DEVELOPMENT MODEL OF THE TEACHERS’ COMPETENCY CONCERNING THE QUALITY ASSESSMENT OF TESTS IN HIGHER MATHEMATICS

Abstract

The paper studies a task of developing the teachers’ competency concerning the quality of tests in higher mathematics. This issue becomes especially critical in the context of finding ways to improve knowledge control and the introduction of computer testing to determine students' learning curve in higher mathematics. The concept of the teachers’ competency concerning the quality of tests in higher mathematics is substantiated. It is defined as the teacher’s ability to calculate the characteristics of the test, test items with the use of ICT and on the basis of these characteristics to evaluate the quality of individual items and objectively draw conclusions about the quality of the test in general, its improvement and the expediency of using in the learning process for knowledge control. The test analysis consists in analysis of distribution of the results’ sample, estimation of the test reliability, estimation of the test validity and estimation of the test's effectiveness. The analysis of test items consists in analysis of the correlation matrix of items, estimation of the items reliability and validity, and estimation of test efficiency; analysis of the ensemble of characteristic curves of items, the analysis of polytomic items, the analysis of the distractors of the multiple choice items. The development model of this competency is proposed. It consists of five components: motivational (includes goals and objectives of the educational process), content (defines the content of educational activities by the levels of teachers’ competency in evaluating the quality of tests in higher mathematics), technological (defines concretely the organizational forms and methods of competency development), diagnostic and resultative (determines the competency levels of teachers concerning the quality of tests in higher mathematics, examination and effectiveness analysis of this process). Prospects of research have been determined. They consist in both determining the criteria of grading the level of teachers’ competency against the quality of tests in higher mathematics as well as definition of competency levels for more precise characterization of the model content component. Development of the teachers’ competency as related to the quality of tests in higher mathematics will help improving controls of students' knowledge in higher mathematics and increase the professional aptitude of educators