Tasks for students to determine IC competence. Determination of students' ICT competence. List of sources used

ICT competence of a teacher (basic level)
ICT (information communication technologies): computers, projector screens, interactive whiteboards, document cameras, etc.)
Can you….(Answers: yes (2), no (0)) Install an electronic textbook on your subject on your computer;
Conduct a lesson using an electronic textbook or other digital educational resources; conduct a lesson using your computer presentation;
Prepare lesson notes/reports, etc. using the word processor Word (including graphic objects, charts, tables, etc.)
Create a document in an Excel spreadsheet: calculate the autosum; build graphs and diagrams; print the document;
Find information on the global Internet: material for teaching a lesson, extracurricular activities, class hours, etc.
Create your email account on the mail.ru website, send and receive letters using email. Send a letter containing attachments (photo, picture, text document...);
How often do you... (Answers: often (2), rarely (1), never (0)) Conduct a lesson using digital educational resources (DERs);
Use materials found on the Internet in class;
Create an electronic version of tests in your subject using the test constructor.
10. Fill out the electronic journal (dnevnik.ru);
11.Educate yourself in the field of working with your interactive whiteboard.

Results:
20-22 points 16-19 points 9-15 points less than 9 points
You have basic computer skills at a fairly high level. Your ICT competence allows you to improve the educational process in accordance with modern requirements and trends You have a good command of the basic level of working on a computer, but you should pay even more attention to working with ICT in the classroom You have a basic level of working with a computer, but you need to work more with Internet information. Continue self-development in the field of ICT use. No comments…

Attached files

Definition of ICT competence

The activity of assessing ICT competence must begin with the understanding that before ICT competence can be effectively measured, it is necessary to be clear about what we want to measure, i.e. It is necessary to give a clear definition of ICT competence.

First, let’s look at what stands behind the term “competence,” which is beginning to be actively used in official documents of the Ministry of Education and Science. The range of competencies that schoolchildren should learn has not been completely defined, as has the concept of competence itself. The concept of a “competent person” is based on a person’s ability to take responsibility when solving emerging problems, to demonstrate independence in setting tasks and solving them. For each subject, its own concept of competence is developed. The definition of ICT competence is introduced on the basis of the definition of ICT literacy.

ICT literacy is the use of digital technologies, communication tools and/or networks to access, manage, integrate, evaluate and create information for functioning in modern society.

Under ICT competence This implies confident knowledge by students of all components of ICT literacy skills to solve emerging issues in educational and other activities, with emphasis placed on the formation of generalized cognitive, ethical and technical skills.

In popular literature, computer literacy and information literacy are often equated, which is not true. Computer literacy, that is, the ability to work with a computer, is certainly an important skill for a modern person who wants to become information literate, but, in fact, is not even part of information literacy, which implies the ability to work with information, regardless of the means of access to it. , its processing and distribution. Thus, the structure of ICT competence consists of the following cognitive skills (the skills are arranged in order of increasing complexity of the cognitive actions necessary to perform them):

Definition (identification)	Ability to accurately interpret a question
	Ability to detail a question
	Finding information in the text, specified explicitly or implicitly
	Identification of terms, concepts
	Justification for the request made
Access (search)	Select search terms based on level of detail
	Compliance of the search result with the requested terms (evaluation method)
	Formation of a search strategy
	Syntax quality
Control	Create a classification scheme to structure information
	Using the proposed classification schemes to structure information
Integration	Ability to compare and contrast information from multiple sources
	Ability to exclude irrelevant and irrelevant information
	The ability to concisely and logically present generalized information
	Developing criteria for selecting information according to need
	Selection of resources according to developed or specified criteria
	The ability to stop the search
Creation
	The ability to draw a conclusion about the focus of available information on solving a specific problem
	Ability to justify your conclusions
	Ability to present a balanced issue in the presence of conflicting information
	Structuring the generated information to increase the credibility of the conclusions
Message (broadcast)	Ability to adapt information to a specific audience (by choosing appropriate media, language and visuals)
	Ability to correctly cite sources (to the point and in compliance with copyright)
	Ensuring, if necessary, confidentiality of information
	Ability to refrain from using provocative language regarding culture, race, ethnicity or gender
	Knowledge of all requirements (rules of communication) related to a particular communication style

In 2009, students from seven regions of the Informatization of the Education System (ISO) project were tested: Kaluga and Chelyabinsk regions, the Republic of Karelia, Perm, Stavropol, Krasnoyarsk and Khabarovsk territories. A total of 4,324 students were tested. The results showed that only 22% have a level above the basic level in ICT competence, 21% have a basic level and 57% have a below basic level.

