Создание и внедрение компьютерной системы тестирования для обучения иностранному языку в университете

Гавриков И. В., Георгиади А. А. Создание и внедрение компьютерной системы тестирования для обучения иностранному языку в университете / И. В. Гавриков, А. А. Георгиади / Сборник статей по материалам Международной научно-практической конференции “Перспективы развития лингвистического образования в современном образовательном пространстве” ( г. Таганрог, 27 – 28 октября 2016 г.) – Таганрог: ТТИ ЮФИ, 2016. – С. 193 -197.

УДК 378.146+004.42


Александра Анатольевна Георгиади — к.пед.н., ассистент кафедры английского языка Института иностранной филологии Таврической академии Федерального государственного автономного образовательного учреждения высшего образования «Крымский федеральный университет им. В. И. Вернадского»; e-mail:

Илья Владимирович Гавриков — студент, кафедра бизнес-информатики и математического моделирования Института экономики и управления Федерального государственного автономного образовательного учреждения высшего образования «Крымский федеральный университет им. В. И. Вернадского»; e-mail:

В настоящее время использование информационно-коммуникационных технологий в образовании позволяет значительно повысить качество обучения и ускорить процесс проверки знаний при обучении иностранным языкам в рамках высшего образования. В данной статье описывается практический опыт разработки и внедрения в учебный процесс компьютерной системы тестирования.

Ключевые слова: информационно-коммуникационные технологии, компьютерное тестирование, мультимедийные средства, самостоятельное обучение.

One of the factors in modernising the educational system is integrating information technology into the educational process of a university. With this in mind, applying computer-based testing becomes one of the elements necessary for the standardisation of education and improvement of its quality. Testing student knowledge in the process of teaching a foreign language is a long established form of knowledge control. However, applying computer-based testing has not yet become the norm for most higher education institutions. This is due to the lack of complete testing solutions available to professors and students. However, creating a computer-based testing platform is entirely feasible through student-professor collaboration.
The goal of this paper is to analyse the experience in developing and applying computer-based testing in the process of teaching English grammar.
The term “tests” is defined in the Paedagogical Encyclopaedic Dictionary as “standardised tasks, the results of which allow the assessment of psychophysiological and personal characteristics of the answerer, as well as of their knowledge and skills” [1, p. 289]. The chief purpose of testing in foreign language education lies in receiving feedback and knowledge control, and the closer the connection between the testing and educational processes, the more effective the educational process and the higher the test quality [2, p. 43]. The stages of test development include: 1) choosing the task contents; 2) choosing the task presentation; 3) creating instructions and a description; 4) practical assessment (collecting empirical data); 5) processing the collected data; 6) interpreting the processed data; 7) test quality assessment [3, In]. Control of student knowledge via the Internet needs to be conducted with regard to the following requirements: 1) duration; 2) promptness; 3) accessibility; 4) availability of feedback; 5) accordance with paedagogical techniques currently in use; 6) agreement with educational material contents; 7) authenticity [4, In].
In the 2015-2016 academic year, a new computer-based testing system was introduced for purposes of teaching English as a foreign language to first year business informatics students at the CFU Institute for Economics and Management and first year English philology students at the CFU Foreign Philology Institute. Online testing is conducted for continuous control of knowledge in the specified subject area, making use of the specially designed UWebTutor computer-based testing system. Reasons for choosing this subject are: 1) the computer-based testing format’s accordance with the goals and contents of teaching grammar, and 2) the need for efficient organisation of individual student work. Experience has shown that employing a large amount of exercises in the topic being studied, as well as organising different academic activities outside of the classroom, makes the life of a first year student significantly harder without yielding desired results. In order to help students correctly plan their time, the authors have reviewed traditional teaching materials and replaced some of them with media materials and interactive exercises on specialised websites. Conducting testing at weekends (between classes) was met with approval by the students themselves and was in accordance with the stated goals: to continuously control student knowledge, to incentivise students to be more academically active, to perfect new ways of organising the educational process, to rationally organise the students’ personal time.
The UWebTutor testing system is a web application written in the PHP programming language with elements of JavaScript. Test and user data is stored in a MySQL database powered by the InnoDB engine. The system was implemented as a web application in order to maximise accessibility, since creating native apps for each of the platforms widely used today (PC/Mac, iOS, Android) would mean a significant increase in production costs, namely because of the high cost of production tools (as in the case of Mac and iOS) and the high level of fragmentation among target devices (as in the case of PC and Android) [5].
One of the important functions implemented in the UWebTutor system is question mixing. Within the system, each test taken by a student is in a way unique: questions are randomly selected from a question bank (the number of questions in the bank is higher than the number of questions presented in the test), and answers to the questions are presented in random order. This minimises the impact of student cheating by excluding the possibility to memorise the exact order of questions and answers.
In order to achieve more precise control over the students’ academic results and receive accurate information for the purposes of correcting the teaching plan, the UWebTutor online testing system includes the ability to request detailed statistics of test completion by students. Thus, a teacher is able to review the grades a student has received, as well as the time they have taken to complete the test. Along with statistics for individual students, the system also allows access to overall statistics for groups and tests as a whole, which allows quick assessment of the results of all students at a certain topic.
At the end of the semester, in order to assess the results of the experiment, a survey was conducted among first year business informatics students at the CFU Institute of Economics and Management and first year English philology students at the CFU Foreign Philology Institute. The results have shown that 88% of participants find online testing to be more convenient that conventional paper-based classroom testing, which shows that students are prepared to use this resource for education. In addition, 70.5% of participants recognise the importance of introducing online testing into the modern educational process. 50% of participants have expressed a desire to adapt the computer-based format to module control tests. The results of this survey not only confirm that students are ready to use computer-based testing even now, but also demonstrate the inadequacy of conventional forms of educational process organisation as applied to current conditions.
Conducting testing online requires the students to possess certain skills. According to our survey results, 17.5% of participants feel “comfortable” completing tests in this fashion, and 65% consider their skills “adequate”. These results allow viewing the situation as conducive to implementing online testing.
Thus, the gathered data confirms the assumption that students of both technical and liberal arts specialisations are fully prepared to regularly make use of computer-based testing in the process of learning a foreign language, as well as the assumption that introducing computer-based testing into the process of teaching English grammar is well-timed. In addition, the high level of readiness among students that was revealed in the study demonstrates the relevance of preparing corresponding study materials and researching different areas of educational activity in the context of the problem described earlier. The experience described here confirms the feasibility of student projects, which allow the modernisation of the educational process based on the potential of new technologies.

