DSpace Home
→
Електронні публікації
→
Фізико-математичний факультет
→
Кафедра інформатики та прикладної математики
→
View Item

dc.contributor.author	Zaika, Oksana V.
dc.contributor.author	Vakaliuk, Tetiana A.
dc.contributor.author	Riabko, Andrii V.
dc.contributor.author	Kukharchuk, Roman P.
dc.contributor.author	Мінтій, Ірина Сергіївна
dc.contributor.author	Семеріков, Сергій Олексійович
dc.contributor.author	Вакалюк, Тетяна Анатоліївна
dc.date.accessioned	2021-09-27T06:13:11Z
dc.date.available	2021-09-27T06:13:11Z
dc.date.issued	2021
dc.identifier.citation	Zaika O. V. Selection of online tools for creating math tests [Electronic resource] / Oksana V. Zaika, Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii, Serhiy O. Semerikov // Proceedings of the 4th International Workshop on Augmented Reality in Education (AREdu 2021). Kryvyi Rih, Ukraine, May 11, 2021 / Edited by : Svitlana H. Lytvynova, Serhiy O. Semerikov // CEUR Workshop Proceedings. – 2021. – Vol. 2898. – P. 82-106. – Access mode : http://ceur-ws.org/Vol-2898/paper04.pdf	uk
dc.identifier.uri	http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/4594
dc.identifier.uri	https://doi.org/10.31812/123456789/4594
dc.description	[1] M. Velykodna, Psychoanalysis during the COVID-19 pandemic: Several reflections on countertransference, Psychodynamic Practice 27 (2021) 10–28. doi:10.1080/14753634. 2020.1863251. [2] S. Semerikov, H. Kucherova, V. Los, D. Ocheretin, Neural network analytics and forecasting the country’s business climate in conditions of the coronavirus disease (COVID-19), CEUR Workshop Proceedings 2845 (2021) 22–32. URL: http://ceur-ws.org/Vol-2845/Paper_3.pdf. [3] A. Bielinskyi, I. Khvostina, A. Mamanazarov, A. Matviychuk, S. Semerikov, O. Serdyuk, V. Solovieva, V. Soloviev, Predictors of oil shocks. Econophysical approach in environmental science, IOP Conference Series: Earth and Environmental Science 628 (2021) 012019. doi:10.1088/1755- 1315/628/1/012019. [4] V. N. Soloviev, A. O. Bielinskyi, N. A. Kharadzjan, Coverage of the coronavirus pandemic through entropy measures, CEUR Workshop Proceedings 2832 (2020) 24–42. URL: http: //ceur-ws.org/Vol-2832/paper02.pdf. [5] A. Kiv, P. Hryhoruk, I. Khvostina, V. Solovieva, V. Soloviev, S. Semerikov, Machine learning of emerging markets in pandemic times, CEUR Workshop Proceedings 2713 (2020) 1–20. [6] S. Semerikov, S. Chukharev, S. Sakhno, A. Striuk, V. Osadchyi, V. Solovieva, T. Vakaliuk, P. Nechypurenko, O. Bondarenko, H. Danylchuk, Our sustainable coronavirus future, E3S Web of Conferences 166 (2020) 00001. doi:10.1051/e3sconf/202016600001. [7] V. Tkachuk, Y. Yechkalo, S. Semerikov, M. Kislova, Y. Hladyr, Using Mobile ICT for Online Learning During COVID-19 Lockdown, in: A. Bollin, V. Ermolayev, H. C. Mayr, M. Nikitchenko, A. Spivakovsky, M. Tkachuk, V. Yakovyna, G. Zholtkevych (Eds.), Information and Communication Technologies in Education, Research, and Industrial Applications, Springer International Publishing, Cham, 2021, pp. 46–67. [8] N. S. Ponomareva, Role and place of informatics in the training of future teachers of mathematics, Journal of Physics: Conference Series 1840 (2021) 012035. doi:10.1088/ 1742- 6596/1840/1/012035. [9] O. Burov, A. Kiv, S. Semerikov, A. Striuk, M. Striuk, L. Kolgatina, I. Oliinyk, AREdu 2020 - How augmented reality helps during the coronavirus pandemic, CEUR Workshop Proceedings 2731 (2020) 1–46. [10] M. Syvyi, O. Mazbayev, O. Varakuta, N. Panteleeva, O. Bondarenko, Distance learning as innovation technology of school geographical education, CEUR Workshop Proceedings 2731 (2020) 369–382. [11] K. Polhun, T. Kramarenko, M. Maloivan, A. Tomilina, Shift from blended learning to distance one during the lockdown period using Moodle: test control of students’ academic achievement and analysis of its results, Journal of Physics: Conference Series 1840 (2021) 012053. doi:10.1088/1742- 6596/1840/1/012053. [12] I. S. Mintii, T. A. Vakaliuk, S. M. Ivanova, O. A. Chernysh, S. M. Hryshchenko, S. O. Semerikov, Current state and prospects of distance learning development in Ukraine, CEUR Workshop Proceedings (2021). [13] Decree of the Ministry of Education and Science of Ukraine from 08.09.2020 No. 1115 “Some issues of the organization