Multimedia technologies in education tests. Multimedia technologies

One of the most serious problems of a modern school is a sharp decline in students’ interest in learning and, as a result, a decrease in literacy, tongue-tiedness, inability to correctly and logically express their thoughts, and unpreparedness for the new form of final certification in the form of the Unified State Exam. Fostering a love of learning and interest in learning English is a serious and responsible task facing foreign language teachers.

But this problem cannot be solved even by teaching how to speak and write words correctly. It's just a form. What is important is the main thing that is expressed through form - the expression of one’s “I”: thoughts, moods, states, attitudes towards something. Thus, the content of the subject should be the development in the child of the ability to master words so that the words are formed into a meaningful text. It is difficult to implement such teaching content, because for this it is necessary to teach the student to feel the word, comprehend the laws of language and understand its philosophical foundations. It is important to shift the center of gravity from the focus of learning on the rules to the plane of their application. In the classroom, various methods of assessing students' knowledge are used, but due to the fact that recently, when conducting olympiads, competitions, educational games, students are offered tasks in the form of testing, it is necessary and advisable to use tasks and assessments in the form of tests. In addition, test control is a quick check of the quality of learning, immediate correction of errors, a high degree of objectivity of the results obtained, and filling in gaps. Thus, this allows the teacher to quickly test students’ knowledge and process the information received without wasting time and effort. Another advantage of tests compared to other forms of control is that all students are on an equal footing, allowing their achievements to be objectively compared; teacher subjectivity is excluded; testing results are amenable to statistical processing. The use of test tasks allows the teacher to determine how students master knowledge, skills, and abilities, as well as to analyze their teaching activities. Students will be able to learn about their achievements or gaps in learning, compare their results with the standard, thereby developing self-control in students. Parents have the opportunity to find out the educational results of their children. When compiling tests, various types of tasks are used that make it possible to determine and measure the level of students’ ability to solve new specific problems based on the information received. Multiple choice tasks are characterized by variability in the choice of answer. The student needs to underline or mark the number of the answer that he considers correct.

Tasks to restore correspondence involve a semantic connection of elements of two lists, where a word, symbol, or phrase in one column needs to find an answer in the other column. Tasks of this type can consist of two consecutive parts, between the points of which it is also necessary to establish a correspondence. The main advantage of matching tasks is their compact form, which makes it possible to monitor the assimilation of a large amount of educational material in a relatively short time. Three types of testing are often used. The “input” test is most useful when introducing new material; the goal is primary development and consolidation of the material or grammatical phenomenon. A careful analysis of the test results allows you to determine where, and, most importantly, why difficulties in mastering new material may arise in the future. In addition, diagnostic testing can contribute to a reasonable, motivated selection of material for preliminary repetition with students before studying a new topic. Immediately after diagnostic testing, you need to tell students the correct answers to each task. After analyzing the errors, I can carry out an effective, timely repetition of the material on which the next piece of new information is based.

An intermediate test is carried out, as a rule, after learning new material, but before solving basic, typical problems to apply the acquired knowledge. The main purpose of this test is to check students' recall and understanding of definitions and rules. If necessary, the teacher can create several versions of such tests, reformatting existing tasks. Tests of the third type, intended for final control, and are used after training exercises have already been carried out to apply new knowledge. Such a test includes questions to determine the depth of theoretical material, and not to simply reproduce it. Tests can also be used for individual work. Analyzing the use of test control, we can conclude that children cope better with this type of activity than with others. Tests improve the quality of knowledge. Test control increases students' interest in the subject. Working in a classroom with children with different levels of subject knowledge. And most importantly, children with poor preparation perform especially well on tests. It is they who have a higher quality of knowledge during test control than during other types of control. Using tests in the classroom as one of the forms of monitoring students’ knowledge, we can say that tests contribute to the development of students’ ability to observe, generalize, draw analogies, draw conclusions and justify them. It is advisable to conduct tests of a creative nature aimed at developing in students such techniques of mental activity as synthesis, analysis, generalization, specification, and analogy. They make it possible to organize activity situations in lessons that contribute to better assimilation of program material and, in general, logical thinking. The process of teaching English is determined by the goal of students acquiring a certain amount of knowledge in the field of grammar, speaking, reading and listening. A necessary element of the educational process, along with the information received and its processing, is the control of students’ knowledge. Computer testing itself is unconventional, because... We are all accustomed to tests done on paper. Compared to traditional forms of control, computer testing has a number of advantages:

quick results;
objectivity in assessing knowledge;
allows you to obtain reliable information about students’ mastery of certain skills;
enables the teacher to correlate these data with the learning objectives set at this stage and carry out timely correction of the process of assimilation of new knowledge;
computer testing is more interesting compared to traditional forms, which increases the cognitive activity of students and creates positive motivation for them.

