Content assessment options. Functions and types of estimates. Problems of psychology of young children teaching materials

"... a small child ... always considers an unsatisfactory assessment unfair and deeply worries about it."

V. A. Sukhomlinsky

Having taken away a mark from children in the first two years of study - a favorite toy of a junior schoolchild - we are obliged to adequately compensate for this deprivation. It is necessary with great respect and absolutely seriously to take the needs of the student in a generalized way to assess their own educational achievements and difficulties. Evaluation should serve the main purpose - to stimulate and guide the educational and cognitive activity of the student. Meaningful evaluation is the process of comparing the progress or result of an activity against an intended benchmark for:

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

b) defining and accepting tasks for further progress.

Such an assessment simultaneously becomes stimulating for the student, as it strengthens, strengthens, concretizes the motives of his educational and cognitive activity, fills him with self-confidence and hope for success.

The main indicators of personal development of students are:

The formation of the main value orientations that determine the motivational-need basis of the personality and ensure the assimilation of moral norms of behavior;

Formation of educational and cognitive interest;

The ability to coordinate actions, taking into account the position of the other;

Independence of actions, judgments, critical attitude to one's own and others' actions;

Formation of general educational skills and abilities;

The adequacy of self-esteem;

The manifestation of creativity in various activities.

The dynamics of the development of students is determined by the teacher together with the school psychologist on the basis of the results of psychological and pedagogical diagnostics.

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

The standard is an example of the process of educational and cognitive activity, its steps and results. Based on the standard, evaluation and control operations are carried out. Given and formed first from the outside, the standards are further defined in the form of knowledge, experience, skills, thus becoming the basis of internal assessment. The standard must have clarity, reality, accuracy and completeness.

Evaluation of the teacher does not immediately acquire meaningful meaning for the student. For this, the following conditions are required:

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

it is important that the ideas of the teacher and the student about the object being evaluated coincide;

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

Different 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 strength, form in him a serious, interested attitude towards criticism, strengthen the sense of his importance in the team, awareness of the care of his comrades, teachers.

In the formation of an internal meaningful self-assessment by a student of his educational activity, the disclosure to the student of the meaning, purpose of teaching, education is of particular importance.

The internal "kitchen" of evaluation should be open to the child.

There are 5 complex skills of self-control and self-assessment in the conditions of an ungraded learning system:

1. The ability to diagnose and analyze the state of their educational and cognitive activity.

2. The ability to plan and design the process of their educational and cognitive activities.

3. The ability to organize the implementation of their educational and cognitive activities in accordance with an individual educational route.

4. The ability to evaluate one's educational and cognitive activity and its results with an exit to a reflective position.

5. The ability to correct and improve their educational and cognitive activities.

The formation of an adequate self-esteem of the student begins with the subject "Introduction to school life". At this time, more attention should be paid to the formation of both the skills of cooperation and the simplest methods of self-assessment and self-control. Students acquire elementary skills associated with 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 evaluated, for example: compliance with the model, absence of errors, etc. There should not be many indicators, since each of them requires a separate ruler. Training should begin with the use of only one indicator, clearly formulated and understood by the students. At the same time, the invariable requirement is met: the student's self-esteem is ahead of the teacher's.

Having set the indicator, the teacher can ask the students to check their work on a jointly chosen indicator (for example, compliance with the sample) and evaluate the result obtained using the self-assessment ruler. Students independently control and evaluate the entire work or a separate task. After the students have evaluated their work, the teacher needs to check the result. Thus, the student understands why and why the teacher evaluates his work in this way, he himself sees the level that he has already achieved.

As a result of work on the subject "Introduction to school life", the foundations of control and evaluation activities should be laid:

1) before evaluating the performed action, 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 adults (priority of self-assessment);

3) the discussion of the possible reasons for the discrepancy between the assessments of the adult and the child is organized individually in a confidential atmosphere.

