Students’ knowledge test control in Physics

Controlling learners' educational achievements in our time performs the most important function of learning. Scientists and methodologists argue that the test control of students' academic achievement meets the requirements of quantitative and objective measurement of learners' knowledge, skills and abilities. The relevance of the test controlling method of learners' academic achievements is dictated also by the introduction of the independent external evaluation (IEE) as a final certification of school leavers. With the emergence of computer classes, the use of tests became available and appropriate. The use of computers in the testing process greatly enhances the benefits of this type of control. This paper is aimed at studying experimentally the impact of the controlling testing on enhancing learners' educational achievements in Physics and managing learners' cognitive activity. We have been prepared the system of test questions on the following topics: “We begin to study Physics”, “Mechanical work. Units of work”, “Power and its units”, “Electric current. Conductor Resistance”, “Serial and Parallel Conductor Connection”, “Ideal Gas Laws”, “Atomic Physics. Spectrums”. The tests were developed in order to identify the students' acquisitions of the main issues constituting the educational material / programme, as opposed to revealing some amount of information from the learner's side. In our opinion, it is important for students to master the level of education that would become the basis for further self-improvement of their own education, their own opportunities to overcome the challenges that the life postures to him / her in today's society. Therefore, the main task while developing the test tasks was the formation of certain subject and life-oriented competences. We conducted a pedagogical experiment to introduce the test control of learners' knowledge in Physics. A series of lessons were conducted using the test survey in the experimental class, but no tests were used in the control class. Using the example of testing 8th grade schoolchildren in Physics it was detected that the use of a systematic test control of knowledge acquisition at corresponding lessons Physics allowed the students to demonstrate better knowledge of certain topics at sufficient and high levels.