Features of the development and implementation of an adaptive test on the topic “inequalities”
DOI:
https://doi.org/10.15587/2519-4984.2025.345529Keywords:
adaptive learning, adaptive tests, review and systematization, inequalities, item bank, individual learning trajectory, ternal mathematics assessment, national multi-subject test, school mathematics course, diagnostic testAbstract
The article examines the features of preparing and implementing an adaptive test on the topic “Inequalities” within a practice-oriented adaptive technology for reviewing the school mathematics course. It is shown that the usage of an adaptive approach contributes to the development of an individual learning trajectory, taking into account students’ cognitive characteristics, learning pace, and possible learning losses. The structure of the “Inequalities” section is described, which includes six topics: linear, quadratic, rational and fractional rational, exponential, logarithmic inequalities, as well as systems of inequalities. The integration of tasks with parameters, inequalities containing the absolute value sign, and those solved graphically is substantiated within the defined six topics.
An algorithm for task coding has been developed to form a test bank that enables the automatic selection of tasks of various difficulty levels (elementary, intermediate, sufficient, and advanced) and forms (multiple choice, matching, and open-ended short-answer tasks). An example of a diagnostic test structure is presented, demonstrating the system’s ability to analyze learners’ achievement levels and to construct an individual section map. The didactic and technical advantages of using adaptive tests at the stage of review and systematization are identified, including immediate feedback, increased motivation, and student engagement.
It is noted that the results of the approbation confirm the correctness of the task selection algorithm, while also indicating the need for further expansion of the bank of combined tasks. The prospects for further research are related to the implementation of adaptive testing for other content lines of the school mathematics course, the development of profile-level tasks, and the optimization of the software to enhance the system’s autonomy and reliability
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