Abstract on the discipline:

“Educational and methodological support for history courses at school”

On this topic:

“Forms and techniques for testing knowledge in a history lesson”

Executor:

Dobrovolskaya Marina Alexandrovna

History teacher, MBOU "Secondary School No. 169"

Introduction (p.3)

1. Classification of forms for testing students’ knowledge (p. 4)

1.1 The essence, functions and principles of monitoring students’ knowledge (p.4)

1.2 Types of student control (p. 7)

2.Practical use non-traditional methods of monitoring knowledge, skills and abilities in the classroom (p.12)

2.1 Traditional and non-traditional forms control of students’ knowledge and skills (p. 12)

Conclusion (p.17)

Literature (p.18)

Introduction

Relevance. The problem of improving control methods, criteria for assessing the state and results of the theory and practice of teaching becomes most relevant at the stage of monitoring the process of introducing educational standards.

Control (checking) is one of the most important stages of learning. It activates the cognitive activity of students, allows you to obtain data on the intermediate and final results of the educational process, evaluate them by comparing them with the planned results, make the necessary adjustments to the educational process and outline ways for its further improvement. .

In order to properly structure the learning process, to offer tasks of varying difficulty in proportion to development, it is necessary to know the level of development of a particular child, carry out timely correction of tasks, and monitor the dynamics of the growth of creative abilities. This requires a well-established system of monitoring and evaluation, varied in form and content, not taking much time, including all types of control, giving priority to self-control.

The purpose of the work is to study theoretical principles and improve methodological tools for the development and implementation of a system for monitoring students' knowledge, skills, and abilities in history lessons.

During the work, a hypothesis was put forward:

“If a teacher systematically and comprehensively uses various forms of monitoring knowledge and skills, then students’ interest in learning the subject will increase, and therefore the quality of teaching will increase.”

To achieve this goal, it is necessary to solve the following tasks:

Study the literature that will allow you to identify the rules and patterns of the specific control of students’ knowledge, skills and abilities.

Systematize accumulated information in the form of concentrated text, diagrams, drawings.

Find out what forms of control have developed in teachers’ practice and what forms of control of students’ knowledge and skills are advisable to use in history lessons.

Without well-established testing and timely assessment of results, it is impossible to talk about the effectiveness of history teaching.

1. Classification of forms for testing student knowledge

1.1 Essence, functions and principles of monitoring student knowledge

Control as a learning activity is not carried out as a check of the quality of learning according to the final result educational activities, but as an action that follows its course and is carried out by the student himself, actively monitoring the accuracy of his mental operations, their compliance with the essence and content (principles, laws, rules) of the norm being studied, which serves as an indicative basis for the correct solution of the educational task.

Control is also a way of obtaining information about the quality of the educational process. Teacher control is aimed both at the activities of students and at monitoring the interaction between students and teachers.

Control mechanism in educational process plays a significant role in the cognitive activity of students. The system for testing their knowledge and skills is an organic part of the educational process, and its functions go far beyond the limits of control itself. Along with control, control performs teaching, diagnostic, educational, developmental, prognostic and orienting functions.

The purpose of the control function is to establish feedback (external: student - teacher and internal: student - student), as well as taking into account the results of control. Training control is carried out for preventive purposes and with the aim of managing the learning process, developing skills and abilities, adjusting and improving them, and systematizing knowledge.

The educational function of control is to improve knowledge and skills and systematize them. During the testing process, students repeat and reinforce the material they have learned. They not only reproduce what they have previously learned, but also apply knowledge and skills in a new situation.

Testing helps schoolchildren to highlight the main thing, the main thing in the material being studied, to make the knowledge and skills being tested clearer and more accurate. Control also contributes to the generalization and systematization of knowledge.

Diagnostic function - obtaining information about errors, shortcomings and gaps in students’ knowledge and skills and the underlying causes of students’ difficulties in mastering educational material, the number and nature of errors. The results of diagnostic tests help you choose the most intensive technique training, as well as clarify the direction for further improving the content of teaching methods and tools.