The chart below shows the average results of all tested students, divided by cognitive skills. Each skill was assessed on a three-point scale: low, medium, high levels. The relatively high performance of students in skills such as information management and creation is partly due to the fact that each of these skills was given 1-2 tasks, and these tasks were easier or more understandable than the others.

When analyzing the test results, much attention was paid to the influence on the level of ICT competence of such socio-demographic factors as school qualifications, gender, place of residence, parental education, and student performance.

For example, it was revealed that among schools with advanced qualifications (that have passed certification for the status of a lyceum or gymnasium), there are actually no educational institutions where the ICT competence of students is within the first (lowest) level; at the same time, every tenth regular secondary school is weak in this regard. In addition, you should also pay attention to the fact that the share of schools with the third (highest) level of student competence among ordinary comprehensive schools is 8.3%, and among gymnasiums and lyceums – 46.7%.

Also of interest is the dependence of a student’s ICT competence on his overall academic performance. The findings show that the higher a student's academic performance, the higher their level of ICT competence. This gives reason to believe that there is also a feedback relationship: active use of a computer in educational activities helps students achieve high results in various educational fields.

Analysis of the data obtained also shows that among schools where computers are used in the learning process mainly only in computer science lessons, the proportion of educational institutions with the third level of ICT competence of students is extremely small - 2.7%. The situation is different among schools, where computer technologies are widely used in the study of a number of subjects in addition to computer science. The share of schools with the third level of ICT competence of students here is 10 times higher - 27.0%. This allows us to conclude that the inclusion of a computer in the study of not only computer science, but also other subject areas, that is, its use as a means of educational activity, significantly increases the level of students’ competence in the field of ICT technologies.

The article explains what is behind the term “ICT competence,” which is beginning to be actively used in domestic pedagogy and in official documents of the Ministry of Education and Science, and how to evaluate ICT competence using new tools.

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ASSESSMENT OF ICT COMPETENCY OF STUDENTS

Project "Informatization of the education system" (ISO)

Project “Informatization of the education system” (ISO)was aimed at supporting the implementation of the Concept for the modernization of Russian education for the period until 2010 and contributed to ensuring the availability, quality and efficiency of educational services in the system of general and primary vocational education based on the useinformation and communication technologies (ICT).

Within the framework of this project, in November 2005, a new direction began to be developed -“Development of a tool for assessing the competence of schoolchildren in the field of ICT”. A regular (annual) assessment of changes in the level of competence of 9th grade graduates in the use of ICT in the ISO project regions (Krasnoyarsk Territory, Republic of Karelia, Perm Region, Chelyabinsk Region, Kaluga Region, Stavropol Territory, Khabarovsk Territory) was provided.

Detailing the concept of ICT competence

In the abbreviation ICT, the letter “K” corresponds to the word communication . The dictionary of foreign words states: communication -

1. route of communication (for example, air route, water route);
2. form of communication (eg telegraph, radio, telephone);
3. act of communication, communication between two or more individuals based on mutual understanding; communication of information by one person to another or a number of persons;
4. mass communication is the process of communicating information using technical means... to numerically large, dispersed audiences. Thus, the new project will test students' ability (their competence in this area) to create and communicate information using computer technology.

What is behind the term “competence”, which is beginning to be actively used in domestic pedagogy and in official documents of the Ministry of Education and Science? To date, only a definition of ICT literacy has been developed, and on the basis of this definition, the concept of ICT competence is introduced.

Definition. ICT literacyis the use of digital technologies, communication tools and/or networks to access, manage, integrate, evaluate and create information for functioning in modern society.

Obviously, this definition uses several terms and concepts, let's look at each of them one by one.

ICT — presentation of information in electronic form, its processing and storage, but not necessarily its transmission. Information and communication technology is the combination of information and communication technologies.

