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Problem of assessment of metasubject competence of testees on the basis of results of solution of closed-type diagnostic tasks of deliberately different subject difficulty 1663
Guruzhapov V.A., Doctor of Psychology, head of the Chair of Pedagogical Psychology, Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
The contribution gives an analysis of experimental test of two diagnostic tasks of the closed type for assessment of how graduates of primary school understand spatial relations of objects pictured on a schematic picture. The author draws upon the ideas of V.V.Davydov’s school of thought on psychological nature of metasubject competences as a form of theoretical thinking. It is shown that in the course of completion of diagnostic tasks of the closed type, there is a high possibility of accidental choice of the right answer. It is shown with specific reference that a task which has a greater objective difficulty, may not cover the whole metasubject content of a more simple task. That is why assigning a greater weight to a specific task than to another one on the basis of content analysis of such tasks, may cause problems. The author proposes to give a greater number of similar tasks and therefore decrease the influence of accidental choice on the final result of the diagnostics. The contribution raises the question of training psychologists and teachers to design methods of diagnostics of current metasubject educational results. It expresses thoughts on the possibility of avoiding accidental choice of the right answer by the testees.
Keywords: Federal state educational standard of primary general education, methods of diagnostics of metasubject competences of primary school graduates, diagnostic tasks of the closed type, accidental choice of the right answer to the task.