In the lessons in the subjects "Music", "Fine Arts" in grades III and IV, students can use evaluation tables 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 the lessons in the subject "Music" allows you to simultaneously solve several didactic tasks. Mastering a piece of music, a student can carry out musical activities in the positions of a composer, performer, listener. When putting forward a criterion, it is necessary to take into account the position in which the student performs 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 the correspondence of the criterion to the real possibilities of students. For example, before singing, it is necessary to establish what the performance should be like (expressive, reflecting the mood, character of the music; emotional, conveying the performer's attitude to the work being performed). Based on the criteria put forward, a prognostic assessment is carried out, during which students answer the following questions: can we convey the character, mood of music when singing? Will we be able to express our attitude towards the song? The content of the criterion and the prognostic estimate must match. It should be noted that the criterion is not voiced to students, they operate only with indicators that are clear to them and do not require explanation. Performing activity (singing) is carried out after a prognostic assessment. Having completed the performance, students carry out self-assessment, answering the following question: were we able to convey the character, mood of the music when singing? Were you able to express our attitude to the song being performed? After self-assessment, the teacher comments on the process and the result of the performed performance.

In the lessons on the subject "Labor training" in grades III and IV, students actively participate in formulating the topic of the lesson, goal-setting, planning work activities, assessing the level of achievement of goals, the quality of the work performed, reflect on their own state, determine the degree of satisfaction with the educational and labor activity.

It is necessary to distinguish between retrospective (after completing the task) and predictive (before doing the work) self-assessment. Initially, work is underway to form a retrospective self-assessment. Only when monitoring and evaluation becomes a habitual norm for students, it is possible to move on to the formation of predictive self-assessment.

The teacher can express value judgments in various forms: verbal (“Well done! You solved the problem correctly”, “Clever girl! You did the job carefully”, “Your work is highly commendable”); graphic (self-assessment rulers; growth steps; graphs, etc.); sign (signs "+", "-" and others).

This topic is covered in the works of teachers who took part in the regional Internet conference on the topic "Control and evaluation of educational activities of schoolchildren" of the GroIRO:

- "Formation of self-esteem - the path to success" Komar L.V., primary school teacher of the State Educational Institution "Secondary School No. 31 in Grodno";

- "Formation of self-esteem skills during the period of ungraded learning" Dramkova Lyudmila Ivanovna, primary school teacher, secondary school No. 20 in Grodno;

- "Formation of adequate self-esteem, feedback from fellow students" Volynets Natalya Ivanovna, primary school teacher of the State Educational Institution "Vaverskaya Secondary School" of the Lida district;

- "The system of control of knowledge, skills and abilities of students in conditions of ungraded education" Povarova Lyudmila Genrikhovna, primary school teacher №34 Grodno.

Materials can be found at:

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

infourok.ru›-47666.html

pedportal.net›…vzaimoocenivanie…nachalnoy-shkole…

The development of an assessment system of education The concept of assessment, marks, assessment Functions and types of assessment Comparison of the traditional assessment system with modern approaches to assessing student learning achievements

^ Development of an assessment system of education

The first three-point grading system originated in medieval schools in Germany. Each score denoted the category, the place of the student (in terms of academic performance) among other students in the class (1st - the best, 2nd - average, 3rd - the worst). Later, the middle category, to which the largest number of students belonged, was divided into classes; a five-point scale was obtained, which was borrowed in Russia. The digital knowledge assessment system was introduced by the Ministry of Education of the Russian Empire in 1837. Points began to attach 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 assess mediocre knowledge, 3 - sufficient, 4 - good, 5 - excellent. This view of the scores was established under the influence of the twelve-point grading system of I.B. Basedova. Since the introduction of points in school practice, the question arose about their legitimacy, advantages and disadvantages. Penetrating into the practice of schools in different countries and taking different forms, grades have acquired social significance, becoming a tool for increasing pressure on students. Through marks, the life of the student was regulated both in school and outside it. The shortcomings of the evaluation system of education, which included marks as stimulants of learning, were already revealed by the middle of the 19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers, who believed that the moral qualities of a person, 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, to identify the causes of failure.

