Modern man lives in an environment that requires a high degree of professionalism and considerable intellectual effort to make the right decisions in various life and work situations. This makes rather high requirements for the graduates of educational institutions. Therefore, all participants in the educational process are faced with the problem of improving the quality of education of the educational process is to improve the quality of education. How can we evaluate this quality? So we come to evaluation, control, and other things related to measurement (comparisons). The penetration of precise measurement methods into such “imprecise” areas as psychology and pedagogy, was facilitated by the rapid development of natural science in the 19th century, the emergence and spread of theories that explained the process of human development as
changing and increasing in complexity over time.
Testology as a theory and practice of measurement has been around for over 120 years. One of the first scientists who have tried to measure the differences between people in the field of elementary mental processes (visual, auditory, tactile sensitivity, reaction time and others) was the Englishman Francis Galton (1882-1911). Since the beginning of the 20th century, the pedagogical direction of testing was also defined. The main task of pedagogical tests was to measure the success of students in those
particular special disciplines for a certain period of study, as well as the success of application of certain methods of teaching and organization. Any procedure of pedagogical assessment (control, measurement), as well as in other areas of activity (measuring length, weight, etc.) must guarantee adequacy (proportionality) of reflection of the level of achievement of the goals of the study course, acquiring the appropriate knowledge, skills, and personal qualities trainees. But it is the “inaccuracy” of the spheres of pedagogy and psychology that determines the complexity of the problem of assessment, control of learning, which is one of the main one of the main problems of education. In practice, control and diagnosis of learning is often solved expert, subjective way. To assess the knowledge expert teachers choose various forms of tests, quizzes, exams. When evaluating the work of students in the form of coursework, graduation projects, performances at competitions, etc., a collective assessment (a group assessment) is used. When evaluating the work of students in the form of coursework, graduation projects, performances at competitions, etc., a collective assessment (experts, examining board, jury, and so on). Therefore, the problem of objectivity of knowledge control is very acute.