The predictive function of verification serves to obtain advanced information about the educational process. As a result of the check, grounds are obtained for making a forecast about the course of a certain segment of the educational process: whether specific knowledge, skills and abilities are sufficiently formed to master the next portion of educational material (section, topic)

The results of the forecast are used to create a model of the future behavior of a student who today makes errors of this type or has certain gaps in the system of methods of cognitive activity.

The forecast helps to obtain the right conclusions for further planning and implementation of the educational process.

The developmental function of control is to stimulate the cognitive activity of students and to develop their creative abilities. Control has exceptional capabilities in the development of students. In the process of control, speech, memory, attention, imagination, will and thinking of schoolchildren develop, and motives for cognitive activity are formed. Control has a great influence on the development and manifestation of such personality qualities as abilities, inclinations, interests, and needs.

The orienting function is to obtain information about the degree to which the learning goal has been achieved by an individual student and the class as a whole - how much has been learned and how deeply the educational material has been studied. Control guides students in their difficulties and achievements.

Revealing the gaps, errors and shortcomings of students, he shows them the direction in which they can apply their efforts to improve their knowledge and skills. Control helps the student to get to know himself better, evaluate his knowledge and capabilities.

The educational function of control is to instill in students a responsible attitude to learning, discipline, accuracy, and honesty. Checking encourages schoolchildren to monitor themselves more seriously and regularly when completing assignments. It is a condition for developing strong will, perseverance, and the habit of regular work.

Highlighting the control function emphasizes its role and importance in the learning process. In the educational process, the functions themselves manifest themselves to varying degrees and in various combinations. The implementation of the selected functions in practice makes control more effective, and the educational process itself becomes more effective.

Control can also be performed specific functions depending on the purpose: diagnosing, ascertaining, predicting.

There are five basic principles of control:

Objectivity;

Systematicity;

Visibility;

Comprehensiveness;

Educational character.

Objectivity lies in the scientifically based content of diagnostic tests (tasks, questions), diagnostic procedures, equal, friendly attitude of the teacher towards all students, accurate assessment of knowledge and skills, adequate to the established criteria. In practice, the objectivity of diagnosis means that the assigned grades coincide regardless of the methods and means of control and the teachers performing the diagnosis:

The requirement of the principle of systematicity is the need to conduct diagnostic monitoring at all stages didactic process- from the initial perception of knowledge to its practical application. Systematicity also lies in the fact that all students are subject to regular diagnosis from the first to last day stay in an educational institution. School control must be carried out with such frequency as to reliably check everything important that students should know and be able to do. The principle of systematicity requires an integrated approach to diagnostics, in which various forms, methods and means of control, verification, and evaluation are used in close interconnection and unity, subordinate to one goal. This approach excludes the universality of individual diagnostic methods and tools.

The principle of visibility (publicity) consists, first of all, in conducting open tests of all students according to the same criteria. The rating of each student, established during the diagnostic process, is visual and comparative. The principle of transparency also requires the disclosure and motivation of assessments. Assessment is a guideline by which students judge the standards of requirements for them, as well as the objectivity of the teacher. A necessary condition for the implementation of the principle is also the announcement of the results of diagnostic sections, discussion and analysis of them with the participation of interested people, drawing up long-term plans closing gaps. In modern pedagogy, the following types of control are distinguished:

Preliminary;

Current;

Thematic;

Milestone (phased);

Final;

Final.

1.2 Types of student control

Preliminary control is necessary to obtain information about the initial level of cognitive activity of students, as well as before studying individual topics disciplines. The results of such control should be used to adapt the educational process to the characteristics of the student population. Some teachers carry out preliminary control before studying a new topic or at the beginning of the year or quarter. Its purpose is to get acquainted with the general level of students’ preparation in the subject. During such a test, the level of students' mastery of the initial categories of the subject (or a separate topic, section) is determined, and the volume and level of students' knowledge is established. Based on the results obtained, the teacher plans, if necessary, repetition (explanation) of the material; takes these results into account in the further organization of educational and cognitive activities of schoolchildren. Preliminary checks are also carried out by first grade teachers when recruiting students. Well in advance of the school year, they study children’s readiness for school, introduce parents to the requirements that will be presented to their children in 1st grade, and advise how best to prepare their children for school.

