MBOU "Kuedino Secondary School No. 2-
Basic school"
Teacher-psychologist: Nurtdinova T.A.
Diagnostics of meta-subject results
An important difference between the new generation of school standards is their focus on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.
The traditional approach to education involved the transfer of knowledge, but now the goal is to teach children to acquire knowledge on their own, showing students the processes of developing scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge.
Therefore, in each educational institution, in accordance with the new standards, there must be a system for the formation and assessment of not only subject, but also meta-subject and personal results.
Meta-subject results include the development of the ability to plan speech and non-speech behavior; development of communicative competence; the ability to set goals and define tasks, plan sequential actions, predict work results, analyze the results of activities, draw conclusions, make adjustments, carry out self-observation, self-control, self-assessment in the process of communicative activities, etc.
It is the meta-subject results that are the bridges that connect all academic subjects, helping to overcome mountains of knowledge.
Meta-subjects are subjects that are different from the subjects of the traditional cycle; they are a new educational form, which is based on a mental-activity type of integration of educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons.
The universality of meta-subjects consists in teaching schoolchildren general techniques, schemes, techniques, methods, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material.
The main object for assessing meta-subject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such actions of students that are aimed at analyzing and managing their cognitive activity
Assessment of meta-subject results can be carried out during various procedures.
Monitoring of meta-subject educational activities is an important component of the overall education quality management system both at the level of an individual child and class, and at the level of the entire educational institution. The subject of the analysis is the monitoring data of meta-subject AUDs of each child, a group of children with the same results, and the class as a whole.
The development of UUD in primary school is a process that takes place in three main stages. The first stage is the implementation of a training action based on a model, the intuitive application of a method based on repeated applications of similar samples, analogies, etc. (stage “Presentation”). The second stage is the implementation of a method of action when performing a learning task (stage “Method”). The third stage is the application of the method in the context of educational activities (stage “Mastering UUD”). According to the requirements of the Federal State Educational Standard for Educational Education, by the end of the fourth grade it is necessary to develop a number of meta-subject skills in children at the third level. To do this, throughout the entire period of a child’s education in primary school, a system of work on the step-by-step formation of educational learning must be built, from mastering the method through a model to integrating a conscious method into the context of a specific educational activity.
At Kuedinsk secondary school No. 2, to assess meta-subject learning, we use the teaching materials “School Start”, “Learning to Learn” grades 1-3, authors T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya.The diagnostic kit includes a workbook and guidelines for conducting and processing the results.
This monitoring makes it possible to give an objective assessment of the development of UUD at each age stage.
The School Start diagnostic begins from the very first days of the child at school.
It is held in September for 1st graders, during the 3-4th week of training. We carry out tasks every day at the beginning of the second or third lesson for 10 minutes or highlight certain diagnostic lessons.
Diagnostic results allow you to obtain reliable information about whether the child is ready to study successfully; create the basis for the development of universal educational activities; provide an emotionally comfortable educational environment for each child; help to select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.
These skills: ensure understanding of the textbook material and teacher’s instructions, allow you to engage in educational dialogue in the lesson, help organize activities in the lesson, etc.
A total of 17 skills have been identified, which are divided into 2 components: instrumental readiness and personal readiness. The instrumental component includes such blocks as: observation, thinking abilities, control skills, communication skills. The personal component includes motivation and value attitude towards knowledge. During the practical task, we will get acquainted in detail with the diagnostics of instrumental readiness of first-graders.
Timely diagnosis of these skills allows the teacher to “tune” the educational process to the individual level of readiness of the student and the class as a whole.
The methodological manual for teachers provides detailed characteristics of each skill according to the following scheme: meta-subject teaching aids, in what learning situations they are necessary and examples of learning tasks.
Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
Principles of constructing notebooks and assignments.
- One indicator - one task.
- Subject-based nature of the assignments
- Figurative level of information presentation
- One page - one task
- Group presentation of diagnostic tasks
All tasks are entertaining in nature and are built on the basis of color drawings, which makes them easier for children of this age to perceive.
All exercises are performed under the guidance of a teacher or psychologist. Methodological recommendations have been developed to help them. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain situations, how to respond to children’s questions.
All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis. In the tables, for convenience, the summed points are marked in different colors, for example, cells with basic level scores are colored green, low-level ones are colored red.
According to the data entered into the table, the teacher immediately sees the problems of the class as a whole and each student individually. Children who receive low results are observed by a psychologist and attend remedial classes. The results of the initial diagnostics will help the teacher organize work in the first months of training, and the next guidelines for work will be the data from monitoring meta-subject educational results.
Monitoring of meta-subject UUD in grades 1, 2 and 3.
The educational and methodological set “Learning to Learn and Act” is a program for monitoring the development of learning skills for students in grades 1–4. Currently, notebooks and guidelines for grades 1, 2 and 3 have been developed and published.