Of course, compiling tests is labor-intensive and time-consuming, but it’s worth it, because The effectiveness of the tests is high, since they are not only of a controlling nature, but also of a training nature. Students can see which tasks they made mistakes in, take the test again, and not only achieve correct completion, but also remember the necessary material. For almost every topic studied about the country of the language being studied, similar tests can be compiled. The use of electronic computer technology makes it possible to combine various technical teaching aids with visual aids; organize educational and methodological material and use it effectively in the classroom, taking into account the individual characteristics of students. Nowadays, a teacher needs to present a large amount of material: conduct a survey, test knowledge of questions on the topic being studied that are allocated for independent study, conduct a practical lesson, analyze new material and consolidate it. Naturally, such classes always take place in a tense rhythm. When using electronic computer technology, they qualitatively change the content, methods and organizational forms of training, which, under certain conditions, can contribute to the preservation and development of the individual abilities of students and their personal qualities; formation of cognitive abilities and their self-improvement. Practice shows that using a computer has many advantages over traditional teaching methods. When using electronic computer technology in the classroom, the student is involved in the educational process as an active participant. This is especially important when compared with traditional forms of learning, in which it is passive. Computer programs allow individualization of learning and make it possible to organize independent actions of students. Each student has the opportunity to work at his own pace, without depending on weaker or, conversely, stronger classmates. The computer helps him form a reflection of his activities and allows him to visualize the results of his actions. Our work experience shows that students who actively work with a computer develop a higher level of self-educational skills, the ability to navigate a rapid flow of information, the ability to highlight the main thing, generalize, and draw conclusions. Therefore, the role of the teacher in revealing the capabilities of modern information technologies in the process of humanities is very important. Until recently, there was a different opinion that a computer can only be used by a teacher of computer science and computer technology. However, today it is already becoming clear that information technologies open up truly enormous opportunities in professional activities. Close attention is paid not only to the mechanism for transferring knowledge and skills, but also to methods of knowledge control. However, any innovations aimed at implementation within the framework of information technology should be introduced when:

the presence of qualified teachers who have undergone special training to work in the conditions of using information technology;
a sufficient number of technical means of the appropriate level;
the availability of methodologically sound, appropriate quality educational or other computer programs;
availability of a complete didactic complex (textbook, teaching aids, problem books, knowledge control system) as an application to computer programs.

For the systematic implementation of information technologies, our lyceum is developing a program for modernizing the educational and material base.

At different levels of training, various types of control of knowledge and skills are used, but control solves a triune task: to determine the depth of mastery of educational material, to determine the transition to the next stage of mastering the material, to select individual tasks for practical and independent work.

Depending on the functions that control performs in the educational process, the following are distinguished:

preliminary control (establishes the student’s individual level of learning on previous topics);
current (intermediate) control (allows the teacher to obtain information about the acquisition of knowledge by each student over a certain time);
final control (ends with knowledge assessment).

In practice, various methods of preliminary, current and final control over the quality of students’ knowledge are used. The most common methods are oral questioning and written tests. The subjectivity of assessments is the main thing that determines the imperfection of control using traditional methods. This does not mean, however, that traditional control methods should be discarded, but along with them it is necessary to use new ones, built on the use of computer technology.

For all types of control, testing is widely used, which allows you to quickly and accurately determine the level of knowledge of students.

The test is a tool that reveals the fact of assimilation.

Research has established that for current control, approximately 10-12 operations are sufficient, and for final control - approximately 40-50 operations to determine the level of knowledge of students.

The benefits of testing are:

efficiency of obtaining information about students’ knowledge;
objectivity of the results obtained;
the ability to identify topics and questions that are poorly mastered by students.
To use testing effectively, certain requirements must be met:
compliance of the test with the content and volume of information received by students;
compliance of the test with a controlled level of mastery;
certainty, simplicity, unambiguity of the test.

The combination of traditional types of control of knowledge and skills with new types of control based on the use of computer technology helps manage learning processes. The correct organization of the control system at each level leads to an increase in the quality of training.

Continue development of educational computer programs
Continue the creation of a didactic complex as an application to computer programs (textbook, teaching aids, problem books, knowledge control system)
Improve the qualifications of teachers in the field of information technology.

So, if in the process of teaching English the functional-stylistic aspect, which lies in line with the ideas of communicative methodology, is consistently and purposefully implemented, then this will raise the teaching of a foreign language to a new qualitative level that meets the needs of modern society, will strengthen the practical orientation of language teaching, and will help successfully pass the Unified State Exam for schoolchildren in the subject. Today, new technical means have appeared that increase the possibilities of organizing the educational process. In the process of using computer technologies, the student develops, including:

development of visual-figurative, visual-effective, theoretical, creative types of thinking;
aesthetic education through the use of computer graphics and multimedia technology;
development of communication abilities.

The use of computer technology is not the influence of fashion, but convenience, economy, and a necessity dictated by today’s level of educational development.

Interactive learning involves the interaction of the student with the learning environment, when the student becomes a full participant in the educational process. Interactive learning methods include methods that promote student involvement in the process of obtaining and processing knowledge: problem-based, group, research forms of the lesson, role-playing games.

Today we are witnessing the emergence and creators of new forms of interactive learning associated with electronic didactic teaching aids. A modern multimedia lesson has the same structure as a traditional one: updating knowledge, explaining new material, consolidating, monitoring knowledge. Uses the same methods: explanatory-illustrative, reproductive, partially search and others. But today it is possible to use dynamic information models, instant visualization of the process under study, and modeling of the phenomenon being studied in the classroom. The focus on prompt feedback and the ability to build an individual educational trajectory in the information environment of an electronic didactic teaching tool changes the didactic methods of a traditional lesson. A modern multimedia lesson is an intermediate link between a traditional lesson and open education.

