Abstract:

Constructing a quality knowledge system requires to harness all teaching methods and all elements of the educational content. The quality of knowledge is a complex quantitative and qualitative multidimensional characteristic, including a theoretical and practical component. This characteristic includes consistent insight into the integrated structure of knowledge of the nature of the objects of study and the interrelation of their elements. Knowledge control is practically carried out to obtain information about some object of study, based on which a prediction for its behavior is built, and a method for subsequent impact is chosen. Assessment efficiency is largely determined by the choice of methods and tools corresponding to a given practical task.

The methods to control students' knowledge are a system of consecutive interrelated diagnostic actions of the teacher and students, providing feedback to the learning process to obtain data on learning success, the effectiveness of the educational process, as well as to identify the degree of learning and mastering the knowledge and necessary skills. Knowledge control methods make it possible to note and monitor the degree of acquisition of all knowledge components - both theoretical ones (completeness, depth, specificity and generalization) and practical ones (efficiency and flexibility). However, they cannot assess the systematic nature of knowledge, perception of its structure and the relationships between the individual elements.

Taking a control test in a given discipline is the way to assess the level of mastering the theoretical component of the quality of knowledge. The level to which the practical component is acquired is checked by the method for practice tasks content analysis. The mind map method assesses the structural level.

This article considers the possibility of using an electronic mind map as a tool for quality control of knowledge and offers a model for assessing the structural component. The model suggested includes an array of assessment methods for various aspects of the quality of training. For its practical application, however, an algorithm for quantitative analysis is needed. Also, it is necessary to prescribe a set of evaluation criteria and the methodology for its application - the subject of future research.

Keywords:

Quality of knowledge, evaluation, comprehensive assessment, control methods, structural component, mind map.