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Journal articles on the topic 'Achievement testing'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Rindskopf, David, and Isaac I. Bejar. "Achievement Testing: Recent Advances." Journal of the American Statistical Association 80, no. 390 (June 1985): 482. http://dx.doi.org/10.2307/2287925.

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2

Swanson, D. B., K. Z. Holtzman, and A. Butler. "Cumulative achievement testing: Progress testing in reverse." Medical Teacher 32, no. 6 (January 2010): 516–20. http://dx.doi.org/10.3109/0142159x.2010.485657.

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3

Greer, W. Dwaine, and Ralph Hoepfner. "Achievement Testing in the Visual Arts." Design For Arts in Education 88, no. 1 (October 1986): 43–47. http://dx.doi.org/10.1080/07320973.1986.9940764.

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4

Lindenberg, Terry S., and David E. Keys. "Frequency of Testing and Student Achievement." Journal of Education for Business 62, no. 6 (March 1987): 266–69. http://dx.doi.org/10.1080/08832323.1987.10772825.

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5

Poteet, James A. "An Outline for Standardized Achievement Testing." Diagnostique 16, no. 1 (October 1990): 55–57. http://dx.doi.org/10.1177/153450849001600113.

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6

Paris, Scott G., Theresa A. Lawton, Julianne C. Turner, and Jodie L. Roth. "A Developmental Perspective on Standardized Achievement Testing." Educational Researcher 20, no. 5 (June 1991): 12–20. http://dx.doi.org/10.3102/0013189x020005012.

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7

VerBruggen, Robert. "Racial Gaps in Testing and Scholastic Achievement." Academic Questions 24, no. 4 (October 20, 2011): 499–505. http://dx.doi.org/10.1007/s12129-011-9249-4.

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8

Hennell, M. A. "Testing for the achievement of software reliability." Reliability Engineering & System Safety 32, no. 1-2 (January 1991): 119–34. http://dx.doi.org/10.1016/0951-8320(91)90050-h.

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9

Lewy, Arleh. "Postmodernism in the field of achievement testing." Studies in Educational Evaluation 22, no. 3 (January 1996): 223–44. http://dx.doi.org/10.1016/0191-491x(96)00013-2.

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10

Marchant, Gregory J., Sharon E. Paulson, and Adam Shunk. "Relationships between high-stakes testing policies and student achievement after controlling for demographic factors in aggregated data." education policy analysis archives 14 (November 20, 2006): 30. http://dx.doi.org/10.14507/epaa.v14n30.2006.

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With the mandate of No Child Left Behind, high-stakes achievement testing is firmly in place in every state. The few studies that have explored the effectiveness of high-stakes testing using NAEP scores have yielded mixed results. This study considered state demographic characteristics for each NAEP testing period in reading, writing, mathematics, and science from 1992 through 2002, in an effort to examine the relation of high-stakes testing policies to achievement and changes in achievement between testing periods. As expected, demographic characteristics and their changes were related significantly to most achievement outcomes, but high-stakes testing policies demonstrated few relationships with achievement. The few relationships between high-stakes testing and achievement or improvement in reading, writing, or science tended to appear only when demographic data were missing; and the minimal relationships with math achievement were consistent with findings in previous research. Considering the cost and potential unintended negative consequences, high-stakes testing policies seem to provide a questionable means of improving student learning.
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11

Schutz, Dick. "Toward educational testing reform: Inside reading achievement tests." education policy analysis archives 21 (December 20, 2013): 90. http://dx.doi.org/10.14507/epaa.v21n90.2013.

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The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.
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12

Phillips, S. E., and Harvey F. Clarizio. "Limitations of Standard Scores in Individual Achievement Testing." Educational Measurement: Issues and Practice 7, no. 1 (March 1988): 8–15. http://dx.doi.org/10.1111/j.1745-3992.1988.tb00416.x.

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13

Benjamin, Shereen. "Challenging Masculinities: Disability and achievement in testing times." Gender and Education 13, no. 1 (March 2001): 39–55. http://dx.doi.org/10.1080/09540250124346.

