Defining the Objectives of Testing for Correct Interpretation of Its Results

Abstract

One of the most important stages of the test development - the goal-setting stage - is considered. As a research task the authors determined the evaluation of the study of the problem of goal-setting in the pedagogical literature and literature on testology. The authors prove that the quality of the test content depends on the results of the goal-setting stage. The idea that the purpose of testing is important for the correct interpretation of its results is also approved. Based on the analysis of the literature on testology, the authors conclude that, creating a test, the developer sets a task to display in its content the main thing that students should know as a result of training, and it is necessary to structure the objectives of the test control. The description of different types of learning objectives is given. The levels of assimilation of knowledge distinguished by different researchers are listed. Recommendations are given for the correct formulation of the test objectives. Attention is paid to the knowledge, skills and learned methods of activity that can be checked using tests. The authors of the article come to the conclusion that the definition of the goals of testing is necessary in order to clarify what students’ results will be evaluated using the test.

Keywords

• test control
• goal setting
• taxonomy of goals
• cognitive goals
• affective goals
• psychomotor goals
• levels of knowledge acquisition