is to write. To be able to write, it is to be able to compose the text and write down. If 10 years ago it was enough to be able to record the text manual on paper, then in the modern world the main tool of the letter is the computer keyboard, and they need to be seized as early as possible. Mastering the skill quickly and unmistakably work on a computer keyboard in elementary school will effectively use it in the entire learning process. Urban printing student is difficult to ask to submit an essay or an essay in electronic form.

Our experience shows that the task is executed, but only if the teachers of computer science and elementary school are jointly solved. In the lessons, the teacher not only indicates how the letter "A" is written, but also about how it is recruited on the keyboard of the computer, and in the classroom, the words are printed those words that are relevant from the point of view of Russian lessons

There is another one very important aspect. When teaching a letter using the keyboard, literacy is formed differently. The computer, unlike the teacher, can "catch a student by the hand" (more precisely for the finger) for each attempt to make a mistake.

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Formation of aesthetic knowledge and skills as a pedagogical problem. Analysis of the content of labor learning in secondary school programs. Methods and results of experimental work on the formation of aesthetic knowledge and skills in the lessons.

thesis, added 08/16/2011


Quality of knowledge, its main parameters. Functions and types of knowledge control in the pedagogical process. Experimental verification of students' knowledge and skills. Control of knowledge of students as an element of assessing the quality of knowledge. Levels of control and testing of knowledge in chemistry.

coursework, added 04.01.2010


The development of thinking of students. The history of the game. The main psychological and pedagogical features of the organization of educational activities of students of grades of grades 5-6 through educational games in informatics lessons. Description of games used in computer science lessons.

thesis, added 04/21/2011


Test, as a form of measuring knowledge of students. Psychological and pedagogical features of the test form of control of learning outcomes. Experimental work on testing tests in English lessons in order to control and evaluate students' knowledge.

Types and forms of knowledge control in computer science lessons

One of the main directions of improving the effectiveness of the educational process at the rate of the fundamentals of computer science and computing equipment is to improve the verification and evaluation of the results of schoolchildren's learning.

The verification and evaluation activity of the teacher is an integral part of the entire pedagogical work, an important factor in improving the quality of education. Often, knowledge control is limited to the oral survey of schoolchildren, in the process of which only the textbook text is retelling.

For a better check, you need to apply various types and forms of knowledge control.
Types and forms of knowledge control:

Dictation

This form of a written verification of knowledge makes it possible to prepare students for the assimilation of new material, generalize and systematize the skills traveled, good testing and skills when performing elementary operations. Dictation is a list of questions that may:

dictated by the teacher at a certain time interval;

Shown through the codeoscope alternately;

Be recorded on the tape recorder;

Be presented in the form of tables with a set of answers.

Dictation. Information and information processes.

Option 1 1. What is the object of studying the science of informatics? 2. What information? 3. Write some historical fact known to you. 4. Write some kind of mathematical rule known to you. 5. Assign the property of the information "fullness". 6. Sample an example of an indefinite message. 7. Will the following message be informative for you: "2x2 \u003d 4"? Justify the answer. 8. Give an example of an employee of the information sphere. 9. With the help of which organ a person gets most of the information? 10. What action does a person perform with information? 11. What kind of person can adopt information? 12. In what form does a person transmit information? 13. The example examples of the most ancient information media. 14. Name the technical means of communication through which information is exchanged. 15. How is the Operating Facts in accordance with the rules? 16. What devices have previously used people to intensify information processing? 17. The example of the transmission of information in wildlife. 18.Cide an example of storing information in human activity.

Option 2. 1. What studies the science of informatics? 2. Name the three main essences of the world around us. 3. Name some known fact from physics. 4. Note someone known to you Russian rule. 5. What properties of information are known to you? 6. Do an example of a timely message. 7. What depends on whether the message received for you will be informative? 8. The example of the information activity of people. 9. What types of shaped information receive a person with the help of sense organs? 10. What information processes are you known? 11. What kind of person can transfer information? 12. Do an example of storing information on the outer carrier in the figurative form. 13. The example examples of modern information media. 14. What is the telephone line of communication when talking on the phone? 15. What is the result of information processing? 16. What is a universal device for processing information? 17.Dide an example of information processing in your activity. 18. Sample the storage of information in wildlife.

Independent work

The system of independent work should ensure the assimilation of the necessary knowledge and skills and their verification; reflect all the basic concepts provided for by the program; to form acceptance of academic work; to summarize students to independently finding techniques; Ensure the repeatability of the same issues in various situations.

A large role in the development of independent thinking of the student is played by systematically conducted and properly organized written independent work.

In its proposal, independent work can be divided into two types:

training (goal - to find out how well the basic concepts are learned as they are interconnected, as students are aware of the hierarchy of these concepts, they allocate their significant and insignificant properties)

controlling (goal - check the skill of students to apply in practice the knowledge gained)

Educational independent work.
Algorithms, their types, properties and methods of recording. C-1
OPTION 1

1. Formulate the definition of the algorithm.
2. How do you understand terms: a) "final actions"; b) "From the class of the same type"? Give explanatory examples.
3. Transfer the properties of the algorithm.
4. Add the essence of anyone (on your choice) properties of the algorithm.
5. Transfer the types of algorithms.

Option 2.

1. Find the essence of the definition property.
2. Extracted the essence of the "unambiguity" properties.
3. Assign the essence of the "Performance" property.
4. Employed the essence of the "Massiness" properties.
5. Appeal the essence of the "limb" property.

Option 3.

1. What would you prove that the sequence of actions proposed to you is an algorithm?
2. show that the practical application of the Pythagoreo Theorem is an algorithm.
3. Is it possible to consider the "cycle of water in nature" known to you by the algorithm? Explain.
4. Is it possible to consider this sequence of actions to be algorithm?
Get the key.
Insert it into the keyhole.
Rotate the key 2 times counterclockwise.
Remove the key.
Open the door.
5. In one of the Russian fairy tales, the hero is instructed: "Go there, I do not know where, I do not know what." Is it possible to consider a set of actions to the algorithm? Justify your answer, using the properties of the algorithm.

Option 4.

1. Formulate the definitions of algorithms:
a) linear, b) branching, c) cyclic.
2. The example of a specific task that was solved by the help of the algorithm: a) linear, b) branching, c) cyclic.
3. Transfer algorithms recording methods.
4. Release the algorithm for solving the problem in the form of block diagrams: y \u003d √a + 2b.
5. Use the view of the algorithm from clause 4

Controlling independent work
C-1
OPTION 1

1. Enter the definition of the algorithm. Stress in the definition of the word, which reflect the basic properties of the algorithm.
2. Activate the essence of the "unambiguity" property. What happens if you break this property?
3. Name the artist of the following types of work: a) preparation of the cake; b) tailoring.
5. Use and write down the full set of source data to solve the problem: "Determine the area of \u200b\u200bthe circle"

Option 2.

1. Enter the definition of the program. How does the program differ from the algorithm? Give the example for which this difference can be seen.
2. Activate the essence of the "Performance" property. What happens if you break this property?
3. Name the artist of the following types of work: a) repair of shoes; b) tooth sealing.
4. What is the complete set of source data to solve the problem?
5. Use and record a complete set of source data to solve the problem: "Calculate the roll of a rectangular triangle".

C-2
OPTION 1

1. Come on the algorithm for calculating the triangle area according to the Geron formula (algorithm write down in the form of block diagrams). Determine the view of the algorithm.
2. Write in the form of block diagrams algorithm for the solution of the following task: "Determine whether the point C (x, y) is belonging to the cut, if the coordinates of the segment ends are known"

Option 2.

1. Slip the algorithm to find the area and hypotenuse of the rectangular triangle (algorithm write down in the form of a block scheme). Determine the view of the algorithm.
2. Write in the form of block diagrams algorithm for solving the following task: "Little of two data data take a square, and more reduce 2 times. If the numbers are equal, then find them amount. "

Test

To school began to be implemented at a qualitatively new level such a form of knowledge checks as testing.

The test is a system of small amounts of tasks covering a large range of issues of individual chandeling of computer science and course as a whole.

Tests are represented by three species in two versions:

The first type of tests (assumes the filling of the gaps in such a way that a true statement is to be obtained. Students are limited to the fact that instead of dullness, they indicate one - two words that are considered to be missing);

The second type of tests (students must establish, truly or false each of the proposed statements. Students should not just give an answer or, but to show the ability to reason, make the appropriate conclusions, to recognize the correctly formulated mathematical proposal from the wrong);

The third type of tests (offers a choice of several answers, among which there is a faithful and wrong answer, which implies a refusal to perform the task. The number of answers is limited to three most significant, as the set of answers should be easily visible for students).

Test 1. EUM and information

The device processing information is

a) RAM; d) monitor;
b) external memory; d) keyboard.
c) processor;

Drive is a device for
a) information processing;
b) reading and writing information;
c) storing operational information;
d) long-term storage of information;
e) only reading information.

The printer buffer is
a) a device for connecting the printer to a computer;
b) part of the external memory, where the printed text is received;
c) part of the RAM, where the printed text is received; d) a program connecting the printer with the processor;
e) a program connecting a printer with RAM.

To store the word "information" in the memory of the computer required
a) 10 bytes; b) 5 bytes; c) 20 bytes; d) 1 byte; e) 9 bytes.

Insert the necessary words instead of dots: "Magnetic disks - devices for ...".
a) information processing;
b) long-term storage of information;
c) entry information;
d) withdrawal information;
e) information exchange.

The addresses of machine words are changed in step 4. The computer has the amount of RAM equal to 0.5 kb. How many machine words is the computer's operational memory?
a) 64; b) 256; c) 128; d) 32; e) 16.

The smallest addressable part of the RAM is
a) byte; b) bits; c) machine word; d) kilobyte; e) file.

You work on a computer with a four-scale machine code, which means, the addresses of machine words are changed in step
a) 16; b) 2; at 8; d) 4; e) 1.

