Modification of the general outcome measurement foreign technology for diagnosing educational achievements of mentally challenged schoolchildren in an interactive environment (report 3)

Statement of the problem. The article conveys the problem of modification of general outcome measurement (GOMs) which is one of the foreign formative assessment technologies for diagnosing educational achievements of mentally retarded school children in an interactive environment. The purpose of the study is to determine and test the requirements to diagnostics procedure of educational achievements of mentally retarded school children in an interactive environment (on the example of diagnosing the indicators of initial reading skills formation). Methodology (materials and methods). The requirements to diagnostics have been determined on the basis of GOMs technology and modified taking into account the specifics of the Russian language and Russian literacy, specifics of teaching Russian mentally retarded children to read, application features in the interactive environment. These requirements were tested on the example of diagnostics indicators of initial reading skills formation; the results were analyzed applying the methods of statistical analysis. For determining reliability, the differences or coincidences between the stable results of two inclusions in a close time period were revealed. For determining validity, the correlation of diagnostics results in the interactive environment with the results of reading aloud or a verbal response was revealed. Research results do not contradict the assumption that observing the indicated requirements allows gaining reliable and valid data in the diagnostics of educational achievements of mentally retarded school children in the interactive environment. The reliability of monitoring task sets was confirmed as the results of two inclusion demonstrations in a close time period coincide on the level of significance 0.05. The close and significant connection of the demonstration results with the verbal response results was confirmed as well as the task set validity. Conclusion. The requirements have been determined of modified general outcome measurement technology variant to diagnostics procedure of educational assessment of mentally retarded schoolchildren in the interactive environment. They allow gaining accurate results with time optimization. As a result of approbation, the task set reliability and validity have been determined. And all the task sets were created taking into account the indicates demands for diagnosing the educational achievements of mentally retarded students in the interactive environment.