Practical teachers associate increasing the effectiveness of a modern lesson with the use of multimedia technologies, which have a unique ability to increase the information density of a lesson, but require an understanding of the didactic specifics of new carriers of educational material.

Modern methods include various methods and purposes of using a multimedia course:

creating tests;
creating lesson models;
final certification of students in various forms;
creation of independent educational sites: creation of educational presentations by students.

A lesson using multimedia courses (median lesson) has its own methodological capabilities and advantages:

increasing the efficiency of the educational process due to the simultaneous presentation by the teacher of theoretical information and display of demonstration material with a high degree of clarity;
the emergence of the ability to model objects and phenomena;
automation of routine operations, etc.;
the opportunity to teach schoolchildren to use computer technology to solve educational and work problems, through the practical processing of educational information on a computer;
organizing individual work for schoolchildren, developing their cognitive independence and creativity;
increasing motivation to learn due to the attractiveness of the computer, which increases with the use of multimedia effects;
development of visual-figurative thinking, motor and verbal communication skills of students;
developing skills in working with information (search, selection, processing, ordering and highlighting semantic groups, building logical connections, etc.), developing an information culture among schoolchildren.

The priority goal of a lesson using multimedia courses is to develop, during the learning process, students’ abilities for productive independent creative activity in a modern information-rich environment. Taking this into account when developing a media lesson, in the triad of tasks (educational, educational, developmental), tasks for the formation of components of information culture are additionally highlighted. Students' work in class can be organized:

frontal (viewing video fragments, observing changes in objects); individually (performing practical work);
in small groups (completing a general educational project, setting up a model experiment, etc.) The structure of the lesson can reflect all the components and links of the learning process, as well as the mandatory alternation of activities on and without a computer:
actualization (repetition of educational material, primary assimilation of material) - formation of knowledge, abilities, skills (awareness and comprehension of a block of educational information, consolidation of educational material);
application (applying educational material in practice, checking the level of mastery of the material).

Nowadays, no one can imagine the modern learning process without new information technologies that make it easier, more interesting, and more exciting. Many educational institutions in our country have created all the conditions for non-standard presentation of material and conducting lessons, which children attend not under pressure, but with pleasure and interest. After all, the main task of the teacher is to captivate the child, to make sure that he himself wants to acquire new knowledge, is not afraid of difficulties, and confidently moves towards his goal. When children come to your lessons with joy and enthusiasm and every time they discover something new with enthusiasm, isn’t this a worthy reward for a teacher? Isn’t this the highest grade of assessment of his teaching activity? Interactive learning helps in carrying out such an important aspect as monitoring students’ knowledge on covered topics in a variety of forms.

Testing is one of the options for monitoring students' knowledge. Training begins with entrance testing, is accompanied by ongoing monitoring using tasks in test form, and ends with objective testing of educational achievements.

The problem of control and control and evaluation activities is relevant, since all the knowledge transferred by the teacher to the student, the skills and abilities developed by the student or to be developed must be monitored and evaluated. At the present stage in teaching methods there is a wide variety of forms and methods of control. One of the technologies that identifies positive and problematic areas in each student’s mastery of educational material is test control.

It is very important that the final school certification, namely, Unified State Exam (USE) And State Final Attestation (GIA) are carried out in the form of tests, for which, of course, students need to be prepared. One cannot fail to mention the second generation educational standards, which provide for the mastery of universal educational activities. The test form of control helps to improve mastery of logical and linguistic operations of thinking (completeness, strength, flexibility, depth) when comprehending linguistic information and the formation of self-control and self-esteem, the ability to independently analyze a study question, evaluate the proposed answer options, and choose the correct answer. And this is where the test comes in handy. Firstly, this is a prompt, objective check of the level of knowledge, skills and abilities of students, which helps to timely identify and subsequently eliminate gaps in the mastery of the material. Secondly, checking test results takes less time compared to other types of control.

Test forms of control have a number of advantages, including:

objectivity in measuring learning outcomes, since they are guided not by the subjective opinion of the teacher, but by objective empirical criteria;
identifying individual learning rates, as well as gaps in current and final training;
reduction in the level of psychological anxiety and stress;
the possibility of regular, systematic monitoring at all stages of the learning process;
comprehensiveness, which consists in the fact that the pedagogical test can cover all sections of the curriculum, provide a complete test of theoretical knowledge, intellectual and practical skills of students;
unity of requirements for all subjects, regardless of their past educational achievements;
high reliability, allowing us to talk about a full-fledged pedagogical measurement of the child’s level of learning;
organizing a rating - an effective means of increasing educational motivation.
possibility of using modern computer tools in testing.

In combination with a PC, tests help move towards the creation of modern adaptive learning and control systems - the most modern in organizing the educational process.

Why are pedagogical tests and testing technologies interesting for us today?

The fact is that tests are a special set of tasks that make it possible to give an objective, comparable and even quantitative assessment of the quality of a student’s preparation in a given educational field. In turn, the objectivity and measurability of the quality of education open up enormous opportunities for managing the educational process - from adjusting the content of educational standards and programs to improving teaching methods.

Of course, testing does not replace or cancel traditional forms of pedagogical control based on direct communication between the teacher and the student. Such control performs important educational functions; it equips teachers with information about the level of knowledge of their students, gaps in their training, and even about the emotional and psychological state of the class.

