Application of High-Order Questions as an Objective Assessment Tool During Distance Learning

Abstract

The article discusses the impact of the pandemic on the quality of knowledge and the psychological state of students studying at the CIS accredited international Nazarbayev Intellectual School in UstKamenogorsk. The analysis was carried out on the example of biology, physics, and English in grade
11. It was found that in the online learning environment, the principles of academic honesty on the part
of students are not fully observed. For more honest results, it is necessary to use specialized programs
that block the desktop and limit time, etc. During the pandemic, the time allocated to each subject for
mastering the curriculum was halved, but the program itself was not reduced. These facts led to an aggravation of the psychological state of the students. It was found that during the pandemic, referrals to a
school psychologist increased by an average of 9%. The main problems on the part of the students are
the lack of live communication, family conflicts, and withdrawal. Most students have a problem with
time management. According to the research conducted, student activity falls from 40% to 24% during
offline learning to 16% during online learning. The students’ mood is also reduced by 4%.
Key words: pandemic, high-order questions, open-ended questions, online learning, stress resistance, academic integrity, communication skills.