Presentation "didactic knowledge control system in physics". All of the above methods of knowledge control are organically combined with other aspects of the process of education and training. readiness of the class to assimilate new knowledge

Introduction

Controlling the knowledge and skills of students is an important element of the learning process, and it is natural that different aspects of it 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 were faced with the problem of choosing the form of the final control of students' knowledge and skills on the topic
"Initial information about the structure of matter". The solutions were found to be different, and therefore the results and effectiveness of the control were also different. I was interested in the questions: what criteria are teachers guided by when planning control stages? What knowledge should be relied on to compose and conduct 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" are the purpose 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 for the control are given by teachers and methodologists-scientists; 3) find out what is the place of control in the study of physics; 4) find out what forms of control of knowledge and skills of students are advisable to use when studying the topic "Initial information about the structure of matter";
5) prepare materials for the organization of all control activities on the topic "Initial information about the structure of matter".

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

1.1. Objectives of monitoring students' knowledge and skills

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

Diagnosing and correcting 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 of 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 actor 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, must correspond to the goals of the student himself, must 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 orientate himself about the knowledge he has, 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 conducting it, discussing the results, and checking may be different. For example, the students themselves can check the results and mark them. With this form of verification, they feel the importance of control, clarify their mistakes, self-criticism and responsibility develop when putting marks. This type of work would never have appeared, however, if the teacher considered the goals of monitoring 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 the knowledge of students, at the control stage. Control measures can only serve to diagnose the presence of knowledge and skills, but not to correct them.
The control stage has its own, completely specific tasks, and you should not try to invest in its framework the tasks of the next stage of work. Only after the shortcomings in the knowledge and skills of students at the control stage have been clarified, can we talk about further adjustment, if necessary.

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

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

Obtain information about whether or not each student has mastered the physical knowledge specified in the educational goal of studying the topic (cycle of knowledge); Have the students learned the activities outlined in the Development Objective for the topic (knowledge cycle).

With this 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 the control functions will help the teacher competently, with less time and effort to plan and carry out control activities, to achieve the desired effect.

Scientists-educators and methodologists distinguish such verification functions: controlling, teaching, orienting and educating. / №№ 6,11,12 /

The monitoring function is considered one of the main monitoring functions.
Its essence consists in identifying the state of knowledge, abilities and skills of students provided for by the program at this stage of training.

Scientists see the essence of the teaching, or developmental, function of verification in the fact that when performing control tasks, students improve and systematize the knowledge gained. 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 students.

The orienting function of the test consists in orienting students and teachers 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 gaps and gaps in their knowledge, and students - to identify and correct their own mistakes. In addition, the test results inform the school management and parents about the success of the educational process.

The diagnostic function, sometimes distinguished 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 reasons for the gaps found in order to subsequently eliminate them.

The upbringing function of checking is realized in the upbringing of a sense of responsibility, self-discipline, discipline of students; helps you organize your time in the best way.

The functions of the control stage, in my opinion, should meet the formulated control tasks. Having defined the task as soon as diagnosing the knowledge and skills of students acquired by them during the study of a given topic (cycle of knowledge), I believe that control functions should be controlling and orienting. Here you can also add an upbringing 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 teaching function of control, here I will give the same remarks as when considering the correction of knowledge as one of the goals of the control stage. (The purpose of control is to diagnose the knowledge and skills of students, and should not try to expand it. If students are aware of their purpose in this lesson, as finding out the correspondence of their knowledge and skills to the requirements, then their activities will be aimed at achieving the set goal. It is unlikely that they will improve or systematize the knowledge gained. I do not deny the importance of the stage of systematizing the knowledge gained while studying this topic, but also correcting deficiencies in this knowledge, but this activity takes place at other stages of learning and should not be considered part of the control stage.

Summing up all that has been said, I propose to single out the controlling, orienting 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, various types of student activities when performing 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 seems to him the best, control tasks. The state standard for physical education outlined the mandatory requirements for the form and content of control activities in physics lessons: fully comply with the requirements of the standard), reliable (i.e. ensure the reproducibility of the results obtained during verification) and objective (i.e., should not depend on the personality of the verifier).

The measuring system can be presented in the form of traditional written tests, tests that include tasks with a choice of answers or short answers, tests, etc. All tasks, regardless of their form and what skills they test, are considered equilibrium, based on the equal importance of all requirements of the standard.

Assessment criteria must be presented to each measuring system, on the basis of which a conclusion is made about the achievement or non-achievement of the requirements of the state standard ... requirements, then we can conclude that this student has achieved the requirements of the standard.

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

The system of sample assignments should be open, which allows teachers, students and their parents, as well as any interested person, to get a more detailed understanding of the mandatory requirements of the standard, to 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.
Verification of the formation of such skills should be carried out with the help of experimental tasks, which may form part of the general verification work. "/ № 15, p.95 /.

In school practice, there are several traditional forms of control of students' knowledge and skills, 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 learning.
1. Physical dictation is a form of written control of students' knowledge and skills. It is a checklist of questions that students should provide immediate and concise answers to. The time for each answer is strictly regulated and is short enough, therefore the formulated questions should be clear and require unambiguous answers that do not require long reflection. It is the brevity of the answers to 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, the names of their units;
- definitions of physical phenomena, formulations of physical laws, the relationship between physical quantities, formulations of scientific facts;
-determination of physical quantities, their units, the relationship between units.
It is this knowledge that can be tested in quick and concise student responses. Physical dictation does not allow you to test the skills that students have mastered when studying a particular topic. Thus, the speed of carrying out a physical dictation is both its advantage and disadvantage, because limits the scope of the tested knowledge. However, this form of control of students' knowledge and skills relieves some of the burden 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, options for answering the 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 and writing answers, 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 physical dictation, it becomes possible to test the skills of students related to the recognition of physical phenomena and situations that correspond to scientific facts.

