Interdisciplinary diagnostics of educational achievements of students. Topic: Diagnostics of educational achievements of schoolchildren. Diagnostics of personal achievements, students
Topic No. 2.10 "Diagnostics and assessment of educational achievements of schoolchildren"
1. The concept of diagnostics, its meaning and functions.
Diagnostics - this is a general way of obtaining information about the course and results of the educational process.
The concept of "diagnostics" has a broader and deeper meaning than the concept of "checking the ZUN" of trainees. The ZUN test only states the results without explaining their origin. While diagnosing considers the results, taking into account the ways to achieve them, reveals trends, the dynamics of the didactic process.
Diagnostics includes:
Control, verification, evaluation;
Accumulation of statistical data, their analysis;
Forecasting, revealing the dynamics, trends of the didactic process.
An important component of diagnosing is control.
Control - this is the observation of the process of mastering knowledge, skills, i.e., the identification, measurement and evaluation of knowledge and skills. An integral part of control is verification.
Examination - a system of actions and operations to control the assimilation of ZUN, i.e., identification and measurement.
In essence, control provides feedback. Namely, obtaining information about the result of the educational activities of trainees and learners.
Establishes what, in what volume of knowledge he has mastered;
Is he ready for the perception of new knowledge;
Receives information about their educational activities;
Shows how fruitful his own work was, whether he successfully used the possibilities of the pedagogical process for teaching purposes;
It becomes clear what success he has achieved in mastering knowledge, to see the problems and shortcomings in them.
Receives information about what and how the student knows and can;
It becomes clear which questions, concepts and rules are assimilated with difficulty, which are easier;
Receives information about the nature of the student's independent learning activities;
Through the mistakes of students, he sees the shortcomings of his work and gives the opportunity to:
a) improve teaching methods;
b) find means of individual approach to their students.
In the book and "Boys and Girls - Two Different Worlds", the authors try to consider this problem as well. In their research, they address the following questions:
What happens in the cerebral cortex of a child when he perceives the assessments of adults?
· What hidden processes underlie these phenomena?
· Why do boys and girls react differently to grades and change their behavior accordingly?
Control in the learning process is the most developed procedure, both in theory and in methodology.
As a relatively independent stage, it performs interrelated functions:
training
developing
educational and
corrective and stimulating, many authors distinguish.
The educational and developmental function is expressed in the fact that students not only benefit by listening to the answer of their comrades, but also actively participate in the survey themselves, asking questions, answering them, repeating the material to themselves, preparing for what they themselves can be asked at any time. moment.
Let me remind you that children differ in the type of functional organization of the brain. From the psychology course, you remember that psychological types, such as extroverts - introverts, analysts - synthetics, reflexive - impulsive, etc., are associated with features of the functional asymmetry of the brain.
Analysts talk more easily than they act, it is easier to explain how to do it than to perform some task themselves.
For synthetics, the visual imagery of the material is very important; they cannot without relying on a specific situation.
Impulsive children often act quickly on the level of intuition, grasping the situation as a whole, without small details.
Reflective children sort through the details, slowly but surely building the way to solve the problem, but they can easily make mistakes if the initial conditions are chosen incorrectly, because they do not see the problem as a whole.
The educational function of control is to form a creative attitude to the subject, the desire to develop their abilities, timely identify gaps in knowledge, accustom students to systematic work, in their discipline and development of will. The expectation of verification forces students to study lessons regularly, makes it necessary to forego entertainment and pleasures if they interfere with the preparation of lessons.
Regular monitoring increases the responsibility for the work performed not only by students, but also by teachers, teaches them to be careful, forms positive moral qualities and collectivist relations.
Sukhomlinsky thought with anxiety about the “psychosis of the pursuit of excellent marks”, which “places a heavy burden on the young souls of schoolchildren, cripples them ... Parents demand only fives from him, in extreme cases, fives with fours, and the unfortunate schoolboy, receiving threes, feels a little whether not a criminal.
The theory and practice of teaching established pedagogical requirements for the organization of control over the educational activities of students (for).
one). The individual nature of control is exercised over the work of each student, over his personal educational activities (taking into account the individual characteristics of students).
2). Systematicity allows you to eliminate gaps in the ZUN in a timely manner.
3). Objectivity of control, excluding deliberate, subjective and erroneous value judgments and conclusions of the teacher.
4). Comprehensiveness lies in the fact that control should cover all sections of the curriculum, provide a test of theoretical knowledge, intellectual and practical skills and abilities of students.
five). A variety of forms of conducting, increases the interest of students in its conduct and results, ensures the performance of teaching, developing and educating control functions.
6). A differentiated approach that takes into account the specific features of each academic subject, as well as the individual qualities of students who require the use of various control methods and the teacher's pedagogical tact in accordance with these features.
7). The unity of the requirements of teachers who control the educational work of students in a given class.
Compliance with these requirements ensures the reliability of control and the fulfillment of its tasks in the learning process, namely:
Identification of a gap in knowledge, in training;
Correction of the learning process;
Planning for subsequent training;
Conclusion on the first question: At present, there are many unresolved issues related to the control and assessment of students' knowledge. In humanistic pedagogy, they are solved differently than in authoritarian. Diagnostics comes to the fore - a general way of obtaining information about the course and results of the educational process. She analyzes the joint work of teachers and students in order to find additional reserves, to find ways to improve results. Diagnostics uses monitoring and evaluation as additional ways to obtain the necessary information.
2. Types, forms and methods of control of educational activity of schoolchildren.
At various stages of training, various types of control are used:
1. The current one is a systematic check of the assimilation of ZUN at each lesson. It is carried out with the help of the teacher's systematic observation of the work of the class as a whole and of each student individually at all stages of education. Such control is operational, flexible, diverse in methods, forms and means.
2. Periodic - usually carried out after studying the logically complete part, section of the program (quarter, half year), it also takes into account current accounting data.
3. Final - held on the eve of transfer to the next class or stage of education. Its task is to fix the minimum of preparation, which provides further training.
What forms of control are used in the school?
When conducting control teachers use various forms. According to the form of organization, control can be:
Frontal
group
individual
Combined (or compacted)
The frontal form of control allows you to successfully combine testing with the tasks of the material studied, causes increased class activity.
Group is used when it is necessary to check the results of the educational work of a group of students.
Individual control is used to identify the knowledge of each student.
The combined form of control, or "compacted survey", is a combination of individual control with frontal and group. At the same time, the teacher calls several students to answer, one of whom answers orally, several do the task on the board, and the rest prepare written tasks on the cards.
The advantage of a combined survey:
In a fairly short time, the teacher interviews a relatively large number of students.
Flaw:
Limits the learning function of the review, as students working on cards do not participate in the overall work of the class.
Self-control and mutual control of students is of great importance. Self-control of students is carried out with the help of various programmed means. Mutual control is of great psychological importance, it stimulates the student.
Methods of control are the methods by which the effectiveness of educational, cognitive and other activities of pupils and the pedagogical work of the teacher is determined.
In the educational process, various combinations are used: methods of oral, written, practical (laboratory), machine control, didactic tests, observation, graphic control, use of a book, problem situations.
one). Methods of oral control. Oral questioning is carried out in individual and frontal forms.
The purpose of oral individual control is to identify individual students by the ZUN teacher. Usually, students are called to the board to answer a general question.