Literacy is a dynamic tool (in the broadest sense of the word) that allows the individual to continually learn and grow.

Digital technologiesrelate to computer and software;communication tools- to products and services through which information is transmitted, networks are channels for transmitting information.

Functioning in modern society— This part of the definition reflects the variety of contexts in which an individual uses ICT literacy. ICT literacy will provide an individual with the tools to successfully live and work in an economically developed or developing society.

The introduced concept of ICT literacy determines what skills and abilities a person must have in order to be called literate in this sense. The list of these skills and abilities is given below in order of increasing complexity of cognitive actions required to perform them:

1. definition of information— ability to use ICT tools to identify and appropriately present required information;
2. access to the information— ability to collect and/or retrieve information;
3. information management— ability to apply an existing organization or classification scheme;
4. information integration- ability to interpret and present information. This includes summarizing, comparing and contrasting data;
5. information evaluation- the ability to make judgments about the quality, importance, usefulness or effectiveness of information.
6. information creation- the ability to generate information by adapting, applying, designing, inventing or developing it.
7. communication of information— the ability to properly communicate information in an ICT environment. This includes the ability to direct electronic information to specific audiences and transfer knowledge in the appropriate direction.

Let us now move from the definition of ICT literacy to the conceptICT competencies. Competence is a very general concept. It does not reflect specific cognitive and practical qualities that should be formed in the learning process. This is due to the fact that in different areas of professional activity, competence will be revealed using various cognitive and practical concepts. Therefore, different subject areas develop their own definitions of competence, for example, language competence.

The transition from a “knowledge-centric” approach to education (knowledge for the sake of knowledge) to “competency-based” education involves educating a person and citizen who will be adapted to constantly changing living conditions. So far, the range of competencies that will be taught to schoolchildren has not been completely defined, as has the concept of competency itself. But the basis is the ability to take responsibility, participate in democratic procedures, communicate and learn throughout life, and demonstrate independence in setting tasks and solving them. Within the framework of the project under consideration, the following definition of ICT competence has been formed.

Definition. Under ICT competenceThis implies confident knowledge by students of all components of ICT literacy skills to solve emerging issues in educational and other activities, with emphasis placed on the formation of generalized cognitive, ethical and technical skills.

To explain the introduced concept, we give examples of tasks that test the skills and cognitive activities that make up ICT competence

1. Access - find and open the corresponding email message in your inbox;
2. Manage - find and organize relevant information from emails;
3. Integration - analyze the benefits of recommended cleaning products for removing stains;
4. Evaluation - decide which stain remover is appropriate to order through an online store, based on information from the websites of sellers of the relevant products;
5. Creation - present your recommendations for solving a certain issue in the format of an email letter.

Why is it necessary to develop a new tool for assessing ICT competence?

An analysis of existing methods for assessing the competence of schoolchildren in the use of ICT according to the Unified State Exam (USE), as well as standards for computer science (2004), shows that existing methods for assessing information and communication competence are focused almost exclusively on the formation of technological skills and algorithmic thinking schoolchildren. The assessment of high-level mental skills, which ensure full-fledged information and communication competence of schoolchildren, is practically not discussed today. Therefore, it is not possible to use the existing measures of schoolchildren’s competence in the field of using ICT (the final grade in a computer science course, or the results of the Unified State Exam) that exist today in the Russian Federation.

One of the results of the school informatization process should be the emergence in students of the ability to use modern information and communication technologies to work with information. They must be able to search for the necessary data, organize, process, analyze and evaluate it, as well as produce and disseminate information in accordance with their purposes. This ability (or ICC) should provide students with the opportunity to:

1. successfully continue education throughout life (including receiving educational services using the Internet);
2. prepare for your chosen professional activity;
3. live and work in an information society, in an economy based on knowledge.

In connection with the above, it was decided to develop a new tool for assessing ICT competence, which will allow, roughly speaking, to check how a student thinks and works in the “digital” world. As part of the project, ICT competence was assessed based on the results of a test performed by students on a computer, while the overall ICT competence of students was assessed based on the final result. The component skills were not isolated and were assessed individually. To assess each of their component skills, several tasks were presented in the test, but in general, a qualitative (diagnostic) score was given for the test, reflecting the level of ICT competence: level above basic, basic, below basic.

