Test control of students' knowledge. Educational portal. Test control of knowledge of students of higher educational institutions of physical culture. pros and cons
PEDAGOGICAL READINGS AT THE COMMISSION OF HUMANITARIAN
SOCIO-ECONOMIC DISCIPLINES 2009 - 2010 ACADEMIC YEAR
Pomyaksheva N.N., lecturer
mathematics and computer science
TEST AS A FORM OF KNOWLEDGE CONTROL FOR STUDENTS 1-2 YEARS APPLIED
ON THE DISCIPLINE "MATHEMATICS AND COMPUTER SCIENCE".
It is possible to manage and correct any process only on the basis of control data over its course, and the process is no exception. learning activities. The effectiveness of the application of standards is possible only in conditions of objective control of knowledge and skills of students.
There are two methods of control - subjective and objective. The subjective method of control means the identification, measurement and assessment of knowledge, skills, based on the personal ideas of the examiner. This method of knowledge assessment is suitable for final control, as it does not have the necessary accuracy and reproducibility of the results.
Objective control means control that has the necessary accuracy, reproducibility of results.
A tool that allows you to objectively assess the quality of assimilation is a test that combines a control task and a standard by which you can judge the quality of assimilation.
However, as real practice shows, it is not always possible to achieve a sufficient degree of objectivity and efficiency of control in training. As a result, the understanding of the educational activities of students is often reduced.
For operational control of knowledge and skills in mathematics, specially selected didactic materials and systematized exercises are traditionally used.
The planned learning outcomes in mathematics, set in the program in the form of specific requirements for the knowledge and skills of students, allows the use of such a form of control as tests.
Tests are a task consisting of a series of questions and several answers to them for choosing one correct one in each case. With their help, one can obtain, for example, information about the level of assimilation of knowledge elements, about the formed ability and skills of students to apply knowledge in various situations.
Advantage: The main advantage of test verification is speed, and traditional verification through didactic materials- in its thoroughness.
Disadvantages: If the student presents only the answer numbers, then the teacher does not see the nature of the solution - mental activity student and the result can only be probabilistic. There is no guarantee that the student has knowledge; The disadvantages of tests also include the possibility of guessing. If, for example, a test task contains only two answers, one of which is correct, then half of the answers to such test tasks can be guessed.
The introduction of test control significantly increases the motivation for learning and the interest of the student.
The introduction of the test form of control on the subject was carried out in stages.
At the first stage, only the entrance control was carried out in the test form, and the final goal of the entrance test is to obtain information about the initial level of knowledge of students. The success of studying any course depends on the degree of assimilation of those concepts, terms, provisions that were studied at the previous stages of training. Therefore, the entrance test includes tasks that check the level of assimilation of the main educational elements of this course. When checking, first of all, gaps in knowledge are determined, which is very important for productive self-education.
The final test (examination) systematizes, summarizes the educational material, checks the formed knowledge and skills. The results of the first checks showed that students need to be prepared for the examination test, using test tasks during the current and midterm control.
Multiple choice assignments are especially valuable because each student is given the opportunity to clearly imagine the scope of mandatory requirements and mastering the knowledge of the course, objectively assess their progress, and receive specific instructions for additional, individual work.
Test tasks easy to use when organizing independent work students in self-control mode, with repetition educational material. Tests can be successfully used along with other forms of control, providing information on a number of qualitative characteristics of a student's knowledge and skills.
Tests are of different types:
Single Choice Tests. Each question has several possible answers, of which only one is correct. In mathematics, these are usually numerical answers.
Multiple answer test. A more correct answer can be added to the answer options, but in different forms.
For example:
Addition tests. In these tests, tasks are completed with missing words or symbols. The gap must be filled by students.
Cross-selection tests. They offer several tasks at once and several answers to them. The number of answers is recommended to plan a little more than tasks. As a result, the student must provide a chain of two-digit numbers (1-b, 2-a, etc.). These tests can also be single-digit and multi-digit.
Identification tests. Similar to (4). They use graphic objects or analytical descriptions. Tests 4 and 5 are more difficult for students to work, but also more reliable. In the course of their implementation, the skills of comparing objects, comparing, correlating, presenting an object in different forms are formed. They are more interesting for students by the types of activities, for the teacher - by the fullness of the content.
Improving the methodology of teaching the subject, we came to the conclusion that a very important component modern technology learning is a test as a tool for measuring the level of knowledge and the complexity of tasks.
During the educational process, the test performs the following functions:
Diagnostic;
educational;
organizing;
developing and educating.
Tests must meet certain requirements, since a randomly selected set of tasks cannot be called a test.
The reliability of the control task is its ability to characterize, with sufficient uniformity for practice, the indicator studied in didactic experiments, both of the tasks as a whole and of its parts, or in another way, the same indicator of the same tasks, but at different points in time.
Validity (or adequacy for the purposes of the test)
a) the content validity of the test, i.e. the test task is built on the basis of only technical learning elements that were studied by students and at the degree of abstraction at which they were presented. The content of the test corresponds to the educational standard.
b) functional validity of the test, i.e. test tasks correspond to the identified level of assimilation - the level specified by the educational standard.
Validity criteria include answers to questions like: "Does the task of the course program or its section correspond?"; "Does the task cover the entire course or its section quite fully?", "Is there a sufficient probability that if the subject successfully completed the control task in question, then he certainly knows the relevant material in general?"
Using the concepts of reliability and validity control tasks the following definition can be given:
A didactic test is a set of tasks that are compiled in a collective form, designed for a comparative assessment of knowledge, skills, abilities, mental development and satisfy the specified requirements of reliability and validity.
Certainty. After reading the tasks, each student understands what actions he must perform, what knowledge to demonstrate. If the student, after reading the assignment, acts correctly and answers less than 70% of the students, then he must be checked for certainty.
Simplicity. The wording of tasks and answers should be clear and concise. The indicator of simplicity is the speed of the task.
Unambiguity. The task should have the only correct answer - the standard.
Equanimity. When compiling tests in several variants, the equal difficulty is determined by the stability of the results on questions in all variants of the same task.
Algorithm for compiling tests.
I) Determination of test objectives:
Evaluation of knowledge of specific facts, terms, concepts.
- checking the ability to give definitions, concepts, determine their content and scope,
- checking the knowledge of formulas, laws, theories, principles, methods, the ability to apply them;
- ability to find similarities and differences;
- the ability to present material on graphs, diagrams, tables;
- knowledge of the rules of methods;
- understanding concepts, theories, etc.
II) Determining the type of control - input (installation), intermediate, thematic, milestone, final.
III) The choice of the form of the test task, which depends on the goals of testing and content.
IV) The main element of the test tasks is the instruction, the text of the task and the key (the answer of which is with the teacher).
V) The instruction determines the nature of the intellectual activity of students:
must be clear, understandable,
choose the correct answer from several proposed ones (if there are several correct answers, then note that there may be more than one answer);
to add, to fill in, to complete, to complete;
sort by size;
establish correspondence;
establish their correct sequence;
determine the truth (falsity) of statements.
VI) The test should include a variety of test tasks in form, content, degree of complexity and quantity, and cover the material of the tested topic in a sufficient way.
VII) Test tasks should be equal in terms of complexity:
Level A - tasks designed to master the basic concepts, to simply display the material, at the level of recognition and reproduction.
Level B - tasks that require reflection, cover small material, reveal the ability to apply knowledge in standard situations.
Level B - tasks that require creative execution of acquired knowledge and allow you to identify skills, apply knowledge in non-standard situations.
Test control of students' knowledge is a promising method of control of students' knowledge in the opinion of the teacher. However, he is not able to fully assess the knowledge of students, as well as differentiate them according to this indicator.
