Why "troika"? We have asked this question more than once to a teacher at school and a professor at a university. They looked at the proven work and didn’t understand - they sincerely didn’t understand - why “three”, what’s wrong? Looking back on school years, we ask ourselves and today’s schools: is it right to give a child a grade? Whether such a criterion is not too categorical and whether such an assessment of knowledge is objective: the mark was given, but for what exactly is not entirely clear.
We talked about the problem of school grades and possible alternatives with the director of the Moscow Center for Quality Education, Pavel Vladimirovich Kuzmin.
- Exist different systems assessments: five-point, ten-point, letter. What is the difference?
The grading system is not only a grading scale, but also a whole control link between teacher, student and parents. The diversity of systems lies in the fact that in each of them, assessment meets certain criteria.
Each point or letter has a certain weight (or criterion/indicator). When large range allows you to track dynamics in detail and set exactly the score that the student deserves on at this stage. On the other hand, as the range of assessment increases, the requirements for clarity of criteria also increase.
IN primary school no ratings. There are suns and stars. But the essence does not change. Sunny is also an assessment. One was given, but the other was not. The other one was upset. What do you think of it?
Evaluation and marking are different concepts. Assessment is “information” about the effectiveness of learning. A mark is a symbolic expression of evaluation. There is no grade without evaluation. At the same time, assessment is a tool that does not always translate into a mark. A “verbal” assessment (a recommendation, if you like) gives an accurate description of the level of knowledge, but, when translated into a mark, it narrows its meaning.
In elementary school, a grade-free assessment system is used. Supporters believe that it promotes sustainable psychophysical development - the absence of fear for “ignorance” of the material and receiving an unsatisfactory grade. Opponents note decreased motivation and delayed parental control.
Yes, there are suns, and stars, and stickers, and seals that you can color. This is a kind of incentive, encouragement, motivation to learn. The resulting “suns” cause emotional outburst, stimulate educational activities. After all, everyone wants to receive praise and reward for their work, and children are no exception.
They say marks give labels. An excellent student will not try to become even better, a laggard has resigned himself, and a C grade for him is a dubious motivation. What is your attitude towards “labels”?
A grade, indeed, can become a factor in the social “stratification” of a class into two-star students, three-year students, good students and excellent students. The downside of the mark is that it does not reflect the quality of preparation: it is not clear what stands behind the “three”. What lack of knowledge and lack of formation of what skills does it show?
That’s why it’s so important to explain in detail the marking criteria for each type of activity in advance. Exactly clear understanding criteria that make up the “five” will give the child an awareness of his shortcomings and mistakes.
Assessing dynamics is important educational achievements, comparison of your past results with the present, how the assessment has changed and why, what you have achieved. It is important that the child himself understands this dynamic and is able to analyze for himself at what stage he made a mistake and what he needs to correct.
You can captivate a child regardless of his success, the main thing is to create conditions for him through which he can demonstrate his abilities and take a fresh look at studying.
- You carry out diagnostics of students and teachers yourself. How do you evaluate them? How does the system work?
Each task tests knowledge and practical skills. Based on the diagnostic results, the teacher sees the results of each student: which tasks were completed correctly and which ones were completed incorrectly. Based on the results, the percentage of completion of the task by a specific class is indicated in comparison with the results of all diagnostic participants. Topics for which the “educational gap” in completing assignments is 10% or more are highlighted in color. Teachers are encouraged to analyze the reasons for this discrepancy.
Thus, diagnostics identify problems in mastering the material. Among other things, we help to understand whether the child can think “meta-subjectively” - that is, understands the topic from the point of view of different disciplines.
- Is it even possible to cancel marks? Or is this a utopia?
You can cancel marks, but canceling a grade is a tool collaboration student and teacher makes no sense. Qualitative assessment shows the correctness, depth, volume of knowledge and skills.
The assessment process is also important for the teacher: it helps to understand the readiness of students to learn new knowledge, identify the causes of difficulties and errors, and determine the effectiveness of teaching methods and technologies.