Like all science-based technologies, testing requires serious preparation on the part of those who intend to seriously engage in the creation and use of educational tests. First of all, it is necessary to master the strict rules and mathematical apparatus used in the field of pedagogical measurements. Testing does not accept any workarounds: sloppily designed, untested tests can only produce erroneous results, so their use will be a step backward, not forward.

Types of pedagogical control.

1. Current control.

Current control is characterized by a consciously set goal to monitor the progress of learning. Conducting ongoing monitoring is the easiest way for a teacher to obtain operational information about the compliance of students’ knowledge with the planned mastery standards. This information creates conditions for timely correction of the process of assimilation of knowledge, skills and abilities by students and helps the teacher to rebuild the educational process in the right direction.

2. Thematic control.

Thematic control reveals the degree of mastery of a section or topic of the program. Based on thematic control data, the teacher makes a management decision. He makes a conclusion about the need for additional development of this topic if the control results are unsatisfactory, or moves on to study the next topic if the control results indicate that the students are well prepared. With this type of control, the development of a test system is organically connected with the use of a PC.

3. Frontier control.

The functional purpose of boundary control is to identify the results of a certain stage of training. In this case, assessment of the level of training of students is carried out using tests, exams or tests. An important indicator of the usefulness of midterm control is the level of development of students’ self-control skills, the ability to monitor the results of their own activities and correct them in the process of completing tasks proposed by the teacher.

4. Final control.

The purpose of the final control is to evaluate the students’ work after completing the entire course. Typically, the form of a student’s final assessment is his mark on the exam or the results of the final test.

Entrance testing.

The beginning of training is associated with an entrance test, which allows you to get an answer to the two most important questions for this period:

the first question is aimed at identifying the degree of mastery of basic knowledge, skills and abilities necessary to begin training;
the second is to determine the degree of mastery of new material before starting to study it.

Weak students accumulate chronic lags in the areas of knowledge, skills and abilities. In this regard, pretests (preliminary tests) are often offered as an alternative to traditional means of control. Of course, it is not always possible to check everything that is important for the upcoming training. However, if there is such an opportunity, then it is better to display in the content of the pretest all the basic knowledge, abilities and skills necessary for mastering new knowledge.

Testing during the learning process.

Current tasks of the educational process are usually correlated with formative tests. Formative testing is aimed at implementing a differentiated approach to successful and unsuccessful students in the everyday educational process.

The logic of formative testing is quite simple and familiar to teachers. If the majority of children do not cope with the tasks of the formative test, then the teaching process should be repeated, increasing the detail, increasing the number of explanations and reducing the difficulty of the learning tasks.

Diagnostic tests come to the rescue when a student’s difficulties are systematic. Their main goal is to establish the causes of gaps in the student’s knowledge, which is achieved by special selection of tasks in tests. Thus, the cause of the gaps is established and ways to eliminate them are outlined.

A simplified model of the functions of formative testing can be given.

Final testing.

At the end of the course, students are given final tests, which are sometimes called school achievement tests. Their main goal is to provide an objective assessment of learning outcomes upon completion of a certain course.

When creating tests, it is important to avoid measurement errors. Most often, the test is structured in increasing difficulty. If a strong student answers incorrectly on an easy test item, then the resulting zero is most likely the result of an accidental error, typo, or simple inattention on the part of the student, i.e. is purely random.

The situation is completely different when a group of strong students performs the same easy test item incorrectly. Then the error is clearly systematic, and therefore the question of the failure of the task arises. As a rule, an error is caused by mistakes made by the test developer. The reasons for insolvency may vary. Most often, inconsistency arises from the fact that the content of the task allows for ambiguous interpretation by well-prepared students, or is generally aimed at identifying other knowledge and skills.

A similar conclusion about failure can be made in the case when a group of poorly prepared subjects successfully copes with some difficult task at the end of the test. True, here isolated cases of correct answers from weak students may be the result of guessing, cheating or other forms of data distortion. However, the stable nature of such results mainly indicates the inconsistency of the content of individual test items. There is no doubt about how to deal with failed assignments. Clearly, they should be excluded from the test.

Let's get acquainted with the main stages of test construction.

The main stages of constructing a pedagogical test.

Determining the purpose of testing, choosing the type of test and approach to its creation.
Analysis of the content of the academic discipline.
Determining the structure of the test and the strategy for placing tasks.
Development of test specifications, selection of test length and execution time.
Creation of pre-test tasks.
Selection of tasks for the test and their ranking according to the chosen presentation strategy based on the author’s assessments of the difficulty of the tasks.
Examination of the content of pre-test tasks and the test.
Examination of the form of pre-test tasks.
Reworking the content and form of assignments based on the results of the examination.
Development of a pilot testing methodology.
Development of instructions for students and teachers conducting test testing.
Conducting pilot testing.
Collection of empirical results.
Statistical processing of test results.
Interpretation of processing results in order to improve test quality.
Correction of the content and form of tasks based on the data from the previous stage. Cleaning the test and adding new tasks. Optimizing the order of assignments in the text.
Repeating the testing stage to complete the next steps to improve the quality of the test.
Establishing test standards and creating a scale for assessing test subjects' results.

Classification of goals.