Despite all the obvious advantages, test items have a number of disadvantages. The main one is the difficulty of formulating the options for answering 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 from the simplest logical inferences and life experience. Therefore, it can be difficult or even impossible for a teacher to write a successful test without theoretical training. Having examined the work of teachers and methodologists on the creation of 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 (less often two) are correct, and the rest are incomplete, inaccurate or incorrect, most of the incorrect answers are typical or probable mistakes of students. "
/ No. 9, p.3 /. However, there are test tasks that differ from the usual scheme of their construction, for example: compose a text from fragments, judge an argument in a physics lesson. / № 7 / The last task seemed to me the most interesting, because the student, tracing the arguments of different students in the dispute and trying to find out who is right and who is wrong, himself makes similar arguments. The difficulty lies in the fact that the arguments of both sides are quite plausible: here, too, the general idea of \u200b\u200bwriting tests can be traced, therefore, it is sometimes very difficult to find an error in the reasoning.

It should be noted, however, that test assignments provide an opportunity to test a limited area of \u200b\u200bknowledge and skills of students, leaving aside the activity of creating physical objects, reproducing specific situations corresponding to scientific facts and physical phenomena, etc. According to the results of the tests, the teacher cannot check the students' ability to solve combined problems, the ability to build a logically coherent answer orally.

Tasks with a choice of answer are advisable to apply 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 controlling 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 the classroom, because remove the difficulties typical for oral and written answers of students to the question posed. One of the main disadvantages of this method is noted: the test control does not test the ability of students to construct an answer, competently and logically express their thoughts in the language of science, reason and substantiate their judgments. In this regard, many authors propose, after the test control, to check how correctly students can orally substantiate the answers they gave in the test tasks, and this should be given one more control lesson. / № 9 / I do not agree with this solution of the problem, tk. at the same time, the main advantage of this form of control is lost: the ability to test 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 items with other forms of control, which will be able to test areas 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 asked to give their reasonable answers. The tasks can be theoretical questions to test the knowledge acquired by the 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 on modeling (reproduction) of 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 is 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 consists of both textual and experimental tasks ”/ №6, p.63 /. Thus, the test work compiled allows you to check a rather narrow range of students' knowledge and skills: the ability to solve problems on a topic, as well as various skills in applying physical knowledge to solving experimental problems. I believe that the concept of "test" should be expanded to include various types of assignments, 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 test options is controversial. The school uses 2,4,6 and even 8 options, because teachers try as best as possible to ensure the independence of the assignment of each student. An increase in the number of options leads to an increase in the amount of time required for the teacher to check the test, as well as to the appearance of the difficulty associated with drawing up a large number of options of the same complexity. On the other hand, such distrust of students seems to me unfounded, since it is not laziness or dishonesty that makes them write off, but lack of confidence in their abilities. Therefore, increasing independence when performing test work should not increase the number of options, but improve the preparation of students for it.

Of the didactic developments of tests in physics I have reviewed / №№ 1,16 / I want to give here several specific principles of 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 did not complete the task entirely, then does he have the necessary minimum knowledge on this topic or at what level he mastered the material of the topic;
-tasks can also include questions of increased complexity that are optional, but for their solution the 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 control work includes not only computational problems, but also qualitative ones, requiring, for example, a graphical description of processes or an analysis of physical phenomena in a specific situation.
5. Control laboratory work. It can be laboratory work, similar to the data in a textbook to the topic under study, 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 to be able to apply this knowledge in new situations, and to be smart.
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 completed more easily 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 physical dictation or test. Such a combination can sufficiently cover the knowledge and skills of students with a minimum investment of time, as well as remove the difficulty of long written statements.
6. Oral offset on the topic. This is one of the main forms of control in high school. Its merit lies in the fact that it involves a comprehensive test of all knowledge and skills of students. The student can solve problems, then do laboratory work, and then talk with the teacher. An oral conversation with a 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 intermediate control activities, what knowledge and skills it is advisable to check with which student: everyone is given individual tasks. Testing takes a lot of time, and therefore many teachers prefer to free some of the successful students from it.

The test procedure can be different. This is mainly due to the desire of teachers to keep within a lesson or two allotted for supervision. Because the test is the most prolonged form of control, then in the practice of teachers, the test is observed with the help of assistants, the most successful students of the class or graduates, as well as with the help of a tape recorder, when some of the students respond by talking to the tape recorder. I believe that the test is valuable because it is the only form of control, where the teacher's knowledge and skills are directly tested, there is an objective assessment of the results in combination with an individual approach to each student. Therefore, in my opinion, the test should be carried out in its traditional form, like a conversation between a teacher and a student. However, despite the different methods of holding credit events, in the methodological literature there are some principles for preparing and conducting credit on the topic:
1. No more than 2 lessons are allocated for credit;
2. preparation for the test is carried out in advance, the teacher already at the beginning of the study of the topic informs 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 to carry out tests only in the senior, 10-11 grades. / №№ 6,11,12,14 /.

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

The place where it is advisable to place the test in the learning process is determined by its objectives.
The main purpose of the test, for both the student and the teacher, has been found to be to determine if the 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 training and at different levels: thematic, quarterly registration, exams, etc.

The control carried out after the study of small "subtopics" or training cycles that makes up any 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. Final control also includes transfer and final exams.

The teacher needs to establish which form of control is suitable for current control, and which is for final control. This can be done by taking into account the time it takes for one form or another, as well as the amount of material that it allows you to check. So, for example, physical dictation and short-term independent work can rightfully 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 a choice of answers are used in the current test. Oral offset 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 for 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 that has been said, you can draw up such a visual table:

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

1.5. Marks and grades at control stages.

Methodologists distinguish between the concepts of "grade" and "grade". Evaluation is the words with the help of which the teacher "evaluates", analyzes the student's success, praises or blames him, draws attention to the completeness or insufficiency of his knowledge. The assessment can be given both orally and in writing. Mark
- these are the numbers we are accustomed to, from 1 to 5, expressing the student's success, 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 the assessment of the student's progress.

