Content-based assessment options. Functions and types of assessments. Problems of psychology of young children educational materials

«… Small child... always considers an unsatisfactory assessment to be unfair and worries about it deeply.”

V. A. Sukhomlinsky

Having taken away a mark from children in the first two years of school - their favorite toy junior school student- We are obliged to adequately compensate for this deprivation. It is necessary to take the needs of the student with great respect and absolutely seriously in order to assess their own educational achievements and difficulties. The assessment should serve main goal-stimulate and direct the educational and cognitive activity of the student. Meaningful evaluation is the process of comparing the progress or result of an activity with the intended standard for:

a) establishing the level and quality of the student’s progress in learning;

b) identifying and accepting tasks for further advancement.

Such an assessment at the same time becomes stimulating for the student, as it strengthens, strengthens, and concretizes the motives of his educational cognitive activity, fills him with faith in his strength and hope for success.

The main indicators of students’ personal development are:

The formation of basic value guidelines that determine the motivational and need basis of the individual and ensure the assimilation moral standards behavior;

Formation of educational and cognitive interest;

The ability to take coordinated actions taking into account the position of another;

Independence of actions, judgments, critical attitude towards one’s own and others’ actions;

Formation of general educational skills;

Adequacy of self-esteem;

Expressing creativity in various types activities.

The dynamics of student development are determined by the teacher together with the school psychologist based on the results of psychological and pedagogical diagnostics.

The process of educational and cognitive activity will be perfect only when assessment does not complete it, but accompanies it at all stages.

A standard is an example of the process of educational and cognitive activity, its stages and results. Based on the standard, assessment and control operations are carried out. Given and formed first from the outside, the standards are subsequently determined in the form of knowledge, experience, skills, thereby becoming the basis for internal assessment. The standard must be clear, realistic, accurate and complete.

The teacher's assessment does not immediately acquire meaningful meaning for the student. This requires the following conditions:

1) the standard that the teacher operates in his assessment activities in relation to the student must be understandable to the student himself;

it is important that the teacher and student’s ideas about the object being assessed coincide;

2) the student’s trust in the teacher and his grades.

Various ways of organizing external assessment (collective assessment, mutual assessment of classmates, etc.), based on trust in the student, respect for his personality, faith in his strengths, form in him a serious, interested attitude to criticism, strengthen the sense of his importance in the team, awareness of the care of his comrades and teachers.

When forming a student’s internal meaningful self-assessment of his educational activities special meaning acquires disclosure to the student of the meaning, purpose of learning, education.

The internal “kitchen” of assessment should be open to the child.

There are 5 complex skills of self-control and self-assessment in the conditions of a grade-free training system:

1. The ability to diagnose and analyze the state of one’s educational and cognitive activity.

2. The ability to plan and design the process of one’s educational and cognitive activity.

3. The ability to organize the implementation of one’s educational and cognitive activities in accordance with the individual educational route.

4. The ability to evaluate one’s educational and cognitive activity and its results, taking a reflective position.

5. The ability to adjust and improve one’s educational and cognitive activities.

The formation of an adequate self-esteem of a student begins with the academic subject “Introduction to School Life.” At this time, it is necessary to pay more attention to the formation of both cooperation skills and the simplest techniques of self-esteem and self-control. Students acquire basic skills related to the use of “self-assessment rulers.” After completing the work, the teacher, together with the students, determines the indicators by which the work will be assessed, for example: compliance with the sample, absence of errors, etc. There should not be many indicators, since each of them requires a separate ruler. Training should begin by using only one indicator, clearly formulated and understandable to students. In this case, an invariable requirement is met: the student’s self-esteem is ahead of the teacher’s assessment.

Having established an indicator, the teacher can ask students to check their work on a jointly selected indicator (for example, compliance with a sample) and evaluate the result using a self-assessment ruler. Students independently monitor and evaluate all work or individual assignments. After students have assessed their work, the teacher needs to check the result. Thus, the student understands why and why the teacher evaluates his work in this way, and sees for himself the level that he has already achieved.

As a result of work on the academic subject “Introduction to School Life,” the foundations for control and assessment activities should be laid:

1) before evaluating the action performed, it is necessary to determine, together with the students, the indicators by which the assessment will be carried out;

2) evaluation of any action is initially carried out by the child, and only then by the adult (priority of self-esteem);

3) discussion possible reasons discrepancies between the assessments of an adult and a child are organized individually in a confidential environment.

During training sessions in the academic subjects “Music” and “Fine Arts” in grades III and IV, students can use assessment tables that allow them to record the presence of ideas in the field of musical and visual arts, the degree of formation of skills in practical musical and artistic activities.