Oral frontal survey is used to repeat and consolidate educational material in a short period of time. In relation to the oral individual survey, the frontal one has its advantages and disadvantages.
Advantages disadvantages:
Activates the work of the whole class - does not check the depth of knowledge
Allows you to ask many students - random good answers are possible
Saves students time.
All students are given the opportunity
participate in the addition, clarification, confirmation,
correction, but after the response of their comrade.
Thus, the basis of oral control is the monologue control of students.
2). Written control is rarely individual, when individual students are offered control tasks on cards. Usually these are frontal control tasks, such as:
Test
Statement
Composition
Dictation
Abstract, etc.
In written work, the student needs to show:
theoretical knowledge and skills, apply them to solve specific problems, problems;
The degree of mastery of written speech;
the ability to logically, adequately build, express one's thoughts, etc.
3). Practical control is used in drawing lessons (in elementary grades), labor, and physical education. It can be considered an effective, but little used way to check learning outcomes. In high school, it is used in chemistry, physics, and mathematics lessons.
Practical work
Laboratory experiments
Creation of products
Installation of the apparatus, etc.
This control is necessary, because it helps to identify the formation of certain skills and abilities of practical work or the formation of motor skills in physical education and drawing lessons.
4). Machine control (programmed), when students are asked to choose the correct one from several possible answers.
five). Didactic tests (achievement test) are a set of standardized tasks for a specific material, which establishes the degree of mastering it by students.
Testing (from the English. Words - test) was first put into practice in the UK in 1864 by J. Fisher to test the level of knowledge of college students. The theoretical foundations of testing were developed later in 1883 by the English psychologist F. Gelton in his work “the study of human abilities and their development.” Testing was defined by F. Gelton as the application of a series of identical tests to a large number of individuals, statistical processing of the results, determination of evaluation standards. The term "test" (test) was first used in the work of American psychologists Cattell and McKeon "Mental Tests and Measurements".
In the 19th century, testing developed within the framework of psychological science. Only at the beginning of the 20th century did a distinction appear between the psychological and pedagogical directions. The development of the first pedagogical test belongs to the American psychologist E. Thorndike.
In Russia, testing began to develop in the 20s of the twentieth century and was associated with pedological science and practice. However, in connection with the well-known resolution "On pedological perversions in the system of the People's Commissariat for Education", testing in Soviet pedagogical literature was not covered for a long time. Only in recent years has there been interest in testing as one of the forms of testing the knowledge of students and students.
Benefits of tests:
In their objectivity, that is, the independence of testing and evaluating knowledge from the teacher;
Possibility to supervise a large number of students.
Test requirements:
Reliability, which means that it shows the same results repeatedly, under similar conditions;
Objectivity.
Types of tests:
Essay of free speech (for example, an essay on literature)
An assignment that requires an answer to a question (usually 3-5)
Tests differ in the types of learning objectives.
Types of tests (by learning objectives):
Type 1 tests test knowledge of facts, concepts, laws, theories - all the information that needs to be remembered and reproduced. Reproductive answers are required here.
Type 2 tests check the ability to perform mental operations based on the knowledge gained. Basically, this is a solution to typical problems.
The 3rd type of tasks involves testing the ability to give an independent practical assessment of what has been studied.
Type 4 highlights tasks that test the ability to solve new specific situations based on the information received.
6). Observation - a systematic study of students in the process of observation, the discovery of many indicators: manifestations of behavior that indicate the formation of ZUN and other learning outcomes.
7). Graphic control methods ()
(digital dictation)
8). Use of the book, problem situations (V. Okon).
3. Evaluation and mark. Criteria and norms of evaluation.
The results of the educational and cognitive activity of students are expressed in its assessment.
Evaluation is a determination of the degree of assimilation of ZUN. The quantitative expression of the assessment is the mark.
A mark is a conditional expression of a quantitative assessment of the ZUN of trainees in numbers and points.
Until now, not only in pedagogical practice, but also in didactic and methodological literature, the terms "assessment" and "mark" were sometimes understood as synonyms. So, often, when a mark is meant, they say “assessment” (grading, grading system, etc.). Meanwhile, “score” and “mark”, although close, are far from identical.
Evaluation is a broader and more capacious concept, since it expresses the qualitative state of a student's preparedness, while a mark gives only a conditional quantitative characteristic. Quantitative indicators are fixed mainly in points (or in %), and qualitative indicators in value judgments such as “good”, “satisfactory”, etc. Each value judgment is assigned a certain, predetermined score. For example, the value judgment "excellent" - a score of 5.
The function of assessment is not limited to just stating the level of learning. Evaluation is the only means at the disposal of the teacher to stimulate learning, positive motivation, influence on the personality. It should not be a reward or a means of punishment. Encouragement or reprimand should be the words and instructions of the teacher in connection with the assessment.
What are the typical subjective errors of assessment at school?
Generosity, condescension (manifested in overestimation of grades)
Transfer of sympathy or dislike from the student to the assessment (mark)
Mood rating
Lack of firm criteria (the teacher gives high marks for weak answers, and vice versa)
Central tradition (for example, not to put twos and fives)
System instability (it doesn’t ask for a long time, then it polls the entire lesson)
The closeness of the assessment to the one that was set earlier
Transferring a Behavior Grade to a Subject Grade
Overestimation and underestimation of marks (when, for example, with good handwriting, he prefers "calligraphers").
4. Unmarked grading system ().
For more than 20 years in Georgia, with the help of the Ministry of Education of the Republic, an ungraded system of assessment has been implemented. This system was widely used by the primary school teacher. In his book “Reflections on Humane Pedagogy” (chapter “The educational and educational function of assessing the teaching of schoolchildren”), he considers the directions of motivation for the educational and cognitive activity of schoolchildren, the conditions under which the fear and excitement of students before the mark could disappear.
5. Measures to prevent student failure.
As a result of student assessment, there is a problem of poor progress or failures in the studies of individual students. Failure is understood as a situation in which the behavior and learning outcomes do not meet the educational and didactic requirements of the school. Underachievement is expressed in the fact that the student has poor reading, counting skills, poor intellectual skills of analysis, generalization, etc. Systematic underachievement leads to pedagogical neglect, which is understood as a complex of negative personality traits that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic standpoint. Those who are pedagogically neglected often drop out of school and join risk groups.
Research has identified three groups of causes of school failure.
1. Socio-economic - financial insecurity of the family, unfavorable situation in the family, alcoholism, pedagogical illiteracy of parents. The general state of society also affects children, but the main thing is the shortcomings of family life.
2. Causes of a biopsychic nature are hereditary characteristics, abilities, character traits. It should be remembered that inclinations are inherited from parents, and abilities, hobbies, character develop during life on the basis of inclinations. Science has proven that all healthy babies have approximately the same developmental opportunities, which depend on the social, family environment and upbringing.
3. Pedagogical reasons. Pedagogical neglect is most often the result of mistakes and the low level of school work. Education, the work of a teacher is a decisive factor in the development of a student. Gross mistakes of the teacher lead to psychogenies, didactogenies - mental trauma received in the process of learning and sometimes requiring psychotherapeutic intervention. Didactogeny is a rough marriage in the work of a teacher.
