Achievement Monitoring Technology Of Mentally Retarded Schoolchildren On The Touch Screen

Abstract

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

The Requirements To Assessing Of Mentally Retarded Students Achievements In Interactive Environment

“…This is explained by the fact that recognizing and reading aloud (or naming the first and last sounds in a word) are close, but not identical; reading aloud has a more complex psychological structure. At the same time, the results of the recognitions in an interactive environment and the results of verbal answers can be closely interrelated, which corresponds to the results of our earlier study on a local medium, and does not contradict with the assumption of the task sets validity tested in an interactive environment (Mamaeva et al, 2020). To confirm the outcomes on reliability and validity of tasks set placed in an interactive environment in compliance with the above requirements, the results of approbation were analyzed using methods of statistical analysis.…”

“…Carrying out several inclusions is especially important when learning how to work with the program, as well as in case of a situational decrease in indicators results; for this, the program provides a function for selecting the basic value of the indicator for a period. The need to comply with this requirement was confirmed earlier through a series of studies in 2016 -2020 (Mamaeva et al, 2020).…”

“…The possibilities of using the modified Russian-language version of the GOMs method for assessing achievements of students with mental retardation (on the example of reading skills assessment) have been confirmed in a series of studies conducted on the basis of the KSPU named after V.P. Astafiev in 2016 -2020 (Mamaeva et al, 2020).…”