Parents also need grades as a measure of their child’s success. But grades cannot be the main indicator of success. We would like parents to look not at grades, but at the child’s new knowledge and skills. Parents should not see marks, but practical results.
- If the teacher does not give a mark, then how does he organize “work on mistakes”?
With “markless” teaching, two points are fundamental: on the one hand, the teacher notes the progress and success of each child, on the other hand, when assessing, the teacher does not compare children with each other.
These can be conventional scales: various forms of graphs, tables, “sheets” individual achievements», « technological maps» with types of activities in the lesson in which achievements are assessed according to many parameters. Such forms allow you to identify problems at a certain stage and correct them. further work, develop an action plan.
They haven’t come up with anything to captivate modern children with their studies! Multimedia panels, educational projects in museums and parks and much more. Mark – “the last of the Mohicans” classical system education. What he “taught” was what he received. If you don't mark them, they'll completely relax! Or not?
Assessment should reflect the level of achievement of goals. This is possible with planning. Students receive a schedule of all tests and diagnostic work and grading criteria. If the student has not reached the bottom established border, he, together with the teacher, must refine and re-do the tasks that he did not cope with. Only in case successful implementation For all planned work, the student receives a “credit”, i.e. intermediate certification mark.
If the assessment system is developed jointly by all teachers and is prescribed in local acts and brought to the attention of students and their parents, the self-regulation mechanism begins to operate. Students understand what they must do to be proficient in each subject. Such a system fosters responsibility for one’s results, teaches goal-setting (what level the student plans to achieve) and motivates to learn.
On the issue of “self-regulation”. Tell us about the My Achievements app. Why was it created and can it become an assistant as a “tool of independence”?
This is a self-assessment and self-preparation service: a student anywhere, at any time can check his level of knowledge and track the dynamics of success. You can evaluate yourself by different subjects. The application includes testing work, tasks from the GIA (Unified State Exam and OGE), as well as tasks from international studies. The service contains reference materials: periodic table for chemistry, contour maps for geography and so on.
The service is easy to use, it does not special terminology. You can register through social networks. The tasks are very different: the possibility of detailed and short answers, listening, dictations and presentations. Tasks with a detailed answer can be photographed or scanned and loaded into the system using a QR code via a mobile application. The image will automatically be associated with the participant's work.
- What does implementation control look like? This is not a teacher who “sees everything.”
Everything in the application is automated: control of time for completing the test, control of remaining tasks. In addition, an automatic reminder function has been developed to remind you to take a break. In accordance with SanPin standards, intervals are monitored: for students in grades 3-4 - no more than 25 minutes, for students in grades 5-7 - no more than 30 minutes, for students in grades 8-11 - 35 minutes. The system contains instructions on how not to overload your eyesight.
How does the application check creative tasks? For example, essays or presentations?
Indeed, the service offers tasks that can only be assessed by an expert. Using mobile application the image will be automatically processed and sent to a specialist.
Results for “automatic” tasks will be available immediately after testing is completed, and those that require “human” verification will be available after examination, within three days.
- In what form do the results come?
The student receives not only information about correct or incorrect answers and the final score, but detailed information on his work: on which topics there are difficulties, what kind of difficulties and how to work on them.
- Does the service have an “exclusive option”? Is there anything that makes the app different from other online tests?
One of the clear and significant advantages is an online consultation with a specialist. All tasks are developed by experts from the Moscow Center for Quality Education and specialists in the field of education, including international ones. Each task contains visual instructions for completion. Experienced experts also answer students' questions.
- Subtotal and plans for the future?
Currently access to electronic system all Moscow schools received. More than 10,000 people have already used the service.
Soon the system will be replenished with tasks for all classes in all subjects, the number of “ international checks”, a closed bank of tasks for administrative control work has been created, diagnostics will appear within the framework of medical, engineering and cadet classes. We also plan to create versions of tasks for children with disabilities.
The final work in the education system can be considered three types:
- administrative control and verification work;
- diagnostic and test papers, monitoring MCKO;
- final final exams.
Both have the same goals.