When creating a test, the task is to reflect in its content the main thing that students should know as a result of learning, so it is impossible to limit oneself to a simple listing of learning goals. I would like to include everything in the test, but, unfortunately, this is not possible. In order not to lose the most important thing, it is necessary to structure the goals and introduce a certain hierarchy in their relative arrangement. Without a doubt, there are no and cannot be ready-made general recipes, since each discipline has its own priorities.

The most technologically advanced, from the point of view of most test developers, is the goal system built by B.S. Bloom. In his classification he distinguishes:

knowledge of titles, names, facts;
factual knowledge;
knowledge of definitions and understanding of their meaning;
comparative, comparative knowledge;
classification knowledge;
knowledge of opposites, contradictions, synonymous and antonymous objects;
associative knowledge;
causal knowledge;
algorithmic, procedural knowledge;
generalized, systemic knowledge;
evaluative knowledge;
procedural knowledge;
abstract knowledge;
structural knowledge;
methodological knowledge.

Requirements for creating a test.

If testing is carried out using forms, then the tasks are accompanied by instructions:

“CIRCLE THE NUMBER (LETTER) OF THE CORRECT ANSWER”

When providing computer knowledge, the instructions may look like:

“TO ANSWER, PRESS THE KEY WITH THE NUMBER (LETTER) OF THE CORRECT ANSWER”

The requirements should be as follows:

any ambiguity or unclear wording must be eliminated in the text of the assignment;
the main part of the task is formulated extremely briefly, as a rule, no more than one sentence of seven to eight words;
the task has an extremely simple syntactic structure; no more than one subordinate clause is introduced into the main text of the task;
the main part of the task should include as many words as possible, leaving for the answer no more than two or three of the most important, key words for the given problem;
all answers to one task must be approximately the same length, or the correct answer may be shorter than others, but not in all test tasks;
from the text of the task it is necessary to exclude all verbal situations that contribute to the choice of the correct answer using a guess;
the frequency of choosing the same number for the correct answer in different text tasks should be approximately the same, or the number of the place for the correct answer is selected in random order;
the main part of the task is freed from any material irrelevant to the given problem;
All repeated words must be excluded from the answers by entering them into the main text of the assignments;
Answers that follow from one another are excluded from the list of incorrect ones;
assignments containing value judgments and student opinions on any issue are excluded from the test;
all answer options for each task should be equally likely to be attractive to subjects who do not know the correct answer;
none of the answer options should be a partially correct answer that, under certain conditions, turns into the correct answer;
the main part of the task is formulated in the form of a statement, which turns into a true or false statement after substituting one of the answers;
the answer to one task should not serve as a key to the correct answers to other test tasks;
if a task has, among others, alternative answers, you should not give an alternative answer immediately after the correct one, since the answerer’s attention usually focuses only on these two answers;
all answers must be parallel in design and grammatically consistent with the main part of the test item.

The teacher’s task is to prepare children for the knowledge test. But the task is not only to transfer knowledge, but also to prepare students psychologically. You can offer reminders to those taking the test:

T train yourself!

You should complete as many of the published assignments as possible before the assessment test. You cannot learn to cope well with tests without performing them, replacing them with other types of control. Constant training not only leads to familiarity with typical test task designs, but also provides experience in self-regulation.

Hurry!

Practice with a stopwatch in your hands. Record the test execution time and limit it. Without such training, forcing you to work at the fastest possible pace, without simulating a competitive situation, it is impossible to simulate the stress that any testing causes.

Try it!

When training, use the right tactics, following all recommendations for solving individual tasks. For example, you should not re-read an obscure construction several times, but you should immediately become familiar with the answer options. The answer will clarify what exactly is required in the instructions for this assignment. This is a concrete example of a tactic that should be tried.

Skip!

Learn to skip difficult or unclear tasks. Remember: there will always be tasks in the test that you will definitely cope with. It’s stupid to miss out on points just because you didn’t get to “your” assignments, but got stuck on those whose study material you don’t know.

But such tactics are not applicable if the test is built on the “staircase” principle and starts with easy questions. Then you shouldn't skip all the first tasks.

Guess!

If you are not sure about the answer, but intuitively prefer one option, then do not leave the question unanswered. Trust your intuition. This trust usually leads to higher scores.

Eliminate!

Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently eliminate those that are clearly not suitable. The exclusion method allows you to concentrate on just one or two signs, rather than five to seven (which is much more difficult).

Narrow down your selection!

If several answers from four to five options seem completely unsuitable, and the rest are suitable with an equal degree of probability, then choose “at random”. “Negative knowledge” is also knowledge, do not refuse to use it.

Think only about the current task!

When you see a new task, forget everything that happened in the previous one. The tasks in the tests are not related to each other. This attitude also gives another invaluable psychological effect - forget about failures in the past. Think of each new task as a chance to score points.

Read the task to the end!

Don’t rush to understand the terms of the task from the “first words” and complete the ending in your own imagination. This is a surefire way to make mistakes on the easiest questions.

Don't be upset!

In any professionally prepared test there are many tasks that you simply should not be able to do (as planned). Moreover, no one has to complete 100% of the tasks.

This setting can be useful for “excellent” students who are accustomed to achieving maximum results using conventional control methods. If you want to become a great “test” fighter, learn not only to throw, but also to “hold” blows.