If the student’s answer or work at the beginning of the school year deserves an excellent, good or satisfactory grade (when compared with the standard), then a mark is given and accompanied by an evaluative judgment, from which the merits of the answer, the student’s work or their shortcomings would be clearly visible. If the student’s answer turns out to be weak and deserves an unsatisfactory grade, then it is advisable to use the delayed marking method, i.e. Do not give an unsatisfactory mark yet, so as not to traumatize the student at first, but limit yourself to an appropriate value judgment or tactful suggestion. This pedagogical measure is dictated by the following. If a student's weak answer or work has not yet been evaluated by the teacher, he is given the opportunity to improve the quality of his academic work in order to receive the desired grade. Thus, the student has a desire to take advantage of this opportunity, better master the educational material and receive a positive grade, i.e. This measure activates the stimulating function of evaluation.

Current control is carried out in everyday educational work and is expressed in systematic observations teachers for the educational and cognitive activities of the student in each lesson. Its main purpose is to promptly obtain objective data about the level of students’ knowledge and the quality of teaching and educational work in the classroom. The information obtained during lesson observation about how students master the educational material, how their skills and abilities are formed, helps the teacher to outline rational methods and methods of educational work. Correctly dose the material, find optimal forms of students’ educational work, provide constant guidance to their educational activities, activate attention and awaken interest in what is being studied.

During the school year, the teacher's actions at the time of assessment will be different than during the assessment at the beginning of the year. If the student's answer or work turns out to be higher, then a mark is given and accompanied by an appropriate value judgment.

If the student’s answer or work deserves, although positive, but a lower grade than he usually received (i.e., good or satisfactory instead of the usual good), then the teacher first finds out why the student answered worse than usual, and then carefully weighs whether whether the intended assessment has the desired effect on the student, i.e. Will it serve as an incentive to receive a higher grade in the future? And if this is so, he puts a mark, and in the value judgment indicates weak side answer or work.

If the teacher comes to the conclusion that the answer does not produce the desired effect on the student (it will not become a stimulating or educational factor), he does not present it. In this case, the teacher is limited to a value judgment, from which the student must clearly understand that the mark was not given to him this time because it is lower than what he usually receives for his answers, and also realize what he needs to do to get more high mark.

If the student's answer or work deserves a satisfactory grade, it is necessary to find out the reason for the poor work and only then decide whether to give a mark or use the delayed assessment method.

IN the latter case It should be taken into account that the reasons for a bad answer can be valid or disrespectful. TO unjustified reasons The laziness or careless attitude of the student to educational work should be attributed. Giving an unsatisfactory grade to careless students should force them to work more diligently in their studies.

The teacher should keep in mind that receiving a “f” causes disappointment in one student, while another perceives it indifferently; It can stimulate one student to actively work aimed at improving academic performance, but it has a paralyzing effect on another, and he completely “gives up,” being confident in the hopelessness of the current situation and in his inability to catch up.

The teacher is not a controller or recorder of students’ achievements or failures in educational work. He needs not only knowledge, but also a search for methodological techniques, the use of which would awaken and develop students’ interest in learning, and would make learning truly developing and educating. You cannot traumatize a student with unsatisfactory grades if he does not succeed for reasons beyond his control. As much sensitivity and goodwill towards your students as possible, with reasonable pedagogical requirements for them and as little formalism as possible - this is what is required from every teacher.

Thematic (periodic) control. Identification and assessment of the knowledge and skills of students acquired not in one, but in several lessons, are ensured by periodic monitoring. Its goal is to establish how successfully students master a system of certain knowledge, what is the general level of their assimilation, and whether it meets the requirements of the program. Thematic control, being a type of periodic, its special form, is a qualitatively new system for testing and assessing knowledge, closely related to problem-based learning.