The musical material used in training sessions in the subject “Music” allows you to simultaneously solve several didactic problems. By mastering a piece of music, a student can carry out musical activities in the positions of a composer, performer, and listener. When putting forward a criterion, it is necessary to take into account the position in which the student carries out musical activity, since each of the positions corresponds to certain indicators (correctly, accurately - for listening; expressively, emotionally - for performance; original - for composing, etc.). It must be remembered that the criterion is put forward before the start of musical activity. A prerequisite is that the criterion corresponds to the real capabilities of students. For example, before starting to sing, it is necessary to establish what the performance should be (expressive, reflecting the mood, character of the music; emotional, conveying the performer’s attitude to the piece being performed). Based on the put forward criteria, a predictive assessment is carried out, during which students answer next question s: can we convey the character, the mood of the music when singing? Will we be able to express our attitude towards the song? The content of the criterion and the prognostic assessment must match. It should be noted that the criterion is not announced to students; they operate only with indicators that are clear to them and do not require explanation. Performing activities (singing) are carried out after a prognostic assessment. Having completed the performance, students perform self-assessment by answering the following questions: were we able to convey the character and mood of the music when singing? Were you able to express our attitude towards the song being performed? After self-assessment, the teacher comments on the process and result of the performed performance activity.

During training sessions on the subject “Labor Training” in grades III and IV, students actively participate in formulating the topic of the lesson, goal setting, planning labor activity, assessing the level of achievement of goals, the quality of work performed, reflecting on one’s own state, and determining the degree of satisfaction with educational and work activities.

It is necessary to distinguish between retrospective (after completing the task) and prognostic (before completing the work) self-assessment. Initially, work is being done to form retrospective self-esteem. Only when monitoring and evaluation become the usual norm for students can we move on to the formation of predictive self-esteem.

The teacher can express value judgments in various forms: verbal (“Well done! You solved the problem correctly”, “Good girl! You did the job carefully”, “Your work is worthy of high praise”); graphic (self-esteem rulers; growth steps; graphs, etc.); signed (signs “+”, “-” and others).

This topic is covered in the works of teachers who took part in the regional Internet conference on the topic “Monitoring and evaluation of schoolchildren’s educational activities” by GroIRO:

- “Formation of self-esteem - the path to success” Komar L.V., teacher primary classes Government institution education “Secondary school No. 31 in Grodno”;

- “Formation of self-esteem skills during the period of ungraded education” Lyudmila Ivanovna Dramkova, primary school teacher, high school No. 20 Grodno;

- “Formation of adequate self-esteem, feedback from fellow students” Natalya Ivanovna Volynets, primary school teacher at the Vaverskaya Secondary School, Lida district;

- “System for monitoring knowledge, skills and abilities of students in conditions of grade-free education” Lyudmila Genrikhovna Povarova, primary school teacher at secondary school No. 34 in Grodno.

Materials can be found at:

The issue of self-assessment and peer-assessment is successfully described in materials that can be found at:

infourok.ru›-47666.html

pedportal.net›…vzaimoocenivanie…nachalnoy-shkole…

Development of an assessment system for education The concept of assessment, marking, evaluation Functions and types of assessment Comparison of the traditional assessment system with modern approaches to assessing students' educational achievements

^ Development of a learning assessment system

The first three-point grading system arose in medieval schools in Germany. Each point indicated a rank, the student’s place (in terms of academic performance) among other students in the class (1st - best, 2nd - average, 3rd - worst). Later the middle rank to which it belonged greatest number students were divided into classes; The result was a five-point scale, which was borrowed from Russia. A digital knowledge assessment system was introduced by the Ministry of Education Russian Empire in 1837. Points began to be given a different meaning: with their help they tried to assess the knowledge of students. It was found that 1 point indicates poor success, 2 points indicate mediocre knowledge, 3 - sufficient, 4 - good, 5 - excellent. This view of points was established under the influence of I.B.’s twelve-point grading system. Basedova. Since the introduction of points into school practice, questions have arisen about their legality, advantages and disadvantages. Penetrating into the practice of schools different countries and taking different shapes, grades have acquired social significance, becoming a tool for increasing pressure on students. The student’s life was regulated both at school and outside of it through grades. The shortcomings of the assessment system of education, which included grades as learning stimulants, were revealed by the mid-19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers who believed that a person’s moral qualities and his labor efforts cannot be assessed by a score (number). The teacher is obliged not only to determine the level of knowledge and skills of students, but also to explain to each student and his parents all the circumstances that contribute to or hinder the success of learning, and to identify the reasons for failure.

After 1917 in Russia, the idea of ​​studying without grades received its further development. It corresponded to the concept of the Soviet labor school, in which educational activities were conceived on the basis of student interest, focused on free, creative nature classes that formed independence and initiative. Previous methods of disciplining students through grades were found to be unsuitable. In 1918, grades, all types of exams and individual testing of students in class were abolished. Frontal oral testing and written tests of a testing nature were allowed only as a last resort. It was recommended to have periodic conversations with students on the topic covered, oral and written reports, student reports on books read, keeping work diaries and books in which all types of student work were recorded. For the accounting teamwork schoolchildren used cards, circular notebooks, and group diaries. Generalization of the acquired knowledge was carried out through a final conversation with students and reporting conferences. Transfer from class to class and issuance of certificates were carried out based on feedback from the pedagogical council. However, the teacher did not have time to systematically record the characteristics of the students’ knowledge, so his written conclusions were often too general and stereotyped. The absence of a specific grading system had a negative impact on the entire educational process.

