159			A	journal	of	the	AMERICAN	Journal	of	Engineering,	Mechanics	and	Architecture																			www.	
grnjournal.us		

 
 

AMERICAN	Journal	of	Engineering,		
Mechanics	and	Architecture 

Volume	01,	Issue	10,	2023	ISSN	(E):	2993-2637	
 

  
Methodology for Completing Test Tasks of Different Degrees  

of Complexity in the Computer Graphics Display 
 

U. A. Nasritdinova 

Associate professor “TIIAME” National research university, PhD 

J. A. Kasimov 

Head of department “TIIAME” National research university, PhD 

 
Abstract: Increasing the effectiveness of education in the process of teaching computer graphics 
lies in organizing the educational process using new information and communication 
technologies, as well as monitoring the quality of mastering units of the educational module. 
Taking this into account, the article theoretically analyzes the methodology for creating test 
questions in computer graphics and a number of related graphic disciplines. It has been 
determined that factor theory is related to graphic sciences. As a result, the structure of a system 
of three-level test tasks based on specific formulas and their coefficients was studied. In addition, 
a four-category student assessment system was tested using a general automated software tool 
for questionnaire control. Based on the results, a mathematical and statistical analysis was 
carried out and the range of variation of the four categories was shown.  
Keywords: factors, number of factors, degree of difficulty of the test, degree of difficulty of the 
test in the discipline “Computer Graphics” 
 

Introduction 
Nowadays, the development of a graphic education system involves the use of convenient tools 
and methods for comprehensive monitoring of the level of knowledge and skills acquired by 
young specialists. These means today consist of widespread oral, written and test types of 
control, and all of them are the main guarantor of strengthening the knowledge acquired by 
students. 
For example, when monitoring students’ knowledge in the disciplines “Descriptive Geometry 
and Engineering Graphics” and “Computer Graphics,” testing is used along with oral and written 
types of knowledge control. As we know, these days this type of control is more often used on 
the basis of computer technology and this gives more effective results, but in order to further 
improve the quality of education, develop students’ desire to acquire knowledge, identify the 
most capable students in the field of graphic education and stage-by-stage the development of 
their knowledge and skills is an urgent problem - the creation of a methodology for compiling 
test tasks of varying degrees of complexity and their development [1]. 
These factors are interrelated and they are used as a unit of measurement when assessing the 
degree of knowledge of students in the discipline “Computer Graphics”. The more the student’s 
knowledge corresponds to these factors, the more likely it is that he will be able to perform tasks 
of a certain degree of complexity. 



 

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Danish scientist G. Rasch [14] introduced a new unit of measurement “logit”, which allows 
reflecting on the same scale the level of knowledge of the student and the degree of difficulty of 
the test [15]. 
The degree of knowledge of a particular student is determined by the number of points he scored 

based on the results of the test.  (1) 

Here: n is the number of subjects, pi is the proportion of possible correct answers to the number 
of tests; qi – possible incorrect answers to the number of tests. 
The complexity of test tasks is determined using the same principle. 

 (2) 

Here: n is the number of test tasks, pj is the proportion of possible correct answers of all 
students; qj – possible incorrect answers of all students. 
In determining the complexity of tests in the Computer Graphics discipline, factors formed by 
the test takers play an important role, and taking into account the number of these factors, the 
degree of complexity of a given test can be assessed. 
To complete a test of the 1st degree of difficulty, a student must demonstrate at least ≥2 factors. 

To complete a test of the 2nd degree of difficulty, a student must demonstrate at least ≥4 factors. 
To complete a test of the 3rd degree of difficulty, a student must demonstrate at least ≥6 factors, 
etc. This principle is used to determine the degree of difficulty in tests of even greater 
complexity. 
For now, we will assume that there are 3 degrees of complexity; to solve tests of each degree of 
complexity, students must have the above factors, and we will denote this in general terms as 

= , , …..  (3) 

This means, based on the results of G. Rush’s research, the degree of knowledge of each student 
is determined by formula (1). Taking into account the features of computer graphics tests, we can 
note that the pi given in formula (1) - the proportion of possible correct answers to the number of 
tests and qi - possible incorrect answers to the number of tests, regardless of the degree of 
complexity of the tests being solved, shows the relationship between the level of knowledge of 
the student and factors required from the student. (4) 

 (4) 

Since the way the student solved the test shows how much the necessary factors have been 
formed. If we designate these factors according to the degree of difficulty of the test Fi, Fj, Fk..... 

Fm then we get the following equation. (5)  i≥ 1,2; j≥1,2,3,4; k≥1,2,3,4,5,6; m= 

i,j,k,…..r, (5) 

niq
pQ

i

i
i ,...2,1),ln( ==

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p

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j
j ,...2,1),ln( ==b

sF iF jF kF mF

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í
ì

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sii

si

agarFqp
agarFqp

pa

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ï
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í

ì

=

=

=

=

m
n
t

kt

jt

it

FD

FD

FD
FD

.
.............