of distance learning”, 1969. URL: https://zakon.rada.gov. ua/laws/show/z0566-11#Text. [14] S. Kvit, O. Yeremenko (Eds.), Richnyi zvit Natsionalnoho ahentstva iz zabezpechennia yakosti vyshchoi osvity (Annual report of the National Agency for Quality Assurance in Higher Education), Natsionalne ahentstvo iz zabezpechennia yakosti vyshchoi osvity, Kyiv, 2021. [15] Decree of the Ministry of Education and Science, Youth and Sports of Ukraine of 13.04.2011 No. 329 “About the statement of Criteria of an assessment of educational achievements of pupils in general secondary education system”, 1969. URL: https://zakon.rada.gov.ua/laws/ show/z0566-11#Text. [16] K. Vlasenko, I. Lovianova, O. Chumak, I. Sitak, V. Achkan, The arrangement of online training of master students, majoring in mathematics for internship in technical universities, Journal of Physics: Conference Series 1840 (2021). doi:10.1088/1742- 6596/ 1840/1/012007. [17] K. Vlasenko, D. Kovalenko, O. Chumak, I. Lovianova, S. Volkov, Minimalism in designing user interface of the online platform “Higher school mathematics teacher”, CEUR Workshop Proceedings 2732 (2020) 1028–1043. [18] K. Vlasenko, S. Volkov, I. Sitak, I. Lovianova, D. Bobyliev, Usability analysis of on-line educational courses on the platform ”Higher school mathematics teacher”, E3S Web of Conferences 166 (2020). doi:10.1051/e3sconf/202016610012. [19] M. Zhaldak, V. Franchuk, N. Franchuk, Some applications of cloud technologies in mathematical calculations, Journal of Physics: Conference Series 1840 (2021). doi:10.1088/ 1742- 6596/1840/1/012001. [20] T. Kramarenko, O. Pylypenko, I. Muzyka, Application of GeoGebra in Stereometry teaching, CEUR Workshop Proceedings 2643 (2020) 705–718. [21] T. Kramarenko, K. Bondar, O. Shestopalova, The ICT usage in teaching mathematics to students with special educational needs, Journal of Physics: Conference Series 1840 (2021). doi:10.1088/1742- 6596/1840/1/012009. [22] I. Lovianova, D. Bobyliev, A. Uchitel, Cloud calculations within the optional course Optimization Problems for 10th-11th graders, CEUR Workshop Proceedings 2433 (2019) 459–471. [23] M. Shyshkina, M. Marienko, The use of the cloud services to support the math teachers training, CEUR Workshop Proceedings 2643 (2020) 690–704. [24] D. Bobyliev, E. Vihrova, Problems and prospects of distance learning in teaching fundamental subjects to future mathematics teachers, Journal of Physics: Conference Series 1840 (2021). doi:10.1088/1742- 6596/1840/1/012002. [25] M. The, T. Usagawa, Effectiveness of e-learning experience through online quizzes: A case study of Myanmar students, International Journal of Emerging Technologies in Learning 13 (2018) 157–176. doi:10.3991/ijet.v13i12.9114. [26] D. Smoline, Some problems of computer-aided testing and “interview-like tests”, Computers and Education 51 (2008) 743–756. doi:10.1016/j.compedu.2007.07.008. [27] M. Gangur, Automatic generation of mathematic tasks, in: Proceedings of the WSEAS/IASME International Conference on Educational Technologies, 2011, pp. 129–134. [28] S. Rakov, M. Mazorchuk, V. Dobriak, Data processing technologies for calculating prognostic validity of educational achievement tests, CEUR Workshop Proceedings 1844 (2017) 388–395. [29] R. Tarasenko, S. Amelina, A. Azaryan, Integrated testing system of information competence components of future translators, CEUR Workshop Proceedings 2643 (2020) 376–391. [30] N. Shapovalova, O. Rybalchenko, I. Dotsenko, S. Bilashenko, A. Striuk, L. Saitgareev, Adaptive testing model as the method of quality knowledge control individualizing, CEUR Workshop Proceedings 2393 (2019) 984–999. [31] A. Mreła, O. Sokołov, Rankings of students based on experts’ assessment of levels of verification of learning outcomes by test items, CEUR Workshop Proceedings 1844 (2017) 289–302. [32] A. Abdula, H. Baluta, N. Kozachenko, D. Kassim, Peculiarities of using of the Moodle test tools in philosophy teaching, CEUR Workshop Proceedings 2643 (2020) 306–320. [33] I. Mintii, S. Shokaliuk, T. Vakaliuk, M. Mintii, V. Soloviev, Import test questions into Moodle LMS, CEUR Workshop Proceedings 2433 (2019) 529–540. [34] M. Lvov, H. Shmarova, Generation of test tasks in systems of computer mathematics for educational purposes, CEUR Workshop Proceedings 1844 (2017) 380–387. [35] N. Jiemsak, R. Jiemsak, The effectiveness of the quizizz interactive quiz media as an online self-assessment of undergraduate students to improve students’ learning outcomes, in: 2020 5th International STEM Education Conference, iSTEM-Ed 2020, Institute of Electrical and Electronics Engineers Inc., 2020, pp. 51–54. doi:10.1109/iSTEM- Ed50324.2020.9332675. [36] Y. Chaiyo, R. Nokham, The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system, in: 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), 2017, pp. 178–182. doi:10.1109/ICDAMT.2017. 