Firstly, the final work is designed to check the state of the quality of education in educational institutions.
Secondly, thanks to them, the actual level of students’ knowledge in certain subjects is revealed, their theoretical knowledge and practical skills.
And, thirdly, the final work is aimed at monitoring the implementation of educational programs and calendar and thematic planning in educational institutions.
On the official website of the Moscow Center for Quality Education you can find all up-to-date information in the sections concerning monitoring and diagnostics.
Organization and conduct of administrative control and verification work in educational institutions
Carrying out final works must be strictly according to the schedule approved by the school director.
They are taught in all subjects, with the exception of music, visual arts, world artistic culture, physical education and the foundations of religious cultures and secular ethics.
The subject teacher decides what tasks will be in the work, but coordination with the deputy director for educational work is mandatory.
During the test, in addition to the subject teacher, there is an assistant of the same specialty or from the administration.
Students write their work on special stamped sheets. The assignment time is one lesson.
All work is handed over upon call, no one has the right to delay. If one of the students did not have time to write, such an assignment will be considered uncompleted.
The teacher and assistant must check the work within one day. Grades are given according to the requirements.
Diagnostic and control work, monitoring of MCKO
These types of checks must be planned in advance. Teachers and students must be notified no later than two weeks before the event.
Test works are checked by subject teachers within three days, and monitoring studies are analyzed at the center of the Moscow Center for Educational Education.
Educational institutions are obliged not to interfere with the conduct of such verifications, but, on the contrary, to facilitate in every possible way and organize them with the highest possible quality.
The results are discussed at pedagogical councils, information and recommendations are provided for further effective work.
Works are assessed according to the system the school uses. This assessment influences the final score for the intermediate assessment.
These types of checks make it possible to most objectively check the quality of students’ knowledge and the effectiveness of the delivery of knowledge by subject teachers. Schools can apply for independent diagnostics themselves.
Final final exams
Detailed information about this type of final work is presented on the official website of the Regional Information Processing Center of the city of Moscow. 
Official site Regional center Moscow information processing – main page On this site you can find all regulatory framework exams, schedule, results, training tasks, actual news, information about filing appeals. All information is reliable and up-to-date.
Today there are four types of final final exams:
- Final essay
- GIA, OGE and Unified State Exam
- Final essay
The final essay can be assigned to 11th grade students. If they participate in the State Academic Examination in individual subjects - Russian language or mathematics, then an essay at the end of 10th grade is not assigned.
The results of the final essay can be accepted as admission to the State Examination Institute or for admission to educational institutions higher education. It is carried out in those schools where graduates are directly trained.
- GIA, OGE and Unified State Exam
State final certification – general concept for the OGE and the Unified State Exam. In some sources you can find - GIA-9 (this is the OGE) and GIA-11 (this is the Unified State Exam). As the names suggest, these are final final exams for grades 9 and 11, respectively.
For delivery final certification students who do not have academic debt and mastered in in full curriculum. Grades in subjects must be at least “satisfactory”.
OGE or GIA-9 – main State exam, which is taken by schoolchildren completing the ninth grade. They are required to pass four subjects.
Without passing them, they will not receive a certificate, which means they will not be able to enter secondary technical educational institutions or transfer to the tenth grade.
The subjects required to pass are Russian language and mathematics, and the other two are at the choice of the student.
The rating must be no lower than “satisfactory”, that is, “3”. The grade on this exam affects the grade on the certificate.
The Unified State Exam or GIA-11 is an exam taken by eleventh grade graduates. It is called unified because its results are included both for assessment at school for the certificate and for assessment at entrance examinations in higher education institutions.
Knowledge on the Unified State Exam is tested from the fifth to the eleventh grade, so they can overlap with tasks in the Unified State Exam.
Schoolchildren also take four subjects, of which Russian language and mathematics are compulsory, and the other two are optional (physics, chemistry, biology, literature, geography, history, social studies, foreign language– English, French, Spanish, German, computer science and information and communication technologies).
Most often, graduates choose those subjects that they need to enter higher education. educational establishments to reduce your time and not take them extra. If you don't dial minimum scores, then the student does not receive a certificate, but graduates from school with a certificate.
The Unified State Examination is conducted on the territory of a school other than the one in which the students are directly taught, and by teachers from this school.
Moreover, the exam is conducted under cameras to eliminate any kind of violations both on the part of students and on the part of the organizers.
There is a strict list of items that you can take with you to class. Help from teachers is strictly prohibited.
Participants in the examination process will see all tasks for the first time in the first minutes of testing.
The teacher opens the package with them in front of the schoolchildren. Unlike OGE assessments here they are scored in a hundred-point system, where one hundred is the maximum score.
This exam is conducted throughout the country at the same time on the same day. Any “leaks” of information are strictly excluded; all of it is strictly classified. Students must submit applications to participate in the Unified State Exam in selected subjects before March 1 of the current year.
Once all applications have been submitted, an examination schedule will be drawn up.
The tasks are complexes of a standardized form, including test tasks and detailed written questions.
Students may be exempt from passing the Unified State Exam or OGE in specific subject, in case they are winners or prize-winners All-Russian Olympiads, members of Russian national teams participating in international Olympiads.
Additionally, it is possible to take exams on other days if the pass was due to good reason, meeting the requirements, or on one day on the schedule two subjects that were chosen by one student. For such cases, it is prescribed additional days certifications.
If a student does not agree with the grade assigned, he can file an appeal within the established time frame.
In such cases, a hearing will be scheduled at which the student, together with his teacher, will defend his opinion and, possibly, receive additional points.
All requirements for carrying out any kind of final work and testing comply with the requirements of the state educational standard at the federal level, documented in orders and regulations. Their implementation is strictly controlled.
This system of assessing students makes it possible to objectively and qualitatively test their knowledge and, accordingly, the effectiveness of school institutions.
The collection of signatures continues on the Internet for the abolition of five All-Russian Tests (VPR) for 11th graders. There are several petitions, one of them has already been signed by tens of thousands of people. At school teenage forums, the latest innovations are being vigorously discussed, parents and teachers are worried - they believe that now they will have to spend a lot of time preparing for the senior major - in order to remember, a couple of months before the state exams, those subjects that in the future will not be useful in the chosen specialty (and for which they will not need to take the Unified State Exam).
Rosobrnadzor still recommends not taking into account the results of the All-Russian testing work when assigning grades to the certificate and assures that there is no reason for concern. More about all this in the interview with the deputy head Federal service for supervision in the field of education and science Anzor Muzaev to the MIA "Russia Today" columnist Anastasia Melnikova.
– Why are All-Russian Tests being introduced in schools in five non-core subjects?
– Why are we introducing VPR? Why do we want all school graduates, including those who consider themselves humanists, to write a paper on chemistry or biology? Not at all in order to complicate their life. Made it just to see real picture with the state of education at school. The Unified State Exam is not indicative here, because the guys who have chosen certain subjects for the Unified State Exam are motivated, they will study additionally. Their result is not only the result of the work of the school and the teacher. VPR here will be a more accurate indicator and an “alarm bell” if there are problems with teaching in a school, region, or municipality individual items.
Now schools themselves check how students have mastered subjects not included in the Unified State Exam or GIA-9, and conduct tests themselves. They guide them on their own assignments. No one controls how these tasks are composed, what their level of difficulty is, or how their completion is assessed.
By introducing VPR, we offered schools single standard assessments. And federal and regional educational authorities, and school directors themselves, and, importantly, parents can see the real picture - what they could or could not teach at their school.
– It was reported that for graduates this will become “a kind of mechanism aimed against “training for the Unified State Exam”, but the Unified State Exam remains, only now tests are also being added. Students, future graduates, their parents and teachers are worried...
– There is no need for fear and excitement, there is no need to worry. It's about just about tests based on the results of studying the relevant subject. Such tests were and are carried out by schools in all subjects; this is a completely natural part educational process.
VPRs do not affect the certificate; based on their results, no vital decisions for the graduate are made; you do not need to prepare for them (VPRs) in any special way - you just need to study. We do not recommend that schools consider VPR results when assigning grades to the certificate.
– The decision to participate is made by the school. If such a decision is made, then the director must then issue an order on the basis of which it is determined who and how participates in the control work.
– What if the school writes tests, but one of the 11th graders refuses (since this is a voluntary matter). For example, he wants to focus only on preparing for those subjects in which he will take the Unified State Exam - is this option possible?
– The rights and obligations of all participants in the educational process are determined by the law “On Education in Russian Federation".
The law describes the powers of the school to organize various forms certifications. If a teacher in a class announces that a test will take place on such and such a day, then the students do not begin to challenge this decision?
If a student is planning to enroll in technical university, does this mean that he should completely abandon studying the basics of the history of his country? Or the basics of the functioning of one’s own body, or elementary laws nature? Let's not turn graduates into “specialists like flux” (Kozma Prutkov - ed.).
– Who talks about refusing to study? All schoolchildren study other subjects anyway – for years. If you are referring to Kozma Prutkov, I will quote one more of his statements: “Don’t take anything to the extreme.” Well, the question is about voluntary participation students in the VPR was asked in connection with your recent interview, in which you, I quote, literally said the following: “The participation of schools [in the VPR] is voluntary. Moreover, the students themselves participate voluntarily.”
– And I can repeat the same to you. In general, the VPR is not the Unified State Exam at all. But it really tests the most significant aspects of each subject - what is important for later life And general development.
– Will VPR be mandatory in the future?
- On this moment we are talking about the 2017 VPR, which are carried out by decision of the school. Other decisions can only be made after full discussion with all interested communities.
– How will subjects be selected for tests - after all, all graduates, in addition to mandatory Unified State Examination, – completely different state exams?
– Now we are talking about the testing mode. The future will show which organizational form carrying out VPR will be the most effective.
– What other testing work is planned for this academic year to be carried out in other classes?
– This year, 4th grade students from all schools will write All-Russian test papers on the Russian language, mathematics and the world around them. For 5th grade students, the coursework in the Russian language, mathematics, history and biology will be held in testing mode, that is, on a voluntary basis. In November, we also conducted a Russian language training program for grades 2 and 5, in which approximately a quarter of the country's schools took part.
– How will the participation of schools in the implementation of the VPR affect their ratings?
– The level of results will not be taken into account in any rankings. Perhaps in the future, when the school conducts a self-assessment of its work, it makes sense to take into account the mass participation in the VPR, since the results of the VPR make it possible to make the school transparent and provide more information about its work for parents and the public.
– How many schools decided to conduct educational training this school year?
– In May, when we conducted educational training in 4th grade, 37 thousand schools, about 1.3 million children, participated. This is the vast majority of Russian schools (approximately 9/10). Considering that participation was voluntary, this is an impressive figure. We do not yet have data on how many schools will conduct educational training in grades 5 and 11 in the spring, but we hope that participation will be no less active.
– And yet, in April 2017, some schools will conduct a test: in some places they write tests poorly in chemistry, in others in physics, and what next? Will teachers be fired? Somewhere there will be excellent results - but in this case what will follow? Prizes and incentives?
- Nobody will fire anyone. But if the director decides to carry out the work objectively, then he, as well as all teachers and all parents, will receive very valuable information with which they can further work.
This is absolutely natural way, known to school from time immemorial. There is nothing new here; control work has always been carried out. Feature of VLOOKUP only that the school and parents get the opportunity to see their performance in comparison with the whole country. And if a child could not be taught something, we need to work with this school, with the teacher, to retrain and improve his qualifications, so that a student of any school can receive a full education.
- Why some additional exams or are new requirements introduced in 11th grade? It’s already hard for future graduates; this is a very responsible, stressful year, which actually has an impact on the rest of their lives. Why burden eleventh graders even more? What you have taught is what will come out. Maybe it’s still worth starting reforms in the junior and middle grades in order to gradually prepare future graduates for the new realities?
– VPRs set the acceptable level of requirements within which children and teachers can finally find a compromise and not refuse to study an “unnecessary” subject altogether, but take from it all the most significant and important things from the point of view of future life and general development. This is a path to greater honesty in education, an opportunity for graduates to speak with full right to receive a general secondary education, rather than specialized training in three Unified State Exam subjects.
Why are inspections by the Moscow Center for Quality of Education necessary? Everyone who is involved in primary and secondary education has probably already heard about the Moscow Center for Quality of Education (MCQE) and thought about how objective the assessment of the inspection experts is. MCKO diagnostics have two goals: firstly, to allow students to practice taking the Unified State Exam and the Unified State Exam, and secondly, to check the quality of knowledge that the student receives from teachers and tutors. And here the question arises: why are some teachers and tutors so outraged by the introduction mandatory checks, if you are confident in your professionalism? It turns out that they lacked knowledge, and the inspections are to blame? Let me explain: the point of independent diagnostics is to check not the student, but the quality of the education he receives. MCCO diagnostics can be mandatory or voluntary. In the first case, students take exams within the school. In this case, the school pays for diagnostics from its own budget and selects subjects in agreement with parents. If parents doubt the impartiality of the school, they can contact the Center on their own. So if you are not sure about the quality of education or the objectivity of the assessment, take the opportunity and contact the Moscow Center for Education. This will help not only to find gaps in education and determine strengths child, but it will also greatly help him cope with the stress of a real state exam in the future.
The director of a Moscow school is interested in teachers who provide high results. That is why directors offer candidates for the vacant position of “teacher” to provide a certificate with the results of an independent diagnosis. At the same time, the question arises of what should be the result that will be “passing” for work at school.
Now the teacher, who has passed the diagnostics, brings to a potential employer certificate indicating the percentage of diagnostic completion, that is, the ratio of the amount primary points, recruited by the participant, to maximum number points.
Passing the diagnostics gives unique opportunity teacher or applicant for this position for personal experience read the terms and conditions independent diagnosticians and state final certification, analyze the content of control and measurement materials compiled according to current specifications.
Logical questions arise: is there any in this case Is it necessary to assign points based on the results of work? Is it objective to focus solely on the score received when selecting?
The employer's task when selecting candidates is to determine general level professional competencies. Therefore, it is advisable to indicate in the certificate with diagnostic results the level demonstrated by the participant, and not just dry numbers.
It is clear that the implementation of this form of presenting results requires significant effort: analysis of overall performance, drawing up level scales, but in the end everyone will receive an objective and understandable result. To do this, it is necessary to create a scale with which you can rank the results by level, for example: “below basic”, “basic”, “high”, “expert”.
Teachers with results corresponding to a level “below basic” should be treated with special attention. Does such a teacher have enough knowledge of the subject?
If the teacher, after receiving a result corresponding basic level, really wants to work at school, he will actively improve his qualifications, come to the Center for Diagnostics again and demonstrate good results. The resulting list of controlled content elements checked during diagnostics can help him with this.
Teachers of Moscow schools today have every opportunity for permanent professional development and achievements high level. This level will certainly be of interest to many employers.
Availability in educational organization teachers who have reached the expert level are necessary to increase its competitiveness and form an expert community.
At the same time, it is necessary to take into account that students of pre-professional classes work closely with teachers specialized universities. They compare their level of subject preparation school teacher with the level of knowledge of teachers working in research laboratories. It is important to offer teachers of specialized classes such tests measuring materials, which would be focused not only on school curriculum, but also for first-year programs at specialized universities.
We sometimes hear that the coach who trained a champion was never one himself. And it’s as if a teacher who prepares children for the State Examination does not necessarily have to have a high result himself. But any champion is fluent in theory and practice. Also, the teacher must have a good understanding of the subject and the methods of teaching it. Students and parents will have more trust in a school that employs such teachers, educators, and educators.
Vasily LEVCHENKO, director of school No. 1206, chairman of the Association for Education Quality Management