The Experimental Study of the Effect of Functional-Variational Factors on the Results of Linguistic Testing

A feature of the presented study is a comprehensive approach to studying reliability problem linguistic testing results due several functional and variable factors impact. Contradictions ambiguous views scientists on researched issues determine relevance this study. The article highlights equivalence diagnostic potential complexity closed open test tasks. polymorphism monomorphism tests, as well variability tests sequence different question forms their ratio in one test, are revealed. authors substantiate need for in-depth empirical research further improve basic quality design principles final high school students. main purpose was examine controlled uncontrolled that affect results. This represents conducted among students 8th 9th grades (N=332) subject field Ukrainian (as native language). In first phase criteria-oriented author's questionnaires were used by tools. Data analysis performed using factor variance (and other mathematical statistical methods), which allowed proving direct influence "form tasks" (impact power up 35%). methodology us combination tasks have lower impact and, accordingly, characterized highest reliability. second (refining) study, taking into account previous results, it found questions, sequence, can also detected depending gender characteristics participants. According research, some ideal externally-organized language in-school control classroom-assessment proposed. It provided multiple-choice questions constructed-response equal proportions descending order operational (taking peculiarities participants). prospects continuation deepening connected with optimal empirically valid structure, substantiated.