Multimedia educational test "information revolutions". Test Information Society.doc - Presentation on computer science on the topic "Information Society" Tests in social science horizons of the information society

TEST No. 5
Computer Science (base 9)
INFORMATION SOCIETY
Option 1
1. The information revolution is...
1. cardinal
changes in society


2. The third information revolution is associated with the invention...
3.
1. writing

3. book printing
4. electricity
The emergence of a more advanced way of storing information is associated with...
information revolution.
1. first
2. second
3. third
4. fourth
4. What elements were second generation computers built on?
1. on microcircuits
2. on vacuum tubes
3. on semiconductors

5. on integrated circuits
5. What generation of computers were built on microcircuits?
1. first
2. second
3. third
4. fourth
5. fifth
6. When ... the company focuses on the development and implementation of the technical base
- computers that provide information accumulation and prompt receipt
the results of its processing.
1. computerization
2. informatization
7. As a result of what information revolution, the mass distribution of printed
production made cultural values ​​accessible to the public, opened up the possibility
independent and purposeful personal development?
1. first
2. second

3. third
4. fourth
8. Society of production and consumption is...
1. information society
2. industrial society
9. In which society will a person be required to have the ability to be creative, the demand for
knowledge?
1.
2.
in information
in industrial
10. The ability to purposefully work with information and use it to obtain it,
processing and transmission computer information technology, modern
technical means and methods are...
1.
2.
3.
informatization
information culture
computerization

TEST No. 5
Computer Science (base 9)
INFORMATION SOCIETY
Option 2
1. How many information revolutions has humanity experienced?
1. 2
2. 3
3. 4
4. 5
2. The fourth information revolution is associated with the invention...
1.
2.
3.
4.
writing
microprocessor technology
printing
electricity
3. The emergence of a means to enhance one’s own intellectual activity
associated with... the information revolution.
1.
2.
3.
4.
first
second
third
fourth
4. What elements were the first generation computers built on?
1. on microcircuits
2. on vacuum tubes
3. on semiconductors
4. on electromechanical relays
6. on integrated circuits
5. What generation of computers were built on integrated circuits?
1. first
2. second
3. third
4. fourth
6. Informatization is...
stages of the emergence of means and methods of information processing that caused
1.
2.
3.
4.
a society determined by the level of development of industry and its technical base
a society in which the majority of workers are engaged in production, storage,
processing, sale of information and its exchange
a process in which conditions are created to satisfy the needs of any
person in obtaining the necessary information
7. What information revolution occurred during the Renaissance?
1.
2.
3.
4.
first
second
third
fourth

8. Society moves to a higher level of development and acquires a new quality
thanks to…
1. informatization
2. information revolution
3. computerization
9. Which society is fundamentally based on intelligence as a tool of cognition?
10.
informational
industrial
1.
2.
Within what approach does information culture mean
a set of knowledge, skills and abilities of search, selection, storage, analysis
information, that is, everything that is included in information activities, directed
dedicated to meeting information needs?
1.
2.
informationological
cultural

TEST No. 5
Computer Science (base 9)
INFORMATION SOCIETY
Option 3
1. The first information revolution is associated with the invention...
1. electricity
2. writing
3. microprocessor technology
4. book printing
2. The emergence of means of information communication is associated with ... information
revolution.
1. first
2. second
3. third
4. fourth
3. As a result of what information revolution did the telegraph, telephone, radio appear?
1. first
2. second
3. third
4. fourth
4. How many generations is the history of computer development divided into?
1. 2
2. 3
3. 4
4. 5
5. What elements are fourth generation computers built on?
1. on microcircuits
2. on vacuum tubes
3. on semiconductors
4. on electromechanical relays
5. on integrated circuits
6. Information society is...
1.
2.
3.
4.
stages of the emergence of means and methods of information processing that caused
dramatic changes in society
society determined by the level of development of industry and its technical
bases
a society in which the majority of workers are engaged in production,
storage, processing, sale of information and its exchange
the process by which conditions are created to satisfy needs
any person in obtaining the necessary information
7. As a result of which information revolution, it became possible to provide
more efficient exchange of information between people?
1. first
2. second
3. third

4. fourth
8. The impetus for which information revolution was the invention in the mid-40s
s of the 20th century electronic computers (computers)?
1. first
2. second
3. third
4. fourth
9. In which society will people’s activities be focused mainly on
information processing, and the production of energy and material products will be
assigned to the machines?
in information
1.
2.
in industrial
10. When using what approach, the content of the concept of “information culture”
is expanding, since all the information accumulated by humanity is
heritage of world culture?
1.
2.
informationological
cultural

TEST No. 5
Computer Science (base 9)
INFORMATION SOCIETY
Option 4
1. The second information revolution is associated with the invention...
1. writing
2. microprocessor technology
3. book printing
4. electricity
2. The emergence of qualitatively new (compared to the oral form) means and methods
accumulation of information is associated with... the information revolution.
1.
2.
3.
4.
first
second
third
fourth
3. As a result of which information revolution, the possibility of accumulation appeared?
knowledge in written form for transmission to future generations?
1. first
2. second
3. third
4. fourth
4. A means of strengthening one’s own intellectual activity is...
1. phone
2. computer
3. book
4. calculator
5. What elements were third generation computers built on?
1. on microcircuits
2. on vacuum tubes
3. on semiconductors
4. on electromechanical relays
5. on integrated circuits
6. Industrial society is...

changes in society
2. society determined by the level of development of industry and its technical base
3. a society in which the majority of workers are engaged in production, storage,
processing, sale of information and its exchange
4. the process by which conditions are created to satisfy the needs of any person
in obtaining the necessary information
7. As a result of which information revolution the opportunity arose
ensure more efficient exchange of information between people?
1.
2.
3.
first
second
third

The test on the topic "Society" with answers (option 1, 2) is designed for students in grades 10-11. It consists of part A (25 questions) and part B (7 tasks). The test corresponds to the structure of the Unified State Exam. It can be used both to test students' knowledge and to prepare for the Unified State Exam.

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Topic: “Society” B 1

A1 . A characteristic feature of an industrial society is

1) widespread use of non-economic forced labor

2)weakness and underdevelopment of democratic institutions

3) the predominance of collective consciousness over individual

4) the predominance of private ownership

A2 . Are the following statements about traditional society true?

A. Respect for customs, norms that have evolved over centuries, and the predominance of collective principles over private principles distinguish traditional society. B. In a traditional society, individual human abilities are highly valued, initiative and enterprise are encouraged.

A3. The process of familiarization with the values ​​of human society, knowledge about the world accumulated by previous generations is called

1) science 2) art 3) education 4) creativity

A4. . Are the following judgments about the ways and forms of social development correct?

A. In a traditional society, law as a regulator of social relations has not yet emerged; its place was taken by unwritten traditions and customs.

B. In a post-industrial society, the industrial revolution is completed, mass production is formed.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A5. . Are the following statements about the process of globalization correct?

A. All global processes are a consequence of increased international contacts.

B. The development of mass communication makes the modern world holistic.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A6. . Are the following judgments about social progress true?

A. Modern ideas about social progress confirm its inconsistency.

B. The concepts of “progress” and “regression” are relative.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A7. Are the following judgments about global problems of humanity correct?

A. Today there is a real threat to the survival of humanity as a biological species.

B. In order to survive, humanity must seriously take care of the environment.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A8 .

A. “The last exploitative system, capitalism, as a result of the intensification of the class struggle, must inevitably be replaced by a socialist system, and then

Communist".

B. “Capitalism is eternal and indestructible, because humanity has not come up with anything more perfect, corresponding to human nature.”

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A9 . From the point of view of Marxism-Leninism, history was made under the influence of:

1. higher unknowable forces 2) economic processes

1. outstanding personalities - leaders, dictators, etc. 4) changes in the cultural life of societies

A10. Interaction of social groups, layers, classes, strata,

Nations and religious communities are carried out:

1. in the economic sphere 2) in the political sphere 3) in the spiritual sphere 4) in the social sphere

A11. Ecology studies the impact of human activities:

1. for the development of world religions
2. to improve the household, the life of people and ancient times
3. on the surrounding nature, the relationship between nature and society
4. on the cultural environment

A12. . Are the following statements true?

A. “The natural environment surrounding man recedes before the artificial environment, but ultimately man needs more of the latter.”

B. “For modern man, the artificial environment can replace the natural environment.”

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A13. Unlike nature, society

1) is a system 2) is in development

3) acts as a creator of culture 4) develops according to its own laws

A14 . Modern post-industrial society is characterized by a leading role

1) mining industry 2) manufacturing industry

3) agriculture 4) information and information technology

A15. Are the following statements about the process of globalization correct?

A. The development of mass communication makes the modern world holistic.

B. All global problems are a consequence of economic integration.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A16 . A community of persons united by needs and interests that can be best satisfied only through joint efforts and joint activities is called:

1. conglomerate 2) society 3) system 4) queue

A17. A. Toynbee formulated the law:

1) unity and struggle of opposites 2) change of socio-economic formations

1. class struggle 4) “challenge - response”

1)A. Camus 2) D. Bell 3) O. Spengler 4) G. Plekhanov

A19 . What characteristic is inherent in a nation as an ethnic community?

1) national identity 2) federal government structure

3) presence of a national army 4) separation of powers

A20 . Which feature refers to a traditional society?

1) predominance of routine technologies 2) rapid development of industry

3) introduction of scientific achievements into production 4) intensive development of information technology

A21. The essence of the problem of “North” and “South” is

1) depletion of natural resources 2) gap in the level of economic development of regions of the planet

3) the formation of a network of international terrorist organizations 4) the growth of cultural diversity

A22 . Are the following judgments about the interaction of spheres of public life correct?

A. Processes occurring in one sphere of social life, as a rule, do not affect the processes occurring in other spheres.

B. Outstanding works of art can be created during periods of economic crises and political upheaval.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A23 . Highlighting the main elements of society, their interrelation and interaction, scientists characterize society as

1) system 2) part of nature 3) material world 4) civilization

A24 . The global problems of the modern world include

1) the emergence of new interstate associations 2) the completion of the industrial revolution

3) a significant gap between the levels of development of the regions of the planet 4) intensive development of science

A25. Are the following statements true about different types of societies?

A. In an industrial society, individual characteristics of a person are highly valued, initiative and enterprise are encouraged.

