A friend complained: “My son has four and five in his diary, and the teachers scold him for laziness and poor knowledge. I started to look into it - it turned out that they were having an experiment at school, now instead of an A, the child is given a ten!” Yes, you won’t envy parents who are accustomed to a five-point system for assessing knowledge: not only is the Unified State Exam assessed on a 100-point scale, but last fall, the Minister of Education and Science Andrei Fursenko announced an experiment on a more detailed assessment of academic performance in Russian schools. True, the final transition to it is expected no earlier than in four to six years.
— Of course, it (a more differentiated scale) is needed. If only because children need to be taught that they will have a 100-point scale on the Unified State Examination. They need to be prepared for a more differentiated assessment of their knowledge,” the minister said. - But there can be no revolutions in this matter. And the kids must recognize the new grading scale, and both parents and teachers must evaluate for themselves exactly what is being graded for what.
Therefore, the minister is waiting for proposals from experts. So far, they consider the 10-point scale to be the most optimal.
In fact, the discussion about the advantages and disadvantages of the 5-point academic performance scale that is familiar to us has been going on for ten years, if not more. But the debate went on smoothly until, on the eve of Teacher’s Day last year, Russian President D.A. Medvedev supported the idea of introducing a more detailed system of assessing knowledge in school. This happened during the finals of the “Teacher of the Year” competition. Then a teacher from Noginsk complained that the grading systems in the certificate and the Unified State Examination certificate were very different. In general, the president decided that “we need to think about a more detailed assessment of knowledge in school,” and officials took the matter in hand.
Why is five not enough?
So why did our teachers not like the usual “threes”, “fours” and “fives”? After all, the five-point scale has existed in Russia for almost 170 years, and it seems that everyone has always been happy with it. True, until 1917, teachers also assessed students’ knowledge verbally: “1” corresponded to the definition of “weak progress”, “2” - “mediocre”, “3” - “sufficient”, “4” - “good”, “5” — “excellent.” In 1918, points were abolished, grades were replaced by characteristics that took into account not only academic performance, but also the student’s social activity at school and outside its walls. But in 1939, verbal assessments returned, although now teachers gave “unsatisfactory”, “satisfactory”, “good” and “excellent”. In 1944, the usual fives and threes were added to them.
Alas, it has now become clear that the existing five-point system has actually turned into a three-point system. In fact, what kind of teacher would give a careless student a “1” in the quarter? True, you can find a “two”, but not as a final (annual) grade, but as an intermediate grade. And, to be honest, no one has yet been able to clearly explain how a unit differs from a two.
As a result, the teacher says: “I just fell short of a B” and gives a “solid C.” He will give the same C, only “weak”, to another student. The diaries will show off the same grades - go figure who is more diligent, who has more knowledge. And again, for excellent knowledge, both a gifted student - an Olympiad winner, and someone who simply learned a lesson - will receive an A. On a ten-point scale, the winner of the city Olympiad will receive 10, and a diligent student will receive 8. So teachers say that the current system does not stimulate the student and does not allow the teacher to accurately and objectively assess the knowledge of students.
“The teacher has more opportunities to objectively evaluate knowledge, parents like that children are not given twos and ones, students have more incentives to study well - their achievements are more noticeable. Today you got four points, tomorrow - five, the day after tomorrow - six. For strong children, such a mark is more objective, and motivates the weaker to further improve. So, a student received a “seven” and understands that he is only a few steps away from an “eight.” Otherwise, they would have given him a “four.” But it’s still a long way to get to a “five,” teachers think.
— The fact that the range of grades becomes wider is better for the school. You can’t give a student an A with a minus or a four with two pluses in a journal or certificate. Fives are also different. One is tense, the other is honest. Five with a minus turns into a five, four with a minus turns into a four. But, you see, there is a difference between these assessments, says teacher Lyudmila Timchishina from the Moscow region.
In addition, the 10-point system is easier to correlate with the Unified State Examination scale. I got 80 points - the same as 8 at school. This means the result is excellent. Got 50 - that's 5 points, that is, a three. And it would not occur to anyone to prove that, having scored 50 points, he successfully passed the Unified State Exam. True, there is a danger that in the new system of knowledge assessment, practically no one will receive tens. After all, this grade can only be obtained for outstanding knowledge that goes beyond the school curriculum.
Pioneers
In Russia there is experience in assessing on a 10, 12 and even 100-point scale. But all students from experimental schools have the usual “A’s” and “B’s” on their certificates. For example, since 1966, Shalva Amonashvili’s school has been experimenting with non-judgmental learning. Several schools in Magnitogorsk work according to the same scheme - there teachers are limited to “pass” and “fail”. Moscow school 1804 has a 12-point grading system (“eight” is already a good grade). In some schools in the Altai Territory, a 100-point system is used (less than 50 points - “unsatisfactory”, 50-70 points - “satisfactory”, 70-90 points - “good”, 90-100 points - “excellent”).