Insert the necessary words instead of the dots: "... Memory means that any information is entered into memory and extracted from it ...".
a) discreteness, addresses; d) addressability, byte;
b) addressability, values; e) Addressibility, addresses.
c) discreteness, bits

Test

A written verification of students' knowledge and skills should be carried out at various stages of assimilation studied, which will give the opportunity to receive information about the assimilation of the same material several times. To this end, it is advisable to conduct various kinds of test works that can be divided into two types:

1. Checking tests - are designed to verify the assimilation of a separate fragment of the course during the period of studying the topic;

2. Certificate test work - are the final moment of repetition at the end of the year. The necessary component of these works is the tasks for the repetition of the main theoretical issues.

Examination is an integral part of the learning process and bears educational, educational and developing functions.

TEST. Number system.

OPTION 1

1. Implement in the deployed form: a) 4563; b) 100101 2; c) AC6 16.
2. The number 74 of the decimal number system in binary, octal, hexadecimal;
3. Complete actions:
1) in a binary number system: a) 11001101011 + 1110000101; b) 101011-10011; c) 1011x101.
2) in the octaous number system: a) 564 + 234; b) 652-465.
3) in hexadecimal: a) DF45 + 128A; b) 92d4-11a.
4. Using the ASCII encoding table, define the letter code Y and depict it in an eight-bit format.

Option 2.

1. Implement in a positional form: a) 7045; b) 110101 2; c) 1d5 16.
2. The number 83 from a decimal number system to binary, octal, hexadecimal;
3. Complete actions:
1) in a binary number system: a) 1110101011 + 1110110101; 1011 - 1100011; c) 10101x 111.
2) in the octaous number system: a) 641 + 427; b) 254 - 125.
3) in hexadecimal: a) F154 + 12DA; b) 12C4-9E1.
4. Using the ASCII encoding table, define the letter Z code and depict it in an eight-bit format.

Offset

This is one of the forms of the most successful consolidation of knowledge on the material passed.

Open standings. Before studying the material of the material, students get acquainted with the list of issues and mandatory tasks on the topic, as well as additional issues and tasks. The student independently chooses the level of credit and solve the proposed tasks. The offset is considered to be divided only if the student fulfilled all the proposed tasks.

When studying some sections, also considering the characteristics of the educational group, sometimes it is advisable to carry out closed credits. In this case, students do not get acquainted with questions and tasks on the topic, and they receive them during the behavior of the test. In this case, it is possible to use cards - instructions if the student cannot cope with the task, but this is reflected in the evaluation or student performs an additional task.

Thematic standings are carried out at the end of the study of the topic or course, must be differentiated or multi-level, multivariates.

Catch. "Command Files"

Level 1.

OPTION 1.
Write a command file that requests: "Do you want to find out the formatting parameters (yes - y, no - n?" - and when answering yes "(y) gives the specified parameters, and otherwise says goodbye to you.

Option 2.
Write a command file that requests: Do you want to find out how to work with the Arj.exe program (yes - y, no - n)? " - And when responding, "yes" (y) gives the specified information, and otherwise says goodbye to you.

Option 3.
Write a command file that requests: "What is your diskette (360 KB or 1.2 MB)?" - and formatting this diskette, giving out the corresponding message before it.

Option 4.
Write a command file that prints file names having an exe extension and located in the root directory of the disk directory F. The name of the subdirectory is set as a parameter.

Option 5.
Write a command file that requests: "Do you want to find out the current computer time or current date (T - TIME, D - Date)?" - And when entering a symbol T displays the current time, and when entering D - the current date.

Option 6.
Write a command file that replaces in extensions of all file names that satisfy the specified template, the last letter on T. The location of the files and the template are specified as parameters.

Level 2.

OPTION 1.
Write a command file that gives a message about the presence in the specified file directory. File name and search location are set as parameters.

Option 2.
Create a text file on the disk. Write a command file that copies the created text file to a floppy disk by requesting the file with the same name confirmation of the copying on a diskette. The text file name is set as a parameter.

Option 3.
Write a command file using the for command, brings up the contents of the NU directory that is on the disk with the NC directory. After that, the question appears "Do you want to print the contents of this directory on the printer?" With a positive response, the contents of the directory are printed.

Option 4.
Write a command file, which in the presence of a specified file gives the message "Do you really want to delete the file with the name \\ file name \\?". When confirmed, the file is deleted. If there is no such file, then the corresponding message is issued. The full name of the file is set as a parameter.

Option 5.
Write a command file that checks the presence of a file parameter as a parameter and searches for a substring found in the found file, also specified as a parameter.

Option 6.
Write a command file that changes the attributes of all files with the exe extension on Hidden (hidden). The name of the disk and directory where the EXE are files as parameters.

Option 7.
Write a command file that uses directories and files, the names of which and location are set as parameters. If there is an object in the specified location with the specified name, you must give the appropriate message.

Option 8.
Write a command file that creates two text files whose names are specified as parameters, combines them into one file named Tur.txt, requests the name of the disk to which the resulting file must be recorded (there are disks A, B, C, F, L ).

Forms of control

Especially stop on testing as a control. Competently composed tests may not only be a form of knowledge control, but also a means of repetition and fixing the material passed. To use tests as a final control, it is necessary to regularly test students during the academic year. Effective learning tool is the use of tests as a description of the final performance results. In this case, we are talking about the principle of openness of education.
What is the effectiveness of this method?
Students, having received tests at the beginning of the top of the topic, are already aimed at obtaining a good result. If in other subjects it will be quite problematic to distribute didactic materials on each lesson, then computers can be used on computer science as the required technical means, where all the necessary tests and students are pre-placed at any time can be completely tested.
Tests consisting of five questions can be used after studying each material (lesson). Test out of 10-15 questions is used for periodic control. And the test of 20-30 questions must be used for final control. When evaluated, you must use for final control. When evaluated, the following scale is used, for test from five questions:
no errors - rating "5";
one error is the rating "4";
two errors - the rating "3";
three errors - the rating "2".

For test from 30 questions:
25-30 correct answers - rating "5";
19-24 correct answers - the rating "4";
13-18 of the correct answers - the rating "3";
less than 12 correct answers - the rating "2".

These standards are characteristic of general education schools when the scientist is mastered in the framework of the basic plan. For gymnasium classes, lyceums and classes with in-depth study of computer science, these criteria are not suitable, the requirements for students of such educational institutions should be much higher. They can be calculated by the criteria laid down in the tests of the USE.

The most problematic sphere of control is an objective assessment of students' knowledge with an oral survey and performing practical tasks. Consider the factors affecting the assessment:
rough mistake - completely distorted the semantic meaning of the concept, definition;
the error reflects inaccurate formulations, indicating a fuzzy submission of the object under consideration;
nephield - incorrect idea of \u200b\u200bthe object that does not affect the knowledge of the knowledge-specific learning program;
small errors - inaccuracies in oral and written speech, not distorting the meaning of response or decision, random descriptions, etc.

Here is a benchmark relative to which knowledge of students is assessed, is the mandatory minimum content of computer science and information technology. Consider the definitions from students who are not included in the school course of informatics - it means that problems associated with violation of the Rights of the Student ("Education Act").
Based on the norms (five-point system), an estimate of all subject areas is set:
"5" - under the condition of a flawless response, or, if there are 1-2 small errors;
"4" - if there are 1-2 shortcomings;
"3" - 1-2 gross mistakes, many shortcomings, small errors;
"2" - ignorance of the main software;
"1" - a refusal to fulfill curriculum

Forms of control
pupil activities in computer science lessons

Results:

Forms of control in informatics lessons:
Current, periodic, final and self-control.
Methods of knowledge control in computer science lessons:
Traditional:
Oral survey, written check, testing, practical work
Unconventional:
writing, vocabulary, project
Types of control:
test, test work, independent work, etc.

Requirements for graduate training

The student must know / understand:

1. Explain the various approaches to the definition of the concept of "information".
2. Discern the methods for measuring the number of information: probabilistic and alphabetical. Know the units of information.
3. Radiation of the most common means of automation of information activities (text editors, text processors, graphic editors, spreadsheets, databases, computer networks;
4. Purpose and types of information models describing real objects or processes.
5. Using an algorithm as an automation model
6. Purpose and functions of operating systems.

The student should be able to:

1. Assess the accuracy of the information, comparing various sources.
2. Recognize information processes in various systems.
3. Use ready-made information models, assess their compliance with the real object and modeling objectives.
4. Select a method for presenting information in accordance with the task.
5. Illustrate academic work using information technology tools.
6. Create informational objects of a complex structure, including hypertext.
7. View, create, edit, save entries in databases.
8. Search for information in databases, computer networks, etc.
9. Present numeric information in various ways (table, array, graph, diagram, etc.)
10. Comply with safety regulations and hygienic recommendations when using ICT funds.
11. Use acquired knowledge and skills in practical activity and everyday life for:
- effective organization of individual information space;
- automation of communication activities;
- effective application of informational educational resources in training activities.

Relationship to tests.
Attention is noteworthy, often found polarization of opinions - from hot approval to a sharp criticism, and even acute rejection.

Some consider tests as a means of radical transformation of the educational process towards its technology, reduce labor intensity. And become enthusiasts of this method.

Others see the tests in the tests to accommodate the role of the teacher, and the testing itself is perceived as an expression of distrust to traditionally exhibited estimates. Therefore, there is a certain alertness.

Third consider the tests guilty of various disorders of pedagogical ethics, unreasonable differentiation of students and therefore strongly reject test knowledge control. Fourth criticize, while leading quite controversial arguments.

Testa science
To understand the essence of tests, it is important to figure out the system of concepts. Concepts generally form the basis of any science, and in this sense, the development and effective use of tests is no exception. Starting from the 30s, the science of tests was called bourgeois, all the goals of which were considered "reactionary". And although such judgments of the Troycultovsky are now considered inadequate spirit of our time, still appear publications, where the tests are still trying to refuse scientific relations.

The first scientific works on the theory of tests appeared at the beginning of the twentieth century, at the junction of psychology, sociology, pedagogy and other so-called behavioral sciences (foreign psychologists call this science with psychometrics, and teachers - pedagogical dimension). Since still the science of tests did not take shape into a special structural unit, we will focus on the concept of "testology", which may be pedagogical, psychological or sociological, depending on where it is used and evolving. An ideal ideology and politics, the interpretation of the title name "Testology" is simple and transparent: science of tests.

