Мониторинг учебных достижений обучающихся с умственной отсталостью (на примере навыков звуко-буквенного анализа)

Statement of the problem. Research problem to determine the possibility of using a modified Russianlanguage version of GOM technology (general outcome measurement) for monitoring of school achievements among students with mental retardation in an interactive environment. The purpose of the article is to determine the reliability and validity of the sets of tasks developed for monitoring of school achievements (sound and letter analysis) among students with mental retardation in an interactive environment. Materials and Methods. The main methodological base is a group of theoretical scientific methods related to the analysis of empirical data. Empirical data were obtained both by the method of choosing (indicating) the correct option from the three proposed for selection (the requirement of GOM technology), and by the generally accepted method of assessing sound analysis - oral questioning. The survey by pointing to the correct option was carried out using a computer program in an interactive environment. Research results. The reliability of the task sets for monitoring the formation of the ability to determine the first and last letter in a word 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 display results and the results of oral responses was confirmed when determining the first and last letters in a word, which allows us to prove the validity of the task sets. Conclusions. The task sets developed in the Russian version taking into account the GOM requirements for monitoring of school achievements among students with mental retardation in an interactive environment are reliable and relevant.