Research has shown more specific reasons for academic failure:
A rigid, unified system of education, the content of education is the same for everyone, and does not meet the needs of children;
Uniformity, stereotyping in methods and forms of teaching, verbalism, intellectualism, underestimation of emotions in learning;
Inability to set learning goals and lack of effective monitoring of results;
Neglect of the development of students, practicality, coaching, orientation to foreign countries.
Conclusion: the didactic, psychological, methodological incompetence of the teacher leads to learning failures.
To eliminate the didactic causes of failure, there are such means:
1. Pedagogical prevention - the search for optimal pedagogical systems, including the use of methods and forms of education, new pedagogical technologies, problem-based and programmed learning, computerization. For this, Yu. Babansky proposed the concept of optimizing the educational process. In the United States, they follow the path of automation, individualization, psychologization of learning.
2. Pedagogical diagnostics - systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, there are conversations between the teacher and students, parents, monitoring a difficult student with fixing data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made. Yu. Babansky proposed a pedagogical council - a council of teachers to analyze and solve the didactic problems of lagging students.
3. Pedagogical therapy - measures to eliminate backlogs in learning. In the domestic school - these are additional classes. In the West - alignment groups. The advantage of the latter is that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids. They are taught by special teachers, attendance is mandatory.
Based on my lecturesContent
Diagnostics of educational achievements(learning diagnostics) is carried out with the aim of timely identification, evaluation and analysis of the course of the educational process in connection with its productivity. It includes control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting the further development of events.Control of learning as part of the didactic process and the didactic procedure raises problems about the functions of verification and its content, types, methods and forms of control, about measurements, and, therefore, about the criteria for the quality of knowledge, measuring scales and means of measurement, about the success of learning and the failure of students.
Control has an educational, educational and developmental function, but the main function is diagnostic.
The most important principles of diagnosing are objectivity, systematicity, publicity.
It is necessary to diagnose, control, check, evaluate the knowledge and skills of students in the logical sequence in which they are studied.
1. Preliminary identification of the level of knowledge of trainees.
2. Current check in the process of assimilation of each topic being studied.
3. Recheck. (In parallel with the study of new material, students repeat what they have learned earlier. Repeated testing helps to strengthen knowledge).
4. Periodic testing of knowledge, skills of students in a whole section or topic of the course.
5. Final verification and accounting of knowledge and skills acquired at all stages of the didactic process.
Diagnosis of learning opportunities(learning diagnostics) is aimed at identifying the learning opportunities of students.The most important learning components are:
1) the potential of the student;
2) fund of effective knowledge;
3) generalization of thinking;
4) the rate of knowledge acquisition.
When diagnosing learning, it is necessary to take into account pace factor.
1. The rate of assimilation of knowledge, skills (time of assimilation of the reference concept).
2. The pace of progress in learning (the time of complete assimilation of the section, part of the course).
3. Growth rates of results (learning dynamics).
The technology for determining the learning ability of students by didactic pace simplifies the solution of many problems. First of all, it is used to differentiate homogeneous classes of trainees. It is learning as an integrated characteristic that unmistakably indicates the capabilities of each student, the ways of rationalizing his personal process.
Diagnostics of upbringing
The development of the scientific content of the concept of “education” is still at the stage of debatable and still incomplete theoretical studies.By definition, M.I. Shilova, upbringing- "a property of a person, characterized by a set of formed socially significant qualities, in a generalized form reflecting the system of a person's relations to society and the team, mental and physical labor, to people, to himself."
In the 1990s, the general process of technologization of education gave a new impetus to the development of the theory of upbringing. The author's concepts of M.I. Shilova and N.K. Golubeva - B.P. Bitinas, in which programs for the study of upbringing were developed. In these programs, the author's criteria for upbringing are expressed through a set of specific indicators. By the nature of the indicators, the teacher can independently determine the level of development of one or another component of education. After the assessment, they are entered into a summary sheet, which helps to obtain a holistic qualitative characteristic of upbringing.
In the process of diagnostic study, the effectiveness of the upbringing process can be determined if the initial characteristics of upbringing and the final ones are compared, the difference between the results determines the effectiveness. The robot managed to figure out what happened to the article "Diagnostics of educational achievements, educational opportunities and upbringing of students" thematically related:
Chapter VI. DIAGNOSTICS OF THE LEVEL OF ACHIEVEMENTS
§ 1. Diagnostics of educational achievements
To diagnose the success of teaching at school, special methods are being developed, which are called by different authors tests of educational achievements, success tests, didactic tests, and even teacher tests (the latter may also mean tests designed to diagnose the professional qualities of teachers, or poorly formalized diagnostic tools that can be used teacher, such as observation, conversation, etc.). As noted by the American psychologist A. Anastasi, this type of test ranks first in terms of number.
Achievement tests are designed to assess the success of mastering specific knowledge and even individual sections of academic disciplines, and are a more objective indicator of a student's learning than a mark. The latter often becomes not only an assessment of the student's knowledge, but also an instrument of influence on him; it can express the teacher's attitude to the degree of his discipline, organization, behavior, etc. Achievement tests are devoid of these shortcomings, of course, provided that they are correctly compiled and applied.
Achievement tests are different from actual psychological tests (ability, intelligence). Their difference from ability tests is, firstly, that with their help they study the success of mastering specific, limited educational material, for example, the section of mathematics "Stereometry" or an English course. The formation of abilities (for example, spatial ones) will also be influenced by training, but it is not the only factor determining the level of their development. Therefore, when diagnosing abilities, it is difficult to find an unambiguous explanation for the high or low degree of their development in a schoolchild. Secondly, the difference between tests is determined by the purposes of their application. Ability tests are mainly aimed at identifying the prerequisites for certain types of activity and claim to predict the choice for the individual of the most suitable profession or training profile. Achievement tests are used to assess the success of mastering specific knowledge, in order to determine the effectiveness of programs, textbooks and teaching methods, the characteristics of the work of individual teachers, teaching teams, i.e. diagnose past experience, the result of mastering certain disciplines or their sections. Although it is impossible to deny the fact that achievement tests can also, to a certain extent, predict the pace of student advancement in a particular academic discipline, since the high or low level of knowledge acquisition at the time of testing cannot but affect the further learning process. Pointing out the difference in the types of tests discussed, A. Anastasi notes that it comes out most prominently in assessing their validity: “The best way to evaluate ability tests is to carry out predictive criterion-based validation, while achievement tests are mainly assessed in terms of content validity. "(A. Anastazi, 1982. T. 2. S. 37).
Achievement tests are also different from intelligence tests. The latter are not aimed at diagnosing specific knowledge or facts, but require the student to be able to perform certain mental actions with concepts (even educational ones), such as drawing an analogy, classification, generalization, etc. This is also reflected in the formulation of specific tasks of tests of both different type. For example, an achievement test based on the material of the history of a certain period may contain the following questions:
Fill in the gaps in the sentences:
World War II began in ... year, a) 1945; b) 1941; c) 1939; d) 1935.
In the test of mental development, questions using concepts from history will have the following form:
You are given five words. Four of them are united by a common feature, the fifth word does not fit them. It must be found and emphasized, a) goods; b) city; c) fair; d) natural economy; e) money, a) a slave owner; b) a slave; c) a peasant; d) worker; d) an artisan.
In order to correctly answer the questions included in the achievement test, knowledge of specific facts, dates, etc. is necessary. A diligent student with a good memory can easily find the correct answers in the tasks of the achievement test. However, if he has poorly formed skills to work with concepts, analyze them, find essential features, then the tasks of the intelligence test can cause significant difficulties (since only a good memory is not enough to complete them). test questions were made.