B. Respect for customs, norms that have developed over centuries, the predominance of the collective principle over the private principle distinguishes post-industrial society from industrial society.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

Part B.

Society

IN 1. Write down the word missing in the diagram

traditional

informational

……….

AT 2 . Below is a list of terms. All of them, with the exception of one, are associated with the concept of “progress”. Find and indicate a term not related to the concept of “progress”.

Social reform; stagnation; social revolution; community development; modernization.

Answer________________

AT 3 . Establish a correspondence between the forms of social progress and their characteristic features: for each position given in the first column, select the corresponding position from the second column

Answer__________

AT 4. features of eastern civilization

1. Entering into the inner spiritual life
2. The priority of economics in solving public problems
3. Contemplative attitude towards nature
4. Accelerated pace of life
5. Strictness of behavioral regulators
6. Variety and rapid change of artistic styles

Answer____________

AT 5. Read the text below, each sentence of which is numbered. Determine which sentences are: 1) actual character; 2 ) nature of value judgments

(A) Downplaying the danger of a new world war in modern conditions is unjustified. (B) According to official information, there are about 70 thousand nuclear weapons on Earth. (B) Calculations show that this arsenal is capable of completely destroying life on the planet. (D) We believe that an appeal to the world community with a call for disarmament is extremely necessary.

Answer__________

“______(1) modern scientists call the process of formation of a single humanity. The world economy and the world system _______(2) are actively developing, common ideas about the optimal socio-political structure are being introduced, ______ is spreading (3). Globalization is _______ (4) a process that has both positive and negative impacts on the development of modern humanity. On the one hand, the formation of ______ (5) society is taking place, on the other, economic disagreements between Western countries and the countries of the “third world” are intensifying, and the problem of ______ (6) is worsening. »

Answer____________

AT 7. Find in the list belowsocial phenomena. Write down the numbers in ascending order.

1. The emergence of the state
2. Genetic predisposition of a person to certain diseases
3. Creation of new drugs
4. Formation of nations
5. Human ability to sense the world

Answer_______________

Topic Society

Answers:

	Option 1
	Industrial
	Stagnation
	22121
	2112
	GBEDZA

Preview:

Test "Society" B 2

A1. Society in the broad sense of the word is called:

1) association of people by interests

2) residents of a particular country

3) a community of people existing at a certain historical stage

4) a set of forms of association of people

A2 . Man influences nature:

1. Favorable 2) its influence has no consequences

3) both favorable and unfavorable 4) unfavorable

A3. Public relations do not include:

1) family relations 2) relations between employee and employer

3) relationships between nature and society 4) connections between and within social groups

A4 . The social sphere of society directly depends on the level of:

1) economic development of the country 2) political development of the country

3) spirituality of society 4) development of interethnic relations

A. “Historically, society is primary, and the state is secondary.”

B. “The state gives rise to society.”

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A6 . Organization, regulation, management of the life of society is carried out in:

1) economic sphere 2) spiritual sphere 3) political sphere 4) social sphere

A7 . A characteristic feature of Western civilization is:

1. low social mobility
2. long-term preservation of traditional legal norms
3. active implementation of new technologies
4. weakness and underdevelopment of democratic values

A8 . A characteristic feature of evolution as a form of social development is:

1. revolutionary nature of change
2. spasmodicity
3. violent methods
4. gradualism

A9 . The global problems do not include:

1. threat of nuclear war
2. spread of drug addiction
3. shortage of natural resources
4. atheism as a contrast to religious ideology

A10. Demographic problems are generated by:

1. arms race
2. rivalry between the USSR and the USA
3. rapid and uncontrolled population growth on the planet
4. environmental pollution

A11 . Are the following statements about society correct?

A. Society, like nature, is a dynamic system, the individual elements of which interact with each other.

B. Society, together with nature, forms the material world surrounding man.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A12 . A single, or generalizing, criterion of historical progress consists of:

1. evolution of man as a harmoniously developed personality
2. improving morals
3. development of science and reason
4. the growth of the ideals of truth and justice

A13 . Which of the following definitions of history as reality is the deepest and most accurate?

1. any sequence of events
2. living memory of society, people, social group
3. past, long past
4. essential dynamics of social development

A14 . Which of the following statements about the relationship “civilization - culture” are correct?

A. Civilization - adaptation to the conditions of the natural environment; culture is a person’s creative attitude towards the world and himself.

B. Civilization is a being; culture is largely a given (the duty of being human).

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A15. Are the following statements true?

Unification (bringing to uniformity) of civilization is unacceptable, since (indicate the deepest justification):

A. This is hampered by existing socio-political barriers and state sovereignties.

B. Civilizational diversity is as necessary for the stability and development of human society as genetic diversity is for nature.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A16 . Issues of power and state are resolved in:

1) economic sphere 2) spiritual sphere 3) social sphere 4) political sphere

A17. The concept of “development”, “interaction of elements” characterizes society as:

1) dynamic system

2) part of nature

3) the entire surrounding material world

4) interaction of people in social groups

A18 . An example of the influence of natural factors on the development of society is:

1. the emergence of the first centers of civilization in river valleys
2. construction of the Egyptian pyramids
3. collapse of Charlemagne's empire
4. unification of lands around Moscow

A19. Natural conditions of Russia:

1. were favorable for farming
2. allowed to carefully cultivate the land
3. required extreme effort
4. had little impact on people's lives

A20. Are the judgments correct?

Russia's geopolitical position was

A. Favorable for the development of the country.

B. Unfavorable, hampered the development of the economy, socialand political institutions.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A21. The emergence of private ownership of the means of production led to increased stratification of society. The connection of what aspects of social life was manifested in this phenomenon?

1) production, distribution, consumption and spiritual sphere 2) economics and politics

3) economics and social relations 4) economics and culture

A22. Which of the following features characterizes a traditional society?

1) the desire for progress 2) “continuity”, smoothness of the historical process

3) high social mobility 4) the desire to make maximum use of nature for one’s own purposes

A23. During the transition from a traditional society to an industrial one:

1) the individual submitted to society 2) the role of customs in regulating social relations increased

3) non-economic coercion increased 4) social mobility increased

A24. Are the following judgments about the relationship between spheres of society correct?

A. The decline in production causes a decline in the standard of living of the majority of the population.

B. Political power can contribute to the successful economic development of a country.

1) only A is true 2) only B is true 3) both judgments are correct 4) both judgments are incorrect

A 25 . The emergence of transnational corporations in modern society and the development of international trade are a manifestation of the trend

1. modernization 2) globalization 3) democratization 4) informatization

Part B.

IN 1. Fill in the missing word in the following phrase:

“... the environment is the nature that surrounds a person and on which his existence largely depends.”

Answer: _____________________________________________

AT 2 . Below is a list of terms. All of them, with the exception of one, are associated with the concept of “traditional society”. Find and indicate a term not related to the concept of “traditional society”.

Manual labor; estates; individual work; automation; monarchy.

Answer___________

AT 3 . Establish a correspondence between the types of society and their main features: for each position given in the first column, select the corresponding position from the second column.

Answer___________

AT 4 . Find in the list belowcharacteristic features of traditional society. Write down the numbers in ascending order.

1. Preferential development of heavy industry
2. Slow pace of social development
3. Rigid, hierarchical structure of society
4. Development of a system of social division of labor
5. High social mobility of the population
6. Predominance of the agricultural sector in the economy

Answer____________

AT 5 . Read the text below, each sentence of which is numbered. Determine which sentences are: 1) actual character; 2) nature of value judgments

(A) Globalization, according to a number of authors, in order to achieve its goals must destroy traditional foundations, traditional sociality, and traditional culture. (B) We believe that this is a kind of post-social unification of people and in this sense it is difficult to talk about any connections between globalization and culture as such. (B) Globalization replaces culture itself with its civilizational simulator - industrially produced mass culture. (D) It seems that globalization does not imply any interest in the problems of human culture and spirituality.

Answer__________

AT 6 . Read the text below, in which a number of words are missing. Select from the list below the words that need to be inserted in place of the releases. There are more words in the list than you need.

“The characterization of society as ______ (1) involves the study of its internal structure. Its main elements are _______ (2) social life and social institutions. There are economic, social, political and spiritual spheres. All of them are closely interconnected, as they support the necessary ______ (3) of society. _______ (4) solve important social problems in each area. They ensure the production and distribution of various types of ________ (5), as well as the management of the joint ________ (6) people.”

Answer________________

AT 7 .Find in the list providedfeatures of Western civilization. Write down the numbers in ascending order.

1. Consumer attitude towards nature
2. Respect for traditions and laws
3. Reliance on life experience, observational data and intuition
4. Diversity of norms of social behavior
5. Development of fundamental scientific theories
6. Conservatism

Answer___________________

Answers:

	Natural or ambient
	Automation
	21121
	2212
	BDAZGI

The exam is taken after completing the study of this educational manual and preparing a test on the chosen topic.

During the examination process, the student must demonstrate knowledge in the subjects “Informatics” and “IT in the social sphere”, as well as skills in working on a personal computer using Microsoft Office programs.

Evaluation criteria for the examination test:

A student who receives an unsatisfactory grade must take the test again.

Explanation for completing exam tasks

The version of the examination paper is determined by the second letter of the student’s last name in accordance with the table presented.

The answers are entered into the table below and sent to the teacher for verification.

_OPTION No. 2____

№ question

Answer letter

Exam (testing) in the discipline “Information technologies in the social sphere”

(you must answer any of the given options)

Option 1

1. Information technology (IT) in the social sphere is...

a) science that studies a set of problems related to the passage of information processes in society;

b) science that studies the complex of IT related to information processes occurring in society;

c) a science that studies methods and means of storing, processing and transmitting information.

d) information science.

2. Objectives of the IT course in the social sphere. Please indicate the wrong answer.

a) the ability to correctly navigate the new information reality of the world;

b) creation of new computer equipment and preparation of automated workstations;

c) universal mastery of computer literacy;

d) studying IT in newer subject areas: sociology, psychology, etc.

3. Infomorphology is...

a) science that studies the basic ways and methods of working with IT;

b) science that studies methods of storing, processing and transmitting information;

c) the science of processes and tasks of transmission, distribution and transformation of information.

d) the science of human structure.

4. Scientist – founder of information theory.

a) Bill Gates;

b) Claude Shannon;

c) John Von Neumann;

5. Specify the correct formula for determining the amount of information.

6. The minimum unit of information quantity is

7. Cybernetics is...

a) science that studies the properties of information;

b) the science of information, social and political processes in society;

c) the science of control and communication in living organisms, society and machines.

d) the science of cyberman.