Samsonova, A.V. Test control of knowledge of university students physical culture. For and against / A.V. Samsonova E.O. Alekhina // Bulletin of the Baltic Pedagogical Academy. - Issue 74, 2007. - P. 167-173.
Samsonova A.V., Alekhina E.O.
TEST CONTROL OF KNOWLEDGE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS OF PHYSICAL CULTURE. PROS AND CONS
INTRODUCTION
Currently, a number of universities in our country are switching to new system assessment of the quality of education. One of the methods of knowledge control in this system is testing. Development information technologies led to the fact that the assessment of students' knowledge is most often carried out through computer testing. Research on the introduction of computer testing in educational process there are enough universities. (Buka E.S. et al., 2004; Izzheurov E.A. et al., 2004; Lebedev K.V., 2004). However, the question of the use of test control in higher education institutions of physical culture has not been sufficiently studied.
In the work, the following tasks:
1. To identify the attitude of the teaching staff of St. Petersburg State University of Physical Culture named after. P.F. Lesgaft for testing.
2. To outline the ways of introduction of test control of knowledge into the educational process of higher educational institutions of physical culture.
METHODOLOGY
To solve the set tasks, a questionnaire survey was used, which was conducted from April to July 2005. The questionnaire consisted of 18 closed questions and one open question. In those cases when the attitude to some problem was clarified, six answers were offered, which, when processed, received points from zero (I find it difficult to answer) to five (I completely agree). The survey involved 139 employees and teachers of St. Petersburg State University of Physical Culture. P.F. Lesgaft. Statistical data processing was carried out using the STATGRAPHICS Plus package (Katranov A.G., Samsonova A.V., 2005). Since the original data are presented on an ordinal scale, the Spearman correlation coefficient was used to estimate the strength of the relationship.
RESULTS OF THE STUDY
In this study, the answers of teachers to nine questions of the questionnaire were analyzed.
The first of the analyzed questions was formulated as follows: “Does the system of test assessment of knowledge meet the requirements of the education system of Russian universities?» Figure 1 shows the distribution of respondents' answers to this question.
Rice. 1
40% of the respondents support the use of test control, however, a significant part of the respondents (42%) believe that it is possible to use the assessment of students' knowledge using tests only as an aid. A small percentage of those who are extremely negative about testing (9% do not see much point in using testing and 6% are extremely negative about this form of knowledge assessment) indicates that that the introduction of testing as one of the types of control will not cause much protest among the teaching staff of St. P.F. Lesgaft.
It can be assumed that the attitude towards testing largely depends on the experience of using this type of control by teachers. In this regard, the respondents were asked the question: “Have you ever used knowledge control through tests in your teaching practice?”. The answers of teachers are presented in fig. 2.
Rice. 2 An analysis of the responses allows us to draw the following conclusions: the majority (59%) of SPbSUPC teachers use test control of students' knowledge in their work, 14% did not use it, but are ready to use it. It says about the readiness of the majority of teachers (73%) to apply test control of knowledge. However, the low correlation coefficient (r s = 0.457, p<0,001) между ответами на первый и второй вопрос свидетельствует о том, что между готовностью применять тестовый контроль знаний и личным опытом преподавателя связь низкая.
When analyzing the answers to the first question of the questionnaire (Fig. 1), it was shown that the majority of teachers (42%) are ready to use test control only as an auxiliary tool. What are the reasons for this attitude? Apparently, this is due to the fact that the majority of respondents (Fig. 3) see the positive aspects of testing only in the possibility of simultaneous testing of students (68%) and the speed of obtaining results (65%). At the same time, only 24% of respondents believe that testing allows to differentiate students by the level of knowledge, 19% - to conduct objective comparisons of individual students, groups, streams and the ability to identify the structure of students' knowledge. Only 9% of respondents are confident in the objectivity of this type of control.
Rice. 3 Assessing the disadvantages of using knowledge control using tests in the educational process, the majority of teachers (79%) indicated the impossibility of assessing knowledge in full. 37% of respondents consider them to be insufficiently objective, 29% of respondents pointed out the difficulty of preparing tests (Fig. 4).
Rice. 4 Nevertheless, the analysis of literary sources (Bubnov V.Z., 1994; Ivanov B.S., 2002; Avanesov V.S. 2004, etc.) suggests that correctly designed tests allow not only to objectively and fully evaluate students' knowledge, but also to differentiate students by the level of knowledge (that is, to apply a rating score).
Currently, in the theory of tests, the direction associated with the methods of constructing tests is actively developing. Most likely, such a low confidence in test control among the faculty of St. Petersburg State University of Physical Culture speaks about his low awareness of the composition of test items. The respondents themselves agree with this conclusion. Most of them (81%) find that the use of test technologies requires special training for teachers.
To the question of the questionnaire: "Can the use of computer testing programs increase the effectiveness of test control of knowledge?" 90% of the respondents answered positively, and only 10% negatively. However, only 62% of respondents want to use computer testing during training sessions (11% - yes, I really want to, and 51% - yes, I want to).
Assessing the advantages of computer testing (Fig. 5), the respondents point to a decrease in the time spent by the teacher on data processing (71%) and testing (52%). Only 20% of teachers see in computer testing the possibility of strict individualization of tasks; and 19% - the ability to adapt the level of tasks to the level of preparedness of the student. The results obtained indicate that the majority of the teaching staff of St. Petersburg State University of Physical Culture im. P.F. Lesgaft is not familiar with modern computer testing programs and their capabilities in assessing students' knowledge.
Rice. 5 Very important, in our opinion, is the opinion of teachers on the organization of test control. To the question of the questionnaire: “Do you consider it necessary to create special structures in universities (scientific and methodological centers and administrative groups) involved in the development and implementation of test technologies?” 80% of respondents answer in the affirmative.
Thus, from the study, we can conclude the following conclusions:
- Most teachers of St. Petersburg State University of Physical Culture im. P.F. Lesgaft have a positive attitude towards the use of testing in the educational process. They are ready to use this method and consider it promising for assessing students' knowledge. However, test control, according to the majority of teachers, is not able to objectively and fully assess the knowledge of students, as well as differentiate them according to this indicator. This testifies to the low awareness of the teaching staff of St. Petersburg State University of Physical Culture in matters of the theory of test control.
- Most SPbSUPC teachers are not familiar with computer testing programs and their capabilities.
Effective introduction of test control into the educational process of higher educational institutions of physical culture will be possible if the following measures are provided:
- Classes with the teaching staff on test design methods, as well as modern computer testing programs.
- Creation of structures in universities (scientific and methodological centers and administrative groups) involved in the development and implementation of test technologies in the educational process.
LITERATURE:
- Avanesov V.S. Centralized testing is better than the unified state exam// Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2003. S. 204-205.
- Bubnov V.Z., Galkin V.A. Test control of knowledge of part-time students: method. recommend. - M.: VSKHIZO, 1994. - 21 p.
- Buka E.S., Kharin V.F., Lubochnikov P.G. Psychological and pedagogical aspects of mass computer testing// Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2003. S. 254-255.
- Ivanov B.S. Testing at the university: Guidelines for the development and application of tests. - St. Petersburg: Publishing house of St. Petersburg State Polytechnical University, 2002. - 89 p.
- Izzheurov E.A., Makarenko T.V., Shlykova M.P., Analysis of two forms of assessing the knowledge of students in the Samara Aerospace Institute. // Development of test technologies in Russia. Abstracts of the All-Russian Scientific and Methodological Conference / Ed. L.S, Grebneva - M .: Testing Center of the Ministry of Education of the Russian Federation, 2002. S. 278-279.
- Katranov A.G., Samsonova A.V. .– St. Petersburg: SPbGAFK, 2005.– 132 p.
