SELF-TESTING AND SELF-ASSESSMENT AS THE BASIS FOR SUCCESSFUL SELF-EDUCATIONAL ACTIVITIES OF STUDENTS

This article deals with an innovative approach to organizing self-testing and self-assessment of students by means of step-by-step accomplishment of test assignments of different levels of complexity. Depending on the level of complexity, every proposed task falls into learning elements, each of which has one correct answer out of several available ones. In this case, the probability of the correct answer to the subsequent learning elements depends on the choice of the previous one. Any incorrect answer can result in the incorrect solution of the entire task.

Test assignments of different complexity levels check the students' abilities to recognize, reproduce and apply the studied information to various situations and combinations, requiring understanding of the given task, discovering logical connections in more complicated cases.

During the testing, a student is provided with a specially prepared answer sheet where he or she can choose and write down a single correct answer and determine the number of correctly marked learning elements. The answer sheet represents a field of education quality of every particular student and allows him/ her to assess his/her own knowledge using a standard point system.

The accomplishment of test assignments with their follow-up check forms the students' conscious attitude towards the work they do and develops their self-testing skills. It allows the students not only to control their learning activity, but also to assess it. The obtained results enable the students to modify their learning process if necessary.

The system of test assignments covers all the interrelated elements of classes. Failing to accomplish even one system task causes a gap in the student's knowledge.