8. A scientist who proposed a new concept of information theory.

a) A. Makentosh;

b) Norbert Wiener;

c) Claude Shannon;

d) John Von Neumann.

9. Which science arose in connection with the following sciences: documentary, symbolic logic, linguistics, cybernetics.

a) history;

b) computer science;

c) philosophy;

d) mathematics.

10. Indicate which of the concepts is not included in the chain of relationship with information.

a) matter;

c) energy;

d) knowledge.

11. The first information revolution in the history of the development of civilization.

a) writing;

b) cartography;

c) oral speech;

d) book printing.

12. The second information revolution in the history of the development of civilization.

a) oral speech;

b) the advent of computers;

c) book printing;

d) writing.

13. Information resources of society are...

a) computers, computer equipment;

b) mass media;

c) available supplies, funds that are used in society;

d) mobile devices.

14. Information security means:

a) information protection of the user;

b) the right to receive information and its protection from unauthorized access;

c) legal regulation in the field of use of information technologies;

d) human safety.

15. The third information revolution in the history of the development of civilization.

a) writing;

b) the emergence of mass media;

c) book printing;

16. Multimedia technologies are...

a) combining sound and video;

b) creation of animation graphics;

c) modern tools and programs for more complete transmission of information through the information network;

d) photo, video, sound.

17. The information society is when….

a) the main population is employed in the production of products and services;

b) the main population is employed only in the service sector;

c) the main population is employed in agricultural activities;

d) limited liability company.

18. The fifth information revolution in the history of the development of civilization.

a) the advent of computers;

b) writing;

c) oral speech;

d) the emergence of information networks (Internet).

19. The sixth information revolution in the history of the development of civilization.

a) oral speech;

b) writing;

c) the advent of computers;

d) the emergence of information networks (Internet).

20. Information technosphere includes: (Specify the odd one out)

a) computer equipment;

b) audio-video information system;

c) availability of users;

d) telecommunication systems (networks).

21. Information warfare is….

a) carrying out actions related to the theft of information;

b) collection of intelligence information, theft of information, distortion and destruction of data;

c) disabling information networks;

d) computer explosion.

22. Which of the following is not included in the concept of information weapons?

a) computer viruses;

b) user programs;

c) logic bombs;

d) means of suppressing the media.

23. What unit of measurement is used for the speed of information transmission over information and telecommunication networks?

a) Byte/sec;

b) Bit/sec;

c) Kbit/ns.

d) 1Kbyte/sec.

24. Basic information security activities. Please indicate which answer is not included.

a) protection of material and technical facilities;

b) ensuring the functioning of data banks;

c) destruction of military equipment and information;

d) information protection.

25. What is the information culture of society? Please indicate the incorrect answer.

a) new VT and programming tools;

b) new types of communication;

c) free access to information for all members of society;

d) the culture of one person.

Introduction

§2. Development of a list of controlled questions

§3. Formation of a list of test tasks

Conclusion

Bibliography

Introduction

The relevance of research. Currently, tests are firmly established in our lives (from science to entertainment programs). They have also become an integral part of the education system: control, training, assessment of knowledge at school and university. There are many arguments for and against testing in learning. Opponents of testing point to the impossibility of judging the moment of a student’s mistake, the logic of his reasoning during the testing process, and the likelihood of guessing the answer and simply cheating. Another argument they give is that during the testing process, students experience a certain amount of stress, and therefore may become confused and not show their actual knowledge. Proponents of tests say that tests help to save a lot of time and effort for the teacher and show the student the real level of performance, they allow you to check the mastery of a large amount of material, carry out step-by-step control, etc.

It is believed that a professionally compiled test gives the most objective picture of the student’s preparedness in the subject; in addition, it is especially useful for ensuring the continuity of the teacher’s monitoring activities and measuring the effectiveness of the entire program.

In many countries, testing has become an essential component of university life.

At the same time, the experience of conducting centralized testing in our Republic has revealed many problems: students’ unpreparedness for this type of control, teachers’ insufficient knowledge of methods of using tests and preparing students for a test exam, lack of understanding by many participants in the educational process of the essence and features of the test and testing.

Testing at a university has its own specifics. Tests are a necessary but insufficient element of methods for assessing educational activities. The test is appropriate after regular tests as a final control on a topic, as a midterm test, but not as a final control (exam) of educational activities. Such a test should be leveled (a number of answers are given for this test task, of which several are correct, and which differ in the depth of understanding of the controlled task of the educational material).

Pedagogical testing is a modern and progressive method of pedagogical control. When conducting it, it is necessary to use tasks in test form to determine the student’s not only knowledge, but also skills - to compose tasks in the form of small tasks.

Although testing can fairly accurately measure the level of preparedness in points, recommendations for grading a student (“excellent”, “good”, etc.) based on testing results have not yet been developed to date. General recommendations - the level of preparation can be defined as satisfactory if the total score of the test taker for completing the test is 60-70% of the maximum possible test score.

In the final pedagogical control, testing can be used only as one of the components. Because The goals of training in a vocational school are complex professional skills, the level of their development can only be determined through an expert assessment by a teacher during an interview. And the presence of manual skills in test subjects cannot be determined and measured by testing at all.

The topic of the thesis may be the systematization of means of pedagogical control when teaching an educational topic; bringing them into a form that meets pedagogical requirements.

In this thesis, an attempt is made to develop control tests in the discipline “Development of the Information Society”.

The degree of development of the topic. Questions related to:

Informatization of education was covered in the works of G.G. Vorobyova, B.S. Gershunsky, A.P. Ershova, V.A. Izvozchikova, E.I. Mashbitsa, V.M. Monakhova, N.F. Talyzina, O.K. Tikhomirova and others;

The use of computer tools in education was covered in the works of domestic and foreign researchers: K. Vashika, N.V. Klemeshova, A.V. Osina, M.L. Remnevoy, O.V. Dedova, G.M. Champanera, M. Damascou, D. Pakelen, V. Lemenier and others;

the development of electronic learning tools was covered in the works of N.D. Izergin, A.A. Kudryashov, A.Yu. Rudnev, V.A. Tegin.;

L.G. was involved in planning and organizing students’ independent work. Vyatkin, M.G. Garunov, B.P. Esipov, V.A. Kozakov, I.Ya. Lerner, M.I. Makhmutov, N.A. Polovnikov, P.I. Pidkasisty and others.

The purpose of the thesis: development of control tests in the discipline “Development of the Information Society”.

In this regard, the following tasks were set:

Study scientific, technical and regulatory literature on the topic of work and conduct its theoretical analysis;

Consider the test as a means of measuring knowledge, forms of test tasks, methods and techniques of their use;

Develop a list of controlled questions and create test tasks for the discipline “Development of the Information Society”;

Conduct the experiment, statistically process it, and adjust the tests.

The object of the work is the process of developing control tests.

The subject of the work is the process of developing control tests in the discipline “Development of the Information Society”.

Research methods:

¾ analysis of literary sources (scientific and methodological literature, documentary and archival materials), study of teaching experience;

¾ pedagogical observation, survey method (conversation method, interviewing, questioning), testing;

¾ pedagogical experiment, computer modeling.

Empirical sources. The results of our own research, conducted during teaching practice on the basis of MAOU VPO "Nizhnekamsk Municipal Institute" in Nizhnekamsk.

Approbation of research results. The results of the study were used in the educational process in full-time and part-time groups of the MAOU VPO "Nizhnekamsk Municipal Institute" in Nizhnekamsk under the guidance of a teacher, Ph.D. Bakeeva L.V.; reviewed and approved at a meeting of the Department of Informatics and Mathematics of the MAOU VPO "Nizhnekamsk Municipal Institute" in Nizhnekamsk.

The scientific value of the work lies in the fact that, based on the results of the practical use of tests in the discipline “Development of the Information Society,” a methodology has been developed for teaching the topic “Spreadsheets” in computer science lessons using them. The discipline “Development of the Information Society” includes tests of final and ongoing control, which includes modules “Spreadsheets” starting with the topic “Concept of a spreadsheet” and ending with the topic “Graphical design of data”.

The practical value of the work is that this test, if necessary, can be supplemented in accordance with the content of the educational material with new demonstration materials. And thanks to the fact that the educational resource was created using the Camtasia Studio program, specialists with experience working with these technologies can create their own manual based on what is already available.

The position to be defended:

A set of tests in the discipline “Development of the Information Society” allows you to monitor students’ knowledge.

Work structure. The qualifying work performed is set out on 83 pages; includes an introduction, two chapters, a conclusion, a bibliography of 39 titles and 1 appendix.

Chapter 1. State and problems of pedagogical control of discipline

§1. Test as a means of measuring knowledge. Forms of test tasks

Pedagogical control is a system for checking the results of students’ cognitive activity, i.e. determining the degree and quality of achievement of educational goals.

General requirements for pedagogical control:

1.Compliance with the cross-cutting program of the discipline.

2.Adequate use of methods.

Pedagogical control plays a very important role in managing the educational process, performing evaluative (measuring), corrective, teaching and motivational functions.

Depending on the place and time of pedagogical control during the course of studying the discipline, we will distinguish three types of control: current, milestone (intermediate) and final.

Current control is carried out by the teacher at the stage of the educational process, when the student masters the types of activities or actions that are defined as learning goals. His “temporary place” is practical work. The natural historical course of the educational process (from the student’s point of view!) can be represented as follows. Before the practical lesson, the student prepares on the topic - this is the so-called independent extracurricular work, or self-study. Most often, it consists of familiarizing yourself with information - reading a textbook, lecture notes, etc., sometimes the student is asked to complete some assignments or solve problems. The teacher must check whether the student prepared for the lesson at home. Therefore, the first stage of ongoing monitoring will be called monitoring the initial level of preparation for a lesson on the topic. The main function of this stage of control is motivational, therefore, if students already have the habit of being sure to prepare for classes, it does not need to be carried out.

During the lesson, the teacher organizes the cognitive activity of students in order to develop certain skills in them. Students perform the appropriate actions, and the teacher monitors whether they perform these actions correctly and, if necessary, corrects the students’ actions. At this stage, current control can be called control of the development of target skills of the lesson (topic). Its main function is corrective and partly educational.