- Lebedev K.V. Using the ETEST software package to assess students' knowledge// Information technologies and technical means of education and training in the field of physical culture and sports: Materials of the All-Russian Scientific Conference-Fair / under the general editorship of L.A. Hasina. - Malakhovka, NIIT MGAFK, 2004 - S. 38-40
St. Petersburg State Budgetary Educational Institution
secondary vocational education
"Polytechnic College of Urban Economy"
to check the residual level of knowledge
2nd year students in the discipline "Theory of State and Law"
EXPLANATORY NOTE
The tests are designed to test the residual knowledge of students studying in the specialties "Jurisprudence" and "Law and organization of social security" in the discipline "Theory of State and Law".
The purpose of the proposed work is to organize and carry out a test of students' knowledge in the discipline under study.
The main purpose of testing students for residual knowledge is to determine the degree of memorization of educational material and, in the case of a low level of this knowledge, to take effective and timely measures to improve the educational process.
Residual knowledge is the knowledge of the educational material that is stored in the student's memory for a long time and allows him to use it in practice. Therefore, the educational process should be built in such a way that the residual knowledge of students is more extensive and deep. Thus, this test contributes to the solution of the main task of secondary vocational education - the training of qualified specialists.
The most important basis for ensuring genuine verification is that students complete the assignment on their own without the use of lecture notes or educational literature.
Before the start of the test, students are explained its purpose and procedure for conducting it. The task can be performed both in a computer class and in a regular audience. In the latter case, the task is performed on separate sheets. In the upper right corner of the sheet, the course, study group, last name, first name, patronymic of the student are indicated. The task may not be rewritten, but its number is required.
After the test, students submit completed assignments, which are checked by the teacher of this discipline together with other participants in the test, which guarantees the objectivity of the conclusions about the level of residual knowledge of students.
Checking these works is to determine how correctly the task is solved.
Criteria for evaluation:
- "excellent" - the work was done without errors or 1-3 errors were made in the work;
- "good" - 4-6 mistakes were made in the work;
- "satisfactory" - 7-9 mistakes were made in the work;
- "unsatisfactory" - more than 10 errors were made in the work.
The test takes 40-45 minutes to complete.
When compiling tests, the following scientific and educational literature was used:
1. Abdulaev M.I. Theory of state and law. - 2nd ed., supplement. - M.: Financial control, 2004
2. Belyaeva O.M. Theory of state and law: textbook. allowance / O.M. Belyaeva.-M.: Eksmo, 2011
3. Boshno S.V. Theory of State and Law: Textbook.- M.: Eksmo, 2007
6. Melekhin A.V. Theory of state and law. - M .: Market DS, 2007. - Consultant Plus, 2009, 2nd ed.
7. Nedotsuk N.A. Theory of State and Law in Schemes and Definitions: Textbook.- M.: Knorus, 2007
8. General theory of state and law. Academic course in 3 volumes / Ed. M.N. Marchenko.- M.: Norma, 2007
9. Radko T.N. Theory of State and Law. - M.: Prospekt, 2012
10. Theory of State and Law: Textbook / Ed. Doctor of Law, Professor F.M. Rayanova - Ufa, RIC BashSU, 2010
11. Theory of State and Law: Textbook / Ed. V. V. Lazarev, S. V. Lipen .- M .: Yurayt, Yurayt-Izdat, 2012
12. Khropanyuk V.N.Theory of state and law. - M .: Omega-N, 2012
Test #1
1. The theory of state and law is a legal science that is part of justice and studies:
a) the state;
c) state and law;
d) state-legal phenomena of society.
2. Which of the following does not apply to private scientific methods of TGP:
a) logical method;
b) system method;
c) comparative method;
d) statistical method.
3. With what social sciences is the Theory of State and Law connected?
a) with stories and philosophy;
b) with sociology and political science;
c) with all the indicated social sciences;
d) TGP is not related to the social sciences.
4. What is the name of the theory of the emergence of the state, according to which the state is a natural result of the process of evolution?
a) psychological;
b) contractual;
c) organic;
a) population;
b) territory;
d) all of the above.
6. What factors influence the development of the state?
a) the national composition of the population;
b) territory and geographical location;
c) culture;
d) all of the above.
7. According to the duration of the state functions are divided into:
a) general and special;
b) basic and non-basic;
c) external and internal;
d) permanent and temporary.
8. Specify two main forms of government:
a) monarchy and republic;
b) absolute and limited monarchy;
c) presidential and parliamentary republic;
d) limited monarchy and parliamentary republic.
9. A simple unified state, which does not include other state entities, is called:
a) a simple state;
b) a unitary state;
c) a centralized state;
d) monarchy.
10. On what grounds is the classification of state bodies carried out:
a) alphabetically;
b) by legal force;
c) on the principle of separation of powers;
d) classification of state bodies is not carried out.
11. How law differs from other social norms:
a) name;
b) a concept;
c) signs;
d) principles.
12. Which of the following applies to branch principles of law?
a) federalism;
b) equality of all forms of ownership;
c) equality of citizens before the law;
d) legitimacy.
13. Regulatory legal acts are divided into:
a) laws and regulations;
b) laws and codes;
c) laws and decrees;
d) laws and regulations.
14. The extension of a normative act to public relations that arose before its entry into force is called:
a) direct force;
b) retroactive force;
c) external force;
d) inner strength.
15. By what criterion is the division of legal norms into constitutional, civil, criminal, administrative, etc.?
16. Depending on the subject and method of legal regulation of the branch of law, they are divided into:
a) on base and derivatives;
b) derivatives and special;
c) basic and procedural;
d) into basic, derivative and procedural.
17. Depending on the degree of certainty, legal relations can be divided:
b) simple and complex;
18. The measure of the possible behavior of the subject of the legal relationship is called:
b) subjective right;
c) obligation;
d) legal obligation.
19. What is the name of the form of implementation of norms containing prohibitions?
a) use;
b) execution;
c) compliance;
d) application.
20. The ability of an offense to harm public relations is called:
a) public danger;
b) wrongfulness;
c) guilt;
d) punishment.
Test #2
1. What distinguishes the Theory of State and Law from other sciences?
a) special structure;
b) significant patterns;
c) special structure and essential regularities;
d) name.
2. Which of the following refers to the private scientific methods of T&P:
a) historical method;
b) logical method;
c) comparative method;
d) sociological method.
3. How is the Theory of State and Law related to the legal sciences?
a) TGP is not related to legal sciences;
b) TG&P is one of the legal sciences;
c) TGIP occupies a leading place in the system of legal sciences;
d) TG&P occupies a subordinate place in the system of legal sciences.
4. What is the name of the theory of the emergence of the state, according to which the state arose as a result of violence by conquering weaker tribes by stronger and more organized ones?
a) psychological;
b) contractual;
c) the theory of violence;
d) historical-materialistic.
5. The main features of the state include:
a) formal certainty;
b) normativity;
c) the presence of state power;
d) all of the above.
6. The typology of the state is:
a) division of states into types;
b) determining the type of development of the state;
c) identifying essential features that are characteristic of all states of a given period;
d) identification of essential features that are characteristic only for a particular state.
7. According to the social significance, the functions of the state are divided into:
a) general and special;
b) basic and non-basic;
c) external and internal;
d) permanent and temporary.
8. Which of the following is a sign of a monarchy?
a) power is transferred by inheritance or by right of kinship;
b) the use of power is indefinite;
c) the head of state is not responsible for the results of his activities;
d) everything is a feature.
9. What is the name of a complex state that arose as a result of the unification of states and state entities with relative political independence?
a) federation
b) confederation;
c) unitary state;
d) republic.
