Diagnostics of educational achievements of students with general speech underdevelopment in interactive environment through general outcome measurement technology (in Russian modification)

Statement of the problem. The use of correctional and pedagogical technologies has limitations associated with the typological features of specific nosological groups, the age of students with disabilities, the content of educational areas, etc. The use of GOMs (general outcome measurements) technology for diagnosing educational achievements in an interactive environment has a number of provisions that are common to different languages, cultural contexts, educational areas and nosological groups, however, the requirements for the content and procedure of diagnosing tested in the Russian modification on students with intellectual disabilities require verification of validity and reliability for diagnosing educational achievements in other categories of students, in particular, with general underdevelopment of speech. The purpose of the article is to determine the validity and reliability of sets of tasks developed taking into account the requirements of the Russian modification of the GOMs technology for diagnosing educational achievements of students with general underdevelopment of speech in an interactive environment (using the example of the formation of the ability to determine the presence of a sound in a word). The methodology (materials and methods) is based on the provisions of the cultural and historical concept of L.S. Vygotsky in terms of identifying the ‘zone of proximal development’ of a child in order to develop a training program focused on it and further monitor the dynamics of its development; on the analysis of empirical data using theoretical scientific methods (quantitative and qualitative analysis and statistical methods) empirical data were obtained both using the GOMs technology in the Russian modification, and the generally accepted method for assessing the formation of the ability to determine the presence of a sound in a word . “clap when you hear a sound ...”. The survey using GOMs technology was conducted in an interactive environment by displaying the correct option from the three offered for selection on the touch screen of a tablet computer. To determine the reliability using statistical analysis methods, we identified differences or coincidences between the results of two stable inclusions obtained in an interactive environment in a close time period. To determine the validity, the relationship (correlation) of the diagnostic results in an interactive environment with the results obtained by the generally accepted method was revealed. Research results. Using the example of diagnosing the ability to determine the presence of a sound in a word, reliable and valid data were obtained on the formation of the examined skill in older preschoolers with general speech underdevelopment when conducting a survey in an interactive environment using the Russian modification of the GOMs technology. The reliability of monitoring task sets was confirmed, since the results of showing two inclusions in a close time period coincide at a significance level of 0.05. A close and significant relationship between the results of the display and the results of oral responses was confirmed, which allows us to conclude that the sets of tasks are valid. Conclusions. As a result of the approbation, the reliability and validity of the task sets developed taking into account the requirements of the Russian modification of the GOMs technology for diagnosing the educational achievements of students with general speech underdevelopment in an interactive environment were confirmed. Therefore, the use of GOMs technology in the Russian modification for diagnosing educational achievements of students with general underdevelopment of speech in an interactive environment is legitimate.