After 1917 in Russia, the idea of ​​learning without marks was further developed. It corresponded to the concept of the Soviet labor school, in which educational activity was conceived on the basis of the interest of students, focused on the free, creative nature of the lesson, which formed independence and initiative. The old methods of disciplining students with grades were deemed unsuitable. In 1918, marks in points, all types of examinations and individual testing of students in the classroom were canceled. Frontal oral verification and written work of a test character were allowed only as a last resort. Recommended 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 students' work were recorded. To account for the collective work of schoolchildren, cards, circular notebooks, and group diaries were used. The generalization of the acquired knowledge was carried out through a final conversation with students, reporting conferences. Transfer from class to class and the issuance of certificates were made on the basis of feedback from the pedagogical council. However, the teacher did not have time to systematically record the characteristics of students' knowledge, so his written conclusions were often too general, stereotyped. The absence of a certain system of assessments 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 reform of education in general and developed a system of control and assessment on a truly humane basis was S.T. Shatsky. Speaking against grades and exams, he believed that it was necessary to evaluate not the personality of the child, but his work, taking into account the conditions in which it was carried out, and proposed to systematically monitor and evaluate the results of children's educational work in the form of schoolchildren's reports to parents, exhibitions of works students, etc. However, during the years of the formation of the Soviet school and the change in the content of education, it turned out to be impossible to introduce a new system of assessments, since it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-accounting and self-control, revealing the result of the collective work of students, and not an individual student. One of the most common forms of self-examination was test tasks. In 1932, the principle of systematic accounting of 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 50's - early 60's. in connection with the transition to universal secondary education and the new content of education for all levels of education, the improvement of the assessment component of education has become one of the most urgent problems. The score hides the object of assessment and without a qualitative analysis it is impossible to objectively judge the student's progress. With an equal average score, students' knowledge may be different, because in one case, a mark can be obtained for retelling the textbook, and in another - for applying knowledge according to the model, in the third - for a non-standard, creative solution to a problem or problem. Therefore, the mark cannot be displayed as an arithmetic mean, especially in those subjects where there is a strong connection between new and old knowledge (for example, in Russian and foreign languages, mathematics). When summing up the final mark, it is necessary to be guided by the actual level of knowledge achieved, take into account the student's attitude to learning activities. In the domestic school, the practice of developing "Approximate assessment standards" has developed, which indicates what requirements a student's oral or written answer must meet in order to attest him with the appropriate score, as well as typical shortcomings of the answer, for which the score is reduced. A differentiated mark can be set for a number of subjects - knowledge of theoretical material, problem solving, assimilation of new material, etc. are separately assessed. Various marks can be used to evaluate different aspects of an oral answer or written work; for example, in an essay on literature - the depth and completeness of the coverage of the topic, style and spelling. To obtain a comprehensive mark, it is necessary to select all the elements of the answer and establish their relative weight by expert means. Then the weight of each component is multiplied by the teacher's mark for it, the results are added up and the resulting amount is divided by the number of components. A complex mark can also be used to derive the final - quarterly or annual. When setting each mark, the teacher must comment on it, give a meaningful assessment of the student's work.

Nowadays, the vast majority of teachers are sure that we must finally part with the usual "five points". It is believed that this system does not correspond to the modern type of student, the spirit of the democratization of the school. From the very concept of "score" teachers have not yet abandoned, but only fill it with a different meaning, devoid of negative expression. In pedagogical circles, several options for assessing knowledge are widely discussed: 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 unified state exam for school graduates.

^ The concept of evaluation, marks

Assessment of students' knowledge and skills is an important part of the educational process, the correct formulation of which largely determines the success of education. In the methodological literature, it is generally accepted that assessment is the so-called "feedback" between the teacher and the 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 for assessing the knowledge and skills of students are distinguished:

Diagnosis and correction of knowledge and skills of students;

Accounting for the effectiveness of a separate stage of the learning process;

Determination of the final learning outcomes at different levels.