Библиографический список:
1.    Педагогический энциклопедический словарь / гл. ред. Б.М. Бим-Бад — М.: Дрофа: Бол. Рос. энцикл., 2008. — 528 с.
2.    Конышева А. В. Контроль результатов обучения иностранному языку — СПб: КАРО, Мн.: Четыре четверти, 2004. — 144 с.
3.    Буланова-Топоркова М. В. Педагогика и психология высшей школы: учебное пособие. — Ростов-на-Дону: Феникс, 2002. — 544 с.
4.    Интернет обучение: технологии педагогического дизайна / под ред. М.В. Моисеевой. — М.: Издательский дом «Камерон», 2004. — 216 с.
5.    D. Han, C. Zhang, X. Fan, A. Hindle, K. Wong, E. Stroulia. Understanding Android Fragmentation with Topic Analysis of Vendor-Specific Bugs. / Proceedings of the 2012 19th Working Conference on Reverse Engineering. — Washington, DC: IEEE Computer Society, 2012. — С. 83-92.


Candidate of Pedagogy Alexandra A. Georgiadi
Foreign Philology Institute, Taurida Academy
Federal State-Owned Autonomous Educational Establishment for Higher Education “V. I. Vernadsky Crimean Federal University”, Simferopol, Russia

Ilya V. Gavrikov
Institute of Economics and Management
Federal State-Owned Autonomous Educational Establishment for Higher Education “V. I. Vernadsky Crimean Federal University”, Simferopol, Russia

Today the use of information technology in education enables a significant increase in the quality of education and speed of knowledge testing in foreign language teaching at universities. This article describes the practical experiences related to the creation of a computer-based testing system and its integration into the educational process, as well as its effect on students who participated in the experiment.

Key words: information technology, computer-based testing, multimedia, self-study.

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Александра Георгиади, кандидат педагогических наук, ассистент кафедры английской филологии института иностранной филологии Таврической академии Крымского федерального университета имени В. И. Вернадского

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