Along with achievement tests designed to assess the assimilation of knowledge in specific disciplines or their cycles, more widely oriented tests are being developed in psychology. These are, for example, tests for assessing individual skills required by a student at different stages of education, such as some general principles for solving mathematical problems, analyzing literary texts, etc. Tests for learning skills that can be useful when mastering a number of disciplines are even more widely oriented. , such as textbook skills, mathematical tables, maps, encyclopedias, and dictionaries. And finally, there are tests aimed at assessing the impact of training on the formation of logical thinking, the ability to reason, draw conclusions based on the analysis of a certain range of data, etc. These tests are closest in content to intelligence tests and are highly correlated with the latter. Since achievement tests are designed to assess the effectiveness of teaching in specific subjects, the teacher should become an obligatory participant in the formulation of individual tasks. The psychologist is obliged to ensure compliance with all formal procedures required to create a reliable and valid tool with which it would be possible to carry out diagnostics and make comparisons on the studied qualities of individual students or their groups (classes, schools, regions, etc.).
Individual achievement tests can be combined into batteries, which allows you to get profiles of learning success indicators in different school subjects. As a rule, test batteries are designed for different educational and age levels and do not always give results that can be compared with each other to get a holistic picture of learning success from class to class. Along with them, batteries have been created that allow you to receive such data. These are, for example, tests of basic skills (Iowa) and academic success, achievement tests and tests of learning skills at Stanford University, etc.
Consider, as an example, the Stanford Achievement Test (SAT), a brief description of which is given in the book by A. Anastasi (1982. Vol. 2.). Designed in 1923, it has been revised several times.
Battery blocks can be used independently to determine the effectiveness of training in individual disciplines. For example, here are some subtests included in the SAT battery, designed for children in grades 5 and 6 (from the middle of the 5th to the end of the 6th).
1. Vocabulary: learns vocabulary by presenting unfinished sentences orally, asking the child to select the most appropriate word from the data to choose from. For example: a person who is in a bad mood most of the time is called:
a) a hermit b) an actor; c) grouch; d) a student.
2. Reading comprehension: The child is asked to read a passage of prose or poetry and each is asked a series of questions. In order to give the correct answers, the student must be able to highlight the main idea of the passage, the key points of the text, understand its hidden meaning, and be able to draw conclusions from what they read.
3. Word analysis skills: the student must pronounce the individual letters visually presented to him and their combinations, compose words from syllables.
4. Mathematical concepts: learns the understanding of mathematical terms and systems of notation and operations, such as fractions, sets, percentages, etc.
5. Mathematical calculations: includes an assessment of the ability to act with numbers (letter notation is not used).
6. Applying Math: Contains typical arithmetic problems, measurement and graphing tasks, and more.
7. Literacy: Finding misspelled words.
8. Language: it is required to correctly use capital letters, forms of verbs and pronouns, build sentences correctly, follow the rules of punctuation, etc.
9. Social sciences: assignments are required based on knowledge from the field of history, economics, politics, sociology, etc.
10. Natural sciences: contains tasks that reveal knowledge of some methods
and terms from the field of physics and biology.
11. Listening comprehension: you need to listen to the text and answer a series of questions.
In 1973, the SAT was standardized on a national sample of students in grades 1 through 9.
In the United States, achievement tests have become very widespread and are used not only at school, but also in preschool institutions and for samples of adults (for example, to determine the level of literacy of certain segments of the population).
As for preschoolers, the most urgent task is to determine the readiness of the child to study at school. Readiness for school is usually determined by a number of parameters - by the level of knowledge acquisition, the development of certain abilities, the formation of educational motivation, the severity of arbitrariness, etc. The preschooler's sensorimotor development, his physical and mental development, and the ability to follow the instructions of an adult are also taken into account. A well-known battery in the United States is called the National Readiness Test (MRT). With its help, the level of mastery of some important concepts for further learning (linguistic and quantitative), such as the ability to distinguish different sounds, find a sequence of events (in pictures), is diagnosed.
In other tests, the level of awareness of the child in the world around, mastery of the language and the basics of mathematical concepts, and listening comprehension are diagnosed. Some psychologists point to the insufficiency of studying the mainly intellectual sphere and call for more attention to be paid to studying the characteristics of the child's behavior.
Quite popular in our country are J. Jirasek's school maturity tests and the program for diagnosing psychological readiness for school, proposed by N.I. Gutkina (N. I. Gutkina, 1993).
When compiling tasks for the achievement test, a number of rules should be observed that will allow you to create a reliable, balanced tool for assessing the success of mastering certain academic disciplines or their sections. So, for example, it is necessary to analyze the content of tasks from the positions equal to those presented in the test of various educational topics, concepts, actions, etc. The test should not be overloaded with secondary terms, insignificant details and should not focus on mechanical memory, which can be involved, if the test includes exact wording from the textbook or fragments from it. Test items should be formulated clearly, concisely and unambiguously so that all students clearly understand the meaning of the question. It is important to ensure that none of the test items can serve as a hint for answering another.
The answer options for each task should be selected in such a way that there is no possibility of a simple guess or rejection of a knowingly inappropriate answer.
It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also desirable to formulate answers briefly and unambiguously. For example, an alternative form of answers is convenient when the student must emphasize one of the listed solutions: "yes" - "no", "true" - "false". Often, when compiling tasks, gaps are made in it, which the subject must fill in, choosing the correct one from the presented set of answers (above, we gave an example of a task from an achievement test with such a form of answers). Usually there are 4-5 answers to choose from. Like any test, this type must meet all the necessary criteria, have high reliability and satisfactory validity.
Diagnostics of the assimilation of knowledge and the formation of skills plays an extremely important role in the organization of the educational process, since it provides the teacher with the necessary information to manage the educational and cognitive activity of students. The quality of education largely depends on its objectivity, completeness and timeliness, since the assertion that management without full-fledged information support is blind management has been proven today by the entire course of development of the modern education system. Traditional forms and means of monitoring student progress are mainly aimed at obtaining information about the results of learning and do not allow to fully implement the diagnostic function of monitoring, which consists in detecting the causes of certain student errors, identifying factors that affect their performance.
Diagnosis and evaluation of schoolchildren's educational achievements is an obligatory component of the learning process and takes place at all stages of the learning process, but it acquires special significance after studying any section of the program or completing a stage of education. The essence of diagnosing and evaluating the educational achievements of schoolchildren is to identify the level of assimilation of knowledge by students, which must correspond to the educational standard for a given program or subject. However, the didactic concepts of testing knowledge or monitoring learning outcomes are much larger in modern pedagogy. Control, verification of learning outcomes is interpreted by didactics as pedagogical diagnostics, which is associated with the problem of measurements in pedagogy.
Pedagogical diagnostics, according to many scientists, is as old as pedagogical activity, and is understood as a process during which:
- 1) measuring the level of assimilation of knowledge and learning of students;
- 2) measurement of some aspects of development and upbringing;
- 3) processing and analysis of the received data;
- 4) generalization and conclusions about the adjustment of the learning process and the promotion of students to the next levels of education;
- 5) conclusions about the effectiveness of the work of teachers and the entire educational institution.
