Final control of knowledge in physics. Test control of students' knowledge in physics

Full name: Bukharova Galina Yakovlevna - teacher of physics of the highest qualification category.

annotation

The purpose of testing is to evaluate the general education of students involved in the program of the main school (authors: E. M. Gutnik, A. V. Peryshkin - Physics grades 7-9 of the collection: "Programs for educational institutions" Physics "Moscow, Bustard -2001" ),

in physics for the 8th grade course, studying according to the textbook "Physics. 8th grade" edited by A.V. Peryshkin. The content of the final work corresponds to the Federal component of the state standard for basic general education in physics.

The test allows you to check the following activities: understanding the meaning physical concepts; physical phenomena; physical quantities; physical laws. The ability to solve problems of various levels of complexity, to express units of physical quantities in units of the International System, to apply knowledge in practice.

The form of the test thematic control: in electronic or written form. Such a check provides an individual approach, will allow you to quickly and accurately assess the success of each student in mastering the knowledge and skills that meet the mandatory requirements of the curriculum.

This test can be used at the end school year to control students' knowledge. It contains tasks of different difficulty levels. Time to complete the work - 45 minutes.

Test structure: 2 variants of the final work with the choice of 1 correct answer, each consists of 18 tasks. In the tasks of part A, you must choose the correct answer; in part B, write down the formula and choose the correct answer; in part C, choose an answer and make a detailed decision.

If the tasks are performed electronically, then in the tasks of part B and part C indicate the answer, and the formulas for part B and the detailed solution of part C must be submitted to the teacher for verification.

Test score:

one task from part A - 1 point;

one task from part B - 2 points;

one task from part C - 3 points (with the correct solution of the entire task).

Total 26 points.

Evaluation criteria:

Part B:

2 points are given if there is a formula and the correct answer is chosen. If one of these conditions is met, then 1 point is given.

Part C:

3 points set if given the right decision, i.e. a brief condition is written correctly, the SI system, formulas are written, mathematical calculations are performed, an answer is presented.

2 points is set if there is an error in writing a short condition or in the SI system, or there is no numerical calculation, or an error is made in mathematical calculations.

1 point is set in the event that not all the initial formulas necessary for solving the problem are written down or all the formulas are written down, but an error was made in one of them.

SCALE

to convert the number of correct answers into a score on a five-point scale

Number of points scored

Score in points

Distribution of tasks on the main topics of the physics course

n/n

Topic

Quantity

Assignments

Level of difficulty

WITH

thermal phenomena

The change aggregate states substances

electrical phenomena

Electromagnetic Phenomena

light phenomena

Table of distribution of tasks in the final test by difficulty levels

tasks

in the test

№ themes

level of difficulty

Options for testing in paper form.

1 option

Each question has multiple answers, of which only one is correct. In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of a lead body will change if:

a) hit it hard with a hammer;

b) raise it above the ground;

c) throw it horizontally;

d) cannot be changed.

2. What type of heat transfer is observed when a room is heated with a water heating battery?

a) thermal conductivity;

b) convection;

c) radiation.

3. What physical quantity is denoted by the letter λ and has the dimension of J / kg?

a) specific heat capacity;

4. In the process of boiling, the temperature of the liquid ...

a) is increasing

b) does not change;

c) decreases;

d) there is no correct answer.

5. If the bodies repel each other, then this means that they are charged ...

a) negatively;

b) differently;

c) the same name;

d) positive.

6. Resistance is calculated by the formula:

a) R \u003d I / U; b) R \u003d U / I;

c) R \u003d U I; G) correct formula no.

7. From which pole of the magnet do the lines come out magnetic field?

a) from the north; b) from the south;

c) from both poles; d) don't come out.

8. If an electric charge moves, then around it exists:

a) only a magnetic field;

b) only electric field;

c) both electric and magnetic fields;

d) there is no field.

9. The angle between the incident and reflected rays is 60 degrees. What is the angle of reflection?

a) 20 degrees; b) 30 degrees;

c) 60 degrees; c) 0 degrees.

10. What image is obtained on the human retina?

Part B

11. How much heat must be imparted to water weighing 1 kg in order to heat it from 10 ° to 20 ° C? Specific heat capacity of water 4200 J/kg°C?

a) 21000 J; b) 4200 J;

c) 42000 J; d) 2100 J.

12. How much heat will be released in a conductor with a resistance of 1 ohm during

30 seconds at a current of 4 A?

a) 1 J; b) 8 J;

c) 120 J; d) 480 J.

13. The work done by the current in 600 seconds is 15000 J. What is the power of the current?

a) 15 W; b) 25 W;

c) 150 watts. d) 250 W.

14. Two conductors with a resistance of R 1 \u003d 100 Ohms and R 2 \u003d 100 Ohms are connected in parallel. What is their total resistance?

a) 60 ohms; b) 250 Ohm;

c) 50 Ohm; d) 100.

15. The focal length of the converging lens is 0.1 m. The optical power of this lens is:

a) 10 diopters; b) 25 diopters;

c) 1 diopter; d) 4 diopters.

Part C

16. To heat 3 liters of water from 18 0 C to 100 0 C, centigrade steam is let into the water. Determine the mass of the steam. (The specific heat of vaporization of water is 2.3 10 6 J / kg, the specific heat of water is 4200 J / kg ° C, the density of water is 1000 kg / m 3).

a) 450 kg; b) 1 kg;

c) 5 kg; d) 0.45 kg.

17. The voltage in an iron conductor with a length of 100 cm and a cross section of 1 mm 2 is 0.3 V. The specific resistance of iron is 0.1 Ohm mm 2 / m. Calculate the current in the steel conductor.
a) 10 A; b) 3 A;

c) 1 A; d) 0.3 A.

Option 2

INSTRUCTIONS for completing the final test.

Each question has multiple answers, of which only one is correct.

In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula and circle the number of the selected answer. In tasks C, circle the number of the selected answer, and complete the detailed solution on separate sheets.

Part A

1. The internal energy of bodies depends on:

a) mechanical movement of the body;

b) body temperature;

c) body shape;

d) body volume.

2. In what way is the heat from the fire most transferred to the human body?

a) radiation;

b) convection;

c) thermal conductivity;

d) all three methods are the same.

3. What physical quantity is denoted by the letter L and has the dimension of J / kg?

a) specific heat capacity;

b) specific heat of combustion of fuel;

c) specific heat of fusion;

d) specific heat of vaporization.

4. When a solid body melts, its temperature ...

a) is increasing

b) decreases;

c) does not change;

d) there is no correct answer.

5. If charged bodies attract each other, then they are charged ...

a) negatively;

b) differently;

c) the same name;

d) positive.

6. The current strength is calculated by the formula:

a) I \u003d R / U; b) I \u003d U / R.

c) I \u003d U R; d) there is no correct formula.

7. If there is both an electric and a magnetic field around an electric charge, then this charge:

a) is moving

b) immobile;

c) the presence of magnetic and electric fields does not depend on the state of charge;

d) magnetic and electric fields cannot exist simultaneously.

8. With a decrease in the current strength in the electromagnet circuit, the magnetic field ...
a) will intensify b) decrease;

c) will not change d) there is no correct answer.

9. The angle of incidence of the beam is 60 degrees. What is the sum of the angles of incidence and reflection?

a) 60 degrees; b) 90 degrees;

c) 120 degrees; d) 0 degrees.

10. What image is obtained on film in the camera?

a) enlarged, real, inverted;

b) reduced, real, inverted;

c) enlarged, imaginary, direct;

d) reduced, imaginary, direct.

Part B

11. What amount of heat will be required to heat a piece of copper weighing 4 kg from

25 o C to 50 o C? The specific heat capacity of copper is 400 J/kg o C.

a) 8000 J; b) 4000 J;

c) 80000 J; d) 40000 J.

12. Determine the energy consumed by a flashlight bulb in 120 seconds if the voltage on it is 2.5 V and the current strength is 0.2 A.

a) 1 J; b) 6 J;

c) 60 J; d) 10 J.

13. Calculate the amount of current in the winding of an electric iron if, when it is connected to a 220 V network, it consumes 880 W of power.

a) 15 kJ; b) 2.5 kJ;

c) 25 kJ; d) 75 kJ.

17. Current strength in a steel conductor 140 cm long and cross-sectional area

0.2 mm 2 is equal to 250 mA. What is the voltage at the ends of this conductor? Resistivity of steel 0.15 Ohm mm 2 /m
a) 1.5 V; b) 0.5 V;

c) 0.26 V; d) 3B.

ANSWERS

Final test Grade 8

tasks

response

(1 var)

Answer

(2 var)

Introduction

The control of students' knowledge and skills is an important element of the learning process, and it is natural that its various aspects attract the constant attention of methodologists and school teachers. I was interested in this topic during the period of school practice, where I and several other students faced the problem of choosing the form of the final control of knowledge and skills of students on the topic
"Initial information about the structure of matter". Solutions were found different, and consequently, the results and control efficiency also turned out to be different. I was interested in the following questions: what criteria do teachers follow when planning the control stages? What knowledge should be based on in order to compose and conduct an effective control of students' knowledge and skills?

The answer to these questions, as well as the development of control measures on the topic “Initial information about the structure of matter” is the goal of my work.

To achieve this goal, it is necessary to solve the following tasks: 1) find out what are the goals of monitoring the knowledge and skills of students; 2) find out what forms of control have developed in the practice of physics teachers and what recommendations on control are given by teachers and methodologists-scientists; 3) find out what is the place of control in the study of physics; 4) to find out what forms of control of knowledge and skills of students it is advisable to use when studying the topic “Initial information about the structure of matter”;
5) prepare materials for the organization of all control measures on the topic “Initial information about the structure of matter”.

Chapter 1. Types of control of knowledge and skills of students.

1.1. The goals of monitoring the knowledge and skills of students

The control of knowledge and skills of students is an important link in the educational process, the correct formulation of which largely determines the success of training. In the methodological literature, it is generally accepted that control is the so-called “feedback” between the teacher and the student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following goals of monitoring the knowledge and skills of students are distinguished:

Diagnosis and correction of knowledge and skills of students;

Accounting for the effectiveness of a separate stage of the learning process;

Determination of the final learning outcomes at different levels. /№№
6,11,12 /

Having carefully looked at the above goals for monitoring the knowledge and skills of students, you can see that these are the goals of the teacher when conducting control activities. However, the main character in the process of teaching a subject is the student, the learning process itself is the acquisition of knowledge and skills by students, therefore, everything that happens in the classroom, including control activities, should correspond to the goals of the student himself, should be personally important for him. Control should be perceived by students not as something that only the teacher needs, but as a stage at which the student can orient himself about his knowledge, make sure that his knowledge and skills meet the requirements.
Therefore, to the goals of the teacher, we must add the goal of the student: to make sure that the acquired knowledge and skills meet the requirements.
This goal of control, in my opinion, is the main one.

It may seem that changing the goals of monitoring students' knowledge and skills is a purely theoretical issue and does not change anything in practice.
However, it is not. If the teacher treats control as an activity that is important for students, the very form of its implementation, discussion of the results, and verification may be different. So, for example, checking the results and putting down marks can be done by the students themselves. With this form of verification, they feel the significance of control, find out their mistakes, and when putting marks, self-criticism and responsibility develop. This type of work would never have appeared, however, if the teacher considered the goals of controlling students' knowledge and skills only as diagnosing and recording knowledge.

On the other hand, it seems incomprehensible how a teacher can correct the knowledge and skills of students, i.e. Fill gaps in students' knowledge at the control stage. Control measures can only serve to diagnose the availability of knowledge and skills, but not to correct them.
The control stage has its own, very specific tasks, and you should not try to put the tasks of the next stage of work into its framework. Only after the shortcomings in the knowledge and skills of students at the control stage are clarified, we can talk about subsequent adjustments, if necessary.

According to the comments above, I propose to formulate the following goals for monitoring students' knowledge and skills:

Prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;

Get information about whether or not each student has mastered the physical knowledge indicated in the educational goal of studying the topic (knowledge cycle); whether students have learned the activities indicated in the goal of developing the study of the topic (knowledge cycle).

With such a formulation of the goals of the control stage of training, it becomes clear that it carries only one task: taking into account the effectiveness of training and identifying its gaps, if any, both by the teacher and, no less important, by the students themselves.

1.2. Functions of control of knowledge and skills of students.

Knowledge and understanding of control functions will help the teacher to plan and conduct control activities competently, with less time and effort, to achieve the desired effect.

Scientists-teachers and methodologists distinguish the following functions of verification: controlling, teaching, orienting and educating. /№№ 6,11,12 /

The control function is considered one of the main control functions.
Its essence is to identify the state of knowledge, skills and abilities of students, provided for by the program, at this stage of education.

The essence of the learning, or developmental, function of verification, scientists see in the fact that when performing control tasks, students improve and systematize their knowledge. It is believed that lessons in which students apply knowledge and skills in a new situation or explain physical phenomena contribute to the development of speech and thinking, attention and memory of schoolchildren.