One of the first domestic teachers who tried to solve the problem of assessment in connection with the education reform as a whole and developed a system of control and assessment on a truly humane basis was S.T. Shatsky. Opposing grades and exams, he believed that it was necessary to evaluate not the child’s personality, but his work, taking into account the conditions in which it was carried out, and proposed systematic monitoring and evaluation of results academic work children in the form of reporting speeches by schoolchildren to parents, exhibitions of student works, etc. However, during the formative years of the Soviet school and changes in the content of education, introduce new system assessments turned out to be impossible, because it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-assessment and self-control, identifying the result of the collective work of students, rather than an individual student. One of the most common forms of self-test was test tasks. In 1932, the principle of systematically recording the knowledge of each student was restored, in 1935 - a differentiated five-point grading system through verbal marks ("excellent", "good", "satisfactory", "bad", "very bad"), in 1944 - a digital five-point system ratings.

From the late 50s - early 60s. in connection with the transition to universal secondary education and new content of education for all levels of education, improvement evaluation component training has become one of the most current problems. The score hides the object of assessment and without a qualitative analysis it is impossible to objectively judge the student’s performance. With an equal average score, students’ knowledge may be different, because in one case, a mark can be received for retelling a textbook, and another - for applying knowledge according to a model, in a third - for a non-standard, creative solution to a question or task. Therefore, the mark cannot be displayed as an arithmetic mean, especially in those subjects where there is a strict connection between new and old knowledge (for example, in Russian and foreign languages, mathematics). When summing up the final grade, it is necessary to be guided by the actual level of knowledge achieved and take into account the student’s attitude towards learning activities. In domestic schools, there has been a practice of developing “Approximate grading standards”, which indicate what requirements a student’s oral or written answer must meet in order to be certified with the appropriate score, as well as typical deficiencies in the answer for which the score is reduced. A differentiated mark can be given for a number of subjects - knowledge of theoretical material, problem solving, assimilation of new material, etc. are assessed separately. Different marks can be used to assess different aspects of an oral response or written work; for example, in an essay on literature - the depth and completeness of coverage of the topic, style and spelling. To obtain a comprehensive mark, it is necessary to select all elements of the answer and establish their relative weight by expert means. Then the weight of each component is multiplied by the mark assigned to it by the teacher, the results are added up and the resulting amount is divided by the number of components. The complex mark can also be used to derive the final mark - quarterly or annual. When assigning each mark, the teacher must comment on it and give a meaningful assessment of the student’s work.

Nowadays, the overwhelming number of teachers are confident that we must finally part with the usual “five points.” This system is considered to be inconsistent modern type student, the spirit of democratization of the school. Teachers have not yet abandoned the very concept of “score”, but only filled it with a different meaning, devoid of negative expression. Several options for assessing knowledge are widely discussed in pedagogical circles: a 3-point system, a 7-point system, a 10-point system, and even a 100-point system. The latter, more flexible and accurate, became possible with the introduction of a single state exam for school graduates.

^ The concept of assessment, marks

Assessing students' knowledge and skills is an important part educational process, the correct formulation of which largely determines the success of training. IN methodological literature It is generally accepted that the assessment is the so-called “ feedback” between teacher and student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following goals are identified for assessing students’ knowledge and skills:

Diagnosing and correcting students’ knowledge and skills;

Taking into account the effectiveness of a separate stage of the learning process;

Determination of final learning outcomes at different levels.

Assessment is a process of evaluation, expressed in a detailed value judgment, expressed in verbal form. Evaluation is the process of relating actual results to planned goals.

L.I. Bozhovich, N.G. Morozova, L.S. Slavin understand school assessment of knowledge as the objective criterion that determines public judgment about a student. K.A. Albuhanova-Slavskaya writes that social aspect assessment is determined by the fact that assessment “meets the need for communication, knowledge of one’s self through the eyes of others.”

According to N.V. Selezneva, “pedagogical assessment expresses... the interests of society, performs the functions of meaningful supervision of students,” because “It is society that controls, not the teacher.” The author points out that the presence of assessment in the educational process is dictated by “the needs of society for a certain type of personality.”

R.F. Krivoshapova and O.F. Silutina understands assessment as a detailed, deeply motivated attitude of the teacher and the class staff to the results of each student’s achievements. ON THE. Baturin believes that assessment is mental process reflections of object-object, subject-subject and subject-object relations of superiority and preference, which is realized during the comparison of the subject of evaluation and the evaluative basis. With all the variety of interpretations of the essence and role of assessment, in the psychological and pedagogical literature there is an understanding of the subject of assessment, firstly, as the individual personal qualities of a student and, secondly, as the results of his educational activities.

So, assessment is a definition and expression in conventional signs-points, as well as in value judgments teachers the degree to which students have acquired knowledge, skills and abilities, installed by the program, level of diligence and state of discipline.

The assessment can be varied, varying depending on the type of educational institutions, their specifics and focus. The main task of assessment is to establish the depth and scope of individual knowledge. The assessment must precede the mark.