The term "pedagogical diagnostics" in domestic science has a limited use and is applied rather to the field of education, where it means the measurement and analysis of the level of upbringing, which brings it closer to psychodiagnostics. More traditional is the use of terms: control, verification, evaluation and accounting of knowledge. Learning control as part of the didactic process and the didactic procedure raises problems about the functions of testing and its content, types, methods and forms of control, about measurements and, therefore, about the criteria for the quality of knowledge, measuring scales and means of measurement, about the success of learning and the reasons for student failure.
As an integral part of the learning process, monitoring or diagnosis and evaluation of schoolchildren's educational achievements have educational, educational and developmental functions. But the main function of control has always been diagnostic, specified in a number of tasks depending on the type of control. In accordance with what types of control are known in didactics, today they also talk about the types of diagnostics: current, periodic, final.
Current Diagnostics - this is a systematic control over the assimilation of knowledge, skills and abilities in each lesson, this is an assessment of learning outcomes in the lesson. Systematic control is operational, flexible, diverse in methods and forms, means, organically connected with other elements of the lesson (learning new things, repeating old ones, training, etc.).
Periodic Diagnosis is carried out in the form of various forms of control after major sections of the program or a long period of study and is expressed in the conduct of tests for large blocks of the program, tests for sections of the discipline.
Final diagnostics is carried out on the eve of transfer to the next class or stage of education and its main task is to fix the minimum of preparation, which ensures further education.
It is obvious that the functions of diagnostics, carried out by various forms of control measures, consist in establishing the level of assimilation of knowledge at all stages of education, in measuring the effectiveness of the educational process and academic performance, and make it possible to identify:
- – identification of gaps in training; the need to correct the learning process;
- – conditions for planning further training;
- - Recommendations for the prevention of failure.
Control methods - these are methods of diagnostic activity that provide feedback in the learning process in order to obtain data on the success of training, the effectiveness of the educational process. They should provide systematic, complete, accurate and prompt receipt of information about the educational process. If control is understood broadly, as pedagogical diagnostics, then verification methods can also be understood more broadly, as methods of scientific research of the pedagogical process.
Under By assessing knowledge, skills and abilities, didactics understands the process of comparing the level of proficiency achieved by students with the reference representations described in the curriculum or in special recommendations. How the process of knowledge assessment is implemented during the control (verification) of the latter. It is necessary to distinguish between an assessment and a mark, which is a conditional expression of an assessment, a conditional unit of measurement of the level of knowledge formation. The word "assessment" in everyday life sometimes has the meaning of a mark. Thus, in English-speaking countries, knowledge is assessed at four levels: BUT - the highest mark, then respectively - B, C, D. In the domestic school, in principle, there is a five-point marking system, which in practice, however, is a four-point system:
- - "5", "excellent" - fully proficient;
- - "4", "good" - owns enough;
- – "3", "satisfactory" – speaks at the minimum acceptable level;
- - "2", "unsatisfactory" - does not have knowledge according to standard requirements.
There are other scales of marks for knowledge in the world: 9-, 10-, 12-point systems of marks. Waldorf and some other schools prefer to do without numerical marks, giving verbal meaningful characteristics of the student's progress.
So, the assessment of knowledge is, in essence, the process of measuring the level of assimilation and is one of the fundamental and difficult to solve problems of didactics - the problem of pedagogical measurements. However, in the XX century. didactics seeks to clearly manage the educational process at all its stages, from the development of goals and content to the verification of results. Therefore, in science there is an intensive search for objective methods of control. We are talking about objective control, i.e. such methods of testing knowledge and, more broadly, pedagogical diagnostics, when a teacher or researcher uses a tool that provides accurate and complete information about the level of knowledge, the quality of the educational process. Science considers didactic tests to be such a means.
Didactic tests are a relatively new method of testing learning outcomes. Didactic test (achievement test) – this is a set of standardized tasks for a specific material, which establishes the degree of assimilation of it by students. The very first test samples appeared at the end of the 19th century. They have become widespread in English-speaking countries since the 1920s.
The advantage of tests is their objectivity, i.e. independence of checking and evaluating knowledge from the teacher. However, science makes high demands on the test, considering it as a measuring instrument. It is necessary that the test meets the following requirements: reliability, validity, objectivity. The reliability of a test means that it shows the same results repeatedly, under similar conditions. Validity means that the test detects and measures the level of assimilation of exactly the knowledge that the test developer wants to measure. From what has been said, it is clear that the creation of such a device requires special knowledge and time. In modern didactics, two types of tests are known according to what they measure: achievement tests that measure the level of knowledge, and personality tests that reveal the socio-psychological qualities of a person.
As you can see, pedagogy makes active attempts to solve the problem of objective control and evaluation of knowledge, but at the same time it faces a number of problems, including organizational and psychological ones.
Krasnokustovsk branch of MBOU Muchkapskaya secondary school
Report on the topic:
"Modern means of diagnosing the educational achievements of students in the Russian language and literature."
Korovina O.V.
2016
With the entry of Russia into the world educational space, there is a gradual adaptation of education, a transition to European standards for assessing learning outcomes - an independent examination of the assessment of the volume, content, quality and level of training of students.
An important part of the learning process is the diagnosis of the quality of knowledge. It allows you to evaluate the achievements of the student, compare the work of teachers, identify gaps in knowledge, advantages and disadvantages of teaching methods.
To improve the quality of education, a teacher must be able to correctly select and apply existing forms and methods of diagnostics, clearly define the goals and functions of control. The history of the development of knowledge control has as many years as all pedagogical activity. The purpose of control is to determine the quality of assimilation of program material by students, diagnosing and correcting their knowledge.
Control is present in almost any pedagogical process. Each teacher checks the effectiveness of training and finds out the reasons for poor performance. In relation to the everyday educational process, "control" is understood as the identification and evaluation of the results of the learning activities of students. The word “assessment” refers not only to the final result, but also to the process of forming an assessment.
The concept of "diagnostics" has a broader and deeper meaning than the concept of "control". Control only states the results without explaining their origin. Diagnostics includes control, verification, accounting, evaluation, accumulation of statistical data, their analysis, reflection, identification of the dynamics of educational changes and personal increments of the student, redefinition of goals, clarification of educational programs, adjustment of the course of education, forecasting further developments.
Diagnostics, performing the functions of feedback, allows the teacher to control the educational process, evaluate the results, correct their actions, build subsequent stages of learning based on what has been achieved, differentiate methods and tasks, taking into account the individual advancement and development of students.
Feedback is no less important for students, as it helps to see their shortcomings and achievements, to receive an assessment of their activities and advice on how to correct them.
Traditional diagnostic tools
In pedagogy, the following mainkinds control: current, thematic, final.
current control is a systematic review and evaluation
student learning outcomes on specific topics in individual lessons. It is desirable that the current control takes place at each lesson. Possible forms of such control: interviewing a teacher, performing tests, solving problems, working with a computer program, mutual control of students in pairs or groups, student self-control, etc.
Thematic control carried out for a whole section of the curriculum. The goal is to diagnose the quality of the student's assimilation of the structural foundations and relationships of the studied section, his personal educational increments in the previously identified areas. The task of such control is educational, since students learn to systematize, generalize, and holistically see a large block of educational information and activities related to it.
Final control held at the end of each quarter or academic year. It can take the form of a test, test, exam, protection of creative work, testing. This type of control involves a comprehensive verification of educational results in all key goals and areas. It should not be that the goals are declared alone, and the final control is subject to completely different parameters or only a part of them.