Literature

Selevko G.K. Modern educational technologies. - M.: Public Education, 1998.
Sailor D.Sh. Informatization of general secondary education. - M.: Pedagogical Society of Russia, 2004.
Mayorov A.N. Theory and practice of creating tests for the education system. – from M.: – Intellect Center, 2001.
Ermakov S. Fundamentals of creating an information system for supporting scientific research in the context of a single educational space // Science in Olympic sports. -2005. - No. 2. - P.117 – 127 p.
Zaitsev V.P., Kramskoy S.I. Theory and practice in the algorithm of scientific research in physical culture and sports: Monograph. - Belgorod: Publishing house of BSTU. 2008. -202 p.
Kramskoy S.I., Zaitsev V.P. Management of creative activities of the department of physical education and sports of a technical university: Monograph. - M.: Publishing house ASV of Russia, 2004. -244 p.
Lubysheva L.I. Sociology of physical culture and sport: Textbook. allowance. - M.: Publishing house. Center “Academy”, 2001. -240 p.
Avanesov V.S. Composition of test tasks. M., 2002.
Anastasi A., Urbina S. Psychological testing. St. Petersburg, 2002.
Unified State Exam. Collection of normative documents. M., 2002.
Melnikova M.B. Theory and practice of constructing pedagogical tests. M., 2002.

Test task on the topic “Multimedia technologies”

1.How the word is translated from Englishmedia?

a) environment;

b) a lot;

c) little;

d) movement.

a) if there are speakers;

b) if there is a projector;

c) if availableDVDdrive;

d) if all of the above is present.

3. How it is decipheredROM?

a) read-only memory;

b) memory for recording only;

c) memory for reading and writing;

d) read-only memory.

4.Set your TV standard.

A)SECAM;

b)MPEG;

V)WAV;

G)FM.

5.Why is an analog-to-digital converter needed?

a) determines the level of the sound signal and converts it into a digital code;

b) analog video - turns the image into digital;

c) digital video – the image is converted to analog;

d) simultaneously converts sound and video from an analog signal to digital/

6.What isMIDI?

a) digital interface of musical instruments;

b) digital signal processor;

c) extended signal processor;

d) digital signal interface for musical instruments.

7.Over what are dynamic processes carried out?

a) video;

b) animation;

c) text;

d) graphics.

8.What is the advantageGIF-animation?

a) allows you to store several different images in one file;

b) allows you to store images and music in one file;

c) in the use of indexed colors;

d) takes up a small amount of memory.

9.Match:

10.Match:

11.What is a phoneme?

a) is a sound formed by one or more letters in combination with other letters;

b) this is the ability of the system to recognize words;

c) this is an acoustic signal;

d) is a sound formed by a combination of words.

12.Finish the explanation:

Small dictionaries are ... (dozens of words).

13.Specify the program for working with video.

A) Adobe Premiere Pro;

b) Fine Reader;

V) Fox Pro;

G) Sound Forge/

14.What is an image map?

a) built-in graphic image onWeb-page;

b) work plan withWeb-page;

c) an image posted onWeb-page;

d) fills in the empty spaces onWeb-page.

15.Match:

a) video data compression and recovery system;

b) video data compression;

c) compresses and restores video data with a certain color depth;

d) lossy compression system.

17. MIDI- communication is...

a) real-time data flow;

b) messages, or events, each of which is a command for a musical instrument;

c) data that is transferred from one musical instrument to another via a PC;

d) communication protocol between instruments and computer systems.

18.Match the name of the tag and its purpose:

19. Match:

20.What is the protocol used for?FTP?

a) to transfer files from one computer to another;

b) to view information inWorldWideWeb;

c) to transmit email from one node to another;

d) for data transfer between Internet nodes.

Test on the topic “Computer presentations”

1.PowerPoint is...

animation designed for preparing presentations and slide films
a program designed for preparing presentations and slide films
text editor
a program designed for editing texts and pictures.

2.PowerPoint Interface Elements

header, menu, status bar, task area, etc.
word, paragraph, line
Monitor screen
System unit

3.To remove text or a picture from a slide, you must...

Select it and press ESC key
Click on an object
Select it and press DELETE
Erase

4.Start a slide show

Show presentation
Add an effect

5.Can the background color be changed for each slide?

Sometimes

6.How to exit presentation viewing mode?

ENTER
DELETE

7. Computer presentations are:

linear
interactive
indicative
circular

8. What extension does the presentation file have?

*.txt
*.ppt, *.pptx, *.odp
*.doc, *.docx, *.odt
*.bmp

9. For what purpose can the File – Save As command be used?

To save a document in a different text format
To save a document with a table in Excel workbook format
To save a document under a different name
To obtain information about the preservation of documents

10. What must be done to save changes to the file?

Execute the command "File - Open..."
Execute the command "File - Properties..."
Execute the command "File - Save"
Click the "Copy" button on the toolbar

11. In your presentation you can use:

digitized photographs;
soundtrack;
documents prepared in other programs;
all of the above

12. You want the slides to change automatically. You will choose from the menu:

Demonstration→ slide change
Demo→animation setup
Service→setting

Insert missing words

A way of representing objects and images in computer graphics, based on the use of geometric primitives such as points, lines, splines and polygons, is called
A computer program designed to process text files such as creating and making changes is called .
The ordered sequence of commands needed by a computer to solve a given problem is called .
A Windows object designed to group files and other folders into groups is .
The information process that results in the creation of an information product .
The area of memory that is used fordata storage,for exchange is called .
The artificial representation of motion in film, television, or computer graphics by displaying a sequence of drawings or frames at a frequency that provides a holistic visual perception of the images is called .
What applies to multimedia:

sound, text, graphics, images
sound, speakers, graphics.
animation, test, video, multimedia programs
video, animation, text, sound, graphics.