Assessment is the most obvious indicator of the level of school education, the main indicator for diagnosing learning problems and a means of providing feedback.

Often in psychological and especially pedagogical literature the concepts of “assessment” and “mark” are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the assessment activities of teachers.

First of all, assessment is a process, activity (or action) of assessment carried out by a person. All our indicative and, in general, any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of movement towards the goal.

The functions of assessment, as is known, are not limited only to ascertaining the level of training. Assessment is one of effective means, at the disposal of the teacher, stimulation of learning, positive motivation, influence on the individual. It is under the influence of objective assessment that schoolchildren develop adequate self-esteem and a critical attitude towards their successes. Therefore, the importance of assessment and the variety of its functions require a search for indicators that would reflect all aspects of schoolchildren’s educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity.

Unlike other methods of assessment, students' marks are recorded in school documentation - class registers, examination reports, statements, as well as in the personal documentation of students - diaries, certificates, certificates, specially issued certificates.

Historical analysis has shown that often under the mark in Russian education evaluation was understood and vice versa. The grading scale is both rigid and formal. Its main task is to establish the level (degree) of the student’s assimilation of uniform state program educational standard. It is easy to use and understandable to all subjects of the educational process.

The assessment is always directed “inward” to the student’s personality, and the mark is directed outward, to society. The assessment is emotional, the mark is emphatically formalized.

The assessment must meet the following requirements:

• 
  objectivity - the assessment should not depend on who gives it;
• 
  accuracy - the assessment must correspond to the true quality of the student’s knowledge;
• 
  accessibility - the assessment should be understandable to the student.

^ Functions and types of assessment

In the educational process, we can talk about the difference between partial (partial, evaluating a part) assessments (B. G. Ananyev) and assessment of success, which most fully and objectively reflects the level of mastery of the academic subject in general.

Partial assessments appear in the form of individual evaluative requests and evaluative influences of the teacher on students during the survey, although they do not represent a qualification of the student’s success in general. Partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal - in the form of a point - nature of the mark, the assessment can be given in the form of detailed verbal judgments that explain to the student the meaning of the "collapsed" mark - the mark - that is then given.

Content-based assessment is the process of correlating the progress or result of an activity with the intended standard to: a) establish the level and quality of a student’s progress in learning and b) identify and accept tasks for further advancement. Such an assessment simultaneously becomes stimulating for the student, because strengthens, strengthens, concretizes the motives of his educational and cognitive activity, fills him with faith in his strength and hope for success. Content-based assessment can be external, when it is carried out by a teacher or another student, and internal, when the student gives it to himself. Evaluation and control operations are carried out on the basis of a standard. A standard is an example of the process of educational and cognitive activity, its stages and results. Given and formed first from the outside, the standards are subsequently determined in the form of knowledge, experience, skills, thereby becoming the basis for internal assessment. The standard must be clear, realistic, accurate and complete.

Due to the fact that the impact of assessment on a student’s development is multifaceted, it can have many functions.

1.
Educational:

• 
  makes it possible to determine how successfully the educational material has been mastered and practical skills have been developed;

• 
  contributes to the addition and expansion of the fund of knowledge.

2.
Educational:

• 
  ensures mutual understanding and contact between teacher, student, parents and class teacher;

• 
  contributes to the formation of skills in a systematic and conscientious attitude to educational responsibilities.

3. Orienting:

• 
  influences mental work in order to understand the process of this work and understand one’s own knowledge (Ananyev B.G.);
• 
  forms the skill of self-assessment, reflection by the student of everything that happens to him in the lesson.

4. Stimulating:

• 
  provides impact on the affective-volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships; assessment affects the personality as a whole;
• 
  under its direct influence the pace of mental work accelerates or slows down (Ananyev B.G.).

5. Diagnostic:

• 
  records how general level preparedness and dynamics of student success in various areas of cognitive activity;
• 
  involves continuous monitoring of the quality of students’ knowledge, measuring the level of knowledge on various stages training;
• 
  allows you to identify the reasons for deviations from specified goals and objectives.

^ Comparison of the traditional assessment system with modern approaches to assessing student achievements

Over the past 10-15 years, Western pedagogy has been undergoing a process of radical rethinking of the traditional system for assessing students' educational achievements. Among the new approaches to this problem, the following types of assessments can be distinguished:

Based on the final learning outcomes;

Based on training standards;

Built on the concept of competence;

Based on the level of performance skill.

The main difference between the listed approaches is the orientation of the assessment system either on the product of educational activity or on the assessment process, although all of them are organic links of the same educational chain “standard - competence - performance skill - result”. The artificial separation of these approaches and their fragmented consideration suffer from the same “flaws” as the traditional system: discreteness of the assessment process, fragmentation and partiality of the assessed qualities, rigidity and quantitative orientation of the assessment, understanding it as a subject-object interaction, artificiality of the conditions in which it carried out, etc.

Deputy Director for ER,

primary school teacher,

winner of the “Best Teacher” competition within the framework of the national project “Education”,

winner of the Moscow district competition “Teacher of the Year – 2010”,

Moscow city.