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

L.I. Bozhovich, N.G. Morozova, L.S. Slavina understand the school assessment of knowledge as the objective criterion that determines the public judgment about the student. K.A. Albukhanova-Slavskaya writes that the social aspect of assessment is determined by the fact that assessment "meets the need for communication, knowledge of one's "I" 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 an assessment in the educational process is dictated by the "needs of society in a certain type of personality."

R.F. Krivoshapova and O.F. Silyutina understands assessment as a detailed, deeply motivated attitude of the teacher and the class team to the results of the achievements of each student. ON THE. Baturin believes that evaluation is a mental process of reflecting object-object, subject-subject and subject-object relations of superiority and preference, which is realized in the course of comparing the subject of evaluation and the evaluation 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 student's individual personal qualities and, secondly, as the results of his educational activity.

So, assessment is the definition and expression in conventional signs-points, as well as in the teacher's evaluative judgments, of the degree of students' assimilation of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline.

Evaluation can be varied, variable 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 score must precede the mark.

Assessment is the most obvious indicator of the level of schooling, 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 evaluation activities of teachers.

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

Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is one of the effective means at the disposal of the teacher, stimulating learning, positive motivation, and influencing the personality. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment and the variety of its functions require the search for indicators that would reflect all aspects of the educational activity of schoolchildren 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 assessment methods, students' marks are recorded in school documentation - class journals, exam protocols, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates.

Historical analysis has shown that often a mark in Russian education was understood as an assessment and vice versa. The scale of marks is both rigid and formal. Its main task is to establish the level (degree) of assimilation by the student of the uniform state program of the educational standard. It is easy to use, understandable to all subjects of the educational process.

Evaluation is always directed "inside" the student's personality, and the mark is turned outward, into 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 exposes 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 evaluation

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

Partial assessments appear in the form of separate evaluative appeals 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 score - the nature of the mark, the assessment can be given in the form of detailed verbal judgments, explaining to the student the meaning of the then "folded" assessment - the mark.

Meaningful assessment is the process of correlating the progress or result of an activity with the intended benchmark to: a) establish the level and quality of the student's progress in learning and b) identify and accept tasks for further progress. 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 own strength and hope for success. Meaningful assessment is external when it is carried out by a teacher or another student, and internal when it is given by the student himself. Evaluation and control operations are carried out on the basis of the standard. The standard is an example of the process of educational and cognitive activity, its steps and results. Given and formed first from the outside, the standards are further defined in the form of knowledge, experience, skills, thus becoming the basis of internal assessment. The standard must have clarity, reality, accuracy and completeness.

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

1.
Tutorial:

• 
  makes it possible to determine how successfully the educational material is mastered, a practical skill is formed;

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

2.
Educational:

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

• 
  contributes to the formation of skills for a systematic and conscientious attitude to educational duties.

3. Orienting:

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

4. Stimulant:

• 
  renders 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 is accelerated or slowed down (Ananiev B.G.).

5. Diagnostic:

• 
  fixes both the general level of preparedness and the dynamics of the student's success in various areas of cognitive activity;
• 
  involves continuous monitoring of the quality of students' knowledge, measuring the level of knowledge at various stages of learning;
• 
  allows you to identify the reasons for the deviation from the set goals and objectives.

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

In the last 10-15 years in Western pedagogy, there has been a process of radical rethinking of the traditional system of assessing student learning achievements. Among the new approaches to this problem, the following types of assessments can be distinguished:

Based on the learning outcomes;

Based on learning standards;

Built on the concept of competence;

Based on the level of performance.

The main difference between the above approaches lies in 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 skills - result". The artificial division of these approaches and their disparate consideration sin with the same "vices" as the traditional system: the discreteness of the evaluation process, the fragmentation and partiality of the evaluated qualities, the rigidity and quantitative orientation of the evaluation, understanding it as a subject-object interaction, the artificiality of the conditions in which it carried out, etc.

Deputy Director for ER,

primary school teacher,

winner of the contest "The Best Teacher" within the framework of the national project "Education",

winner of the district competition of Moscow "Teacher of the Year - 2010",

Moscow.

