Examination in Conditions of Distance Learning

253

Abstract

The existing forms, methods and tools for conducting the exam in a distance format, their potential and risks are analyzed in the article. Attention is drawn to the fact that the methods and tools used for remote monitoring have drawbacks, such as significant costs in organizing proctoring and difficulties in assessing one of the key competencies of a student, namely, the willingness to use systematized theoretical and practical knowledge to formulate and solve research problems. The authors see the solution to the problem in the application of the activity-based and competence-based approaches to the certification, offer methodological recommendations for conducting the exam remotely. Based on the developed methodological recommendations, tasks are formulated in accordance with the upper levels of Bloom's taxonomy, which makes it possible to increase the objectivity of the assessment, since the test will concern the ability to apply theoretical knowledge in practice. Possible options for practice-oriented examination questions for disciplines of natural science and social-humanitarian orientation for an online exam are presented. As a result of discussing the prospects for conducting a remote exam in accordance with the proposed methodological recommendations, it was revealed that the majority of the interviewed teachers and students are interested in the transition to a new format of the exam.

General Information

Keywords: Distance learning, online-examination, problems in the organization of examination in distance learning, activity approach, skills approach to the assessment of knowledge, practice-oriented exercises

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2022140105

Received: 11.08.2021

Accepted:

For citation: Malshakova I.L., Portnov Y.A. Examination in Conditions of Distance Learning [Elektronnyi resurs]. Psychological-Educational Studies, 2022. Vol. 14, no. 1, pp. 63–76. DOI: 10.17759/psyedu.2022140105. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina L. Malshakova, PhD in Economics, Associate Professor, Chair of Teaching History, Social Studies and Law, Moscow City University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7610-9852, e-mail: irina-malshakova@yandex.ru

Yuriy A. Portnov, PhD in Physics and Matematics, Associate Professor, Chair of Physics, The Moscow state automobile and road technical university (MADI), Moscow, Russia, ORCID: https://orcid.org/0000-0001-6317-687X, e-mail: portnovyura@yandex.ru

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