At the end of the lesson, the teacher should receive information about the success of the students’ study of the topic - it is possible to conduct a third stage of ongoing monitoring, let’s call it the final one on the topic. The functions of this stage of current control are evaluative, corrective, and only partly motivational and educational.

Midterm control is carried out upon completion of studying a section of the educational material of the discipline, sometimes several sections (modules). Its main function is evaluative, but other functions are also defined.

The final control completes the study of the discipline course, performing, first of all, an evaluative function.

The organizational forms of control are varied and are currently determined either individually by the teacher himself or by departments. You can determine the organizational forms of milestone and final control. During midterm control, forms such as colloquiums, tests, test classes, etc. are used. Regulatory documents of higher education (curricula) currently determine the form of conducting only final control. There are only two of them - a test and an exam. Difference in rating scales. When conducting a test, the grade “pass” or “fail” is used (as if on a two-point scale). The exam rating scale is four-point (“unsatisfactory”, “satisfactory”, “good”, “excellent”).

Currently, there are two methods of pedagogical control: expert and testing.

The expert method has existed since time immemorial, and until the twentieth century it was the only one. The procedure is simple - experts in their field (one or a committee) determine the level of preparedness of a particular student. At the same time, there are no objective criteria using which experts could prove that this student is prepared “excellently” and this one “unsatisfactorily.” And although general recommendations can still be formulated, this method is very subjective. Its disadvantages also include the inability to assess the mastery of all educational material due to the “low speed” of the expert’s work.

Testing is now deservedly becoming more and more popular. The main advantages of this method are its objectivity, unambiguous assessment, speed, manufacturability, and the ability to control all students and all the material. A theory of pedagogical measurements has been developed, which has already developed very good recommendations for conducting pedagogical testing.

According to the technique (technology) of conducting pedagogical control, control can be distinguished: written, oral and using technical means.

Pedagogical control system

The entire system of pedagogical control should be built in accordance with the system of pedagogical goals and their content, i.e. with a cross-cutting discipline program. The system-forming component for all components of the discipline learning process is the final goals (or first-order goals). We will focus the form and content of the final control on them. Midterm control must correspond to the goals of studying the section. Current control is carried out when studying a topic in a classroom lesson - this is control of the student’s initial level of preparation for the lesson, control over the progress of developing problem-solving skills, and final control at the end of the lesson. The relationships between the goals, types and methods of control are presented in Diagram 1.

Rank of goals Type of control Main functions Control methods Goals of the discipline Final control - Evaluative (measuring); - motivational1. Expert 2. TestingGoals of the sectionMilestone control-evaluative (measurement); -corrective; - educational; - motivational Goals of the topic (lesson) Current control Final on the topic - evaluation (measurement); -corrective; - educational; - motivational Testing for the progress of skills development - corrective; - educational; Expert Initial level - motivational; - corrective - educationalTesting

Pedagogical control system in accordance with the goals of studying the discipline

We give an example of the development of a pedagogical control system for the discipline “Development of the Information Society”.

The system of objectives for studying the discipline has already been built when developing the end-to-end program of the discipline. Now it is necessary to select control methods and develop control tasks that are adequate in form and content to the goals.

It is advisable to begin developing current control with fourth-order goals - the goals of self-preparation for a practical lesson. Focusing on the already defined goals and topic of the lesson, we select the content of the initial level control (i.e., we determine whether the student was preparing for the lesson or not). We must determine whether the student has knowledge of the boundaries, projections, external landmarks of the area, division into smaller sections, as well as a general understanding of layer-by-layer topography and the location of the main anatomical formations. It is imperative to prepare test assignments using information on the topography of specific areas studied in class to identify knowledge of the general provisions of the entire discipline.

An adequate method of this control would be testing, which allows us to determine in a short time the level of preparedness of all students in the group. Technologically use test tasks with the choice of one or more correct answers. The correctness of completing tasks can be easily and quickly determined using a special answer card and stencils, and the use of various techniques when composing test tasks (understanding a concept, logical connections, etc.) in combination with a large number of proposed answers makes it possible to ensure the validity of the test in terms of content. The number of test tasks is determined empirically - it is advisable to allocate 10-20 minutes to complete them in the lesson plan. The use of monitoring computer programs will greatly facilitate the teacher’s work in processing and analyzing the results, will increase the number of tasks in the test and increase its reliability.

During the lesson, when solving problems, the teacher monitors the correct execution of actions and directs the progress of the solution. Control has a corrective function and is performed using the expert method - an oral interview with an expert (teacher).

At the end of the lesson, a control is carried out to determine the success of achieving the set goals of the practical lesson (third-order goals). It can be conveniently and effectively carried out by testing.

During the practical lesson, students repeatedly turned to information on the module of the discipline “Development of the Information Society”: Characteristics of the Information Society. Therefore, it is necessary to check again the basic concepts and characteristics related to the information society, the theoretical foundations of the concept of the information society: D. Bel, Z. Brzezhinski, O. Toffler, M. McLuhan, M. Castells, the role of man in the development of the information society. Test tasks must be written in such a way that they reveal the ability to use knowledge (general and specific) in performing logical actions - comparison, summing up a concept, drawing consequences, classification, etc.

The results of current monitoring (monitoring the achievement of fourth and third order goals) must be analyzed to make corrections in the educational process. For example, the majority of students in the group incorrectly completed a certain task of the final control test on knowledge of the definition of the concept “Post-industrial society” in D. Bell’s interpretation. This means that the students did not learn the concept (they do not know the wording of the definition or do not know how to perform the logical action of subsuming the concept) . When analyzing the test results, the teacher can offer students several similar tasks to complete orally and eliminate this “inability.”

It is rational to carry out midterm control upon completion of studying the section in two stages: (1) testing and (2) an interview to solve situational problems.

The midterm control test is carried out to determine the success of achieving second-order educational goals (i.e., the goals of studying the section). It is composed of test tasks that reveal the students’ knowledge in particular of the “Characteristics of the Information Society” module.

Testing can reveal the ability to perform individual actions or operations, but not a complete solution to the problem. Therefore, during the midterm control, the student must solve problems orally. Completely new problems are used for control, not from the problem book, or situations described in the problem book are edited (students solved them in class). The ability to solve problems is assessed by an expert (teacher), i.e. A task-based interview is conducted. In this case, the teacher can develop the situation described in the problem, pose an additional question, etc. This form of control brings the action closer to a real clinical situation.

Analysis of the results of midterm control also allows us to identify gaps in knowledge of the general provisions of the discipline, difficulties at certain stages of solving problems or in solving problems of a certain type. Therefore, when studying the next section, it will be necessary to solve more problems using these provisions.

The final control in the discipline includes, by analogy with the procedure for conducting the final state certification of graduates, two stages (1) control of mastering the module “Characteristics of the Information Society”, (2) testing.

The first stage is control of knowledge acquisition by modules:

1.Basic concepts and characteristics related to the information society;

2.Theoretical foundations of the concept of the information society: D. Bell, Z. Brzezhinski, O. Toffler, M. McLuhan, M. Castells;

.The role of man in the development of the information society.

The second stage is testing. The final control test is compiled to identify the level of achievement of the final goals of studying the entire discipline (level of preparedness). According to the requirements for the pedagogical control system, the test is drawn up to be adequate to the final goals of studying the entire discipline. Test tasks can be grouped into sections in accordance with the purposes for the convenience of students' work and subsequent analysis.

A common mistake that teachers make when compiling tests for an exam is composing it from test items from current control banks. It is necessary to take into account that assignments on topics reveal the presence of private information, and the ultimate goals of studying the discipline determine general knowledge (knowledge of concepts, classifications, principles, etc.) and a generalized type of activity (general method of solving problems). Therefore, the content of tasks should be strictly focused on the final goals.

When carrying out control, its test part can be carried out using computer programs, which will greatly facilitate the calculation and analysis of results.

It should be noted that the composition of tests for pedagogical testing and the interpretation of test results in order to identify the level of preparedness of each student requires the use of mathematical methods and repeated experimental testing. The tests developed during the creation of new technology can only be regarded as the first step in a scientific approach to the development of a system of pedagogical testing in the course of teaching the discipline. Our main task is to show and prove the possibility of creating a testing system.

Expert assessment of the ability to solve problems of a certain class requires careful elaboration of its criteria. Its level of objectivity is also insufficient. The proposed scheme for assessing problem-solving skills also requires perfection.

Problem solving method

Expert method of pedagogical control

If we analyze all control methods currently used in pedagogy, they can be reduced to two: expert and testing.

The expert method has existed since time immemorial, and until the twentieth century it was the only one. Its procedure is simple - experts in their field (one or a committee) determine the level of preparedness of a particular student by interviewing him (or analyzing the written version of any test). A serious disadvantage of this method is the impossibility of assessing the mastery of all educational material due to the “low speed” of the expert’s work. But the most important drawback is the lack of generally accepted objective criteria, using which experts could prove that this student is prepared “excellently” and this one “unsatisfactorily.” This method is very subjective, but teachers are trying to find objective measurement criteria, since only the method of expert assessment can diagnose the ability to perform complex professional activities.

The ability to perform activities determined by the learning objectives (topic, section, entire discipline) - solving professional or cognitive problems - should be subject to expert assessment. Here is an example of one of the options for assessing the ability to perform a mental action.

"Great"

All points of the solution algorithm have been completed;

general and specific information from the discipline necessary for the solution is given in full;

after changes are made to the conditions and/or task, the problem is solved correctly;

Precise definitions of all concepts of the discipline are given, and the concept is summarized.

"Fine"

the result of solving the problem is correct;

-Not all points of the solution algorithm have been completed or their sequence has not been fully observed;

-Almost all general and specific information from the discipline necessary for the solution is given;

after making changes to the conditions and/or task, the problem is solved correctly, but with difficulties;

Precise definitions of almost all concepts of the discipline are given; it is difficult to subdivide the concept.

"Satisfactorily"

the result of solving the problem is correct (solved independently or with a little help from an expert);

-the algorithm was not followed at all or was partially followed;

-general information on the discipline necessary for the solution is provided in full or almost all of it, specific information is not provided or only isolated information is provided;

-after changes are made to the conditions and/or task, the problem is not solved;

Inaccurate definitions of the concepts of the discipline are given, and the concept is not subsumed.

"Unsatisfactory"

the problem is solved incorrectly (or the result is correct, but the algorithm is not used), the expert’s hint does not contribute to the correct solution;

-general and specific information is not provided;

Definitions of concepts are not given.