Diagnostic assessment examines the cognitive and technical skills underlying specific components of ICT competence. The result of this type of testing is useful for several reasons. He gives:

1. overall assessment of the student’s cognitive and technical competence;
2. a more detailed scoring system that highlights the student’s specific strengths and weaknesses;
3. connection with existing or specially developed teaching materials;

Testing

1. The test contained 15 questions, the completion of each question was limited in time. The text had 1 question for 30 minutes, 2 questions for 15 minutes and 12 questions for 4 minutes.
2. The scenario of each task is close to real life. For example: Using a search program, find sites with articles about heart disease (access skill assessment task) or Find information on treatment options in each of the found articles (integration skill assessment task). If the task is related to any school subject, then its content does not go beyond the standard of instruction in this subject. In passing, we note that the task development group included teachers of computer science, Russian language
3. To complete the test tasks, a special testing environment was developed, including a simulation of an Internet search program, an email program, a text and graphics editor, etc. This was done in order to equalize the conditions for students to complete the test (previously acquired skills in working with any software will not give a big advantage over those children who, for objective reasons, were not able to acquire such skills at school).

Example question for 30 minutes: task “Outstanding Russian linguists”

Let’s look at the task “Outstanding Russian Linguists” in detail and find out how ICT competence is assessed in this particular task. Thus, in the 9th grade Russian language course, before the final repetition, students are offered the topic “General information about the language.” As part of this topic, students are told about outstanding Russian linguists (in accordance with the educational standard for the Russian language for a basic school course). This information will allow students to:

1. form a scientific understanding of the Russian language;
2. understand that spelling and punctuation are only part of the subject;
3. evaluate the contribution of outstanding Russian linguists not only to Russian, but also to world linguistics.

This task, from the point of view of ICT competence, is aimed at identifying skills in searching and evaluating information. Competence is determined through the task of evaluating information from a database using the provided search mechanism, selecting those resources that can be used for reference or those that meet certain requirements. Time to complete: 30 minutes. Revealed skills:

1. Access;
2. Control;
3. Integration;
4. Grade;
5. Creating a text document.

ICT competencies	Sample Student Actions
Access	In the Rambler search engine, the student enters the search term “Russian linguists” or immediately enters the name of the scientist.
Control	Selection of sites http://school.edu.ru http://pilic.narod.ru (Site No. 2 is the most informative, because it contains general information on the topic of the test, indicating the names of scientists. Among them, the candidate must choose one linguist)
Integrations	In the search engine, the student enters a search term (for example, “L.V. Shcherba” “biography of L.V. Shcherba”) Selection of sites http://www.ruthenia.ru/apr/textes/sherba/bio.htm http:/ /www.philol.msu.ru/rus/galya-1/bibl/jsh.htm
Grade	Reading text. Selection of information.
Creation	Creating a text document. Approximate outline of the final document: Dates of life, place of birth, studies, interests. Where he worked, belonging to a linguistic school (Moscow, St. Petersburg, Kazan). Contributions to linguistic science. Main scientific works.

The program includes the accrual of points.

Observed data	Result of work	Level	Methods	Compliance with Education Standards
Syntax quality	Search terms	High	Uses “AND” when first searching online. Immediately enters the names of linguists.	Knowledge of prominent Russian scholars who have studied the Russian language.
		Average	Doesn't use "AND" on first search, but does on subsequent searches
		Short	Doesn't use "I"
Quality and level of work with selected resources	Selected Resources	High	All selected resources receive 5 points for weight, objectivity, and coverage of material. Reading volume 150-170 words per minute.
		Average	Over 80, but less than 100% of the selected resources receive 5 points for weight, objectivity, and coverage of material. Reading volume 120-140 words per minute.
		Short	Less than 80% of the selected resources receive 5 points for weight, objectivity, and coverage of material. Reading volume less than 120 words per minute.
Quality of the received text	Awareness in the selection of material; consistency; stylistic correspondence of language	High	A logical sequence in the presentation of the material is observed; all micro-themes of the source text are identified; the stylistic unity of the text is preserved.	Ability to write an outline of an article on a linguistic topic; improve the content and language design in your text.
		Average	In general, a logical sequence is observed; over 80%, but less than 100% of the micro-themes of the source text have been identified; the stylistic unity of the text is preserved; presence of 1-2 speech errors.
		Short	The logical sequence in the presentation of the material is not observed; Less than 80% of the micro-themes of the source text have been identified; the selection of linguistic means violates the stylistic unity of the text; presence of more than 2 speech errors.