IN last years The school and parents mutually accuse each other of misunderstanding and inattention to their problems and the problems of their children. In my opinion, this is due to the lack of spiritual community between the participants in the educational process. V.A. was the first to talk about creating a spiritual community between parents, students and teachers. Sukhomlinsky. Humane pedagogy with its founder Sh.A. Amonashvili created a spiritual community key concept, the principle of communication between participants in education. Spiritual community appears only in a specially organized pedagogical environment, in which learning is based on meaningful assessments (“without grades”). In such an environment, new forms of communication emerge that help establish open, trusting relationships between teacher and parents. Such relationships help parents to love school, selflessly help it in teaching and raising children, and teachers to rely on adults smart people, to ennoble the process of education both at school and in the family.

The school and parents are interested in children becoming independent people, in particular, capable of independently assessing themselves and others. Self-esteem begins where the child himself participates in the production of the assessment - in the development of its criteria, in the application of these criteria to different specific situations. Then the assessment becomes a quality of personality and activity. The child should not depend on external assessment, on the inability to assess the situation, he must have internal self-esteem, which will help predict the outcome of this or that action, show restraint, comprehend what is happening, and control the situation.

The cooperation of adults (teachers and parents) is aimed at developing in schoolchildren the abilities and skills of self-assessment and self-control as the most important component of a child’s personality.

It seems to us extremely important to distinguish between the essence of the concepts “assessment” and “mark”. Assessment is the process, activity (or action) of evaluating. The main task of assessment (and this is its main difference from a mark) is to determine the nature of students’ personal efforts; establish the depth and scope of individual knowledge; to facilitate the adjustment of the motivational-need sphere of a student who compares himself with a certain standard of a student, the achievements of other students, and himself some time ago. Assessment is always directed “inward”, into the student’s personality; it is emotional. Thus, assessment is the process of establishing the degree of discrepancy or coincidence of the result of educational activities, its progress with given standards. A standard is a sample of the process of educational and cognitive activity and its final result, a sample of individual actions, operations, and their results. The standard of the final result, i.e. the main standard should be included in advance in the educational-cognitive task as a goal and guideline for activity. In the process of activity itself, a change in auxiliary standards occurs. Standards form the basis of assessment activity and serve as its guide. Without them, assessment cannot acquire meaningful meaning for a student.

In order for the standard to serve as the basis for a meaningful assessment, it is necessary to teach the student ways to correlate his knowledge and skills with this standard. The student should be exposed not only to the standards, but also to the ways of operating with them, that is, the whole essence of the assessment activity. The student must be taught how to evaluate his own progress in learning. This component must be developed in him as a special - evaluative - activity, and as the most important part of an integral educational and cognitive activity.

Cultivation and development of meaningful assessment skills in junior schoolchildren Sh.A. Amonashvili considers it through three main forms of activity: appraisal activity the teacher himself, collective evaluation activity of schoolchildren, independent evaluation activity of the student.

We see that when organizing such training (creating a spiritual community, training “without marks”), important role the teacher plays. He is a representative of the school, and, therefore, he is the school itself. It depends on him how the family will treat educational institution, that is, the teacher is a conductor between parents and school.

The first problem that needs to be solved by dotting the t’s is the lack of marks. Parents are surprised and do not understand how their children will learn, what will be the motivation for their learning, how they will learn about their children’s learning. It seems that no one wants or imagines learning “without grades” as possible.

To show the fallacy of this opinion, a study was conducted through a survey of parents whose children studied “without grades” and parents whose children studied according to the traditional grade system. The following question was asked: “What do you think: is it possible to study without grades? Why?" 96% of parents of traditional education were categorical: no, it’s impossible. The explanations were: “we were taught that way,” “it’s clearer to me,” “children won’t learn.” 100% of the parents of the class where children were taught on the basis of meaningful assessments spoke in favor of such training, justifying it more extensively and qualitatively, while some parents raised new problems associated with teaching “without grades”, the solution of which is now being addressed. This study showed that there is no need to be afraid of the opinions of parents, their reaction (often initially negative) to such training, it is possible to change their views, attract them to your side, parental anxiety has decreased, and an understanding of the value of such training has arisen. Here are some comments from parents after the second year of study:

The child has no fear of failure. He believes that everything will work out for him, even if not right away, but it will work out. We greet him from school with a question about what he learned new and interesting, and not what grade he received. The child is more open, relaxed, and frank in conversation.

At the moment we can say that this system is better than the marking system. I think if parents and the teacher resolve issues that arise, everything will work out.

I really like this experiment. On the positive side is that the child: is in a state of psychological comfort, he has a different motivation for educational activities, there is a desire to learn, since his work is assessed at every lesson, there are no labels that we are accustomed to “excellent student, C student”, which does not allow the use they are also in the family, finally the child is asked what was interesting in the lesson, and not what mark he received, this stimulates him to be more attentive and active in the lesson, and a sense of responsibility for completing assignments develops. Negatives I don't see it yet.

How do I work with parents in such training?

Related information.

Sections: General pedagogical technologies

It is obvious to everyone that the five-point assessment system that has developed over many years has its shortcomings, which do not fully meet the new social requirements in the school education system.