Pedagogical testology is designed to deal with testing tests for objective control of student preparedness. In the structure of the preparedness large (but not exhaustive), the place is occupied by knowledge, skills, skills and ideas. This should also add intellectual and physical and cultural development, creative abilities, educationalness and level of development of the emotional-sensual sphere.

Pedagogical testology is an applied methodological theory of scientific pedagogy. The key concepts of testology, as one of the methodological theories, are measurement, test, content and form of tasks, reliability and validity of measurement results. In addition, testology uses such concepts of statistical science as selective and general aggregate, average indicators, variation, correlation, regression, etc.

The initial concept of test theory
In the theory of any science, an important pedagogical (educational) task, which can be defined as a means of intellectual development, education and training, promoting the intensification of teachings, an increase in the preparedness of students, as well as to increase the effectiveness of pedagogical labor. In a properly organized process of education, a large role is given to pedagogical tasks. The concept of "task" is a general, covering the goal and meaning not only test, but also of all learning tasks. It includes pedagogical tools such as a question, task, learning problem and others used, mainly in their own training activities (teaching).
The tasks can be formulated in the test, and, let's say, in a mixture form. In Russian education, most learning tasks are given by students in a mixture form. Basically, these are questions, tasks, exercises. In foreign education, the share of tasks in test form is significantly higher, which is due to the considerations of educational policies, existing pedagogical theories, techniques, training equipment and technology.

Pedagogical tasks are performed by both training and controlling functions. Educational tasks are used by students to enhance their own teachings, assimilation of educational material, self-development, and also use teachers to teach students. All this testifies to the learning potential of tasks. Controlling tasks are used, on the contrary, teacher or verifying authorities after the end of the school year, or another specific cycle (quarter), in order to diagnose the level and structure of the preparedness. Some of the tasks can be used for learning and to control.

What is the test?
The word "test" causes teachers a variety of views. Some believe that these are questions or tasks with one finished answer, which should be guess. Others consider the test type or fun test. Third trying to interpret it as a translation from the English word "TEST", (sample, test, check). In general, on this issue there is no unity of opinion. Moreover, in the textbooks, pedagogy do not write about it. And if they write, it is often written hard to understand. It is not by chance that the tests of the tests are too broad: from the judgments of the ordinary consciousness to the attempts of scientific interpretation of the essence of tests.

In science, there are significant differences between the simple translation of the word and the meaning of the concept.
Most often, we meet with the simplified perception of the concept of "test" as a simple selection of one answer from several offered to the question. Numerous examples of such, it would seem, "tests" are easy to find in newspaper periodics, in various competitions and in numerous book publications called "tests". But this often does not turn out tests, but something externally similar to them. These are usually collections of questions and tasks designed to choose from one correct response from among those proposed. They are only at external visibility similar to this test. Differences in understanding the essence of tests give rise to differences in relation to tests.

Nowadays, there are many types of tests, so it is hardly possible to give a universal definition for all these species.

The traditional test is a standardized method for diagnosing the level and structure of the preparedness. In such a test, all subjects respond to the same tasks at the same time, under the same conditions and with the same rules for evaluating responses. The main goal of the use of traditional tests is to set the level of knowledge. And on this basis, to determine the place (or rating) of each on a given set of tested tests. To achieve this goal, you can create countless tests, and they can all correspond to the achievement of the task.

And then one of the main questions of the theory of tests arises - the question of choosing the best test from a practically unlimited set of all possible tests. Each test may differ from others by the number of tasks and other characteristics. From a pragmatic point of view, it is more profitable to do a test that has a relatively smaller number of tasks, but possessing most advantages inherent in longer, as they say in foreign theory, tests. The concept of "test length" was introduced at the beginning of the 20th century Ch. Spirman and denotes, in Russian, the number of tasks in the test. The longer the test, the more tasks in it. The accuracy of the pedagogical dimension depends on the number of tasks in some way.

The test is trying to select the minimum sufficient amount of tasks, which allows you to relatively accurately determine the level and structure of the preparedness. The interpretation of the test results is carried out mainly with a support for the average arithmetic and on the so-called interest rates showing - how many percent of the subjects have a test result of the worst than any other test. Such interpretation of test results is called normatively oriented.
The test is defined as a system of tasks of increasing difficulty, allowing to effectively measure the level and qualitatively evaluate the structure of students' preparedness. This is determining the pedagogical test.

Definition of pedagogical test
The pedagogical test is defined as a system of tasks of increasing difficulty, a specific form that allows you to qualitatively and efficiently measure the level and evaluate the structure of students' preparedness. For a better understanding of this definition, it is useful to bring a brief interpretation of its main terms.

The system means that such assignments that have system-forming properties are collected in the test. Here, first of all, it is necessary to highlight the overall job of tasks to the same knowledge system, i.e. To one academic discipline, one section, theme, etc., their connection and orderliness. For the final certification of school graduates, you need to develop integrative tasks, the content of which covers the knowledge system. In the pedagogical test, the tasks are arranged as the difficulty increases - from the easiest to the most difficult. In other words, the main formal system-forming feature of the test is the difference in tasks according to their difficulty.

The specific form of test tasks is characterized by the fact that the tasks of the test are not issues and not tasks, but the tasks formulated in the form of statements, true or false, depending on the answers. There are no traditional questions, on the contrary, true or false are not, and the answers to them are often so undefined and verbose that noticeable, in total calculus, the costs of intellectual energy of teachers are required to identify their correctness. In this sense, traditional questions and answers are non-technological, and therefore they are better not to include in the test.

Certain content means using only such a control material in the test, which corresponds to the content of the academic discipline; The rest in the pedagogical test does not turn on by any pretext.

The increasing difficulty of tasks can be formally compared with the barriers on the treadmill of the stadium, where each subsequent previous one. Since the task is ordered in the pedagogical test on the principle of increasing difficulties, some tests "fall" are already on the easiest, first task, others - on subsequent tasks. The student of the average level of preparedness can answer correctly only half of the tasks of the test and, finally, only the most knowledgeable to give the correct answer to the tasks of the highest level of difficulties located at the end of the test. The difficulty of task may be determined by two:
a) specifically, on the basis of the intended number and nature of mental operations necessary for the successful performance of tasks, and ...
b) After the empirical performance of tasks, with the calculation of the share of incorrect answers. In the classic test theory, many years were considered only the empirical indicators of difficulties.

An indicator of the difficulty of task is considered as an important system-, and at the same time, a structurally forming test factor. You can add another criterion to this - this is the criterion for the logical definiteness of the test task. It can be formulated with words close to the wording of X. Karry: The task is definite if it can be answered in the affirmative or negative, and if there is an effective process for finding such an answer.

The answer to the task of the pedagogical test is a short judgment associated with content and in the form with the content of the task. Each tasks are put in accordance with the answers are correct and incorrect. Criteria is correct in advance are determined by the authors of the test. The probability of the correct response to any task depends on the ratio of the level of knowledge of the subject and the level of task difficulty. Instructions for the subjects in such cases may be like this: "Circle a circle number (click on the key with the number) the most correct, in your opinion, answer!"

Through testing, knowledge, skills, skills and views are checked more often than other signs. From the point of view of pedagogical measurements, it is useful to introduce two main indicators of the quality of knowledge - the level and structure of knowledge. They are estimated by registration of assessments, both for knowledge and for ignorance of all required components of the material being checked. To objectify this process, all components must be the same. The same are the rules for issuing estimates subjects. These conditions open the road for an objective comparison of individual structures of knowledge and not knowledge.

The level of knowledge is detected when analyzing the answers of each student for all tasks of the test. The more the correct answers, the higher the individual test score of the subjects. Usually, this test score is associated with the concept of "knowledge level" and undergoes a refinement procedure based on a particular pedagogical measurement model. The same level of knowledge can be obtained by answering various tasks.
If the test score is lower than the required level (the measured criterion), then the knowledge, skills, skills and ideas shown on the presence of the test. This level is the most common and mass. For many, it turns out to be quite overcome as sciences and mastering themselves. However, some, mainly due to lack of abilities and adjacent, remain at this level.

There are quite a few cases in the history of science and arts, when the criterion level of knowledge (or skill) had interfered with the public recognition of individual talents at the appropriate times. Therefore, recognition was often coming only as evaluation criteria change. Most often after the death of the authors of many immortal works in the sphere of science, music, painting, etc. A vivid example of this kind is the change in the criteria for evaluating creativity Van Gogh, creativity of many artists-impressionists, formalists, etc. are known and such, for example, facts. The future winner of the Nobel Prize Albert Einstein in the summer of 1895 could not pass exams in Zurich Polytechnic, and the world-famous pianist S. Richter was deducted twice from the Conservatory for the overall failure.

The structure of knowledge is estimated on the basis of the sequence of correct and incorrect answers to the tasks of increasing difficulty. The form of the presentation of the individual structure of knowledge and ignorance is the profile of the test of the subject, represented by the sequence of units and zeros obtained by each student. Profile of Knowledge is an ordered set of estimates (vector string) in the matrix of test results. If the subject is responsible correctly on the first, relatively easy tasks, we can talk about the correct structure of knowledge. The profile is called correct if the test line has all zeros follow by all units.
If the opposite picture is detected, (the subject is correctly answered to difficult tasks and incorrectly - on the lungs), this is contrary to the test logic and therefore such a knowledge structure can be called inverted. It is rare, and most often, due to violation, the requirement to have tasks as increasing difficulties. Provided that the test is made correctly, each profile testifies to the structure of knowledge. This structure can be called elementary (since there are still factor structures that are detected using the methods of factor analysis).
The role of the knowledge structure was repeatedly emphasized by an outstanding teacher A. Dysterweg, as well as a psychologist D. Brunner. The latter believes that "the presentation of the knowledge structure, mastering this structure, and not just assimilation of facts and technical techniques is the central moment."
Each educational institution should strive, first of all, to the formation of the right individual structures of knowledge, in which there would be no gaps (discontinuities in knowledge), and on this basis to increase the level of preparation. The level of knowledge largely depends on the personal efforts and abilities of students, while the knowledge structure is noticeably dependent on the right organization of the educational process, on the individualization of learning, from the skill of the teacher, from the objectivity of the control - in general, from all that is usually not enough .
As M. Minsky rightly celebrated, a person cannot learn well if the gaps are too large for him between the famous and unknown. The level of knowledge largely depends on the personal efforts and abilities of students. While the structure of knowledge depends on the proper organization of the educational process, on the individualization of training, from the skill of the teacher, on the objectivity of the control. In general, from all of what we usually do not have enough.
In the test task, the teacher's attention attracts, first of all, content and form. The content is defined as the mapping of the fragment of the academic discipline in the test form, the form - as a method of communication, ordering the elements of the task. The test content exists, is preserved and transmitted in one of the four main forms of tasks. Outside test forms, neither the test nor its content exist.