During such testing, students learn to think logically, generalize the material, analyze it, highlighting the main, essential. Specifics of this type of control:

The student is given additional time to prepare and is provided with the opportunity to retake, complete the material, and correct a previously received mark.

When setting the final mark, the teacher does not focus on the average score, but takes into account only the final marks on the topic being passed, which “cancel” the previous, lower ones, which makes the control more objective.

Opportunity to get a higher assessment of your knowledge.

Clarification and deepening of knowledge becomes a motivated action of the student, reflecting his desire and interest in learning.

Frontier control - check educational achievements each student before the teacher moves on to the next part of the educational material, the assimilation of which is impossible without mastering the previous part.

Final control - exam for the course. This is the result of studying the completed discipline, which reveals the student’s ability for further study.

Final control - final exams at school, defense thesis at the university, passing state exams.

Depending on who monitors the results of students’ activities, the following three types of control are distinguished:

External (carried out by the teacher on the student’s activities);

Mutual (carried out by the student on the activities of a friend);

Self-control (carried out by the student over his own activities).

A common question in pedagogy is “How to control?” Affordable pedagogical communication control can be viewed from different points of view:

Methods (traditional or non-traditional);

Character (subjective, objective);

Use of TSO (machine, non-machine);

Forms (oral, written);

Time (preliminary, initial, initial, current, phased, final, final);

Mass (individual, frontal/group);

Controlling person (teacher, student - partner, self-control);

Didactic material:

Control without didactic material (essay, oral questioning, debate);

With didactic material (distributed material, tests, tickets, control programs);

Based on familiar, worked through and learned material;

Based on new material, similar in form and content to previously learned material.

For the effective functioning of the pedagogical control system, several limiting conditions must be met:

Objectivity (i.e. there should be uniform criteria for assessing knowledge among all teachers, and these criteria should be known to students in advance);

Publicity so that any interested party can analyze the results and draw appropriate conclusions;

Inviolability - the grade given by the teacher should not be questioned by any of the parties (even in the event of a conflict situation and the creation of a conflict examination committee, the examiner remains the same).

2. Practical application of non-traditional methods of monitoring knowledge, skills and abilities in the classroom

2.1 Traditional and non-traditional forms of monitoring students’ knowledge and skills

Oral survey

This form of lessons is (mainly) of a test nature. The whole lesson or part of it can be devoted to it. The main goal is to identify the presence, understanding and stability of knowledge on the current topic or several topics being studied.

When conducting a survey, it is necessary to observe certain organizational and methodological aspects that are mandatory in all classes.

1. During the interview, textbooks must be closed on the desk.

2. The teacher poses a question for a detailed answer to the whole class, thus mobilizing the knowledge and activity of everyone.

3. It is permissible to interrupt a student only in cases of extreme necessity: deviation from the topic, from the essence of the question posed (return overloads the answer with secondary details, does not highlight the main thing (help by asking auxiliary questions).

It is advisable to pose questions from previously covered material in connection with the presentation of new material. This work comes close to what is called combining learning new things with testing homework, with checking previously learned material .

Testing

Differentiation of tests is made depending on the purpose of testing, concentration of training and students' proficiency in this type of study.

A lot of tests are published. The study of published historical tests has revealed a number of substantive and structural shortcomings in them:

1. Most tests are imperfect in that they only lead students to demonstrate “dry knowledge”, but not explain facts, events, actions and deeds of an individual, etc.

2. There is a high probability that the student will receive a random excellent grade, since the choice of the correct answer is not wide - from 3-4 options.

3. The already narrow five-point grading scale is reduced to two points: the student receives either excellent or unsatisfactory for the answer to each question.

4.Testing is intended to check the implementation of only one function of study, and even then not completely - educational. Tests do not solve the issue of identifying implementation methodological function(ability to speak, prove, defend), practical (study of historical experience in modern conditions), not to mention the educational function.