10. On what grounds is the classification of state bodies not carried out?
a) by legal force;
b) on the principle of separation of powers;
c) by action in time;
d) by action in space.
a) universality;
b) formal certainty;
c) repeated use;
d) everything refers to signs.
12. The most significant areas of impact of law on public relations are called:
a) functions;
b) signs;
c) principles;
d) tasks.
13. A normative act adopted in a special manner by a legislative body or by a referendum, which has the highest legal force and regulates public relations, is called:
a) the constitution
c) a legal act;
d) by-law.
14. What is the principle of operation of a normative legal act in space?
a) the normative legal act is valid only in a certain territory;
b) the effect of a normative legal act depends on the territory;
c) the scope of a normative legal act is determined by the territory to which its prescriptions apply;
d) all answers are wrong.
15. By what criterion is the division of legal norms into permanent and temporary.?
a) depending on legal regulation;
b) depending on the method of legal regulation;
c) depending on the time of action;
d) depending on the scope.
16. What group of branches of law does Constitutional law belong to?
a) to the main industries;
b) to basic industries;
c) to derivative industries;
d) to procedural branches.
17. Depending on the subject of legal regulation, legal relations can be divided:
a) regulatory and protective;
b) simple and complex;
c) constitutional, criminal, administrative, criminal, etc.
d) relative and absolute.
18. The measure of legally necessary conduct of the subject of a legal relationship is called:
b) subjective right;
c) obligation;
d) legal obligation.
19. What is the name of a special form of realization of the right, which is always associated with the participation of the competent state bodies?
a) use;
b) execution;
c) compliance;
d) application.
20. What is the name of the sign of an offense, according to which an offense must be prohibited by law or other regulatory legal act?
a) public danger;
b) wrongfulness;
c) guilt;
d) punishment.
Test #3
1. What unites the Theory of State and Law with other sciences?
a) your subject of research;
b) your research method;
c) your subject and method of research;
d) special structure and essential regularities.
2. The method of the Theory of State and Law is:
a) a system of certain principles, techniques and methods for studying state-legal phenomena;
b) a system of certain principles, methods and methods of studying state phenomena;
c) a system of certain principles, techniques and methods for studying legal phenomena;
d) a set of principles, techniques and methods of study.
3. The state arose as a result of:
a) biological reasons;
b) economic reasons;
c) social reasons;
d) a combination of economic and social causes.
4. What is the name of the theory of the emergence of the state, according to which the state is the result of changes in socio-economic relations in society?
a) psychological;
b) contractual;
c) organic;
d) historical-materialistic.
a) sovereignty;
b) taxes;
c) population;
d) everything is a sign of the state.
6. Features of historical periods in the development of the state make it possible to identify essential features for all states of a given period. defining these traits is called:
a) systematization;
b) consolidation;
c) centralization;
d) typology.
7. What are the functions of the state aimed at fulfilling the internal tasks facing the state?
a) internal;
b) external;
c) basic;
d) permanent.
8. What is the name of the form of government in which the supreme power is concentrated in the hands of the sole head of state - the monarch?
a) a monarchy
b) absolute monarchy;
c) dualistic monarchy;
d) a constitutional monarchy.
9. The main element of the mechanism of the state, having its own structure, certain powers and forming a single whole with other parts (elements), is:
a) an organ of the state;
b) the state apparatus;
c) civil servants;
d) government agencies.
10. Specify what is not a sign of the mechanism of the state:
a) the mechanism of the state is characterized by a complex structure, including various types and groups of state. organs;
b) there is a close connection between the mechanism and the functions of the state - the functions are carried out with the help of the mechanism.
c) the mechanism of the state has the necessary material resources;
d) everything refers to signs.
11. Which of the following is not a sign of law?
a) universality;
b) sovereignty;
c) formal certainty;
d) repeated use.
12. The functions of law are divided:
a) external and internal;
b) general and special;
c) on general and private;
d) general and special.
13. What types of laws can be distinguished:
a) the Constitution and other laws;
b) federal constitutional laws and laws of subjects;
c) federal laws and laws of subjects:
d) the Constitution, federal constitutional and federal laws, laws of subjects.
14. The effect of regulatory legal acts on the circle of persons is as follows:
a) the normative legal act applies to all persons listed in it;
b) the action of the normative legal act extends to citizens residing in the given territory;
c) the normative legal act applies to all persons residing in the given territory;
d) the effect of the normative legal act applies to all persons residing in the given territory, as well as to state and public organizations.
15. By what criterion is the division of legal norms into imperative and dispositive.?
a) depending on legal regulation;
b) depending on the method of legal regulation;
c) depending on the time of action;
d) depending on the scope.
16. What group of branches of law does Labor Law belong to?
a) to the main industries;
b) to basic industries;
c) to derivative industries;
d) to procedural branches.
17. The structure of the legal relationship includes:
a) subjects, that is, participants;
b) subjects and object;
c) the rights and obligations of subjects;
d) subjects, object and content.
18. The specific life circumstances with which the rules of law associate the emergence, change or termination of the mutual rights and obligations of subjects are:
a) legal facts;
b) legal circumstances;
c) legal actions;
d) legal events.
19. The activities of entities that exercise their rights and obligations in accordance with the prescriptions of legal norms are called:
a) the application of the law;
b) observance of the law;
c) lawful behavior;
d) wrongdoing.
20. What is the name of the sign of an offense that characterizes the mental attitude of the subject to the act and its consequences?
a) public danger;
b) wrongfulness;
c) guilt;
d) punishment.
Test #4
1. Which of the following does not apply to the features of the Theory of State and Law:
a) TG&P studies the state and law in general;
b) TG&P studies the state and law separately;
c) the main issues of TGP are the correlation of modern state and legal systems;
d) TG&P develops and formulates the basic concepts used by all legal sciences and law enforcement practice.
2. A system of certain principles, techniques and methods for studying state-legal phenomena is:
a) the concept of TGP;
b) the subject of TG&P;
c) TGIP method;
c) TGIP system.
3. The economic reasons for the emergence of the state include:
a) the collapse of the tribal system;
b) division of society into classes;
c) division of labor;
d) separation of public interests.
4. What is the name of the theory of the emergence of the state, according to which the state arose as a result of a social contract on the rules of cohabitation?
a) psychological;
b) contractual;
c) the theory of violence;
d) historical-materialistic.
5. Is not a sign of the state:
a) population;
b) territory;
c) normativity;
d) the inextricable link between the state and law.
6. By what criteria is the typology of states carried out?
a) according to the formation;
b) according to civilization;
c) according to the formational and civilizational;
d) informational.
7. What are the functions of the state aimed at fulfilling the external tasks facing the state called?
a) internal;
b) external;
c) basic;
d) permanent.
8. What is the name of the form of government in which state power is exercised by elected bodies elected by the population for a certain period?
a) a monarchy
b) republic;
c) mixed republic;
d) federation.
9. Which of the listed entities are included in the state apparatus?
a) Popular Front and national movements.
b) Other public organizations and associations.
c) Trade unions and political parties.
d) Representative bodies of power. Executive and administrative bodies. Justice. Bodies of state supervision and control.
10. What is the name of a relatively independent, structurally separate and legally formalized part of the state mechanism, consisting of civil servants and endowed with the appropriate competence:
a) the state apparatus;
b) a state body;
c) the mechanism of the state;
d) public service.
11. Law is:
a) a system of generally binding rules of conduct;
b) a system of rules of conduct established by the state;
c) a system of rules of conduct secured by the coercive power of the state;
d) a system of generally binding rules of conduct established or sanctioned by the state and secured by its coercive force.
12. Which of the following does not apply to the external functions of law:
a) political function;
b) economic function;
c) protective function;
d) educational function.
