L.A. Artyushina - Dr. Sc. (Pedagogic), Associate Professor, Department «Informatics and Information Security», Vladimir State University named after A.&N. Stoletovs. E-mail: larisa-artusina@yandex.ru D.A. Polyansky - Ph. D. (Eng.), Associate Professor, Department «Informatics and Information Security», Vladimir State University named after A.&N. Stoletovs. E-mail: polyansk@rambler.ru A.V. Amochkin - Undergraduate, Vladimir State University named after A.&N. Stoletovs. E-mail: amochkin.a@mail.ru

Analysis of scientific sources and research papers on the topic of theoretical and applied aspects of improving information reliability in automated learning systems shows that distributed educational information systems (EIS) are playing the more prominent part in education as a learning technology. Alongside that, there is a set of shortcomings lowering the effectiveness of this educational tech-nology, among which the low level of intelligence as to devising the effective strategies for representing the learning material, orientation towards the averaged personality of the student, reliability of knowledge assessment and so on. Using the «Knowledge control» subsystem in distributed EISs one can perform the knowledge level evaluation of the students. This article contains the two exclusive novel models - the structural model of the knowledge, abilities and skills (KAS) assessment and the hierarchical model of Task Bank (TB) as one of the subsystem-s components. The base for models in this article if constituted of the original method for the reliable knowledge assessment in distributed EIS. This method is comprised of: control of the weight coefficient representing the task difficulty; algorithm for valid test construction; evaluation of differentiating ability for the test; algorithm for calculating the time of test and the number of tasks; improved algorithm for knowledge evaluation using adaptive testing. The structure of the method determines the main components of KAS control subsystem and requirements for the TB model, the primary of which are: the possibility to describe the structure of the TB component; the hierarchy of the TB structure; orientation towards the application to the real-world educational process; enabling the verification; more authentic automatic synthesis of student rating by the classifier; enabling the possibility for automatic (or automated) evaluation of differentiating ability for the test; enabling the possibility for automatic calculation the time of test and the number of tasks according to the task difficulty weight coefficient.

 

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