The role of grades and grades is enormous. They not only serve to keep track of student progress, thereby helping the teacher navigate the success of students' 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 placed mark, together with the teacher's assessment of the student's work, encourages, stimulates him to further learning, or, conversely, makes him think and be wary of some kind of failure. That is why the 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. Understatement or overstatement of marks is unacceptable, marks cannot be used as a means of punishing a student for a violation of discipline.

When putting down a mark, many factors must be guided. Firstly, it is, of course, the requirements for the knowledge of students in the process of studying the topic, proceeding from the goals of teaching this topic. Secondly, the completeness of the coverage of the material, the complexity and novelty of the tasks offered to the 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 presentation, the validity of statements, the culture of speech. These requirements increase with the age of the students.

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

Conclusions for 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 it is advisable to check at this stage. The answer is obvious: you should test only those knowledge and skills of students that they studied in this topic or during a specific cycle of assimilation of knowledge 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 training.
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 elucidating the content of control activities is the development of final control tasks for primary school graduates. / No. 5 /. The authors, relying on the mandatory minimum of the content of instruction 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 on 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 comprehensive school in physics / No. 10 /. It should be emphasized that the objectives of the study of the topic "Initial information about the structure of matter" presented by me in the next paragraph fully correspond to the established curriculum of a general education school.

2.2. Objectives of studying the topic "Initial information about the structure of matter."

Educational goal: to prepare students who have mastered 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) The size of the molecule is d ~ 10 m;
4) The molecules of the same substance are the same, but the molecules of different substances are different;
5) The molecules of the substance move continuously and randomly. The proof of the continuous movement of the molecules of a substance is diffusion - a physical phenomenon that consists in the spontaneous mutual penetration of two contacting substances. The proof of the chaotic movement of molecules is the Brownian movement - a physical phenomenon consisting in the chaotic movement of particles suspended in a liquid or gas; 6) the speed of molecules is associated with the temperature of the body: the higher the temperature, the faster the molecules of the substance from which this body is made move;
7) The molecules of the substance interact: they are attracted and repelled.
The interaction of molecules is manifested at distances comparable to the size of molecules.
8) A substance in nature can be in three states: solid, liquid and gaseous.

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

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

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

The molecules of a substance in a solid state are located at distances approximately equal to the dimensions of the molecules themselves, but in such a way that a strictly definite order is observed in their arrangement throughout the substance, vibrate relative to the equilibrium position, interact strongly.

Development Objective: To prepare students who have mastered the following skills:
1) to obtain a scientific fact about the structure of matter (educational goal number 1)
2) to simulate the structure of matter in solid, liquid, gaseous states of matter
3) create the concept of "molecule" (educational goal number 2)
4) by the model of the structure of substances to recognize the same and different substances
5) get a scientific fact about the movement of molecules (educational goal number 5)
6) simulate the arrangement of molecules of contacting substances at different times
7) create the concept of "diffusion" (educational goal number 5)
8) reproduce diffusion in specific situations
9) recognize diffusion in specific situations
10) to obtain a scientific fact about the connection between the speed of movement of molecules and the temperature of the body (educational goal No. 6)
11) compare the speeds of movement of molecules of various substances in specific situations
12) simulate the movement of molecules of matter and their speed in specific situations
13) to obtain 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
(sticking together 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 number 9)
19) simulate the structure of matter in three states
20) recognize the state of matter by models of its structure
21) determine the size of small bodies by the method of rows.

2.3. Learning Cycles. Calendar plan.

As mentioned in Chapter 1, students' knowledge and skills are monitored after each learning cycle. Therefore, it is necessary to break this topic “Initial information about the structure of matter” into logical cycles of assimilation of knowledge, after which it is advisable to conduct current control of students' knowledge and skills. I suggest 3 learning cycles:
1-structure of matter: educational goals # 1-4, development goals # 1-4.21.
2-movement of molecules of matter: educational goals No. 5-6, development goals
№№5-12.
3-interaction of molecules of matter: educational goals No. 7-9, development goals No. 13-20.

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

Lesson 1. 3 states of matter. The structure of matter.
Lesson 2. Molecule. The size of the molecules.
Lesson 3. Movement of substance molecules.
Lesson 4. Dependence of the speed of movement of molecules on the temperature of the substance.
Lesson 5. Interaction of substance molecules.
Lesson 6. The structure of matter in 3 states.
Lesson 7. The final lesson on the topic “Initial information about

structure of matter ".

It can be seen from the proposed schedule that there are two lessons for each cycle of knowledge assimilation 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 students' knowledge and skills at the end of each cycle of knowledge assimilation.

In this paragraph, I have to determine the optimal form and content of the control stage at the end of each cycle of mastering 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 the students have mastered can be checked using this or that form of control. The table below allows you to do this.

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

The dignity of physical dictation, monosyllabic short answers, is most important in the lower seventh grades, where children write slowly and formulate their thoughts with difficulty. Therefore, many teachers, perhaps, will give preference to this particular form of monitoring students' knowledge and skills. From the above table it can be seen that the physical dictation is most advisable to carry out after 1 cycle of mastering knowledge, because in this cycle, it allows you to cover all 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 assimilation.

The goals of conducting physical dictation:

2) to receive information about whether or not each student has mastered the physical knowledge specified in the educational goal (No. 1-4); Did the students learn the activities outlined in the development goals (# 1-5.21).

This physical dictation will take no more than 5 minutes, taking into account the organization of student activities and the transition to another activity after its completion.
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 assessed with maximum rigor 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 knowledge assimilation.