For example, in a gymnasium in the Moscow region of Maryino, such an experiment has been going on for the eleventh year. Here, 10 points in the Russian language are given to someone who not only demonstrates excellent knowledge, but also reaches a research level in creative work, “reads artistically, writes without a single mistake, cleanly and accurately.” A student receives a top ten in physics if his knowledge is broader than the scope of the school curriculum. But no one is particularly upset about this. An A will still be included in the certificate, and it doesn’t matter how many points you have - 8, 9 or 10.
Since 2004, a 10-point scale for assessing knowledge has also been used in the Proletarskaya secondary school in the Serpukhov district. It all started with 5 "b". In 2004, such a grading system was introduced in all subjects. Parents enthusiastically supported the initiative. Already by the end of the first year of study in the fifth grade, there was an increase in learning motivation, a decrease in anxiety and, as a consequence, an increase in academic performance and the quality of knowledge. Since 2005, primary schools have been involved in the experiment on introducing a ten-point scale. Now 14 classes of the school are studying according to the ten-point system, which is 74% of students. School teachers say that the ten-point system gives the student the opportunity to predict his quarter grade during the quarter and, if desired, increase it.
But at the same time, the evaluation criteria are described in some detail.. This virtually eliminates teachers' mistakes. However, based on the results of academic quarters and the year, the grade is converted to five points.
At Moscow school 1071, for the sixth academic year in a row, the students’ diaries have featured the “decimal system.” Only “one” remained unchanged. “Two” in this system means three with a minus, three means the usual “three”, and four means three with a plus. And instead of an “A minus”, children are given an eight. Instead of the usual "five" there are nine. If the student tried really hard, ten. The school is confident that children deserve a varied approach to assessing knowledge.
By the way, children also receive “nines” and “tens” for a quarter. The traditional scale appears only when issuing a certificate. If a student transfers to another school, a piece of paper with traditional marks is pasted into the transcript.
Who's against it?
Due to the fact that, in the end, “nines” and “tens” have to be converted into a traditional grading scale, the experiment did not take root in some schools. These include the Moscow school of 1968. Five years ago, they also tried to introduce a 10-point rating scale. But the children were given “tens” and “nines” in their diaries, and at the end of the quarter and year they had to convert these grades into a five-point “format,” which greatly puzzled the teachers. Let's say a child got an "eight" five minus, but on the traditional scale he had to give a "four". As a result, we had to return to the traditional system.
The Internet is also full of questions from perplexed parents. It’s not so easy for them to understand what’s what. It’s not for nothing that my friend couldn’t understand the teachers’ complaints against her son for a very long time.
The parents’ point of view is shared by the President of the All-Russian Education Fund Sergei Komkov:
Moms and dads will not understand what grade their child received. After all, they are accustomed to the traditional scale. Children will not be able to defend their grade. After all, there are no traditional criteria for what gets a “seven” and what gets an “eight.” In addition, 3.5 million teachers will need to be retrained. And if in Moscow and St. Petersburg the teachers are more advanced, then in the outback teachers, at best, will multiply the grades by two. There will be an effect of the absence of odd numbers.
He also does not understand how a 10-point scale will help students adapt to the Unified State Exam:
If such a transfer is related to the state exam, why not transfer it to a 100-point system? Our education system cannot be subject to structural changes. This will only distract everyone from the problem of the quality of education.
Supporters of the 5-point system consider its main advantages to be “soft” and the usual type of assessments. And so that teachers can more accurately assess knowledge, they suggest putting “4.5” or “4.8” instead of “a plus.” A variant of the 5-point scale can also be considered a 10-point scale, which “rounds” the pros and cons to a whole point.
How are they doing?
However, the innovation has many supporters. Since the president hinted at 10 points, you can be sure: the experiment will not only begin, but will also continue and become mandatory. Remember the history of the Unified State Exam and you will immediately understand everything.
Having at his disposal instead of the previous five to ten points, the school teacher will now be able to record half grades, which he always assigned in practice. But before the experiment, “five with a minus”, “four with a plus” or a saving “C” with a huge minus easily led to a subjective and biased approach to the child, for which persistent and legally savvy parents could spoil the teacher a lot of blood and nerves. With ten points, you can take into account both the advantages and disadvantages of both the oral response and the written assignment much more accurately. And, for example, in the group of “excellent students,” distinguish those who perform the minimum with a grade of “8” from those who are more talented—with a grade of “9.” And, finally, just child prodigies can be safely given a “10”. The "good" students will now have two grades - "6" and "7", while the "C" students will have "5" and "4". Anything below is bad.