Diagnostic measures allow the teacher to identify the level of formation of the most important learning achievements at each stage of education and determine a pedagogical strategy for each child to achieve meta-subject learning achievements.
In the first grade, the teacher has the opportunity to study the level of formation of the 8 most important UUDs. When developing diagnostic tasks, we took into account the reading skills of first-graders, the speed at which they process educational information, and their ability to work with instructions independently, which are still just being formed.
Diagnostics are carried out in the month of April either for 8-10 minutes at the beginning of 2-3 lessons, or certain diagnostic lessons are highlighted.
In the 1st grade, the subject of monitoring the development of meta-subject learning tools is 8 skills. 2 regulatory (planning, assessment)
6 cognitive (analysis, synthesis, comparison, classification, generalization, establishment of cause-and-effect relationships)
Diagnostics in 1st grade is a fairy tale story, by participating in which children help forest school students, animals, and their teacher, Raccoon Enotovich.
Children complete all tasks (2 options) in an individual upside-down workbook.
Each option consists of 16 diagnostic modules, which
have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with a “chest” icon (this task is not graded).
Each page tells a different story.
First, the children, together with the teacher, complete a sample or training task. Then they complete three tasks independently.
Task A is aimed at studying the ability to practically carry out educational tasks, which are based on the skill diagnosed in this module. Task to complete.
Tasks B and C are aimed at studying the ability to focus on the essential conditions of the method that underlies the educational task. Orientation tasks.
After completion, all results are recorded on individual personal forms, which are stored in the portfolio or with the teacher. A class summary is also maintained. The skill rating is determined. Distribution into groups.
Monitoring of meta-subject results “Learning to study and act” 2nd grade.
In the 2nd grade, the subject of monitoring the development of meta-subject learning tools is 13 skills.
Evaluate 3 regulatory skills: the ability to plan a sequence of educational actions in accordance with the task, the ability to evaluate the result of completing an educational task based on various evaluation criteria and the ability to independently monitor the completion of an educational task.
Monitor the formation of 7 pinformative UUD1. The ability to carry out the logical action “analysis” with the identification of essential and non-essential features. 2. The ability to carry out the logical action “synthesis”. 3. The ability to carry out the logical action “comparison” based on given characteristics. 4. The ability to carry out the logical action “classification” according to given criteria. 5. The ability to carry out the logical action “generalization”. 6. The ability to establish cause-and-effect relationships in the range of phenomena being studied. 7. The ability to build simple conclusions by analogy.
And 3 communicative UUDs1. The ability to construct a speech statement in accordance with the objectives of educational communication. 2. Ability to formulate a point of view. 3. The ability to ask questions to obtain the necessary information from the communication partner
In the process of monitoring meta-subject learning activities in 1st grade, students perform diagnostic tasks of two types. Tasks of the first type involve performing a meta-subject action according to the proposed model, tasks of the second type involve orientation in the method of action (finding errors, restoring the sequence of steps, etc.). In class 2 monitoring, along with tasks of these two types, there are tasks of the third type - to describe the method of action when performing a specific task. It is the presence of these tasks that makes it possible to evaluate the increase in the formation of those universal educational actions that are diagnosed in grades 1 and 2.
The workbook includes: – an introductory part, which contains an appeal to students, a description of symbols and training tasks; – diagnostic modules for studying the level of development of meta-subject learning tools (for each skill, one diagnostic module has been developed, consisting of two stories compiled on material from different subjects); – a form for initial processing of results, which must be extracted from the notebook before the child completes monitoring tasks (only the teacher works with this form). All diagnostic stories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of history has its own specificity and purpose. In the introduction to each story, a plot-game situation is given, followed by a brief description of the sample and conditions for completing the tasks.
The following meta-subject UUDs are included in the monitoring of grade 3: (19)
Regulatory skills● The ability to determine the boundaries of one’s own knowledge and skills to set educational goals.
The ability to plan actions in accordance with the educational goal. ● Ability to independently monitor educational activities. ● The ability to adjust the plan of educational activities in accordance with changing conditions. ● The ability to use criteria proposed by adults to evaluate learning activities.Cognitive skills● Ability to carry out the logical action “analysis”. ● Ability to carry out the logical action “synthesis”. ● Ability to carry out the logical action “comparison”. ● Ability to carry out the logical action “classification”. ● Ability to carry out the logical action “generalization”. ● The ability to establish cause-and-effect relationships in the range of phenomena being studied. ● Ability to build simple conclusions by analogy. ● The ability to relate objects to known concepts. ● Ability to use data from charts and tables to answer a question. ● Ability to build inductive inferences.Communication skills● Ability to formulate and argue your point of view. ● The ability to ask questions to obtain the necessary information from the communication partner. ● The ability to construct a speech statement in accordance with the objectives of educational communication. ● Ability to find the answer to a question using information presented in several sources
Diagnosis of the development of meta-subject LADs can be carried out throughout the fourth quarter of grade 3 and even at the beginning of grade 4. Monitoring tasks must be completed during the most productive period of school time (from Tuesday to Thursday, in the 2nd or 3rd lessons).