The orienting function of verification consists in orienting students and the teacher according to the results of their work, supplying the teacher with information about the achievement of learning goals by individual students and the class as a whole. The results of control activities help the teacher to direct the activities of students to overcome shortcomings and gaps in their knowledge, and students to identify and correct their own mistakes. In addition, the results of the audit inform the school administration and parents about the success of the educational process.

The diagnostic function, sometimes singled out as an independent one, is close to the indicative one. It consists in the fact that the teacher can not only control the level of knowledge and skills of students, but also find out the causes of the gaps found in order to eliminate them later.

The educative function of verification is realized in fostering a sense of responsibility, self-discipline, and discipline in students; helps you organize your time in the best possible way.

The functions of the control stage, in my opinion, should meet the formulated control tasks. Having defined the task as only diagnosing the knowledge and skills of students acquired by them during the study of this topic (knowledge cycle), I believe that the functions of control should be controlling and orienting. Here you can also add an educational function, because. any kind of activity affects our character in one way or another, and control really teaches us to better organize our activities, to discipline and responsibility.

As for the learning function of control, here I will make the same remarks as when considering the correction of knowledge as one of the goals of the control stage. (The goal of control is to diagnose students' knowledge and skills, and you should not try to expand it. If students are aware of their goal on the this lesson As a clarification of the compliance of their knowledge and skills with the requirements, then their activities will be aimed at achieving the goal. It is unlikely that they will improve or systematize the acquired knowledge. I do not deny the importance of the stage of systematizing the knowledge gained in the study of this topic, as well as correcting shortcomings in this knowledge, but this activity takes place at other stages of training and should not be considered part of the control stage.

Summing up all that has been said, I propose to single out the controlling, indicative and educational functions as functions of controlling the knowledge and skills of students.

1.3. Forms of control of knowledge and skills of students.

Forms of control of knowledge and skills of students - numerous, diverse types of activities of students in the performance of control tasks. There are a lot of forms of control, because each teacher has the right to come up with and conduct his own, which seem to him the best, control tasks. The state standard of physical education outlined the mandatory requirements for the form and content of control measures in physics lessons: "Checking the compliance of schoolchildren's educational preparation with the requirements of the standard is carried out using a specially developed system of meters for achieving the standard of physical education .... The system of meters must be meaningfully valid (i.e. must fully comply with the requirements of the standard), reliable (i.e. ensure the reproducibility of the results obtained during the verification) and objective (i.e. should not depend on the identity of the verifier).

The system of meters can be presented in the form of traditional written tests, tests, including tasks with multiple choice or short answers, tests, etc. All tasks, regardless of their form and what skills they test, are considered to be balanced, based on the equal importance of all the requirements of the standard.

Each system of meters must be provided with assessment criteria, on the basis of which it is concluded that the student has achieved or not achieved the requirements of the state standard ... in the practice of checking the achievements of students of the compulsory level of training in physics, the following criterion is used: if the student correctly completed two-thirds of the tasks of the test work that satisfies the above requirements, it can be concluded that the student has achieved the requirements of the standard.

The measurement system should be invariant with respect to different types of schools, curricula, curriculum and textbooks.

The system of task samples should be open, which allows teachers, students and their parents, as well as any interested person to get a more detailed idea of the mandatory requirements of the standard, provide students with a more comfortable environment during control, removing the anxiety and nervousness inherent in such a situation.

A feature of the requirements for the level of training of students in the standard of physical education is the presence of experimental skills in them.
Checking the formation of such skills should be carried out with the help of experimental tasks, which can be part of the general test work. " / No. 15, p. 95 /.

In school practice, there are several traditional forms of control of knowledge and skills of students, which I will present in my work:

Physical dictation

Test

Brief independent work

Written test

Control laboratory work

Oral test on the studied topic.
Below I will try to answer the question of what kind of activity is hidden behind this or that name of the form of control of knowledge and skills of students, and I will also give my own assessment of the appropriateness of using these forms at various stages of education.
1. Physical dictation is a form of written control of knowledge and skills of students. It is a list of questions to which students must give immediate and concise answers. The time for each answer is strictly regulated and quite short, so the formulated questions should be clear and require unambiguous answers that do not require much thought. It is the brevity of the answers of the physical dictation that distinguishes it from other forms of control. With the help of physical dictations, you can check the limited area of \u200b\u200bknowledge of students:
-letter designations of physical quantities, names of their units;
-definitions of physical phenomena, formulations of physical laws, connection between physical quantities, formulations of scientific facts;
-definitions of physical quantities, their units, relationships between units.
It is this knowledge that can be tested in quick and concise student responses. Physical dictation does not allow you to check the skills that students have mastered when studying a particular topic. Thus, the speed of conducting a physical dictation is both its advantage and disadvantage, because. limits the area of knowledge to be tested. However, this form of control of students' knowledge and skills removes some of the load from other forms, and, as will be shown below, can be successfully applied in combination with other forms of control.
2. Test tasks. Here, students are offered several, usually 2-3, answers to a question, from which they must choose the correct one. This form of control also has its advantages, it is no coincidence that it is one of the most common forms of control in the entire education system. Students do not waste time formulating answers and writing them down, which allows them to cover more material in the same time. Along with all the knowledge, the assimilation of which by students can be checked with the help of a physical dictation, it becomes possible to test the skills of students related to the recognition of physical phenomena and situations corresponding to scientific facts.

Despite all the obvious advantages, test tasks have a number of disadvantages. The main one is the difficulty of formulating answers to questions when compiling them. If the answers are selected by the teacher without sufficient logical justification, most students very easily choose the required answer, based not on their knowledge, but only on the simplest logical conclusions and life experience. Therefore, it can be difficult or even impossible for a teacher to compose a successful test without theoretical preparation. Having examined the work of teachers and methodologists on creating tests in physics /№№ 2,3,4,7,9,13/, I concluded that the ideology of compiling such tasks is approximately the same for different authors: "for each question, from two to five answers, among which one (rarely two) are correct, and the rest are incomplete, inaccurate or incorrect, most of the incorrect answers are typical or probable errors of students.
/№ 9, p.3/. However, there are test tasks that differ from the usual scheme for their construction, for example: compose a text from fragments, judge a dispute in a physics lesson. /№ 7/ The last task seemed to me the most interesting. the student, tracing the arguments of different students in a dispute and trying to find out who is right and who is wrong, himself conducts similar reasoning. The difficulty lies in the fact that the arguments of both sides are quite plausible: here, too, one can trace general idea compiling tests, therefore, it is sometimes very difficult to find an error in reasoning.

However, it should be noted that test tasks provide an opportunity to test a limited area of knowledge and skills of students, leaving aside the activity of creating physical objects, reproducing specific situations corresponding to scientific facts and physical phenomena, etc. Based on the results of the tests, the teacher cannot test the ability of students to solve combined problems, the ability to construct a logically connected answer orally.

It is advisable to use multiple choice tasks in cases where this form of knowledge control has advantages over others, for example, they are especially convenient with the use of various types of control machines and computers. The authors of test developments agree that tests cannot replace other forms of control, however, that they open up many new opportunities for a teacher conducting a control lesson in a class, because. remove the difficulties typical for students' oral and written answers to the question posed. One of the main drawbacks of this method is noted: test control does not check the ability of students to build an answer, competently and logically express their thoughts in the language of science, reason and justify their judgments. In this regard, many authors propose to check after the test control how correctly the students can verbally justify the answers they gave in the test tasks, and one more control lesson should be allocated for this. /№ 9/ I do not agree with this solution of the problem, because in this case, the main advantage of this form of control is lost: the ability to check a large amount of knowledge in a short period of time. In my opinion, there can be only one solution to this problem: a combination of test tasks with other forms of control that can check areas that are inaccessible to tests without duplicating their results.
3. Short-term independent work. Here, students are also asked a number of questions to which they are invited to give their well-founded answers. The tasks can be theoretical questions to test the knowledge acquired by students; tasks to test the ability to solve problems on a given topic; specific situations formulated or shown in order to test the ability of students to recognize physical phenomena; tasks for modeling (reproducing) specific situations corresponding to scientific facts and concepts. In independent work, all types of activities can be covered except for the creation of concepts, because. it takes more time. In this form of control, students think about their plan of action, formulate and write down their thoughts and decisions. It is clear that short-term independent work requires much more time than previous forms of control, and the number of questions can be no more than 2-3, and sometimes independent work consists of one task.
4. Written test - the most common form in school practice. Traditionally, “tests in physics are carried out in order to determine the final result in teaching the ability to apply knowledge to solve problems of a certain type on a given topic or section. The content of the tests is made up of tasks, both textual and experimental” /№6, p.63/. Thus compiled control work allows you to check a rather narrow range of knowledge and skills of students: the ability to solve problems on the topic, as well as various skills in the application of physical knowledge in solving experimental problems. I believe that the concept of "control work" should be expanded to include various types of tasks if it is used by the teacher as a form of control of students' knowledge and skills at the end of the study of the topic.

The number of options for control work is a controversial issue. The school uses 2,4,6 and even 8 options, because. Teachers try their best to ensure the independence of each student in completing assignments. An increase in the number of options leads to an increase in the amount of time required for the teacher to check the control work, as well as to the appearance of the difficulty associated with compiling a large number of options of the same complexity. On the other hand, such distrust of students seems unreasonable to me, because. it is not laziness or dishonesty that makes them write off, but self-doubt. Therefore, increasing independence in the performance of control work should not be an increase in the number of options, but an improvement in the preparation of students for it.

From the didactic developments of examination papers in physics that I have reviewed /№№ 1,16/ I want to give here a few specific principles for their compilation, which seemed to me the most interesting:
- the tasks that make up the tests can be different in complexity: this will allow the teacher to check how fully the students have mastered the knowledge being studied, and if someone has not completed the task in its entirety, then whether he has the necessary minimum knowledge on this topic or at what level he mastered the material of the topic;
-tasks may also include questions of increased complexity, optional for completion, but for their solution, students receive an additional good mark, and the teacher - the opportunity to identify the knowledge and skills of students that are not included in the mandatory requirements of the program;
- the composition of the control work includes not only calculation tasks, but also qualitative ones, requiring, for example, a graphic description of processes or an analysis of physical phenomena in a particular situation.
5. Control laboratory work. It can be a laboratory work, similar to the data in a textbook for the topic being studied, or some kind of experiment related to the reproduction of specific situations corresponding to scientific facts and physical phenomena. Laboratory work is a rather unusual form of control, it requires students not only to have knowledge, but also the ability to apply this knowledge in new situations, quick wits.
Laboratory work activates the cognitive activity of students, because. from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are performed easier and more willingly. This is especially noticeable in the lower grades. Since laboratory work can test a limited range of activities, it is advisable to combine it with such forms of control as a physical dictation or test. Such a combination can quite fully cover the knowledge and skills of students with a minimum investment of time, and also remove the difficulty of long written statements.
6. Oral test on the topic. This is one of the main forms of control in high school. Its advantage lies in the fact that it involves a comprehensive test of all the knowledge and skills of students. The student can solve problems, then do laboratory work, and then talk with the teacher. Oral conversation with the teacher, which allows you to control the formation of the physical worldview, gaps in knowledge, to consider incomprehensible places in the course, distinguishes the test from other forms of control. This is the most personalized form. The teacher decides, based on the results of past or interim control measures, which knowledge and skills it is advisable to test which student: everyone is given individual tasks. The test requires a lot of time, and therefore many teachers prefer to exempt some of the successful students from it.

The order of the offset may be different. This is mainly due to the desire of teachers to meet the lesson or two allotted for control. Because test is the longest form of control, then in the practice of teachers there is a test with the help of assistants, the most successful students in the class or graduates, as well as with the help of a tape recorder, when some of the students answer by slandering on the tape recorder. I believe that the test is valuable because it is the only form of control where the teacher directly checks the knowledge and skills of students, there is an objective assessment of the results, combined with an individual approach to each student. Therefore, in my opinion, the test should be carried out in its traditional form, as a conversation between a teacher and a student. However, despite the different methods of conducting test events, some principles for preparing and conducting a test on a topic have developed in the methodological literature:
1.no more than 2 lessons are given for credit;
2. preparation for the test is carried out in advance, the teacher already at the beginning of the study of the topic reports the date of the test and the list of theoretical questions that will be included in the tickets;
3. theoretical questions should be no more than 20;
4. Taking into account the complexity of this form of control, it is recommended that tests be carried out only in senior, 10-11 grades. / No. 6,11,12,14 /.

1.4. Place of control of knowledge and skills of students in the process of teaching physics.

The place in which it is advisable to place a check in the learning process is determined by its goals.
As it was found, the main purpose of the test, both for students and for the teacher, is to find out whether students have acquired the necessary knowledge and skills on a given topic or section. The main function here is controlling.
It is natural to assume that control is needed at different stages of education and at different levels: thematic, quarterly registration, exams, etc.

Control, carried out after the study of small "subtopics" or training cycles, constituting a section, is usually called current.
The control carried out after the completion of major topics and sections of physics is usually called the final one. The final control also includes translation and final exams.