Pedagogical testing

Testing is now deservedly becoming more and more popular. However, often in the practice of a medical school, testing is used not so much to realize its positive properties, but as a tribute to fashion. At the same time, modern testology recommendations on the form of test tasks are ignored, the content of tests is not connected with learning goals, and the results are almost never processed mathematically. As a result, such a formal attitude only adds to the useless work of both teachers (they are forced to prepare test tasks) and students - in addition to mastering the educational material, they are also forced to memorize the correct answer options in test tasks. Testing should be included in the education system in such a way that there is no need to specifically memorize answers to test tasks - if knowledge and skills are formed, they can be adequately diagnosed by any method.

Meanwhile, the advantages of this method of measuring the knowledge and skills of students have already been clearly defined: objectivity, speed, manufacturability, coverage of all educational material, the ability to use mathematical methods to process the results. Testing is currently used as one of the stages of the final state certification of graduates of medical specialties (both medical schools and universities).

A pedagogical test is a system of specially designed tasks of a specific form, which allows the answers to objectively measure on a certain scale the level of preparedness of the test takers in a certain section of science or practical human activity.

The tests used in pedagogical control are composed of tasks in test form.

A task in test form is a unit of test material formulated in the form of an affirmative sentence with an unknown component.

Any task in a test form consists of a known component and an unknown one. Substituting the correct answer for the unknown component turns the task into a true statement. Substituting an incorrect answer leads to the formation of a false statement, which indicates the student’s ignorance of this educational material or inability to use it when solving a problem.

1. With a choice of one or more correct answers.
2. Open form.
3. To establish compliance.
4. To establish the correct sequence.

If an item in test form is included in a test, it will be called a test item. There are also some additional requirements for the test task.

In pedagogical testing, the clear definition of the content of the field of scientific knowledge—the content validity of the test—is of paramount importance.

Content validity of a test means that the test items fully cover, in the required proportion, all the main aspects of the content of the “tested” section of science or practical human activity.

In order to accurately assess the student’s level of preparedness, it is necessary to check the correctness of his completion of an infinite number of tasks (general population). But a real test consists of a finite number of items (a sample from the general population). The mathematical laws of statistics come into play. One of the mathematical characteristics of the test is its reliability.

Reliability of a test is its ability to adequately reflect the general population and give stable results when its variants are reused.

Creating a reliable and content-valid pedagogical test is a prerequisite for the effectiveness of testing in pedagogical control. This filigree creative work is only possible for experienced teachers who master not only their subject, but also the basic principles of pedagogical testology.

The general requirements for the composition of tasks of any test form are:

1.Brief presentation.

2.Logical form of statement.

.Availability of adequate instructions for implementation.

.Unambiguity of perception and evaluation.

When composing a task in test form, they strive for maximum brevity, carefully selecting the necessary information (terms, symbols, pictures, etc.). The information is, as it were, “compressed”, the main, fundamental, general is highlighted, and little needed information is eliminated.

The logical form of a statement is a universal means of clearly expressing a person’s thoughts. When performing a task in any test form, the test taker turns the statement into true or false - this is a natural thinking process. Therefore, the task should always have an affirmative form of statement. For example, you cannot use the following formulations: “Everything is true, except...”; “This phenomenon is not typical...”

Clear instructions are of great importance in the composition of tasks. Adequate to the form and content of the task, it makes it possible to bring to the consciousness of the subjects all the requirements for completing the task. Otherwise, the meaning of the task will not be understood, which will lead to erroneous answers.

Both the meaning of the task and the assessment of its completion should be clear. In science, there can be several opinions on a problem; each teacher can have his own individual point of view on solving the issue. Controversial situations cannot be included in the content of assignments. Or you need to come to an agreement (for example, teachers of the same department) and teach students in a unified way. Otherwise, funny situations arise: a test compiled by one teacher reveals the “low” level of preparedness of another teacher of the same subject.

Unambiguousness also implies rules for assessing the results of performance that are common to all tasks and all subjects. For example, the order in which points are awarded.

This thesis explores the use of knowledge testing in the discipline “Development of the Information Society”, studied by full-time and part-time students in the field of Business Informatics.

According to the qualification characteristics, a graduate in the direction of 080500.65 Business Informatics must be prepared for professional activities that ensure rational management of the economy, production and social development of enterprises of all organizational and legal forms, taking into account industry specifics, equipment, technology, production organization, efficient use of natural resources in positions requiring basic higher economic or engineering-economic education in accordance with the Qualification Directory of positions for managers, specialists and other employees, approved by Resolution of the Ministry of Labor of Russia dated 08.21.98 No. 37, as well as for work in scientific and pedagogical positions, in government bodies and local self-government in positions requiring professional knowledge of industrial economics and enterprise economics.

The objects of professional activity of graduates are:

-enterprises of sectors of the national economy of various organizational and legal forms, their structural production and functional divisions;

-enterprise infrastructure facilities;

-design organizations;

-research institutions;

-educational institutions;

-bodies of state administration and local self-government;

A graduate in the direction 080500.65 - Business informatics must be prepared for the following types of professional activities:

• organizational and managerial;
• economic planning;
• design and economic;
• financial and economic;
• analytical;
• foreign economic;
• entrepreneurial;
• scientific research;
• educational

In the state educational standard of higher professional education dated March 17. 2000, under state registration number 238 eq/sp, the discipline “Development of the Information Society” is allocated 72 hours for the following main modules:

IndexName of the discipline and its main sectionsTotal hoursB1.V.OD.2Development of the information society Module 1. Characteristics of the information society Module 2. Man in the information society Module 3. Economics in the information society72

The requirements for professional preparedness for a bachelor state that:

in work, the graduate must demonstrate the ability to use computer methods of collecting and processing information used in the field of professional activity;

A distinctive feature of the diploma project of an engineer-economist is the presence of a detailed calculation and design part, during which the student demonstrates knowledge and skills in the practical use of technical and economic calculation methods, standards, and software packages.

Based on the state standard, a work program was developed for the discipline “Development of the Information Society” in the field of Business Informatics for full-time and distance learning.

The discipline is taught in the second course in the 3rd semester (full-time study) and in the second and third year in the 2nd and 3rd semesters (correspondence course).

The purpose of mastering the discipline “Development of the Information Society” is to obtain theoretical knowledge about modern trends in the development of society, about their driving forces, about the versatility of the impact of information and telecommunication technologies on people’s worldviews, about the cultural aspects of the dissemination of information systems, about the problems that arise when entering the information society , as well as practical skills in working with information systems with wide applications and with the Internet - a worldwide system of interconnected computer networks in the global information space.

The main objectives of studying the discipline are:

-provide understanding and ability to analyze ideological, socially and personally significant problems of modern society;

-mastering the understanding of the driving forces and patterns of the historical development of information and communication technologies and systems; events and processes of economic history as a result of accumulation and qualitative transformation of knowledge; the place and role of your country in the history of mankind and in the modern world of innovative development;

-developing skills in analyzing the social significance of developing information problems and processes occurring in society, and predicting their possible development in the future;

-ensuring readiness for a responsible and purposeful solution to the problems of managing economic agents based on ITT in interaction with society, the team, and partners;

-awareness of the social significance of your future profession,

-promoting the acquisition of high motivation to perform professional activities;

-mastering the skills of working with a computer as a means of information management, with information in global computer networks and from various sources.

As a result of studying the discipline, the student must:

Know: the driving forces and patterns of historical development, events and processes of economic history, the place and role of one’s country in the history of mankind and in the modern world (OK-3); social significance of your future profession (OK-11); the essence and significance of information in the development of modern society (OK-12); computer as a means of information management, including in global computer networks (OK-13) and in various sources (OK-16);

Be able to: generalize, analyze, perceive information, set a goal and choose ways to achieve it (OK-1); understand and analyze worldview, socially and personally significant philosophical problems (OK-2); analyze socially significant problems and processes occurring in society and predict their possible development in the future (OK-4); find organizational and management solutions and bear responsibility for them (OK-8); take an organized approach to mastering and acquiring new skills and competencies (OK-17).

Possess: culture of thinking (OK-1); skills in using regulatory legal documents in their activities (OK-5); logically correct, reasoned and clearly structured oral and written speech (OK-6); readiness for responsible and purposeful solution of assigned tasks in interaction with society, team, partners (OK-7); high motivation to perform professional activities (OK-11); basic methods, methods and means of obtaining, storing, processing information (OK-12).

Development of the information society (short work program on the topic)

Table 1

No. Name of module / topicTotalLecture Practical classes SRSTotal labor intensity of the discipline 72142434Module 1. Characteristics of the information society194691.Topic 1. Basic theories, concepts and characteristics related to the information society.52-32.Topic 2. Development of the information society in Russia.14266Module 2. Man in information society2248101. Topic 1. The role of man in the development of the information society. 3. State, politics and power in the information society. 10226 Test lesson 22

Consequently, within the framework of this topic, the test control of knowledge will be ongoing, allowing us to assess the readiness of students to apply theoretical knowledge and skills when working on a computer.

§2. Development of a list of controlled questions for the sections being studied

For the topic discussed in this thesis, the following list of controlled questions can be proposed to test the basic concepts of the topic.

1.What is the “information society”?

2.What is the global stage in the historical development of humanity?

.What are the main provisions of the concept of the information society?

.Five stages of the process of formation of the information society (according to A.I. Rakitov).

.Distinctive features of the information society.

7.Criteria for the transition of society to the post-industrial and information stages of its development (according to I.V. Sokolova).

8.Additional criteria for the transition of society to the information stage of development. A society is considered informational if:... (according to A.I. Rakitov).

.Dangers of information technology development.

.The benefits that information technology provides to society.

.Principles for developing access to public information.

.What is “State Information Policy”.

13.Directions of state regulation of the information sphere of society.

14.What is the strategy for Europe's movement towards the information society?

15.Characteristics and characteristics of the information society.

16.How does the globality of the information society manifest itself?

To test their knowledge, students take a test on the topic “Development of the Information Society.”

1.The information society is a new historical phase of post-industrial development, in which the main production products of society are:

1.Information and knowledge;

2.Material goods and services;

.Natural products.

2.A society in which:

called ___________ (fill in the answer).

Answer: informational or informational.

3.The main form of ownership of the information society is:

1.Intellectual property;

2.Private property;

.Common property;

.Material property;

.Collective ownership;

.National property.