What adds enthusiasm to supporters of the innovation is the fact that fewer and fewer countries are using the five-point system, including in the post-Soviet space. For example, in Ukraine, by decision of the Verkhovna Rada, a 12-point system for assessing knowledge was introduced - a student who studies at “10”, “11” and “12” is considered an excellent student. And in Belarus, schools switched to a ten-point system on September 1, 2002. The 10-point system is used in both Moldova and Latvia. In France, excellent students receive 14-16 points out of a possible 20, in the USA -91-99 points out of a maximum of 100. In Angola, a student can get from 0 to 20 points, and in Mozambique - from 1 to 20. But in Mozambique, what in Angola, good grades start with a "nine".
Article. Point-rating system for assessing student knowledge
FULL NAME. teachers: Arzhakova Nyurguyana Prokopyevna
Place of work: Municipal educational institution "Chokurdakh secondary school"
named after A.G. Chikacheva"
Chokurdakh village, Allaikhovsky ulus of the Republic of Sakha (Yakutia)
Point-rating system for assessing student knowledge The system under consideration allows us to obtain fairly objective information about the degree of success of students’ learning relative to each other. After two to three months, the best and worst students can be identified, which gives the teacher a powerful lever to reward students who score high. In my personal practice, I use this type of encouragement as “exemption from test work,” i.e. Student leaders are given “automatic” grades for the quarter.
In addition, already at an early stage, arrays of students are formed according to the prognostic indicator: applicants for “excellent”, “good”, “satisfactory” and those students who are behind the curriculum and may not be certified. An early forecast allows you to make adjustments to further training.
At first glance, it may seem that students who achieve a certain score that provides a suitable grade can stop studying. But, basically, the mechanism of competition in learning is triggered. A student who has taken a certain place in the group ranking does not want to move down, as this is perceived as his personal failure.
The use of a rating system, which leads to competition in the learning process, significantly increases the desire of students to acquire knowledge, which leads to an increase in the quality of learning the material. The point-rating system works well in middle and high school, when children enter a period of personality formation, when they consider studying as a way to express themselves, stand out, and attract attention.
The essence of the rating system is that, starting from the beginning of the school year and until its end, the points received by the student for all types of educational activities are summed up. Based on the number of points scored, the teacher assigns quarter and annual “five-point” grades. To do this, in parallel with each work, the teacher assigns points that must be scored to receive the marks “satisfactory”, “good”, “excellent”. These points are also summed up.
It is convenient to enter all the results, in addition to the journal (naturally, “rounded” estimates are included in it) into a computer database. This program allows you to effectively use the point system, as it saves time when calculating points, quickly obtain information about the rating of each student at any time, and implement the stimulating function of the rating.
Eachattending a lesson is estimated at 5 points. Moreover, the score is not taken into account if the student is late for class, that is, those students who are present in the class are noted with a call in the register;
The solution of the problem – 15 points;
The answer is on the board - 10 points;
Answer from the spot - 5 points;
Assessmentsupporting notes produced in a 10-point system.
Dictation – 5 points for each question. Usually carried out after studying a new topic to consolidate and check the level of mastery of educational material;
Independent, control, tests are scored out of 30 points as follows. These points are divided by the number of tasks included in the work and distributed according to the level of difficulty of each task;
Abstracts, reports . Their design, content, and list of references used are taken into account, all of which are worth a total of 30 points. In addition to all this, if the student wishes, his “defense” is allowed, that is, the student needs to tell the whole class about the work done, and also answer questions from the teacher and classmates;
For keeping a notebook. Typically, once every two weeks, students submit their notebooks for checking. For correctly, neatly formatted work (presence of fields, date, type of work, etc.), the student is awarded up to 5 points.
The procedure for assigning the final grade for a quarter depends on the points scored during this time and makes it possible to evaluate the student’s work according to the following ratios:
For a quarter : “excellent” - 600 or more;
“good” - 500–550 points;
“satisfactory” - 400-450 points;
“unsatisfactory” - less than 300 points
All assessment criteria were agreed upon with the students. A reminder is given to each student at the beginning of studying the subject. Everyone is carefully studying the possibilities, pros and cons of the rating system. Then, over the course of several weeks, all requirements are strictly observed. Three to four weeks pass quickly, the students get used to the requirements and they themselves demand more attention from the teacher. There are also “unspoken laws” regarding student behavior, i.e. “penalty points” can be deducted during the lesson, for example, if a student uses a calculator when doing work, or there is no notebook or textbook.