The teacher needs to establish which form of control is suitable for the current control, and which one for the final one. This can be done by taking into account the time that this or that form takes, as well as the amount of material that it allows you to check. So, for example, physical dictation and short-term independent work can rightly be attributed to the current control of students' knowledge and skills: they are short-term and cannot cover all the material studied. Test tasks composed in different ways, with a different number of questions, can be both a form of current and final control, but more often tasks with multiple choice of answers are used in the current test. Oral test on the topic and written test
- forms of final control, as they cover a large amount of material and take a lot of time. Control laboratory work can be used in the final control, however, given that it can test a limited range of students' skills, it is advisable to combine it, as mentioned earlier, with other forms of testing. Based on all of the above, you can make such a visual table:

So, when analyzing the goals of conducting control measures, 2 types of control are identified, current and final, each of them has its place in the process of teaching physics and performs certain learning tasks.

1.5. Marks and assessments at the control stages.

Methodists distinguish between the concepts of "assessment" and "mark". Evaluation is the words with which the teacher “evaluates”, analyzes the success of the student, praises or blames him, draws attention to the completeness or insufficiency of his knowledge. Evaluation can be given both orally and in writing. mark
- these are the numbers we are used to, from 1 to 5, expressing the success of the student, the compliance of his knowledge with the requirements. However, very often these concepts are not distinguished by teachers, because it is considered that the mark, it, in fact, is an assessment of the student's progress.

The role of grades and marks is huge. They not only serve to take into account the progress of students, thereby helping the teacher to navigate the success of student learning, but also help the student himself, and this is their main function, to judge their knowledge, identify their own gaps and correct them. A correctly set mark, together with the teacher's assessment of the student's work, encourages him, stimulates him to further learning, or, conversely, makes him think and be wary of some kind of failure. That is why marks and assessments must be objective - this is the main requirement for them. Only then will they be seriously considered by the students, the guys will believe and respect the opinion of their teacher. Underestimation or overestimation of marks is unacceptable; marks cannot be used as a means of punishing a student for violating discipline.

There are many factors to consider when marking. Firstly, it is, of course, the requirements for the knowledge of students in the process of studying the topic, based on the goals of teaching this topic. Secondly, the completeness of the coverage of the material, the complexity and novelty of the tasks offered to students, and the independence of their implementation are taken into account. In oral and written answers, it is necessary to take into account the consistency of the presentation, the validity of the statements, the culture of speech. These requirements increase with the age of the students.

There are many methods for putting down, correcting marks: each teacher can offer his own. However, it seems to me that since marks reflect the work of the student on this topic, his knowledge, they should always be available for correction and improvement. This opportunity encourages students to fill their own gaps in knowledge and, consequently, to improve them. Only the final marks are final, i.e. marks received for the final control activities, tk. they are put at the end of the study of the entire topic and reflect all the work done by the students.

Conclusions on chapter 1.

It is natural to assume that Chapter 2 of this work will be devoted to achieving the remaining goals, i.e. development of control measures directly for the topic "Initial information about the structure of matter".

Chapter 2. Control measures when studying the topic "Initial information about the structure of matter" based on the activity theory of learning.

Before conducting current or final control, each teacher must answer the question: what kind of knowledge and skills of students should be tested at this stage. The answer is obvious: only those knowledge and skills of students that they studied in a given topic or during a particular cycle of learning should be tested and which, therefore, were formulated in order to study the topic or this cycle of knowledge. All teachers and methodologists come to this conclusion, and, therefore, there is a need to formulate the goals of studying the topic, indicating the knowledge and skills of students that they must master at this stage of education.
The knowledge and skills of students indicated for the purpose must, in turn, correspond to the established educational program in the subject being studied.

An example of such an approach to clarifying the content of control measures can be the development of final control tasks for primary school graduates. /№ 5/. The authors, relying on the mandatory minimum of the content of education in primary school, established by the state educational standard, have compiled examples of tasks that test the specific knowledge and skills of students. Below is a fragment of the table, which correlates the requirements of the state standard and the control tasks compiled according to them.

I used the same principles to clarify the content of control tasks on the topic "Initial information about the structure of matter." When formulating the goals of studying this topic, I relied on the physics course of the 7th grade / No. 8 /, as well as on the program of the secondary school in physics / No. 10 /. It should be emphasized that the objectives of the study of the topic "Initial information about the friction of matter" presented by me in the next paragraph are fully consistent with the established program of the general education school.

2.2. The objectives of the study of the topic "Initial information about the structure of matter."

Educational goal: to prepare students who have acquired the following knowledge:
1) Substances consist of particles, between which there are gaps;
2) The smallest particle of a given substance is called a molecule;
3) Molecule size d~10m;
4) The molecules of the same substance are the same, but the molecules of different substances are different;
5) Molecules of a substance move continuously and randomly. The proof of the continuous movement of the molecules of a substance is diffusion - a physical phenomenon consisting in the spontaneous mutual penetration of two adjoining substances. The proof of the randomness of the movement of molecules is Brownian movement - a physical phenomenon consisting in the random movement of particles suspended in a liquid or gas; 6) the speed of molecules is related to the temperature of the body: the higher the temperature, the faster the molecules of the substance from which this body is made move;
7) Molecules of a substance interact: they attract and repel.
The interaction of molecules manifests itself at distances comparable to the size of the molecules.
8) Substance in nature can be in three states: solid, liquid and gaseous.

The liquid state of a substance is a state of matter in which a body made of this substance retains its volume but changes its shape.

The gaseous state of a substance is a state of matter in which a body made from this substance retains neither volume nor shape.
Gas occupies the entire volume provided to it.
9) Molecules of matter in the gaseous state are located at distances much larger than the molecules themselves, move in a straight line from collision to collision, interact weakly.

The molecules of a substance in the liquid state are located at distances approximately equal to the size of the molecules themselves, but in such a way that only short-range order is observed in their arrangement. Molecules of a liquid oscillate about the equilibrium position, sometimes making jumps, and interact strongly.

The molecules of a substance in the solid state are located at distances approximately equal to the sizes of the molecules themselves, but in such a way that a strictly defined order is observed in their arrangement throughout the substance, they fluctuate about the equilibrium position, and interact strongly.

Development goal: to prepare students who have mastered the following skills:
1) get a scientific fact about the structure of matter (educational goal No. 1)
2) to model the structure of matter in solid, liquid, gaseous states of matter
3) create the concept of “molecule” (educational goal No. 2)
4) according to the model of the structure of substances, recognize the same and different substances
5) get a scientific fact about the movement of molecules (educational goal No. 5)
6) simulate the arrangement of molecules of contacting substances at different points in time
7) create the concept of “diffusion” (educational goal No. 5)
8) reproduce diffusion in specific situations
9) recognize diffusion in specific situations
10) to receive a scientific fact about the relationship between the speed of movement of molecules and the temperature of the body (educational goal No. 6)
11) compare the speed of movement of molecules of various substances in specific situations
12) simulate the movement of molecules of a substance and their speed in specific situations
13) get a scientific fact about the interaction of molecules (educational goal
№7)
14) recognize situations in which molecules attract and repel
15) explain physical phenomena based on the interaction of molecules
(adhesion of bodies, elasticity of substances), reproduce these phenomena
16) create the concepts of "solid state of matter", "liquid state of matter" and "gaseous state of matter" (educational goal No. 8)
17) recognize the states of matter in specific situations
18) get a scientific fact about the structure of matter in three states
(educational goal #9)
19) simulate the structure of matter in three states
20) recognize the state of matter by models of its structure
21) determine the dimensions of small bodies by the method of series.

2.3. Cycles of learning. Calendar plan.

As already mentioned in Chapter 1, the current control of students' knowledge and skills is carried out after each cycle of learning. Therefore, it is necessary to divide this topic “Initial information about the structure of matter” into logical cycles of knowledge acquisition, after which it is advisable to conduct a current control of students' knowledge and skills. I suggest 3 learning cycles:
1-structure of matter: educational goals No. 1-4, development goals No. 1-4,21.
2-movement of substance molecules: educational goals No. 5-6, developmental goals
№№5-12.
3-interaction of substance molecules: educational goals No. 7-9, development goals No. 13-20.

This topic can be completed in 7 lessons. The topic calendar will look like this:

Lesson 1. 3 states of matter. The structure of matter.
Lesson 2. Molecule. Molecule sizes.
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7

the structure of matter."

It can be seen from the proposed schedule that there are two lessons for each cycle of learning and, therefore, it is advisable to carry out current control at the end of the 2nd, 4th and 6th lessons. The place of the final control is at the 7th, final, lesson.

2.4. Control of knowledge and skills of students at the end of each cycle of learning.

In this paragraph, I have to determine the optimal form and content of the control stage at the end of each cycle of mastering the knowledge of the topic.
"Initial information about the structure of matter". In order to choose the form of the control event, it is necessary to establish what knowledge and skills that students have mastered can be tested using one or another form of control. The table below allows you to do this.

Having thus analyzed the forms of current control in relation to a particular topic, the teacher can choose the optimal form for his class.
I am going to offer examples of all three forms of control of knowledge and skills of students, each of which will follow its own learning cycle.

The dignity of the physical dictation, monosyllabic short answers, is most important in the lower seventh grade, where the guys write slowly and formulate their thoughts with difficulty. Therefore, many teachers may give preference to this particular form of control of students' knowledge and skills. It can be seen from the table above that it is most expedient to carry out physical dictation after 1 cycle of knowledge assimilation, because. in this cycle, it allows you to cover all the knowledge from the educational goal, and also leaves out the least amount of student skills. We can offer the following example of such a physical dictation:

An example of a physical dictation when checking the 1st cycle of knowledge acquisition.

The goals of the physical dictation:

2) to receive information about whether or not each student has mastered the physical knowledge indicated in the educational goal (Nos. 1-4); whether students have learned the types of activities indicated in the development goals (## 1-5,21).

This physical dictation will take no more than 5 minutes, taking into account the organization of students' activities and the transition to another activity after it is over.
In these 5 minutes, you can test all the knowledge from the educational goal of the learning cycle.

In this physical dictation, well-known formulations are checked that do not require separate reflection, therefore it should be evaluated with maximum severity as the easiest form of work.

After the 2nd cycle of mastering knowledge, students can be offered a similar short-term independent work:

An example of short-term independent work when checking the 2nd cycle of mastering knowledge.

1) prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge indicated in the educational goal (No. 5-6); whether students have learned the activities identified in the development goal (#5-12).

The content of short-term independent work:
1. How do molecules behave in matter?
2. Draw a model of the structure of nitrogen a) at a temperature of t = 20 ° C b) at a temperature of t = 60 ° C, depicting the direction and speed of movement of molecules with arrows.
3. What phenomenon is called diffusion? Give an example of a life situation in which this physical phenomenon can be observed.

This short-term independent work will take about ten minutes - a significant amount of time in the lesson, but it allows you to test both the knowledge and skills learned in this cycle of knowledge. As in the case of physical dictation, the tasks of this work are not new, and therefore easy for students. I believe that this work should be evaluated with the utmost rigor.

It is advisable to apply the test task in the control of the 3rd cycle of knowledge assimilation, because and the educational goal of this cycle has a lot of cumbersome definitions and formulations of scientific facts that it will be difficult for children to prescribe on their own. The test will also be able to test numerous skills from the developmental goal of recognizing specific situations that correspond to the knowledge gained. In my opinion, a fairly large amount of material covered in the 3rd cycle of knowledge acquisition, in the best way and with minimum cost time will be able to cover and verify exactly the test.

An example of a test task when checking the 3rd cycle of knowledge acquisition.

The objectives of the teacher when conducting the test:
1) prepare students who are convinced that the new physical knowledge and skills they have acquired meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge specified in the educational goal (No. 7-9); whether students have learned the activities identified in the development goal (#13-20).

Test content:
1. How do the molecules of a substance interact? a) only attract b) only repel c) attract and repel at the same time d) first attract, then repel e) first repel, then attract.
2. Molecules of a substance are located at distances, many larger than the molecules themselves, move in a straight line from collision to collision. What state of matter are we talking about? a) about solid b) about solid and liquid c) about gaseous d) about liquid and gaseous e) about liquid e) all of the above answers are incorrect.
3. What features of the structure of matter apply only to the liquid state of matter? a) the molecules of a substance are located at distances approximately equal to the sizes of the molecules themselves b) there is a short-range order in the arrangement of the molecules c) the molecules oscillate about the equilibrium position d) the molecules interact strongly e) the molecules can jump f) none of the above answers reflects the properties only only liquids.
4. In what state of matter does a body made of this substance have no form of its own? a) only in liquid b) only in gaseous c) only in solid d) in liquid and gaseous e) in liquid and solid e) in solid and gaseous.
5. The adhesion of two pieces of plasticine can be explained by the fact that: a) the substances of 2 pieces mutually penetrate each other due to diffusion b) the molecules of 2 pieces of plasticine attract and repel c) plasticine consists of molecules, between which there are gaps.

Code of correct answers: 1c; 2c; 3bd; 4c; 5b.

It should be noted that although the tasks presented in this test are more difficult than in the physical dictation and short-term independent work, because. require analysis of answers and independent reflection, they correspond to the goals of this cycle of learning.
Putting a mark here is also not difficult, because. needs to be assessed
5 answers on a five-point scale.