In accordance with the forms of training in practice, there arethree forms of control: individual, group and frontal.
At individual control Each student receives his own task, which he must complete without outside help. This form is appropriate if you want to find out the individual knowledge, abilities and capabilities of individual students.
At group control the class is temporarily divided into several groups (from 2 to 10 students) and each group is given a test task. Depending on the purpose of the control, groups are offered the same or differentiated tasks, they check the results of a written and graphic task performed by two students, or a practical one, which is performed by every four students, or they check the accuracy, speed and quality of a specific task by links. The group form of organization of control is used when repeating in order to generalize and systematize educational material, when highlighting techniques and methods for solving problems, when focusing students' attention on the most rational ways to complete tasks, on the best version of the proof of a theorem, etc.
At frontal control assignments are offered to the whole class. In the process of this test, the correctness of perception and understanding of the educational
material, the quality of verbal, graphic subject design, the degree of fixation in memory.
For the organization of diagnostics, it is important to determinecontent and methods of control, that is, to find out what exactly and how will be controlled. In teaching practice, various methods are currently used to control the quality of students' knowledge. Most often useddifferent forms of oral examination and variouswritten works.
With frontal oral questioning in a short time, the state of knowledge of students of the whole class on a particular issue or group of issues is checked. This form of verification is used to:
determining the readiness of the class to learn new material,
definitions of formation of concepts,
homework checks,
step-by-step or final verification of the educational material that has just been analyzed in the lesson,
in preparation for the implementation of practical and laboratory work.
Individual oral survey allows you to identify the correctness of the answer in terms of content, its consistency, independence of judgments and conclusions, the degree of development of logical thinking, the culture of students' speech. This form is used for current and thematic accounting, as well as for practicing and developing the experimental skills of students. Moreover, an oral test is considered effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of their use, if it stimulates the independence and creative activity of students.
Oral questioning is carried out at each lesson, although it is not necessary to assess students' knowledge. The main thing in the control of knowledge is the identification of problem areas in the assimilation of educational material and fixing the attention of students on complex concepts, phenomena, processes.
In the process of oral questioning, you can use the collective work of the class, the most effective methods of which are:
asking a question to the whole class
constructing a response
response review,
assessment of the answer and its justification,
posing questions to the student by the students themselves,
mutual verification,
Self-test.
For oral control, knowledge control sheets can be used.
Written control develops logical thinking more effectively, accustoms to greater accuracy in answers. A written test allows you to test the knowledge of a large number of students at the same time in a short time. Written control of students' knowledge is used in order to diagnose the ability to apply knowledge in educational practice and is carried out in the form of dictations, control, verification and independent work, tests, essays.
Dictation
Dictation is used as a form of a survey to control the assimilation of the material being passed, its generalization and systematization, and to identify students' readiness to perceive the new. The dictation is usually held at the very beginning of the lesson, it consists of two options. The text of the questions is simple, easily perceived by ear, requiring a short answer, simple calculations. The pause between consecutive questions should be sufficient for students to write down their answers.
Independent work
The traditional form of knowledge control, which, according to its purpose, is divided into teaching independent work and control. Independent work of a creative nature will not only test certain knowledge and skills, but also develop the creative abilities of students. Independent work is a necessary stage of any topic. As a rule, it is carried out after a collective decision or discussion of the tasks of a new topic and necessarily precedes the control work on this topic. The work is done without the help of a teacher.
Test
Examinations are carried out in order to determine the final result of training on a given topic or section, to control knowledge of the same material repeatedly. It is advisable to carry outcontrol work of various kinds. Via intermediate In the control work, the teacher checks the students' assimilation of the material during the study of the topic.Final control work is carried out in order to test the knowledge and skills of students on a particular topic, course.Home control work is given 1-2 times per academic year. It is designed to systematize knowledge, allows you to repeat and consolidate the material. At
its implementation, students are not limited by time, they can use any teaching aids, consult a teacher, parents, classmates. Each student is given his own version of the work, which includes creative tasks for the formation of a versatile developed personality.
Practical work
To consolidate theoretical knowledge and develop skills and abilities, the ability to apply knowledge in solving specific problems, practical work is used, which is associated not only with a task on a computer, but, for example, may include tasks for constructing a diagram, a table, writing a program, etc.
Laboratory work
Laboratory work - a rather unusual form of control, it requires students not only to have knowledge, but also the ability to apply this knowledge in new situations, quick wits. Laboratory work is used to consolidate certain skills with software, when, in addition to algorithmic instructions in the task, the student can receive advice from the teacher. Since laboratory work can test a limited range of activities, it is advisable to combine it with such forms of control as a dictation or a test.
offset
The test is carried out to determine the achievement of the final learning outcomes on a particular topic by each student. Before starting to study the material, students get acquainted with the list of questions and mandatory tasks on the topic, as well as additional questions and tasks. Sometimes closed tests are appropriate when students receive questions and assignments directly during the test. Its advantage lies in the fact that it involves a comprehensive test of all the knowledge and skills of students. The need for such thematic control is due to the fact that each student is characterized by a certain pace of mastering the educational material. Therefore, ordinary tests, in which it is difficult to properly take into account the individual characteristics of students, may not be sufficient to judge whether the planned learning outcomes have been achieved.
Offset is one of the main forms of control in high school.
Thematic credits must be differentiated so that the student can independently choose the level of credit. The teacher decides, based on the results of past or intermediate control measures, which knowledge and skills it is advisable to test which student: everyone is given individual tasks. The student can solve problems, then do laboratory work, and then talk with the teacher.
Forms of control can be varied. Traditional forms of diagnosing the quality of knowledge are based on direct communication between the teacher and the student. This is very important, because such control performs educational functions, equips teachers with information about the level of knowledge, about gaps in their preparation and even about the emotional and psychological state of the class. But the existing traditional forms of diagnostics do not allow the teacher to carry out regular feedback in training, conduct prompt processing of information and make appropriate decisions to correct the educational process.
In addition, the control carried out by traditional forms is not devoid of subjectivity, despite the recommended general assessment criteria, the level of requirements of teachers is different. Everyone has their own understanding of the principles of exactingness and justice, their own criteria for the quality of knowledge. The assessment of the teacher is influenced by his personal attitudes towards the assessed student and the previous process of communication with the student. Therefore, there is a need for new types of knowledge testing.
Recently, a more objective form of control has been actively introduced into teaching practice -testing.
Teachers have an ambiguous attitude towards testing: some are active supporters of this method, implement it everywhere and use it, while others do not accept tests, considering them an unworthy control tool. Usually, the arguments of both supporters and opponents of testing do not differ in sufficient argumentation or scientific justification. Most often, both of them refer to the experience of the United States, where testing is used everywhere and is the main method of knowledge control. Supporters note the high level of development of American society and science in particular, and opponents rightly point out that for the most part, the quality of American education is at a low level.
Testing, taking into account the limitations and conditions of applicability, has a number of advantages: objectivity, the possibility of training, manufacturability, efficiency in processing results, the possibility of automation
diagnostics of the quality of knowledge, processing and accumulation of statistical data, which puts them in one of the leading places in the diagnostics of the quality of knowledge.
