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The article discusses the results of using different types of test items in the process of teaching biology. In the context of the need to prepare students of general secondary education institutions to perform the tasks of external independent assessment in biology, there is a need for new assessment tools, including test technologies based on modern theories and methods of pedagogical measurements, which provide an opportunity to assess the level of mastery of key or subject competence. Traditional methods of control (dictation, oral questioning) are not able to fully satisfy all the requirements, since they are not sufficiently formalized about the possibility of comparison with the standard. Therefore, testing is most often chosen as a tool for pedagogical measurement. Therefore, the purpose of this article was to investigate and analyze the performance of test tasks by students of the secondary education institutions in biology. Our research has shown that the pupils coped better with the tasks of establishing correspondence, and worse with the tasks of the «silent drawings» type. In our opinion, this is because tasks such as «silent drawings» are rarely offered for execution, or the quality of the image leaves much to be desired |