The following shortcomings of the five-point grading system have been identified:

• grades depend on the relationship of the teacher to the student. If the attitude is positive, then the grades are objective or inflated; if the attitude is negative, then the grades are underestimated;
• cruelty of grades: it is very difficult to get a high grade and mark from such a teacher;
• a mark of generosity: there are teachers who inflate grades, as a result of which children do not show special diligence;
• logical errors: the teacher evaluates the answer in accordance with his logic, if the student’s logic is correct and does not diverge from the teacher’s logic, then the answer is evaluated objectively;
• student’s condition: the grade depends on the student’s ability to control himself in a questioning situation;
• Delayed marking: marks in the diary are posted on a delayed basis. This could be at the end of the week or even after 2 weeks.
• Announcement of grades: negative grades are announced in front of the whole class, which is degrading to children;
• “accounting approach”: this is when a mark is given depending on how many examples out of a given number the student solved, how many he completed grammatical errors etc. With the same approach to all students, identifying the level of success in this way leads to ignoring the progress of students and their achievements relative to the previous level;
• arithmetic average approach: a bad mark at the beginning of the quarter can significantly affect the final grade, but it is quite possible that this material was included in the following topics and was mastered by the student. Some people round the final mark up, others round it down;
• grades affect the relationship between parents and students: bad grades worsen the relationship between parents and children; as a result, children try not to report bad grades to their parents, not wanting to upset them. (75% in junior high, 58% in middle school, 86% in high school).

The success of a person’s future life activity is to a very large extent determined by his motivation for educational activities; noted problems in assessment often lead to students refusing to study and developing low self-esteem. I believe that studying the process of assessment and control at this stage is relevant.

Methodological letter No. 1561/14-15 dated November 19, 1998, developed taking into account modern requirements for the activities of primary school teachers in monitoring and assessing learning outcomes, states that the monitoring and assessment system cannot be limited to the utilitarian goal of testing the acquisition of knowledge and the development of skills and skills in a specific academic subject. She puts it more important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, find errors and ways to eliminate them.

Taking this into account, within the framework of the "School of Russia" program I use different types student assessment. I use: meaningful assessment, unpointed assessments, and a point-based assessment system. During the learning process, I monitor the development of schoolchildren in subject content. I try to build training on a content-based and evaluative basis. Content assessment:

• develops and forms evaluative activity in children themselves
• does pedagogical process humane and focused on the child’s personality
• develops cooperation between teacher and student, strengthens mutual understanding and trust between them

One of the non-scored assessments includes the “magic rulers” proposed by G.A. Tsukerman. I provide children with the opportunity for self-assessment from the first weeks of their first year of study. Having completed the task, the child draws a “magic ruler” in the margins of the notebook on the required line, evaluates the work done, and puts a cross on the ruler. The height of its location on the vertical indicates the student’s self-esteem. When checking the work, the teacher can either agree with the grade given and circle his cross, or put his own cross (grade) above or below the child’s grade. In the process of such work, a tendency towards more objective children's self-esteem has clearly emerged. I also use “magic rulers” when checking reading techniques. The reading technique graph shows the work of self-assessment reflexivity. With the action of self-esteem, with the ability to understand “I can already do this and know this, but I still have to learn and achieve this,” the educational independence of younger schoolchildren begins.

Using a scoring system (I am not limited to just five points), I strive to fill each point with content and organize an expanded system of evaluative relationships.

During ongoing monitoring, the purpose of which is to analyze the progress of the formation of students’ knowledge and skills, the point system gives the teacher and student the opportunity to promptly respond to shortcomings, identify their causes and take the necessary measures to eliminate them; return to rules, operations and actions that have not yet been learned. During this period, the student has the right to make mistakes and to have a detailed analysis of the sequence together with the teacher. educational activities. This determines the pedagogical inappropriateness of haste in the use of digital assessment-marks that punish for any mistake, and the strengthening of the value of assessment in the form of analytical judgments that explain possible ways to correct errors. This approach supports the situation of success and forms the correct attitude of the student towards control. Before starting work, I tell students what the highest score they should get on this work. Then comes independent work. After this, children fill out achievement notebooks, assessing their skills. This notebook contains the microskills necessary to study the topic. When checking the completed work, in the “Achievement Notebooks” I put my mark on the “magic rulers”, agreeing or disagreeing with the child’s assessment. I mark the results of the mastery of skills by each student in the class in the table of knowledge, abilities, skills. Using the table compiled, I track the level of development of the skills of each student and the class as a whole. By identifying problem areas, I know which skills need to be further worked on, and which skills have already been developed and do not require special attention. Based on the table data, I differentiate and predict my work. In the process of carrying out such work, I see what the child’s development is like in the process of learning subject content. This is also a good help when talking to parents, e.g. there is information support for control not only for the teacher, but also for parents.

During thematic control, the purpose of which is to check the assimilation of program material for each major topic of the course, I use the same type of assessment as during the current control.