What is a test? In Russian, the word "test" has many shades of meaning. At its simplest level, a test is understood as a set of multiple-choice questions. This is an amateurish approach to understanding tests. By "test" we mean an objective and standardized measurement. A test in pedagogy has specific features; it consists of tasks, rules for their application, marks for performance, and recommendations for interpreting test results.
Pedagogical tests reveal not only the level of training, but also the degree of deviation from the ideal structure planned by the teacher at the time of the start of training. Since the same level of preparation can be obtained by answering tasks of different difficulty, it is possible to compare the answers of students with the same level of knowledge. It is quite simple to make a general conclusion about the quality of student preparation: the fewer gaps there are in a student's answers to test tasks, the higher the quality of his knowledge in a group of other students with the same level of educational achievements.
The use of a test methodology allows for a quantitative analysis of the success of training in various educational groups, classes, which is impossible within the framework of the traditional school assessment system. Yes, of course, the use of tests allows you to save a lot of time, i.e., in a short period of time, to check the knowledge of a large number of students in the subject, the level of skills and abilities formed, while traditional exams allow only selective testing of knowledge. When carrying out test control, inspectors do not need special subject knowledge, which greatly simplifies the organization of the procedure. It is also convenient to use test tasks when organizing independent work of students in the self-control mode, when repeating educational material.
Tests also form self-control skills, which is one of the most important control functions. They are convenient to use when organizing independent work and when repeating educational material. Specially created test programs in combination with computer technology and a scale for self-assessment allow teachers to unload and implement the ideas of self-control in conditions of mass education.
This is due to the following capabilities of the computer
testing:
1 . Graphics (drawing, reference diagram, photograph, etc.) can be included in the wording of both questions and answer options. In this case, a graphical answer option can be presented with a choice on the screen. The truth or falsity of the answer chosen by the subject can also be represented graphically. The use of animated graphics and video clips makes it possible to make tasks for determining the sequence of actions more visual, to demonstrate the development of the situation depending on the answer chosen by the subject, etc. the use of chain, text, situational tasks and even non-test ones, for example, crossword puzzles, rebuses, etc.
2. Application of the prepared test not only for control, but also for
self-control knowledge. In this case, the student, after completing such
test receives information about the success of its actions, and after completion
self-control can return to the tasks for which he gave
wrong answers and try again. So there will be
implemented an element of training, the use of adaptive algorithms
testing, which determine the choice of the next task, depending on
answers of the tested to the previous questions; hypertext
links in self-control and training modes; testing in
network option.
3. The real advantage of computerized test submission
is that it makes possible automatic processing and
immediate presentation of results, as well as automated
storage of data in any necessary form, which ensures their
statistical analysis. Thus, from the point of view of the test developer
this greatly simplifies the time-consuming selection and evaluation process
assignments, since all the necessary calculations for the analysis of assignments and factorial
programs can perform analysis.
The additional features listed above expand the scope of computer testing systems. In those schools where control is organized in accordance with modern requirements, the results of education are always higher. In the absence of computers, you can develop sets of short control tasks in one of the test forms, which will facilitate the testing of students' knowledge on individual topics.
There are the following types of tests.
Electoral test consists of a system of tasks, each of which is accompanied by both correct and incorrect answers. Of these, the student chooses the one that he considers correct for this question. At the same time, incorrect answers contain such a mistake that a student can make, having certain gaps in knowledge.
Selective tests can be different:
1. Single variant test tasks suggest for each task only one correct answer and several incorrect ones. (For example, indicate a word that does not end with ь:1) breathe ... 2) quiet ... 3) burning ...
4) bake ...).
2. Multivariate test tasks involve several correct and incorrect answers to a question, or there may not be correct answers among the answers. Then, as a result, each number of tasks should be given the numbers of correct answers or a dash. Multiple choice items differ in the variability of the choice of the answer. The student needs to underline or mark with a certain sign the number of the answer that he considers correct. (For example, indicate the voiced consonants:1) to 2) d 3) t 4) c) Underline the correct statement:a) The root is part of the word. b) The root is a part of speech. c) The root is part of the sentence).
3 . Alternative test tasks require two answers (yes - no, right - wrong) and help to identify the level of assimilationdifficult detailed definitions, rules.(Er, underline the correct answer.A noun is a part of speech that answers questions who? what? And denotes an object. (Not really.) The noun in the sentence is only the subject. (Not really.) The noun is an inflected part of speech. (Not really.)
Multiple-choice tasks are especially valuable because each student is given the opportunity to clearly imagine the scope of the mandatory requirements for mastering knowledge, objectively assess their progress, and receive specific instructions for additional, individual work.
4. Tasks free statements are characterized by the absence of restrictions in the answers on the essence of the task, with strict observance of the requirement for the unambiguity of the correct answer (in the form of entering a phrase, phrase, sentence.(N-r,write the correct oneanswer. The ending is
a modified part of a word that serves to ... . Noun - this............).
5. Tasks for reconciliation provide for the semantic connection of the elements of two lists, equating different concepts.(N-r,connect with arrows.Noun happy, Adjective is reading, Verb across , Preposition worker . In a more complicated version, it is possible to number one column with numbers, the second column with letters, and add an additional third column corresponding to the number and letter of the correct answer.
1. Masculine A window IN
2. Feminine B machine 2B
3. Neuter B loaf FOR
6. Test taskson theaddition . In these tests, tasks are completed with missing words or symbols. The gap must be filled by students.. Add-on tasks impose restrictions on students' answers and suggest one possible answer, which must be entered in the form of an answer word, symbol or sign. (N-r, a) insert the correct word: a)Vocabulary is a branch of the science of language that studies a word from the point of view of its .... b) The part of the word that comes before the root is called .
7 . Test tasksSimilarly can be offered to students in an open form - they do not have ready-made answers, students independently complete, complete, offer their own answer(N-r , write down consonants that are always soft ) - or closed (make a choice of one correct answer from several proposed options). (Nr , replace the dots with the correct one answer: Word ball relates to a noun in the same way as a word Red to........... but) pretext b) adjective name, in) verb)
8. Test tasks withdesigning require the student to restore the logical sequence according to the given condition. (For example, indicate the grammatically correct sequence of words by putting the numbers 1,2,3,4,5 in brackets.A friend will come to faithful help () ()()() ().
There are alsoidentification tests , in which as answers
graphs, diagrams, drawings, etc. are given.
The most accessible to the school are selective tests that allow the use of control devices.
Thus, a properly designed test has a number of advantages, namely:
1. Promptly reveals the knowledge, skills and abilities of students, as well as their understanding of the patterns underlying the facts being studied. This is ensured by the fact that tasks and questions are selected as a result of the analysis of the material and, therefore, take into account the difficulties of assimilation and the nature of possible errors.
2. Allows you to get an idea of gaps in knowledge in a short time and helps to organize work to prevent students from lagging behind.
3. Provides the teacher with the opportunity to test knowledge, skills and abilities at different levels and carry out differentiated teaching.
4. Promotes the rational use of time in the lesson.
5. Activates the thinking of schoolchildren.
6. Enables the teacher to critically evaluate their teaching methods.
So, testing, as a form of knowledge control, is quite capable of performing all the main functions of pedagogical control and, if properly combined with other control measures, should increase the efficiency of the entire educational process.
II . Modern means of assessing learning outcomes
With the current pace of information development in the learning process, a contradiction arises, which consists in increasing the amount of information while maintaining the terms of training. In the scientific literature, more and more attention is paid, along with the issues of optimizing the learning process, to the study of issues of monitoring the results of this process.