In addition, I would like to point out some pros and cons of this experiment. Firstly, there are fewer arguments: I don’t want “3”, I don’t want “4”. Students see for themselves that the assessment is objective and conscientious students are in a better position. A very important point has arisen: it is imperative to introduce strict controls to accept student debt. For example, work missed for a valid reason or not fully completed during class can be turned in within seven days. The teacher's time spent on preparing for lessons and on additional classes has increased significantly. However, with the acquisition of experience, the severity of the problem decreased, although not completely. It is very important to keep accurate records of completed tasks.
During practical work, I sign for each completed task, and then put the points in the rating table. Traditional systems for monitoring and assessing students’ knowledge and skills “sin,” in my opinion, with one significant drawback. This disadvantage is that all the “threads” of control and “levers” of control are in the hands of the teacher. This deprives the student of initiative, independence and competition in learning. Its main feature is the transfer of “threads” of control from the teacher to the student. In the rating system, the student himself distributes his points. In this system there are no “excellent” students, “good students”, but there are first, second, tenth students in terms of the level of achieved educational results.
Experience of working with a rating system for monitoring knowledge in groups with different levels of knowledge allows us to conclude that such a system makes it possible to activate the student in class and after class. I am satisfied with the first results and believe that the rating system for assessing knowledge is aimed at increasing the level of mastery of the material.
Bibliography :
1. Sazonov, B.A. Bologna process: current issues of modernization of Russian higher education: Textbook / B.A. Sazonov - M.:FIRO - 2006 -184 p.
2. Safonova, T.N. Expert-training system for assessing the quality of knowledge within the framework of modular teaching technology / T.N. Safonova // Proceedings of the 6th international scientific and practical Internet conference "Higher school teacher in the 21st century" - Rostov n/d: Rost. state University of Railways - 2008. - Sat. 6 - Part 1 - P.255 – 258
3. Levchenko T.A. PROBLEMS AND PROSPECTS OF USING THE SCORE-RATING SYSTEM FOR CERTIFICATION OF THE ACADEMIC WORK OF STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS // Advances of modern natural science. – 2008. – No. 9 – P. 55-56
4. Alisova E.A., Shishkina T.V., Kurenko O.V. Article "Credit-score-rating system for assessing students' knowledge at the third stage of education" http://festival.1september.ru/articles/528916/
In Soviet times, a five-point system for assessing student knowledge was developed. Its criteria were clearly stated in a special provision and brought to the attention of students, parents and, of course, teachers. And at the present stage of development of the Russian educational system, the need has arisen for its modernization. Let's take a closer look at this system.
Features of the modern assessment system
The task of the teacher is to develop in schoolchildren the desire for self-education, to create in students the need to acquire knowledge and acquire skills in mental activity. But to evaluate such student activity, a 5-point system is not enough. Therefore, the problem of finding new evaluation criteria is currently particularly relevant.
There are several reasons for this:
- First of all, the five-point rating system is not suitable for determining the level of general cultural skills and special knowledge. And without them, it is impossible for school graduates to fully adapt to the realities of society.
- In addition, there is an active development of information systems, the possibility of individual growth in mastering which is also difficult to evaluate at 5 points.
Graduate Requirements
Real creators should emerge from the walls of educational institutions, capable of taking responsibility, able to solve practical and theoretical problems of varying degrees of complexity. And the classic five-point system in school has long been outdated, since it is not compatible with the requirements of the new federal standards that were introduced at the primary and secondary levels of schooling.
What determines the effectiveness of training?
Conclusion
Let us repeat that the five-point assessment system, the criteria of which were developed in Soviet times, has lost its relevance and has been recognized by leading teachers as untenable and unsuitable for new educational standards. It is necessary to modernize it and use new criteria to analyze the personal growth of schoolchildren and their educational achievements.
Only if the marking scale is brought into line with the basic pedagogical principles can we talk about taking into account the individuality of each child. Among the priorities that should be taken into account when modernizing the assessment system, we highlight the use of multi-level gradation of grades, thanks to which the educational achievements of schoolchildren will be adequately assessed.
Many countries have already abandoned the five-point rating system, recognizing such an option as untenable for a modern system. The issue of changing it in Russia is currently being decided. Thus, according to the Federal State Educational Standard, traditional points have already been removed from elementary schools so that children can develop and improve themselves without experiencing psychological discomfort.
History teacher, Municipal Budgetary Educational Institution "Security School in the village of Zubochistka"
Second" Khaibullina E.F.
Topic for the history teachers' seminar:
“Student assessment system in a modern school”
1.
The relevance of studying the issue of modern methods of assessing student success
At the present stage of development of education, when teachers are actively introducing innovative (interactive) teaching technologies into the educational process,contradiction
between the process of student-centered learning and the existing system for assessing learning outcomes. There has long been dissatisfaction among teachers with the “five-point”, or actually “three-point” system, which is unable to reflect the real level of learning and development of students.