1) prepare students who are convinced that the new physical knowledge and skills they have mastered meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge specified in the educational goal (No. 5-6); Did the students learn the activities outlined in the Development Goals (# 5-12).

Contents of short-term independent work:
1.How do molecules in matter behave?
2. Draw a model of the structure of nitrogen a) at a temperature of t \u003d 20 ° C b) at a temperature of t \u003d 60 ° C, depicting the direction and speed of the molecules by 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 knowledge cycle. As in the case of physical dictation, the tasks in this work are not new, and therefore easy for students. I believe that this work should be assessed with the utmost rigor.

It is advisable to apply the test task when controlling the 3rd cycle of knowledge assimilation, because and the educational goal of this cycle, there are many cumbersome definitions and formulations of scientific facts that children will find it difficult to prescribe on their own. The test will also test multiple skills from the development goal of recognizing specific situations that are consistent with the knowledge gained. In my opinion, a fairly large amount of material passed in the 3rd cycle of knowledge assimilation will be able to cover and verify the test in the best way and with a minimum amount of time.

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

Aims of the teacher during the test:
1) prepare students who are convinced that the new physical knowledge and skills they have mastered meet the requirements;
2) to receive information about whether or not each student has mastered the physical knowledge specified in the educational goal (№№7-9); Have the students learned the activities outlined in the Development Goal (Nos. 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 matter are located at distances much larger than the molecules themselves, move rectilinearly 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 f) all the above answers are incorrect.
3. What features of the structure of a substance relate only to the liquid state of a substance? a) the molecules of the substance are located at distances approximately equal to the dimensions of the molecules themselves b) short-range order is observed in the arrangement of the molecules c) the molecules vibrate relative to the equilibrium position d) the molecules interact strongly e) the molecules can make jumps f) none of the listed answers displays the properties only only liquids.
4. In what state of matter does a body made of this matter 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 f) 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.

Correct answer code: 1c; 2c; 3bd; 4c; 5b.

It should be noted that although the tasks presented in this test are more difficult than in physical dictation and short-term independent work, because require analysis of answers and independent reflection, they correspond to the goals of this cycle of assimilation of knowledge.
Putting a mark here is also not difficult, because need to evaluate
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 with the exception method.

The teacher has four main forms of final control at the disposal of the teacher: written test, oral test, laboratory test and test assignments. However, the oral test, as noted earlier, is carried out mainly in the senior, 10-11 grades; test items, in my opinion, are not able to cover the required amount of material: it is necessary to check the 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 "Determination of 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 another task. The last form remains - a written test, but 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 test, because students have not yet learned how to solve problems on this topic, and there are no physical quantities, the relationship between them and physical laws. I propose to modify this form of the final test and make it more like a large (for a whole lesson) independent work, various tasks of which will test different knowledge and skills of students. The types of 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 your thoughts on paper is probably the main one when performing written assignments by seventh grade students, and therefore the teacher will have to either turn a blind eye to the children’s speech and logical errors, or look for new forms or methods 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 written test as a form of final control of students' knowledge and skills on a topic

"Initial information about the structure of matter."

The goals of the teacher when carrying out the work:
1) prepare students who are convinced that the new physical knowledge and skills they have mastered 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 the students have learned the activities outlined in the development goals.

What is the name of this method for finding the size of small bodies?
3. The motion of a Brownian particle is shown on the slide. Explain the nature of the movement of this particle. What conclusion did physicists make when observing Brownian motion?
4. What phenomenon occurs in these glasses? (a slide on the theme of "diffusion" is shown: glasses with 2 liquids are located by the window and on the radiator). How can you 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? How do the molecules of water, ice and water vapor differ from each other?
7. Look at these two vessels with water (there are 2 vessels with water on the table, one of them is on the hotplate). Simulate the movement of molecules in these 2 vessels at the same time.
8. Explain the physical phenomenon that you observe in the experience. Why does the lid stick to water? (an experiment demonstrating the phenomenon of surface tension is shown).
9. Describe the movement of molecules of a substance in three states.

This test, together with the knowledge update stage, 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 in real life, which makes it understandable and meaningful for the children themselves.
The level of the test is quite high, here there are tasks that require serious thought, therefore, this work should be assessed, 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 measures, and also made some of my comments and changes in 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": physical dictation, test and short 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 of the features of this test in my class, as well as its results.

First of all, it should be said that at first I was afraid to give the children the test 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 what was actually possible. However, I was confident that the test I had written fully meets the goals set for it and that it will be able to test the most important knowledge and skills of students in one lesson. Therefore, I nevertheless decided to conduct the final control on the topic in this particular 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 the organizational moments at the beginning and end of the lesson, all tasks were also strictly regulated, and I followed this plan during the control. However, one must take into account the fact that although the majority of students complete the task in some average time, we cannot count on all students in this way, because the speed of completing the assignment, 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 finalizing the assignments by those students who did not have time to complete them in the allotted time. I want to note that this led to a good result, since the guys once again reviewed their work and corrected some inaccuracies and shortcomings related not so much to a lack of knowledge as to a lack of time and the resulting inattention. However, a part of the class had already done all the tasks, and therefore I presented task No. 8 in my test work to them as an additional one that deserves a separate mark, and this part of the class in the remaining time was busy with one more task.

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 by more than
70%, and many of them wrote a control work at 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 test results, because the material was at the same time within the capabilities of the students, and was also so diverse as to allow the teacher to make an objective judgment on the results of the mastery of the topic by the students.

List of references:

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

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

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

Didactic material. - M .: Education, 1994.

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

4. Kabardin OF, Orlov V.A. Physics. Tests. 7-9 grades: teaching aid. - M .: Bustard, 1997.

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

Moscow: Education for All, 1997.

6. OV Onoprienko Testing the knowledge, skills and abilities of students in physics in high school: a book for the teacher. - M .: Education, 1988.