4.The founders of the theoretical conceptual foundations of the information society are (two or more answers):

1.Karl Marx;

2.Zbigniew Brzezinski;

Peter Drucker;

.Fredrich Engels;

.Marshall McLuhan;

AlvinToffler;

.ManuelCastells;

Max Weber;

Emile Durkheim.

5.Establish a correspondence between researchers and their historiographic concepts:

1) Peter DruckerA) the concept of a post-capitalist society 2) Zbigniew BrzezinskiB) the concept of a technotronic society 3) Marshall McLuhanC) the concept of “electronic society” 4) Elven TofflerD) the concept of “three waves” 5) Manuel Castells E) the concept of the network society and the information age

6.In Peter Drucker's concept, progress is associated with three stages of the role of knowledge in society. Establish a chronological order of these stages;

7.The statement that “natural auditory-visual multidimensional perception of the world and collectivity, but on a new electronic basis through the replacement of written and printed languages ​​of communication with radio, television and network means of mass communications” refers to:

1.concepts of the technotronic society of Zbigniew Brzezinski;

2.the concept of “electronic society” by Marshall McLuhan;

.Alvin Toffler's "three waves" concept.

8.Marshall McLuhan's concept of the “global village”:

.network, decentralized form of organization and self-organizing systems of information circulation within the community (separate networks);

9.Alvin Toffler's Electronic Cottage is

1.a globe connected by electricity through telecommunications, mass media and computers;

2.employment structure, which, with the development of computer technology and communications, allows work to be transferred from the office to the employee’s home;

.network, decentralized form of organization and self-organizing systems of information circulation within the community (separate networks).

Table 2.

Answer. Post-industrial

11.The distinctive features of the information society are (two or more answers):

The methodological part of test development is related to solving the problem of identifying test control units, i.e. structural units of knowledge that collectively cover the entire subject area of ​​the discipline or its parts, and the assimilation of which will be tested as a result of testing.

In accordance with the modular principle that forms the basis for the development of curricula and programs, each discipline is divided into large thematic modules, which are called units. Units are the main educational and credit units of the educational process at a university, i.e. Teaching and ongoing certification of students is carried out unit by unit. In turn, units consist of didactic units - main unit topics. Further structuring of the subject area is based on the use of a comparative thesaurus approach, which allows one to present the information volume of the topic with a list of new concepts, skills, facts and statements specific to the given area.

In a brief form, new concepts are revealed through definitions that express their semantic connections with other already known concepts and facts. Thus, the smallest basic unit in the considered structure of knowledge is a connection - a semantic context that determines the logical connection between two concepts. We take “concept” as the control unit of testing. To qualitatively test knowledge of a given concept, it is necessary to develop a group of tasks for each concept.

A control unit can be defined as a didactic combination of knowledge and skills, according to their semantic content. At the same time, it is important that the entire set of control units sufficiently fully covers the entire thematic area of ​​the discipline.

§3. Formation of a list of test tasks. Test as a means of measuring knowledge

The test as a measurement tool is the result of theoretical and experimental analyses. Theoretical analysis uses operational definitions in assessing knowledge, the experimental indicators of which are control tasks.

Based on a systematic approach, one can consider the test from the point of view of composition and structure. The test includes only those tasks that express its systemic properties. Let's look at the main ones.

Tasks should differ in the difficulty of their completion, otherwise they will be grouped in one area of ​​knowledge. It is necessary that the tasks cover the maximum area of ​​controlled knowledge, otherwise the pedagogical test will be characterized by insufficient validity (adequacy).

Assignments should be brief in form and clear in content.

Tasks must have a cumulative effect, i.e. be placed in the test in order of increasing difficulty.

Tasks that have a certain serial number in the test must have differentiating ability, i.e. the ability to cut off a given percentage of subjects. The differentiating ability of items in the test should be approximated by a normal distribution model.

The structure of a test refers to the way in which tasks are connected. The first connection between them is through objective purity. This means that all test items in a particular subject must be related to that subject. The second connection is through correlation between tasks. Weakly correlated items are identified through correlation analysis and then eliminated.

The effectiveness of test control depends not only on the quality of tests, but also on methods for comparing test results. This statement is true because different tests have a different number of tasks and when summing up the scores, the sum of the scores does not convey objective information. Therefore, test scores are equalized by converting to one of the standard scales.

The most widely used is the Z-scale, obtained by normalizing individual test results.

Forms of test tasks

The selection and definition of a testing control unit opens the way for a methodologically sound approach to the development and grouping of test items. As noted earlier, the test contains tasks of various types and forms (not limited to a standard typical task - a choice from 4-5 options), which are grouped according to the criteria of testing knowledge contained in a particular semantic module of the discipline - the control unit of testing.

The tasks in the test should be aimed, first of all, at testing the assimilation of connections between concepts (between events, facts, phenomena) included in a given control unit. Priority should be given to tasks on understanding processes and associated algorithms (tasks that test skills), as well as tasks on matching using various types of sorting, classification and sequences.

The test tasks are not questions or tasks, but tasks formulated in the form of statements, which, depending on the answers, can turn into true or false statements. The latter are easily encoded with a double code (1 or 0).

There are four main constructive forms of test tasks, which can be presented using a variety of technical techniques.

Closed-form tasks or tasks with a choice of the correct answer. Such tasks include, for example, a standard test or choosing from alternative options, indicating errors in the text, etc.

Tasks in open form or tasks in which ready-made answer options are not used, and the test taker needs to complete the required word, group of words, formula, number, sign, etc. himself.

Matching tasks or tasks in which the subject is asked to restore the correspondence between the elements of two or more lists (sets). For example, correspondence between concepts and definitions, correspondence between visual and textual information, as well as various types of sorting and classification according to several criteria (baskets).

Tasks on constructing the correct sequence according to one or more parameters. Such tasks are used to control the student’s mastery of a process and the algorithm associated with it, the chronology of historical events and facts, the ranking of personalities, and understanding the logic of connections.

Many tasks may be a modification or combination of the four forms listed above.

The tests can be homogeneous in form, i.e. containing tasks of the same type, and heterogeneous, i.e. containing tasks of different types.

Chapter 2. Conducting a formative experiment and statistical processing of its results

§1. Formative experiment and its statistical processing

The experiment was conducted on the basis of the Nizhnekamsk Municipal Institute with full-time (6 people) and part-time (5 people) students.

To check residual knowledge and receive credit, full-time students were assessed by rating (accumulation of points for attendance, activity in lessons, writing reports, abstracts, essays).

For students of the correspondence department, in order to receive credit, they were provided with tests on an automated test system (AST) of 60 questions for each module studied in the discipline “Development of the Information Society”.

§2. Correcting test results

When creating tests, certain difficulties arise in terms of forming a scale for assessing the correctness of students' completion of tasks.

Assessment of knowledge is one of the essential indicators that determine the degree to which students have mastered educational material, developed thinking, and become independent. In addition, the assessment serves as one of the grounds for deciding on the award of a scholarship and its amount (increase for high academic achievements), transfer from course to course, and issuance of a diploma. The assessment should encourage the student to improve the quality of learning activities.

In existing testing systems, it is assumed that the teacher-examiner selects a certain rating scale in advance, i.e. establishes, for example, that if a subject scores from 41 to 60 points, then he receives an “excellent” rating, from 35 to 40 points - “good”, from 30 to 21 - “satisfactory”, less than 20 - “unsatisfactory”.

Obviously, when forming such a rating scale, there is a high degree of subjectivity, since much here will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements that different teachers place on the level of knowledge of students fluctuate within very wide limits.

Today, the “trial and error” method is still often used when forming a rating scale. Therefore, the student’s real knowledge does not receive an objective reflection - as negative consequences - the stimulating effect of the examination assessment on the student’s cognitive activity and on the quality of the educational process as a whole is reduced.

In some test systems, results are assessed only based on the correctness of the answer, i.e. the progress of solving problems is not checked or evaluated. These are, for example, closed tasks with a single-digit numerical answer or binary tests. For such tasks, the answer is entered into the program, which is compared with the standard. In this case, as research has shown, the most convenient is a ten-point scale. Its advantages are that it is more “detailed” than the five-point scale, and psychological adaptation is also easy, since in practice many teachers informally expand the five-point scale to a ten-point scale, using fractional grades (with minus and plus).

Having studied various information sources, I concluded that there are no clear recommendations for drawing up rating scales, because... Students are trained in a variety of disciplines and it is impossible to recommend the same type of grading scales for each section of a given discipline, also due to the fact that for each subject there is a specific number of hours for completing this course.

From the point of view, it is necessary that the rating scale is formed by a group of teachers in order to fulfill one of the main requirements of testing - the objectivity of control.

pedagogical test control

Conclusion

In the Law of the Russian Federation “On Education” (1992), education is understood as a purposeful process of training and education in the interests of the individual and society, accompanied by a statement of the student’s achievement of educational levels determined by the state.

Educational levels are determined on the basis of developed and introduced state educational standards, and the statement is based on the results of certification activities.

Educational standards and methods for assessing their achievement are the key points that determine the quality of education and the procedures for its assessment.

Testing is one of the important elements of the final and intermediate certification of students in educational institutions.

This method of diagnosing the quality of training, according to many authors, is one of the most reliable and objective.

Objectivity is achieved by standardizing and checking the quality indicators of entire assignments and tests. The assessment form used during testing makes it possible to correlate the level of their achievements in the subject with the requirements of the State Standards.

By performing its multifaceted functions (controlling, diagnostic, teaching, prognostic, developmental and educational), test control increases the efficiency and productivity of the educational process. Being an integral part of the control system, testing, along with traditional control methods, is used for the purposes of both external and internal monitoring.

Based on the conducted scientific, theoretical and experimental work, the following conclusions can be drawn:

High-quality training of students to pass the unified state exam. The control of students' learning should be understood as a process of information-stating, diagnostic-training and reflective interaction of subjects (teacher - student) of the educational process, based on the full implementation of the main (teaching, educational and developmental) control functions, aimed at establishing the conformity of the quality of students' learning. State compulsory education standards, to improve the educational process and develop skills of self-control and mutual control, independence and organization, self-criticism, as well as the development of skills in organizing educational and cognitive activities.

The purpose of the testing method as a means of pedagogical control is to improve the quality of student learning.

The goal determines the development of a system of pedagogical control of learning, where the main place should be given to the testing method, as the most effective means of pedagogical control of students' learning.

