Peculiarities of assessment of students' learning achievements in mathematical disciplines in distance learning

Abstract

The article deals with the problems of assessing students' academic achievements in distance study. The average scores in mathematical disciplines of students of technical and economic specialties of the university, obtained in recent years in full-time education, and similar indicators after the transition to distance learning during the COVID-19 epidemic and the full-scale invasion of the Russian Federation are compared. The factors of negative influence on the objectivity of student learning assessment and possible ways to improve it in teaching mathematical disciplines are analyzed. Methodical recommendations for optimizing the assessment process and increasing the objectivity of knowledge assessment are given. The examples of test assignments for the topic "Random Events" are given, which do not provide a complete solution but only suggest choosing the correct method of solution. Such tests will allow us to adequately determine the level of students’ knowledge without spending a lot of time on testing, which will contribute to the systematic conduct of ongoing knowledge control. Thus, the teacher will be able to receive up-to-date and objective information about students' academic achievements at each stage of the study process and adjust it if it is necessary.