7. Penner DI, Khudaiberdiev A. Physics. Programmed tasks for grades 6-7. A guide for teachers. - M .: Education, 1973.

8. Peryshkin A.V., Homeland N.A. Physics: Textbook for Grade 7 High School.-

10th ed., Rev. - M .: Education, 1989.

9. Postnikov A.V. Testing students' knowledge in physics: 6-7 grades.

Didactic material. Teacher's guide. - M .: Education, 1986.

10. Programs of the general education school. Physics. Astronomy. - M .:

Enlightenment, 1988.

11. Purysheva NS 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 students' knowledge in physics. - M .: Education, 1982.

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

14. Timokhov I.F. Credit Lessons in High School Physics: A Handbook for Teachers. From work experience. - M .: Education, 1979.

15. Educational standards of Russian schools. State standards for 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. Examination in physics in high school. - M .: Education, 1969.

-----------------------
(see § 1.
(see "Introduction".
For development goals, see 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 number 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 SOSH number 97

rostov-on-Don

Introduction

Teacher tests at school

Terminology used

The choice of material for TK

Forms of test items

Forms of working with tests

Exam as a test

Used Books

Introduction

In the learning process, a purposeful management of the cognitive activity of students by the teacher is carried out. One of the important links in this process is checking the achievements of students, which allows you to establish the level of knowledge and skills formed in students at one stage or another 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 is ensured. Tests allow you to check knowledge at the level of assimilation, which is characteristic of many concepts studied in basic school.

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

The Unified State Exam prepares students to acquire real knowledge at school. The USE experiment has increased public attention to the education system. The possibility of an objective assessment of the preparedness 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 Exam, as well as possible social distortions in its implementation due to information leakage and violations of the technology. There are also objections to its content, since tests cannot test the ability to synthesize knowledge. They provide clues in the form of answer options and an advantage for well-trained students over creative thinkers.

What is a test.

Test (from the English. Test) means test, research.

It is a modern, mobile, very effective, democratic and widespread method of testing knowledge, abilities, skills, 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. get information that is important for the organization of the educational process.

Teacher 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 graduation classes, tests are created in a centralized order and sent to schools. Most often, schools use ready-made tests compiled by specialists.

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

When current control - to check the assimilation of the passable material (tests are also used - minutes);

When examination certification.

But very useful student-written tests... Their value is determined by two reasons:

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

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

Didactic test requirements.

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 reading them must equally understand the condition, simple, i.e. each task must contain one question, reliable, i.e. be in line with scientific ideas, appropriate curriculum, i.e. contain only the terms, formulations studied according to the program; performed based on the material covered.

The options must be the same in difficulty.

Terminology used

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

Test composition: 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 purpose, content (what exactly it controls), form, methods of processing the result.

The concept of the levels of assimilation of the material

Before creating a test, they decide what level of knowledge assimilation they will use to check. Levels 3.

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

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

The third level is the solution of atypical problems, in which the goals and conditions are known, and the solution must be found by yourself. Its basis is thinking, productive activity.

The first and second levels are performing, they rely on reproductive activity and are carried out according to specific prescriptions. The third level is associated with thought-transforming creative activity.

The choice of material for TK

If the teacher creates the test.

He studies the program of the topic and performs 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 student creates the test.

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

Table 1.

Controlled material.

Forms of test items

First, let's call them groups.

According to one classification, this is Multiple choice task.

All the answers in them are formulated, and the student must choose the correct or correct, 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" - "Will not", etc.

Factual (formulas, statements, definitions, etc.)

Tasks with a short answer.

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

Tasks with a detailed answer.

The answer is required to formulate yourself, and it must be extensive and justified; in fact it is a micro-composition.

Requirement (only) to 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 differently) these are tasks Closed with many answers to choose from Open with a freely constructed answer Types of tasks for a didactic purpose.

To test your knowledge.

Factual tasks, or constructive ones, checking the knowledge of facts (terms, definitions, formulas, patterns, correct statements).

For verification of ownership of activities.

Classification: they aim to reveal 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 well-known algorithms (chains of steps) to solve typical problems.

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

Causal- their purpose: the establishment of cause - effect relationships.

Integrativeallowing you to discover interdisciplinary connections.

Environmentallinking knowledge of the subject with environmental issues.

Highlighting: 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 \u200b\u200ba text or other information

Proving; their purpose: to substantiate something.

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

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

Tabular- those checking the ability to fill out 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, the ability to perform calculations is checked.

Finding an "extra" object in the proposed list.

TK - additions.

TK, language proficiency test.

Answer 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 TK, this TK is rejected.

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

The answer can be cumulative. In this case, their set to TK is made up 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. combinations of words): homogeneous - true and homogeneous - plausible.

Ranked answers are possible. In essence, they are the same, but they 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.

Grade and grade for test work

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

dichotomous, where two estimates are "valid":

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

political, where three estimates appear:

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

At its simplest, dichotomous scoring testing can be followed. But this method gives a "rough" result and it is not very informative for the examiner. For a "finer" assessment, proceed as follows.

A standard response (EO) is compiled for each TK. It contains a numbered list of all the elements of knowledge and practical skills used in the assignment.

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

Calculate the rate of assimilation or success k: this is the ratio of the number of correct given answers or correctly performed operations n to their total pin this test task, i.e.

K \u003dn /p.

Fill in for each student the table "Results of the student's work ... for test number ...".

Table 2.

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

The scores are converted to normal marks, guided by the following criterion.

Table 3.

Points are marks.

If the text was used for the purpose of control, then the marks derived by points are put in the journal. The teacher can see from the table which elements of the material have not been mastered well enough, and adjust the methodology for further work.

If the test was given in order to update the basic knowledge necessary for learning new material, then the result K less than 0.7 it makes no sense to move forward; basic knowledge needs to be created or strengthened.