The form of issuing traditional five-point marks violates the principle of adaptability, that is, the student’s ability to adapt, to find his place in the educational process at the level of success. Along with a “D”, the student receives a mindset of failure. This contradicts such a condition of student-centered learning as “motivation for success, reliance on the student’s internal motives for learning.” In addition, using a traditional five-point scale, it is impossible to assess all the nuances of students’ achievements, since the criteria separating “fives,” “fours,” and “threes” are very vague and are easy to interpret arbitrarily and subjectively. In addition, they are often closed to the student, so this type of control contradicts the principle of psychological comfort, which is a necessary condition for student-centered learning.
The marks received by the student do not contain information about what exactly the student learned to do and what skills he mastered for this, since the mark received by the student for the test work was received for the entire test work, and not for individual tasks. As a result, the qualitative indicator “score” is replaced by a quantitative indicator – “mark”. Moreover, marking is the privilege of the teacher; thus, the student will not master self-esteem and objective mutual assessment. This contradicts another principle of student-centered learning - assessment activities. While the skills of control, self-control and reflection are an integral stage of any activity, without this stage it is impossible to understand whether the planned development result has been achieved. The existing system of control and assessment does not take into account the personal growth of students, the level of development of students’ competencies, excludes self-esteem and mutual assessment, and creates stressful situations for students, parents and teachers.
The goal of developmental technologies is the formation of a functionally literate personality. Specific knowledge in student-centered learning is considered as a guideline, a basis for planning and implementation by students of any productive actions. But the goal of developmental education diverges from the goal of the existing control system (tests, examinations, tests), which involves assessing students’ knowledge rather than skills.
To follow the principles of student-centered learning and achieve the goals of developmental education, new criteria for assessing the success of students' learning activities are needed.
2.
Requirements for the new system for assessing student educational achievements:
This system should check how the student has mastered the skills to use knowledge, that is, the real qualities of a functionally literate person;
- the basis of control material should be productive tasks, not reproductive issues;
- the form for recording control results should provide information about the student’s mastery of specific skills (subject and general educational), that is, about how learning goals are achieved;
- qualitative assessment should prevail over quantitative assessment in the minds of teachers, students and parents;
- the assessment system should reflect the basic principle at the control stage - the minimax principle;
- the new assessment system should focus the student on success and avoid anything that creates an uncomfortable, stressful environment in the classroom.
3.New student assessment systems
In the modern world, an important priority of society and the education system is the ability of young people entering life to independently solve the problems facing them, and the result of education is “measured” by the experience of solving such problems. Therefore, along with general literacy, graduate competencies such as, for example, the ability to develop and test hypotheses, the ability to work in project mode, initiative in decision-making, etc. come to the fore. But the process of developing student competencies cannot be complete without a well-thought-out system of means for measuring and assessing them.
The relevance of studying the assessment process is always noted. Without feedback, management of any process cannot be effective. The need for assessment is noted by all participants in the educational process: students, teachers, parents. Assessments are an integral part of the educational process.
The current assessment of knowledge using points, according to some teachers, has a number of advantages. This is the simplest and most accessible means of causing competition between children and encouraging them to study systematically. Assessments are convenient for competitions, entrance exams, statistics, reporting, etc.
However, each teacher evaluates students' knowledge based on their intuitive ideas. There are no clear assessment criteria at school. The teacher is not able to correctly and impartially evaluate the knowledge and work of the student. Setting points spoils the relationship between teacher and students, creates the ground for constant clashes and mutual distrust. The student gets used to seeing the teacher not as a source of knowledge, but primarily as a controller who often makes mistakes and who can sometimes be deceived. Points also harm the teacher himself. They distract him from his main responsibilities and turn the lesson into a boring questioning session.
The main disadvantage of the existing system of assessments and grades, from the point of view of a psychologist, is their possible traumatic impact on the child. Teachers are well aware of the tense silence in the classroom when grades are announced, and the sad flipping through notebooks in search of the points received. All teachers had to observe the reaction that grades evoke in children: from undisguised joy to tears.
How to take into account and evaluate the qualitative increase of each student? Of course, quality assessment should not consist of assessing the amount of knowledge acquired, but rather assessing the level of development of a set of competencies. When assessing, it is necessary to take into account the totality of operational actions; what is achieved - the result, how - goal setting, planning, use of sources, information processing, participation in dialogue; what kind of product was obtained - its originality, non-standardity, demonstration of a personal position.
At all stages of school development, the issue of finding effective ways to implement the teacher’s evaluative function comes first.