During the final control, which is carried out as an assessment of learning outcomes for the 1st, 2nd, 3rd academic quarters and at the end of the year, I use the generally accepted five-point grading system, according to methodological letter No. 1561/14-15 dated 11/19/98.

I believe that the types of assessment and control I use develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, find errors and ways to eliminate them, and contribute to the development of adequate self-esteem in students, which corresponds to modern requirements in the school education system.

Formation of meaningful assessment in younger schoolchildren

2nd step preparatory stage

Target:

1. Show that assessment activities are the structure of the layout of educational work.
2. Determine the meaning of appraisal activities.

As an example, a fragment of a mathematics lesson is given.

Teacher: I invite 2 students to solve the problem:

Seryozha cut out 4 red circles, and 3 times more blue ones. How many blue circles did Seryozha cut out?

1. 4 + 3 = 7 (cr.) 2. 4 3 = 13 (cr.)

Answer: 7 blue circles. Answer: 13 blue circles.

Teacher: Which of the guys solved the problem correctly?

Children: Both solutions are incorrect.

Teacher: What's wrong with the first and what's wrong with the second?

Children: In 1 decision the action was chosen incorrectly, and therefore the result, in the other – the result was incorrect.

Teacher: Both students made mistakes, but they made different mistakes. Let's solve this problem together and figure out - at what stage of the solution the mistake was made and why?

Before completing this task, let's analyze it. What do we know? Unknown? What do you need to find? How?

Children: In this problem we need to find total blue circles, based on the problem statement and known data.

Teacher: Raise your hands if you think this is the correct answer.

What will we learn by solving this problem?

Children: We will learn to find an unknown component based on auxiliary words (3 times more).

Teacher: What knowledge do we need to solve the problem?

Children: Knowledge of the rules for choosing actions based on auxiliary words.

Knowledge of multiplication tables.

The ability to identify a condition or question in a problem?

Ability to formulate a solution to a problem.

Teacher: How will we solve the problem?

Children: Multiply the four red circles by 3.

Teacher: Is the solution path named correctly? Prove it.

Children: Correctly, in order to find the unknown, you need to carefully read the conditions of the problem and, based on auxiliary words, choose an action; words 3 times larger indicate that the correct action is multiplication.

Teacher: Complete the solution (1 student at the blackboard, children in a notebook). Write down your answer.

Teacher: How to establish the correctness of the decision?

Children: By checking.

Children: The problem was solved correctly. We answered correctly main question tasks.

Teacher: Each person in his notebook will evaluate the accuracy of the work. If the work is neat, put it in the margins; if not, put it in the margins.

Teacher: We have solved the problem, and now let’s return to the 2 problems that the children solved. At what point did they make mistakes? What could be the reasons?

Children: The first student did not analyze the problem. The second student does not know the multiplication table and did not check.

Teacher: Why didn't you and I make such mistakes?

Children: We constantly find relationships between components, evaluate ourselves - correctly or not.

Teacher: When did we do this?

Children: When analyzing the problem.

When the necessary knowledge was determined.

When they solved the problem.

When we were looking for the right solution.

Teacher: How to put it in short?

Children: We assessed the correctness of actions and results throughout the decision.

Teacher: So, we are convinced that assessment activities are woven into educational activities and are not only an independent component, but are also present at all stages of solving an educational task.

To reveal the evaluation functions, material from a mathematics lesson was used, where the controlling and ascertaining functions of evaluation were shown. Now let's pay attention to them and consider the stimulating function.

Lesson fragment:

Teacher: Why is assessment needed in educational activities?

Children: To see and correct mistakes, to learn how to prevent them.

Teacher: Two students made mistakes when solving the problem and did not notice them.

Let's express our wishes to them, what should they work on?

Children: The first student needs to learn to carefully read the conditions and questions of the problem, learn to analyze the problem, learn to determine the action based on auxiliary words.

The second student needs to repeat the multiplication table.

Teacher: Why do you give this kind of advice?

Children: We checked their work and saw errors.

Teacher: This means that the assessment helps to note the merits of the work and its shortcomings. It helps you understand what you still need to work on, what knowledge has not yet been sufficiently mastered, and what knowledge is good. This gives incentive for further work.

The third step of the preparatory stage is aimed at realizing the need for the ability to evaluate one’s educational activities.

For this purpose, students are given work on the Russian language (independent work) that has been checked but not graded. Children are encouraged to try and evaluate their work.

Here is a fragment of the lesson:

Independent work on options.

Teacher: Find in your work what you like, what you have accomplished, what you could praise yourself for.

Children: I wrote it beautifully.

I didn't make a single mistake.

I only made 1 mistake today.

Teacher: Now find what upset you, what didn’t work out for you.

Children: Lots of mistakes.

I wrote it ugly.

I didn't write down all the words.

I didn't choose the test words, so I made 2 mistakes.

Teacher: What advice can you give yourself?

Children: Be more careful.

Work on calligraphy.

Learn to select test words for words with an unstressed vowel.

Teacher: Do you think these tips are important for you or not? Why?

Children: These tips are important because we can honestly say what didn't work out. And next time, perhaps, we won’t make a mistake.