2.5. Final control on the topic "Initial information about the structure of matter."

When planning the final control event on this topic, our initial task, as in the previous paragraph, is to choose the optimal form of control. Here, however, the choice is much easier to make, acting by the method of elimination.

The teacher has four main forms of final control: written test, oral test, control laboratory work and test tasks. However, the oral test, as noted earlier, is carried out mainly in senior, 10-11 grades; test tasks, in my opinion, are not able to cover the required amount of material: it is necessary to check the types of activities related to the reproduction of knowledge in specific situations; control laboratory work as a separate independent form of control is also not suitable, because. when studying the topic, there is only one laboratory work “Determining the size of small bodies by the method of rows”, it takes a little time, and it is advisable to include it in the final control as the next task. The last form remains - a written test, however, in the traditional sense, this form of final control as a set of tasks that need to be solved is not suitable for a final check, because students have not yet learned to solve problems on this topic, and any physical quantities, the relationship between them and physical laws do not appear here. I propose to modify this form of the final test and make it more like a large (for a whole lesson) independent work, the various tasks of which will test the different knowledge and skills of students. Activities can be made varied and not very tiring for the children, and the tasks themselves are quite interesting. Despite this, the difficulty of logically correctly expressing one's thoughts on paper is probably the main one when seventh-grade students complete written assignments, and therefore the teacher will either have to turn a blind eye to speech and logical errors guys, or look for new forms or ways of final control. An example of the final control on the topic "Initial information about the structure of matter" can serve as a written test carried out by me in teaching practice.

An example of a written test as a form of final control of students' knowledge and skills on the topic

"Initial information about the structure of matter".

The goals of the teacher during the work:
1) prepare students who are convinced that the new physical knowledge and skills they have learned while studying the topic meet the requirements;
2) to obtain information about whether or not each student has mastered physical knowledge from the educational goal of studying the topic; whether students have learned the activities identified in the development goal.

What is the name of this method of finding the dimensions of small bodies?
3. The slide shows the motion of a Brownian particle. Explain the nature of the motion of this particle. What conclusion did physicists make when observing Brownian motion?
4. What phenomenon occurs in these glasses? (a slide on the topic "diffusion" is shown: glasses with 2 liquids are located by the window and on the battery). How can one explain the difference in the course of this phenomenon in 2 different glasses?
5. This slide shows substances in various states.

Draw models of the structure of these substances.
6. What can you say about the molecules of the same substance? What is the difference between water, ice and water vapor molecules?
7. Look at these two vessels of water (there are 2 vessels of water on the table, one of them is on an electric stove). Simulate the movement of molecules in these 2 vessels at the same time.
8. Explain the physical phenomenon that you observe in the experiment. Why does the lid stick to water? (experiment demonstrating the phenomenon of surface tension is shown).
9. Describe the movement of the molecules of matter in three states.

This test, together with the stage of updating knowledge, will take the entire final lesson, 45 minutes. It covers all the material covered, providing the teacher with objective information about the degree of assimilation of knowledge and skills by students. At the same time, all knowledge is based on specific situations of real life, which makes them understandable and meaningful for the children themselves.
The level of control work is quite high, there are tasks that require serious reflection, therefore, this work must be evaluated, given its complexity and novelty, especially emphasizing the success of students in answering difficult questions.

Conclusion

In my work, I fulfilled the set goals, namely, I considered the problem of control in the methodological literature, found out the goals, forms and place of control activities, and also made some of my comments and changes to the understanding of these issues that has developed in the methodological literature.
Also, based on this knowledge, I developed a system of control measures for the topic "Initial information about the structure of matter": a physical dictation, a test and a brief independent work as a form of current control after 3 cycles of knowledge and control work as a final control on the topic.

Being in practice in the 4th year of the institute, I taught the topic
"Initial information about the structure of matter" and carried out the control work developed by me at the end of the study of this topic. Therefore, in conclusion, I would like to dwell on some features of the conduct of this test in my class, as well as its results.

Firstly, it should be said that at first I was afraid to give the guys a control work compiled in this way, because. the tasks presented in it were not only difficult, but also unusual for the children, and it was this novelty that could introduce additional difficulty, as a result of which the results could be lower than actually possible. However, I was sure that the test I had compiled fully met its goals and that it would be able to test the most important knowledge and skills of students during one lesson. Therefore, I decided to nevertheless conduct a final control on the topic in this form, and I tried to remove the difficulty associated with the novelty of some tasks in the lesson by explaining them in detail.

Secondly, it should be said that this test was designed for exactly 45 minutes, taking into account organizational moments at the beginning and end of the lesson, all tasks were also strictly regulated, and I followed this plan when conducting control. However, we must take into account the fact that although the majority cope with the task in some average time, we cannot count on all students in this way, because. the speed of completing the task, of course, is different for all people, so I came to the conclusion that at the end of the lesson it is necessary to leave 7-8 minutes for the completion of tasks by those students who did not have time to finish them in the allotted time. I want to note that this led to a good result, because. The guys once again looked at their work and corrected some inaccuracies and shortcomings, related not so much to the lack of knowledge, but to the lack of time and the resulting inattention. However, part of the class had already done all the tasks, and therefore I presented task No. 8 in my test as an additional one, deserving a separate mark, and this part of the class was busy with another task for the rest of the time.

Speaking about the results of the test, it should be said that my fears were in vain and most of the guys coped with the tasks for more than
70%, and many of them wrote a test paper with 5. There were also guys who managed to answer an additional question, for which they also received an additional good mark. I was satisfied with the results of the test, because. the material was at the same time within the abilities of the students, and was also so diverse as to allow the teacher to make an objective judgment about the results of mastering the topic by the students.

Bibliography:

1. Enohovich A.S., Shamash S.Ya., Evenchik E.E. Tests in physics in

6-7 grades. (Didactic material). - M.: Enlightenment, 1971.

2. Kabardin O.F., Kabardina S.I., Orlov V.A. Tasks for the final control of knowledge of students in physics in grades 7-11 of secondary school:

didactic material. - M.: Enlightenment, 1994.

3. Kabardin O.F., Kabardina S.I., Orlov V.A. Tasks for monitoring students' knowledge of physics in high school: Didactic material. A guide for teachers. - M.: Enlightenment, 1983.

4. Kabardin O.F., Orlov V.A. Physics. Tests. Grades 7-9: teaching aid. - M.: Bustard, 1997.

5. elementary School: Library of Moscow Educational Standards. -

Moscow: Education for everyone, 1997.

6. Onoprienko O.V. Testing the knowledge, skills and abilities of students in physics in high school: a book for teachers. - M.: Enlightenment, 1988.

7. Penner D.I., Khudaiberdiev A. Physics. Programmed tasks for grades 6-7. A guide for teachers. - M.: Enlightenment, 1973.

8. Peryshkin A.V., Rodina N.A. Physics: A textbook for the 7th grade of high school.-

10th ed., revised. - M.: Enlightenment, 1989.

9. Postnikov A.V. Checking students' knowledge of physics: grades 6-7.

didactic material. A guide for the teacher. - M.: Enlightenment, 1986.

10. Programs of a comprehensive school. Physics. Astronomy. - M.:

Enlightenment, 1988.

11. Purysheva N.S. Checking and assessing the knowledge, skills and abilities of students in the educational process. - In the book: Methods of teaching a school course in physics, M., Moscow State Pedagogical Institute named after V.I. Lenin, 1979.

12. Razumovsky V.G., Krivoshapova R.F., Rodina N.A. Control of knowledge of students in physics. - M.: Enlightenment, 1982.

13. Samoilenko P.I. Physics tests. - Physics. Weekly supplement to the newspaper "First of September", No. 34, 1995, p. 5, 8.

14. Timokhov I.F. Credit lessons in physics in high school: a guide for teachers. From work experience. - M.: Enlightenment, 1979.

15. Educational standards of Russian schools. State standards of primary general, basic and secondary (complete) general education. Book 2.

Nikandrova, M.N. Lazutova. - M.: TC Sphere, Prometheus, 1998.

16. Evenchik E.E., Shamash S.Ya., Enokhovich A.S., Rumyantsev I.M. Tests in physics in high school. - M.: Enlightenment, 1969.

-----------------------
(see § 1.
(See "Introduction".
See development goals in Chapter 2 §1.
Here and below, see Chapter 2 §1.
All transparencies are taken from the "initial information about the structure of matter" set.

Municipal educational institution secondary school No. 97

Pervomaisky district of Rostov-on-Don

Research topic:

Test control of students' knowledge in physics

Zinko Oksana Ivanovna

physics teacher of the second category

MOU secondary school No. 97

Rostov-on-Don

Introduction

Pedagogical tests at school

Terminology used

The choice of material for TK

Forms of test tasks

Forms for working with tests

Exam in the form of a test

Used Books

Introduction

Purposeful management is carried out in the learning process cognitive activity students from the teacher. One of the important links in this process is the verification of students' achievements, which allows you to establish the level of knowledge and skills formed by students at a particular stage of the learning process, their compliance with the requirements at each stage, and as a result, the requirements of the State Educational Standard.

Tests make it possible to qualitatively measure the level of knowledge of students, which is important, since in this case the necessary accuracy and objectivity of the test are ensured. Tests allow you to check knowledge at the level of assimilation, which is typical for many concepts studied in basic school.

Currently, school graduates in Russia are forced to take final exams at school and then entrance exams to the university. This leads to the first breakdowns of applicants.

The unified state exam prepares schoolchildren to receive real knowledge at school. The USE experiment increased public attention to the education system. The possibility of an objective assessment of the readiness of graduates and applicants was confirmed: all students found themselves in the same conditions and received the same marks for the same knowledge.

There are social reasons for objections to the Unified State Examination, as well as possible social distortions in its conduct due to information leakage and violations of the conduct technology. There are also objections to its content, since tests cannot test the ability to synthesize knowledge. They give clues in the form of answer options and an advantage for trained schoolchildren over creative thinkers.

What is a test.

Test (from the English. Test) means a test, a study.

This is a modern, mobile, very effective, democratic and widespread method of testing knowledge, skills, abilities, personality traits.

At the same time, the test is a special system of tasks and questions that the student must answer.

Tests are psychological, pedagogical, medical, sociological, etc.

Psychological tests allow, in particular, to reveal the temperament and character of the student, the level of his educational motivation, the style of thinking, the orientation of the personality, i.e. obtain information important for the organization of the educational process.

Pedagogical tests at school

Basically, they are a means of controlling knowledge and skills, moreover, a progressive means.

Usually, the tests are either compiled by the teacher himself, or he draws them from books, methodological developments, official materials. For current school needs, tests are prepared, as a rule, by a teacher; for examination papers in the final grades, tests are created centrally and sent to schools. Most commonly used in schools ready-made tests compiled by experts.

Using Tests. Tests are referred to learning new- to update the knowledge that you need to rely on (for this, tests are carried out - minutes);

At current control- to check the assimilation of the material being passed (they also use tests - minutes);

At examination certification.

But very helpful student-generated tests. There are two reasons for their value:

firstly, they are needed at school and in the classroom as a means of control,

secondly, when they are created, there is a comprehension of what has been studied, the development of a complex of mental operations, the ability to work with information and recode it, and formulate questions.

Didactic requirements for tests.

They must have the following qualities. Be valid, i.e. measure exactly the indicator of knowledge or skills that is needed, unambiguous, i.e. all who read them should equally understand the condition, simple, i.e. each task should contain one question, credible, i.e. be in line with scientific ideas, relevant curriculum, i.e. contain only the terms and formulations studied under the program; based on the material covered.

The options must be the same in difficulty.

Terminology used

Test ( TK) - a unit of the test, its constituent element.

Dough Ingredients: an indication and several (or many) tasks.

Test Plan- a table that reflects which elements of the content of the topic are controlled by the TK.

Specification- a document that gives a complete picture of the test: its goals, content (what exactly it controls), form, methods of processing the result.

The concept of levels of assimilation of material

Before creating a test, they decide what level of mastery of knowledge will be tested with this help. Levels 3.

The first level is recognition, discrimination. Students must identify the re-perceived object, highlight it, name it. The basics of completing the task are perception, memory. The type of test used is for identification.

The second level is reproduction. It is necessary to recreate previously learned information (definition, formula, device description, procedure for performing practical actions), decide typical task according to the previously given plan. The type of test used is reproductive.

The third level - solving non-standard tasks, in which the goals and conditions are known, and the solution must be found by yourself. Its basis is mental, productive activity.

The first and second levels are performing, they are based on reproductive activity and are carried out according to specific instructions. The third level is connected with thought-transformative creative activity.

The choice of material for TK

If the test is created by the teacher.

He studies the program of the topic and takes the following steps 1 - 3:

selects the most important elements of knowledge, as well as the skills included in the topic, determines what exactly will be controlled, decides at what level the control will take place.

If the test is created by the student.

He studies one or several (2 - 3) paragraphs of the textbook and also takes steps 1 - 3. Both of them fill in table 1 with the information received, which is a fragment of the specification: after steps 1 - 2, the data is entered in the left column, and after step 3 - to the right.

Table 1.

controlled material.

Forms of test tasks

Let's call them groups first.

According to one classification, this Choice question.

