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authors: Liudmyla Kukhar, Oleksandr Tarasenko


Urgency of the research. Evaluation of students’ progress and achievements is very important factor in educational environment. Many decisions in educational process and educational policy require precise and accurate evaluation instruments.

Target setting. The essential task that is addressed to Ukrainian higher education institutions is the organization of summative assessment (for e.g. exams, module controls) in the context of distance learning. Thus, the development and implementation of valid and reliable instruments for educational assessment is a common problem for modern education.

Actual scientific researches and issues analysis. This problem and some similar problems were discussed by V. Avanesov, R. Bennet, I. Bulah, C. Waiss, D. Weiss, E. Wedung, D. Dolin, M. Yevtuh, O. Kilievych, N. Morze, V. Rebkalo, Y. Pol`ansky, V. Tertychka and others.

The research objective. The main goal of the article is to analyze the using formative and summative assessment in educational process and to describe the possibility of their combination via the workflow for the item banking.

The statement of basic materials. For the development of a good evaluation instrument, persons who are involved in the process should follow all the recommended stages (planning, test specification, piloting, removing redundant items). The using of formative assessment in education allows us to conduct such tire as piloting (approbation) that is intended to obtain the statistical parameters of test items, which can be used in a summative assessment. Correct design of test forms for a formative assessment can provide sufficient capabilities for their equating and linking. In this work we are focused only on evaluating just one construct, which is commonly related to only one subject in university curriculum. According to this reason we described a common items equating technique for test items pre-equating.

Conclusions. Last time higher education institutions have had to organize a remote final examination for graduated students that consequently raises an issue about the quality of this evaluation. Calibrated item banks can provide capabilities to improve this quality. Formative assessment for its part can be a good approach for creating an item bank.

Keywords: test task, testing, bank of test tasks, calibrated task, anchor task, equalization procedure, formative assessment, summative assessment.

 

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