In the course of our work, we examined the concept of “learning” in the psychological and pedagogical literature, identified the features of pedagogical control of schoolchildren’s learning, and studied the possibility of the testing method as a means of pedagogical control of the learning of university students.

At the ascertaining stage of the study, we determined the level of students' learning. As a result of further work, we conducted test classes with students in the discipline “Development of the Information Society.”

The work done made it possible to improve the quality of student learning. Approbation of testing methods as a means of pedagogical control of learning has proven its effectiveness and confirmed the research hypothesis.

Based on the findings, the following recommendations are formulated:

in the educational and cognitive activities of students, it is advisable to use the testing method as a means of pedagogical control of learning;

control means must comply with three levels of training, the requirements of the state compulsory education standard and curricula;

To objectively assess the quality of training, use training quality indicators, as well as the means of measuring them proposed in this study.

The above allows us to conclude that the purpose of the study has been achieved; theoretical and experimental materials confirmed the main provisions of the working hypothesis; the assigned tasks were completed to the established extent.

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Appendix A

Module 1. Characteristics of the Information Society

1. Information society is a concept

1.Industrial society

2.Agrarian Society

.Post-industrial society

2. The information society is a new historical phase of post-industrial development, in which the main production products of society are

4.Information and knowledge

5.Material goods and services

.Natural products

3. A society in which

-information becomes the main economic resource;

-there is a developed information infrastructure and industry;

-the basis of ownership is intellectual property;

-information is a commodity of mass consumption;

-a unified integrated information system is being formed

called ___________ (fill in the answer)

Answer. informational or informational

4.The main economic resource of the information society is (two or more answers)

1.Information

2.Knowledge

Energy

Raw materials

5.The main form of ownership of the information society is

7.Intellectual property

8.Private property

.Common property

.Material property

.Collective ownership

.National property

Continuation of Appendix A

6. The subject of mass consumption in the information society is (two or more answers)

1.Information

2.Knowledge

Services

Goods

7. The founders of the theoretical conceptual foundations of the information society are (two or more answers)

10.Karl Marx

.Zbigniew Brzezinski

Peter Drucker

Fredrich Engels

Marshall McLuhan

AlvinToffler

.ManuelCastells

Max Weber

Emile Durkheim

8. Establish correspondence between researchers and their historiographical concepts

1) Peter DruckerA) the concept of a post-capitalist society 2) Zbigniew BrzezinskiB) the concept of a technotronic society 3) Marshall McLuhanC) the concept of “electronic society” 4) Elven TofflerD) the concept of “three waves” 5) Manuel CastellsE) the concept of the network society and the information age (us, V)

9. In his concept, Peter Drucker correlates social progress with three stages of role in it

1.information

2.knowledge

.communications technologies

.computer equipment

Continuation of Appendix A

10. In Peter Drucker's concept, progress is associated with three stages of the role of knowledge in society. Establish the chronological order of these stages.

1.Application of knowledge for the development of tools, technologies and production organization;

2.Application of knowledge to the processes of organized labor activity;

.Knowledge becomes the main condition of production.

11. How, according to Peter Drucker, is the power structure of the information society changing

12.The statement that "a society that is culturally, psychologically, socially and economically shaped by technology and electronics" refers to

13.The statement that “natural auditory-visual multidimensional perception of the world and collectivity, but on a new electronic basis through the replacement of written and printed languages ​​of communication with radio television and network means of mass communications” refers to

1.concept of the technotronic society of Zbigniew Brzezinski

2.Marshall McLuhan's concept of "electronic society"

.Alvin Toffler's "three waves" concept

14.The statement that “the development of computer technology and communications will lead to the adoption of an employment structure, and in combination with the increasing intellectualization of labor, to the emergence of so-called “electronic cottages” that will allow work to be transferred from the office to the employee’s home” refers to

1.concept of the technotronic society of Zbigniew Brzezinski

.Marshall McLuhan's concept of "electronic society"

.Alvin Toffler's "three waves" concept

15.Establish correspondence between concepts and their authors

1) global village A) Marshall McLuhan2) electronic cottage B) Alvin Toffler3) network society C) Manuel Castells(us, c)

16.Marshall McLuhan's concept of the “global village”

17.In Marshall McLuhan's concept, the decisive factor in the progress of the formation of a socio-economic system is

1.information

2.knowledge

.communication technology

.computer technology

18.The role of which communication technology is given special attention in Marshall McLuhan's concept

1.television

2.radio

.local and global networks

.Email

Continuation of Appendix A

19.Alvin Toffler's Electronic Cottage is

4.globe connected by electricity through telecommunications, mass media and computers

.employment structure, which, with the development of computer technology and communications, allows work to be transferred from the office to the employee’s home

.network, decentralized form of organization and self-organizing systems of information circulation within the community (separate networks)

20.The network society in the concept of Manuel Castells is

1.globe connected by electricity through telecommunications, mass media and computers

.employment structure, which, with the development of computer technology and communications, allows work to be transferred from the office to the employee’s home

.network, decentralized form of organization and self-organizing systems of information circulation within the community (separate networks)

21.The main provisions of the concept of Zbigniew Brzezinski are set out in the book (books)

."Guttenberg Galaxy"

.“Future shock”

.“Third Wave”

."Metamorphoses of Power"

."The Power of Identity"

."End of the Millennium"

22.The main provisions of the concept of Peter Drucker are set out in the book (books)

1.“Between two centuries. America's role in the technotronic era"

."Post-capitalist society"

."Guttenberg Galaxy"

Continuation of Appendix A

."War and Peace in the Global Village"

.“Future shock”

.“Third Wave”

."Metamorphoses of Power"

.“The formation of a society of network structures”

."The Power of Identity"

."End of the Millennium"

23.The main provisions of Marshall McLuhan's concept are set out in the book(s)

1.“Between two centuries. America's role in the technotronic era"

."Post-capitalist society"

."Guttenberg Galaxy"

."War and Peace in the Global Village"

.“Future shock”

.“Third Wave”

."Metamorphoses of Power"

.“The formation of a society of network structures”

."The Power of Identity"

."End of the Millennium"

24.The main provisions of Alvin Toffler's concept are set out in the book(s)

1.“Between two centuries. America's role in the technotronic era"

."Post-capitalist society"

."Guttenberg Galaxy"

."War and Peace in the Global Village"

.“Future shock”

.“Third Wave”

."Metamorphoses of Power"

.“The formation of a society of network structures”

."The Power of Identity"

."End of the Millennium"

25.The main provisions of the concept of Manuel Castells are set out in the book (books)

1.“Between two centuries. America's role in the technotronic era"

."Post-capitalist society"

."Guttenberg Galaxy"

."War and Peace in the Global Village"

Continuation of Appendix A

.“Future shock”

.“Third Wave”

."Metamorphoses of Power"

.“The formation of a society of network structures”

."The Power of Identity"

."End of the Millennium"

26.A.I. Rakitov divided the process of formation of the information society into five stages (information revolutions). List them in chronological order

1.spread of language

.the emergence of writing

.mass printing

.use of electronic communications (telephone, telegraph, radio and television)

.use of computers (databases, local and global networks)

27.The transition of society to an information society is assessed by socio-economic, technical, and space criteria. Establish a correspondence between the criterion and the fact of its evaluation

1) Socio-economic criterion A) percentage of the population employed in the service sector 2) Technical criterion B) information availability 3) Space criterion C) the possibility of real observation of humanity from space (us, c)

.The periodization of social progress from the point of view of post-industrialism is presented in the table. Enter the name of the type of company missing in the table

Type of societyMain resourceType of activityBasic technologiesraw materialsmininglabor-intensive technologiesIndustrial energymanufacturingcapital-intensive technologiesPost-industrial information and knowledgesequential processingHigh technology Answer. Pre-industrial or agricultural

Continuation of Appendix A

29.The periodization of social progress from the point of view of post-industrialism is presented in the table. Enter the name of the type of company missing in the table

Type of societyMain resourceType of activityBasic technologiesAgricultural raw materialsmininglabor-intensiveapital-intensive technologiesPost-industrial information and knowledgesequential processingHigh technology

Answer. Industrial

30.The periodization of social progress from the point of view of post-industrialism is presented in the table. Enter the name of the type of company missing in the table

Type of societyMain resourceType of activityBasic technologiesAgricultural raw materialsmininglabor-intensive technologiesIndustrial energymanufacturingcapital-intensive technologiesinformation and knowledgesequential processingHigh technology

Answer. Post-industrial

31.How, according to Alvin Toffler, is the transformation of the essence of power taking place in the information society

1.Power and control are transferred from the owners of capital to the owners of knowledge and information, the reception of capital is redistributed, and the points of concentration of knowledge and information technology simultaneously become points for managing financial flows;

2.Political life is losing its mass character, a great many different parties, movements and groups are appearing, which reduces the ability to predict the political situation; mass democracy is being replaced by a dynamic “mosaic democracy” corresponding to the mosaic economic structure and acting according to its rules;

.Increasing the social responsibility of business and expanding the powers of non-governmental organizations; restructuring of existing institutions of governance and democracy to the conditions of a network society.

32.What, according to Manuel Castells, is there a way out of the industrial crisis of the power of the information (modern transforming) society

1.Power and control are transferred from the owners of capital to the owners of knowledge and information, the reception of capital is redistributed, and the points of concentration of knowledge and information technology simultaneously become points for managing financial flows;

2.Political life is losing its mass character, a great many different parties, movements and groups are appearing, which reduces the ability to predict the political situation; mass democracy is being replaced by a dynamic “mosaic democracy” corresponding to the mosaic economic structure and acting according to its rules;

.Increasing the social responsibility of business and expanding the powers of non-governmental organizations; restructuring of existing institutions of governance and democracy to the conditions of a network society.

33.The distinctive features of the information society are (two or more answers)

6.increasing the role of information and knowledge in the life of society;

7.increasing the share of information communications, products and services in the gross domestic product;

.creation of a global information space;

.the emergence of a large number of print media;

.increasing the release of publications and circulation of scientific, popular and fiction literature.

34.The role of information technology in the development of the information society is (two or more answers)

1.expand the rights of citizens by providing instant access to a variety of information;

2.increase people's ability to participate in political decision-making and monitor government actions

.provide the opportunity to actively produce information;

.provide means to protect privacy and anonymity of personal messages and communications;

.provide an opportunity to actively consume information.