All answers are formulated in them, and the student must choose the correct one or the correct ones, in his opinion. In fact, one or more correct answers are given, the rest are distracting. This is the main form of TK.

Answers are of two types:

"Yes" - "No", "Will be" - "Will not", etc.

Factual ( formulas, statements, definitions, etc.)

Short answer questions.

The answer must be given in short form (in the form of a single word or phrase)

Questions with a detailed answer.

The answer must be formulated by yourself, and it must be lengthy and justified; Basically, it's a micro essay.

The (single) requirement for these tasks: the answer should not allow multiple interpretations.

Tasks of this type usually begin with the words: "Give an answer to the question ...", "Explain why ...", "What is ...".

According to another classification (essentially the same, but sounding different), these are tasks Closed with many answers for choice Open with a freely constructed answer Types of tasks for a didactic purpose.

To test knowledge.

Factual assignments, or constructive, testing knowledge of facts (terms, definitions, formulas, patterns, true statements).

To check the ownership of activities.

Classification: they aim to identify the ability to classify and recognize the main groups of knowledge (fact, pattern, theory, single conclusion, proof, etc.) and phenomena (heating, energy transfer from one type to another, uniform movement, etc.)

Algorithmic- to test the ability to use known algorithms (chains of steps) to solve typical problems.

Comparing- revealing the ability to compare objects, phenomena of processes and identify their features, differences, common in them.

Causal- their goal: to establish cause-and-effect relationships.

Integrative allowing to find intersubject connections.

Environmental linking knowledge on the subject with the problems of environmental protection.

Allocating: with their help, they find out the ability to highlight the essential features and components of an event, process or object, as well as the main idea of a text or other information.

proving; their goal: to justify something.

Predictive; their essence: to determine the expected consequences of something (for example, any event).

"Approximate "; their task is to test the ability to bring own examples(concepts, phenomena, processes, objects, elements, etc.)

Tabular- checking the ability to fill in the proposed table.

Schematic; with their help, they find out the ability to fill out the proposed scheme " Typical task "; with their help, they find out the ability to solve the simplest typical problems.

Estimated; through them they check the ability to perform calculations.

Finding an "extra" object in the proposed list.

TK - additions.

TK, checking the knowledge of the culture of speech.

Choice Tips for Multiple Choice Test Items

As already mentioned, these TK are the most common.

A set of answers is presented for selection: at least three, no more than five Answers are selected from among the plausible ones. If it is difficult to find such answers to the TOR, this TOR is refused.

If the answer is expressed in one word, they strive for all the presented words to belong to the same genus or species.

The answer may be accumulative. In this case, their set to the TK is compiled according to the principle of accumulation. This means that the second answer includes the first and contains something else.

Answers are paired: this means that they can consist of verbal pairs (i.e., a combination of words): homogeneous - true and homogeneous - plausible.

Ranked responses are possible. In essence, they are the same, but differ quantitatively; arrange them so that they reflect the increase or decrease of any details, elements, qualities, properties.

The place of the correct answer is chosen arbitrarily.

Evaluation and mark for completing test work

According to the method of evaluation, tests are divided into two classes:

dichotomous, where two estimates "act":

task completed - 1 point, task not completed - 0 points;

polytomic, where three estimates appear:

the task was completed completely and correctly - 2 points, the task was partially completed correctly - 1 point, the task was not completed correctly or not completed - 0 points.

In the simplest version, you can stick to testing with a dichotomous assessment. But this method gives a "rough" result and it is not very informative for the examiner. For a "finer" assessment, proceed as follows.

For each TK, a response standard (ES) is compiled. It contains a numbered list of all elements of knowledge and practical skills used in the performance of the task.

For each correct answer from the list or correctly indicated action, 1 point is awarded.

Calculate the coefficient of assimilation or success k: is the ratio of the number of correctly given answers or correctly performed operations n to their total p in this test item, i.e.

K=n/p.

Fill in for each student the table "The results of the student's work ... according to test No. ...".

Table 2.

"The results of the student's work ... according to the test number ... ".

The points scored are converted to regular marks, guided by the following criterion.

Table 3

Points - marks.

If the text was used for the purpose of control, then the marks derived by points are put in the journal. The teacher sees from the table which elements of the material are not learned well enough, and correct the methodology for further work.

If the test was given in order to update the basic knowledge needed to study new material, then the result K less than 0.7 there is no point in moving forward; basic knowledge needs to be created or strengthened.

How to create a test.

Algorithm 1.

They study the curriculum and highlight the most important knowledge on the topic and related skills.

They determine what exactly will be controlled, i.e. control objects.

Decide: at what level will control the assimilation of each object. Determine how much TK will be in the test.

Choose the task form.

Compose test tasks (questions and answers, if TK with a choice of answers), guided by the completed table 1 and the list of types of TK.

Develop a way to evaluate responses.

Create and replicate (for each student or each group) the "Results of the work" form.

An expert evaluation of the EO TK and the test is carried out.

Correct work.

Stages of involving students in the work on creating tests.

Step 1 - a conversation about what testing is, why it is used and what are its features, types of tests and test tasks.

Step 2 - the teacher's story about the composition of the test (it includes a number of TK) and a task with many answers to choose from.

Practical work to create such tests for each lesson. (One equals one TOR for first and second level checks)

Step 3 - getting to know the test tasks open type.

Practical work.

Step 4 is an introduction to a more complex procedure for compiling TOR: which includes filling in the table " Controlled material ".

Practical work.

Step 5 - learning to compose a "Sample Answer" for a complex test item or the test as a whole.

Step 6 - compiling a test that has several test items (TK are devoted to a common topic, but together they test knowledge on different issues or the ability to perform different operations).

Practical work.

Algorithm - 2

Creating a test task with a choice of answers.

Select (from a paragraph of the textbook or a list proposed by the teacher) the topic of the test task (TK).

Come up with a question or find an interesting one brief information and ask her a question. Write it down.

Give a series of answers (one correct, the rest are plausible, but erroneous for selection). Code them, put them next to each serial number or the letter - A, B, C.

On a separate sheet, write down the topic of the test task and the code of the correct answer, the name of the compiler.

Algorithm - 3

creating a test.

Conduct an analysis of the textbook (one or more paragraphs, the entire section) and select the topic of the test.

Determine which elements of knowledge and which skills, i.e. what exactly, you will control with the help of the test. Make a list of them.

Decide: how many test items (TK) will be included in the test.

Compile the first TOR (for the first element of knowledge allocated to you or the first skill) according to algorithm 2.

Compile a second TK - for the second element of knowledge you selected.

Repeat steps 4 and 5, changing the object of control as many times as you have identified knowledge elements minus 2. The total number should be equal to the number of TK you planned.

Forms for working with tests

In the process of teaching, it is important to consolidate the studied material and control the results of educational activities, which make it possible to determine the level of achievement of each student.

One of the modern types of control of knowledge and skills, as well as the development of mental abilities of students are tests with the choice of the correct answer.

It is convenient to check the performance of homework in the form of tests containing tasks similar to homework. Such works are short-term and usually consist of five tasks in two versions, which allows them to be quickly checked and evaluated immediately after testing is completed. The score depends on the number of tasks completed (5 completed tasks - grade "5", 4 - grade "4", etc.)

In grades 7-8, when interest in the subject is very high and children like to get as many marks as possible, they are effective short-term test work- self-tests, implying a concise answer "Yes" or "No". Positive marks are given in the journal, negative ones are not. These tests allow you to focus on identifying and analyzing errors immediately after the work is completed.

After learning new educational material as a consolidation of the most important points of the theory, I propose test tasks, including the main and most difficult questions to master. It is very convenient for the completeness and objectivity of testing knowledge and skills to conduct a final testing lesson for six months. The test consists of 30 questions, which should include multi-level tasks. The test is structured as follows: at the beginning, 10 questions are offered to test the knowledge of basic physical quantities, concepts, phenomena, formulas. In the second part of the test - 10 questions on the application of knowledge in a familiar situation, and at the end - 10 creative questions on the application of knowledge in an unfamiliar situation.

To translate the number of correct answers to questions into a score, you can use such a criterion.

Table 4

Answers - estimates.

After passing through the block of theoretical material, we conduct lesson - test. Usually they are 4 - 5 per year. They, in addition to answering the theory, provide a practical part in the form of test tasks of different levels of 5 questions. The first 3 tasks are standard, and their completion is evaluated with a score of "3". task #4 and especially #5 require the application of both knowledge and creative guessing at the same time. The test form of control can also be used at the final certification for the course of the basic school.

Exam in the form of a test

Exam in the form of a test helps to more fully and objectively cover the educational material by checking and reveal the depth of the student's intellectual development. This is served by many questions and tasks from different topics, requirements to apply different mental operations and cope with tasks of different levels of complexity.

Preparation for exams should begin from mid-September. Groups of students in grades 9 and 11 are recruited, who have already decided on the choice of subjects for passing exams.

Students keep special notebooks. At each lesson, the topic of the next one and the theory necessary for repetition are called.

At the lesson itself, the main thing from the theory is briefly analyzed, we solve computational and qualitative problems, we systematically work with test tasks similar to examination ones.

Exam tests in physics have their own peculiarities.

The work consists of 35 tasks with a choice of answers. It checks the level of preparation of students within the framework of the mandatory minimum content of the basic general education in physics and allows you to put any mark: "2", "3", "4", "5".

The number of answers to choose from for each task is 4.

For each correct execution, 1 point is awarded.

The average time to complete each task is 2.5 minutes.

The total time to complete the work is 90 minutes.

Evaluation Criteria Rating "5" is given for 31 - 35 points.

Rating "4" - for 26 - 30 points.

Rating "3" - for 19 - 25 points.

Rating "2" - for 18 points or less.

The test is compiled in compliance with the following ratios of tasks for sections of physics and types of educational activities:

29% of tasks test knowledge of skills in mechanics, 25% - in molecular physics and thermodynamics, 27% - in electrodynamics, 9% - in quantum physics.

Of these, 5% of the tasks test the ability to measure physical quantities, 9% - analyze graphs and make calculations based on them, 27% - calculate physical quantities, 8% - explain phenomena, 6% - apply physical laws to analyze processes, 7% - describe changes and energy conversion processes, 14% - knowledge of scientific facts.

The material allows you to identify not only knowledge, but also the possible direction of further specialized education; he prepares students for the upcoming exam in physics.

Used Books

1.Penner D.I., Khudaiberdiev A. Physics: Programmed tasks for grades 6-8.

2.Dairy N.G. Problems of the current testing of students' knowledge: Experimental studies in senior secondary school.

3. Journal "Physics at school". №7 2006

4. Journal "Physics at school". №3 2009

Final control of knowledge in physics

in 7th grade

Since 2006, in the regions of the Russian Federation, as part of the creation of the All-Russian system for assessing the quality of education, state (final) certification of 9th grade graduates has been carried out in a new form. The introduction of a new exam model for graduates of the basic school into practice is dictated by the need to improve the forms of final control, taking into account the principle of variability. The task of creating a new model of the exam is especially relevant in connection with the convergence of specialized education in secondary schools, which allows to take into account the interests, inclinations and abilities of students more fully and requires objective grounds for enrolling students in classes of various profiles.

The purpose of the system for assessing the quality of education within the framework of a comprehensive project for the modernization of education is to obtain objective information on the degree of compliance of educational results and the conditions for their achievement with the requirements determined by state and social standards.

The developed control measuring materials are a written work (standard, summative, final test).

The purpose of testing is to evaluate the general education of students in physics for the 7th grade course, studying according to the curriculum developed by the authors Yu.I. Dik, A.A. Pinsky, V.F. Shilov, according to the textbook "Physics. Grade 7" edited by A. A. Pinsky, V. G. Razumovsky.

The content of the final work corresponds to the Federal component of the state standard of basic general education in physics (Order of the Ministry of Education of Russia dated March 05, 2004 No. 1089 "On approval of the Federal component of state educational standards of general, basic general and secondary (complete) general education.") The content of the tasks includes all the basic concepts, laws and phenomena necessary for assimilation. In this regard, this test can be used at the end of the academic year to control the knowledge of students who are studying in other textbooks in physics.

The developed pedagogical test in physics is a system of tasks of different levels of complexity and a specific form, which makes it possible to qualitatively assess the structure and measure the level of knowledge.

The variant of the final work consists of 20 tasks with a choice of answers.

Time to complete the work - 40 minutes.

The final test is designed based on the need for verification next activities:

Possession of the basic conceptual apparatus of the school course of physics:
Understanding the meaning of concepts: physical phenomenon, physical law, substance, interaction;
Understanding the meaning of physical phenomena: uniform rectilinear motion, transfer of pressure by liquids and gases, swimming of bodies, diffusion;
Understanding the meaning of physical quantities: path, speed, mass, density, force, pressure, work, power, efficiency, kinetic and potential energy;
Understanding the meaning of physical laws: Pascal, Archimedes, conservation of mechanical energy;
Possession of the basics of knowledge about the methods of scientific knowledge.
Ability to solve problems of various levels of complexity.
Ability to practically apply physical knowledge: use of simple mechanisms in everyday life;
Ability to express units of physical quantities in units of the International System.