In recent years, the school and parents mutually accuse each other of misunderstanding, inattention to their own problems, the problems of 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 speak about the creation of a spiritual community between parents, students and teachers. Sukhomlinsky. Humane pedagogy with its founder Sh.A. Amonashvili made the spiritual community a key concept, the principle of communication between participants in education. Spiritual community appears only in a specially organized pedagogical environment in which training is based on meaningful assessments (“without marks”). In such an environment, new forms of communication are emerging that help establish an open, trusting relationship between the teacher and parents. Such relationships help parents to fall in love with the school, selflessly help it in the education and upbringing of children, and the teacher - to rely on adult smart people, to ennoble the process of education both at school and in the family.

The school and parents are interested in the fact that children become independent people, in particular, they are able to independently evaluate themselves and others. Self-assessment begins where the child himself participates in the production of assessment - in the development of its criteria, in the application of these criteria to various specific situations. Then the evaluation becomes a quality of personality and activity. The child should not depend on an external assessment, on the inability to assess the situation, he should have an internal self-assessment, which will help to foresee the outcome of a particular act, show restraint, comprehend what is happening, 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 the child's personality.

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

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

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

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

The first problem that needs to be solved by dotting the “a” is the lack of marks. Parents are surprised and do not understand how children will learn, what will be the motivation for their learning, how they will learn about the teachings of their children. It seems that no one wants to study "without marks" and does not imagine it possible.

To show the fallacy of this opinion, a study was conducted through a survey of parents whose children studied "without marks" and parents whose children studied according to the traditional marking system. The following question was asked: “What do you think: is it possible to study without marks? Why?" 96% of parents of traditional education were categorical: no, you can't. The explanations were: “this is how we were taught”, “it is clearer to me”, “children will not learn”. 100% of the parents of the class where the children were taught on the basis of meaningful assessments supported such training, substantiating it more extensively and qualitatively, while some parents raised new problems associated with learning “without grades”, the solution of which is now being addressed. This study showed that there is no need to be afraid of the opinion of parents, their reaction (often negative at first) to such training, it is possible to change their views, to win them over to their side, parental anxiety has decreased, and an understanding of the value of such training has arisen. Here are some comments from parents after their second year:

The child has no fear of failure. He believes that everything will work out for him, if not immediately, but it will work out. We meet him from school with a question about what he learned new and interesting, and not what mark he received. The child is more open, relaxed, 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 solve emerging issues together, then everything will work out.

I really like this experiment. The positive side is that the child: is in a state of psychological comfort, he has a different motivation for learning activities, there is a desire to learn, since his work is assessed at every lesson, there are no labels that we are used to “excellent student, three-year student”, which is not allows you to use them in the family, finally the child is asked what was interesting in the lesson, and not what grade he received, this stimulates to be more attentive and active in the lesson, develops a sense of responsibility for completing tasks. I don't see any downsides yet.

How do I work with parents in such training?

Similar information.

Sections: General pedagogical technologies

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

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

• grades depend on the attitude of the teacher to the student. If the attitude is positive, then the marks are objective or overestimated; if the attitude is negative, then the marks are underestimated;
• cruelty of assessments: it is very difficult for such a teacher to get a high mark and mark;
• mark of generosity: there are teachers who overestimate the mark, 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, does not diverge from the teacher's logic, then the answer is evaluated objectively;
• the state of the student: the mark depends on the student's ability to control himself in a survey situation;
• Postponement of marks: marks in the diary are set delayed. It could be at the end of the week or even 2 weeks later.
• announcement of grades: negative grades are announced in front of the whole class, which humiliates the dignity of children;
• "accounting approach": this is when the mark is set depending on how many examples out of a given number the student solved, how many grammatical errors he made, 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 mean approach: a deuce at the beginning of a quarter can significantly affect the final mark, but it is quite possible that this material was included in the following topics and was mastered by the student. Someone rounds the final mark up, someone down;
• grades affect the relationship between parents and students: poor 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 lower grades, 58% in middle grades, 86% in high grades).