There are two main types of tests: traditional and non-traditional.

Traditional tests
The test has a composition, integrity and structure. It consists of tasks, rules for their application, estimates for the implementation of each task and recommendations on the interpretation of test results. The integrity of the test means the relationship of tasks, their belonging to the general measured factor. Each assignment of the test performs the role allocated to him and therefore none of them can be seized from the test without losing the measurement quality.

The test structure is formed by the method of communication of the tasks among themselves. Basically, this is the so-called factor structure in which each task is associated with others through the general content and the overall variation of test results.
The traditional test is unity of at least three systems:
"meaningful knowledge system described by the language of the audited academic discipline;
"formal system of tasks of increasing difficulty;
"The statistical characteristics of the tasks and results of the subjects.

The traditional pedagogical test must be considered in two significant senses: - as a method of pedagogical measurement and as a result of the use of the test.
In the above definition of the traditional test, several ideas were developed.

The first idea - the test is considered not as an ordinary set or a set of questions, tasks, etc., and in the form of the concept of "task system". This system is not formed by any combination, but only the one, which causes the occurrence of a new integrative quality, which distinguishes the test from the elementary set of tasks and from other means of pedagogical control. Based on this, one of the shortest definitions can be given: the test is a system of tasks forming the best methodical integrity. The integrity of the test is the sustainable interaction of the tasks forming the test as a developing system.

The second idea is that in this definition of the test, a departure from the rooted tradition of examining a test as a simple means of checking, samples, testing was performed. Any test includes a test element, it does not boil down to it. For a test is also a concept, content, form, results and interpretation - everything requiring justification. In accordance with the provisions of the theory, test estimates are not accurate estimates of the subjects. It is correct to say that they only represent these values \u200b\u200bwith some accuracy.

The third idea developed in our definition of traditional test is the inclusion of a new concept - the effectiveness of the test, which previously was not considered in the literature on tests as a criterion for analyzing and creating tests. The leading idea of \u200b\u200bthe traditional test is the minimum number of tasks, in a short time, quickly, efficiently and with the smallest costs to compare knowledge as much as possible of students.

Essentially, this reflects the idea of \u200b\u200bthe effectiveness of pedagogical activities in the field of knowledge control. The organization of an automated self-control - the most humane form of knowledge control is impossible in our country for reasons of insufficient provision of computer technology classes. Not able to do this and physically. By virtue, gently say, the erroneous social policy of the salary of teachers has not been compensated for the costs of even the physical energy required for good teaching, not to mention the increased energy costs of intellectual, which is capable of making only relative, and not concerned about the search for bread. As noted in the literature, a qualified worker receives three or four times less than the level of salary, beyond the boundaries of which normal life is disturbed and the destruction of labor potential begins

Traditional tests include homogeneous and heterogeneous tests. A homogeneous test is a system of tasks of increasing difficulty, a specific form and a certain content - a system created for the purpose of an objective, high-quality, and effective method of assessing the structure and measurement of the level of preparedness of students on one academic discipline. It is easy to see that, on its basis, the definition of a homogeneous test coincides with the definition of traditional test.

Homogeneous tests are common more than others. In pedagogy, they are created to control knowledge on one academic discipline or one section of a volumetric learning discipline (for example, physics or informatics). In a homogeneous pedagogical test, the use of tasks detecting other properties is not allowed. The presence of the latter disrupts the requirement of disciplinary purity of the pedagogical test. After all, each test measures something predetermined.

For example, the test of computer science measures knowledge, skills, skills and presentation of subjects in this science. One of the difficulties of this measurement is that knowledge of computer science is pretty conjugate with mathematical. Therefore, in the test of computer science, the level of mathematical knowledge used in solving informative tasks is established. The excess of the accepted level leads to displacement of the results; As the latter exceeds, it is increasingly beginning to depend not so much from knowledge of computer science, how many of the knowledge of other science, mathematics.
Another important aspect is the desire of some authors to include in tests not so much knowledge check as the ability to solve informative tasks (reading programs and dt), involving, thereby, the intellectual component in measuring the preparedness on computer science.

The heterogeneous test is a system of tasks of increasing difficulties, a specific form and a certain content - a system created for the purpose of an objective, high-quality, and effective method of assessing the structure and measurement of the level of students' prepared on several academic disciplines. Often, psychological tasks are included in such tests to assess the level of intellectual development.
Typically, heterogeneous tests are used for a comprehensive assessment of the graduate of schools, an identity assessment when taking to work and for the selection of the most prepared applicants when taking universities. Since each heterogeneous test consists of homogeneous tests, the interpretation of test results is carried out on answers to the tasks of each test (here they are called scales) and in addition, through various methods of points, attempts are made to give a general assessment of the preparedness of the subject.

Non-traditional tests
Unconventional tests include integrative, adaptive, multistage and so-called criterion-oriented tests.

1. Integrative tests
The integrative can be called a test, consisting of a system of tasks that meet the requirements of integrative content, a test form, increasing the difficulty of tasks aimed at the generalized final diagnosis of the preparedness of a graduate educational institution. The diagnosis is carried out by presenting such tasks, the correct answers to which require integrated (generalized, clearly interrelated) knowledge of two and more educational disciplines. The creation of such tests is given only to those teachers who own the knowledge of a number of educational disciplines, understand the important role of interprete relationships in training, are able to create tasks, the correct answers to which require students knowledge of various disciplines and skills to apply such knowledge.
Integrative testing is preceded by the organization of integrative learning. Unfortunately, the currently class-grade form of classes, in combination with the excessive crushing of training disciplines, together with the tradition of teaching individual disciplines (and not generalized courses), will still inhibit the implementation of an integrative approach to training and preparedness control processes. The advantage of integrative tests in front of heterogeneous is the greater meaningful informativeness of each task and in a smaller number of the tasks themselves. The need to create integrative tests increases as the level of education and the number of studied academic disciplines increases. Therefore, attempts to create such tests are noted, mainly in high school. Integrative tests are particularly useful to increase the objectivity and effectiveness of the final state certification of students and students.

2. Adaptive tests
The expediency of adaptive control follows from the need to rationalize traditional testing. Each teacher understands that a well-trained student does not need to give light and very easy tasks. Because too high the likelihood of the correct solution. In addition, lightweight materials do not have a noticeable developing potential. Symmetrically, due to the high probability of incorrect solution, it makes no sense to give difficult tasks to a weak student. It is known that difficult and very difficult tasks reduce the learning motivation of many students. It was necessary to find comparable, in the same scale, the measure of the difficulty of tasks and the measure of the level of knowledge. This measure was found in the theory of pedagogical measurements. Danish mathematician G. Zolov called this measure the word "Logit". After the appearance of the computers, this measure was based on the adaptive knowledge control methodology, where methods of regulating the difficulty and number of assignments are used, depending on the response response. With a successful answer, the next task of the computer selects more difficult, with unsuccessful - light. Naturally, this algorithm requires preliminary testing of all tasks, determining their difficulty measures, as well as creating a bank of tasks and a special program.
The use of tasks corresponding to the level of preparedness significantly increases the accuracy of measurements and minimizes the time of individual testing to, approximately 5 to 10 minutes, adaptive testing allows you to provide computer issuing tasks on an optimal, approximately 50% of the probability of the correct answer for each student.
In Western literature, there are three options for adaptive testing. The first is called pyramid testing. In the absence of preliminary estimates, all subjects are given a task of average difficulty and then, depending on the response, each subject is tasked easier or more difficult; At each step, it is useful to use the Rule of dividing the difficulty scale in half. With the second version, the control begins with any desired, the subject, the level of difficulty, with a gradual approach to the actual level of knowledge. The third option is when testing is carried out through the bank of tasks divided by difficulty levels.
Thus, the adaptive test is a variant of an automated testing system in which the difficulty parameters and the differentiating ability of each task are predetermined. This system is created in the form of a computer bank of tasks, ordered in accordance with the tasks you are interested in. The most important characteristic of the tasks of the adaptive test is the level of their difficulty obtained by the experimental way, which means: before you get to the bank, each task passes an empirical testing on a sufficiently large number of typical students of the contingent. The words "of the contingent of interest" is designed to submit the meaning of a more strict concept of "General Agriction" in science here.
The educational model of the adaptive school EA is common. Yamburg, proceeds essentially from the general ideas of adaptive learning and adaptive knowledge control. The origins of this approach can be traced from the moment of the occurrence of pedagogical works of Komensky, Pestalotzi and DiXurega, which unite the ideas of nature-like and humanity learning. In the center of their pedagogical systems was a student. For example, in a little-known work, A. Dysterware "Didactic Rules" (Kiev, 1870), you can read such words: "Teachfully in nature ... teach without spaces ... start teaching from what a student stayed .. . Before you start teaching, you need to explore the outcome point ... Without knowing what the student has stopped, it is impossible to detect it. " Insufficient awareness of the real level of students' knowledge and natural differences in their abilities to learn the proposed knowledge became the main reason for the appearance of adaptive systems based on the principle of individualization of training. This principle is difficult to implement in the traditional, cool-in-form.
Before the appearance of the first computers, the most famous system close to adaptive learning was the so-called "system of complete learning of knowledge."

3. "Criterial-oriented tests"
This is very conditional, and in principle, the incorrect name of the tests group that received some dissemination and recognition. Unfortunately, even an attempt to introduce this name to the text of our certification laws and standards was made. Essentially, we are dealing not so much with the tests of the named kind, as with the interpretation of test results.
If the main task is the desire to find out - which elements of the content of the academic discipline are learned by one or another subject, this is the case of an objective pedagogical approach to the interpretation of test results. It is determined - that from the general set of tasks (according to English domain) the subject knows and what does not know. The interpretation of the results is conducted by teachers, in the language of the educational discipline.
The output is built along the logical chain: the content of the academic discipline is the general set of tasks for measuring knowledge - a test, as a sample of tasks from this totality, the tests of the subject - probabilistic conclusion about his knowledge of the educational discipline. When orienting such tests requires a large number of tasks and a fairly complete definition of the content of the discipline studied. Interpretation of results is conducted by educators - subjects.

