The analysis of errors in the creation of test tasks in geography

Abstract

The starting point of the studied subject is the analysis of the theoretical and methodological starting points for the creation of test tasks in geography with a particular emphasis on eliminating the most frequently occurring errors. Formulations of the test tasks were analyzed based on their breakdowns and their knowledge levels, based on the breakdown by their froms and the level of knowledge that the pupils require based on the taxonomic objectives of the training. The aim of the article is to point out the most common errors in didactic tests and the specific causes that cause them, and at the same time analyzes the process of classification of the tests. The study includes a number of test tasks that illustrate documented outputs.