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14

ICHIKAWA, Atsushi. "Pharmaceutical Common Achievement Test: Computer-based Testing (CBT)." YAKUGAKU ZASSHI 127, no. 6 (June 1, 2007): 941–45. http://dx.doi.org/10.1248/yakushi.127.941.

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15

Cruse, Keith L., and Jon S. Twing. "The History of Statewide Achievement Testing in Texas." Applied Measurement in Education 13, no. 4 (October 2000): 327–31. http://dx.doi.org/10.1207/s15324818ame1304_02.

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16

Pfeiffenberger, Will, Ann Marie Zolandz, and Lee Jones. "Testing Physics Achievement: Trends Over Time and Place." Physics Today 44, no. 9 (September 1991): 30–37. http://dx.doi.org/10.1063/1.881272.

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17

Absorihim, Nawassyarif, and Yana Kharisma. "SISTEM INFORMASI U-ACTIVE PADA SMK AL-KAHFI BERBASIS WEB UNTUK MENGEVALUASI KETERCAPAIAN KURIKULUM SETIAP GURU." Jurnal Informatika, Teknologi dan Sains 1, no. 2 (November 29, 2019): 153–59. http://dx.doi.org/10.51401/jinteks.v1i2.421.

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Al-Kahfi Vocational School is the pesantren based school which is expected to become one of the pilot schools as well as the guidance and needs of the community, but in Al-Kahfi Vocational teaching process is still fairly common, by the way the teacher comes and fills in attendance then starts teaching according to schedule, and when the teaching time is up, the teacher is welcome to go home. Based on this process, school stakeholders find it difficult to see curriculum achievements. Therefore an information system is needed to evaluate the curriculum achievements of each teacher. This study aims to build an information system for curriculum achievement of each web-based instructor. Where this system was developed using the PHP programming language by using MySQL as a database. The software development method uses the Waterfall method. Software testing is done through black-box testing, data collection techniques in this study using observation, interviews, and literature study. The final result obtained is an information system on the achievement of the curriculum of each web-based instructor who is able to provide convenience in evaluating the curriculum achievement of each teacher
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18

Nawawi, Syu'aib. "Pengaruh Karakter dan Kepribadian Terhadap Motivasi Berprestasi yang Dimediasi Komitmen Mengajar." Progressa: Journal of Islamic Religious Instruction 4, no. 1 (October 5, 2020): 19–40. http://dx.doi.org/10.32616/pgr.v4.1.205.19-40.

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The objectives of this study were to: 1) Test and analyze the character of teaching commitment. 2) Testing and analyzing the influence of personality on teaching commitment. 3) Testing and analyzing the influence of character on achievement motivation. 4) Testing and analyzing the influence of personality on achievement motivation. 5) Testing and analyzing the effect of achievement motivation on teaching commitment. 6) Testing and analyzing the effect of character indirectly on achievement motivation through teaching commitment. 7) Testing and analyzing the indirect influence of personality on achievement motivation through teaching commitment. This research is a descriptive-exploratory study with an exploratory, descriptive and explanatory design. The sample in this study was 38 people. The population in this study were all employees of the Trawas District, Mojokerto Regency, as many as 33 people. The sampling method in this writing uses census technique. Data analysis used SPSS version 26 for validity test with factor analysis, reliability test with Cronbach alpha. Classic assumption test and multiple linear regression analysis, to verify and prove the research hypothesis. To prove the hypothesis the writer used path analysis with SPSS V. 26 facilities. The results of the discussion concluded: 1) character has a significant effect on teaching commitment; 2) personality has a significant effect on teaching commitment; 3) character has a significant effect on achievement motivation; 4) personality has a significant effect on achievement motivation; 5) commitment to teaching has no effect on achievement motivation; 6) character has an indirect effect on achievement motivation through teaching commitment; 7) personality has an indirect effect on achievement motivation through teaching commitment.
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19

Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (November 2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.

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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.
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20

Romadhoni, Khoirul. "Dampak Dampak Perkembangan Teknologi Informasi, Pengalaman, dan Kemampuan terhadap Prestasi Karyawan." Jurnal Ilmiah Manajemen Kesatuan 9, no. 1 (April 1, 2021): 65–74. http://dx.doi.org/10.37641/jimkes.v9i1.441.