3

2

1



 

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 (6 ) 

For example: in order to draw a straight line in AutoCAD, you need to select... 
A) “Segment with lines” on the “Drawing (Drawing)” panel; 

C) “Straight” on the “Drawing (Drawing)” panel; 
C) “Halfline” on the “Drawing (Drawing)” panel; 

D) “Arc” in the “Drawing (Drawing)” panel. 
When performing a test of the 2nd degree of complexity, in addition to the requirements set in 
the test of the 1st complexity, the student is required to logically comprehend the test task, 
correctly carry out the solution algorithm and achieve a result. For example, in the first picture, 
identify the row in which Fig. 1. Is the correct algorithm for carrying out the external one 
indicated?  
The radius of the circle is 50 mm.А) “Circle” is selected - the right mouse button is pressed and 
the line KKR is selected (as for radius) - the approximate points of the attempt are indicated - the 
radius of the circle is entered as 50 mm - Enter is pressed once. 
C) “Circle” is selected - the left mouse button is pressed and the line KKR is selected (as for 
radius) - the approximate points of the attempt are indicated - the radius of the circle is entered as 
50 mm - Enter is pressed once. 
C) “Circle” is selected - the button is pressed and the line KKR is selected (as for radius) - the 
centers of the circles are indicated - the radius of the circle is entered as 50 mm - Enter is pressed 
once. 
D) “Arc” is selected – the approximate points of the attempt are indicated – the radius of the 
circle is entered as 50mm – Enter is pressed once. 
To complete a test of the 3rd degree of complexity, in addition to the knowledge and skills 
necessary to solve tests of the 1st and 2nd degree of complexity, a student is required to have a 
logical and creative understanding of tasks that have a step-by-step solution, the ability to make 
the right decision, obtain the result, analyze the result result. 
For example, define the sequence of actions when arranging a given axonometric image using 
the “split” task (Viewports). 

A) View menu – Viewports – New VIs – Four: evenly 
C) Edit menu – Viewports – New VIs – Four: evenly 

C) Drawing menu – Viewports – New VIs – Four: evenly 
D) View Menu – 3D Views – New VEs – Four: Evenly 
In implementing the above factors, it is first necessary to determine the students’ interest in the 
subject “Computer Graphics” using an automated “Questionnaire”. The “Questionnaire” 
determines the initial knowledge of students in the subject “Descriptive Geometry and 
Engineering Graphics”; using assessment questions of interest and attitude towards the subject, 
students are divided into categories. In order for students to master the subject “Computer 
Graphics” perfectly, they must have sufficient qualifications to work with graphic programs and 
carry out the design process based on the rules of the subject “Descriptive Geometry and 
Engineering Graphics”. Therefore, initial knowledge in the subject “Descriptive Geometry and 
Engineering Graphics” and interest in this subject are of great importance for the perfect mastery 
of the subject “Computer Graphics”. 
When comparing categories, it is revealed that the R-category students know how to think 
creatively, they can achieve 86%-100% indicator. S-category students, can think creatively 

n
tttp DDD ,...,, 21=a



 

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partially, can achieve 71%-85% indicator. T-category students, have simple concepts in the 
subject, can achieve a 56%-70% score. The U category does not have simple concepts, it can be 
assumed that it can achieve a 55% mastery rate of the subject. (1.2) the results of the 
“Questionnaire” are determined by the following formulas: 

,  (1) 
Here – contains the correctness or incorrectness of the answer, N is the number of questions, n is 
the sum of correct answers. View as a percentage of answers to the questions of the 
“Questionnaire”: 

 

 (2) 
 

N – number of questions, , n – sum of correct answers. Below are the groups that passed the test 
based on the created program. 1-table. 

1 - table 

Group name) Type of 
control 

R 
(Excellent) 

S 
(Good) 

T 
(Satisfactory 

U 
(Unsatisfactory) 

All 
students 

1-experimental 
group 

2-experimental 
group 

Results of 
the 

questionnaire 

7 11 8 7 33 

6 16 4 4 30 

1-experimental 
group 

2-experimental 
group 

Test results 

1 3 11 18 33 

2 5 12 11 30 

 

As can be seen from the table above, the results of the Questionnaire belong to the highest 
categories R(Excellent) and S(Good), and the results of the Test are lower. The indicators of 
students belonging to the T (Satisfactory) and U (Unsatisfactory) categories according to the test 
results occupy positions relatively higher than 1 - Fig. 

 
1-fig. Comparison chart of experimental groups 

Taking all this into account, an automated software system for determining interests, abilities and 
initial knowledge in the educational process was created, that is, the “Questionnaire” software. 
The software consists of two parts: “Teacher Questionnaire” and “Student Questionnaire”. The 
automated software system is designed to work on the network; the “Teacher Questionnaire” 

0

5

10

15

20

25

30

35

1-опытная
группа 

2-опытная
группа 

1-опытная
группа 

2-опытная
группа 

 Вид контроля
R(Отлично)
S(Хорошо )
Т(Удовлетворительно)
U(Неудовлетворительно)
 Все студенты



 

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program is loaded into the server. The Student Questionnaire program is installed on other 
computers on the network. After installing the “Profile-teacher” program, it finds all computers 
with installed “Profile-student” programs and establishes a connection with them. The 
connection between the “Profile-teacher” and “Profile-student” programs is displayed in the 
following form: 2-Fig. 