This task is a typical example of testing the combination of technological and cognitive skills.

One of the indirect goals of this project is to focus the attention of teachers of all profiles (not just computer science) on developing students’ skills that make up ICT competence. ICT competence is a school-wide skill. The formation of ICT competence should take place in all lessons (and not just in computer science lessons). It is necessary to place emphasis on the formation of these skills in accordance with the requirements of the information society, in which most of the information is presented in electronic form: for this, the teacher must be determined to develop this competence; It will be necessary to change the didactic goals of standard assignments that are usually given to students (there will be at least two goals: studying specific educational material and developing ICT competence).

Tools for assessing the ICT competence of a student: Tool for assessing the information and communication competence of graduates of primary school IC Literacy Test Tarasova K.V., leading specialist of the NFPC, developer of test items, senior researcher at NIISO, Candidate of Pedagogical Sciences The development of the tool is carried out with the support of the Ministry of Finance of Russia and with participation of the World Bank

Existing ICT competency/literacy tests Australian National Assessment Program - ICT Literacy (sample study, scenario-based, outcome assessment - IRT) Internet and Computing Core Certification - IC3 (understanding how a computer works, knowledge of key programs and working with the Internet) Information Literacy Test (cognitive, in question-answer format, i.e. not based on a scenario, results only at the group level) International Computer Drivers License (measures technical knowledge, in question-answer format on paper) Standardized Assessment of information literacy skills – SAILS (measures information literacy OUTSIDE the ICT environment, question-answer form on paper or via a web interface) TRAILS: Tool for Real-time Assessment of Information Literacy Skills (measures information literacy, in question-answer form, separately for 5 categories of skills)

Existing ICT competency/literacy tests Scenario-based ICT competency tests: QCA Key Stage 3 ICT Test (UK national ICT literacy test, measures knowledge, skills and problem-solving ability in using ICT, scenario-based, formative assessment , closed due to low validity) iCritical Thinking, former iSkills, ETS (measures ICT literacy of American university students, based on scenarios, assessment of results - IRT, not applicable in other countries) ICILS: International Computer and Information Literacy Study (computer and information literacy, scenario-based, international, performance assessment - IRT, mixes technical knowledge and information literacy) Most existing tests measure technical literacy and are based on a question-answer format (not real-life situations), using simple scores or IRT statistics to evaluate results.

Tool for assessing information and communication competence IC Literacy Test IC Literacy Test is a measuring tool specially developed by the National Personnel Training Foundation (NFT) with the support of the Ministry of Finance of Russia and with the participation of the World Bank, which allows assessing the degree of proficiency of graduates of the basic level of secondary school with modern information and communication technologies, which are used by humans to obtain new knowledge, communication and research activities, primarily in the digital environment.

Goals of testing Goal: to provide a realistic and comprehensive assessment of IC competence using test tasks based on real situations Main objectives: Assess the level of IC competence of secondary school graduates Identify factors that influence the formation of IC competence Develop recommendations based on test results Check the impact of recommendations to increase the level of IC competence Target audience: students transitioning from primary to high school (9th graders)

Features of the IC Literacy Test tool Interactivity, automated nature of the testing process and evaluation of its results Use of real-life situations for test scenarios Emphasis on assessing the level of formation NOT of technological skills and skills in mastering certain software products or technical capabilities of a computer, but on the ABILITY to handle information and decide practical tasks, using ICT, to think and work in the “digital” world A prerequisite for passing the ICL Test is compliance with legal and ethical standards when using digital technologies and tools, as well as means of communication Automatic processing of test results based on the use of Bayesian networks

Structure of the test The test consists of 16 tasks based on solving REAL LIFE SITUATIONS (educational, socio-cultural, etc.) that a person encounters throughout his life. When performing tasks, the test participant is required to: search, carry out various actions with data and transfer it, select and analyze information, create or select presentation materials for a specific target audience, make decisions about the legality and ethics of using the information received.