How the test is created.

Algorithm 1.

Explore the curriculum and highlight critical knowledge and related skills.

Determine what exactly will be controlled, i.e. objects of control.

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

Choose the form of assignments.

Test tasks (questions and answers, if TK with a choice of answer) are compiled, 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 "Work Results" form.

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

Correct the work.

Stages of student engagement in test creation.

Step 1 - a conversation about what testing is, what it is used for 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 the task with many answers to choose from.

Practical work to create such tests for each lesson. (One is one TK for checking the first and second levels)

Step 3 - acquaintance with open-type test tasks.

Practical work.

Step 4 - acquaintance with a more complex procedure for drafting TK: which includes filling out the "Controlled material" table.

Practical work.

Step 5 - learning how to draw up a "Standard answer" for a complex test task or test as a whole.

Step 6 - drawing up a test that has several test items (TK is devoted to a general 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 the paragraph of the textbook or the list suggested by the teacher) the topic of the test task (TK).

Come up with a question or find an interesting brief information and put a question to it. Write it down.

Give a series of answers (one correct, the rest plausible, but wrong to choose). Encode them, put next to each a serial number or 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 author.

Algorithm - 3

creating a test.

Analyze the textbook (one or several 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 test. Make a list of them.

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

Draw up the first TK (for the first element of knowledge allocated to you or the first skill) according to algorithm 2.

Draw up the second TK - for the second element of knowledge you have highlighted.

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

Forms of working with tests

In the teaching process, it is important to consolidate the material studied 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 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 quickly check and evaluate them immediately after testing. 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 receive as many grades as possible, they are effective short-term test work - self-tests, implying a laconic answer "Yes" or "No". Positive marks are given to the magazine, negative ones are not. These tests allow you to focus on identifying and analyzing errors as soon as work is completed.

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

You can use this criterion to translate the number of correct answers to questions into a score.

Table 4.

The answers are grades.

After passing the block of theoretical material, we carry out lesson - test... Usually there are 4 - 5 of them per year. On them, in addition to answers on theory, a practical part is provided in the form of test multilevel tasks of 5 questions. The first 3 tasks are standard, and their performance is rated "3". task number 4 and especially number 5 require the application of both knowledge and creative guesswork. The test form of control can also be used at the final certification for the course of the basic school.

Exam as a test

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

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

Pupils keep special notebooks. At each lesson, the topic of the next and the theory necessary for repetition is called.

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

Exam tests in physics have their own features.

The work consists of 35 multiple choice questions. It checks the level of preparation of students within the compulsory minimum content of 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 criteriaThe mark "5" is given for 31 - 35 points.

Score "4" - for 26 - 30 points.

Score "3" - for 19 - 25 points.

Score "2" - for 18 points or less.

The test is compiled in compliance with the following ratios of assignments 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 tasks check the ability to measure physical quantities, 9% - analyze graphs and carry out calculations on them, 27% - calculate physical quantities, 8% - explain phenomena, 6% - apply physical laws to analyze processes, 7% - describe changes and energy conversion in processes, 14% - knowledge of scientific facts.

The material allows you to reveal not only knowledge, but also the possible direction of further specialized training; he is preparing students for the upcoming USE in physics.

Used Books

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

2.Dairi N.G. Problems of Current Testing of Students' Knowledge: Experimental Research in Upper Secondary Schools.

3. The journal "Physics at school". No. 7 2006

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

From the experience of a physics teacher

Control of knowledge in physics in the classroom.