 
 

 
 

2-fig. 
All data is stored in the “Teacher Questionnaire” program and is transferred to the “Student 
Questionnaire” program. This software can be used to monitor the interests, abilities and 
knowledge of students as a “Test” and “Questionnaire”. In the questionnaire-questionnaire given 
on the subject, the interests, abilities and knowledge of students are divided into 4 types using 
questions asked on the subject. 1) R-high degree, that is, knows how to think creatively; S - good 
degree, meaning he can think partially creatively; T - satisfactory degree, has simple concepts in 
the subject; U - unsatisfactory degree, does not have simple concepts in the subject. 
This questionnaire is carried out at the beginning of the educational process and determines 
students’ interest in the subject “Computer Graphics” and initial knowledge. In order to conduct 
the automated “Questionnaire” program, 3 groups with an equal number of students were 
selected for experiments and experiments were conducted on the subject of automated software 
“Computer Graphics” based on the “Questionnaire”. According to the results of this experiment, 
categories were identified that determined the degree of interest in the subject “Computer 
Graphics”, abilities and initial knowledge of students and are shown in the table below.  

2-tab.1 -таблица 

№ Group name R S T U Total number of 
students 

1 205- SHMIM-12 6 12 6 1 25 
2 206- SHMIM-12 3 9 8 6 25 
3 207- SHMIM-12 3 8 11 2 25 

 

Based on the data given in Table 1. Group 1 has a high degree of academic achievement, interest 
in the subject, ability in them is high and the group is considered to have more opportunities in 
an atmosphere of creative thinking. In the 2nd and 3rd groups, the R-category indicator is the 
same, but as we see in the other groups, the results indicators show S2<S3 T2< T3 and U2 > U3, 
these signs, as mentioned above, are a kind of indicators of the categories S2 < S3 T2< T3 and 
U2 > U3. These results show that the performance of group 3 is higher compared to group 2, but 
if you pay attention to S2 < S3, you can see that the number of students with a good level in 
group 2 is greater than in group 3. This means that in group 2, the number of students who have 
the opportunity to achieve good academic performance may increase. These results give the 
teacher the opportunity to predict the degree to which students have mastered the subject. In 2-
fig. shows a comparative diagram of the results of experiments carried out in three groups. The 
results of the experiments show that conducting an automated “Questionnaire” at the beginning 
of the educational process helps in determining attitudes and interests in the subject, their 
abilities and initial knowledge. 3-Fig. 

Program 

"Teacher Questionnaire" 

Program 

"Student Questionnaire" 



 

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3-fig. Software test result 

In 2-fig. shows a comparative diagram of the results of experiments carried out in three groups. 
The results of the experiments show that conducting an automated “Questionnaire” at the 
beginning of the educational process helps in determining attitudes and interests in the subject, 
their abilities and initial knowledge. 

 
4-fig. Diagram comparing 3 experimental groups 

In the educational process through the use of a questionnaire, you need to pay attention to the 
following: 
Ø the composition of the questions in the questionnaire, the focus on determining interests, 

abilities and initial knowledge; 
Ø analysis of the results of the groups in which questionnaires were administered; 
Ø determination by the teacher of the organization of the educational process based on these 

results. 
The above factors are considered necessary means in increasing the efficiency of the educational 
process and serve as the foundation for the education system when introducing an automated 
assessment system. 
Conclusions 
Therefore, it is necessary to develop spatial imagination in students and create their skills in 
working with graphic programs, which is the main problem in the educational process of the 
subject “Computer Graphics”. 
To implement this during your studies, you need to use the following: 

Ø determine students’ interest and abilities in the subject using automated software systems; 

6

12

6

1

25

3

9 8
6

25

3

8

11

2

25

0

5

10

15

20

25

30

      R      S     T     U Общее
число

студентов

1 205- SХМИМ-12
2 206- SХМИМ-12
3 207- SХМИМ-12



 

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Ø determine the educational methodology in certain groups, based on the results obtained (for 
example, the results of a “questionnaire” of group students); 

Ø development of theoretical and practical topics based on 2D and 3D modeling; 
Ø development of a software-pedagogical tool based on 2D and 3D modeling and implement it 

in the educational process; 
Ø when mastering graphic programs, use methods for performing graphic tasks of the 

curriculum on a computer; 

Ø establish automated multivariate test control; 
Ø organize independent education. 
Instead of concluding, we can say that the use of computer technologies at different stages of 
graphic education, helping future specialists to become excellent experts in their field, also 
provides them with modern knowledge and skills. 
So, when compiling tests of varying degrees of complexity in the discipline “Computer 
Graphics,” the main role is played, first of all, by the requirements for the knowledge and skills 
of students, as well as the students’ compliance with these requirements. These are regarded as 
the above factors. As a conclusion, it can be noted that the use of tests of varying degrees of 
complexity in the objective assessment and development of students’ knowledge and skills will 
bring positive results and raise the effectiveness of training to a new level. 
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