Processing the results becomes more complicated as the number of UUDs has also increased, so regulatory UUDs are entered in a separate form, as well as communicative and cognitive ones.
More detailed information about diagnostics and evaluating the results can be found on the websites www.tochkapsy.ru and www.zankov.ru
Diagnostic data is stored by the teacher, psychologist, and in the child’s portfolio. Moreover, if the portfolio is freely accessible to strangers, then it is advisable to store only workbooks in it; it is better to keep the forms with the results with the teacher. The information should not be shared with other people (confidentiality of personal information); parents and the head teacher of the school can be informed.
What does the monitoring result give the teacher?
According to the data entered into the table, the teacher sees the problems of the class as a whole and each student individually, and can build a system of individual assistance necessaryassignments, forms of work, the required degree of independence for each student.
A summary statement of results for each class is provided to the deputy director for water management, which allows him to analyze the results in parallel,make adjustments to the educational process in order to increase its effectiveness,exercise control over the formation of the UUD.
Parents get acquainted with diagnostic data at parent-teacher meetings and individual consultations with a psychologist, and they are given recommendations on the development of certain abilities in their children.
For a school psychologist, the data from this diagnosis are also of great importance.Children who receive low results are observed by him and attend correctional classes.Based on the monitoring results, it is possible to identify children at risk who need correctional assistance and gifted children who, within the framework of new education standards, should receive attention from both a teacher and a psychologist.
Last year, monitoring results revealed that 15 first-graders needed help from a psychologist. Throughout the year, these children attended correctional classes with a psychologist. For this group of children, special programs were developed aimed at correcting and developing the cognitive sphere. Sand therapy, play therapy, art therapy, and various developmental tasks and exercises were used in working with these children. Positive developmental dynamics were monitored in 12 children. A group of children with high results of starting readiness was also identified. Developmental classes for gifted children were conducted with them, preparation was organized for participation in Russian-level Olympiads, where the students showed good results. If in the first grade the diagnosis of readiness for learning was properly carried out and, on its basis, the correction and individualization of the learning process was carried out, then the child has a better chance of successful learning activities. After all, children for whom optimal conditions were created at the beginning of their education adapt more easily to school life.
Monitoring students’ meta-subject learning activities is an important point in the teacher’s summing up the results of the year’s work and setting goals for the upcoming work. Comparison of monitoring results obtained in grades 1, 2 and 3 allows the teacher to see the dynamics of the development of educational competencies for each student. This is significant information for determining individual work strategies. Monitoring data will help the teacher once again evaluate the capabilities of his teaching and learning methods and the chosen teaching methodology in solving the problems of developing universal educational activities. Universal educational activities are an educational product. This means that they are the result of the teacher’s purposeful work, and monitoring allows him to see the success of his activities in this direction and to correlate his work strategy with the real capabilities of children.
Thus, this monitoring program allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets the requirements of the Federal State Educational Standard of the NEO.
The Federal State Educational Standard for Primary General Education sets a qualitatively new idea of what the content of primary education and its educational result should be. Textbooks, requirements for educational programs of institutions and curricula are changing. The idea of the criteria for a teacher’s professional skills, the goals and methods of his work is changing. And, of course, changes extend to the content and methods of assessing the results of education. Now performance consists of a complex set of indicators that describe subject, meta-subject, and even personal achievements of the child. A modern school should: “teach a child to learn,” “teach to live,” “teach to live together,” “teach to work and earn money.”
Unfortunately, now the majority of our students show very poor preparation for independent learning, independent acquisition of the necessary information, a low level of problem-solving skills, and finding a way out of a non-standard situation. Graduates are not prepared for successful adaptation in the modern world. And as a result, after leaving school, young people will either remain unsuccessful in life, or will get lost and will not be able to “find themselves.”
These issues are intended to be addressed by the Federal State Educational Standard. But there are hidden risks of working according to educational standards.
For a teacher this is: overload with documentation; inability to link theory with practice; abundance and categoricalness of valuable instructions; authoritarianism in teaching;
ignorance of the requirements of standards, their different interpretations; feeling of dissatisfaction due to mistakes in work. All this affects the teacher's mood.
For a student this is: inability to work with literature; risk of overload;
Helplessness in choosing a way to resolve issues; habit of being led; inflated level of claims; inability to formulate goals.
That is why the school is faced with the acute problem of students’ independent successful acquisition of new knowledge, skills and competencies, including the ability to learn. Mastering UUD provides great opportunities for this. Therefore, the “Planned Results” of the Education Standards (FSES) determine not only subject, but meta-subject and personal results. The Federal State Educational Standard of Primary General Education prescribes that “the subject of the final assessment of students’ mastery of the basic educational program of primary general education should be the achievement of subject and meta-subject results of mastering the basic educational program of primary general education, necessary for continuing education...”
