WEB-ресурс научно-практических конференций

PhD Nikulin A. V. ^*, PhD Nakonechnaya T. V. ^**

^* Dneprodzerzhinsk state technical university, Ukraine ; ^** "Strategy” the Institute for Entrepreneurship, Ukraine

A DESIGN OF HIGH-QUALITY BALLS MODEL OF TREATMENT

The purpose of analysis of the module control and final success of treatment are a creating the model and searching of mechanisms of management this success at the limits of the treatment system [1; 2]. It is necessary to take into account the subjective and objective constituents of educational process, which influence on the concrete indexes of treatment and its limits. It is known that distribution of balls of success for samples of students can be described by the methods of mathematical statistics. Then the semantic modules form the blocks of the system reliability of which is measured by the amount of the got balls and them by statistical distribution. Clearly, that every constituent gives a substantial deposit. Thus, it is important in number to estimate his ponderability. A design and got estimations specify on a necessity and importance of final attestation, as to the instrument of management of success general and high-quality indexes.  

During the modules students accumulate balls for implementation of different types of works, and then they write or execute on the personal computer control works which are also estimated by balls. Module control foresees the receipt of estimations of success and stowage of rating. Important are results which are got a student for a semester or whole year [3]. Therefore procedures of their receipt must be objective and representative. It is needed to analyze between accessible success for the different forms of organization of studies and control on the example of semester.

It is known that for the representative sample of students at one-time implementation of tests have approximately 15% estimations of level A and, 35% estimations of level of ВС, 35% estimations of level of DE and last unsatisfactory estimations [4; 5]. Assume that such estimations students get regardless of as control and one from other. An analysis is conducted on the example of semester of educational courses which contain one or two rich in content modules. Then have two charts for an analysis. On the first chart, rating is determined on results which were got for one semantic module for variants, when final attestation is not conducted (fig. 1а) or conducted (fig. 1b). Calculate the maximum limit of high-quality success.

Fig.1 .   A design of high-quality success   in the case of one content module in a semester

Probability of receipt of high-quality success is after the variant of lines. 1 а

,

so upper limit of high-quality success of group of students of 44,8%. If to add final attestation, get the variant of lines. 1 b . Corresponding probability

.

The case of two semantic modules of discipline is farther examined in semester. The possible ways of receipt of high-quality success are pointed in two variants: final attestation is not conducted (fig. 2 а ) or conducted (fig. of 2 b ).

Fig. 2.   A design of high-quality success in the case of two content modules in a semester

  Probability of receipt of high-quality success is for the group of students after the variant of lines 2 а is evened

.

  For a widespread chart with the use of final attestation after the variant of lines 2 b the upper limit of probability is evened

.

In our view after the variants of control, which do not foresee final attestation, overhead between high-quality successes insufficient, so examine such limitation of success from above, as artificial. More attractive are control variants with the use of final attestation. Between achievements of high-quality success broadens practically in two times and look naturally. Thus, the use of final attestation is the instrument of educational process control.

The list of references:

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2. Пальчевський Б.О. Дослідження технологічних систем (моделювання, проектування, оптимізація) / Б.О. Пальчевський. – Львів: Світ, 2001. – 232 с.

3. Мукушев Б.А. Проблема формирования нелинейного стиля мышления личности / Б.А. Мукушев. – Alma mater , 2009. – № 4. – С. 15–22.

4. Селиверстова И.Ф. Разработка методики оценки качества знаний студентов по математике / И.Ф. Селиверстова, Е.А. Галькова. – Успехи современного естествознания. – 2006. – № 6. – С. 48.

5. Бодряков В.Ю. Простая вероятностно-статистическая модель количественной оценки уровня знаний учащихся / В.Ю. Бодряков, Н.Г. Фомин. – Alma mater , 2008. – № 7. – С. 55–61.