In didactics, the term "control" is defined from the point of view of the external structural organization of the learning process as part of this process or its link. "The timeliness of control can prevent problems in teaching and learning, contribute to a better organization and regulation of the educational process."
G.I. Shchukina defines the purpose of control in the teacher's activity as follows:
To establish the preparedness of students for the study and assimilation of knowledge;
Get information about the nature of the course of students' activities and
their independent work;
Determine the difficulties, mistakes of students and the causes that caused them;
On this basis, to identify the effectiveness of the organization, methods, means
learning;
To identify the degree of correctness, volume, depth, awareness, effectiveness of the acquired knowledge and skills.
The dependence of learning productivity on the quantity, quality, completeness, timeliness, depth, objectivity of control is generally recognized as a general pattern of the didactic process. For its full practical implementation, it is necessary to clearly outline the concepts, to understand the relationship between the factors that determine the effectiveness of control. Often the concepts of "assessment", "control", "verification" are mixed, interchanged, used both in the same and in different meanings.
The result of monitoring the activities of students is the assessment of their work, expressed in marks received by students as a result of this activity. According to Sh.A. Amonashvili, the attitude of students to learning depends, among other things, on the system for evaluating the results of learning. In his study, Amonashvili distinguishes between the essence of the concepts of “assessment” and “mark”, considering assessment as a process, activity (or action) of assessment carried out by a person, while a mark is the result of this process, this activity (or action), their conditional formal reflection. Under the verification and evaluation of knowledge, skills and abilities of students is understood as the identification and comparison at a particular stage of learning the result of educational activities with the requirements set by the program.
Having stated a certain level of knowledge, skills and abilities, the teacher has the opportunity to adjust the further learning process, give the necessary advice and instructions to the student and show his attitude to his educational efforts.
Traditionally, the concepts of "means of assessment" and "learning outcomes" are considered within the framework of the teacher's controlling activity. In modern research related to the development of new approaches to learning, focused on the development of the student's personality by means of a school subject, attention is drawn to the need to take into account all the factors influencing the course of the learning process. It becomes important how, in what ways the student achieves the expected results, how and when he moves to a qualitatively new level of mastering the subject. Under these conditions, the traditional framework of control becomes narrow, not giving complete information about the current changes in the student's personality, about how general educational and special skills, general logical, heuristic and specific means of cognition are mastered.
Determining the main trend of changing the priority goals of education, scientists note that these changes should also apply to the control system. The content basis of control should be not only general cognitive, general educational and particular subject knowledge. Methods of activity, and the experience of creative activity, and the experience of a person’s emotional and valuable attitude to the world, to people, to himself are subject to control.
At present, the search for ways to locally change the existing control system is part of a more general task - the development of such a system for designing, receiving, processing and analyzing information about the progress of students in mastering the modern content of education, which would become a real mechanism for managing and regulating the learning process of students.
Traditional controls include:
Control and verification work;
Dictations and compositions;
Tests and exams;
Making drawings, building diagrams, filling out tables, etc.
Analysis of the existing assessment practice, reflected in the works of domestic researchers (V.S. Avanesov, V.P. Bespalko, V.M. Sokolov, B.U. Rodionov, etc.) showed that traditional means of evaluating learning outcomes are not always objective , valid and reliable. The subjectivity of assessments and the irreproducibility (uniqueness) of the results obtained using traditional methods are most often associated with the fact that the proposed materials for their implementation do not always correlate with the diagnosed learning goals, with the established norm. This explains the impossibility of making effective decisions to improve the learning process, because. assessment in this case loses the function of managing the quality of education. Evaluation of the results of examinations is inaccurate and non-strict, which, according to scientists, is due to the lack of criteria for evaluating the performance of such works - when evaluating teachers, they proceed from various considerations and criteria. In the current practice of evaluation, there is no generally accepted algorithm for establishing a one-to-one correspondence and assigning a certain number to a specific manifestation of the evaluated object (quality).
The absence of a single criteria basis for assessing the subject preparation of students leaves the teacher some freedom in independently determining the standards of assessment. At the same time, the relativity of grades cannot be considered solely as a consequence of the vagueness of the assessment criteria, the lack of a clear regulatory framework, etc. In many ways, it is due to the very principles of the functioning of the school. These include: the principle of positive assessment of the vast majority of students and the principle of focusing on the intra-class, intra-school statistical norm of knowledge when marking. According to G.A. Stryukov, it is these principles that determine the general pedagogical pattern: "the lower the level of knowledge, the softer the assessment."
Under certain conditions (diagnostic description of goals; determination of evaluation criteria; establishment of an assessment mechanism (rule)), traditional teaching aids can be transformed into modern means of assessing learning outcomes.
These include:
Pedagogical monitoring (Monitor- reminding, supervising). “Monitoring is understood as tracking the state of an object and fixing problems, carried out on the basis of systematization and processing, first of all, of existing sources of information, as well as specially organized research and measurements, forecasting trends and making recommendations for adjusting the development of the monitoring object” . Thus, pedagogical monitoring is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development. Depending on the direction of the survey, the nature of monitoring is distinguished: ascertaining or comparative, diagnostic and prolonged.
Portfolio. In pedagogy, a portfolio is considered as a way of recording, accumulating and evaluating the achievements of a student in a certain period of his education, i.e. portfolio - a technology for collecting and analyzing information about the learning process and learning outcomes. For the student, it is the organizer of his learning activities, for the teacher, it is a means of feedback and a tool for evaluative activity. There are several portfolio functions: cumulative, model, diagnostic, reflective. Portfolio Goals:
Identification of an objectively existing level of skills and
skills;
Identification of training gaps;
Identification of learning difficulties;
Identification of positive motives for learning;
Identification of interest in the subject;
Development of mental activity;
Identification of educational outcome and dynamics of personal growth
(Attachment 1).
pedagogical test - a system of specially selected test tasks of a specific form, which makes it possible to quantify the educational achievements of the test person.
Rating system of evaluation. « Rating» - assessment, technical capacity, individual coefficient. In the pedagogical literature, there are the following interpretations of this concept: rating - a method of psychological, pedagogical and sociological research; an integral component of the modular training system; the procedure for determining a student's place based on various data collected about him; individual score). The rating system of assessment, unlike the traditional one, makes it possible to take into account all types of educational, cognitive and creative activities of a student through the accumulation of points scored by him (Appendix 2).
The scoring procedure requires serious preparatory work of the teacher at the stage of designing the educational process. This includes setting goals and describing them in terms of observable learning outcomes; development of a system of tasks of different levels of complexity, covering the content of the studied discipline, and evaluation of the results of their implementation in points; a description of other types of student activities in mastering the educational material and expressing them in points, determining the timing of the implementation of various types of tasks; building a scale for converting the total coefficient into a school grade based on expert methods, etc. The implementation of rating control requires fixing all types of students' activities in a special journal or on magnetic media indicating the date, type of control, nature of the tasks (tested skills) and the points received by the student.
Thus, the control and evaluation of students' activities consists in identifying and comparing, at one stage or another, the results of activities with the requirements set by the program. Improving the assessment component of training has become one of the most pressing problems around which new discussions are unfolding and in connection with which a wide range of issues of improving the learning process as a whole is being considered.