Subject are expressed in the assimilation by students of specific elements of social experience studied within the framework of a separate academic subject - knowledge, skills and abilities.
Metasubject methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the educational process and when solving problems in real life situations.
Personal: a system of value relations of students - to themselves, other participants in the educational process, the process itself and its results.
We see that subject results are assessed through a system of subject knowledge and actions, meta-subject results - through universal educational actions, personal results - through meaning formation, self-determination and self-knowledge, as well as moral and ethical guidelines.
The development of UUD is a complex and time-consuming process. Manage this process without answering the questions: “What stage are we at? Is everything going as we planned? How far have we come? What are the difficulties? - impossible. This means monitoring is needed. The teacher has a new function - to monitor educational results in the system.
Monitoring is a tool for someone who controls the situation. The process of monitoring research under the new standards solves several pedagogical problems:
Stimulates the desire to evaluate one’s own teaching activities with a view to transforming it;
Determines the ways of one’s own development and the development of the student body;
Leads to the effective achievement of qualitatively new results in education, upbringing and development of students and teachers.
Monitoring in primary school is given special importance, since without continuous monitoring of the results of the quality of knowledge and the results of the impact of the educational process on the student’s personality, it is difficult to assess the effectiveness of the primary school.
School monitoring is represented at two levels:
First level (individual)- it is carried out by the teacher, the class teacher every day (this is observation, recording the dynamics of the development of each student);
Second level ( intra-school)- carried out by the school administration (monitoring the dynamics of class development, parallels).
Any type of monitoring is carried out in three stages.
At the first stage ( preparatory) a goal, an object are determined (the object of monitoring for a primary school teacher is the student, the class, as well as individual areas of the educational process), deadlines, and tools.
Second phase ( practical) - collection of information. Methods for collecting information are varied: observations, surveys, interviews, document analysis, class visits, control sections, questionnaires, testing, etc. The use of certain methods depends on the purposes of monitoring.
Third stage ( analytical). Information is processed, analyzed, recommendations are developed, and ways of correction are determined.
Intra-school monitoring in elementary schools is carried out in accordance with what was adopted at the teachers’ council Regulations on control and assessment of knowledge students of the first stage of primary general education. Every year, with the help of diagnostic work, the level of formation of learning outcomes is monitored in the form of administrative tests in the Russian language, mathematics, literary reading, and the surrounding world:
- input- carried out with the aim of determining the degree of stability of students’ knowledge, identifying the causes of knowledge loss, eliminating gaps in the repetition process, predicting the possibility of successful learning;
- intermediate- carried out with the aim of tracking the dynamics of students’ learning, correcting knowledge of low-performing students;
- final- carried out at the exit from primary school in order to determine the level of development of knowledge, track the dynamics of learning, predict the effectiveness of further education of students.
Achievement subject results provided through core academic subjects. Therefore, the object of assessing subject results is “students’ ability to solve educational, cognitive and educational and practical problems.” Assessment of the achievement of subject results is carried out both during the current and intermediate assessment, and during the final testing work. The results of the accumulated grades obtained during the current and intermediate assessments are recorded in the class register.
In the educational process, assessment of subject results is carried out using diagnostic work (intermediate and final) aimed at determining the level of mastery of the topic by students. Among the methods for assessing subject results, you can use: observation, testing, control survey (oral and written), analysis of the test task, interview (individual, group), analysis of student research work, etc.). This list of methods does not exhaust the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program. Possible levels of mastering educational activities: basic and advanced.
Basic level (tasks used for the final assessment of the achievement of planned results, and learning situations correspond to the planned results, the achievement of which is expected from the majority of students). They are described in the “Graduate will learn” block. Advanced level (since, depending on the capabilities, interests and needs of students, mastery may go beyond the framework of the basic knowledge system). They are described both in the “Graduate will learn” block and in the “Graduate will have the opportunity to learn” block.
The main object of assessment meta-subject results serves as the formation of students' regulatory, communicative and cognitive universal educational actions.
Regulatory: management of one’s activities, control and correction, initiative and independence.
Communicative: speech activity, cooperation skills.
Cognitive: working with information and educational models; use of sign-symbolic means, general solution schemes; performing logical operations: comparison, analysis, generalization, classification, establishing analogies, summing up concepts.
Basics content of meta-subject results assessment is built around the ability to learn. Assessment of meta-subject results is carried out during various procedures:
Solving problems of a creative and exploratory nature;
Instructional Design;
Final testing work;
Complex work on an interdisciplinary basis;
Monitoring the development of basic educational skills;
Portfolio, etc.
Methods for assessing meta-subject results are:
Observing specific aspects of student performance or progress in learning;
Assessment of the process of students performing various types of creative work;
Testing;
Evaluation of open and closed responses from students;
Evaluation of the results of student reflection (various self-analysis sheets, interview protocols, student diaries, etc.)