13. What are the names of acts that are created on the basis of and in pursuance of laws?
a) by-laws;
c) orders;
d) rulings.
14. Which of the following refers to the features of the rule of law?
a) normativity;
b) formal certainty;
c) systematic;
d) everything applies.
15. By what criterion is the division of legal norms into federal, regional and local?
a) depending on legal regulation;
b) depending on the method of legal regulation;
c) depending on the time of action;
d) depending on the scope.
16. Activities to streamline the current legislation in order to eliminate contradictions and more efficient use are:
a) systematization;
b) consolidation;
c) codification;
d) incorporation.
17. Participants in legal relations with relevant rights and obligations are called:
a) natural persons;
b) legal entities;
c) subjects;
d) objects.
18. What are the names of legal facts not related to the will of the participants
a) incidents;
b) circumstances;
c) actions;
d) events.
19. Which of the following is not a sign of lawful behavior?
a) it must be in the public interest;
b) it must correspond to the interests of the subject;
c) it is conscious;
d) it is supported by the state.
20. A socially dangerous, culpably committed act, prohibited by law under the threat of applying measures of responsibility, is:
a) an offense;
b) law enforcement;
c) lawful act;
d) misconduct.
Test #5
1. The subject of the TG&P reflects the inseparability of the state and law, which are manifested in the following (indicate the wrong answer):
a) the state and law arise simultaneously;
b) the state and rights arise for various reasons;
c) in the process of historical development, the type of state and law coincide;
d) the state and law cannot exist separately.
2. The theory of states and law is a science that studies:
a) the state;
c) the state and law in general;
d) the state and law in general, namely the patterns of emergence, historical development and functioning of state-legal phenomena.
3. The economic reasons for the emergence of the state do not include:
a) the collapse of the tribal system;
b) the emergence of private property;
c) division of labor;
d) the emergence of commodity exchange relations.
4. What is the name of the theory of the emergence of the state, according to which the emergence of the state is explained by the need of a person to live in society?
a) psychological;
b) contractual;
c) organic;
d) patriarchal.
5. Qualitative features that express the features of the state in comparison with other organizations that carry out power and management functions in society are called:
a) the concept of the state;
b) signs of the state;
c) the principles of the state;
d) the functions of the state.
6. What is the name of the approach to the typology of states, which is based on the definition of the state depending on the method of socio-economic formation?
a) socio-economic;
b) formational;
c) civilizational;
7. Which of the following does not apply to the internal functions of the state?
a) economic function;
b) defensive;
c) social;
d) cultural.
8. Which of the following refers to the signs of a republic?
a) collegiality;
b) electivity;
c) change of power;
d) all of the above.
9. The state body administering justice in the form of resolving criminal, civil and administrative cases in the procedural order established by law is:
a) the prosecutor's office;
c) the police;
d) advocacy.
10. Where are the principles of organization and activity of the mechanism of the state fixed?
a) in the Constitution;
b) in legislation;
c) in the Constitution and other laws;
d) in the Law “On the principles of organization and operation of the mechanism of the state”.
11. The essence and purpose of law is revealed:
a) in his functions;
b) in its features;
c) in its principles;
d) in its functions and principles.
12. The essence of legal norms is revealed through:
a) external functions;
b) internal functions;
c) regulatory function;
d) protective function.
13. Which of the following does not apply to by-laws?
a) decrees of the President of the Russian Federation;
b) orders of the head of the organization;
c) Decrees of the Government of the Russian Federation;
d) everything applies.
14. The obligatory and formally defined rule of conduct, provided with the possibility of state coercion in case of non-compliance, is called:
a) the rule of law;
b) hypothesis;
c) disposition;
d) sanction.
15. By what criterion is the division of legal norms prohibiting, obliging and granting the right?
a) depending on the methods of legal regulation;
b) depending on the method of legal regulation;
c) depending on the time of action;
d) depending on the scope.
16. The collection of regulatory acts necessary for their activities by state bodies and organizations is:
a) systematization;
b) consolidation;
c) codification;
17. What is the name of the ability of the subject of a legal relationship to have rights and obligations, which arises from the moment of birth and is an integral feature of each subject?
a) legal personality;
b) legal capacity;
c) legal capacity;
d) tortiousness.
18. What are the names of legal facts that depend on the will of the participants?
a) incidents;
b) circumstances;
c) actions;
d) events.
19. The absence of a legal norm in resolving specific cases that are covered by legal regulation is called:
a) a gap in the law;
b) the absence of a legal norm;
c) backlog of legislation;
d) interpretation of law.
20. Which of the following does not apply to types of offenses?
a) a disciplinary offence;
b) a criminal offense;
c) civil tort;
d) everything is a crime.
Test #6
1. The subject of the Theory of State and Law are:
a) objective properties of the state and law;
b) subjective properties of the state and law;
c) objective and subjective properties of the state and law;
d) the objective properties of the state and law, as well as the patterns of their emergence, functioning and development, as relatively independent public institutions.
2. The structure of the Theory of State and Law consists of:
a) General and Special parts;
b) General and Special parts;
c) the theory of the state and the theory of law;
d) TGP is not divided into parts.
3. The social reasons for the emergence of the state include:
a) the emergence of a family;
b) the emergence of barter relations;
c) the emergence of private property;
d) all of the above.
4. A necessary condition for the existence of any society is the regulation of relations between its citizens. What regulation is meant in this case?
a) individual;
b) collective;
c) normative;
d) abnormal.
5. The apparatus of public power, extending its jurisdiction over a certain territory and territorially organized population, possessing sovereignty and acting in accordance with the law, is:
a) the state;
b) parliament;
c) the government;
d) the president.
6. What is the name of the approach to the typology of states, which is based on the division of states depending on cultural, religious, national, geographical and other features?
a) socio-economic;
b) formational;
c) civilizational;
d) historical-materialistic.
7. Which of the following refers to the external functions of the state?
a) economic function;
b) defensive;
c) social;
d) cultural.
8. The form of government in which the government is formed by parliament and reports to it for its activities is called:
a) a republic
b) a parliamentary republic;
c) presidential republic;
d) a mixed republic.
9. What is the classification of state bodies, based on the principle of "separation of powers"?
a) Legislative, executive, judicial bodies.
b) Solitary and collegiate.
c) Political, economic and social.
d) Law-making, executive and law enforcement.
10. According to the method of decision-making, state bodies are divided into:
d) permanent and temporary.
11. The initial provisions that form the basis for the emergence and functioning of law are called:
a) signs of law;
b) principles of law;
c) functions of law;
d) tasks of law.
12. The rules of conduct that have developed in society, which are sanctioned by the state, are called:
a) the rule of law;
b) laws;
c) legal customs;
d) judicial precedents.
13. The division of regulatory legal acts into laws and by-laws is carried out:
a) by legal force;
b) depending on the subjects of lawmaking;
c) depending on the scope;
d) depending on the validity period.
14. On what grounds is the classification of the norms of law not foreseen?
a) by legal force;
b) depending on legal regulation;
c) depending on the time of action;
d) depending on the function of law.
15. What is the name of the part of the legal norm that determines the conditions for its operation?
a) definition;
b) hypothesis;
c) disposition;
d) sanction.
16. Reworking the current legislation in order to adopt a new regulatory act is:
a) systematization;
b) consolidation;
c) codification;
d) incorporation.
17. What is the name of the ability of the subject of legal relations to exercise rights and obligations by their actions?
a) legal personality;
b) legal capacity;
c) legal capacity;
d) tortiousness.
18. The actual actions of the parties to the legal relationship for the mutual fulfillment of rights and obligations are:
a) realization of the right;
b) enforcement of the right;
c) use of the right;
d) observance of the law.
