Activating Possibilities of Multiple-Choice Assignments

In this study we proceed from the fact that the relationship „pupil — learning assignment with a multiple choice answer“ is one of the very important relationships in the teaching process. Especially in connection with the emergence of modem didactic technique, with various processes of pedagogical and pedagogico- psychological diagnostics, but also in connection with the development of activity psychology, this relationship takes up a significant place both in the process of learning and in testing pupils’ knowledge. The relationship “pupil — learning assignment with a multiple choice answer” plays a significant role in controlling the learning process and in finding out some parameters of pedagogical and pedagogico-psychological diagnostics. In view of the new approaches used in handling some aspects of the teaching process the questions under discussion are conceived as a reflection of the complexity of various relationships, the working of external and internal determinants, and are aimed at disclosing and defining the factors involved in the situation of solving multiple-choice assignments. In this respect an analysis is also made of three spheres of problems connected with multiple-choice assignments.
We have tried to present them in such a way as to draw attention to the variability and specificness of the functioning of multiple-choice assignments and have concentrated on those contens and subjects which facilitate the activation of pupils’ work and are closely linked to the dimensions of pedagogical and pedagogicopsychological diagnostics, as well as to the control of the teaching process.