The possibilities of criterion-oriented testing in verifying the achievements of teachers

Abstract

The article presents the results of empirical research on perception of teachers from military engineering university about the features of didactic testing and on methodologies of diagnostics used by experienced and young teachers. It also presents the results of the survey on students’ learning motivation according to the achievement goal theory. Students have been identified as being oriented towards mastery goal, and concentrate on getting new knowledge and skills that lead to professional and personal growth. It has been proved possible to develop methods for determining the effectiveness of pedagogical action and communicative interaction between the teacher and the student using didactical criterion- oriented testing. One of the goals is to assess teacher’s performance as a factor influencing students’ cognitive activity, their results and motivation. The method of formalization by mathematical means of the modeling process and representation of criterion-oriented testing results as a communicative task of interaction between the teacher and the student is described. Prospects for use of theoretical bases, ideas and methods of educational evaluation in criterion-oriented testing and in verifying teachers’ achievements are discussed.