Disputes are conducted around two main issues:
1. The correctness of the test of the test, which means the unambiguousness of the wording of its tasks, the subject-scientific validity, the admissibility of the test to verify the knowledge of the tests in this group of tests. When arguing in favor of this or that test, subject teachers are based on the conceptual apparatus, the language of principles and in general on knowledge of the educational discipline taught them. In such cases, talk about tests with meaningful-oriented interpretation of results. This is the so-called knowledge correlation based on the results of the test with knowledge, the complete list of which is presented in the General Agguration (Domain).
2. The validity of the assessment of knowledge throughout the training subject, based on the results of testing the tests for a small sample of dough tasks; A sample of a potentially or actually existing general set of all tasks that could be given by the subject for a confident and reasonable assessment. In fact, this is a matter of substantiation of the accuracy of inductive conclusion about the knowledge of a large number of questions based on the answers to the small number of test tasks.

The second type of tests is associated with the orientation of such specific objectives and objectives, such as, for example, checking the level of assimilation of a relatively short list of the required knowledge, skills and skills acting as a given standard or a learning criterion. For example, for certification of graduates of educational institutions, it is important to have such tasks that allow us to conclude the minimum permissible competence of graduates. Abroad they are called and called: Minimum Competency Tests. When checking the minimum permissible level of knowledge, the content of the tasks is of a fundamentally lightweight character. Since such tasks must be carried out by all graduates made by an educational institution for certification, it is impossible to talk here about tests as the method of objective and effective measurement of subjects with different levels of preparedness, in the strict sense of the concept of "test". This approach has been developed for the management authorities facing the need for a short time to check the state of education in a large number of educational institutions, and not allow the latest to fall below the maximum permissible level of requirements.
Tests with criterion-oriented interpretation are often contrasted with tests with the so-called regulatory-oriented interpretation of the results. In fact, the latter are traditional tests, some of which have parallel options.

Test content
The test content can be defined as the optimal display of the content of education in the test task system. The content of school education is defined as a system of knowledge and experience of mankind, the assimilation of which is necessary for the subsequent acquisition of vocational education and to improve the quality of life. The content of education is given by various educational programs, the choice of which is carried out by students on a voluntary basis. This is one of the conditions for the emergence of such a public phenomenon, as a student of the people, what I dreamed of V.I. Vernadsky. "The moral and educated people," wrote in the diaries of F. M. Dostoevsky, is a great and fair goal. Moral desire and enlightenment is not only the highest, but maybe the most profitable policy for the Great Nation, precisely because it is great ".
In a well-established education system, the test task system would be, in principle, check all the knowledge that are offered by students in the learning process. But due to the many reasons, the volume of knowledge of knowledge is always less than the volume of knowledge offered in the lessons. The knowledge checked is the part of the content of the educational discipline, the assimilation of which students are subject to compulsory control in a separate educational institution. Knowledge that should be checked by students of all educational institutions are called regulatory; They are prescribed by the federal education authority as the norm, which the participants in the educational process must comply.

Educational material for any academic discipline is part of the educational program, usually includes basic concepts and terms, facts of science and daily life, laws and theories, knowledge of methods and methods of activity. In the absence of reliable educational statistics in the country and untimely payments to teachers, the actual implementation of this norm on full, let's say, the nomenclature always remains in question.

Some elements of the knowledge checked (mainly on individual topics) are used only in the current control. Other elements covering the knowledge of several topics are used in the frontier control, for example, at the end of the school fourth. And finally, in the final control, tasks are used, the correct answers to which require the knowledge of many, and sometimes all those studied during the school year.
It has already been noted that knowledge offered by teachers is usually wider than knowledge tested by students when testing. However, well-organized independent work allows some students to know more than what is reported in the lessons. This is possible only when students with the system of basic and additional tasks, if there is a school. A significant place in such a system should be given to developing tasks. Specially organized work on creating a system of tasks for independent work and test control is carried out now quite rarely. This is done only in those educational institutions, where the important role of the so-called task approach to the organization of training is understood and where the need for the transition from a reproductive type of training to the forms of creative, mainly, independently comprehending the surrounding world.

In the marked transition of the task of teachers and school managers, not only the transfer and reproduction of knowledge is becoming - it is necessary, and there is nothing to argue here. In addition, it is also important to purposefully form the intelligence, skills and skills of solving educational and life tasks, presentations, as well as such an worldview of students, which is focused on personally and socially significant values. With such an organization of the content of education, the teacher becomes, on the one hand, a mentor and technologist of the individualized process of self-education of students, and on the other, the creator and breeder of tasks used hereinafter both for learning and for control.
The words "optimal mapping" suggest the need to select such a control material, answers to which with a high probability (more than 95%) would testify to the level of preparedness of each student. The achievement of the reasonable conclusion about the knowledge of students on the basis of the test content is the main goal of testology - science on the development of high-quality tests and their effective application.

The content optimization is the leading idea of \u200b\u200bthe traditional test, and to an even greater degree of adaptive test: in a minimum of the number of tasks, in a short time, quickly, efficiently and with the smallest costs to measure knowledge as much as possible students.
This idea is close in meaning the task of increasing the effectiveness of pedagogical activity when using massive forms of knowledge control. It is appropriate to make some generalization of ideological sense: the testing culture is primarily interesting to those school leaders who seek to increase the marked efficiency - if the school is set to regularly conduct objective control of academic achievements, in the form of testing, and then a desire to monitor the results of educational activities appears And the rating of students. For the other tests, it is either an unusual form of knowledge control, or an unnecessary innovation that makes it difficult and difficult life.

In addition to the regulatory knowledge, skills and skills in the content of educational disciplines, it is useful to include representations - conceivable images of objects, which in some cases can be close to reality than a number of abstract concepts. Presentations are now small or almost not reflected in curricula and programs. Meanwhile, in the conditions of a rapidly changing and renewing education, a strong knowledge of the entire material of the educational discipline becomes a downtower and difficult affair. If you recognize that "residual knowledge" many rarely exceed 15% a year after the exam, then the question arises: - Does this know? And is it better to give some educational materials in the form of representations, some of which can be forgotten, but then, at the right moment, it can be easily and independently transformed into knowledge? Recall the words of the outstanding German teacher of A. Dierweg: "Do not firmly study what can be easily forgotten." Presentations solve an important task of orientation in the world of knowledge, and this is more equally important than to have those or other private knowledge. Nevertheless, the views do not replace knowledge, but complement them, to the extent that the well-organized educational process requires. This does not in any way implect the important role of Zunov, but only introduces them to another, a wider context of genuinely educational activities.

If you need to take away a small number of schoolchildren to participate in the Olympics, the content of the tasks of such a test should be difficult. If you want to cut out, on the contrary, the weakest students, it is better to do with the help of relatively easy tasks; Those students who do not fulfill such tasks, and there are the most unprepared. Sometimes there is a question - and how to be in the case when students are correctly responsible for difficult tasks, and incorrectly on the lungs? The occurrence of such incidents is contrary to natural pedagogical logic. Usually this is a consequence or erroneously made test, or a kind of training system generating many gaps in knowledge. Special statistical methods are used to detect and analyze such situations.

The more complete the display of the academic discipline in the test, the more confident it is possible to talk about the so-called meaningful validity of test results. Approximate (far from the full case in question) The meaning of the English word "Valid" means "suitability for the goal". The test cannot be suitable for measuring knowledge according to any academic discipline, at any time, for subjects with any level of preparedness. There are no such tests. The test is created to determine the level of preparedness of students and its results are interpreted depending on the degree of achievement of the goal. That is why testing results can be recognized by valid to varying degrees, and even at all are not valid.

Doughness and test tasks
If the pedagogical test is briefly brief as a system of tasks of increasing difficulty, it will become clear that the difficulty of tasks is the most important, let's say, the test for the resulting indicator. A lot of school leaders believe that their teachers are able to "come up" in a short time any "tests". In fact, you can come up with how many sets of tasks in test form (and this is not tests). They cannot be included in the present test until the well-known measure of the difficulty verifiable. From this requirement it becomes clear the obligation of the preliminary empirical check of each task, before the start of testing. In the process of checking, many tasks (usually more than half) do not withstand the requirements for them and therefore are not included in the test. The first requirement for test tasks: The task test should differ in terms of the level of difficulty, which follows from this previously determining the test and the principle under consideration.
Requirements for the second concept:
"The correctness of the content;
"Logic form of statements;
"The correctness of the form;
"brevity;
"Availability of a specific place to respond;
"The correct location of the assignment elements;
"The same response assessment rules;
"The same instruction for all subjects;
"Adequacy instructions form and content content.
The first thing is that there is no place for assignments in the dough with an unknown difficulty measure. And the second is that not all proposed tasks in test form can become test tasks: these are different concepts. In the first concept, the requirements of content and form are the most significant. The test tasks primarily makes the requirement of a certain difficulty, something that is clearly not required for tasks in test form. The tasks have a chance to become test only after an experienced, say stricter, empirical verification of their difficulty, on typical groups of subjects.
An indicator of the difficulty of test and test tasks is meaningful and formal at the same time. Meaningful indicator, because in a good test, the difficulty may depend only on the content and on the level of the preparedness of the subjects themselves, while in a bad test of the results, it is noticeable to influence the form of tasks (especially if it is not adequate), poor testing organization, if available Capabilities, information leakage. Special mention in this regard deserves a controversial practice of aimed preparation for centralized testing.
The formal component of the performance of the indicator of difficulties occurs when testing as a process of confrontation of each subject with each task offered to it. The outcome obtained at the same time is useful to consider as a result of such confrontation. With a simplified interpretation of each case of the confrontation of the subject with the next task, only two outcomes are usually considered: the victory of the subject with the right decision, where he receives one score, or defeat, for which zero points is given. The assessment of the result of the confrontation depends on the ratio of knowledge of the knowledge of the task tested to the level, from the chosen unit of measurement of knowledge and from a previously adopted rule (convention) - what to consider the "victory" of the subject and is permissible to draw a draw on the language of sports.
The principle of increasing difficulties is used in the presentation of the content of many textbooks and benefits, especially on those learning disciplines, which are built on a cumulative principle, which means: knowledge of subsequent elements of the course explicitly depends on the knowledge of previous educational elements. Such a construction is inherent in textbooks in mathematics, logic, foreign languages, statistics, technical and many other sciences. They have previously studied concepts are actively used in subsequent topics. Therefore, it is necessary to study such disciplines only from the very beginning, and without spaces.
Often the degree of difficulty of learning task does not coincide with its complexity. The degree of complexity of the educational material is characterized by a real (objective) saturation of the learning assignment and the form of its presentation, and the degree of difficulties always implies the correlation of the learning material to be assimiced with the previously learned learning materials and intellectual possibilities of students.
The difficulty of the learning task is often explained by the fact that students often do not know those operations that must be produced to find a solution. If the system of operations to solve some class tasks to be called a solution method, then, in its opinion, the difficulty is associated with the ignorance of the method, with ignorance, as needed to think during the solution, as in which sequence should be acting with the terms of the task. The emerging difficulties are explained by the fact that the teacher often tries to give knowledge about the content of the studied and much less cares about how to think, reason. Such interpretation intersects with an idea about the relationship of the complexity of the task with the number of operations that must be made to achieve success. These definitions of difficulties and difficulties are, for the most part, psychological; They are useful in psychological analysis of test tasks.

