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Testing as one of the methods of pedagogical measurement

The article updates information about testing as one of the objective methods of pedagogical measurement. The author analyzes different views of foreign and domestic researchers on the concept of "testing". It was found that it is considered as a method, tool, measuring instrument, task, set of questions, set of test tasks, concluded under certain rules, and which differs from the examination work in terms of involving measurement. The article reveals basic requirements for structuring the test, as well as for tasks in test form. The author concludes that all tasks in test form may be divided in two types: open and closed, which in turn have certain modifications; the features of each type of test tasks are described in detail, their advantages and disadvantages are indicated. The article analyzes the quality criteria of the test, namely: its validity, reliability, representativeness, efficiency, or processability, cost-effectiveness, and complexity of tasks. In addition, the article highlights the advantages and disadvantages of testing comparing with other methods of monitoring the results of educational and cognitive activities of students. It is concluded that the use of testing as an objective method of measuring knowledge, skills and abilities is expedient. It is noted that in order to prevent subjectivism in evaluation of the results of educational and cognitive activities of students, special measurement scales should be used, namely: normative, ordinal and rating; features of application of each of these scales are being considered.