Test structure Level of difficulty of the task Number of tasks Expected time to complete the task Simple (assessment of the 1st component of IC competence) Medium complexity (assessment of 2-3 components of IC competence) Complex (assessment of 4-5 components of IC competence) tasks of varying degrees of complexity and duration of execution The total duration of testing is no more than 2 hours. A wide range of digital technologies: text editors, tools for creating presentations, spreadsheets, graphs, databases, multimedia tools, e-mail, social networks, etc. Internet services.

IC Literacy Test Testing IC competence General parameters of the task Subject of assessment: ICC component “Creation (information)” Duration: 4 minutes Context: educational (academic) Content: social sciences Task: choose the most suitable title for the article, select a relevant image, find geographical titles that require links to corresponding encyclopedia articles and create links. Example of a test task “Discovery of America”

IC Literacy Test Testing IC competence General parameters of the task Subject of assessment: ICC component “Management (information)” Duration: 4 minutes Context: personal Contents: practical tasks Task: to save information from letters in such a way that it is not lost, so that in the future it could be found easily and quickly. Example of a test task “Sorting mail”

12

Results of testing IC Literacy Test Testing of IC competence 5 levels of IC competence: advanced; above basic; base; below basic; developing. 5 levels of IR competence: advanced; above basic; base; below basic; developing. Individual student results contain: a general assessment of the level of IC - the student’s competence; personal recommendations on what skills should be paid attention to. Individual student results contain: a general assessment of the level of IC - the student’s competence; personal recommendations on what skills should be paid attention to.

Possibilities of using a sociological questionnaire 1. Basic characteristics of students and their families: gender, usual language of communication and learning, parental education, socio-economic status of the family, availability of educational resources at home, parental involvement in the use of ICT. 2. Availability of a computer for a student and practices of its use not related to school: presence of a computer at home, purposes of using a computer, attitude towards a computer, involvement of friends in the use of ICT, preferred types of leisure. 3. The influence of the school on IC competence: the availability of a computer at school, its use in various lessons, attitudes towards this and assessment of the effectiveness of computer use among students themselves, the frequency of collective work in the educational process. IC competence Background of students Availability and practices of using a computer outside of school Accessibility and practices of using a computer at school Academic performance Macro characteristics type of area (rural/city), type of school (lyceum, gymnasium, etc.) district/region

Longitudinal study Results of a study of IR competence of 9th grade students in the Republic of Tatarstan in the years.

Advantages of ICL Test 1. Assessment of cognitive skills, not technological skills 2. Complexity of analysis 3. Connection with real life 4. Simplicity and accessibility of implementation 5. Automatic processing of results 6. High validity and reliability of test results 7. Possibility of wide use and practical orientation testing results 8. Successful testing of the tool 9. The tool is approved by leading international experts 10. Responsible approach to data processing

THANK YOU FOR YOUR ATTENTION!

the formation of ICT competence of a teaching worker

THEORETICAL PART

Choose one correct answer:

1. WHAT IS THE DURATION OF CONTINUOUS WORK WITH AN IMAGE ON AN INDIVIDUAL COMPUTER MONITOR AND KEYBOARD FOR STUDENTS OF 5th - 7TH CLASSES (IN ACCORDANCE WITH THE REQUIREMENTS OF SANPIN 2.4.2.2821-10)?

1) No more than 10 minutes.

2) No more than 15 minutes.

3) No more than 20 minutes.

4) No more than 25 minutes.

5) The duration of use of these technical means is not limited.

2. WHAT IS THE DURATION OF VIEWING STATIC IMAGES ON BLACKBOARDS AND REFLECTED GLOW SCREENS FOR STUDENTS OF 8th - 11TH GRADES (IN ACCORDANCE WITH THE REQUIREMENTS OF SANPIN 2.4.2.2821-10)?

1) No more than 10 minutes.

2) No more than 15 minutes.

3) No more than 20 minutes.

4) No more than 25 minutes.

5) No more than 30 minutes.

6) The duration of use of these technical means is not limited.

3. WHICH OF THE LISTED INFORMATION SYSTEMS, COMPREHENSIVELY PROVIDING ALL PROCESSES OCCURRING IN THE SCHOOL, CAN BE OPERATED WITHOUT A SUBSCRIPTION FEE OR OTHER PAYMENTS?