The test content cannot be only light, medium or difficult. Here is fully the well-known idea of \u200b\u200bthe dependence of the results of the method used. Easy tasks of the test create only the visibility of knowledge of students, because they are checked minimal knowledge. In this regard, it can be noted that the orientation of the federal education management body for checking the minimum level of knowledge does not give, and cannot, even by definition, give an idea of \u200b\u200bthe real level of knowledge, i.e. Give that information that has long been needed by society and management authorities. Distorting the results of testing and selection of knowingly difficult tasks, as a result of which majority of schoolchildren are understated points. Orientation for difficult tasks is often considered as a means of strengthening motivation to study. However, this tool acts ambiguously. Some difficult tasks can push to study, others - push off from it. Such orientation distorts the results and as a result, reduces the quality of the pedagogical dimension. If the test is built strictly from the tasks of increasing difficulty, this opens the way to create one of the most interesting scales of measurement - the scale of L. Gutman.
When determining the test, it was already noted that all tasks of the test, I would like to emphasize, regardless of the content of those, sections and from training disciplines, are arranged in the order of increasing difficulties. Until recently, the recommendation to include in the test more tasks of the average difficulty is justified from the point of view of determining the reliability of measurement according to the so-called formulas. Classical test theory. The methods that exist in this theory, the test reliability assessment provide reduction in reliability when inclusive in the test of light and difficult tasks. At the same time, the passion for the assignments of one average difficulty leads to serious deformation of the test content: the latter loses the ability to properly display the content of the discipline under study, in which there is always light and difficult material. Thus, in pursuit of theoretically high reliability, the meaningful validity of test results is lost. The desire to raise the validity of the test results is often accompanied by a decrease in their accuracy.
If weak, according to the preparedness, a group of students is tested, it turns out that the difficult tasks of the test simply do not work, because no student can answer them correctly. Such tasks from further data processing are withdrawn. In adaptive control systems, they are not offered. The test content for weak students will noticeably differ from the test of the test for strengths. In the latter, on the contrary, easy tasks do not work, since all those who know the subjects for easy tasks are responsible correctly. Thus, the content of traditional test varies significantly depending on the level of preparedness of those groups of students, to measure the knowledge of which is a test.
The optimal display of the content of the educational material into the test tasks of the required level of difficulty involves the possibility of choosing a suitable form. The test content is expressed in one of the four main molds. It:
1. Tasks with a choice of one or more correct answers from the number of proposed;
2. Open form tasks, where the responser's response adds itself, in the place allotted for this;
3. Tasks for establishing conformity;
4. Tasks to establish the correct sequence of actions.

Complete learning system
The system of complete learning of knowledge (abbreviated SPU, the original name MASTERY Learning) is an organizational and methodological system of individualized learning. It originated from the successful experience of the pedagogical team of the small school of the town of Poginetka, near Chicago.

The purpose of this system is to create psychological and pedagogical conditions for the complete assimilation of the required educational material by each students who wish and able to learn.

New pedagogical technologies are characterized by the transition:
"From the teachings as the functions of memorizing to the teaching as a process of mental development, allowing to use the learned;
"From a purely associative, static knowledge model to dynamically structured mental systems;
"From orientation on a averaged student to differentiated and individualized training programs;
"From the external motivation of learning to the inner moral - volitional regulation.

Nowadays, the marked transition coincides with the two main trends in the development of the theory and practice of education.
The first is the development of tests for the objective final and current monitoring of students' knowledge.
The second trend is the use of the learning potential of tasks in a test form for the organization of self-control - the most humane form of knowledge control. This potential was fully implemented in various versions of individualized adaptive learning systems.

The psychological basis of a complete learning system was the ideas of American scientists J. Carrol, B. Bloom and MN. Dr. To master the same learning material with different students, depending on in intellectual abilities, it takes different times. However, the traditionally organized educational process ignores this reality and requires that all students learned all the material to a given period, the same for all. However, in conditions of chronic overload, many students simply do not have time to learn the material to a given period. Since in the framework of the classroom - the urgent system, students differ markedly in their preparation. Fully absorb material only a few. The lack of time is, according to J. Carrol, the main cause of weak knowledge. As a result, it was proposed to organize the educational process so that students would receive sufficient for each time needed to study the required material. This will eliminate differences in knowledge and achieve full assimilation of almost the entire material from all students.

B. Bloom decided to conduct an experimental verification of the hypothesis put forward on the dependence of the quality of the acquired knowledge not so much from the abilities, and from the time spent in the class, how much of the time spent speaking time for independent assimilation. The leading factor in the quality of knowledge, he saw the time spent by a student for independent work. He was convinced of the relative acceptability of this hypothesis; Relative, because in his experiments there were cases when some students did not extract the specified volume, no matter how much time they were allocated. This is about five percent of the total number of students who participated in the experimental training cycle.

The essence of the system of complete assimilation is expressed in the following stages of work:
1. Formulation of diagnostic learning objectives.
2. Development of standards of complete learning of knowledge.
3. Development of standards and tests for checking the measure of learning material assimilation.
4. Differentiation and individualization of students based on the existing (before the start of work on the system of complete assimilation) of indicators.
5. Variation of learning time and teaching. Noticeable increase in the share of time for independent work.
6. Development of new educational materials based on a modular principle.
7. Development of tasks for self-control over all studied modules.
8. Development of tests for pedagogical preparedness control for each module and throughout the course.
9. Organization of independent work of students, in the course of which the teacher cooperates with students to resolve the learning difficulties that arise from time to time from time to time. Correction of knowledge on the results of self-control.
10. Testing.
In Russia, a brief description of this system can be found in the works of M.V. Clarin. Various variants of this system are now actively being introduced both in countries that have developed higher and high school and developing countries. The reasons for such an unusually high interest in this system is that it is effective, ensures the practical possibility of individualizing the educational process, the correction of gaps in the structure of individual knowledge, contributes to improving the quality of knowledge both well and not well-trained students. A modern version of SPU is adaptive computerized learning.
In conclusion of this section, a compressed algorithm for developing an educational module is provided, which is proposed to teachers developing their own training modules (or units) of their academic disciplines.

The general algorithm for developing an educational module (UNIT) in a complete learning system (MASTERY Learning)
"The purpose of the module.
"The name of the module. Short, accurate, understandable. In case of difficulties, the use of subtitles is allowed.
"Brief summary of the module content written in the heuristic key. Sample vocabulary:
In this module you will get acquainted with .... In order to…. You will find answers to these questions on such pages. Tasks for self-control will help you check the level and quality of your knowledge. Right answers - on such pages.
"Module Plan. From about three to eight points. With short explanations for them.
"Presentation of educational material (for small portions, parts). Exemplary volume of each portion 1-2, less often 3 pages. Material is set forth by a simple, understandable language, so that for understanding the text, the teacher's help was not required by any student. All concepts are accurately defined, Led into the system.
"Tasks in test form to each portion of the module. Tasks in other forms to verify knowledge and skills.
"Developing and creative tasks.
"Test control throughout the module material. Criterion for the complete assimilation of the module and transition to the study of another module.

Types of knowledge
Knowledge can be divided into three types: proposed, purchased and checked.
The proposed knowledge is given to students in the form of teaching aids, materials, texts, lectures, stories, etc., reflecting the main part of the educational program. These knowledge is formulated, in addition, in the task system, according to which students themselves can check their preparedness.

Participated knowledge is usually only part of the proposed knowledge, greater or less, depending on the educational activity of students. With the development of computer learning, conditions have emerged to exceed the volume of acquired knowledge over the amount of knowledge of the proposed knowledge. This is a new situation associated with the possibilities of mass immersion of students in the world educational space, in which the leading role of tasks in the process of acquiring knowledge is already realized quite well. The decision of the learning tasks is the main stimulus to enhance the teachings, their own activities of students. This activity can occur in the form of working with the teacher, in a group or independently. The arguments common in the literature about the levels of assimilation belongs exclusively to the acquired knowledge.

The knowledge checked forms the main content of the document that may be called the program of the exam or testing, depending on the elected form of knowledge control. The main sign of the knowledge checked is their relevance, which means the readiness of the tests under the practical application of knowledge to solve the tasks used at the time of the inspection. In the highest school, the same sign is sometimes called the efficiency of knowledge.

In the process of testing schoolchildren and applicants, only such knowledge that are in RAM are usually checked, those that do not require access to reference books, dictionaries, cards, tables, etc. Among the checked knowledge, it is possible to allocate more regulatory knowledge that are subject to compulsory learning to students and subsequent control by education authorities through an expertly selected and approved by the governing body of tasks, tasks and other control materials.
"All these judgments become useful when considering the goals and the essence of educational standards.