New ways of assessing students are proposed. Such, for example, as:
The purpose of rating training is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.
1) the entire course of study in the subject is divided into thematic sections, control of which is mandatory.
2) upon completion of training in each section, a fairly complete control of the student’s knowledge is carried out with an assessment in points.
3) at the end of the training, the sum of points scored for the entire period is determined and the overall mark is set. Students with a total rating score from 86% to 100% may be exempt from tests (exams).
At the stage of preparation for the introduction of the rating system, the teacher and student enter into an agreement on mutual obligations. For this purpose, a form of the “Teacher-Student” agreement is being developed, which indicates what rights and responsibilities each of the contracting parties assumes. A map of “control points” (record sheet) is attached to the agreement. This is the main rating document. The contract stipulates the conditions for completing the training. The student knows under what conditions he will be exempt from the exam or, conversely, not allowed to take it.
Rating technology involves the introduction of new organizational forms of training, including special classes to correct the knowledge and skills of students. Based on the results of the student’s activities, the teacher adjusts the timing, types and stages of various forms of monitoring the level of the student’s work, thereby ensuring the possibility of self-management of educational activities.
The main difficulty in implementing a rating control system is a significant increase in the time spent by the teacher on preparing for lessons and on additional classes. However, with experience, the severity of the problem decreases.
Accounting plays a big role when working with individual training technology. From the above it is clear that the mark loses its meaning, since students choose their level of difficulty. All tasks and tests are assessed according to the principle: “done - not done” or “passed - failed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos don't make sense, because... a student who fails the test learns the material again and takes the test on the topic a second time. Depending on individual characteristics, he can take the test in whole or in parts.
The total maximum rating mark of academic performance for the period of study consists of the maximum rating marks in subjects, and the rating mark for each subject consists of rating marks in its constituent topics (sections).
So, we can say with confidence that today the rating system for monitoring and assessing knowledge provides systematic, maximally motivated work for both students and teachers.
This is confirmed by the fact that when introducing a rating system into the educational process, the following advantages in learning are created:
The stressful situation in the control process is reduced for both students and teachers;
Learning becomes student-centered;
The rating system excludes any humiliation of the student’s personality and allows him to evaluate his abilities and capabilities himself, i.e. encourages him to work conscientiously throughout the entire period of study.
Self-esteem
One of the important aspects of assessment is students’ self-assessment of their own classroom and extracurricular activities. The influence of teachers and educators must coincide with the student’s own efforts in mastering educational activities, with his activity in “educating” himself.
Self-control refers to special actions, the subject of which is a person’s own states and properties as a subject of activity and communication.
Self-control is necessary at different stages of the educational process, and accordingly, students should be taught it at different stages of the lesson.
First of all, students must be taught preliminary (preparatory) self-control, which is carried out before the start of the task, that is, at the orientation stage. The student needs it in order to ensure a correct understanding of the goal, educational task, and teacher’s requirements. The student must be told that he can do this by asking the teacher questions, clarifying with him the conditions of the task and the initial data, and also checking the readiness of his workplace and means of labor.
At the performing stage of independent activity, in the process of solving an educational task, the teacher should encourage and “provoke” the current (corrective) self-control of students. Specific actions of this type of self-control are tracking, comparison of intermediate results with a given standard, recording the time spent, choosing adequate means of achieving the goal and ways to solve the educational task, etc.
Students should be aimed at final (stating) self-control after performing a certain type of activity, after independent work.
The teacher can use any type of activity in the lesson to teach children self-control, introspection, and self-esteem.
Since the ability to self-control in educational activities acts as the ability to independently monitor one’s own path to achieving a set educational goal, the third important condition for the formation of self-control is the use of plans in educational work.
Planning for teaching is a complex activity and causes certain difficulties for schoolchildren. In collaboration with the teacher, these difficulties can be overcome if children are encouraged to be independent and taught the ability to plan mental and practical actions when performing a variety of tasks.
It is necessary to emphasize the importance of a plan in any business. The teacher explains to the students that drawing up an activity plan means: firstly, highlighting the main points in what you are going to do; secondly, outline the sequence in which you will perform them, that is, highlight the stages of work; thirdly, decide what methods and techniques you will use; fourth, schedule when the work will be done; how much time will be spent on it, by when it should be done.
Experience shows that students cope more successfully with planning (and therefore self-control) of activities if a goal is set and work of an applied nature is performed. The practical implementation of the plan and its strict adherence are thus identified with the inculcation of self-control skills.
Another important condition for the formation of self-control is the involvement of schoolchildren in various forms of mutual testing. Mutual assessment is the most important component of assessment activities in the lesson, because this activity encourages the student to be in an active, active position in the lesson, analyze, compare, evaluate, draw conclusions, and strive to work better.