1) “1C:Chronograph School”

2) “Dnevnik.ru”

3) “KM-school”

4) "NetSchool"

5) “ParaGraph: Educational Institution XXI”

4. WHICH OF THE LISTED BLOCKS OF SCHOOL INFORMATION RESOURCES IS THE MOST REPRESENTATIVE AND COMPREHENSIVE IN INFORMATION CONTENT?

1) Information resources on educational activities.

2) Information resources on cultural and educational activities.

3) Resources for information and methodological activities of school teachers.

4) Information resources on scientific and productive activities.

5) Information resources on administrative and economic activities.

5. CLOSE THE OPEN DOCUMENT BY PRESSING THE NEXT BUTTON:

1)

2)

3)

4)

6. IN ORDER TO DELETE A BLANK LINE IN A TEXT DOCUMENT YOU NEED TO PRESS THE BUTTON

7. WHAT IS ANY DIAGRAM BASED ON?

1) spreadsheet editor books

2) graphic file

3) text file

4) table data

8. WHICH OF THE FOLLOWING IS NOT A CHARACTERISTIC OF A CELL IN THE SPREAD SHEET EDITOR?

4) value

9. PROCESSES, METHODS OF SEARCHING, COLLECTING, STORING, PROCESSING, PROVIDING, DISTRIBUTION OF INFORMATION AND METHODS OF IMPLEMENTING THESE PROCESSES AND METHODS ARE

1) information and communication technology

2) distance educational technologies

3) information technology

4) open education

Choose multiple correct answers

10. WHAT OF THE FOLLOWED DOES THE INFORMATION EDUCATIONAL ENVIRONMENT OF AN EDUCATIONAL INSTITUTION INCLUDE (IN THE CONTEXT OF FSES LLC)?

1) A set of educational information resources, including digital educational resources.

2) A set of technological means of information and communication technologies: computers, other ICT equipment, communication channels.

3) A system of spiritual and moral values.

4) A system of modern pedagogical technologies that provide training in a modern IOS.

11. WHAT CAN ACT AS A WORKPLACE FOR A TEACHER AS AN IOS USER?

1) A separate workplace in the Information Center, library, media library, etc.

2) A separate computer anywhere in the school for access to the school’s information space

3) Computer class with 10 – 15 student workstations and a teacher’s PC

4) One or more computers at work stations in the teachers' room

5) Separate computer at the workplaces of administration employees

6) A separate computer with a multimedia projector and other connected equipment in the subject room

12. TEACHER COMPETENCIES IN THE FIELD OF INFORMATION AND COMMUNICATION TECHNOLOGY INCLUDE:

1) the presence of general ideas about the didactic capabilities of ICT;

2) the ability to construct a logically understandable pedagogical system that allows you to set tasks, select the content of educational material, choose methods, forms and means of organizing the educational process;

3) knowledge of the basics of the methodology for introducing digital educational resources into the educational process;

4) the presence of ideas about technologies and resources for remote support of the educational process and the possibilities of their inclusion in teaching activities.

13. BY WHAT MEANS CAN STUDENTS' COMMUNICATIVE ACTIVITIES BE IMPLEMENTED IN DISTANCE LEARNING?

1)Web forum

2) Media project

3) Web bulletin board

4) Chat conference

14. COMPUTER PRESENTATIONS HAPPEN

1) linear

2) interactive

3) demonstrative

4) circular

PRACTICAL PART

I . Using the text file “FGOS LLC” in your work, answer the following questions:

15. HOW MANY PARAGRAPHS DOES THIS TEXT CONTAIN?

16. HOW MANY TIMES DOES THE WORD “ICT” APPEAR IN THIS TEXT?

17. LIST ON A LINE WITHOUT SPACE THE PAGE NUMBERS ON WHICH THE WORD “ICT” APPEARS.

Answer: _________________

18. ACCORDING TO THIS DOCUMENTWHAT NUMBER OF SKILLS MUST REFLECTMETASUBJECT RESULTS OF MASTERING THE BASIC EDUCATIONAL PROGRAM OF BASIC GENERAL EDUCATION?