The success of a person's further life is to a very large extent determined by his motivation for learning activities; the noted problems in assessment often lead to the fact that students refuse to study, they develop low self-esteem. I believe that the study of the process of evaluation and control at this stage is relevant.

In the methodical letter No. 1561 / 14-15 dated 11/19/98, developed taking into account modern requirements for the activities of a primary school teacher in monitoring and evaluating learning outcomes, it is said that the monitoring and evaluation system cannot be limited to a utilitarian goal - checking the assimilation of knowledge and the development of skills and skills in a particular subject. It poses a more important social task: to develop in schoolchildren the ability to check and control themselves, to critically evaluate their activities, to find errors and ways to eliminate them.

With this in mind, within the framework of the "School of Russia" program, I use different types of student assessment. I use: meaningful assessment, non-scored assessments, scoring system. In the learning process, I track the development of schoolchildren on the subject content. I try to build training on a content-evaluative basis. Informative assessment:

• develops and forms the evaluation activity of the children themselves
• makes the pedagogical process humane and focused on the personality of the child
• develops cooperation between the teacher and the student, strengthens mutual understanding and trust between them

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

Using the scoring system (not limited to five points), I strive to fill each point with content, to organize a detailed system of evaluative relationships.

With ongoing monitoring, the purpose of which is to analyze the progress of the formation of knowledge and skills of students, the scoring system gives the teacher and student the opportunity to respond to shortcomings in a timely manner, identify their causes and take the necessary measures to eliminate them; return to not yet mastered rules, operations and actions. During this period, the student has the right to make a mistake, to a detailed analysis of the sequence of educational actions jointly with the teacher. This determines the pedagogical inexpediency of haste in the application of a digital assessment-mark punishing for any mistake, and the strengthening of the value of the 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 to control. Before starting work, I tell students what the highest score they should get by doing this work. Then comes independent work. After that, the children fill out notebooks of achievements, evaluating their skills. This notebook contains the micro-skills necessary to study the topic. Checking the work done, in the "Notes of Achievements" I put my assessment on the "magic rulers", agreeing or disagreeing with the children's assessment. I mark the results of mastering the skills of each student in the class in the table of knowledge, skills. According to the compiled table, 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 worked on, and which skills have already been worked out and do not require special attention. Based on the data in the table, I differentiate and predict my work. In the process of doing such work, I see what the development of the child is in the process of learning on the subject content. It is also a good help when talking with parents, i.e. there is an information support of control not only for the teacher, but also for the parents.

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

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

I believe that the types of assessment and control that 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 of students, which meets modern requirements in the school education system.

Formation of a meaningful assessment in younger students

2nd step of the preparatory stage

Target:

1. Show that evaluation activity is the structure of the layout of educational work.
2. Determine the value of valuation activities.

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

Teacher: Ask 2 students to solve the following 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 wrong.

Teacher: What is wrong with the first, what is wrong with the second?

Children: In 1 solution, the action was chosen incorrectly, and, accordingly, the result, in the other, the wrong result.

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

Before doing this task, let's analyze it. What do we know? Unknown? What should be found? How?

Children: In this problem, you need to find the total number of blue circles, based on the condition of the problem 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 the 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 for auxiliary words.

Knowledge of multiplication tables.

The ability to highlight a condition in a task, a question?

Ability to formulate problem solving.

Teacher: How will we solve the problem?

Children: Multiply the four red circles by 3.

Teacher: Is the solution path correct? Prove it.

Children: Correctly, in order to find the unknown, you must carefully read the condition of the problem and, relying on auxiliary words, choose an action, words are 3 times more, indicate that the correct action is multiplication.

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

Teacher: How to establish the fidelity of the solution?

Children: Check.

Children: Problem solved correctly. We correctly answered the main question of the problem.

Teacher: Each in your notebook, evaluate the accuracy of the work. If the work is neat - put it in the margins, if not very -.

Teacher: We solved the problem with you, and now let's return to 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 we make such mistakes?

Children: We are constantly finding relationships between components, evaluating ourselves - right or wrong.