INSTRUCTIONS

for 7th grade students to complete the final test

The test consists of 20 tasks. It takes 40 minutes to complete.

You are allowed to use a calculator during the test.

Acceleration of gravity g should be assumed equal to 10 m/s 2 .

If the task cannot be completed immediately, move on to the next one.

If there is time, return to the missed tasks.

Each question has multiple answers, of which only one correct answer.

Choose the correct answer and circle number of the selected answer.

If you made a mistake and marked the wrong answer, then do this: cross out the originally marked number, and circle the newly selected answer again.

We wish you success!

Final test (per year) Grade 7

1. Physical body means word

airplane
boiling

2. Light phenomena are

snow melting
thunder rolls
dawn
fly of butterfly

3. Pickling of cucumbers takes place

faster in cold brine
faster in hot brine
simultaneously in hot and cold brine

4. The speed of the Earth around the Sun is 108,000 km/h in SI units is

30,000 m/s
1,800,000 m/s
108 m/s
30 m/s

5. The speed of uniform rectilinear motion is determined by the formula 6. Body weight is strength

with which the body is attracted to the earth
with which the body, due to attraction to the Earth, acts on a support or suspension
with which the body acts on another body, causing deformation
arising from the contact of the surfaces of two bodies and preventing movement relative to each other

7. Power F 3 - it

gravity
friction force
elastic force
body weight

8. The earth pulls a body of mass 2 kg towards itself with a force approximately equal to 9. Bar pressure

largest in case 1
largest in case 2
largest in case 3
in all cases the same

10. A person in sea water (density 1030 kg / m 3) at a depth of 2 m experiences approximately pressure:

206 Pa
20 600 Pa
2060 Pa
206 000 Pa

11. Three bodies of the same volume are immersed in the same liquid.

The first body is steel, the second is aluminum, the third is wood.

The correct statement is

a large Archimedean force acts on body No. 1
a large Archimedean force acts on body No. 2
large Archimedean force acts on body No. 3
the same Archimedean force acts on all bodies

12. Weight of a load suspended at a point WITH, equal to 60 N.

In order for the lever to be in balance, at the end of the lever at the point A need to hang a weight

120 N

13. The power developed by a person when climbing stairs for 40 s with a work done of 2000 J is equal to

80 kW
80 W
50 W
500 W

14. The mass of a body with a volume of 2 m 3 and a density of 5 kg / m 3 is

0.4 kg
2.5 kg
10 kg
100 kg

15. The body sinks if

gravity is equal to the force of Archimedes
gravity is greater than the force of Archimedes
the force of gravity is less than the force of Archimedes

16. The principle of operation of a spring dynamometer is based on

on condition of equilibrium of the lever
on the dependence of the elastic force on the degree of deformation of the body
on the change in atmospheric pressure with height
on thermal expansion of liquids

17. View simple mechanism to which the ramp belongs -

movable block
fixed block
lever arm
inclined plane

18. The SI unit of measure for work is

kilogram (kg)
watt (W)
pascal (Pa)
joule (J)
newton (N)

19. Used to measure body weight

barometer - aneroid
thermometer
stopwatch

20. Mass is measured in

newtons
kilograms
joules

Application No. 3

ANSWERS
Final test Grade 7

№ tasks	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20
№ response	2	3	2	1	1	2	3	3	2	2	4	4	3	3	2	2	4	2	4	3

SCALE

to convert the number of correct answers into a score on a five-point scale

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"BREST STATE UNIVERSITY NAMED AFTER A.S. PUSHKIN"

Faculty of Physics

Department of Methods of Physics and OTD

Test control of students' knowledge in physics

Diploma work on the theory and practice of training and education,

specialty Physics

Completed:

Scientific adviser:

Content

Introduction

§ 1. Types of tests in physics
§ 4. Generalization and systematization of knowledge in physics in preparation for centralized testing
Chapter 3. Organization and results of the pedagogical experiment
Conclusion
List of used literature
Appendix. (test 2007)

Introduction

Until now, the main type of control of students' knowledge in physics has been a written test, including 2-3 tasks or questions. This type of control has a number of advantages: it makes it possible to establish a qualitative picture of the assimilation of the material covered, as well as to identify shortcomings in the knowledge of students. It is also easy to use - having a large number problem books and teaching aids in physics, the teacher can easily select tasks for test options and multiply them. However, this method causes some specific features that do not meet the requirements for the final control of knowledge.

Namely: the volume of testing knowledge is small. An analysis of test papers in mechanics shows that it often covers only 30-50% of the material covered. Two or three tasks or questions are not able to cover the topic or section completely enough;

Checking test papers is a very time-consuming operation that takes a lot of time from teachers.

Recently, the search for objective quantitative measures of knowledge has attracted the attention of methodologists to a test methodology for testing knowledge.

In the pedagogical literature, the following characteristic features of tests are noted:

1) the relative simplicity of the procedure and the necessary equipment;

2) direct fixation of results;

3) the possibility of using both for individual work and for testing the knowledge of entire groups of students;

4) convenience of mathematical processing;

5) short duration;

6) availability of established standard norms.

As you know, testing is widely used abroad (USA, Great Britain, Holland and Japan). In recent years, this method has also attracted the interest of the countries of the former Soviet Union. Now on the territory of the Russian Federation, the Unified State Examination, which is built in the form of a test, has been adopted as a final test of knowledge.

Testing is also used as a method of knowledge control in the territory of modern Ukraine.

An analysis of domestic experience that has been accumulated in recent years in various academic disciplines, as well as foreign experience, shows that with sufficient thoroughness in the preparation of tasks, subject to a number of requirements and the correct application of mathematical statistics methods, it is possible to use tests as objective measures of knowledge.

aim This thesis is an in-depth study of knowledge testing as a new effective form of knowledge control, as well as the use of knowledge testing in the final control in physics.

During the course of the thesis, the following tasks:

1. Study and analysis of scientific and pedagogical literature on the issues of knowledge testing.

2. Acquaintance with the experience of applying knowledge test in our country and abroad.

3. Preparation and conduct of the final control of knowledge in physics in the 11th grade of high school on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

4. Analysis of the results of experimental tests of the final test of knowledge in physics in grade 11.

In the process of working on the diploma, the content and technology of centralized testing in physics were studied, as the most developing area of the final test of knowledge of students and school graduates. Tests No. 1 of the Central Television of the Republic of Belarus in 2007 and 2008 were also solved.

Chapter 1. Psychological and pedagogical bases for testing knowledge, skills and abilities in physics

§ 1. The main functions of testing knowledge, skills and abilities in the educational process

The study and analysis of scientific and pedagogical literature on the topic of the thesis,,, led to the following results and conclusions:

In training, the control and accounting of knowledge of skills and abilities plays an essential role. The main function of knowledge control in the educational process is the guidance and management of students' learning activities. Control of knowledge contributes to the development of creative forces and abilities of students and is carried out in full accordance with the principles of education.

As a result of control, the following is established:

depth, completeness of acquired knowledge.

the readiness of the class to assimilate new knowledge.

the level of independent work of students.

difficulties, mistakes of students in understanding certain issues.

Knowledge control is the final stage in training and an integral part of training. The essence of knowledge control is to determine the quality of learning by students of educational material and increase their responsibility in educational work.

Knowledge control serves the purpose of improving the educational process. In case of detection of unsatisfactory knowledge among students, the teacher must review, make changes to the organization and methodology of educational work.

When unsatisfactory knowledge is revealed only in individual students, the teacher makes changes to individual work with students.

Knowledge control is carried out on the basis of scientifically based and empirically proven principles, which include:

Objectivity.

Comprehensiveness.

Individual, differentiated and educative nature of testing and evaluating knowledge. There are a number of control methods, i.e. methods by which the effectiveness of the educational and cognitive activity of students and the pedagogical work of the teacher is determined.

The main ones are:

1. Planned, systematic monitoring of the teacher's educational work of students in the classroom and outside the classroom.

2. Methods of oral control, which include: a survey of students, control reading of maps, drawings, graphs, technical or technological documentation.

3. Methods of written control - dictations and presentations, written answers to questions, solving various problems and exercises.

In comparison with oral written control, it is characterized by high efficiency in time, the manifestation of greater independence by students, the possibility of simultaneously identifying the general readiness of the class and each student individually. However, written control is marked by the presence of certain difficulties in organizing and conducting, as well as the need for the teacher to spend considerable time on checking the work performed.

The same methods include testing the knowledge, skills and abilities of students.

4. Methods of practical control. Such methods are: solving various experimental problems, performing laboratory work, conducting simple experiments, observations, individual operations in school training workshops, and others. The same group includes methods of graphic control: the ability to make drawings, graphs, diagrams, diagrams.

5. Exams. This is a separate type of knowledge control. It is carried out for the purpose of final verification of the educational work of students, serves as a means of state control over the work of teachers and schools.

All of the above methods of knowledge control are organically combined with other aspects of the process of education and training.

The main types of knowledge control are: current, periodic and final control.

Current control is carried out by the teacher at each lesson, in the course of everyday work, through frontal and individual surveys, heuristic conversations, and homework checks. This type of control contributes to an increase in interest in learning, systematic independent work of students, instilling a sense of responsibility for the task assigned.

Periodic control serves to check the educational activity of students in mastering a relatively large amount of material. It is usually carried out after studying a logically completed part, section of the program or at the end of the training period.

Final control is carried out at the end of each academic year.

Proper conduct of all types of control helps to obtain the appropriate results.

At the moment, the tasks of the Ministry of Education of the Republic of Belarus are being carried out: to give the younger generation a deep and solid knowledge of the fundamentals of science, to develop skills and the ability to apply them in practice, to form a materialistic worldview.

Improving the educational process also provides for improving the control of knowledge, skills and abilities of students.

§ 2. Forms of control of knowledge, skills and abilities

Since the same content of education can be expressed verbally, figuratively, in action, then information about the quality of assimilation of educational material and the development of students should be different in form. The main forms of monitoring the educational achievements of students in physics are oral (individual and frontal), written, practical, and their combination. The choice of the form of control depends on the content and specifics of the educational material, the stage of training, age and individual characteristics students and others.

Depending on the didactic conditions (learning goals, types of control, stage of learning, etc.), methods are determined by which one or another form of control allows obtaining the most objective information about the quality of the educational process and the results of students' learning activities. The main methods for testing and evaluating knowledge and skills in physics: conversation (frontal survey), individual survey, independent and control work, testing method, laboratory and practical work, physical dictations, tests, essays, etc.

Let us define didactic requirements and briefly characterize the main forms and methods for testing and evaluating students' knowledge and skills in physics.

Oral check, which is held at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purpose of updating basic knowledge (and not just their control). Relying on knowledge gained earlier allows you to create problem situations, which has great importance for their conscious and lasting assimilation. For example, when starting to study Ohm's law for a complete circuit, it is necessary to update students' knowledge about external forces and their significance in creating a stationary current, about the role of a current source in a circuit, about EMF, etc.

Questions for the student's oral response should be formulated on key issues and require not only the presentation of educational material, but also the analysis of physical phenomena in various situations. In this case, students are required not only to know the factual material, the ability to state it in their own words, but also to create conditions for the development of logical thinking, the ability to compare, identify similarities and differences in objects and phenomena.

A student's verbal response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If the student has difficulty in answering, he is offered leading questions that help him overcome particular difficulties. Auxiliary questions are offered after the answer to clarify the actual state of knowledge of the student.

Oral answers should be accompanied by drawings, graphs, demonstrations of experiments that are feasible to perform. The student answering at the blackboard should be given time to think about the answer, and with the class, for example, conduct a frontal survey, check homework, or solve an oral computational problem.

Individual an oral test of knowledge in physics contributes to the development of logical thinking and oral speech of students, allows you to follow the train of thought of the respondent, study his individual qualities and personal characteristics, and identify the level of mental development.

Flaws individual oral examination of knowledge in physics:

It is not suitable for identifying most of the skills that are formed in the study of physics;

It is difficult to equalize the measure of revealing students' knowledge, since these are oral questions, and it is difficult to make them equivalent for all respondents;

It is difficult to achieve the sustained attention of the whole class when the student answers. In this regard, it is advisable to invite students to review the answers of their comrades, correct and supplement them. Significant and correct additions should be taken into account when assessing knowledge.

Frontal oral knowledge testing is usually carried out in the form of a conversation at all stages of the lesson: to update the basic knowledge, during repetition, in the process of learning new material, during independent work. The proposed questions require a short answer, and the whole class should participate in the conversation. At the same time, the activity of students, their interest increases, attention develops.

However, such a knowledge test must be combined with an individual one, as students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers.

With a frontal oral check, a student can be assessed after its completion and at the end of classes, taking into account the work at all stages of the lesson.

Frontal check allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one's thoughts; verification functions are well combined with the functions of generalizing repetition and systematization of knowledge. However, with such a test, it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.

In practice, physics teachers use a compacted knowledge test; at a time when some students answer orally, others do written, graphic, experimental tasks, etc.

Written verification in physics is carried out when performing control and independent work, educational projects, writing reports and essays.

Examinations are carried out after studying major topics or sections of the physics course. Their content includes theoretical questions, quantitative and qualitative tasks. This takes into account the need to identify all levels of assimilation of educational material by students (factual knowledge; the ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions).