19. WHAT FONT AND SIZE IS THE TEXT AROUND LINE 1477 OF THIS DOCUMENT?

1) Courier New; 14

2) Courier New; 14.5

3) Times New Roman; 14

4) Times New Roman; 14.5

20. INDICATE THE NUMBER OF THE TEXT PAGE ON WHICH FOOTNOTE No. 9 IS LOCATED.

II . The work uses the “Spreadsheet” file. The table contains information about the results of passing a certain assessment procedure consisting of 10 tasks. Using the spreadsheet editor, answer the following questions:

21. WHAT IS THE MINIMUM TOTAL SCORE FROM SCORED BY PARTICIPANTS IN THE EVALUATION PROCEDURE?

22. WHAT IS THE MAXIMUM TOTAL SCORE OUT OF THE EVALUATION PROCEDURE SCORED BY PARTICIPANTS?

23. WHAT NUMBER OF PARTICIPANTS IN THE EVALUATION PROCEDURE COMPLETED THE TEST IF THE MINIMUM THRESHOLD WAS EQUAL TO 25 POINTS?

24. WHAT IS THE IMPORTANCE OF THE AVERAGE SCORE OF PARTICIPANTS IN THE EVALUATION PROCEDURE?

25. WHAT IS THE NUMBER OF PARTICIPANTS IN THE ASSESSMENT PROCEDURE WHOSE LAST NAMES BEGIN WITH THE LETTER “P”?

26. AS A RESULT OF COMPLETING THE EVALUATION PROCEDURE, IT IS NECESSARY TO PAY A PRIZE IN THE AMOUNT OF 1855 RUBLES TO EACH PARTICIPANT WHO COMPLETED THE TEST. WHAT SHOULD BE THE SIZE OF THE PREMIUM FUND?

1) 37,100 rubles

2) 38,200 rubles

3) 25,700 rubles

4) 40,050 rubles

III . 27. USE FILE “Presentation. jpg » AS A SAMPLE SLIDE. CREATE THE SAME SLIDE IN THE PRESENTATION WIZARD

IV . Using the capabilities of the Internet information and telecommunications network, complete the following tasks:

28. ESTABLISH A CORRESPONDENCE BETWEEN THE INTERNET ADDRESSES OF WEBSITES AND SCREENSHOTS OF THEIR MAIN PAGES

B) school-collection.edu.ru

B) fcior.edu.ru

D) standart.edu.ru

E)window.edu.ru

29. NAME THE TOPIC OF THE WEBINAR CONDUCTED BY THE PUBLISHING HOUSE “PROSVESHCHENIE” ON SEPTEMBER 27, 2013

1) “Regulatory framework for distance learning”

2) “What pedagogical technologies do children need today. Organization of project and extracurricular activities in primary school"

3) “Typical tasks for the formation of universal learning activities (UAL) in primary school”

4) “Communicative technology for the formation of grammatical speaking skills (using the example of teaching materials “English 2–11” by V.P. Kuzovlev, N.M. Lapa, E.Sh. Peregudova and others, publishing house “Prosveshcheniye”)”

30. ESTABLISH THE CONFORMITY OF THE INFORMATION PRESENTED IN THE TWO SETS:

Definition of e-learning term	Corresponding term
1) E-learning via mobile devices, not limited by location or change of location of the learner	Network training
2) Education using information and communication technologies	Mobile learning
3) Training using a computer without connecting to an information and telecommunications network	Autonomous training
4) Training using information and telecommunications network	E-learning

Network training	Mobile learning	Autonomous training	E-learning

KEY to ICT test

Job No.	Correct answer	Test score	Notes
			In tasks 1-9 – 1 point is given if the test taker’s answer coincides with the correct answer; 0 – if it doesn’t match
			In tasks 10-14 – 1 point is given if the test taker’s answer completely coincides with the correct answer, 0 points – if there is at least one error
			In tasks 15-26 – 2 points are given if the test taker’s answer coincides with the correct answer; 0 – if it doesn’t match
			2 points – implementation of a WordArt object; 2 points – presence of graphic objects; 2 points – insert text
			In tasks 28-30 – 2 points are given if the test taker’s answer coincides with the correct answer; 0 – if it doesn’t match
			The minimum threshold is 38 points.