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ORIGINAL ARTICLE
Dynamic adaptive testing and peculiarities of its use with medical students
| 1 | Department of Mathematics and Methods of Teaching Mathematics, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, Krasnoyarsk, Russia |
| 2 | Department of Information Systems, Siberian Federal University, Krasnoyarsk, Russia |
| 3 | Department of Technology and Entrepreneurship, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, Krasnoyarsk, Russia |
Publication date: 2018-11-18
Electron J Gen Med 2018;15(6):em84
KEYWORDS
dynamic assessmentidentificationfeedbackinteractivityproblem environmentadaptationobjects of anatomy
ABSTRACT
Objective:
The objective of the paper is to find out the conditions for enhancing the students’ learning capacity based on the use of computerized dynamic adaptive tests in identifying the structure elements of compound objects and to give grounds for them. At present, the requirements for the results of educational institution students’ professional training have made relevant the problem of developing dynamic adaptive tests in compound objects identification that ensure conditions for self-learning.
Method:
The key method for the investigation of this problem is made up by the analysis of psychological and pedagogical theory and generalization of results of scientific studies by the Russian and foreign scientists in dynamic adaptive testing in education, in particular: the activity-based approach for carrying out developmental teaching under the instructional feedback; the environmental approach relying on learning with reinforcement in conditions of assessment feedback.
Results:
Based on the results of the theoretical research computer dynamic adaptive tests in identifying objects of anatomy have been created, the model for diagnosing the procedural characteristics of students’ learning activity has been developed. The effectiveness of dynamic adaptive testing in diagnosing the development of students’ cognitive abilities is represented and proven.
Conclusion:
The suggested model of dynamic adaptive tests in identifying the structure of anatomy objects allows timely diagnosing the procedural characteristics of medical students` learning activity within the educational process. It also made possible to formulate the main principles of dynamic adaptive testing based on the assessment feedback in education.
The objective of the paper is to find out the conditions for enhancing the students’ learning capacity based on the use of computerized dynamic adaptive tests in identifying the structure elements of compound objects and to give grounds for them. At present, the requirements for the results of educational institution students’ professional training have made relevant the problem of developing dynamic adaptive tests in compound objects identification that ensure conditions for self-learning.
Method:
The key method for the investigation of this problem is made up by the analysis of psychological and pedagogical theory and generalization of results of scientific studies by the Russian and foreign scientists in dynamic adaptive testing in education, in particular: the activity-based approach for carrying out developmental teaching under the instructional feedback; the environmental approach relying on learning with reinforcement in conditions of assessment feedback.
Results:
Based on the results of the theoretical research computer dynamic adaptive tests in identifying objects of anatomy have been created, the model for diagnosing the procedural characteristics of students’ learning activity has been developed. The effectiveness of dynamic adaptive testing in diagnosing the development of students’ cognitive abilities is represented and proven.
Conclusion:
The suggested model of dynamic adaptive tests in identifying the structure of anatomy objects allows timely diagnosing the procedural characteristics of medical students` learning activity within the educational process. It also made possible to formulate the main principles of dynamic adaptive testing based on the assessment feedback in education.
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