Finding solutions to the problems faced by the Ukrainian education system require an adequate organizing structure for education system, enabling for transition to the principle of life-long education. The best option for this is the distance learning systems (DLS), which are considered by leading Ukrainian universities as high-performance information technologies in modern education, envisaged by the National Informatization Program, with the goals of reforming higher education in Ukraine in the context of joining the European educational area. The experience of implementing DLS “Prometheus” and Moodle and the main directions of distance learning development at the National Academy of Statistics, Accounting and Audit (NASAA) are analyzed and summed up. The emphasis is made on the need to improve the skills of teachers with use of open distance courses and gradual preparation of students for the learning process in the new conditions. The structure of distance courses for different forms of education (full-time, part-time, and blended) is built. The forms of learning (face-to-face, the driver complementary, rotation model; flex model, etc.) are analyzed. The dynamic version of implementing blended learning models in NASAA using DLS “Prometheus” and Moodle is presented. It is concluded that the experience of NASAA shows that the blended form of distance learning based on Moodle platform is the most adequate to the requirements of Ukraine’s development within the framework of European education.
In the article, the description of the complex evaluation method is given, as well as the classical method of Data Mining and Item Response Theory (IRT). In the general method there are six steps. This article describes steps 4-6. The fourth step of the method is to evaluate the reliability of the test. A universal two-step procedure is proposed – the assessment of the reliability of individual test tasks based on the coefficient of internal coherence of Kjuder – Richardson and the evaluation of the reliability of the test as a whole by the coefficient of generalization. The first of the coefficients is considered acceptable at the level of 0.7 and above, the second – at the level of 0.8 and above. Two-factor ANOVA variance analysis without repeated measurements in SPSS was used to calculate the second coefficient. At the fifth stage of the methodology, the quality of students' differentiation is assessed by a test that is being studied. The tool for this is selected hierarchical cluster procedures, classification trees and classification discriminant functions. The calculations were performed by means of Statistica and SPSS. Three clusters of students with high, medium and low academic performance were identified. It is shown that the test under study allows the differentiation of students. At the last, sixth stage, a study of the quality of the test is described based on the one-parameter model of Rash. The levels of the difficulty of the test assignment and the mastering of the student's study material are measured in logics. The analytical task of the characteristic individual curve of the test assignment and the characteristic individual curve of the student, as well as the auxiliary formulas for their calculations, are given. The description is illustrated by a specific example. It is noted that the characteristic curves of students based on the Rash model by means of MathCAD, can clearly divide the latter into two groups – strong (have positive logic) and weak (have negative logic). Recommendations on the interpretation of the obtained results for certain test tasks are formulated. In particular, in case of overlap of the characteristic curves of various test tasks, they must be deleted (normative-oriented test) or reconstructed (criterion-oriented test). This paper does not consider how to determine which test question is to be deleted or corrected, but it is indicated that this can be established with the help of a two-parameter Birnbaum model. If the density of the characteristic curves of the test tasks is not the same; It is recommended to add a test task (in the case of a normative-oriented test) or thus change the duplicate test questions (in the case of a normative-oriented test) to fill the gaps of the abscissa, where there are no characteristic curves. By the practical implementation of this technique, the authors determine the development of a separate plug-in that is compatible with the Moodle distance learning platform. The prospect of further research in the theoretical framework is determined by the authors of the study of the boundaries of the use of two-parameter and three-parameter models of Birnbaum to improve the process and test results of students in distance learning systems.
Informatization of the modern society has led to the wide-scale and rapid introduction of distance training technologies in virtually all the categories of Ukrainian HEEs. Studies of the aspects related to applications of digital technologies in education processes are subject to close attention in Ukraine and beyond. An important component of the training process is test control of knowledge. Education activities at the National Academy of Statistics, Accounting and Audit rely on criteria oriented tests. They are realized on the basis of distance training system Moodle that allows for creating test questions of various types and their repeated inclusion in various packages of test tasks. The Moodle environment allows for computation of selected statistical indicators on a fulfilled test and its individual tasks: average estimate and median, standard deviation, asymmetry, excess, internal agreement rate, standard error etc. However, these characteristics are not enough for justified acceptance of test results. The article presents the first phase in elaborating a comprehensive method for quality evaluation of selected test tasks and the test as a whole. This method combining the classical theory, Data Mining and Item Response theory methods involves six steps. The first step, based on indicators of descriptive statistics, allows for evaluating the obtained distribution of test results. The second step involves evaluation of the validity of test tasks. The point-bead ratio is computed to derive the correlation between individual test task and individual test score of a student, with values higher than 0.5 considered satisfactory. Pearson correlation coefficient for binary variables shows the correlation between pairs of test tasks. The test tasks with negative correlations with the other test tasks are not considered as valid, and they have to be corrected or replaced. At the third step, the factor validity of the test is evaluated. The test tasks combined in groups using factor analysis methods are subject to further analysis to determine their impact on the final result, the individual test score of a student. All the above mentioned steps are illustrated by example. The computation is made by SPSS software package. The difference in interpretation of the computation results in each step for norm oriented and criteria oriented tests is demonstrated. The description of further steps involves in the method for comprehensive quality evaluation of tests, which use Data Mining and Item Response Theory methods, will be continued in next publications.
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