.eliminating computer illiteracy;

Appendix B

Module 2. State, politics and power in the information society

1. The main goal of introducing e-government is:

1.Mastering computer skills for civil servants

2.creating a new way of interaction based on the active use of ICT in order to improve the efficiency of the provision of public services

.organization of electronic document flow in government agencies

2. In the world practice of implementing e-government projects, the following types of interaction are usually distinguished (two or more answers)

1.between the state and citizens (Government-to-Citizen) - G2C

2.between government and business (Government-to-Business) - G2B

.between different branches of government (Government-to-Government) -G2G

.between commercial organizations (Business-to-Business) - B2B

.between the state and civil servants (Government-to-Employees) - G2E

3. The G2G (government to government) “EP” model operates in the direction

2.Providing information about job vacancies, issuing birth certificates, voter registration and voting, medical information, etc.

4. The “EP” G2C model (from government to population) acts in the direction of:

1.Creation of interdepartmental networks, corporate and government databases, registers for maintaining electronic turnover documents, etc.

.Conducting public procurement, issuing licenses and permits, etc.

5. The G2B “EP” model (from government to business) acts in the direction of:

1.Creation of interdepartmental networks, corporate and government databases, registers for maintaining electronic turnover documents, etc.

2.Providing job vacancies, birth certificates, voter registration and voting, medical information, etc.

.Conducting public procurement, issuing licenses and permits, etc.

6. The main approaches to the implementation of e-government technologies in world practice are (two or more answers)

1.technocratic approach

2.situational approach

.institutionalization of ICT

.state information management

7.The current priorities of the German e-government program include (two or more answers)

1.creation of database systems for identification and transfer of information throughout the country

2.optimization of the process network and reduction of bureaucratic costs

.orientation of legislation towards the capabilities of information technology

.publication on the Internet of structured information about the activities of government bodies

Appendix C

Module 3. Formation of the Russian information space

1.The “Concept for the use of information technologies in government bodies” was approved by order of the Government of the Russian Federation:

2.in 2000

3.in 2004

In 2008

2. The strategy for the development of the information society in the Russian Federation was approved in 2008:

1.State Duma of the Federal Assembly of the Russian Federation

2.Government of the Russian Federation

.President of the Russian Federation

3. Coordination of activities and delimitation of areas of responsibility and increasing the efficiency of implementation of measures for the formation of electronic government in the Russian Federation is carried out by:

1.Government Commission for Administrative Reform

2.Ministry of Information and Communications of Russia

.Ministry of Economic Development of Russia

.Interdepartmental Commission for Coordination of Administrative Reform Activities and Program Activities of the Federal Targeted Program "Electronic Russia"

4. The All-Russian State Information Center (OGIC) is:

1.state territorially distributed information system

2.state center for collecting information on public services

.coordinating body for the implementation of e-government technologies

5. An assessment of the information openness of websites of public authorities is carried out by:

1.Analytical agency CNews Analytics

2.Institute for the Development of Freedom of Information

.Institute for Information Society Development

.St. Petersburg Information and Analytical Center

6. In accordance with the UN methodology, select the appropriate components for each e-government readiness index (two or more answers):

1.electronic consultations

.electronic information

.electronic decision making

7.In accordance with the UN methodology, select the appropriate components (two or more answers) for each e-participation index:

1.electronic consultations

2.development of government websites

.development of telecommunications infrastructure

.electronic information

.educational level of specialists

.electronic decision making

8.The fundamental principle of the organization of “Electronic government” is

9.The accessibility and interactivity of the “EP” lies in the fact that

1.accessibility of government to every citizen anywhere, at any time;

2.ensuring direct and open dialogue between citizens and the authorities, various social services, committees and departments;

Appendix C continued

3.office automation, services to citizens and organizations, business management.

10.Documented technologies of the ES organization solve typical problems:

1.accessibility of government to every citizen anywhere, at any time;

2.ensuring direct and open dialogue between citizens and the authorities, various social services, committees and departments;

.office automation, services to citizens and organizations, business management.

11.Automation of office work when organizing "EP" offers

12.Serving citizens and organizations when organizing “ES” involves

1.processing of incoming, outgoing and internal documents, accounting of draft documents, approval, control of execution, etc.;

2.mass processing of applications from citizens and organizations received through customer reception points or the Internet;

.organization of synchronized accounting of both paper and electronic copies of documents, as well as automated functions for the withdrawal and return of cases.

13.Conducting business when organizing an “EP” involves

1.processing of incoming, outgoing and internal documents, accounting of draft documents, approval, control of execution, etc.;

2.mass processing of applications from citizens and organizations received through customer reception points or the Internet;

.organization of synchronized accounting of both paper and electronic copies of documents, as well as automated functions for the withdrawal and return of cases.

14.Regulatory activities of government bodies aimed at developing the information sphere of society, which covers not only telecommunications, information systems or the media, but also the entire set of industries and relations associated with the creation of storage, processing, demonstration, transmission of information in all its forms - business, entertainment, scientific-educational, news, etc. determines __________ information policy (enter answer).

Answer. state or government.

15.Regulatory activities of government bodies aimed at developing the information sphere of society, which covers not only telecommunications, information systems or the media, but also the entire set of industries and relations associated with the creation of storage, processing, demonstration, transmission of information in all its forms - business, entertainment, scientific-educational, news, etc. determines government __________ policy (fill in answer).

Answer. informational or informational.

16.Regulatory activities of government bodies aimed at developing the information sphere of society, which covers not only telecommunications, information systems or the media, but also the entire set of industries and relations associated with the creation of storage, processing, demonstration, transmission of information in all its forms - business, entertainment, scientific-educational, news, etc. defines the state information __________ (enter answer).

Answer. politics or policy.

17.The concept of the state information policy of Russia was developed, approved, published and distributed to

1.1998-1999

2.2007-2008

2000 g

18.The development strategy for the information society of Russia has been approved and adopted

1.1998-1999

2.2007-2008

2000 g

19.Doctrine of information security of the Russian Federation

1.1998-1999

2.2007-2008

2000 g

Number of questionsModule 134Module 27Module 319Total 60

The final test contains 20 questions

Number of questions Difficulty level ABCModule 111362Module 23111Module 36222Total 20695

Information society. Human information activity.

The information society is a society in which:

the main products of production are information and knowledge;

the main consumer product is information;

people communicate a lot;

an informed and educated society;

Information culture is

ability to communicate culturally and exchange information;

ability to purposefully work with information using modern technical means, methods and information technologies

the ability to culturally use words in communication, conveying information to the interlocutor;

the ability to gather information from a cultured person;

Name the distinctive features of the information society:

increasing the role of information, knowledge and information technology in lifesociety;

an increase in the number of people employed in information technology,

creation of a globalinformation space, ensuring effective information interaction between people

all of the above

: What is the difference between the information society and the industrial society:

Science and new technologies begin to play a major role in art;

a society based on industry and argoresources;

the extraction and processing of natural resources is replaced by the acquisition and processing of knowledge;

knowledge-based society;

Name a positive feature of the information society:

creation of global databases and free access to any information to all people;

the ability to purchase ready-made essays, coursework and diplomas on the global network;

there is no need to use books in the library;

all of the above;

Name a negative feature of the information society:

information technologies violate people's privacy;

the problem of selecting quality information;

committing high-tech crimes;

all of the above;

What are information processes?

the process of receiving, creating, collecting, processing, accumulating, storing, retrieving, distributing and usinginformation;

a process that occurs during the exchange of information between two objects;

process of information transfer;

process of obtaining information;

Name the main information processes:

collection, accumulation, storage, use;

collection, storage, processing, transfer,

storage, use, accumulation;

collection and prompt exchange

Name the sources of information received by a person:

competent people, print media and books;

TV, radio

Communication means (telephone, fax, etc.)

all of the above;

Name the ways a person obtains information about the world around him:

through television, newspapers, the Internet;

using the senses;

with the help of people around you;

all of the above;

How many eras have there been in the development of the information society?

What were the historical prerequisites for the emergence of the account?

the emergence of trade and monetary relations;

the emergence of exchange of labor products;

level of development of Greek civilization;

all of the above;

Name the first counting standards:

abacus;

counting sticks;

fingers;

abacus;

The account is:

comparison of some objects with others, which are equivalent;

the process of adding and subtracting numbers;

there is no right answer;

Calculation is:

the process of counting objects using numbers;

the process of performing arithmetic operations on numbers;

comparison of objects and standards;

all answers are correct;

In the pre-electronic era, the following computing tools were used:

wax tablet and stylus;

abacus, adding machines, mechanical calculators, computers;

Computers of the first and second generation;

fingers, counting sticks, knots, abacus;

The principles laid down by Ch. Babbage in the Analytical Engine:

information storage media on punched cards;

binary method of encoding information;

control device, input/output device, storage device, computing device;

program codes for controlling computing devices;

Ada Lovelace is:

daughter of the poet J. Byron and first computer programmer;

the woman after whom the programming language is named;

a woman who created programs for the Analytical Engine;

all answers are correct;

The ideas behind binary coding were laid down by:

John von Neumann;

Gottfried Wilhelm Leibniz;

Adoi Lovelace;

Charles Babbage;

The first information carriers were:

punch cards;

fingers;

counting sticks;

all answers are wrong;

A computer is:

a machine powered by electricity;

Calculating machine;

electronic computer;

all answers are correct;

The elemental base of the first generation computers were:

transistor diodes;

incandescent lamps;

vacuum tubes;

semiconductor transistor diodes;

Disadvantages of first generation computers:

cumbersome design;

complex maintenance and repairs;

strong heat dissipation of elements

all answers are correct;

Advantages of first generation computers:

ability to use a keyboard;

possibility of using a monitor;

high calculation speed;

the use of ventilation systems to cool very hot elements

The elemental base of the second generation computers were:

semiconductor diodes;

The elemental base of third generation computers were:

semiconductor diodes;

semiconductor transistors;

semiconductor chips;

semiconductor incandescent lamps;

The basic elements of a fourth generation computer are:

semiconductor integrated circuits;

semiconductor diodes;

semiconductor transistors;

semiconductor incandescent lamps;

Advantages of fourth generation computers:

small overall dimensions;

high speed of information processing;

high reliability;

all answers are correct;

The founder of domestic computers was:

S. Lebedev;

And Brooke;

all answers are correct;

there is no right answer;

Types of modern computers:

PDA;

desktop

tablet;

all answers are correct

Keys to the test:

Question number	Correct answer: