<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marjan   Krašna</style></author><author><style face="normal" font="default" size="100%">Tomaž   Bratina</style></author><author><style face="normal" font="default" size="100%">Branko   Kaučič</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SMART E-TESTING: FUTURE TREND OF E-LEARNING OR GENTLE DEVIATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">learning management system</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728208.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A decade of experience with e-learning material production gives significant trends overview. From the perspective of ICT evolution this means very long time. E-learning is always closely coupled to ICT but with the distinction - it always lags behind the advancement in ICT. Among many unknown issues one thing is certain – e-learning permanently changes. From the past experiences prediction of immediate future e-learning is possible but the prediction for longer time is less accurate. In the article chronological e-learning achievements and their connections are presented in order to give an overview of trends in e-learning in Slovenia. But despite of the detailed past knowledge fundamental prediction error of e-learning future developments was made. Today's hot topics are not better e-learning materials, not even broad application of interactive boards but e-testing. Possible immediate future of e-learning is therefore application of intelligent e-testing systems. Intelligent computer assisted testing (CAT) is not the new topic in e-learning. It is object of many researches but it is not suitable for teachers. It is way too complicated for teachers to apply it successfully in their work. E-learning development process for intelligent computer assisted test production that suits teachers' competences is prepared and explained in the article.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-92</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nikolay Gapanovich-Kajdalov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOLOGICAL PARTICULARITIES OF COMPUTERIZED TESTING OF STUDENTS' KNOWLEDGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer testing</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge supervision</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666658.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The relevance of the problem of using modern computer technologies in the process of studying is grounded in the article. Also in the article we deal with the main theoretical approaches to the devel-opment and use of didactical tests for checking knowledge.
 Theoretic-methodological basis of the research – the approach of organizing and carrying out peda-gogical tests, offered by V.Avanesov, according to him a pedagogical test allows valid and reliable assessing knowledge and other capabilities of a person that interest a teacher. Computer testing is a very effective and promising form of assessing and self-assessing students’ knowledge if a number of requirements to the test material, computer programs and their use are observed. The experience in developing and using computer tests for assessing knowledge of students in Gomel State University named after F.Scorina is summarized in the article. Main advantages and disadvantages of assessing knowledge with a computer test are considered. The results of computer testing the knowledge of fifth-year students (speciality “Psychology”) are correlated with their competence in using personal com-puters, their experience in testing (school-institute), their anxiety when being tested. In addition we analyze and correlate the results of pre-testing and testing taking into account students’ self estima-tion of their knowledge and ambitions. Great attention is given to the problem of students’ using com-puter tests for self training, assessing the effectiveness of pre-testing. A number of correlative relations (for example, between students’ level of anxiety and the results of a test and so on) making it possible to indicate the ways of perfection knowledge assessment of students with the help of a computer were revealed in the course of our research.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">153-160</style></section></record></records></xml>