Before the peer review begins, each student self-evaluates his or her work. And then, under the guidance of the teacher, there is a mutual examination. Next, the works are returned to the authors, and they can ask questions if they do not agree with the actions of the reviewers.
Reflective control and evaluation activity when organizing collective learning activities involves the inclusion of each student in the action of mutual control and mutual evaluation. For this purpose, scorecards are used, the purpose of which is to teach you to adequately evaluate yourself and others. Students are invited to make short notes - justifications for the assessment in the form of praise, approval, wishes, etc.
It must be remembered that students’ abilities for self-control and self-esteem cannot develop independently of other properties and qualities of the individual, and cannot be unrelated to other components of the personal structure. These abilities are primarily associated with the development of the intellectual sphere and mental abilities in general, since we are talking about understanding the available information about oneself and other people, “making” conclusions about oneself and other people. In addition, the abilities for self-control and self-esteem are also determined by the development of the student’s motivational sphere, as they are based on the child’s need for recognition, respect, self-improvement, and interest in high assessments by those around him of his merits and success in educational activities.
Portfolio
Of the huge variety of portfolio types, portfolios of documents and portfolios of works stand out.
In the “portfolio of documents” the student presents certificates officially recognized at the international, federal, regional, municipal level of competitions, competitions, olympiads, documents on participation in grants, on graduation from music and art schools, and certificates of passing testing.
“Portfolio of works” is a set of various research, design and other works of a graduate. A portfolio of work may include:
Project work (project topic, description of the work, text of the work in printed form);
Research papers and abstracts (research paper, abstract, referenced literature);
Technical creativity: models, layouts, devices (practical description of a specific work);
Art work (a list of works is given, participation in exhibitions, theater, orchestra, choir is recorded);
Various practices: linguistic, social, labor, pedagogical (the type of practice, place of its completion, duration is recorded);
Classes in additional education institutions, at various training courses;
Participation in scientific conferences, educational seminars and camps;
This type of portfolio involves a qualitative assessment, for example, in terms of completeness, diversity and persuasiveness of materials, the quality of the presented work, orientation to the chosen training profile, and more. The materials presented in this section give a broad idea of the dynamics of a student’s educational and creative activity, the direction of his interests, and the nature of his pre-profile preparation.
The next type of portfolio is no less important - the “review portfolio”. It is here that students are invited to provide feedback on creative works, research and other projects, social practices, participation in conferences and in a variety of areas of application. An important component of this section is the student’s self-esteem, his reflection of his own activities. It happens that a child provides good results in some subjects, educational fields or competitions, olympiads, but at the same time does the work with great reluctance, which often no one suspects. As a result, he may receive recommendations, engage in a profile where he will be successful, but will not experience moral satisfaction. It will be possible to help a child find himself and competently build career guidance using this section of the portfolio, where the child’s self-reflection on the various activities he performs, from academic and lesson work to hobbies, will be presented.
The types of educational portfolios are varied; teachers and students have the right to choose the type that helps organize the activities of students. But the most optimal option for a portfolio of educational achievements of students is a mixed view, which presents their learning results, active social life and moments of self-assessment of their own results.
Thus, the teacher faces a difficult task - to take into account many aspects and levels of student activity in the lesson, to track the effectiveness and productivity of the actions and statements performed. At the same time, it is necessary to evaluate the work of each student and track the degree of its quality improvement. The solution is seen in the use of a comprehensive assessment, which not only characterizes knowledge and skills, but also takes into account systematicity, independence and creativity in educational work, the degree of manifestation of formed competencies, ideological depth, civic position, originality and non-standardization of the resulting educational products. The final result of the assessment can be presented in an integrated form: teacher assessment, self-assessment and peer assessment, reflection.
When giving a child a mark, you don’t need to think about how I will look in the eyes of colleagues and the administration, but think about what the child will do today, tomorrow after this mark: will he take up a book, become more hardworking, or will this mark not encourage him to work? will leave you indifferent. Today, this is probably where the objectivity and fairness of the mark lies.
Thus, changes in the assessment system at school will be adequate to the directions of modernization of education if assessment is considered not only as a means of monitoring the achievement of educational results, but also as one of the pedagogical means of realizing the goals of education.
Besides:
The processes of final assessment and issuing current grades will be separated, which will help eradicate “percentage mania”;
With ongoing monitoring, comfortable conditions will be created for the student, his fear of a negative mark will be overcome, which will have a positive impact on the graduate’s motivation, self-esteem, and responsibility;
With ongoing monitoring, first of all, progress in the development of individual competence will be encouraged;
Students will be presented with “open” assessment requirements for their assignments and assessment criteria in advance;
The content of the training will include methods of self-control and self-assessment by the student of his results according to criteria developed jointly with the teacher and other students;
The procedures for current and final certification will be adequate to the technology of a single exam, attestation and certification of graduates’ knowledge.