Examinations, as a rule, include 10 tasks corresponding to the accepted five levels of assimilation of educational material in physics (2 tasks for each level). Tasks (in the form of tests and text tasks) may involve the formulation of laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step tasks, as well as combined and creative tasks, etc.

Current control and independent work (calculated for part of the lesson) in terms of content and structure are compiled in a similar way, but include a smaller number of tasks (usually 5).

Individual students are invited to write essays. Some abstracts are read in class, discussed and evaluated.

Written knowledge testing is more objective than oral. It requires students to be more accurate in expressing thoughts and complete independence. At the same time, it is easier to implement the equality of the measure of revealing the knowledge of students. Such a test of knowledge in physics contributes to the development of writing skills and saves study time (all students in the class are checked, the number of grades increases).

In cases where it is necessary to check the students' mastery of physical definitions, formulas, graphs, terms, etc., it is effective physical dictationT.D To conduct it, the teacher must select a control text in the form of questions or logically incomplete expressions that students must complete. For example, the text of a dictation to test the assimilation of a graphic image of an equally variable motion may have the following content:

The body, the graph of the speed of which is given in the figure, has an initial speed ...

The acceleration of this body is...

The equation for the velocity of a body has the form...

Conducting a physical dictation allows you to dose the time for completing each task, promotes the development of students' attention, and disciplines them.

§ 3. Test control of knowledge

Currently, the testing method is used to monitor the results of students' learning activities. It is based on the use of a special system consisting of a large number of test tasks that require a short answer or a choice from a set of proposed ones.

In many countries of the world, intellectual tests are widespread - special tasks for studying the individual psychological characteristics of a person (the level of giftedness, the speed of mental processes, perseverance, the ability to self-control, etc.) and to identify abilities (spatial representations, the ability to operate with numbers, etc.). ). Tests are also used to study small groups (crews, teams, teams), in clinical psychology, in psychological and pedagogical research.

Test(from the English word test - test, task) is a system of tasks that allows you to measure the level of knowledge acquisition, the degree of development of certain psychological qualities, abilities, personality traits.

The founders of testing are F. Galton, C. Spearman, J. Cattell, A. Binet, T. Simon. The term "mental test" was coined by Cattell in 1890. The beginning of the development of modern testology - the mass application of tests in practice, is associated with the name of the French doctor Binet, who developed, in collaboration with Simon, a metric scale of mental development, known as the Binet-Simon test.

The wide distribution, development and improvement of tests was facilitated by a number of advantages that this method provides. Tests allow you to evaluate the individual in accordance with the goal of the study; provide the possibility of obtaining a quantitative assessment based on the quantification of the qualitative parameters of the personality, the convenience of mathematical processing; are a relatively quick way to evaluate a large number of unknown persons; contribute to the objectivity of assessments that do not depend on the subjective attitudes of the person conducting the study; ensure the comparability of information obtained by different researchers on different subjects.

It is possible to manage and correct any process only on the basis of control data over its course, and the process of educational activity is no exception. The effectiveness of the application of standards is possible only in conditions of objective control of knowledge and skills of students. There are two methods of control - subjective and objective.

The subjective method of control means the identification, measurement and evaluation of knowledge,

skills, based on the personal ideas of the examiner. This evaluation method

knowledge is not suitable for the final control, as it does not have the necessary accuracy and reproducibility of the results.

Objective control means control that has the necessary accuracy, reproducibility of results.

A tool that allows you to objectively assess the quality of assimilation is a criterion-indicative test that combines a control task and a standard by which you can judge the quality of assimilation.

However, as real practice shows, it is not always possible to achieve a sufficient degree of objectivity and efficiency of control in training.

As a result, the understanding of the educational activities of students is often reduced.

For the operational control of knowledge and skills in physics of secondary school students, didactic materials are traditionally used - specially selected and systematized exercises.

The planned results of teaching physics, set in the program in the form of specific requirements for the knowledge and skills of students, allows the use of such a form of control as tests.

If students' knowledge is checked by testing, then control tasks are compiled on the basis of element-by-element analysis, i.e. the elements of knowledge to be verified are clearly identified: the required level of their assimilation is determined and tasks are formulated in such a way that their implementation requires the use of the selected knowledge elements of the appropriate level. When compiling tasks, the belonging of elements to one of the structural components of physical knowledge (phenomenon, concept, law, etc.) is also taken into account, and the sequence of their presentation usually corresponds to the structure and logic of constructing an educational topic (or section). Thus, the test control work should include tasks to identify all levels of knowledge, taking into account their structure. The same element of knowledge can be tested at any level. This will give an opportunity to determine the level of knowledge of each student.

When organizing and conducting a test of knowledge, the following requirements must be met:

Determine what needs to be revealed using the test (knowledge of factual material, understanding, ability to apply knowledge, etc.), and highlight the criteria for what is revealed (memory properties, ability to perform logical operations, the presence of essential signs of quick wit, etc.), those. find out the purpose of the test, as well as its difficulty;

Clearly organize the working conditions of students, establish time limits for the performance of test tasks, the procedure for collecting and processing the data obtained;

To compare the results of testing and traditional methods of knowledge control and in case of their discrepancy, one should not draw generalizing and categorical conclusions about the mental abilities of students.

In the practice of teaching physics, success tests (or achievements) are the most well-known - purposeful task systems for testing and evaluating students' knowledge of a certain part of the educational material. The test results can be used for analysis individual characteristics assimilation of knowledge, determination of the content of work with students in each case. The testing method is also appropriate for identifying the effectiveness of various teaching methods and techniques, when deciding whether to use a specific physics textbook, visual aids, videos and other teaching aids. It is widely and successfully used in our republic to test and assess the knowledge of applicants for secondary and higher educational institutions.

Moreover , The tests are subject to certain requirements:

Validity(adequacy) of the test, i.e. the degree of compliance of the control task with the material being checked, taking into account the objectives of the study. Each test should be characterized by a certain level of difficulty and fully correspond to the level of knowledge that it tests.

Reliability test, i.e. compliance of test results with actual knowledge, which is an indicator of measurement accuracy. One way to determine the reliability of a test is that students are given two (or more) options for equivalent tasks, and if the results of their performance are in good agreement, then they are considered reliable;

"weight" significance test is expressed by a certain number of points assigned to each task. This is usually done by a group of experts;

Formulation and the test should be clear, concise, unambiguous and understandable to every student. It should contain only one task of this level. This should provide the student with an understanding of what knowledge needs to be demonstrated, what activity and to what extent to perform.

These properties of the test should lead to its uniqueness, i.e. the absence of discrepancies in the assessment of test results by different teachers.

When choosing criteria for evaluating tests, also are taken into account mental skills that must be obtained by students in the learning process:

* information skills(learns, remembers);

* understanding(explains, shows);

* application(demonstrates);

* analysis(thinks, thinks)

* synthesis ( combines, models);

* comparative evaluation(compares by parameters),

This allows you to determine the level of difficulty of the test.

The validity of a test reflects what the test is supposed to measure and how well it does it; shows to what extent the test measures the quality (property, abilities, etc.) for which it is intended. Tests that do not have validity are not suitable for practical use. Allocate three types of validity:

Informative- gives answers to the questions whether the content of the test covers the entire complex of program requirements for knowledge of this particular subject and how these tasks (selected from a variety of possible ones) are suitable for assessing knowledge in this subject;

empirical- means checking a test with another test measuring the same indicator as the given one, in order to assess the individual predictive value of the test;

Conceptual- is established by proving the correctness of the theoretical concepts underlying the test.

The reliability of a test is the extent to which repeating it will produce the same results. The reliability of the test is enhanced by its simplicity, strict observance of the testing conditions, and the exclusion of the possibility of the influence of extraneous factors (hints, cheating, etc.).

The predictive value of the test means that the test must be such that the results of the examination can be used in subsequent activities, for example, when repeating poorly learned material.

General didactic requirements for knowledge control include: systematic, in-depth, comprehensive, objectivity, individualization, publicity, differentiability of assessments.

From this point of view, traditional means of knowledge control have a lot of shortcomings. These include, for example, the following:

1) Large expenditures of labor and time for successful surveys (at exams), checking written tests;

2) Low efficiency in using the results of control to manage the course of the educational process;

3) Absolutely unsatisfactory objectivity in assessing the knowledge of students, the impossibility of comparing marks received or by different teachers, or, moreover, in different educational institutions.

Chapter 2. Methodology of test control of knowledge

§ 1. Types of tests in physics

Tests are very diverse and therefore there are numerous classifications according to various criteria. Depending on which feature is the basis of the classification, the following main types of tests are distinguished:

By the nature of the answer - the so-called. "closed" (selective), or so-called. "open" (constructive);

For didactic purposes - to reproduce educational material, to apply knowledge in familiar or new situations, etc .;

By the level of assimilation of educational material - tests of 1-5 levels;

By type of audit - current, thematic, periodic, final;

By appointment - teaching, controlling, diagnostic, etc.;

By the nature of the wording - verbal, symbolic, numerical, etc.

Let us give a brief description of some types of test tasks and the basic principles that are followed in their preparation.

"Closed" test tasks contain a set of ready-made answers with one correct one. The subject must indicate the correct answer. The correct answer is the answer, for which all the information contained in the task is used. The simplest form of the "closed" test requires the subject to identify one of two alternative solutions: "yes - no" or "true - false".

V " open" In tasks, the examinee must independently give the correct answer. Such tasks may take the form of questions, require to eliminate the superfluous, add the missing, supplement, systematize, solve, etc.

Multiple choice questions are multiple choice questions and ratio questions. Each of these types of questions provides sufficient effectiveness of verification at its various stages.

Multiple choice questions provide students with significant opportunities to guess the correct answer. Therefore, it is expedient to use them in cases where such guessing by students does not make sense. For example: in the process of programmed learning of new material. Moreover, correlation implies the presence in tasks of 3-5 questions on the same concept, law, phenomenon, and this turns out to be very useful in consolidating educational material. However, during the final check in the conditions of a limited time to complete the work, tasks composed of questions for correlations do not sufficiently cover the program material.

Questions with a free answer construction satisfy many requirements, but at the same time create significant difficulties in checking the work. In the final control, one of the forms of test work seems to be the most effective - tasks with a choice of answers, in which several answers are attached to each question to select the correct one.

The effectiveness of using this form in testing knowledge is ensured by the fact that the tasks satisfy a number of specific requirements for the final control.

Test tasks for testing knowledge in physics are built on the basis of didactic principles of teaching and control (scientific nature, accessibility, consistency, connection between theory and practice, etc.). In addition, tests are developed taking into account the structure of knowledge in physics, i.e. they include tasks to identify the level of assimilation of all elements of physical knowledge (facts, phenomena, concepts, processes, laws, theories, experimental and practical skills, etc.), which allows for a complete and comprehensive control of knowledge.

One of the essential principles of test development is taking into account the structure of the process of knowledge acquisition, i.e. those levels of knowledge and skills that students can achieve in the process of studying physics. There are different approaches and opinions on this issue. It is productive to believe that in the process of learning, students can reach five levels of mastering the educational material:

First level(low) - actions to recognize, recognize and distinguish between concepts (objects of study).

Second level(satisfactory) - actions to reproduce educational material (objects of study) at the memory level.

Third level(medium) - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Fourth level(sufficient) - actions to apply knowledge in a familiar situation according to the model; explanation of the essence of the objects of study; performing actions with clearly defined rules; application of knowledge based on algorithmic prescriptions for solving new learning problems.

Fifth level(high) - actions about the application of knowledge in unfamiliar, non-standard situations to solve qualitatively new problems; independent actions to describe, explain and transform the objects of study.

The following are the most widely used today types of tests:

Single Choice Tests. Each question has several possible answers, of which only one is correct. In physics, these are usually formulas, or definitions of physical quantities and laws.

Multiple Answer Tests. More than one correct answer can be entered in the answer options, but in different forms. Or some of the answers may not be correct. Then, as a result, each number of tasks should be given the numbers of correct answers, or a dash.

Addition tests. In these tests, tasks are completed with missing words or symbols. The gap must be filled by students.

Cross-selection tests. They offer several tasks at once and several answers to them. The number of answers is recommended to plan a little more than tasks. As a result, the student must provide a string of two-digit numbers. These tests can also be unambiguous and multivalued.

Identification tests. They use graphic objects or analytical descriptions.

Improving the methodology of teaching the subject, we came to the conclusion that a very important component of modern teaching technology is the test, as a tool for measuring the level of knowledge and the complexity of tasks.

During the learning process, the test performs the following functions:

diagnostic;

educational;

organizing;

developing and educating.

Advantages and disadvantages of tasks with a choice of answers.

Based on the studied literature, we can distinguish the following advantages of tasks with a choice of answers:

Multiple-choice tasks allow you to determine with a high degree of accuracy the indicators of mastering the material both by each student individually and by the class as a whole. This possibility is due to the simplicity of answering questions in this form of verification. The lack of time spent by students on the design of the answer allows you to increase the number of questions included in each task. This circumstance, in turn, leads to the possibility of checking in each version of the task not only the whole complex of skills and knowledge (as in traditional tests), but the assimilation of the final elements of many knowledge separately.