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The research titled Impact of Information Technology Development, Experience, and Capability on Employee Achievement of The Department of Agriculture and Food Security has the aim to prove that employee achievement is influenced by several factors such as those contained in this research, namely the development of information technology, experience, and ability. And also other factors that were not included in this study. Of the 102 employees who were respondents to this study, the four hypotheses of this study were accepted. From simple regression testing, it was concluded that partial development of information technology, experience, and ability has a positive and significant influence on the achievements of employees in the Department of Agriculture and Food Security of the Special Region of Yogyakarta. ANOVA testing also produced findings that simultaneously or jointly the development of information technology, experience, and ability to influence the achievements of employees in the Department of Agriculture and Food Security of the Special Region of Yogyakarta.
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21

Hanis Ariffin, Athirah. "Aplikasi Kahoot Sebagai Alat Pengujian Terhadap Pencapaian Murid Dalam Mata Pelajaran Sejarah." International Journal of Education, Science, Technology, and Engineering 2, no. 2 (December 9, 2019): 90–96. http://dx.doi.org/10.36079/lamintang.ijeste-0202.44.

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This study aimed to identify the impact of using the Kahoot application in measuring student achievement for Level 1 history subjects. The objectives of this study were to develop achievement testing tools using the Kahoot application for History subjects; and identify differences in use of the Kahoot application and written tests in measuring student achievement. The design of this study was quantitatively based on 30 participants from Form 1 students at a school in Malacca. The study applied survey methods using questionnaires and experiments using test sets to see the impact of student achievement on History subjects using two different testing tools. The results showed that testing tools using the Kahoot app gave students positive results and the achievement for students using the Kahoot app was higher than using conventional testing tools.
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22

Najmi, Hayatun, Yayuk Cicilia, and Rian Vebrianto. "Efektifitas Media Pembelajaran Melalui Model Discovery Learning terhadap Minat dan Hasil Belajar Peserta Didik SDN 193 Pekanbaru." Instructional Development Journal 3, no. 1 (April 20, 2020): 43. http://dx.doi.org/10.24014/idj.v3i1.9524.

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This study aims to determine the effect of the use of science learning media on discovery learning models on the interests and achievements of student learning outcomes in alternative energy materials. This study uses an experimental method, the sample consists of 2 classes, cognitive learning achievement data using tests, affective aspects of learning achievement using a questionnaire, hypothesis testing using the right-hand t-test. The data analysis technique used is the n-gain test and independent sample t-test using SPSS version 16.0. The results showed that students who were taught using science learning media on discovery learning models gave a good influence on students' interest and learning achievement better than students who were taught the lecture method. Students with high learning interest produce better average achievement than students with low learning interest, and there is an increase in student learning achievement using learning media
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23

Pekrun, Reinhard, Andrew J. Elliot, and Markus A. Maier. "Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance." Journal of Educational Psychology 101, no. 1 (February 2009): 115–35. http://dx.doi.org/10.1037/a0013383.

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24

Hanushek, Eric A. "Testing, Accountability, and the American Economy." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 110–28. http://dx.doi.org/10.1177/0002716219841299.

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Recent research highlights the importance of academic achievement as a determinant of economic well-being. Individual earnings, income growth in states, and national growth rates for GDP are each significantly determined by the population’s cognitive skills, which in turn are proxied by scores on standardized achievement tests. This well-documented relationship between education and economic outcomes underscores the importance of using test information to guide both school policy and school operations. While test-based accountability has been controversial, scientific evidence about the economic value of school improvement and about the efficacy of various accountability approaches points to holding schools and teachers accountable for their contributions to the academic performance of students.
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25

Dević, Ivan. "Student School Achievement: Testing a Model of Academic Competence." Drustvena istrazivanja 28, no. 3 (October 15, 2019): 523–42. http://dx.doi.org/10.5559/di.28.3.08.

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26

O’Brocta, Richard. "Computer Testing to Document Student Achievement of Learning Outcomes." American Journal of Pharmaceutical Education 77, no. 10 (December 16, 2013): 226. http://dx.doi.org/10.5688/ajpe7710226.