19. What is the name of the decision of a particular case on the basis of a legal norm designed not for this, but for a similar case?
a) analogy;
b) analogy of law;
c) analogy of the law;
d) precedent.
20. The totality of objective and subjective signs necessary for the recognition of a particular act as an offense is called:
a) an offense;
b) the composition of the offense;
c) the objective side;
d) the subjective side.
Test #7
1. The objective properties of the state and law, as well as the patterns of their emergence, functioning and development, as relatively independent public institutions, are:
a) the concept of TGP;
b) the subject of TG&P;
c) TGIP method;
d) TGIP system.
2. Which of the following is included in the Theory of the state:
b) the concept and signs of law;
c) an offense;
d) legal responsibility.
3. The social reasons for the emergence of the state do not include:
a) the collapse of the tribal system;
b) separation of public interests;
c) division of society into classes;
d) division of labor.
4. What type of regulation are the rules addressed to all members of society?
a) to the individual;
b) to the collective;
c) to the normative;
d) to non-normative.
5. The social purpose of the state is revealed through the concept:
a) the essence of the state;
b) tasks of the state;
c) signs of the state;
d) the functions of the state.
6. The main activities of the state in solving the tasks facing it are called:
a) the functions of the state;
b) signs of the state;
c) tasks of the state;
d) principles of the state.
7. By what methods are the functions of the state carried out:
a) a warning
b) persuasion;
c) coercion;
d) persuasion and coercion.
8. The form of government in which the head of state is the president, elected by universal suffrage and combining the powers of the head of state and head of government in one person, is called:
a) a republic
b) a parliamentary republic;
c) presidential republic;
d) a mixed republic.
9. The system of methods, ways and means of exercising political power is called:
a) the political regime;
b) the form of the state;
c) form of government;
d) state structure.
10. According to the nature of their competence, state bodies are divided into:
a) on collegiate and individual;
b) to bodies of general and special competence;
c) on primary and derivatives;
d) permanent and temporary.
11. The principles of law are divided into:
a) general and sectoral;
b) general and special;
c) on sectoral and intersectoral;
d) general and private.
12. Decisions in a particular case, which must be followed in resolving similar cases, are called:
a) the rule of law;
b) laws;
c) legal customs;
d) judicial precedents.
13. The procedure for the operation of regulatory legal acts is:
a) general rules for their entry into force;
b) the rules for their distribution throughout the territory;
c) rules of action on persons located in a certain territory;
d) general rules for their entry into force, distribution throughout the territory and persons located on it.
14. Depending on the method of legal regulation, the norms of rights are divided into:
c) permanent and temporary;
15. What is the name of the part of the legal norm that defines the rules of behavior of subjects by establishing rights and obligations?
a) definition;
b) hypothesis;
c) disposition;
d) sanction.
16. Public relations regulated by the rules of law, the participants of which have the corresponding rights and obligations, are called:
a) legal relationship;
b) rules of law;
c) legal relations;
d) law in general.
17. What is the name of the ability of the subject of the legal relationship to bear responsibility for the offenses committed?
a) legal personality;
b) legal capacity;
c) legal capacity;
d) tortiousness.
a) use;
b) execution;
c) compliance;
d) everything refers to forms.
19. What is the name of making a decision in a particular case on the basis of general principles and the meaning of law?
a) analogy;
b) analogy of law;
c) analogy of the law;
d) precedent.
20. The obligation of a person who committed an offense to suffer adverse consequences provided for by the sanctions of legal norms is called:
a) legal liability;
b) administrative responsibility;
c) criminal liability;
d) administrative responsibility.
Test #8
1. TG&P methods are divided into two groups:
a) general scientific and private scientific;
b) general and special;
c) general and special;
d) TGP methods are not divided into groups.
2. Which of the following is not included in the Theory of the State:
a) the concept and features of the state;
c) political system;
d) the functions of the state.
3. What is the name of the theory of the emergence of the state, according to which the state is the result of the manifestation of divine will?
a) patriarchal;
b) patrimonial;
c) organic;
d) theological.
4. What type of regulation are the rules addressed to any subject?
a) to the individual;
b) to the collective;
c) to the normative;
d) to non-normative.
5. Name two main approaches to understanding the essence of the state:
a) general and particular;
b) general and special;
c) general social and private social;
d) general social and class.
6. Which of the following does not apply to the distinctive features of the functions of the state:
a) through the functions, the goals and objectives of the state's activities are achieved;
b) the functions of the state cover its activities;
c) the implementation of the functions of the state has an impact on the activities of the entire state apparatus and individual state bodies;
d) everything applies.
7. The form of the state includes:
a) the concept and features of the state;
b) tasks and functions of the state;
c) types of state;
d) form of government, form of government and political regime.
8. What form of government does the Russian Federation belong to?
a) a republic
b) a parliamentary republic;
c) presidential republic;
d) a mixed republic.
9. What types of political regime are usually distinguished?
a) democratic;
b) anti-democratic;
c) democratic and anti-democratic;
d) the political regime is not divided into types.
10. According to the order of formation, the state bodies are divided into:
a) on collegiate and individual;
b) to bodies of general and special competence;
c) on primary and derivatives;
d) permanent and temporary.
11. What are the principles of law, which relate to law in general, called:
b) special;
c) industry;
d) intersectoral.
12. A special document containing the rules of law and aimed at regulating certain social relations is called:
a) the rule of law;
c) a legal act;
d) judicial precedent.
13. When does the legal act start in time?
a) from the date of entry into force;
b) from the moment of acceptance;
d) from the moment of signing.
14. Depending on the nature of the norms of rights, they are divided into:
a) material and procedural;
b) into imperative and dispositive;
c) permanent and temporary;
d) protective and regulatory.
15. What is the name of the part of the legal norm that provides for the consequences for the subjects implementing the sanction?
a) a hypothesis;
b) disposition;
c) sanction;
d) fiction.
16. Depending on the functional role, legal relations can be divided:
a) regulatory and protective;
b) simple and complex;
c) for short-term and long-term;
d) relative and absolute.
17. Which of the following does not apply to individual subjects of legal relations?
a) natural persons;
b) legal entities;
c) foreign citizens;
d) stateless people.
18. Which of the following does not apply to the forms of realization of the right:
a) use;
b) lawmaking;
c) execution;
d) compliance.
19. Which of the following is not a way of interpreting law?
a) grammatical;
b) logical;
c) literal;
d) systematic.
20. In order to bring a person to legal liability in his act, the following must be established:
a) all signs of an offense;
b) all signs of the composition of the offense;
c) all mandatory features of the composition;
d) all optional features of the composition.
Test #9
1. Which of the following refers to the general scientific methods of TGP:
a) historical method;
b) system method;
c) comparative method;
d) statistical method.
2. Which of the following is included in the Theory of Law:
a) the concept and features of the state;
b) legal liability;
c) political system;
d) the functions of the state.
3. What is the name of the theory of the emergence of the state, according to which the state is a kind of extended family?
a) patriarchal;
b) patrimonial;
c) organic;
d) theological.
4. What was the regulator of social relations before the emergence of law?
a) customs;
b) moral standards;
c) religious norms;
d) all of the above.
5. What is the name of the approach to the essence of the state, which lies in the fact that the state expresses the will of the economically dominant class?
a) social;
b) general social;
c) class;
d) economic.
6. What are the grounds for the classification of the functions of the state?
a) by areas of state activity;
b) by duration of action;
c) by social significance;
d) for all the above reasons.
7. State Shape Shows:
a) the internal features of the organization of the state and the procedure for the formation of public authorities;
b) the specifics of territorial isolation;
c) the methods that the state uses to control the population;
d) all of the above.