In recent years, the issue of increasing the efficiency of studying physics has become particularly acute, since society living in the age of scientific and technological revolution, to a greater extent than before, needs highly qualified specialists in the field of exact sciences. Therefore, our task is to give students a deep knowledge of physics, to educate a creative person who is able to independently work on the study of the subject.
One of the ways to improve the quality of education is knowledge control, presented in the form of a didactic system. Using various methods of testing knowledge, you can get complete information about the level of results achieved; readiness for further study of new material, as well as for its repetition, consolidation and systematization; about memory, thinking, speech of students; understanding of general approaches to learning; the effectiveness of teaching methods. Testing can also stimulate learning: a positive assessment aims at successful further studies; fair criticism makes you want to pull yourself up. It is known that the more interesting and diverse the forms of knowledge control, the more firmly the studied material is fixed and the longer it is preserved; visual-shaped control components are extremely effective; the control methodology should correspond to the age characteristics of students' thinking. In practice, separate fragments of this system are used, which are both traditional methods of control - control work (test, problem solving), and non-traditional - physical dictations, crossword puzzles, oral questioning on topics, conducting non-standard lessons.
Let's dwell on non-traditional forms of control.
I. Incoming control.
The purpose of the entrance control is to establish the level of preparedness of students in physics. Held at the beginning of the school year in the first lesson. Based on the results of the entrance control, one can judge about specific knowledge in physics, about the intellectual level of students, about their culture and outlook. It is better to conduct it in a test form and include questions or tasks containing interdisciplinary connections.
II. Organization of current control.
Any educational work is serious and hard work, which is fruitful and brings joy if the student knows how to work. How can this be achieved?
The educational space system, created on the basis of modular technology, helped me.
The principle of "Teach the student to learn" is the basis for the application of the modular program in teaching, that is, to independently acquire knowledge according to the proposed plan, taking into account personal characteristics, taking into account the personal pace of study and in the volume in which the student determines himself. Various methods of self-control will help the student to objectively assess their knowledge and skills, predict the result, and a combination of individual and group forms of work will help relieve anxiety and create psychological comfort in the lesson.
The development of the cognitive activity of students is largely facilitated by a properly organized test of the acquired material. The proposed annual review consists of separate modules, the boundaries of which are determined by the main topics of the courses. The development of the module is carried out by each student at an individual pace. Completion of the course is credited only when the student has learned and reported to the teacher for each module of the course.
By working with this method, I overcome many problems. One of them is a small number of hours to study physics. In this case, it is necessary to conduct not only a written survey, but also to interrogate each student orally on this topic. I also try to get each student to study all paragraphs of the topic. There are some students who teach only for the sake of grade (learned one lesson, answered, got a grade - and rest). Therefore, I create such a situation in which it is necessary to learn all the paragraphs of the topic. To do this, I introduce my own survey system: "mini-exam". To conduct it, it is necessary to give students control questions before studying the topic. The questions are designed in such a way that the student not only reads, but studied and worked through every line of the textbook. Questions are posted on the stand in the physics classroom. Time for study is given for a long time (control is carried out in the last block). In a test lesson, as in an exam, tickets are laid out (each has 1-2 questions from the list). In order not to print tickets for each topic, I created cards with numbers. It is them that I lay out on the teacher's table, and the students take them as exam tickets.
The guys take turns. In front of the teacher's desk there is a desk with control questions, at which during the test there are two students: one answers, and the other prepares. I give each one 1-3 minutes to prepare and the same amount to answer. The time varies depending on the set of questions and the number of students in the class.
Students' answers should be short and concise, expressing the very essence of a physical phenomenon. If necessary, the teacher has the right to ask an additional question if he is not satisfied with the answer or if the question is not fully covered.
The questions that are at the teacher's and on the desk for control are numbered. The student answers the question under the number that corresponds to the number on the card taken. After answering, the student takes his place in the class. The second student proceeds to answer, and the next person goes to the vacant place, who, during the answer of a friend, prepares for a report on the selected question. Therefore, the composition of students at the control desk changes throughout the lesson. The rest at this time do written work (control or test). During the time allotted for the lesson, I manage to interview all the students in the class and at the end of the lesson I still check a number of problems. You can collect exercise books and all students will receive a second grade for writing.
This survey technique created by me allows all students to be interviewed in a short time, and at the same time I am convinced that the guys do not selectively read the textbook, but study the topic completely. I do not give negative marks in the first test for the oral answer, it is allowed to report at another time.
This approach relieves tension, allows students to believe in themselves, to assert themselves. An increased level of training is also possible, which consists in a greater amount of acquired knowledge and skills and is determined by their depth.
III. Physical dictations.
Physical dictations test the knowledge of the formulas of this section of physics by students. Drawn up on half of a notebook sheet. The teacher makes 10 questions, students must write 10 formulas in a column.
Assessment criteria: 0-4 correct answers correspond to "2", 5-6 - "3", 7-8 - "4", 9-10 - "5".
Questions can include the definition of units of measurement of physical quantities and the numerical values \u200b\u200bof physical constants. If the section contains mainly theoretical material, then you can use a question, the answer to which will be 1-2 words. Such dictations are called mixed.
Students must be informed in what form they will be controlled: by formulas, by definitions, mixed dictations, etc.
IV. Physical tests or graphic dictations.
Physical tests play an important role in the control of knowledge in physics, as they allow assessing the depth of students' understanding of theoretical material. They should be carried out in parallel with physical dictations, since physical dictations check the knowledge of formulas and definitions, and physical tests - the depth of understanding of the theoretical material of the topic.
To conduct a physical test, the teacher makes a series of statements, among which there are both correct and incorrect. The student, after listening to the utterance, must either agree with it or disagree. If the statement is correct, then the student writes "+". If the statement is incorrect, in whole or in part, then he writes "-". The result should be a chain of "+" and "-". It is very convenient for the teacher to check this work by comparing the resulting chain with the correct option.
A graphic dictation differs from a physical test in that if the students agree, they draw an arc two cells to the right. If the statement is incorrect, then a dash in two cells. The result will be the following:. This work is very convenient to check on the workpiece.
Evaluation criteria are the same as in physical dictation: 5-6 correct answers - "3", 7-8 - "4", 9-10 - "5".
V. Physical crosswords.
This section offers crosswords for the final control on thematic blocks. For example, the names of the topics of the physics course are encrypted vertically, and the answers to the questions posed vertically. Crosswords add an element of variety and originality. Students are happy to solve them. This relieves tension. The teacher, in turn, receives information about the level at which the topic is learned by the students.
The time for filling out the crossword table is allotted differently, depending on the number of questions and on the level of class preparation. You can also fill out a crossword puzzle with the whole class if you display the table through a multimedia projector on the board.

A didactic knowledge control system can be useful for a teacher working in any textbook and any program.

Test purpose

The test allows Form of conducting - 45 minutes.

Test structure

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"Final control of knowledge in physics in the 8th grade"

Final control of knowledge in physics in 8th grades

Test purpose : to evaluate the general education of students involved in the basic school program (authors: E. M. Gutnik, A. V. Peryshkin -Physics 7-9 grades of the collection: “Programs for educational institutions“ Physics ”Moscow, Drofa -2004”), in physics for the course of the 8th grade, 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 of basic general education in physics.

The test allows check the following activities: understanding the meaning of physical concepts; physical phenomena; physical quantities; physical laws. Ability to solve problems of various levels of complexity, to express units of physical quantities in units of the International System, to practically apply knowledge. Form of conducting test thematic control: in writing. Such a test provides an individual approach, will quickly and efficiently assess the success of each student in mastering knowledge and skills that meet the mandatory requirements of the curriculum. The test uses a closed and open form of tasks: one of several. This test contains tasks of different difficulty levels. Work time - 45 minutes.

Test structure: 2 options for the final work with the choice of 1 correct answer, each consists of 14 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.

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).

Only 22 points.

Evaluation criteria:

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

3 points are given if the correct solution is given, i.e. a short condition is correctly written, the SI system, formulas are written, mathematical calculations are performed, the answer is presented.