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27

Barron, Kenneth E., and Judith M. Harackiewicz. "Achievement goals and optimal motivation: Testing multiple goal models." Journal of Personality and Social Psychology 80, no. 5 (2001): 706–22. http://dx.doi.org/10.1037/0022-3514.80.5.706.

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28

Jones, Lyle V. "Assessing Achievement Versus High-Stakes Testing: A Crucial Contrast." Educational Assessment 7, no. 1 (February 2001): 21–28. http://dx.doi.org/10.1207/s15326977ea0701_3.

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29

Phelps, Richard P. "The Effect of Testing on Student Achievement, 1910–2010." International Journal of Testing 12, no. 1 (January 2012): 21–43. http://dx.doi.org/10.1080/15305058.2011.602920.

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30

Lynch, William J. "Achievement testing in traumatic brain injury: Two new approaches." Journal of Head Trauma Rehabilitation 10, no. 5 (October 1995): 95–98. http://dx.doi.org/10.1097/00001199-199510000-00012.

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31

Titscher, Anna, and Klaus D. Kubinger. "An Innovative Method for Testing Children's Achievement-Related Reactions." School Psychology International 29, no. 4 (October 2008): 452–65. http://dx.doi.org/10.1177/0143034308096438.

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32

Willoughby, Michael T., Amanda C. Wylie, and Michael H. Little. "Testing longitudinal associations between executive function and academic achievement." Developmental Psychology 55, no. 4 (April 2019): 767–79. http://dx.doi.org/10.1037/dev0000664.

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33

Frisbie, David A., and Kevin Andrews. "Kindergarten Pupil and Teacher Behavior during Standardized Achievement Testing." Elementary School Journal 90, no. 4 (March 1990): 435–48. http://dx.doi.org/10.1086/461625.

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34

Strawitz, Barbara M. "The effects of testing on science process skill achievement." Journal of Research in Science Teaching 26, no. 8 (November 1989): 659–64. http://dx.doi.org/10.1002/tea.3660260802.

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35

Irianti, Wahyu Siti, Etriana Meirista, and Murni Sianturi. "PERBANDINGAN EFEKTIVITAS PENDEKATAN PEMBELAJARAN SAVI DAN KONTEKSTUAL DITINJAU DARI PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP MUHAMMADIYAH MERAUKE." Musamus Journal of Mathematics Education 1, no. 1 (October 30, 2018): 30–42. http://dx.doi.org/10.35724/mjme.v1i1.782.

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This study aims to find out the first, the effectiveness of SAVI learning approach in mathematics learning of students of Muhamadiyah Merauke. The second, the effectiveness of contextual approach used in mathematics learning viewed from mathematics learning achievement of students of SMP Muhammadiyah Merauke. And the third, the comparison of effectiveness between SAVI learning approach and contextual method viewed from of learning achievement in mathematics. This research is an experimental research and the design used pretest-posttest control group design. The population of this research is grade VIII B students of SMP Muhammadiyah Merauke selected by cluster random sampling technique. The technique of data collection was test and the instrument was learning achievement test. The testing of first and second hypothesis used paired sample of z-test while the third hypothesis testing was done using independent sample of z-test. Based on the analysis of the first hypothesis data, it was obtained, which means thatis rejected and is accepted. This means that the SAVI learning approach is effectively used in learning in terms of students' mathematics learning achievements. Analysis of the second hypothesis data, it was obtained, which means that is rejected and is accepted. This means that the contextual learning approach is effectively used in learning in terms of students' mathematics learning achievements. Then the third hypothesis data, the comparison of mean of posttest data was obtained, which means thatis rejected andis accepted. This means that the SAVI learning approach is more effective than contextual learning approaches in terms of students' mathematics learning achievement.
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36

Shin, Donghee. "The Effect of Frequent Testing in Student Achievement and Student Perceptions of Frequent Testing." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 19 (October 15, 2018): 587–610. http://dx.doi.org/10.22251/jlcci.2018.18.19.587.

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37

Meaghan, Diane E., and Fran�ois R. Casas. "On the testing of standards and standardized achievement testing: Panacea, placebo, or pandora's box?" Interchange 26, no. 1 (January 1995): 33–58. http://dx.doi.org/10.1007/bf01439270.