Student's portfolio;
Exhibitions and presentations of large, complete, completed works.
Monitoring of meta-subject UUDs is carried out in the third ten days of April.
The main means of control is special diagnostic work:
Assignments on individual universal learning activities;
Complex tasks requiring the simultaneous use of various control systems.
We use special integrated testing work to test some personal and meta-subject results (UMD) for grades 1-4, which were created within the framework of the educational system "School of Russia" and published by the publishing house "Planet" on paper.
Monitoring tasks personal results: assessment of personal results of mastering the general education educational program; assessment of the effectiveness of the implementation of the Program by an educational institution. Monitoring allows teachers and parents to:
Monitor the dynamics of students’ moral development;
Compare the results of educational activities between other classes (parallels);
Monitor the dynamics of student development, changes in the educational environment and in the interaction of the school with the families of students.
Methods for collecting information are psychological and pedagogical diagnostics, testing tasks, and an elementary school student’s portfolio.
Main characteristics personal development Primary school students are:
self-determination(formation of the foundations of a person’s civic identity, formation of a cultural picture of the world, development of the self-concept and self-esteem of the individual),
meaning making(formation of value guidelines and meanings of educational activities),
moral and ethical orientation ( formation of a holistic image of the world, knowledge of basic moral norms, formation of moral self-esteem, etc.).
To assess intellectual development, there are methods such as analysis of current and final certification, group intellectual test, school mental development test.
The diagnostics of personal development results introduced by the Federal State Educational Standard is completely new for mass schools. It can be carried out in different forms (diagnostic work, observation results). In any case, such a diagnosis presupposes the student’s manifestation of personal qualities: evaluation of actions, designation of his life position, personal goals. This is a purely personal sphere, therefore the rules of personal safety and confidentiality require such diagnostics to be carried out only in the form of non-personalized work: work performed by students, as a rule, should not be signed, and the tables where this data is collected should show results only for the class or school in in general, but not for each individual student.
Systematic assessment of subject, meta-subject and personal results is implemented within the framework of a cumulative system - a working Portfolio. The purpose of the portfolio is to serve as an individual cumulative assessment, and, along with exam results, to determine the ranking of secondary school graduates. We will have to get used to the formula: certificate + portfolio = educational rating of a school graduate.
By analyzing the results of monitoring studies and developing individual and differentiated programs to help schoolchildren, the teacher improves his professional skills. Monitoring forms a democratic relationship between teacher and student, which helps children to be successful. The introduction of monitoring serves a beneficial purpose: the creation of a personally oriented model of education and contributes to the implementation of our main credo - to create comfortable conditions for each student.
Monitoring as a means of tracking student learning results is fully justified:
Helps identify “sinking” topics;
Identifies children who need individual support and supervision from the teacher;
Forces the teacher to constantly keep abreast of the class's progress;
Increases the quality of the teacher’s work, his dedication to work;
Improves the very quality of students' learning.
A teacher who uses the monitoring results gets to know each child more fully, his achievements and difficulties, and has the opportunity to provide effective assistance to students, ensuring higher effectiveness of the educational process. The completeness and quality of assistance is achieved through the joint work of the teacher and the psychological service: psychologist, sociologist, speech therapist.
Thus, monitoring educational results will allow you to see the personal progress of each student and will provide an opportunity to further compare the achieved results with subsequent ones. It will also help you adjust your own activities and the content of the educational process.
Many approaches and techniques for the formation of UUD have previously been actively used by teachers at our school in educational practice. But with the introduction of new standards, this work should develop into a clear, targeted system.
And, of course, such an organized diagnostic system will greatly contribute to achieving the desired result - a portrait of a graduate, represented by new educational standards.
The new federal state standards for basic general education significantly change the requirements for the results of educational activities of students in basic schools. The new generation standards pose the task of forming not only subject educational results, but, first of all, personal ones, and then meta-subject ones. In this regard, the urgent question arises about the need to create optimal psychological and pedagogical conditions in an educational institution, aimed at the formation of certain universal educational actions. However, to assess the quality of these conditions, including educational programs and the activities of teachers, a package of reliable and valid methods is required that can measure the level of development of students’ meta-subject educational results. Meta-subject educational results are the cognitive, regulatory and communicative universal learning activities mastered by students, which in turn are the basis of the ability to learn in general.
More than one scientific team is working on solving this problem. In particular, at the Moscow City Psychological and Pedagogical University, work is being carried out on the design, development and testing of methods for diagnosing meta-subject educational results of students of basic general education. Within the framework of the developed diagnostic tasks, such meta-subject universal educational actions are assessed as the ability to navigate the conditions of a task, reflection on methods and conditions of action, assessment and control of the process and results of activity, the ability to carry out logical operations of analysis, generalization, classification and comparison, the ability to carry out information search, collection and selection of essential information from various information sources, analysis of objects in order to highlight essential and non-essential features and others. In our study, we used tasks for diagnosing meta-subject educational results, developed on the basis of the Moscow State University of Psychology and Education.