Teacher: To give yourself advice, what is important to learn?

Children: It is important to learn how to evaluate your work.

Teacher: What will change in your educational activities if you learn this?

Children: I will be able to understand why I made a mistake and what to do so as not to make mistakes again.

Teacher: In other words, you will become more independent in your studies, learn to see difficulties and be able to overcome them on your own. And this is very important.

The goal of stage II of the experimental work was to develop the ability to operate with standards.

For example, in a mathematics lesson, students were asked to evaluate the work of a student who was asked to draw a rectangle with sides of 7 cm and 4 cm.

The task was completed without observing the dimensions of the length and width of the rectangle.

The opinions of the students were divided, some argued that the student completed the task correctly (drew a rectangle), others did not, because not all task conditions are met. And the children do not know what to do in this case when evaluating work.

Several people suggested evaluating the final result (the rectangle is drawn), without paying attention to the mistakes made.

After the discussion, the teacher explained to the students that in order to evaluate the work they need to compare it with a standard - a correctly completed sample (the sample is posted on the board).

Here is a fragment of the lesson:

Teacher: Why is this particular drawing the standard, since both are essentially correct?

Children: Because here in drawing 1 all these conditions are met.

Teacher: Yes, this drawing is correct, it corresponds to the task. Could the first solution become a standard? What needs to be done for this?

Children: Do you need to change the task conditions?

Teacher: You see, it turns out that both tasks can be standards, but in different cases. Conclude in what case the work performed can be considered a standard?

Children: The standard can be the work that corresponds to the task.

So, in a Russian language lesson, after the previous task, students were given one more task:

Insert the missing letters, select the test word:

Ry.ka, doro.ka, lo.ka, cone, gr., zu., short.ka.

Complete the task:

Fish - fish, path - path, spoon - spoon, cone - cone, mushroom - mushroom, tooth - tooth, box - box

Children do not know how to evaluate this work: the task was completed correctly, but the recording of the design does not meet the norm. (First, according to spelling rules, we write the test word, then the word being checked).

The teacher reminds students that in order to evaluate the work, it is necessary to compare it with the standard. The standard is posted. Children find commonalities and differences.

During the reading lesson, children were asked to evaluate a retelling of a story that had been prepared at home. The story was correct, consistent, but not detailed. Children upon registration homework It was clarified that we were preparing a detailed retelling.

Some important actions of the story have been omitted and the actions of the story are therefore not fully covered.

The students found themselves in a problematic situation: there were no mistakes, but something did not correspond to the norm. The standard helped to resolve it; the teacher reads out the text of a detailed retelling.

Children compare the student’s answer with the standard and come to the conclusion that the first one is not complete.

During the labor training lesson, the children made a model of a box with a lid.

Teacher: How to evaluate the results of your activities?

Children: It is necessary to examine the product and compare it with the standard.

Teacher: What parameters will we evaluate?

Children: Compliance with dimensions during manufacturing, accuracy, method of joining parts, marking accuracy, the final result of the model.

Teacher: Find commonalities and differences (advantages and disadvantages).

Children: Not very neat work, the dimensions were not respected.

Teacher: What conclusion can we draw?

Children: Option 2 of the model can be considered the reference.

3 2 1

300 + 360: 9 2 = 320

1). 9 2 = 18

2). 360: 18 = 20

3). 300 + 20 = 320

Teacher: The example is written correctly, but an error was made. Where?

Children: An error was made in determining the order of actions, which led to an incorrect final result.

Teacher: What needs to be done to avoid such mistakes in the future?

Children: Repeat the order of actions in expressions with all 4 actions.

The goal of the 3rd stage of work was to develop the ability to evaluate individual components of educational activities.

So, for example, in a Russian language lesson, students were given the task to analyze. “Restore the deformed text, give it a title.”

Teacher: What have we been given?

Children: Given a text in which the sequence of sentences is broken.

Teacher: What has changed due to this discontinuity.

Children: We have a number of sentences that are not connected in meaning, and accordingly we cannot call them text.

Teacher: What should be done?

Children: It is necessary to restore the sequence of sentences and title the resulting text.

Carrying out a similar analysis of tasks, students come to the conclusion that they have analyzed the task, and understand that any task must and can be analyzed.

A technique was used to develop the ability to evaluate the stage of identifying and accepting a learning task. When students are offered the text of the task and the student’s answer to the question: “What will he learn by completing this task. Children had to establish the correctness of identifying the learning task, based on the analysis of the task.

Here is a fragment of a math lesson:

Teacher: The student was given the task of solving examples with passing through ten, written on the board, and performing a check. He was asked what he would learn by doing this task. He replied that he would learn to solve examples with transitions through 10. Did he define the learning problem correctly? During the discussion, children find the correct answer to the question posed.

It is important to teach a primary school student not only to learn and come to the discovery of new knowledge in an independent search, but also to form in him the concept of meaningful assessment, when the child comprehends and understands the course of his reasoning, learns to analyze and draw conclusions. The teacher should act as a coordinator so that children learn to work independently through trial and error. To work on the formation of a meaningful assessment, it is recommended to use group work.