8. The method of the administrative-territorial structure of the state is called:
a) the form of government;
b) the form of the state;
c) the form of government;
d) political regime.
9. The mechanism of the state is:
a) a set of state organizations;
b) the state apparatus;
c) the system of state bodies through which state power is exercised;
d) all of the above.
10. According to the action in space, the organs of the state are divided into:
a) on collegiate and individual;
b) to bodies of general and special competence;
c) on primary and derivatives;
d) on federal and bodies of subjects of the federation.
11. Which of the following refers to the general principles of law?
a) democracy;
b) federalism;
c) legality;
d) everything is about principles.
12. The initial provisions applied in cases where there is no specific rule are called:
a) a legal contract;
b) legal principles;
c) legal doctrine;
d) legal awareness.
13. When does a legal act terminate in time?
a) from the date of termination;
b) from the moment specified in the normative legal act;
c) when replaced by another regulatory legal act;
d) upon expiration.
14. Depending on the period of validity, the norms of rights are divided:
a) material and procedural;
b) into imperative and dispositive;
c) permanent and temporary;
d) protective and regulatory.
15. The legal system includes:
a) a rule of law;
b) institute of law;
c) branch of law;
d) all of the above.
16. Depending on the composition of the participants in the legal relationship, the following can be divided:
a) regulatory and protective;
b) simple and complex;
c) for short-term and long-term;
d) relative and absolute.
17. Which of the following does not apply to collective subjects of legal relations:
a) the state;
b) state bodies;
c) individuals;
d) legal entities.
18. What is the name of the form of implementation of the norms containing the rights of subjects?
a) use;
b) execution;
c) compliance;
d) application.
19. Depending on the results, the interpretation of the law may be:
a) literal
b) restrictive;
c) expansion;
d) all answers are correct.
20. Illegal actions that harm certain groups of social relations are called:
a) misdemeanors;
b) disciplinary offenses;
c) administrative offenses;
d) civil torts.
Test #10
1. Which of the following does not apply to general scientific methods of TGP:
a) historical method;
b) logical method;
c) comparative method;
d) sociological method.
2. Which of the following is not included in the Theory of Law:
a) the concept and signs of law;
b) legal liability;
c) political system;
d) sources of law.
3. What is the name of the theory of the emergence of the state, according to which the state originated from land ownership rights?
a) patriarchal;
b) patrimonial;
c) organic;
d) negotiable.
4. The methods of centralized creation of norms governing the life of society include:
a) authorization;
b) state law-making;
c) case lawmaking;
d) all of the above.
5. What is the name of the approach to the essence of the state, which lies in the ability of the state to unite society and resolve emerging contradictions?
a) social;
b) general social;
c) class;
d) economic.
6. According to the spheres of state activity, the functions of the state are divided into:
a) general and special;
b) basic and non-basic;
c) external and internal;
d) permanent and temporary.
7. According to the form of government, there are:
a) simple and complex states;
b) monarchies and republics;
c) federations and confederations;
d) unitary states and confederations.
8. The form of the state is formed by three components:
a) territory, sovereignty, law;
b) unitary, federal, confederal forms;
c) territory, people, sovereignty;
d) form of government, form of territorial structure, form of state regime.
9. The system of state bodies through which state power is exercised is:
a) the mechanism of the state;
b) a state body;
c) the state apparatus;
d) federation.
10. According to the duration of action, the state bodies are divided:
a) on collegiate and individual;
b) to bodies of general and special competence;
c) on primary and derivatives;
d) permanent and temporary.
11. What are the names of the principles that are studied by individual legal disciplines?
b) special;
c) industry;
d) intersectoral.
12. The system of scientific legal knowledge is called:
a) a legal contract;
b) legal principles;
c) legal doctrine;
d) legal awareness.
13. Can a regulation be retroactive?
c) yes, if it is provided for in the normative act itself;
d) Yes, if the court so decides.
14. Depending on the functions of law, the rules of law are divided into:
a) material and procedural;
b) into imperative and dispositive;
c) permanent and temporary;
d) protective and regulatory.
15. The main structural subdivision of the system of law is:
a) the rule of law;
b) institute of law;
c) branch of law;
d) sub-branch of law.
16. Depending on the duration of the legal relationship, the following can be divided:
a) regulatory and protective;
b) simple and complex;
c) for short-term and long-term;
d) relative and absolute.
17. Which of the following cannot be attributed to the objects of legal relations:
a) material goods;
b) intangible benefits;
c) products of spiritual and intellectual creativity;
d) rights and obligations of subjects.
18. What is the name of the form of implementation of binding norms?
a) use;
b) execution;
c) compliance;
d) application.
19. Which of the following does not apply to the signs of an offense:
a) public danger;
b) wrongfulness;
c) punishability;
d) everything refers to signs.
20. Socially dangerous illegal acts that encroach on society as a whole are called:
a) crimes;
b) misdemeanors;
c) offenses;
d) criminal acts.
Answers
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The attitude towards the use of test tasks in the system of methods for monitoring and evaluating knowledge causes opposing opinions among both students and teachers. The purpose of the study, in which 90 students of a medical university were interviewed by the method of continuous anonymous questioning, was to determine the attitude of students to testing in the system of control and assessment of their knowledge at a medical university in order to determine areas of work to improve the effectiveness of the educational process. The use of the obtained data makes it possible to determine the areas of activity of the teaching staff to improve the efficiency of the educational process. It is shown that in the course of conducting classes, students should form a more responsible attitude to everyday learning activities, as the basis for successful preparation for intermediate certification, including the testing procedure.
testing
control and assessment of knowledge
learning process
student attitude
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3. Bochenkov A.A., Timofeev D.A. Personal professional potential of graduates of military medical universities and its use in completing internships. Military-med. magazine - 2007. - No. 4 - S. 14-21.
4. Erugina M.V., Timofeev D.A., Tsvigailo M.A. Topical issues of teaching doctors the basics of management at the Department of Health Organization, Public Health and Medical Law. Saratov Scientific Medical Journal. - Saratov, 2014. - T. 10, No. 4. - S. 591-595.
5. Kuklin V.Zh., Meshalkin V.I., Navodnov V.G., Savelyev B.A. On computer technology for assessing the quality of knowledge. //Higher education in Russia. No. 3, 1993. S. 146-153.
Relevance. When solving the problems of improving the efficiency and quality of vocational education, significant importance is attached to issues related to testing and monitoring students' knowledge. In Russian higher education, the use of testing for these purposes has become widespread in recent decades, adopting the experience of foreign countries. The rationale for its use was the following provisions: testing is the most rational way to save time and intensify the educational process, the transition from group forms of classes to individual, automated ones.
This is one side of the issue, but I would like to consider another, important in our opinion, aspect of the use of testing, namely, the use of test tasks in the system of methods for monitoring and evaluating knowledge causes opposing opinions among both students and teachers. This disagreement boils down to the fact that some people think it is right to widely use testing, while others do not. What unites most people on this issue is the lack of indifference when discussing it, since this option for monitoring and evaluating knowledge significantly affects the functioning of the university and students.
This circumstance determined the purpose of the work: to determine the attitude of students to testing in the system of monitoring and evaluating their knowledge in a medical university in order to determine areas of work to improve the effectiveness of the educational process.
Research hypothesis. It was assumed that this study would allow to determine the differences in attitudes towards testing medical students, taking into account their gender and educational success, which would determine the areas of work to improve the effectiveness of the educational process.
The object of the study were 3rd year students of the Pediatric Faculty of the SSMU.
The subject of the study is the opinions of students that determine their attitude to testing.