The search for new approaches to assessing the educational achievements of students is associated with the transition from the principle of assessment based on compliance with a certain norm to the principle of assessing a child’s education based on the results of his own progress, with the need to assess the personal achievements of each student, the development of reflective skills and self-esteem of students.
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4. Gromova T. . Not to evaluate, but to motivate // School management. – 2005. – November 16-30 (No. 22).
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6. Kostylev F.V.. Teach in a new way: Are grades needed: 2000
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Educational institutions in different countries have different assessment systems. In Russia, schools, as well as higher and secondary educational institutions, use a five-point assessment system.
Most Russian schools have been using a five-point grading system for decades. It is familiar to both students, parents, and teachers. However, questions about reform of the assessment system are now increasingly being raised.
The five-point system is to determine student knowledge using assessments such as: 5 – excellent– used in case of deep assimilation of the material, convincing answer, absence of errors, 4 – good– is given in the case when the material has been mastered, but minor inaccuracies were made when completing the task, 3-satisfactory– used when there is some knowledge that the student cannot accurately express, makes mistakes, 2 – unsatisfactory- indicates a poor understanding of the material and 1. In practice, such a rating as 1 is practically not used, therefore there is no specific definition for it. Theoretically, a score of 1 indicates a lack of understanding of the material.
Another feature of this system is that the final grade cannot be given as 1 or 2. Often, instead of giving the student an unsatisfactory grade, the teacher offers to correct it immediately. Pluses or minuses are also often added to the numbers. They are also used only for intermediate assessments.
The assessment criteria are the student’s level of knowledge, as well as comparison with the template for completing certain tasks. The number of tasks completed, the breadth of the answer, and the subject also influence the determination of the final grade. There are also separate selection criteria for written and oral responses. Often, the teacher’s personal emotions influence the assessment.
Pros of the five-point grading system
- Five-point grading system familiar and familiar to many. Therefore, parents and students do not have questions about assessment criteria. This is the main advantage of this system.
- It is also an advantage sufficient simplicity of evaluation criteria. Unlike other assessment methods that use a larger number of ratings, the five-point scale does not include many criteria by which the depth of understanding of the material is determined. This takes less time for the student to respond, as well as for the teacher to check the work.
- In order to determine the correct grade using a ten-point grading system, the teacher needs to ask the student many additional questions. At the same time, the five-point system suggests a specific level of knowledge for each assessment.
- The presence of a large number of assessments blurs the lines between them. So, for example, in a five-point grading system there is a big difference between 5 and 3. If we take a ten-point grading system, then the difference between 5 and 7, for example, is difficult to identify not only for the student, but also for the teacher.
Disadvantages of the five-point system
- Currently, there is increasing debate about the need to reform the assessment system. Many educational institutions, primarily private schools, are switching to other knowledge assessment systems.
- The main disadvantages are the non-use in practice of such assessments as 2 and Such assessments indicate poor mastery of the material, or even a lack of knowledge on some topics. Therefore, they cannot be used as a final assessment.
- Using ratings such as 5-, 3+ reduces the accuracy of the result. Such grades are also not used as final grades, but are often given as intermediate grades. A rating scale with a wide range of ratings allows you to evaluate knowledge more specifically and objectively.
- The big disadvantage of the five-point scale is that it differs from many modern methods of assessing knowledge. The most striking example is the Unified State Exam. It is compulsory for graduates of every school; the child’s further education depends on its results. At the same time, the grading scale for the Unified State Exam is 100 points. Therefore, students and parents often have problems analyzing exam results, since they are accustomed to a five-point scale.
- Many experts call the disadvantage of all scoring systems lack of assessment of student progress. Scores are awarded for specific work only and strict criteria are used. In this case, the student’s previous level of knowledge is not taken into account. This prevents the teacher from assessing the student's progress. He is forced to evaluate only specific work, taking into account uniform criteria. Also, when grading, in addition to knowledge, the student’s behavior and his relationship with the teacher are often assessed. Therefore, the assessment does not accurately characterize the depth of a student’s knowledge.
The education system undergoes many changes every year. Therefore, the five-point knowledge assessment system is becoming less and less relevant. Experts have been arguing for years about the need to reform it.
Most foreign countries use other rating systems, which also have their own advantages and disadvantages. Today, the issue of abolishing any point system at all is acute, since grades often become a reason for severe stress for students. At the same time, assessments cannot provide an accurate description of the child’s level of knowledge, and also do not take into account his progress.