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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.Dyachuk et al. / Dynamic adaptive testing and peculiarities of its use with medical students 2 / 8

Problem and purpose. The requirements for the results of professional training of students of medical educational institutions have actualized the problem of dynamic adaptive testing of the enabling conditions for the acquisition by students of the experience of independent learning activity in electronic problematic environments of anatomical objects of the human body. The purpose of the article is to identify and substantiate the possibilities of increasing the teaching potential of students on the basis of the use of computerized dynamic adaptive tests for the identification of complex anatomical objects in conditions of estimated feedback.The methodologyof the research is the analysis of the psychological and pedagogical theory and the generalization of the results of scientific research of domestic and foreign scientists reflecting the ideas of actual approaches to dynamic adaptive testing in education, namely: the activity approach that implements developmental learning in the conditions of instructive feedback; the environmental approach, on the basis of training with reinforcement, in the context of evaluative feedback.Results. Based on the analysis of educational theory and practice, the basic didactic principles of dynamic adaptive testing of the process of self-learning in the electronic problematic environment of anatomical objects are formulated: evaluative feedback, thesaurus, interactivity, iterativity, semiotic diversity, monitoring, instability, uncertainty. Based on these principles, computerized dynamic adaptive tests-simulators for the identification of anatomical objects have been developed, a methodological model has been created for diagnosing the procedural characteristics of students’ learning activities, and the effectiveness of dynamic adaptive testing in the formation and development of cognitive abilities of students has been proved.The conclusion. The article describes the implementation of the ideas of dynamic adaptive testing in enriching the didactic potential of the student’s productive learning activity. The proposed model of dynamic adaptive testing of the structure of anatomical objects, through a combination of self-learning activities and external management in the context of evaluative feedback, allows students to be included in independent educational activities and to diagnose changes in its procedural characteristics. The results and conclusions allow us to develop the basic principles of dynamic adaptive testing.

Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages ​​is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.

This research describes an instrumental method for studying the activity of students in problem solving, based on the use of dynamic computer tests (simulators) to diagnose cognitive strategies for designing puzzle objects. The proposed instrumental method allows to experimentally obtain actiograms of actions that graphically display human activity in finding solutions to problems. Actiograms of actions or trajectories of educational activities reveal individual differences in the ways of obtaining information about the designed puzzle object, and diagnose the cognitive strategies of subjects to find solutions to problems. Designed objects can have different subject contents: graphic, mathematical, verbal, spatial, etc.