Materials and methods of research
To solve the stated tasks and achieve the goal, we developed a questionnaire, which included 2 sections. The first one contained 9 closed and semi-closed questions, revealing options for students' attitudes towards testing. The second section contained questions to get general information about the respondents.
The work was carried out by the method of continuous anonymous questioning of students of five study groups of the 3rd year of the Pediatric Faculty of the SSMU. A total of 90 people were interviewed, including 24 males and 66 females aged 19 to 21.
The data obtained were subjected to mathematical and statistical analysis using the Statistica-10 software package, in particular, methods of variation statistics (calculation of the mean, mean error, standard deviation) with the calculation of parametric (Student's t-test) and non-parametric (chi-square) criteria of difference and correlation analysis (by Spearman's rank correlation coefficients and biserial) and taking into account the severity of trends.
Research results and discussion
Data reflecting the estimated attitude of respondents to testing are presented in Table. 1.
From the data in Table. Table 1 shows that the respondents, in general, were distributed in approximately equal proportions according to the assessments of their attitude towards testing, while in the group of men, persons with a more positive attitude dominated.
Options for preparing for the upcoming testing, used by students of different sexes, are presented in Table. 2.
Of the presented in table. 2 data, we see that girls prepare for testing more thoroughly than men, they try not only to remember the correct answers, but also to understand the material.
Respondents' opinions about how the test questions correspond to the amount of material received in the learning process are reflected in Table. 3.
Table 1
Respondents' assessments reflecting their attitude to testing in the system of methods for monitoring and assessing students' knowledge
table 2
Preparation for tests by students of different sexes
Table 3
Correspondence of test questions to the amount of material received in the learning process
Table 4
Students' perception of the correspondence of the received mark for the test to the level of their knowledge
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Indicators |
Total (n=90) |
Men (n=24) |
Girls (n=66) |
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Yes, fully compliant |
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Rather corresponds |
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It depends |
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Rather inconsistent |
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Does not match |
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Table 5
Distribution of students' answers about the most objective assessment of their knowledge during the intermediate certification
Table 6
Psycho-emotional states of students of different sexes during the test
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Indicators |
Total (n=90) |
Men (n=24) |
Girls (n=66) |
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Expressed anxiety |
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Anxiety |
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Concentration |
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calmness |
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Indifference |
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Table 7
Distribution of respondents' answers about the usefulness of using test control
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Indicators |
Total (n=90) |
Men (n=24) |
Girls (n=66) |
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No special benefit |
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Helps clarify and repeat material |
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Simplifies learning |
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Reduces stress before other non-test forms of verification |
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Helps you compare your assessment of knowledge with the assessments of others |
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Helps to have an objective view of one's own successes |
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Helps overcome subjectivity in teacher assessments |
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Note. The sum of the shares is more than 100%, since the respondents were given the opportunity to choose more than one answer.
More than a quarter of students believe that the materials received during classes and on the portal are not enough to fully prepare for the tests. Correlation analysis also showed that this opinion is not related to academic performance, the level of stress during testing and the gender of students, so it can be assumed that some of the test tasks and questions objectively suggest the need for preparation with additional sources of information.
How the respondents perceive the objectivity of assessing the level of their knowledge based on the test results is presented in Table. 4.
We can see that almost half of the respondents believe that the assessment on testing largely depends on random factors, and not on the level of knowledge, and this opinion is more typical for male students.
When asking respondents how the knowledge of students can be most objectively assessed during the intermediate certification, the answers were distributed as follows (Table 5).
Table data. 5 are consistent with the materials of the previous table. The vast majority of students believe that an objective assessment of their knowledge can only be obtained in a set of tests, including testing and an oral exam. The average grade for the semester, which forms the rating, was noted only by every fifth respondent, which may indicate a possible underestimation by students of the importance of everyday studies.
A survey on the distribution of questions in tests by their level of difficulty showed that students perceive them as fairly evenly presented with a slight predominance of medium and high difficulty levels, which is probably quite justified for a university.
The psycho-emotional states of the students that accompanied the testing process were distributed as shown in Table. 6.
From the data in Table. 6, it can be seen that such states as “concentration” and “calmness” prevailed in the answers of the respondents, while the number of students who experienced “expressed anxiety” and “anxiety” was more in men than in girls.
The structure of answers to the question about the usefulness of using tests in the learning process among students is presented in Table. 7.
Of the presented in table. Table 7 shows that when assessing the usefulness of testing by various parameters, more than a quarter of students denied its existence. Among those who noted the usefulness, such opinions prevailed as: “the possibility of repeating the material”; "simplifies learning (it's easier than answering verbally)"; "reduces stress levels in front of other non-test forms of control", as well as "the ability to have an objective view of one's own successes and failures." The distribution of responses in men and girls about the usefulness of using the test control differed significantly (χ2 = 13.1 with a critical value of 12.6 for p< 0,05, с числом степеней свободы 6). Для мужчин оценка по тестам - это еще и «возможность сравнить себя с другими».
The use of correlation analysis of the obtained data showed that the lower the students rated testing as a variant of knowledge assessment, the less they assessed the probability of an objective assessment of their knowledge in general (r = 0.33, with p< 0,05).
Students who believe that a more objective assessment of their level of knowledge should also include the results of an oral survey, more often (r = 0.31, with p< 0,05) отмечали преобладание сложных и среднего уровня сложности вопросов в тестах.
Single male respondents are less emotional (r = 0.60, with p< 0,05) реагировали на тесты, чем женатые, и чаще отмечали желание ограничиться тестами в оценке их знаний. А студенты-девушки отмечали, что тестирование помогало им снизить стресс перед другими не тестовыми формами контроля успеваемости.
Students who believe that testing helps to reduce the degree of subjectivity in teacher assessments are more positive (r = 0.33, with p< 0,05) относились к возможностям тестов как инструменту для более объективной оценки уровня их знаний.
The performance of students turned out to be inversely related only to the number of successful testing attempts: the higher the performance, the fewer attempts the respondents noted (r = 0.34, with p< 0,05). По остальным параметрам, связанным с мнением студентов по отношению к тестированию, у студентов с разной успеваемостью представления достоверно не отличались.
Conclusion
Thus, students, regardless of their performance, generally have the same attitude towards testing in the system of methods for monitoring and evaluating their knowledge. About a third of them (28%) evaluate testing positively, another third (30%) - negatively, and the rest (42%) - neutrally.
Male students perceive the process of testing more emotionally, while they prepare for it less seriously than girls, they are more concerned with testing as an opportunity to repeat the material and simplify the process of assessing their knowledge. Girls prepare more thoroughly for testing, react less emotionally to it, and are more skeptical about the assessment on the test as an objective indicator of their level of knowledge.
When preparing test tasks, it is advisable to take into account the materials that were analyzed in the classroom and are contained on the portal, while it is important to focus students' attention on those issues that will require additional information in the process of testing and questioning.
A significant part of students underestimate the role of current grades in the formation of the rating and the generalized assessment of their knowledge.
The use of the data obtained, indicating the nature of the differences in attitudes towards testing of students of a medical university, taking into account their gender and the success of their studies, makes it possible to determine the areas of activity of the teaching staff to improve the effectiveness of the educational process. In particular, in the process of conducting classes, students should form a more responsible attitude to everyday learning activities as the basis for successful preparation for intermediate certification, which includes a testing procedure.
Bibliographic link
Timofeev D.A., Pechnikova A.D., Abyzova N.V. TESTING IN THE SYSTEM OF METHODS OF CONTROL AND EVALUATION OF STUDENTS' KNOWLEDGE // International Journal of Experimental Education. - 2016. - No. 5-3. - S. 272-276;URL: http://expeducation.ru/ru/article/view?id=10011 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