7904957. [37] J. Anderson, Frequent Feedback through Google Forms, PRIMUS 29 (2019) 124–137. doi:10.1080/10511970.2017.1411408. [38] C. Popescu, L. Avram, Good practices for online extended assessment in project management, Intelligent Systems Reference Library 199 (2021) 117–142. doi:10.1007/ 978- 981- 15- 9908- 8_5. [39] J. McConnel, “Why are we doing this?”: Using digital reflection to increase student engagement, Ubiquitous Learning 11 (2018) 13–22. doi:10.18848/1835- 9795/CGP/v11i02/ 13- 22. [40] G. Aras, B. Çiftçi, Comparison of the effect of reinforcement with question-answer and kahoot method on the success and motivation levels of nursing students: A quasiexperimental review, Nurse Education Today 102 (2021). doi:10.1016/j.nedt.2021. 104930. [41] B. Pereira de Sousa, Engaging students in the evaluation process using co-creation and technology enhanced learning (CC-TEL), CEUR Workshop Proceedings 2190 (2018). [42] A. Domínguez, L. De-Marcos, J.-J. Martínez-Herráiz, Effects of competitive and cooperative classroom response systems on quiz performance and programming skills in a video game programming course, in: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Association for Computing Machinery, 2020, pp. 398–403. doi:10.1145/3341525.3387393. [43] A. Wildgoose, S. Bakrania, Development and implementation of rapid feedback using a cloud-based assessment tool, in: Proceedings - Frontiers in Education Conference, FIE, volume 2017-October, 2017, pp. 1–6. doi:10.1109/FIE.2017.8190602. [44] J. Nielsen, Usability engineering, Academic Press, New York, 1993. [45] O. M. Spirin, T. A. Vakaliuk, Criteria of open web-operated technologies of teaching the fundamentals of programs of future teachers of informatics, Information Technologies and Learning Tools 60 (2017) 275–287. [46] T. A. Vakaliuk, Criteria for selecting a cloud-based learning support system as a part of cloud-based learning environment for bachelor’s degree in computer science, Zhytomyr Ivan Franko State University Journal (2017) 27–32. [47] Kahoot, 1998. URL: https://kahoot.com/. [48] Classtime, 1997. URL: https://www.classtime.com/uk/. [49] Quizizz, 2015. URL: https://quizizz.com/.	uk
dc.description.abstract	The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selected tools is given. Criteria for the selection of such tools were identified – functional-didactic and organizational. The following indicators belong to the functional-didactic: the presence of different types of questions, including open-ended; use of formulas, both in questions and in answers; use of pictures, both in questions and in answers; no restrictions on the length of questions and answers; instant receipt of results by the teacher, their evaluation and analysis; instant receipt of results by the respondent; to the organizational: the availability of a free version; no need to install the program; ease of use – characterizes the convenience and clarity of the interface for creating tests and their use; possibility of testing in online and offline mode; time limits, both for a single question and the whole test; random order of questions/answer options; instant demonstration of the correct answer to the respondent. With the help of expert evaluation, it was found that according to these criteria, Quizizz is the most appropriate for testing.	uk
dc.language.iso	en	uk
dc.publisher	Svitlana H. Lytvynova, Serhiy O. Semerikov	uk
dc.subject	online tools	uk
dc.subject	Kahoot!	uk
dc.subject	Quizizz	uk
dc.subject	Classtime	uk
dc.subject	онлайн-інструменти
dc.title	Selection of online tools for creating math tests	uk
dc.type	Article	uk