Test on the topic “Computer Presentations” Key

Insert words

Vector graphics
Text editor
Program
Folder
Information Technology
Temporary, intended, clipboard.
Animation

The test can be used in computer science lessons to conduct lesson control of students' knowledge, as well as thematic control. The test consists of 10 questions. 10 minutes are allotted to complete. The test was created in the easyQuizzy program.

This development is intended for lesson monitoring of students' knowledge. The test contains 11 questions. Completion of tasks is limited by time. You are given 10 minutes to complete the test. The test was created in the easyQuizzy program.

Target audience: for 11th grade

I bring to your attention a template for creating tests, or rather one of its implementations using the example of the computer science test “Information Coding”.

This template allows you to create tests of the "Choose one of many" type. The number of questions in the test can be arbitrary, the number of answers to one question can also be any, incl. and different for each question

Features of this version of the test.

Protection against brute-force solutions. With each new test, the order of the questions and the order in which the answer options are displayed changes.
Protection against source code exploration. The right mouse click and the ability to select text are blocked.
Possibility of additional verification of test results

Target audience: for 9th grade

The resource was created in the program Microsoft PowerPoint using the environment Visual Basic for Applications.

Goal: to create conditions for students to develop the ability to correctly place in a certain order the query codes that the search server found for each query.

ESM is used to monitor the development of the skill of determining the amount of information using alphabetical and content approaches. The problem book was developed for 10th grade students studying according to N.D. Ugrinovich’s program for 10-11th grades. The topic of the problem book corresponds to the introductory topic of the 10th grade course "Information and information processes"

The interactive problem book is an executable file that does not require installation. By double-clicking the program, the student enters his name and begins solving problems. During one test, the student is asked to solve 5 problems (they are randomly selected by the program from a set of ten problems)

The tasks have two levels of difficulty. Simple - require an answer in free form (you need to enter a number in the text field - the answer to the problem). For more complex problems, a choice of one answer from several is offered. After solving all 5 problems, the student receives a mark (on a five-point scale) and the opportunity, if necessary, to view a report indicating incorrect answers.

Target audience: for 10th grade

The test is an executable file (exe format) and does not require installation or use of additional software.

The subject of the test corresponds to the content of the section “Computer as a universal device for processing information” of the author’s program N.D. Ugrinovich for grades 8-9.

The test contains 10 questions of various types and can be used for a short test on the topic “Computer Design”.

Target audience: for 8th grade

The test is used to control the assimilation of material in the thematic section “Information and Information Processes” of the author’s program by N.D. Ugrinovich for grades 8-9. The content of the questions corresponds to the material in the 8th grade textbook from the educational complex of the author of the program.
The test contains 10 questions from different topics of the section and can be used either independently or as an admission to the written or practical parts of the test for the section.

Target audience: for 8th grade

The test is used to control the assimilation of the studied topic (checking homework - 10 minutes at the beginning of the lesson). The subject of the test corresponds to the content of the section “Computer as a universal device for processing information” of N.D. Ugrinovich’s author’s program for grades 8-9. The content of the questions corresponds to the material in the 8th grade textbook from the educational complex of the author of the program.

14. /tests/Information storage.doc Algorithms and executors
Links to Internet resources necessary for preparing for exams
Information technology in society
1. Information and information processes
Communication technologies
Computer as a universal device
Multimedia technologies
Processing of graphic information
Text processing
Numerical Information Processing
Presentation of information
Formalization and modeling
Information storage

Multimedia technologies

1. Which of the following media are multimedia media?

1) printed publications 3) flash card

2) CD 4) picture (painting)

Answer: No. 1,2

2. Name the programs that allow you to create multimedia products:

1) MS WORD 3) OUTLOOK EXPRESS

2) MS EXCEL 4) MS POWERPOINT

Answer: No. 4

3. To the components of multimedia products Not include:

1) sound 3) video

2) gesture 4) text

Answer: No. 2

4. Multimedia presentation consists of:

1) frames 3) pages

2) slides 4) fragments

1) slide in the same presentation

2) email address

3) website address

4) article in a magazine

Answer: №№1,2,3

All programs
START menu
PowerPoint
Microsoft Office

How to create a slide?

Insert, create slide
All programs, create slide
View, new slide

Insert, create a picture
All programs, create slide
View, new picture
Insert, drawing, picture

How to change slide background?

Format, background, select background
View, background, select background
Edit, background, select background

Start, start presentation

Multimedia technologies.

What does the term "multimedia" mean?
1. many environments
2. cartoon environment
3. environment for creating sound files
4. graphical environment
Which of the following programs is multimedia?
1. PowerPoint
2. Microsoft Word
3. Paint
4. Microsoft Excel
You can create an interactive presentation using
1. hyperlinks
2. graphic objects
3. sound files
4. video files.
The computer presentation is
1. book pages
2. slide sequence
3. a set of files on a specific topic
4. set of animated objects.

Test on the topic “multimedia technologies”

How to launch MS Power Point application? Please indicate the correct sequence

All programs
START menu
PowerPoint
Microsoft Office

How to create a slide?

