Nowadays pedagogical testing technology has become the basic tool for diagnosis and assessment of the level of students' mastery of learning material. Primarily they allow testing the acquired knowledge and skills in their use as a technology of the definite types of problems solution. Thus, the level of logical reasoning development plays a significant role in the successful mastery of many subjects (mathematical courses in particular). So, the problem of objective and measurable criteria for assessing the impact of the level of logical reasoning on the mastery of mathematical subjects is of current concern. We have studied the scientific sources that describe the testing technologies use for assessment of academic achievement as well as the level of logical reasoning development. We have found that the existing methods are based only on the individual work of the teacher with a student and don't suggest any diagnosing technology. The goal of our research is to prove the effectiveness of our method as compared to the traditional one.
Quality assessment of students' educational activities-one of the key factors of the educational process-fulfils several functions: states the level of educational achievements; gives information about the quality of knowledge and current educational achievements; enables to estimate the amount of the further work, aimed at filling up the gap in knowledge and improving quality factors.
For English teachers listening fluency is a fundamental competency for their professional development. Listening is one of the most complicated and problematic aspects of learning English, as it leads to high mental strain. The objective of the research is to study mobile learning as a means to improve listening comprehension skills of the future English teachers. The tasks of the research are as follows: to identify and work out the theoretical framework for mobile applications use and their role in teaching English; to present the pilot study of the role of mobile learning in students’ autonomous work, in particular for listening comprehension skills improvement. The following methods were used: theoretical (theoretical-and-methodological analysis, classification and systematization of scientific sources, comparison and generalization of the theoretical and experimental research data), empirical (observation, testing), data processing methods (generalization and systematization of qualitative and quantitative results of the empirical research); methods of mathematical statistics (evaluation of experimental data by the arithmetic mean calculation). Upon the theoretical analysis results, the categories of mobile applications and their role in teaching English were identified. The survey showed that the students use mobile learning insufficiently and ineffectively. The research on the use of mobile learning as a means to improve the future English teachers’ listening comprehension skills was conducted. This required selection of several mobile applications (Duolingo, LinguaLeo, Learning English with New York Times, Polyglot 16 EnglishPod - Learn English, Bussu), the main selection criterion being the availability of tasks and texts for listening. The results of the term listening comprehension test showed that the students of the experimental groups who studied using mobile learning scored higher than those of the control groups, which proved relevance and effectiveness of mobile learning use as a means to improve the future teachers’ of the English language listening comprehension skills.
The article suggests an information-pedagogical model of a teacher-student interaction via telecommunication means. The necessity of information technologies implementation into the educational process is determined by the changing role of the teacher in today’s education. The suggested model may help to develop the theoretical grounds for comprehensive management of students’ educational activity distantly, the model may be also used for the work with the students who take full-time course.
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