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38

Freedman, Joe. "Comments on Meaghan and Casas' ?On the testing of standards and standardized achievement testing?" Interchange 26, no. 1 (January 1995): 59–71. http://dx.doi.org/10.1007/bf01439271.

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39

Fatihah, Miftaqul Al. "Hubungan Antara Kemandirian Belajar dengan Prestasi Belajar PAI Siswa Kelas III SDN Panularan Surakarta." At-Tarbawi: Jurnal Kajian Kependidikan Islam 1, no. 2 (December 31, 2016): 197. http://dx.doi.org/10.22515/attarbawi.v1i2.200.

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The background of this research werethe less satisfying result of the student achievements in PAI; the lack of students seriousness to plan their learning activities;and the lack of responsibility for addressing the problems of their studies. The purpose of this research was to find out: 1) the students learning independence 2) the PAI learning achievement, and 3) the relationship between students learning independence and PAI achievements of grade III students in SDN Panularan Surakarta academic year 2015/2016. This research employed correlational quantitative approach. It was carried out from May 2015 until June 2016 with a total sample of 33 students. Samples were determined using simple random sampling, and data were collected using questionnaireand test. There were only 30 out of 40 questions in the questionnaire and 26 out of 27 questions in the test declared as valid and reliable after thetrial. Hypothesis testing is performed with acorrelation of product moment. This study concluded that the students learning independence was categorized as moderate (64.7%) so was their PAI learning achievement (16.95%). It was also found that students learning independence and their achievement are positively correlated.Keywords: Study independence, PAI learning achievement, correlation of product moment.
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40

Siregar, Nurhafni. "THE EFFECT OF STUDENTS’ PERSONALITY LEARNING STYLE AND TEACHING METHODS ON THEIR VOCABULARY ACHIEVEMENT." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 7, no. 2 (December 20, 2016): 151. http://dx.doi.org/10.33373/anglo.v7i2.504.

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The objectives of the study are to investigate whether the students’ personality learning styles affect the students’ vocabulary achievement, to find out whether word walls significantly affects the students’ vocabulary achievement and to find out whether there is any significant interaction between students’ personality learning style and word walls on students’ vocabulary achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from the fifth and sixth grade students of SDIT Bunayya Padangsidimpuan taken as sample of this research. Students’ vocabulary achievement was measured by using test of multiple choice. The data were analyzed by applying Two-way Anova. The result of testing of the first hypothesis shows that students’ vocabulary achievement that was taught by word walls is significantly higher than that was taught without word walls. The second hypothesis testing shows that students’ vocabulary achievement with extrovert personality learning style higher than that have introvert personality learning style. The third hypothesis testing shows that there is an interaction between word walls and personality learning style. Students’ vocabulary achievement is influenced by teaching method of word walls and personality learning style.
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41

Olsen, James B., Dennis D. Maynes, Dean Slawson, and Kevin Ho. "Comparisons of Paper-Administered, Computer-Administered and Computerized Adaptive Achievement Tests." Journal of Educational Computing Research 5, no. 3 (August 1989): 311–26. http://dx.doi.org/10.2190/86rk-76wn-vaj0-pfa3.

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This research study was designed to compare student achievement scores from three different testing methods: paper-administered testing, computer-administered testing, and computerized adaptive testing. The three testing formats were developed from the California Assessment Program (CAP) item banks for grades three and six. The paper-administered and the computer-administered tests were identical in item content, format, and sequence. The computerized adaptive test was a tailored or adaptive sequence of the items in the computer-administered test.
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42

Bradley, J. "Testing formats and the underestimation of achievement in ADHD children." Archives of Clinical Neuropsychology 15, no. 8 (November 2000): 782–83. http://dx.doi.org/10.1016/s0887-6177(00)80242-5.

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43

Bateson‡, David John, and Sharon Parsons‐Chatman. "Sex‐related differences in science achievement: a possible testing artefact." International Journal of Science Education 11, no. 4 (October 1989): 371–85. http://dx.doi.org/10.1080/0950069890110402.

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44

Bradley, J., S. Backhaus-Devaraju, H. Kimmel, M. Mahrou, P. Espe-Pfeifer, D. Michael, and C. Golden. "Testing formats and the underestimation of achievement in ADHD children." Archives of Clinical Neuropsychology 15, no. 8 (November 1, 2000): 782–83. http://dx.doi.org/10.1093/arclin/15.8.782a.

