ORIGINAL ARTICLE
Dynamic adaptive testing and peculiarities of its use with medical students
 
More details
Hide details
1
Department of Mathematics and Methods of Teaching Mathematics, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, Krasnoyarsk, Russia
2
Department of Information Systems, Siberian Federal University, Krasnoyarsk, Russia
3
Department of Technology and Entrepreneurship, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, Krasnoyarsk, Russia
Publish date: 2018-11-18
 
Electron J Gen Med 2018;15(6):em84
KEYWORDS:
ABSTRACT:
Objective:
The objective of the paper is to find out the conditions for enhancing the students’ learning capacity based on the use of computerized dynamic adaptive tests in identifying the structure elements of compound objects and to give grounds for them. At present, the requirements for the results of educational institution students’ professional training have made relevant the problem of developing dynamic adaptive tests in compound objects identification that ensure conditions for self-learning.

Method:
The key method for the investigation of this problem is made up by the analysis of psychological and pedagogical theory and generalization of results of scientific studies by the Russian and foreign scientists in dynamic adaptive testing in education, in particular: the activity-based approach for carrying out developmental teaching under the instructional feedback; the environmental approach relying on learning with reinforcement in conditions of assessment feedback.

Results:
Based on the results of the theoretical research computer dynamic adaptive tests in identifying objects of anatomy have been created, the model for diagnosing the procedural characteristics of students’ learning activity has been developed. The effectiveness of dynamic adaptive testing in diagnosing the development of students’ cognitive abilities is represented and proven.

Conclusion:
The suggested model of dynamic adaptive tests in identifying the structure of anatomy objects allows timely diagnosing the procedural characteristics of medical students` learning activity within the educational process. It also made possible to formulate the main principles of dynamic adaptive testing based on the assessment feedback in education.

 
REFERENCES (32):
1. Vygotsky LS. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press; 1978.
2. Piaget J. Psychology of the intellect. Saint Petersburg: Piter; 2003.
3. Budanov VG. Synergetic methodology in post-nonclassical science and education: Synergetic paradigm. Synergetics of education. Moscow: Progress-Traditsiya; 2007. PMid:17685229 PMCid:PMC2745098.
4. Shkerina LV, Dyachuk PP, Gritskov MK. (2014). Self-organization of learners in the process of learning how to solve mathematical problems in problem environment: a synergetic approach. Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev. 2014;2(28):96-101.
5. Novikov DA. Models of command adaptation. Management of large systems. Moscow: IPP RAS; 2008.
6. Luria AR. The Working Brain. New York: Basic Books; 1973.
7. Haywood CH, Lidz CS. Dynamic assessment in practice: Clinical and educational applications. New York, NY: Cambridge University Press; 2007.
8. Lantolf JP, Poehner ME. Dynamic assessment in the language classroom (CALPER Professional Development Document CPDD-0411). University Park: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research; 2004.
9. Sternberg RJ, Grigorenko EL. Dynamic testing: The nature and measurement of learning potential. New York: Cambridge University Press; 2002.
10. Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Berlin, Germany: Springer Publishing. https://doi.org/10.1007/978-0-....
11. Lidz CS. Dynamic assessment and the legacy of L.S. Vygotsky. School Psychology International. 1995;16:143-153. https://doi.org/10.1177/014303....
12. Feuerstein R, Feuerstein RS, Falik LH, Rand Y. The dynamic assessment of cognitive modifiability: the learning propensity assessment device: Theory, instruments, and techniques. Jerusalem: ICELP Press; 2002.
13. Feuerstein R, Rand Y, Hoffman M. The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press; 1979.
14. Kuravsky LS, Margolis AA, Marmaluk PA, Panfilova AS, Yuriev GA. Mathematical aspects of the concept of adaptive simulator. Psychological Science and Education. 2016;21(2):84-95. https://doi.org/10.17759/pse.2....
15. Lidz CS, Elliott JG. Dynamic assessment: Prevailing models and applications. Amsterdam: Elsevier; 2000.
16. Cotrus A, Stanciu C. A study on dynamic assessment techniques, as a method of obtaining a high level of learning potential, untapped by conventional assessment. Procedia - Social and Behavioral Sciences. 2014;116:2616-2619. https://doi.org/10.1016/j.sbsp....
17. Carroll RA, Kodak T. Using instructive feedback to increase response variability during intraverbal training for children with autism spectrum disorder. The Analysis of Verbal Behavior. 2015;31:183-199. https://doi.org/10.1007/s40616... PMid:27606211 PMCid:PMC4883564.
18. Wang TH. Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education. 2014;73:189-203. https://doi.org/10.1016/j.comp....
19. Wu HM, Kuo BC, Yang JM. Evaluating knowledge structure based adaptive testing algorithms and system development. Journal of Educational Technology & Society. 2012;15(2):73-88.
20. Wu HM, Kuo BC, Wang SC. Computerized Dynamic Adaptive Tests with Immediately Individualized Feedback for Primary School Mathematics Learning. Educational Technology & Society. 2017;20(1):61-72.
21. Sutton RS, Barto EG. Adaptive and intelligent systems. Training with reinforcements. Moscow: BINOM Laboratory of knowledge; 2014.
22. Dyachuk PP, Karabalykov SA, Maslennikov IA. Bifurcation of educational activity. Informatics and Education. 2014;4(253):91-93.
23. Dyachuk PP, Drozdova LN, Shadrin IV. The system of automatic control of educational activity and its diagnostics. Information-Control Systems. 2010;5:63-69.
24. Shadrin IV, Vereshchagina TD, Turanova LM, Dyachuk PP. Dynamic computer tests-simulators as a means of learning by the students of the activity on the identification of objects. Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev. 2015;4(34):83-88.
25. Bilich GL, Kryzhanovsky VA. “Atlas of human anatomy” in three volumes. Moscow: GEOTAR-Media; 2013. PMid:23444423 PMCid:PMC3582703.
26. Dyachuk PP. On adaptation in computer learning systems. Informatics and Education. 2008;10:116-120.
27. Abdeev RF. Philosophy of Information Civilization. Moscow: Education; 1994.
28. Rotenberg VS, Arshansky VV. Search activity and adaptation. Moscow: Nauka; 1982.
29. Novikov DA. Regularities of iterative learning. Moscow: Institute of Control Sciences of the Russian Academy of Sciences; 1998.
30. Rastrigin LA, Ehrenstein MH. Adaptive learning with the learner model. Riga: Zinatne; 1988.
31. Rastrigin LA. Adaptation of complex systems. Riga: Zinatne; 1981.
32. Ryabchenko ON, Prokopev AI, Romanchenko LN, Korzhuev AV, Krokhina YuA. Social and philosophical understanding of national and civic identity in the context of interethnic and interreligious conflict risks. XLinguae. 2018;11(2):359-369. https://doi.org/10.18355/XL.20....
eISSN:2516-3507