The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.

The article reflects the results of one of the stages of the study, which is connected with determining the characteristics of the influence of various factors on the effective test scores. In particular, the connection between the respondents' emotionally-estimated attitude to various forms of responses to test tasks and the results of their implementation is examined. The proposed study was conducted with using of the authors' tests in the field of Ukrainian language. To determine the generalized students' assessment of the forms of answers, proposed in these tests, we used questionnaire, developed according to the method of semantic differential, which allowed to build a profile of the characteristics of the test in accordance with the semantic cognitive space of the sample. The results of respondents' assessment of response forms are generally correlated with test results and can be an additional explanatory element of their analysis and a prognostic element in the process of further designing and applying the tests. The use of factor analysis of the research results allowed: 1) to draw conclusions about the influence of the response forms offered in the test on the respondents' general perception of test tasks regardless of its content; 2) to justify the assumption that the form of test tasks and answers, as an externally organized test constructs, are a sensory afferent stimulus of the operational imagination of the activity, which, in particular, is expressed in the formation of interest and motivation to doing an assignment. An analysis of the respondents' generalized perception of the separate forms of answers showed the need for combining various forms of test tasks and the forms of answers they defined, both for the formation of positive attitudes and the motivational optimum in the process of their implementation, and for verification and refinement the test results.

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