Keyword: «promising task models»

Test technologies are extremely widespread in the education system. Their large-scale application is primarily associated with the function of evaluating educational outcomes. In the current educational process, tests are actively used to accumulate grades and prepare for high-stakes exams. Other didactic potentials of test tasks are practically not considered. At the same time, domestic and foreign scientists, especially in recent decades, talk about the great pedagogical potential of test methods and recommend their widespread use for formative assessment, which allows you to receive quick feedback. Cognitive psychology has long proven the effect of testing, which is mainly associated with the work of memory: taking tests contributes to the long-term retention of information and knowledge. We proceed from the understanding that the areas of application of test methods with their numerous advantages, thanks to which tests have become so widely spread in educational practice, can be expanded up to the formation of creative abilities of students. The aim of the study was to clarify the didactic potential of the tasks in the test form and to determine the characteristics of the corresponding tasks. The methodological basis of the research was formed by the ideas of personality-oriented and activity-based approaches. As a result of the work carried out, a multidimensional comparative characteristic of tasks in the test form as learning tools and control means was given. We see an increase in the educational potential of tasks in the test form primarily in the direction of developing students' thinking (formation of systemic knowledge, skills to build speech utterances, give a detailed description of the studied object, apply logical techniques, work with different forms of information display) in parallel with the stimulation of their cognitive activity. In order to achieve the set didactic goals, promising models of tasks in a test form were identified. These are related tasks for additions, related tasks with the choice of an answer, related tasks for finding correlation, tasks for sequencing, tasks for eliminating unnecessary, related tasks with a matrix form of presenting a condition, tasks with choosing several correct answers, the number of which is not clearly defined, tasks with graphic elements in the content. The article provides examples of tasks based on the material of school and university chemistry courses. The theoretical significance of the study lies in the formulation of key questions about the application of the test method with learning objectives and in the detailed characterization of tasks in the test form in this context. The possibilities of various task models in stimulating the cognitive resources of students are proposed and characterized. The practical application of the proposed forms of test tasks in the current educational process will make it possible to diversify the profile of cognitive activity of students and increase the effectiveness of learning.