ROLE OF RANDOM FACTOR IN THE PROCESS OF STUDENT’S KNOWLEDGE COMPLETENESS MEASUREMENT
It is shown, that an important role in the process of measurement of student’s knowledge completeness plays random factor, due to the fact, that determinism of human consciousness is realized through randomness, and, therefore, behavior of student and educator in the process of measurement involves randomness. In this respect, non-classical probabilistic-statistical method was used to describe student’s behavior. According to it student is identified with distribution function, which spreads in information space and characterizes completeness of knowledge. Implementation of probabilistic-statistical scaling allowed to move from functional to numerical space in the process of analysis of students’ empirical individual distribution functions by applying calculation of these distribution function moments. Information about values of distribution function moments of various orders allow to rank students by level of knowledge. Random nature of educator behavior also affects the result of measurement of student knowledge completeness, however, this effect carries latent character and do not appear in explicit form. It should be noted, that continuity equations, the solutions of which are distribution functions, illustrate unity of determinism and randomness. It is shown, that student behavior in the process of gaining knowledge and behavior of quantum microparticle have certain similarities, that are shown through random character of their behavior, which could be described with non-classical probabilistic-statistical method. It is also notable, that progress in solving the problem of measurement in pedagogy and science at all would largely depend on advances in understanding the nature of human consciousness and its effect on the process of measurement.