Features of the influence of the composition of the test in biology on high school test scores

Zhuk, Yurii; Vashchenko, L.

doi:10.32405/2411-1317-2020-1-20-31

Cited by 1 publication

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“…This question requires an in-depth empirical study of the effects of sequence, correlation and combination of different question forms on quantitative indicators of student responses for the reliability of pedagogical measurement, as well as to ensure the reliability of test tools. The review of scientific works enabled to generalize that the researchers consider the issue (of the order of the questions in the test as the factor of impact on numerical indicators of students' performance) in the following aspects: (1) question order by the level of complexity or in any other order (Monk & Stallings, 1970;Ollennu & Etsey, 2015;Şad, 2020;Zhuk & Vashchenko, 2020); (2) placement of questions taking into account their form (closed, open test questions) (Mollenkopf, 1950); (3) the effect of the previous or the next question on the results of solving a certain task (effect of knowledge transfer) (Gray, 2004); (4) the connection between the order of the questions with the confidence of students in the correctness of their solution; (5) the relationship of the order of the questions with such effects: the "effect of practice", "effect of fatigue", "effect of the impact on the course of cognitive activity" of students in the testing process (Gray, 2004;Pools & Monseur, 2021) etc. At the same time, the issue of the effect of question order in the test on the outputs today remains a debatable issue due to the ambiguity of the conclusions of numerous studies conducted taking into account the specifics of a particular subject area of knowledge.…”

Section: Analysis Of Scientific Work On the Topic Of The Researchmentioning

confidence: 99%

The Experimental Study of the Effect of Functional-Variational Factors on the Results of Linguistic Testing

Hryvko¹,

Zhuk²

2022

JCT

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A feature of the presented study is a comprehensive approach to studying the reliability problem of linguistic testing results due to the several functional and variable factors impact. Contradictions and ambiguous views of scientists on the researched issues determine the relevance of this study. The article highlights the problem of equivalence of diagnostic potential and the complexity of closed and open test tasks. The issues of polymorphism and monomorphism of tests, as well as variability of tests on the sequence of different question forms and their ratio in one test, are revealed. The article authors substantiate the need for in-depth empirical research to further improve the basic quality design principles and improve tests for final testing of high school students. The main purpose of the study was to examine the controlled and uncontrolled factors that affect test results. This article represents a study conducted among the students of the 8th and 9th grades (N=332) and in the subject field of Ukrainian (as a native language). In the first phase of the study the criteria-oriented author's tests and questionnaires were used by the authors as research tools. Data analysis was performed using factor and analysis of variance (and other mathematical and statistical methods), which allowed proving the direct influence of the factor "form of test tasks" on the test results (impact power is up to 35%). The methodology of the study allowed us to determine the combination of forms of tasks that have the lower impact on test results and, accordingly, are characterized by the highest diagnostic reliability. In the second (refining) phase of the study, taking into account the previous results, it was found that the ratio of test questions, as well as their sequence, can also affect the test results and are detected depending on the gender characteristics of the test participants. According to the results of the research, some ideal externally-organized design of Ukrainian language tests for in-school control and classroom-assessment is proposed. It is provided by a combination of the multiple-choice questions and constructed-response questions in equal proportions in descending order of operational complexity of tasks (taking into account gender peculiarities of testing participants). The prospects for continuation and deepening of the research, connected with further study of the optimal empirically valid test structure, are substantiated. In the second (refining) phase of the study, taking into account the previous results, it was found that the ratio of test questions, as well as their sequence, can also affect the test results and are detected depending on the gender characteristics of the test participants. According to the results of the research, some ideal externally-organized design of Ukrainian language tests for in-school control and classroom-assessment is proposed. It is provided by a combination of the multiple-choice questions and constructed-response questions in equal proportions in descending order of operational complexity of tasks.

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