2 points are given in the event that an error was made in the recording of a brief condition or in the SI system, or there is no numerical calculation, or an error was made in mathematical calculations.

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

Option 1

INSTRUCTION

For each task, several answers are given, of which only one correct answer. In task A, choose the correct answer and circle the number of the selected answer. In activity 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 him hard with a hammer; b) raise it above the ground;

c) throw it horizontally; d) cannot be changed.

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

a) thermal conductivity; b) convection; c) radiation; d) in all three ways the same.

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

4. During boiling, the temperature of the liquid ...

a) increases; b) does not change;

c) decreases; d) there is no correct answer.

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

6. Resistance is calculated by the formula:

a) R \u003d I / U; b) R \u003d U / I; c) R \u003d U * I; d) there is no correct formula.

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

a) from the north; b) from the south; c) from both poles; d) do not come out.

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

a) only a magnetic field; b) only an electric field;

c) both electric and magnetic fields; d) there is no field.

Part B

9. What amount of heat must be imparted to water weighing 1 kg to heat it from 10 ° С to 20 ° С? The specific heat capacity of water is 4200 J / kg ° С?

a) 21000 J; b) 4200 J; c) 42000 J; d) 2100 J.

10. How much heat will be released in a conductor with a resistance of 1 Ohm within 30 seconds at a current of 4 A?

a) 1 J; b) 8 J; c) 120 J; d) 480 J.

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

a) 15 W; b) 25 W; c) 150 W; d) 250 W.

12. Two conductors with resistance R 1 \u003d 100 Ohm and R 2 \u003d 100 Ohm are connected in parallel. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 100 Ohm.

Part C

13. To heat 3 liters of water from 180 ° C to 1000 ° C, centigrade steam is injected into the water. Determine the mass of the steam. (The specific heat of vaporization of water is 2.3 J / kg, the specific heat capacity of water is 4200 J / kg ° C, and the density of water is 1000 kg / m3).

a) 450 kg; b) 1 kg c) 5 kg; d) 0.45 kg.

14. The voltage in an iron conductor with a length of 100 cm and a cross-section of 1 mm2 is 0.3 V. The specific resistance of iron is 0.1 Ohm · mm2 / m. Calculate the amperage in the steel conductor.

a) 10 A; b) 3 A; c) 1 A; d) 0.3 A.

Examination in physics for pupils __ 8 "__" class

Last name First name ________________________

Option 2

INSTRUCTION on the completion of the final test.

For each task, several answers are given, of which only one correct answer. In task A, choose the correct answer and circle the number of the selected answer. In tasks B, write down the formula Make the calculations 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 most heat from a fire transferred to the human body?

a) radiation; b) convection; c) thermal conductivity d) in all three ways the same.

3. What physical quantity is designated 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 melts, its temperature ...

a) increases; b) decreases; c) does not change; d) there is no correct answer.

5. If charged bodies are mutually attracted, then they are charged ...

a) negative; b) differently; c) of the same name; d) positive.

6. The current 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) moves; b) motionless;

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. When the current in the electromagnet circuit decreases, the magnetic field ...

a) will increase; b) decrease; c) will not change; d) there is no correct answer.

.Part B

9. What amount of heat is required to heat a piece of copper weighing 4 kg from

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

a) 8000 J; b) 4000 J; c) 80,000 J; d) 40,000 J.

10. Determine the energy consumed by a flashlight bulb for 120 seconds, if the voltage across 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.

11. Calculate the value of the current in the winding of an electric iron, if it consumes 880 watts when it is connected to a 220 V network.

a) 0.25 A b) 4 A; c) 2.5 A; d) 10 A.

12. Two conductors with resistance R1 \u003d 150 Ohm and R2 \u003d 100 Ohm are connected in series. What is their total resistance?

a) 60 Ohm; b) 250 Ohm; c) 50 Ohm; d) 125 Ohm.

Part C

13. How much energy will be released during crystallization and cooling from the melting temperature of 327 ° C to 27 ° C of a lead plate 2 cm · 5 cm · 10 cm? (Specific heat of crystallization of lead 0.25 J / kg, specific heat of lead 140 J / kg ° C, density of lead 11300 kg / m3).

a) 15 kJ; b) 2.5 kJ; c) 25 kJ; d) 75 kJ.

14. The current in a steel conductor with a length of 140 cm and a cross-sectional area of \u200b\u200b0.2 mm2 is 250 mA. What is the voltage at the ends of this conductor? Steel resistivity 0.15 Ohm mm2 / m

a) 1.5 V; b) 0.5 V; c) 0.26 V; d) 3B

1. Scale for converting the number of correct answers into an assessment on a five-point scale

Number of points scored
Score in points

2... Distribution of tasks for the main topics of the physics course

Theme	amount Assignments	Difficulty level
Theme	amount Assignments
Thermal phenomena

Electrical phenomena
Electromagnetic phenomena
Light phenomena

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

tasks

in the test

№ topics

difficulty level

4. Answers

tasks

answer

(1 option)

Answer

(Option 2)

Verification protocol of control work

pupils of grade 8 MBOU "Secondary School No. 2"

Date: 2018

Teacher: Malinovkina E. B.

Number of students:

Number of students who completed the work:

Implementation: 100% Quality: 75% Average score: 4

Job No.

Number of points

Number of students

% completion

Job No.
Number of points
Number of students
% completion

Major mistakes

Theme	Number of mistakes
Thermal phenomena
Change in aggregate states of matter
Electrical phenomena
Electromagnetic phenomena

Introduction

Teacher tests at school

Terminology used

The concept of the levels of assimilation of the material

The choice of material for TK

Forms of test items

Answer Tips for Multiple Choice Test Items

Grade and grade for test work

Forms of working with tests

Exam as a test

Used Books

View document content "Final control of knowledge in physics in the 8th grade"

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"Final control of knowledge in physics in the 8th grade"