Levels of mastering theoretical knowledge of higher mathematics in computerized testing

This paper deals with the problem of computer testing of students’ level of theoretical knowledge on Higher Mathematics. When assessing students in Mathematics, their mastery of skills and abilities to solve problems and to use theoretical material falls into different categories. Test tasks to assess the ability to solve typical problems are often based on the prediction of the success of their solution by students, taking into account teaching experience, task examples from published sets of tests on Higher Mathematics. The process of tasks development is rather complicated for many reasons. In particular, when discussing some tasks with the student during the exam, the teacher’s questions usually do not have a test form and it is more difficult to predict the success of the student’s performance in this case. Therefore, the paper proposes to correlate test tasks to assess the mastery of theoretical material in higher mathematics with a certain hierarchical system of levels of knowledge acquisition. Matching test tasks knowledge with mastering level allows you to take into account their development and the depth of the study of theoretical material in mathematical disciplines. The paper deals with the hierarchical system of four levels of knowledge assimilation (recognition, mechanical reproduction, fragmentary understanding, integral understanding), gives examples of tasks for each level and the results of the success in individual test tasks, which can be useful for teachers when developing tests to check the theoretical knowledge of Mathematics.