Insert, create slide
All programs, create slide
View, new slide

How to insert a picture into a presentation?

Insert, create a picture
All programs, create slide
View, new picture
Insert, drawing, picture

How to change slide background?

Format, background, select background
View, background, select background
Edit, background, select background

How to launch a presentation for execution?

Start, start presentation
View, start presentation

Multimedia technology test

What equipment is considered multimedia:

a) keyboard;

B) scanner;

B) projector.

2. Which file cannot be called multimedia:

A) video;

B) presentation;

B) spreadsheet.

A file with the specified extension is multimedia:

a) .avi;

Multimedia technologies are characterized by:

a) data transmission in encrypted form;

B) a combination of several types of information;

C) using only one type of information.

Which of the following is a means of creating a multimedia file:

a) Power Point;

	The combination of computer technologies that use several information media (graphics and text, photography, animation and sound) is called... 1) multimedia technology 2) expert system 4) word processor
	File extension for a presentation created in PowerPoint:
	The playback quality of encoded audio mainly depends on: A) on the voltage range in which the ADC operates; b) on the sampling frequency and its resolution; B) from the redundancy of encoded audio information; D) from methods of “packaging” sound information; D) from methods of “unpacking” sound information.
	Discretization is: A) a physical process that changes over time; B) quantitative characteristics of the signal; c) the process of converting a continuous signal into a discrete one; D) the process of converting a discrete signal into a continuous one; e) the process of converting the physical nature of the signal.
	The basis of audio encoding using a PC is: A) the process of converting air vibrations into electric current vibrations and subsequent sampling of the analog electrical signal; b) sampling the amplitude of sound wave oscillations; C) recording sound on magnetic tape; D) the process of converting air vibrations into electric current vibrations; D) audio signal sampling

Multimedia technologies

Multimedia technology allows:

a) use tools for storing, changing and retrieving information;

B) use software designed to work with video data;

C) simultaneously use various methods of presenting information: numbers, text, graphics, animation, video and sound;

D) use a system for managing a large amount of information.

2 . Which of the following statements are false?

A) A computer presentation is an information model;

B) PowerPoint can't make a table look nice;

C) There are presentations that have an interactive structure;

D) The presentation allows the use of animation.

3 . You can insert a picture into a slide with the command:

A) Insert→Drawing→My Documents…;

B) Insert→Drawing→My Computer…;

C) Insert→Drawing→Pictures;

D) Insert→Drawing→From File... or Insert→Drawing→Pictures.

4. To place graphic primitives use:

A) Panel Clip art;

B) Panel Image Settings;

B) Panel Drawing;

D) Operation Copy - Paste.

5. In what mode can you view and sort all the slides?

A) Slide sorter;

B) Slide structure;

B) Slides;

D) Image adjustment.

№ question
answer	V)	b)	G)	V)	A)

How to launch MS Power Point application? Please indicate the correct sequence

All programs
START menu
PowerPoint
Microsoft Office

How to create a slide?

Insert, create slide
All programs, create slide
View, new slide

How to insert a picture into a presentation?

Insert, create a picture
All programs, create slide
View, new picture
Insert, drawing, picture

How to change slide background?

Format, background, select background
View, background, select background
Edit, background, select background

How to launch a presentation for execution?

Start, start presentation
View, start presentation

21) Raster and vector animation is...

change colors
creating the illusion of moving objects on the monitor screen
captions for images
graphic primitives

22)PowerPoint Objects:

D) fields, tables, records.

23)Slide options:

24). Name the template type:

A
) slide design;

B) color schemes;

B) animation;

D) layout of slides.

25)Name the template type:

A

) slide design;

B) color schemes;

B) animation;

d) slide layout

1.PowerPoint Objects:

A) columns, rows, charts, graphs, cells;

B) text, picture, table, diagram;

C) drawing, clip, slide, sound, text;

D) fields, tables, records.

2. Slide parameters:

A) background type, background color, transition type, sound, animation effects;

B) character style, paragraph alignment, font color;

C) sheet, workbooks, range of cells, table appearance.

3
. Name the template type:

A) slide design;

B) color schemes;

B) animation;

D) layout of slides.

4. Name the type of template:

A
) slide design;

B) color schemes;

B) animation;

D) layout of slides.

5. Name the type of template:

A

) slide design;

B) color schemes;

B) animation;

D) layout of slides.

1. The combination of computer technologies that use several information media (graphics and text, photography, animation and sound) is called...

1) multimedia technology

2) expert system

3) global computer network

4) word processor

2. In a raster graphics editor from statements

a) You can add text to pictures.
b) You can store pictures on external media.
c) You cannot glue parts of images together.
d) You can mirror the copy by

are incorrect

1) a,c;
2) b;
3) c;
4) a,b

3. HTML (Hyper Text Markup Language) is...

1) Internet server
2) a tool for creating web pages
3) programming language translator
4) a web page viewer

4. A modem transmitting information at a speed of 28,800 bps can transmit in 1 second...

1) two pages of text (3600 bytes)
2) drawing (36 KB)
3) audio file (360 KB)
4) video file (3.6 MB)

5. The Internet email address has been set: [email protected]
What is the top level domain name?

Multimedia technologies in education tests. Multimedia technologies

Multimedia technologies

File extension for a presentation created in PowerPoint: