The first intelligence tests were developed in France by Alfred Binet. History of the emergence of testing and testology General characteristics of psychological testing

In 1879 in Leipzig, W. Wundt created the first laboratory of experimental psychology, following the model of which a large number of laboratories were opened in England, France, America, Holland, and Russia. V. Wundt considered it possible to use experimental methods to study the lower levels of the psyche (sensations, perceptions), his numerous students and followers gradually moved on to the study of phenomena at a higher level: thinking (O. Külpe), attention (E. Titchener, D. M. Cattell), behavior in general (E. Maiman, S. Hall, V. Bekhterev). Changes in the subject of research entailed changes in the methods used. The study of behavior required addressing stimulation not to individual mental processes, but to the personality as a whole.

The author of the term “test” (from the English test – check, trial) is W. Wundt’s student, American psychologist James Cattell, who proposed the term in 1890 in his work “Intellectual Tests and Measurements”. He expressed the idea of ​​the need for research using tests on a large number of individuals in compliance with standard research conditions, which will allow the results obtained by different researchers to be compared and will lead to the transformation of psychology into an exact science. Subsequently, he created about 50 “mental tests” to determine the eye, sense of time, and study RAM.

The ability of tests to quantitatively assess mental phenomena and compare the results of different subjects with each other on this basis led to the rapid development of the method at the turn of the 19th and 20th centuries. The subject of research during this period was mainly abilities, the need for diagnosis of which was felt in psychiatry (due to the need to diagnose mental disorders) and in the field of education (for an objective assessment of knowledge, skills and abilities).

In 1904, the first test appeared that corresponded to the modern understanding of tests: French psychologists A. Binet and T. Simon developed an intelligence test to identify mentally handicapped children who were not able to study in regular schools. The Binet-Simon Mental Development Scale contained 30 tasks, arranged in increasing difficulty and allowing one to separate cases of mental retardation from the norm. For example, for a 3-year-old child it was required: 1) show his eyes, nose, mouth; 2) repeat a sentence up to 6 syllables long; 3) repeat 2 numbers from memory; 4) name the drawn objects; 5) state your last name. If the child solved all the tasks, he was offered tasks from an older age group. The final indicator was mental age, which was calculated as follows: if, for example, a three-year-old child completed all the tasks of his age and half of the tasks of the older group, then his mental age was 3.5 years. From 1904 to 1986, the scale went through several editions, becoming the founder of modern tests of the level of mental development.

In 1912, the German psychologist W. Stern introduced the IQ (Intelligence Quotient), defined as the ratio of mental age to chronological age, expressed as a percentage.

At the beginning of the 20th century. The development of testing is also stimulated by the demands of industry and the army.

Tests are being created that are capable of carrying out professional differentiation and selection in various sectors of production and the service sector (Münsterberg tests for the professional selection of telephone operators, Friedrich tests for the selection of mechanics, Guth tests for typesetters, etc.), as well as for recruiting recruits into the army and distributing them according to gender. troops (tests “Army Alpha” and “Army Beta”). This led to the advent of group testing. Subsequently, army tests were used for civilian purposes for preschoolers, schoolchildren, students and even prisoners.

At the same time, there has been a surge in the development of clinical tests. The first clinical tests served mainly the task of identifying pathologies of mental development. In the first half of the 20th century. A number of techniques are emerging that are aimed at differential diagnosis, at distinguishing one type of pathology from another. The most outstanding figures of this time: German psychiatrist E. Kraepelin, who proposed tests of intellectual testing, free associations, etc.; Swiss psychiatrist G. Rorschach, author of the “inkblot test” (and the term “psychodiagnostics”, which initially referred to the method of working with test, then with projective techniques, now – the science and practice of working with methods of making psychological diagnoses in general). Gradually, there is a spread of tests to the near-clinical sphere (identification of the consequences of injuries to the nervous system, examination of offenders, persons with emotional disorders).

In parallel, the development of the theoretical foundations for constructing tests and the improvement of methods of mathematical and statistical processing are underway. Correlation and factor analyzes appeared. This allowed the development of test standardization principles, which made it possible to create consistent test batteries. As a result, methods based on the factorial principle were proposed (R. Cattell's questionnaire 1bRRidr.), and new intelligence tests appeared (1936 - Raven's test, 1949 - Wechsler's test, 1953 - Amthauer's test). At the same time, occupational selection tests (GATB battery for the US Army in 1957) and clinical tests (MMPI questionnaire in the 1940s) were improved.

In the post-war years, important changes occurred in the ideology of testing. If earlier tests “worked” for society (screening, selection, typing people into various categories), then in the 1950-1960s. testology is “individualized” and addresses the needs and problems of the individual (USK test, Eysenck questionnaires, etc.). Vocational selection tests (“fit or fail”) are replaced by career guidance tests (“suitable”). A huge number of personality questionnaires are appearing. The goal is an in-depth knowledge of the personality, identifying its characteristics.

Currently, there are more than 10 thousand different techniques in the arsenal of psychodiagnostics.

1. Scientist who received a prize in 1862 for an experiment proving the impossibility of
Option 1
spontaneous generation of life
A) L. Pasteur
B) V.I.Vernadsky
C) A.I. Oparin
D) S. Miller
E) F. Redi
2. Contributed to the synthesis of the first organic substances on Earth from inorganic ones
A) low temperature
B) high volcanic activity
C) attenuation of volcanic activity
D) people
E) plants
3. In order to experimentally test Oparin’s hypothesis, S. Miller modeled in his flask:
A) the primordial ocean
B) model of the Earth
C) DNA model
D) aquarium
E) a real ocean
4 . Organic substances in the primordial “Broth” could exist indefinitely for
Earth due to:
A) the presence of plants
B) the presence of mushrooms
C) the presence of oxygen
D) lack of water
E) absence of bacteria and fungi
5. In the primary ocean of the Earth, clumps began to form, called:
A) prokaryotes
B) catalysts
C) vitamins
D) coacervates
E) eukaryotes
B) Metabolism.
C) Breathing.
D) Photosynthesis.
6. The process that led to the formation of the atmosphere:
A) Reproduction.
E) Fertilization.
7. With the advent of photosynthesis, the following began to accumulate in the atmosphere:
A) Nitrogen.
B) Hydrogen.
C) Carbon.
D) Oxygen.
E) Carbon dioxide.
8. In 1953, he synthesized the simplest fatty acids and several amino acids from ammonia,
methane and hydrogen:
A) L. Pasteur.
B) F. Redi.

C) A.I. Oparin.
D) S. Miller.
E) V.I. Vernadsky.
9. Author of the hypothesis of the abiogenic origin of life on Earth:
A) F. Redi.
B) A.I. Oparin.
C) S. Miller.
D) L. Pasteur.
E) V.I. Vernadsky.
10. Synthesized the simplest fatty acids and several amino acids from ammonia, methane and
hydrogen:
A) S. Miller
B) L. Pasteur
C) A.I. Oparin
D) V.I. Vernadsky
E) F. Redi.
11. A Florentine doctor experimentally demonstrated that spontaneous generation of flies in rotten meat
impossible:
A) F,Redi.
B) L. Pasteur.
C) A.I. Oparin.
D) S. Miller.
E) V.I.Vernadsky.
12. Multicellular organisms began
A) Mosses.
B) Green algae.
C) Mushrooms.
D) Ancient single-celled creatures.
E) Lichens.
13. In the primary ocean of the Earth, clumps began to form, called:
A) Prokaryotes.
B) Catalysts.
C) Vitamins.
D) Coacervates.
E) Eukaryotes.
14. In order to experimentally test Oparin’s hypothesis, S. Miller modeled in his
flask:
A) Primary ocean.
B) Model of the Earth.
C) DNA model.
D) Aquarium.
E) A real ocean.
15. Organic substances in the primary “broth” could
exist indefinitely on Earth due to:
A) Presence of plants.
B) Presence of fungi.
C) Presence of oxygen.
D) Lack of water.
E) Absence of bacteria and fungi.

Thematic test “The emergence of life on Earth.”
Option 2
1. Contributed to the synthesis of the first organic substances on Earth from inorganic to
process of photosynthesis:
A) Low temperature.
B) High volcanic activity.
C) People.
D) Decay of volcanic activity.
E) Plants.
2. The impossibility of spontaneous generation of microorganisms was proven by:
A) L. Pasteur.
B) S. Fox.
C) A.I. Oparin.
D) S. Miller.
E) F. Engels.
3. The first true living organisms:
A) Mushrooms.
B) Prokaryotes.
C) Animals.
D) Algae.
E) Plants.
4. Biogenesis is a theory
A) the origin of living things only from living things.
B) the historical development of the organic world.
C) individual development.
D) development of living and non-living things.
E) the development of the organism from the moment of fertilization to the moment of death.
5. The impossibility of spontaneous generation of microorganisms was proven
A) F. Engels
B) L. Pasteur
C) A.I. Oparin
D) S. Miller
E) S. Fox
6. In the primary ocean of the Earth, clumps began to form, called:
A) prokaryotes
B) coacervates
C) vitamins
D) eukaryotes
E) catalysts
7. Within the framework of the theory of the origin of life on Earth, 2 hypotheses are most significant
A) Oogenesis, biogenesis
B) Phylogeny, abiogenesis
C) Abiogenesis, biogenesis
D) Ontogenesis, metamorphosis
E) Embryogenesis, phylogenesis

General characteristics of psychological testing

Psychological testing is a method of measuring and assessing a person's psychological characteristics using special techniques. The subject of testing can be any psychological characteristics of a person: mental processes, states, properties, relationships, etc. The basis of psychological testing is a psychological test - a standardized test system that allows you to detect and measure qualitative and quantitative individual psychological differences.

Initially, testing was considered as a type of experiment. However, to date, the specificity and independent significance of testing in psychology make it possible to distinguish it from the experiment itself.

The theory and practice of testing are generalized in independent scientific disciplines - psychological diagnostics and testology. Psychological diagnostics is the science of methods for identifying and measuring individual psychological and individual psychophysiological characteristics of a person. Thus, psychodiagnostics is an experimental psychological section of differential psychology. Testology is the science of developing and constructing tests.

The testing process typically includes three stages:

1) selection of a methodology adequate to the goals and objectives of testing;

2) testing itself, i.e. collecting data in accordance with instructions;

3) comparison of the obtained data with the “norm” or with each other and making an assessment.

Due to the presence of two ways of assessing the test, two types of psychological diagnosis are distinguished. The first type is to state the presence or absence of any sign. In this case, the data obtained about the individual characteristics of the psyche of the person being tested are correlated with some given criterion. The second type of diagnosis allows you to compare several test takers with each other and find the place of each of them on a certain “axis” depending on the degree of expression of certain qualities. To do this, all respondents are ranked according to the degree of representation of the indicator under study, high, medium, low, etc. are entered. levels of the studied features in a given sample.

Strictly speaking, a psychological diagnosis is not only the result of comparing empirical data with a test scale or with each other, but also the result of a qualified interpretation, taking into account many factors involved (the mental state of the person being tested, his readiness to perceive tasks and report on his indicators, the testing situation, etc. ).

Psychological tests especially clearly demonstrate the connection between the research method and the methodological views of the psychologist. For example, depending on the preferred theory of personality, the researcher selects the type of personality questionnaire.

The use of tests is an integral feature of modern psychodiagnostics. Several areas of practical use of the results of psychodiagnostics can be distinguished: the field of training and education, the field of professional selection and career guidance, advisory and psychotherapeutic practice, and, finally, the field of expertise - medical, judicial, etc.

The emergence and development of the testing method

The emergence of the testing method, as mentioned above, occurred at the end of the 19th century. based on the development of experimental methods for studying mental phenomena. The ability to quantitatively assess mental phenomena and compare on this basis the results of different subjects with each other led to the rapid development of the testing method. At the same time, knowledge about the individual psychological characteristics of people was accumulated.

The differential psychological study of man was formed not only as a consequence of the development of experimental psychology. Differential psychology “grew up” from the tasks facing medical and pedagogical practice, where there was a great need for differentiation between mentally ill and mentally retarded people.

The development of psychological tests was carried out in many European countries and in the USA. Initially, ordinary laboratory experiments were used as tests, but the meaning of their use was different. These experiments did not study differences in the subject's reactions to different stimuli, but individual differences in the subject's reactions under constant experimental conditions.

In 1905, the first intellectual test corresponding to the modern understanding of tests appeared. By order of the French Ministry of Education, French psychologist A. Binet developed an intelligence test to identify mentally handicapped children who are not able to study in regular schools. In 1907, this test was improved by compatriot A. Binet T. Simon and was called the Binet-Simon mental development scale. The developed scale contained 30 tasks, arranged according to the degree of increasing difficulty. For example, for a three-year-old child it was required: 1) show his eyes, nose, mouth; 2) repeat a sentence up to six words long; 3) repeat two numbers from memory; 4) name the drawn objects; 5) state your last name. If the child solved all the tasks, he was offered tasks of a higher age level. Tasks were considered appropriate for a certain age level if they were performed correctly by the majority (80-90%) of children of a given age.

The Binet-Simon scale in subsequent editions (1908 and 1911) was translated into English and German. In these editions, the age range was expanded - up to 13 years, the number of tasks was increased and the concept of mental age was introduced. Mental age was determined by the success of completing test tasks in the following way: first, the child was offered tasks corresponding to his chronological age. If he coped with all the tasks, he was offered tasks of the next higher age group. If he did not complete the tasks of his age group, he was offered tasks of the previous younger age group. The basic mental age was considered to be the one for which all tasks were completed by the child. If the child performed, in addition to them, some tasks from the subsequent older age, then several “mental months” were added to his basic mental age.

In 1912, the German psychologist W. Stern introduced the concept of intelligence quotient (10), defined as the ratio of mental age to chronological age, expressed as a percentage.

The improvement of A. Binet's scale was continued at Stanford University (USA) under the leadership of the American psychologist L.M. Theremin. In 1916, a new, standardized version of this scale was proposed, which became known as the Stanford-Binet scale. It had two significant differences from previous editions. Firstly, it used the IQ, and secondly, it introduced the concept of a statistical norm. For each age, the most typical average test performance score was 100, and the statistical measure of spread, the standard deviation, was 16. Thus, all individual results ranging from 84 to 116 were considered normal. If the test score was above 116, the child was considered gifted, if below 84, the child was considered mentally retarded. The Stanford-Binet scale subsequently had several more editions (1937, 1960, 1972, 1986). Newly created intelligence tests are still tested for validity by comparison with the results of this scale.

At the beginning of the 20th century. the development of testing was also determined by the demands of industry and the army. Tests were created for selection in various branches of production and the service sector (Münsterberg tests for the professional selection of telephone operators, Friedrich tests for the selection of mechanics, Guth tests for typesetters, etc.), as well as for the distribution of recruits by branch of the military (tests “Army Alpha” and “Army Beta"). This led to the advent of group testing. Subsequently, army tests were used for civilian purposes.

In the first half of the 20th century. A number of techniques have appeared aimed at differential diagnosis of various types of pathology. The German psychiatrist E. Kraepelin continued the work of F. Galton on the technique of free associations. Subsequently, the associative experiment was transformed into the “incomplete sentence method”, which is widely used to this day. In 1921, the Swiss psychiatrist G. Rorschach created the “inkblot test,” which is one of the most popular projective techniques.

In 1935, American psychologists H. Morgan and G. Murray developed the Thematic Apperception Test (TAT), which currently has many modifications. At the same time, the theoretical foundations for constructing tests were developed, and methods of mathematical and statistical processing were improved. Correlation and factor analysis appeared (C. Spearman, T.L. Keeley, L. L. Thurston, etc.). This allowed the development of test standardization principles, which made it possible to create consistent test batteries. As a result, methods were proposed based on the factorial principle (R. Cattell's 16PF questionnaire, etc.), and new intelligence tests (1936 - J. Raven's test, 1949 - D. Wechsler's test, 1953 - Amthauer's test ). At the same time, occupational selection tests (GATB battery for the US Army in 1957) and clinical tests (MMPI questionnaire in the 1940s) were improved.

In 1950-1960 There have been important changes in testing ideology. If earlier tests were aimed at screening, selecting, typing people into various categories, then in the 1950-1960s. psychodiagnostics addressed the needs and problems of the individual. A huge number of personality questionnaires have appeared, the purpose of which is an in-depth knowledge of the individual, identifying its characteristics (questionnaires of G. Eysenck, etc.).

A significant number of tests of special abilities and achievements have been created in response to requests from industry and education. In the middle of the 20th century, criterion-referenced tests appeared.

Currently, psychologists have more than ten thousand test methods in their arsenal.

Related information.

History of the emergence of testing and testology.

4. Diagnosis of child development E. Seguin, A. Bine.

5. Development of psychodiagnostics in Russia. A.F. Lazursky, G.I. Rossolimo

The first stage The use of tests in world practice can be considered the period from the 80s. XIX century to the 20s. XX century This is the period of origin and development of testing. The theoretical foundations of testing were laid in the mid-80s. XIX century English psychologist and naturalist F. Galton, who suggested that with the help of tests it will be possible to separate the factors of heredity and environmental influences in the human psyche.

F. Galton's important contribution to the development of test theory was the definition of three basic principles that are still used today:

1) applying a series of identical tests to a large number of subjects;

2) statistical processing of results;

3) identification of evaluation standards.

F. Galton called the tests carried out in his laboratory mental tests. At the same time, this term gained the greatest popularity after the publication of the article James McKean CattellʼʼMental Tests and Measurementsʼʼ, published in 1890.

The French psychologist made a huge contribution to the development of testology Alfred Biné. He can be considered the founder of modern tests designed to diagnose the level of intelligence development. Subsequently, he and the Parisian doctor T. Simon the concept of “mental age” and the corresponding metric scale are introduced (1908). So, in the first decade of the 20th century. The well-known Bien-Simon test was introduced into practice, the main task of which was to identify mentally retarded children and then send them to special schools.

For quite a long time, tests have been developing as a tool for individual measurements. The massive nature of testing has made it extremely important to move from individual tests to group ones. In 1917-1919. The first group tests appeared in the USA. Tests are most widely used Arthur Sinton Otis. The basic principles used in the compilation of these tests were systematized and subsequently formed the basis of the entire methodology of group tests.

1. The principle of time limitation, i.e. the development indicator directly depends on the speed at which the test subject completes tasks.

2. The principle of detailed instructions both in relation to carrying out and in relation to counting.

3. Tests with a selective method of forming an answer have been introduced with instructions to underline at random in case of ignorance or doubt.

4. Selection of tests after careful statistical processing and experimental testing.

Second stage in the development of testing the 20-60s can be considered. last century. In those years the American W. A. ​​McCall divided tests into pedagogical and psychological to determine mental abilities. The main objective of pedagogical tests was to measure the success of students in certain school disciplines over a certain period of study, as well as the success of using certain teaching and organizational methods.

The development of the first pedagogical test belongs to an American psychologist Edward Lee Thorndike. He is considered the founder of pedagogical measurement. The first pedagogical test published under his leadership was the Stone test for solving arithmetic problems. It is in the United States that success tests for testing students' knowledge, skills and abilities in individual subjects are particularly widespread.

The development and testing of tests is carried out by special government services. Back in 1900 ᴦ. The Council on Entrance Examinations was created in the United States. In 1926 ᴦ. The College Board developed tests for the qualification and professional assessment of a teacher. Since 1947 ᴦ. in the USA there is a Testing Service, which is considered the most representative research center.

The development of foreign language tests was also concentrated in the USA and Great Britain. The first foreign language test was B. Wood in 1925. His tests were used for final exams in New York schools and included multiple-choice tasks in vocabulary, grammar and reading in French and Spanish. In 1929 ᴦ. American psychologist W. Henmon studied some issues of the technology of compiling test items for success tests. He developed tests to test knowledge of vocabulary, grammar, phonetics; skills to understand what is read at the level of sentences and paragraphs, translation, listening, speaking skills, and the ability to write essays. V. Henmon also developed a comprehensive foreign language test, which consisted of a number of sections - subtests, similar to the above-mentioned isolated tests.

The fundamental work on testing issues is considered to be a monograph by an American linguist, methodologist and testologist. R. LadoʼʼLanguage testingʼʼ (1961), who, based on the close interaction of training and control, proposed including in the test those elements that are difficult for students. R. Lado believed that knowledge of these difficulties and the ability to overcome them makes it possible to study the language more qualitatively. The negative aspect of his work was that only knowledge of discrete linguistic units is not the goal of teaching foreign languages, the main thing is the ability to use them in the process of communication in a given foreign language.

The development of the language testing problem went through several stages. There is a translational, or pre-scientific, stage, which is identified with various tests in the schools of the scribes of Ancient Babylon and the priests of Ancient Egypt; psychometric-structuralist stage of the development of tests under the sign of scientific character (pedagogical tests), which dates back to the beginning of the 20th century. and continues until the 70s. In the 70s. XX century The psycholinguistic stage begins, and then, in the 90s, the communicative stage of test control in teaching foreign languages.

During the second and third stages of language testing development, discrete and integrative approaches to testing developed. The discrete approach differed from the integrative one in that during discrete testing only the assimilation of language material was tested, which did not pose any particular difficulties for processing test results, while in integrative tests various skills in using language material were tested. Types of integrative tests are the cloze test (a test for filling in gaps in the text) and dictation, which indicate only the level of development of the linguistic competence of students.

The period of communicative testing is associated with the development of the problem of communicative competence. The impetus for the revision of language testing was the development of a model of communicative competence, including 6 levels of foreign language proficiency, proposed by the Council of Europe. Based on the main goal of teaching foreign languages ​​- the formation of communicative competence, practical skills began to be identified as testing objects. The communication test is designed to reveal the degree of development of communication skills, i.e., the test taker’s ability to solve extralinguistic (practical) problems using verbal means.

Today, the levels of foreign language proficiency set by the Council of Europe serve as a guideline for communication tests in many countries.

In Russia, tests have received practical significance after 1925., when a special testing commission was created. It existed at the pedagogical department of the Institute of School Work Methods. Her tasks included developing tests for the Soviet school. And already in the spring of 1926. such tests were released, created on the basis of American ones. Tests were developed in natural history, social studies, numeracy, problem solving, reading comprehension, and spelling tests. These tests came with instructions and a scorecard to record the student's progress.

Already in those years it was proven that the test method allows not only to cover individual elementary mental processes, but can analyze their totality. At the same time, it was noted that test accounting eliminates randomness, subjectivity and approximate assessment of work with students.

However, the situation soon changed dramatically. Published in 1936. The resolution of the Central Committee of the All-Union Communist Party of Bolsheviks had a negative impact on the development of testology. The test method was recognized as a weapon of discrimination against students and was “expelled” from the Soviet school.

While in domestic science research in the field of development and application of tests was suspended, in a number of Western countries they continued to develop intensively in various directions. In the 30-50s. Considerable attention was paid to the so-called predictive tests, the purpose of tests in the education system, types of tests and their use in practice. Issues related to the development of tests by practicing teachers are of particular relevance at this time.

The next stage in the development of testing in Russia is the period from the early 60s. until the end of the 70s. Reforms in the teaching of a number of subjects and the development of programmed instruction have given a significant impetus to the further improvement of tests.

Along with this, testing using computers is beginning to be widely introduced, which became possible thanks to advances in the field of automation and cybernetics. The emergence of cybernetics contributed to the study of feedback in learning. At the same time, testologists adopted the principle of branched programming, the essence of which is as follows: if the test subject answered correctly, then at the next step he is given more difficult tasks, and vice versa. It was noted that this approach creates favorable conditions for students to identify their mental abilities.

In the 60s. The first, after a long break, research by domestic scientists on the use of psychological and pedagogical tests begins. Basically, these works analyze many years of testing experience accumulated in foreign countries.

Since the early 80s. A new stage in the development of testing in Russia has begun. This period is characterized by a number of features. First of all, an important area is the intensive use of computers both in the testing process and in processing the results obtained. Along with this, in a number of Western countries, especially in the USA, testing is becoming practically the leading form of control. Countries such as the Netherlands, England, Japan, Denmark, Israel, Canada, and Australia have developed the theory and practice of testing, created test development services, and are organizing mass testing.

In Russia today the theory and practice of pedagogical measurements is also intensively developing. In teaching foreign languages, this is scientific research by a team of authors I. A. Rapoporta, R. Selg, I. Sotter, who summarized foreign and domestic experience, developed a methodology for a scientific approach to testing, designed tests and tested them experimentally3.

With the introduction of educational standards, incl. and in foreign languages, it became extremely important to streamline and objectify the means of control and assessment to verify compliance with the requirements of the standards for the level of students’ preparation. For this purpose, an experiment is being conducted on mass testing using unified control measuring materials (Unified State Exam). These are tests of three levels of complexity (basic, advanced and high), which correlate with the levels of foreign language proficiency defined in the documents of the Council of Europe as follows: basic level - A2+, advanced level - B1, high level - B2. To solve scientific problems in the theory and practice of testing, the Federal Institute of Pedagogical Measurements was created.

So, the history of the development of testing abroad and in Russia has shown that tests of the level of learning (success tests) are an important way of assessing teaching activities, with the help of which the results of the educational process can be quite objectively, reliably measured, processed, interpreted and used in teaching practice.

History of the emergence of testing and testology. - concept and types. Classification and features of the category "History of the emergence of testing and testology." 2017, 2018.