Teacher: When did we do it?

Children: when analyzing the problem.

When the necessary knowledge was determined.

When the problem was solved.

When looking for the right way to solve.

Teacher: How to say shorter?

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

Teacher: So, we have seen that the evaluation activity is woven into the learning activity, is not only its independent component, but is also present at all stages of solving the learning task.

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

Lesson fragment:

Teacher: Why do we need assessment in educational activities?

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

Teacher: Two students made mistakes in solving the problem, did not notice them.

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

Children: The first student must learn to carefully read the condition and question 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 are you giving this kind of advice?

Children: We checked their work and saw errors.

Teacher: So the assessment helps to note the merits of the work and its shortcomings. It helps to understand what still needs to be worked on, what knowledge is not yet assimilated, and what is good. This gives an incentive for further work.

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

For this, students are given works in the Russian language (independent work) checked, but not evaluated. Children are encouraged to try to evaluate their work.

Here is a fragment of the lesson:

Independent work on options.

Teacher: Find in your work what you like, what you did, for which you could praise yourself.

Children: I wrote 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 badly.

I didn't write down all the words.

I did not pick up the test words, so I made 2 mistakes.

Teacher: What can you advise yourself?

Children: Be more attentive.

Work on calligraphy.

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

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

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

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 learning activities if you learn this?

Children: I will be able to understand why I made a mistake and what to do in order not to be mistaken again.

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

The purpose of the second stage of the experimental work was the formation of the ability to operate with standards.

For example, in a math 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 respecting 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 (drawn a rectangle), others did not, because. not all conditions of the assignment are met. And what to do in this case, when evaluating the work, the children do not know.

Several people offered to evaluate the final result (the rectangle is drawn), not paying attention to the mistakes made.

After the discussion, the teacher explained to the students that in order to evaluate the work, it is necessary to compare it with the standard - a correctly executed sample (the sample is hung on the blackboard).

Here is a fragment of the lesson:

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

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

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

Children: Need to change the condition of the task?

Teacher: You see, it turned out that both tasks can be standards, but in different cases. Make a conclusion in which case the work performed can be considered a standard?

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

So the students in the Russian language lesson, after the previous task, were offered one more thing:

Insert the missing letters, select the test word:

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

Complete the task:

A fish - a fish, a path - a path, a spoon - a spoon, a cone - a cone, a mushroom - a mushroom, a tooth - a tooth, a box - box

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

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

At the reading lesson, the children were asked to evaluate the retelling of the story, which was prepared at home. The story was correct, consistent, but not detailed. When recording homework, the children were told 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 problem situation: there are no mistakes, but something does not correspond to the norm. The standard helped to resolve, the teacher reads out the text of a detailed retelling.

Children compare the student's answer with the standard, come to the conclusion that the first one does not have completeness.

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

Teacher: How to evaluate the result of your activity?

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

Teacher: What parameters will be evaluated?

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

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

Children: Not very accurate work, dimensions are not respected.

Teacher: What conclusion do we draw?

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

3 2 1

300 + 360: 9 2 = 320

one). 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 end result.

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

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

The purpose of the 3rd stage of work was the formation of the ability to evaluate individual components of educational activity.

So, for example, at the Russian language lesson, the students were given to analyze the task. "Restore warped text, title it."

Teacher: What are we given?

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

Teacher: What has changed in connection with this violation of the sequence.

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

Teacher: What should be done?

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

Conducting a similar analysis of tasks, students come to the conclusion that they performed the analysis of the task, and understand that it is necessary and possible to analyze any task.

To form the ability to evaluate the stage of allocation and acceptance of a learning task, a technique was used. 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. The children had to establish the correctness of the allocation of the educational task, based on the analysis of the task.

Here is an excerpt from a math lesson:

Teacher: The student was given the task to solve the examples with the transition through a dozen, written on the board, to perform a check. He was asked what he would learn by completing this assignment. He replied that he would learn to solve examples with a transition through 10. Did he correctly define the learning task? During the discussion, the children find the correct answer to the question posed.

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