Classification of species and levels of knowledge
1. Knowledge of names, names. Socrates belong to the words: who comprehends names, he will comprehend and what these names belong to. As the famous foreign philosopher J. Austin, the knowledge of the subject or phenomenon is largely determined by whether we know its name, more precisely - its correct name.

2. Knowledge of the meaning of names and names. It has long been known that as we understand, and act. Understanding the meaning of titles and names helps to memorize and correct use. For example, with the name "Baikal", some of the younger students can think not about the famous lake, the pearl of Russia, but about fruit water sold under the same name.

3. Factual knowledge. Knowledge of facts allows not to repeat errors, their own and other people, enrich the evidence base of knowledge. It is often fixed in the form of scientific texts, observation results, recommendations of type of safety, everyday wisdom, sayings, sayings.

4. Knowledge of definitions. The weakest place in school education, because definitions cannot be taught; They can be understood and assimilated only as the result of independent efforts to master the required concepts. Knowledge of the definition system is one of the best evidence of theoretical preparedness.
In the educational process, all four discussed types of knowledge can be combined into a group of reproductive knowledge. As noted by I.Ya. Lerner, during the years of school learning, students perform more than 10 thousand tasks. The teacher is forced to organize reproductive activities, without which the content is not initially absorbed. These are knowledge that do not require the assimilation of a noticeable transformation, and therefore they are reproduced in the same form in which perceived. They can, with some convention, call knowledge of the first level.

5. Comparative, comparative knowledge. They are widespread in practice and in science, inherent in mainly intellectually developed persons, especially specialists. They are able to analyze and choose the best options for action upon reaching a particular purpose. As N.Kuzansky noted, "all researchers are judged by an unknown way by measuring comparison with something already familiar, so everything is investigated in comparison."

6. Knowledge of opposites, contradictions, antonyms, etc. objects. Such knowledge is valuable in training, especially at the initial stage. In some areas, such knowledge is the main. For example, in the school course of life safety, it is necessary to know exactly what students can be done, and what can not be done under any circumstances.

7. Associative knowledge. They are characteristic of an intellectually developed and creative person. The richer association, the greater the conditions and above the probability for the manifestation of creativity. Many precisely on the wealth of associations built the language culture of personality, writing work, the work of the artist, designer and workers of other creative professions.

8. Classification knowledge. Apply mainly in science; Examples - Linnea classifications, periodic system of elements D. I. Mendeleev, classification of tests, etc. Classification knowledge are generalized, systemic knowledge. This type of knowledge is inherent only to persons with sufficient intellectual development, as it requires a developed abstract thinking, a holistic and interconnected vision of the totality of phenomena and processes. The knowledge system is, first of all, the ownership of the effective definitions of the basic concepts of the sciences studied.
Knowledge p.p. 5-8 can be attributed to the second level. Such knowledge allow students to solve typical tasks as a result of the summary of each specific task for well-known classes of studied phenomena and methods.

9. Causement of knowledge, knowledge of causal relationships, knowledge of grounds. As V. Shakespeare wrote, it was time for the inexplicable, everything has to look for the reasons. In modern science, the cause of the analysis is the main direction of research. As L. Wittgenstein noted, they say "I know" when you are ready to bring indisputable foundations.

10. Procedural, algorithmic, procedural knowledge. Are basic in practical activity. Mastering by these knowledge is a significant sign of professional preparedness and culture. In the same group, technological knowledge can be attributed, allowing you to inevitably receive a planned result.

11. Technological knowledge. These knowledge is a special kind of knowledge that appear at different levels of preparedness. This can be a relatively simple knowledge of a separate operation of the technological chain, or a complex of knowledge that must certainly achieve their goals with the minimum possible costs.
Knowledge p.p. 9-11 can be attributed to knowledge of a higher, third level. They are acquired mainly in the system of secondary and higher vocational education.

To the highest, the fourth level of knowledge include the following types of knowledge:
12. Probabilistic knowledge. Such knowledge is needed in cases of uncertainty, lack of knowledge available, inaccuracies of available information, if necessary, minimize the risk of error when making decisions. This is knowledge about the patterns of data distribution, the reliability of differences, about the degree of validity of the hypotheses.

13. Abstract knowledge. These special kind of knowledge, in which they operate with idealized concepts and objects that are non-existent in reality. Many such objects in geometry, natural science, and in those social sciences, which in the West are called behavioral - psychology, sociology, pedagogy.
Probabilistic, abstract and special scientific knowledge in each individual discipline of knowledge form the basis of theoretical knowledge. This is the level of theoretical knowledge.

14. Methodological knowledge. This is knowledge of the methods of transforming reality, scientific knowledge of building effective activities. This is the knowledge of the highest, fifth level.
The listed types of knowledge do not form a complete classification system so far and therefore allow for a noticeable expansion of the presented nomenclature, replacing some kind of knowledge of others, combining them into various groups.

Control and accounting of students' knowledge

In the lessons of computer science in the form of tests and abstracts

Yerina Z.V.

belgorod

MOU-Lyceum number 10

The problem of learning the knowledge has not been resting to teachers for a long time. Almost any action of a person in life, not only studies, is related to the need to assimage and processing both knowledge, a particular information.

We all understand that knowledge will be learned when students will be able to use them, apply the knowledge gained in practice in unfamiliar situations. The ability to apply knowledge is one of the types of general educational skills to which from the lesson in the lesson on various subjects must be trained. To teach applying knowledge, it means to teach the student a set of mental actions.

Any learning of knowledge is based on the assimilation by a student of educational actions, whom those who would have mastered the student to assimilate knowledge independently, using various sources of information. To learn to learn, namely, assimilate and properly recycle information - the main thesis of an information and activity approach to learning.

A great role in solving the problem of learning knowledge is played by properly organized control of students' knowledge. The teacher at the lesson assesses the knowledge of students. "The most accurate account is mathematical. Take into account on the eye - it means to risk, fall into the numerous illusions of the chamorette, "wrote P.P.L.B. - Objective accounting is verified, it is understandable to both a schoolboy and a parent, inspector, not just a teacher."

Currently, test control works are becoming increasingly distribution. Their difference from the usual is that they do not require written statements, economical in relation to the time spent on the direct implementation of actions, have great flexibility in identifying narrow objectives, making it possible to formulate very detail and accurately outlined the task of each test.

Tasks with a selective response (theses) at the controlling stage, in which the teacher assesss the preparedness of students on the subject, send the student's efforts to use a certain receipt of mental activity, encourage students to self-esteem and self-acting skills, knowledge and their integrated use in practice, outlines the prospects for further Works in this direction.

The tests and the abstracts proposed by me are largely taken into account the complex nature of the subject of study - informatics and the characteristics of its functioning and development.

My experience of using tests and abstracts to check students' knowledge showed that their objectivity increases due to the fact that:

Tests and abstracts with a choice of response have an advantage compared to testing, including 2-3 tasks, as they may include a large number of questions and check 80-90% of the topic of the topic or partition;

Estimates for the performance of the test or thesis are definitely exhibited, depending on the number of questions that students respond correctly, and are not defined by the subjective requirements of the teacher verifying what the evaluation standard is achieved;

Tests and theses make it possible to conduct an elemental analysis of the master's assimilation, since a large number of questions included in the test or thesis makes it possible in each clearly allocate a specific element of knowledge and establish how much it is learned by students;

According to the test sheet, in which students bring answers to questions of the tasks, not only the overall picture of the assimilation is visible, but also easily viewed well and weakly learned questions of the topic;

An important feature of tasks with the choice of response is a significant savings of the Teacher's time when checking the work.

In the tests of a new generation, the orientation on the material differentiated in the degree of complexity and the level of assimilation of the material is purposeless to estimate the subject achievements of students, which allows the use of test tasks as forms of certification control.

The presence of a PEVM class provides broad funds and the ability to individualize learning and control of results. Here, along with well-known methods, the teacher meets with unconventional means, with systems implemented through a computer. We are talking about materials to consolidate the skills of work on a computer and about control systems, when controlling and evaluating functions are transmitted to the computer. When organizing testing knowledge and skills, it is necessary to take into account a number of features of computer science as a training subject. The informatics course is represented by two interrelated sections: information technology and information processes where the computer stands as a highly efficient means of collecting, storing, processing information that applies new information technology. Therefore, special attention to the monitoring of training it is necessary to pay attention to checking the basic concepts, disclosure of the relationships and interdependencies of the above sections.

When checking knowledge and skills, an assessment of not only theoretical knowledge, but also practical skills should be taken into account. Methods for monitoring the learning outcomes used in the work can be divided into two types: "Table check" and "Computer Check".

"Table Check" includes methods used by teachers to other subjects:

oral and written offset, test work at the end of each global theme allows you to check the knowledge of the guys in general, in the system. Only passing the test, students can start working on a computer. This is the strongest incentive incentive of the guys;

check notebooks. It is required that the material is written regularly, regardless of visits to classes, competently and neatly.

homework allows you to systematize computer science. In addition to the tasks for repetition and fixing the material, I give a job as a house by options;

different types of independent allow you to diversify work in the lesson. At the first stage of knowledge formation, as well as in weak classes, a method is used - "solution by analogy". The ability to act according to the sample does not come in itself, but requires special techniques of the teacher. In particular, it is important to implement - especially when solving problems - a classification of material that ensures the gradual development of such a skill. I especially like the guys to correct errors in the proposed programs. This method of independent work allows you to check the knowledge of the programming language operators in a light, relaxed form. Determine the result of the implementation of the algorithm or the program theoretically is an already more complex task requiring significant knowledge. Drawing up a problem solving algorithm - this method allows you to develop a logical and abstract ways of thinking guys;

suggest the idea of \u200b\u200bsolving the task of assessment - causes a whole surge of reasoning, leading to the desired result. If one suddenly did not succeed in one, then together the problem - the task is solved quite quickly. Solving the problem of intelligence, speed - allows you to check in addition to knowledge and computer skills;

the planned results of computer science training, asked in the form of specific requirements for knowledge and skills of students, allow you to use such a form of control as tests. With their help, it is possible to obtain, for example, information about the level of learning elements of knowledge, about the formation of skills and skills of students on the use of knowledge in various situations. Test tasks are conveniently used in the organization of independent work of students in self-control mode, when reducing educational material. Tests provide an objective assessment of knowledge and skills of students in points according to all students of the criteria;

dictation allows you to check the knowledge of operators and programming language commands.

