Abstract

The problem of testing-based objective estimation of knowledge acquires new forms and content in the context of new paradigms. Analysis of current test methods suggests that sometimes questions with answers assuming multiple choice or multiple choice and formulation do not allow objective estimation of students’ knowledge that results in reduction of the simulating effect of pedagogical grades on the cognitive activity of students and educational process quality in general. This article suggests an integral method of knowledge estimation based on a new approach to question and answer formulation enabling free formulation of a test answer. The theoretically justified and experimentally verified data can be used in order to improve control and estimation of knowledge by the social and humanitarian subjects.

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