In our approach, the methodological basis for constructing tasks for diagnosing meta-subject educational results is the teaching of V.V. Davydov about theoretical thinking, educational activities, content analysis, reflection, generalization and abstraction. Following V.V. Davydov, we consider meta-subject competencies as forms of theoretical thinking that manifest themselves in solving subject problems. Moreover, the higher the complexity of the subject task, the higher the level of development of meta-subject competencies is usually required. Tasks for diagnosing meta-subject results are based on those proposed by V.V. Davydov and his followers ideas of diagnosing actions of meaningful analysis and reflection. In this case, analysis is understood as the ability to identify the main essential properties and features of the object being studied, and reflection as awareness and comprehension of one’s own actions and methods of educational activity. This also includes the ability to navigate the conditions of a task and process them into a familiar algorithm of actions.
It is also worth noting that when developing the tasks used, the experience of conducting diagnostics at the international level was used; some tasks were constructed by analogy with tasks from PISA (Program for International Student Assessmen). We assume that the tasks we have selected can be used as a reliable and valid diagnostic tool for assessing the current level of development of a number of cognitive and regulatory universal learning activities.
An important feature of the selected tasks is that they can be used to diagnose the specified meta-subject competencies of primary school students from fifth to ninth grade. One of the hypotheses of our research is that the selected tasks can be used to assess the dynamics of the development of meta-subject learning tools at the stage of training in primary school. In addition, an important task of our research is to try to prove the existence of a dependence of the level of development of meta-subject educational results on various learning conditions.
Let's take a closer look at one of the tasks used:
“Masha and Petya live at the same distance from school and at a distance of 8 km from each other. What could be the distance from Masha’s house to school?”
Possible answers:
A) At least 4 km; B) No more than 4 km; B) At least 8 km; D) No more than 8 km
The development of this task is based on a similar task from PISA studies. This problem can be solved using knowledge about the properties of an isosceles triangle, i.e. it is necessary to transfer the conditions of the problem to a mathematical model. Since the base of the triangle will be 8 km, then, accordingly, the length of each of the sides cannot be less than 4 km. However, knowledge of the properties of an isosceles triangle is not a necessary condition for solving this problem, because it can also be solved through experimentation during the solution process.
In total, the diagnostic package of methods contains 12 tasks aimed at identifying the current level of meta-subject competencies of primary school students. We conducted a pilot study on students and cadets of grades 5-7 of the Raduml Cadet Corps. In total, 88 people took part in the study, of which 32 were 5th grade students, 33 were 6th grade students, and 23 were 7th grade students. It should be noted that the cadet corps was created in 2014 on the basis of a rural school with low academic performance.
During the diagnostics, the following data were obtained. The average percentage of assignments completed by 5th graders is 19%, 6th graders 26.5%, and 7th graders 24%. As expected, the data obtained indicate a low level of task completion by students, which is associated with the characteristics of the educational institution. It may seem strange that 6th graders have a slightly higher completion rate than 7th graders, but the same differences persist in the academic performance of grades. In addition, we must not forget about the very limited and homogeneous sample of diagnosed students. It is worth noting that among 5th graders only 6% of students completed 50% or more of the tasks, among 6th graders 12%, and among 7th graders 13%.
The number of students who scored 0 or 1 during the diagnosis (high probability of randomly selecting the correct answer in closed-type tasks) deserves special attention. Among 5th graders there were 53% of these, among 6th graders -18%, and among 7th graders only 13%, i.e. we can conclude that this sample is characterized by the following pattern: the older the class, the fewer students who cannot cope with any task. One might assume that the selected tasks are too difficult for 5th grade students, but 28% of 5th grade students solved between 25% and 50% of all tasks. From this we can conclude that, in general, the tasks are accessible to fifth-grade students, but many of the students have a low level of meta-subject educational results.
It is also worth considering separately the percentage of completion of specific tasks. For example, the above task about Masha and Petya was solved by 19% of fifth-graders, 33% of sixth-graders and 39% of seventh-graders. Only 3 tasks out of 12 were solved by less than 10% of students.
From the above data the following conclusions can be drawn:
· in general, this package of tasks can be used to diagnose meta-subject educational results;
· this package of tasks, with some reservations, is available for both 5th grade, 6th, and 7th grade students;
· the older the class, the smaller the number of students who failed any task;
· the older the class, the more students complete 50% or more of the tasks;
· the students of this educational institution have a low level of meta-subject educational results.
However, it is important to remember a number of caveats. Firstly, the diagnosis was carried out within one educational institution, i.e. on a homogeneous sample. Secondly, the sample itself was small and cannot be considered representative. Therefore, in this article we demonstrate only a small part of the ongoing research. In the future, we plan to involve several more educational institutions in the study, which will solve the problem of homogeneity and breadth of the sample. We plan to pay special attention not only to the current assessment of meta-subject educational results, but also to their dynamics over several years.
Bibliography
1. Guruzhapov V.A. On the problem of assessing the meta-subject competence of subjects // Electronic journal “Psychological Science and Education”. 2012. No. 1.
2. How to design universal learning activities in primary school. From action to thought: a manual for teachers / Ed. A. G. Asmolova. M., 2010.
3. Sokolov V.L. Experience in diagnosing analysis and reflection as universal educational actions // Electronic journal “Psychological Science and Education”. 2012. No. 3.
4. Shergina M.A. Development of understanding by younger schoolchildren of the image of a hero-peer in the process of analyzing works of children's fiction //Electronic journal “Psychological Science and Education”. 2013. No. 4.
Since registration for diagnostics in Moscow is carried out on a voluntary basis, the choice of types of diagnostics by schools, the data on which is shown in the diagram, may be of interest.
According to the Federal State Educational Standard, meta-subject learning outcomes should reflect students’ mastery of universal learning actions (cognitive, regulatory, personal and communicative) and interdisciplinary concepts that reproduce essential connections and relationships between objects and processes.
Measuring materials for assessing mastery of interdisciplinary concepts, competence in problem solving and diagnosing reading literacy are components of tools for assessing meta-subject learning outcomes. Mastery of interdisciplinary concepts is assessed separately within two educational areas: natural science subjects (biology, physics and chemistry) and social and humanitarian subjects (literature, history, social studies). Diagnostics of reading literacy checks the development of skills in working with literary and educational texts. Diagnosis of competence in the field of problem solving affects an important meta-subject result, which is formed within all academic subjects and is in demand in everyday life. The development of measurement materials in these areas is based on the experience of international comparative studies PIRLS, TIMSS and PISA. Let us dwell on the main results of these new types of diagnostics.
Intersubject diagnostics
Mastering interdisciplinary concepts and patterns within the framework of the natural science cycle is aimed at students understanding the unity of matter, the forms of its movement, as well as the general laws of development of the material world. Three blocks of concepts were included in the diagnostics: energy, transformation and conservation of energy; mass and dimensions of bodies, the law of conservation of mass; substance, structure and properties of substances, as well as the ability to use mathematical apparatus in situations of a natural scientific nature.
The subject of testing within the framework of diagnostics based on the social and humanitarian block were concepts of a high level of generalization that require specification (for example, “freedom”, “society”, “personality”, “enlightenment”, “traditions”); multi-sense concepts that require distinguishing their meanings in the contexts used; as well as concepts to which each of the humanities subjects contributes.
Table 1 provides generalized information about the participants in interdisciplinary diagnostics.
In diagnostics based on natural science subjects, successful mastery of certain skills has been recorded: the ability to distinguish between the names of types of energy, determine the approximate sizes and mass of various objects, distinguish models of the structure of matter in different states of aggregation, and apply the law of conservation of mass. But at the same time, serious deficits were identified when performing tasks constructed on an interdisciplinary context in comparison with tasks of similar expert difficulty, but created using the context of only one subject. This fact allows us to speak about both weak interdisciplinary connections in the used educational and methodological sets of natural science subjects, and about insufficiently effective interdisciplinary interaction within educational institutions.
Analysis of the diagnostic results shows that within the framework of natural science subjects, it is necessary to draw the attention of methodological associations to the joint work of teachers of physics, chemistry and biology in analyzing the educational and methodological sets used and ensuring interaction in the study of interdisciplinary concepts. The advanced training system should also not remain aloof from solving these interdisciplinary problems. The introduction into advanced training programs of a special module devoted to the problems of interaction between teachers of the natural sciences to implement the requirements for the formation of meta-subject learning outcomes would be a very timely step today.
In diagnostics based on social and humanitarian subjects, students demonstrated an understanding of the content of the proposed texts, the ability to detail, and correctly interpret the text. They operate quite freely with basic concepts when working with literary and popular science texts at the level of general understanding and simple logical operations with concepts. Tasks that required detailed statements, disclosure of the specific historical and universal content of the studied concepts, formulation and argumentation of independent value judgments, explanations, conclusions, expression of one’s own point of view in relation to the social realities that concretize the concept turned out to be problematic.
From the results obtained, it is obvious that within the framework of social and humanitarian subjects, measures are needed aimed at strengthening the consistency of the content of education in individual subjects, since interdisciplinary integration is the most important condition for the realization of the cognitive needs of schoolchildren, the development of their personal qualities and a means of enhancing their cognitive activity.
Diagnosis of Problem Solving Competence
8,596 tenth graders from 429 classes in 347 Moscow schools took part in this diagnostic. Problem-solving competence refers to students' ability to use cognitive skills to solve cross-curricular, real-world problems in which the solution is not clearly stated at first glance. In the conditions of modern life, when the development of science, technology, and various spheres of human activity occurs at an accelerated pace, the competence of students in the field of problem solving serves as the basis for further education. This gives them the opportunity to more effectively organize personal activities and navigate a wide range of life tasks and social relationships.
To assess this competence, tasks were offered in which students had to apply their abilities and skills in a new context, develop optimal approaches to solving problems, and demonstrate flexibility of thinking. Students completed assignments to solve three different types of problems:
1) system analysis of the situation and process planning;
2) analyzing the operation of the device, following the instructions and diagnosing problems;
3) selection of the optimal solution based on a combination of several conditions.
Based on the test results, three groups were distinguished according to the level of mastery of the tested competence: low, medium and high. The group of students who demonstrated a low level of problem-solving competence based on diagnostic results made up 17% of the total number of participants. Tenth graders with this level of preparation were not able to fully cope with any group of tasks for solving problems of various types. This group is most successful in completing tasks that identify the variables present in the problem and the relationships between them; decides which variables are related to the problem and which are not related to it. In individual tasks, students in this group can integrate information presented in different forms (diagram, table, text), but they have difficulty planning actions. In addition, these students are able to simultaneously take into account no more than two or three independent conditions. For problems related to process planning and problem diagnosis, this group demonstrated only ability to perform basic level problem identification tasks using text or flow chart analysis.
Based on the diagnostic results, students mastered methods of solving two types of problems: choosing the optimal solution, system analysis, and process planning. Significant difficulties arise for tenth-graders in completing tasks that test their ability to evaluate the proposed algorithm of actions from various points of view; draw up an algorithm of actions to determine the cause of a device malfunction and how to eliminate it.
The share of students who demonstrated a high level was 13% of the total number of diagnostic participants. This group successfully resolved all types of problems proposed in diagnostics: analyzing the situation and planning the process, choosing the optimal solution based on a combination of several conditions, analyzing the operation of the device and diagnosing problems. At the same time, they successfully analyze problems in which the solution method is not clearly defined at first glance: they identify connections between three or four variables present in the problem, integrate information presented in various forms, plan a sequence of actions and present the results in the form of a table or block. scheme. The most difficult tasks for this group turned out to be the analysis of problems with technical devices.
The diagnostic results show the need to expand the range of use of task models testing skills in the field of problem solving for diagnosing individual skills at earlier stages of education, as well as the introduction of tasks testing mastery of skills related to various types of solutions into diagnostic work carried out as part of in-school control problems.
Diagnostics of reading literacy
Reading literacy is understood as a person’s ability to understand and use written texts, think about them, engage in targeted reading to expand their knowledge and capabilities, and participate in social life. Students' mastery of reading skills is the most significant of all meta-subject learning outcomes. In diagnostic work based on artistic and educational text, three blocks of skills were tested: information search and general understanding of the text (the ability to highlight the main idea of the text, answer questions using explicitly given information, understand the figurative meaning of words), transformation and interpretation of information (the ability to structure the text , transform information from one sign system to another, form a system of arguments based on the text), as well as critical analysis and evaluation of information (the ability to find arguments in defense of one’s own point of view, question the reliability of information, make value judgments).
Table 2 provides summarized information about the diagnostic participants.
When interpreting the test results, three levels of students' mastery of reading skills were identified - high, medium and low. The group of students who demonstrated a low level of training based on diagnostic results was 13%. They did not achieve a level of mastery in any of the reading skills. We can note the success of completing only individual tasks, constructed, as a rule, in the form of an answer to a question using information presented explicitly in the text. Comparatively better than others, this group of students completed the tasks of arranging the sequence of described events.
Students who have achieved a high level of reading proficiency (10%) demonstrated mastery of all meta-subject skills tested in this diagnostic, not only at the basic level, but also at an increased level of complexity. This group of sixth-graders is able not only to discover arguments in the text in support of the theses put forward, but also to form a system of arguments based on the text to substantiate a judgment, to apply information from the text to solve educational-cognitive and educational-practical problems, to evaluate statements made in the text based on from their ideas about the world. Only students with a high level of preparation showed the ability to construct their own text according to the given parameters.
Comparing the results of diagnostic work in the 5th and 6th grades, we can state that an increase in reading skills is observed when determining the main topic of the text, arranging a sequence of events in the text, and working with information to identify the meaning of unknown words.
Based on the results of the diagnostic work, skills were identified that were not sufficiently mastered by students: the ability to compare text and extra-text components, apply information from the text (texts) to solve educational-cognitive and educational-practical problems, evaluate statements made in the text, construct their own text that reflects the meaning read text.
To overcome the identified shortcomings, it seems advisable to create a special module in advanced training programs for teachers of various subjects aimed at teaching effective strategies for working with text; include the problems of developing reading skills in lessons of various subject areas into intra-school control; to improve the activities of school libraries and extracurricular work of class teachers to promote reading and increase motivation for leisure reading.