Multiple-choice tasks create an opportunity for the teacher to test students' knowledge in a differentiated manner, while maintaining a unified approach to them. A unified approach is ensured by the fact that all students receive the same task, or equivalent options. At the same time, tasks with a choice of answers also have the possibility of a differentiated test of knowledge, because they may contain questions of different complexity. Among them there are those over which, and the so-called. "Strong" students will have to think seriously. In order to get a good mark, they need to answer these questions. Therefore, these students are loaded during the entire process of testing knowledge, which significantly reduces their ability to help a neighbor, give a cheat or suggest.

Working on a task requires serious efforts from "strong" students, and therefore the guys, having coped with it, receive moral satisfaction, a real proof of their capabilities. This circumstance stimulates them to further work.

So-called "weak" students do not suffer from the presence of difficult questions in assignments, because they can focus their attention on less difficult questions, the correct answers to which allow them to get satisfactory marks.

Thus, this form of work allows all students to show their strength and knowledge to the maximum.

Multiple-choice tasks allow you to set clear assessment standards. This feature is ensured by the fact that during their development a list of correct answers to all questions is compiled, which does not allow for discrepancies. In addition, the normalization of marks by the number of correct answers to the questions of the task is set in advance. As a result, the assessment of student work is independent of who checked it. This eliminates the shortcomings that occur in the evaluation of traditional tests.

Of all types of tests, including various types of tests, multiple choice items provide the greatest ease of checking student work and suitability for statistical processing of machine testing.

Checking the work by the teacher is reduced to comparing the indexes of the answers chosen by the students for each question with the code of the correct answers. Such a comparison can be carried out using pre-prepared stencils with holes in the places corresponding to the correct answers.

Tasks with a choice of answers are able to correspond to most of the tasks that teach and educate character, facing the final control of knowledge.

Multiple choice items can be a useful tool for many pedagogical studies. This circumstance is explained by the possibility of obtaining a quantitative picture of assimilation based on the results of tasks with a choice of answers.

As can be seen from the above analysis, multiple choice tasks satisfy most of the requirements for materials for the final knowledge test. A number of specific features of this form of testing create the best opportunities for quantitative measurement of knowledge acquisition.

However, like other forms of testing, multiple choice items have disadvantages.

Multiple-choice tasks, due to the large number of questions contained in them, do not allow testing the ability of students to solve combined problems. Possessing the ability to identify students' knowledge of individual elements, multiple-choice tasks are ineffective when it is required to test a whole range of skills and knowledge.

Multiple choice items also do not test the culture of means of knowledge expression.

The answer options contained in them inevitably serve as a hint for students and can significantly reduce their independence. When choosing an answer, the possibility of guessing is not excluded.

In tasks with the choice of one correct answer out of three, the probability of guessing is 1/3, which leads to the fact that one third of all tasks can be solved not due to knowledge of the educational material, but due to answers at random. In a test consisting of, say, thirty tasks, there may be about ten such "correct" answers, for which teachers can give the usual three points. But this is a wrong practice. It is no coincidence that students and schoolchildren like assignments with three answers, where there is always real opportunity guessing.

The phenomenon of guessing the correct answers in the theory of pedagogical measurements has been studied many times; it is considered as a source of measurement errors - the greater, the greater the proportion of guessed correct answers. To correct the test scores of the subjects, the formula is used

Xci = Xi - W/k-1

where Xci is the subject's guess-adjusted test score. Hence the meaning of the index: from English. corrected, the character i denotes the number of the subject.

Xi - test score of the subject i, without correction;

Wi - the number of erroneous answers for the same subject.

k - the number of answers in the test items.

This formula is used under the assumption that the subject does not know the correct answer to any task, and tries to answer at random throughout the test. In it, the most likely number of answers that can be guessed without knowing anything is subtracted from the total score.

If we take, for example, a test consisting of 30 tasks with four answers, then in the case of 20 correct and 10 incorrect answers, we get Xci = 20 - 10/4-1 = 16.6, or rounded, 17 points. From the structure of this formula, it can be seen that with an increase in the number of correct answers, the number of points subtracted for a guess in tasks with four answers decreases markedly. From which it can be seen that well-trained subjects should not be disturbed by the correction of scores for a guess.

Things are a little better in tasks with the choice of one correct answer out of five answers. Such tasks are widely used in all Russian and foreign testing centers. When choosing from five answers, the correct answers can be guessed in about a fifth of total number assignments. As a result, the subjects receive points that they did not deserve. This is one of the most common forms of distortion of test results due to the outdated and imperfect form of tasks.

§ 2. Test control of knowledge on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis"

According to the physics curriculum, students should know what the electrical charge carriers in liquids are. Distilled water does not conduct electricity. Have electrical conductivity aqueous solutions or melts of electrolytes (acids, bases and salts). The carriers of electric charges in them are positive and negative ions. Electric current in electrolytes is the ordered movement of these ions in an electric field created between electrodes immersed in the electrolyte.

Students get acquainted with the laws of electrolysis: the first law says that the mass of a substance released on any of the electrodes is directly proportional to the charge that has passed through the electrolyte.

m=Kq=KI*t

Second Law: The electrochemical equivalent is proportional to the chemical equivalent of a given substance:

You can introduce students to Faraday's unified law for electrolysis.

At the same time, students should not only remember these laws, but also be able to apply them in solving problems on this topic.

As noted earlier, in order to assess students' knowledge on a 10-point scale, the final test should cover all the material of the topic, include tasks of all levels of difficulty.

It should contain tasks of the first level - actions to recognize, recognize and distinguish between concepts (objects of study).

The second level - actions to reproduce educational material (objects of study) at the memory level.

And the third level - actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Perhaps there are students in the class who do not want to be limited to six points. For such students, the test should contain tasks that require a higher level of intelligence.

To ensure independence, it was necessary to draw up at least two variants of tests.

It is also possible that some of the students after graduating from high school will try to take centralized testing tests in physics and enter technical universities. To implement the continuity of school tests and DT tests, it was necessary to use common approaches.

It was advisable to use the collection of assignments in physics for final exams for the secondary school course, testing, entrance exams to higher educational institutions and other manuals. At the same time, it was necessary to take into account the features of the experimental 11 "G" class.

As a result, the following two versions of the test were compiled on the topic "Electric current in liquids. Electrolysis. Laws of electrolysis."

Variants of experimental tests of verification work:

Option 1.

No. 1. Obtaining accurate metal copies of embossed products using electrolysis is called:

1) Electroplating

2) electroplating

3) dissociation

4) refining

No. 2. Tinning is the electrolytic coating of a metal with a layer:

1) zinc

2) tin

3) nickel

4) lead

No. 3. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) Electroplating

3) distillation

4) refining

No. 4. The authorship of the laws of electrolysis belongs to:

1) G. Devi

2) A. Lavoisier

3) M. Faraday

4) A. Avogadro

No. 5. Electrolysis is:

1) electrolyte breakdown into ions

№ 6. How many minutes did nickel plating last with a current of 2 A if the mass of released nickel is 1.8 g? The electrochemical equivalent of nickel is 0.3 mg/C.

1) 10

2) 20

3) 30

4) 40

5) 50

6) find it difficult to answer

№ 7. Which of the following values corresponds to the unit of measurement of the Faraday constant in SI?

1) kg/mol

2) C/mol

3) A * s / mol

4) A*mol/s

5) A/mol

No. 8. The part must be coated with a layer of chromium 50 microns thick. How long will it take to cover if the current density rate for chromium plating is 2 kA / m 2

№ 9. Knowing the Faraday constant and using the periodic table, find the electrochemical equivalents of two - and tetravalent tin.

No. 10. After what period of time? t the copper anode will become thinner by? x \u003d 0.04 mm if the current density during electrolysis is 1.25 A / m 2?

Option 2.

No. 1. Electrolysis is:

1) electrolyte breakdown into ions

2) interaction of cations or anions with water

3) redox reactions under the influence of electric current

4) the passage of electric current through the electrolyte solution

No. 2. The process of obtaining highly pure metals using electrolysis is called:

1) electroplating

2) Electroplating

3) distillation

4) refining

No. 3. A positively charged electrode is called:

1) cation

2) cathode

3) anion

4) anode

#4 Faraday's First Law:

1) the mass of the substance released on any of the electrodes is directly proportional to the current strength.

2) The electrochemical equivalent is proportional to the chemical equivalent of a given substance.

3) the mass of the substance released on any of the electrodes is directly proportional to the charge that has passed through the electrolyte.

4) There is no correct answer

No. 5. In electrolytes, charge carriers are:

1) electrons

2) electrons and ions

3) ions

4) electrons and holes

No. 6. How many minutes did nickel plating last with a current of 2 A if the mass of released nickel is 3.2 g? The electrochemical equivalent of nickel is 0.3 mg/C.

1) 44

2) 75

3) 56

4) 89

5) 100

6) find it difficult to answer

№ 7. Which of the following ratios corresponds to the unit of measurement of the electrochemical equivalent, through the basic SI units?

1)

2)

3)

4)

5)

№ 8. How long did nickel plating last if a layer of nickel weighing 1.8 g settled on the product? Current strength 2A.

No. 9. The part must be coated with a layer of chromium 62 microns thick. How long will it take to cover if the current density rate for chromium plating is 2 kA / m 2

№ 10. Determine the period of time? t, which will be required for the electrolytic coating of the product with a layer of gold, thickness d=5 mm, if the current density j=10 A/m 2 in a solution of gold chloride.

§ 3. Centralized testing in physics

In 2002, the RIKZ organization, the Republican Institute for Knowledge Control, was established in Belarus. As an experiment, in the same year, pedagogical tests of the Russian Federation, which were prepared by the Russian Academy of Sciences, were passed in the Republic, and already in the following year, 2003, based on previous experience, RIKZ conducted the first centralized testing for applicants in our country.

Since 2004, the practice of conducting digital testing in Belarus has become more and more widespread: the knowledge of future applicants is checked using state tests.

Some of them are mandatory, some are optional. The applicant registers for the test and then passes it in the general audience along with other examinees. Tests in one subject are held on the same day throughout the country, so all applicants are in the same conditions.

At the beginning, the tests were carried out in April-May. Before the official state tests, you can take a rehearsal test. This is a good training: you can get an idea about the testing procedure itself and gain experience in filling out documents and proper time management.

Tests are prepared and verified by the Republican Institute for Knowledge Control. A reliable test security system is provided, so it is impossible for exam questions to get into the Internet before the test. Therefore, one should not believe the charlatans who every year try to sell answers via the Internet. After checking the tests, a certificate is issued indicating the amount of points received (from 0 to 100), which the applicants then submit to the admission committee of the university. Applicants who have received from 1 to 8 points inclusive, are not allowed to participate in the competition for admission to the university (2008).

Centralized a This physics test takes 180 minutes (3 astronomical hours). During testing, you can use only the simplest calculators that perform only addition, subtraction, multiplication, division, percentage calculation. Programmable calculators are not allowed. Cheat sheets and mobile devices are removed from testing, and the next opportunity to pass the test will be only a year later.

For centralized testing (CT) in Belarus in 2007, 10 equivalent test options were prepared. In each option, 30 tasks were proposed:

23 problems in open type physics (A1 - A23): for each problem there are 5 possible answers, from which you need to choose only one correct one. pre-rounding it according to the rounding rules.

The average score on testing in physics in Belarus in 2007 was 24 out of 100 possible (for comparison: in mathematics - 32). The maximum score in physics was 95.

In 2008, the structure of the test changed somewhat, although the total number of tasks remained the same (30 tasks):

1st group of problems (A1 - A18) - 18 problems in physics of an open type: for each problem 5 answers are offered, from which only one correct one must be chosen.

2nd group of tasks (B1 - B12) - 12 problems in closed-type physics: you need to solve the problem and write down the answer in the form, having previously rounded it according to the rounding rules.

Statistical data on the results of the CT in physics for 2008 will be published in analytical collections that are being prepared for publication in each subject (including physics). In the Mogilev region, the average score in CT in physics was 19.83 (about 5,000 applicants, according to the Mogilevskie Vedomosti newspaper). Maximum score- 100 points. For comparison: the average score on testing in physics in Belarus as a whole in 2007 was 24 out of 100 possible. The maximum score scored was = 95.

In accordance with the Decree of the Ministry of Education of the Republic of Belarus (No. 55 of July 1, 2008), applicants who have received from 1 to 7 points in physics, inclusive, are not allowed to participate in the competition when entering a university. In other words, only starting from 8 points, the mark of the entrance test in physics, is considered positive. For comparison: in 2007 there were 14 points.

Centralized testing - a form of entrance examinations, organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analysis and presentation of results, used to conduct a competition for admission to institutions of higher, secondary specialized and vocational education of the Republic of Belarus.

Educational material, checks the formed knowledge and skills. This, in turn, refers to centralized testing - this is a form of entrance examinations organized on the basis of pedagogical tests, standardized procedures for conducting test control, processing, analyzing and presenting results, used to conduct a competition for admission to institutions that provide higher, secondary special and professional -technical education.