"Computer Check" includes:

work with creative groups in practical work. With such an organization, the exchange of views goes freely, students learn from the example of reasoning comrades and analyze their mistakes, in an atmosphere of mutual interest in labor results. With the help of creative groups, such control methods are being implemented as self-control and mutual control;

control and independent work with a computer;

various types of practical work allow you to form computer literacy among students;

performing creative work, with the help of which self-control is implemented.

So that the lessons were not boring and the guys were not tired, it is necessary to combine, combine various forms of control in the classroom. Such forms of control allow to determine which students did not master the programmate, who mastered them at the minimum level, which of students completely and confidently owns knowledge and skills in accordance with the requirements of the program, and who not only fully mastered the necessary knowledge, but maybe they Apply in new situations, owns skills at a higher level than provided by the program.

Option 2.

1. What studies the science of informatics?

2. Name the three main essences of the world around us.

3. Name some known fact from physics.

4. Note someone known to you Russian rule.

5. What properties of information are known to you?

6. Do an example of a timely message.

7. What depends on whether the message received for you will be informative?

8. The example of the information activity of people.

9. What types of shaped information receive a person with the help of sense organs?

10. What information processes are you known?

11. What kind of person can transfer information?

12. Do an example of storing information on the outer carrier in the figurative form.

13. The example examples of modern information media.

14. What is the telephone line of communication when talking on the phone?

15. What is the result of information processing?

16. What is a universal device for processing information?

17.Dide an example of information processing in your activity.

18. Sample the storage of information in wildlife.

Independent work

The system of independent work should ensure the assimilation of the necessary knowledge and skills and their verification; reflect all the basic concepts provided for by the program; to form acceptance of academic work; to summarize students to independently finding techniques; Ensure the repeatability of the same issues in various situations.

A large role in the development of independent thinking of the student is played by systematically conducted and properly organized written independent work.

In its proposal, independent work can be divided into two types:

training (goal - to find out how well the basic concepts are learned as they are interconnected, as students are aware of the hierarchy of these concepts, they allocate their significant and insignificant properties)

controlling (goal - check the skill of students to apply in practice the knowledge gained)

Educational independent work.
Algorithms, their types, properties and methods of recording.

C-1
OPTION 1

1. Formulate the definition of the algorithm.
2. How do you understand terms: a) "final actions"; b) "From the class of the same type"? Give explanatory examples.
3. Transfer the properties of the algorithm.
4. Add the essence of anyone (on your choice) properties of the algorithm.
5. Transfer the types of algorithms.

Option 2.

1. Find the essence of the definition property.

2. Extracted the essence of the "unambiguity" properties.
3. Assign the essence of the "Performance" property.
4. Employed the essence of the "Massiness" properties.
5. Appeal the essence of the "limb" property.

Option 3.

1. What would you prove that the sequence of actions proposed to you is an algorithm?
2. show that the practical application of the Pythagoreo Theorem is an algorithm.
3. Is it possible to consider the "cycle of water in nature" known to you by the algorithm? Explain.
4. Is it possible to consider this sequence of actions to be algorithm?
Get the key.
Insert it into the keyhole.
Rotate the key 2 times counterclockwise.
Remove the key.
Open the door.
5. In one of the Russian fairy tales, the hero is instructed: "Go there, I do not know where, I do not know what." Is it possible to consider a set of actions to the algorithm? Justify your answer, using the properties of the algorithm.

Option 4.

1. Formulate the definitions of algorithms:
a) linear, b) branching, c) cyclic.
2. The example of a specific task that was solved by the help of the algorithm: a) linear, b) branching, c) cyclic.
3. Transfer algorithms recording methods.
4. Release the algorithm for solving the problem in the form of block diagrams: y \u003d √a + 2b.
5. Use the view of the algorithm from clause 4

Controlling independent work

C-1
OPTION 1

1. Enter the definition of the algorithm. Stress in the definition of the word, which reflect the basic properties of the algorithm.

2. Activate the essence of the "unambiguity" property. What happens if you break this property?
3. Name the artist of the following types of work: a) preparation of the cake; b) tailoring.
4. What is the complete set of source data to solve the problem?
5. Use and write down the full set of source data to solve the problem: "Determine the area of \u200b\u200bthe circle"

Option 2.

1. Enter the definition of the program. How does the program differ from the algorithm? Give the example for which this difference can be seen.

2. Activate the essence of the "Performance" property. What happens if you break this property?
3. Name the artist of the following types of work: a) repair of shoes; b) tooth sealing.
4. What is the complete set of source data to solve the problem?
5. Use and record a complete set of source data to solve the problem: "Calculate the roll of a rectangular triangle".

C-2
OPTION 1

1. Come on the algorithm for calculating the triangle area according to the Geron formula (algorithm write down in the form of block diagrams). Determine the view of the algorithm.

2. Write in the form of block diagrams algorithm for the solution of the following task: "Determine whether the point C (x, y) is belonging to the cut, if the coordinates of the segment ends are known"

Option 2.

1. Slip the algorithm to find the area and hypotenuse of the rectangular triangle (algorithm write down in the form of a block scheme). Determine the view of the algorithm.

2. Write in the form of block diagrams algorithm for solving the following task: "Little of two data data take a square, and more reduce 2 times. If the numbers are equal, then find them amount. "

Test

To school began to be implemented at a qualitatively new level such a form of knowledge checks as testing.

The test is a system of small amounts of tasks covering a large range of issues of individual chandeling of computer science and course as a whole.

Tests are represented by three species in two versions:

The first type of tests (assumes the filling of the gaps in such a way that a true statement is to be obtained. Students are limited to the fact that instead of dullness, they indicate one - two words that are considered to be missing);

The second type of tests (students must establish, truly or false each of the proposed statements. Students should not just give an answer or, but to show the ability to reason, make the appropriate conclusions, to recognize the correctly formulated mathematical proposal from the wrong);

The third type of tests (offers a choice of several answers, among which there is a faithful and wrong answer, which implies a refusal to perform the task. The number of answers is limited to three most significant, as the set of answers should be easily visible for students).

Test 1. EUM and information

1. 
   The device processing information is
2. 
   a) RAM; d) monitor;
   b) external memory; d) keyboard.
   c) processor;
3. 
   Drive is a device for
   a) information processing;
   b) reading and writing information;
   c) storing operational information;
   d) long-term storage of information;
   e) only reading information.
4. 
   The printer buffer is
   a) a device for connecting the printer to a computer;
   b) part of the external memory, where the printed text is received;
   c) part of the RAM, where the printed text is received; d) a program connecting the printer with the processor;
   e) a program connecting a printer with RAM.
5. 
   To store the word "information" in the memory of the computer required
   a) 10 bytes; b) 5 bytes; c) 20 bytes; d) 1 byte; e) 9 bytes.
6. 
   Insert the necessary words instead of dots: "Magnetic disks - devices for ...".
   a) information processing;
   b) long-term storage of information;
   c) entry information;
   d) withdrawal information;
   e) information exchange.
7. 
   The addresses of machine words are changed in step 4. The computer has the amount of RAM equal to 0.5 kb. How many machine words is the computer's operational memory?
   a) 64; b) 256; c) 128; d) 32; e) 16.
8. 
   The smallest addressable part of the RAM is
   a) byte; b) bits; c) machine word; d) kilobyte; e) file.
9. 
   You work on a computer with a four-scale machine code, which means, the addresses of machine words are changed in step
   a) 16; b) 2; at 8; d) 4; e) 1.
10. 
    Insert the necessary words instead of the dots: "... Memory means that any information is entered into memory and extracted from it ...".
    a) discreteness, addresses; d) addressability, byte;
    b) addressability, values; e) Addressibility, addresses.
    c) discreteness, bits

Test

A written verification of students' knowledge and skills should be carried out at various stages of assimilation studied, which will give the opportunity to receive information about the assimilation of the same material several times. To this end, it is advisable to conduct various kinds of test works that can be divided into two types:

1. Checking tests - are designed to verify the assimilation of a separate fragment of the course during the period of studying the topic;

2. Certificate test work - are the final moment of repetition at the end of the year. The necessary component of these works is the tasks for the repetition of the main theoretical issues.

Examination is an integral part of the learning process and bears educational, educational and developing functions.

TEST. Number system.

OPTION 1

1. Implement in the deployed form: a) 4563; b) 100101 2; c) AC6 16.

2. The number 74 of the decimal number system in binary, octal, hexadecimal;
3. Complete actions:
1) in a binary number system: a) 11001101011 + 1110000101; b) 101011-10011; c) 1011x101.
2) in the octaous number system: a) 564 + 234; b) 652-465.
3) in hexadecimal: a) DF45 + 128A; b) 92d4-11a.
4. Using the ASCII encoding table, define the letter code Y and depict it in an eight-bit format.

Option 2.

1. Implement in a positional form: a) 7045; b) 110101 2; c) 1d5 16.

2. The number 83 from a decimal number system to binary, octal, hexadecimal;
3. Complete actions:
1) in a binary number system: a) 1110101011 + 1110110101; 1011 - 1100011; c) 10101x 111.
2) in the octaous number system: a) 641 + 427; b) 254 - 125.
3) in hexadecimal: a) F154 + 12DA; b) 12C4-9E1.
4. Using the ASCII encoding table, define the letter Z code and depict it in an eight-bit format.

Offset

This is one of the forms of the most successful consolidation of knowledge on the material passed.

Open standings. Before studying the material of the material, students get acquainted with the list of issues and mandatory tasks on the topic, as well as additional issues and tasks. The student independently chooses the level of credit and solve the proposed tasks. The offset is considered to be divided only if the student fulfilled all the proposed tasks.

When studying some sections, also considering the characteristics of the educational group, sometimes it is advisable to carry out closed credits. In this case, students do not get acquainted with questions and tasks on the topic, and they receive them during the behavior of the test. In this case, it is possible to use cards - instructions if the student cannot cope with the task, but this is reflected in the evaluation or student performs an additional task.

Thematic standings are carried out at the end of the study of the topic or course, must be differentiated or multi-level, multivariates.