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45

Pekrun, Reinhard, Nathan C. Hall, Thomas Goetz, and Raymond P. Perry. "Boredom and academic achievement: Testing a model of reciprocal causation." Journal of Educational Psychology 106, no. 3 (August 2014): 696–710. http://dx.doi.org/10.1037/a0036006.

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46

Boiché, Julie, and Yannick Stephan. "Motivational profiles and achievement: A prospective study testing potential mediators." Motivation and Emotion 38, no. 1 (April 18, 2013): 79–92. http://dx.doi.org/10.1007/s11031-013-9361-6.

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47

Reilly, Peter, and Javier Sánchez-Rosas. "Achievement Emotions and Gender Differences Associated with Second Language Testing." International Journal of Instruction 14, no. 4 (October 1, 2021): 825–40. http://dx.doi.org/10.29333/iji.2021.14447a.

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48

Gwinn, John F., and Loretta F. Beal. "On-Line Computer Testing: Implementation and Endorsement." Journal of Educational Technology Systems 16, no. 3 (March 1988): 239–52. http://dx.doi.org/10.2190/ub7p-ucpt-44ef-xe1x.

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An interactive computer testing and record keeping system was implemented for a large self-paced anatomy and physiology course. This system including security procedures, is described and results of exploratory research axe presented on student preference for on-line testing, test anxiety, attitude and achievement. This required testing program included immediate feedback, second attempts, and retests. When correlates of achievement, test anxiety, and computer attitudes were investigated, we found that over time there was a slight reduction in realistic computer attitudes and a slight increase in general test anxiety. Students reported more facilitating anxiety with computer administered tests and more debilitating anxiety with paper and pencil tests. Strengths and weaknesses of such testing for faculty and for students is discussed. Suggestions are presented for properly integrating a computer testing program into a course.
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49

Krido Bangun Nugroho, Dwi Kodrat, Tri Joko Raharjo, and Udi Utomo. "The Relationship between Parents' Learning Motivation and Socio-Economic Status with Science Learning Achievement." Journal of Primary Education 9, no. 5 (December 31, 2020): 518–26. http://dx.doi.org/10.15294/jpe.v9i5.43239.

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Motivation has a strategic role in one's learning activities; besides, parents' socio-economic conditions also affect the educational process. This study aimed to find out the relationship between learning motivation and socio-economic status of parents with science learning achievement. This research used post facto method with a quantitative research design. The research data from 85 students was taken using questionnaires and tests. Testing the instrument was done by testing the validity and reliability testing. The data analysis technique used descriptive analysis, analysis prerequisite test, hypothesis testing. The results showed a relationship between learning motivation and parents’ socio-economic status that affected science learning achievement. The results of the linearity test showed that the learning motivation Fcount was 0.664 > 0.05, the economic status of the parents was 0.977 > 0.05, so the learning motivation and economic status of the parents towards learning achievement were linear. The results of hypothesis testing using the t test obtained t count of 4,875 and t table of 1,988, then t count > t table. It can be concluded that partially the motivation to learn and parents' socio-economic status has a strong relationship with science learning achievement.
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50

Sokolova, Irina, and Olga Spirina. "Estimate of Efficiency of Class and Learning Activities based on Criterion-Oriented Testing." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 1 (May 19, 2021): 43–51. http://dx.doi.org/10.21603/2542-1840-2021-5-1-43-51.

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Abstract:
The research featured the views of the teaching staff of a military engineering university about didactic testing and diagnostics. It included a survey of students' learning motivation based on the achievement goal theory. The military students proved to be oriented towards improving their skills and getting new knowledge in order to achieve professional and personal growth. The article introduces a criterion-oriented estimate of efficiency methods that can be used to assess class activities and communicative interaction between the teacher and the student. The modeling process was illustrated using the mathematical formalization method. The authors believe that criterion-oriented testing can help to verify teachers' achievements. The article justifies the need to develop new criterion-oriented methodologies for identifying teachers' performance and offers a detailed algorithm that can be used in future research and verification of professional achievements.
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