5. Under traditional testing conditions, the “crammers” most often win. Next to them are the lazy ones, but with good developed intuition. Logical students, for whom the basis of learning history is not the question of “how much, where and when,” but “why so much, why there, why then,” often find themselves at a disadvantage. It turns out that those who are diligent in cramming and those with intuition hold the upper hand over the extraordinary and capable.

Testing is effective if it is based on 3 factors:

Duration (academic quarter, academic year, all years of studying the history course);

Frequency (at each lesson, for the study of each topic, each section, etc.);

Complexity (tests require comprehensive knowledge: theoretical, fact-event, chronological, synchronic).

E.E.'s approach Vyazemsky and O.Yu. Strelovoy proposes to use the test when practicing all components of educational historical material with the aim of: .

1. identifying chronological knowledge

2. identifying cartographic knowledge and skills

3. identification of knowledge of main and non-main historical facts

4. identification of theoretical historical knowledge.

The development and use of tests must be differentiated.

Matrix control is the first-born of non-traditional forms of knowledge control. In this control, multiple answers are not allowed (unlike the test); the student must give an accurate answer and receive accurate assessment; The choice of questions and answers is carried out arbitrarily.

The essence of matrix control is as follows. Students are given different versions of pre-prepared matrices with questions, and each of them selects only one correct answer from all the answers proposed in the matrix, recording it with an “X” sign. At the end of the work, the teacher collects matrices with student answers and compares them with the control matrix, overlaying it one by one on all matrices with student answers. In a very short period of time, you can check all student work and evaluate their answers.

This method of monitoring knowledge allows you to analyze typical errors and timely correct the educational process.

Quiz-test

This form of control can only be current: by course section, by topic.

The class is preliminarily offered following conditions games (rating criteria):

For each complete answer - 2 chips;

Behind good addition for the answer - 1 chip.

IN common list 25 questions are raised, i.e. the answer must be formulated and given in 45-75 seconds. The theoretically possible number of chips is thus 50.

A student who scores 5 chips or more receives a test on the topic or an A in the journal; a student who scores 4 chips gets a B, 2 chips gets a C (provided that he agrees to it). The remaining students remain uncertified and their knowledge on this topic will be revealed at the end of the quarter or semester.

Methodology S.D. Shevchenko

The test on a major topic is carried out in 2 stages - a repeating-generalizing test and the test itself.

Repeating and generalizing stage. Usually this is a lesson and a half, since this lesson begins with the second half of the last lesson on the topic. Last topic has been studied, and the remaining 20-25 minutes can be devoted to repetition and consolidation of new material.

The student in charge of the classroom equipment should be warned that all logical support diagrams related to the completed topic and other illustrative material must be prepared for the lesson.

Students are given the opportunity to familiarize themselves with all these diagrams or their notes: consultations with friends or viewing the textbook are not prohibited. Only 3-4 minutes are allotted for this (but how important they are!). Their significance is determined by the fact that schoolchildren first saw the topics as a whole, and not in fragments... This way, it is easier for students to find out what omissions they made when studying the topic, what vulnerabilities in their knowledge.

Then the preliminary (trial) survey begins. There are no grades given, because this is only a rehearsal; sometimes, on the contrary, students ask questions to the teacher and find out and clarify what was overlooked earlier.

In the next lesson, the repeating-generalizing stage continues, but in the form scientific conference, discussions, theatrical performances or business games. All this differs from ordinary conversations and surveys in that it takes place in the form of a serious educational game, where students not only perform logical tasks, but also actively participate in the organization of the lesson, the effectiveness of which increases significantly due to this.

The offset itself may have different manifestations. Already at the preliminary generalization stage, the teacher can give some students an “automatic test”, but it is preferable that everyone is surveyed and does not create the impression that someone is “selected”. Often even students themselves refuse “automatic” credit, citing the following reasons:

I myself want to be convinced of my knowledge;

I’d rather pass the test like everyone else in the class;

A five “automatic” is no pleasure.

Those students who pass the test with “5” on the topic acquire the title “Teacher on topic No...”. Such “teachers” choose 1-2 assistants and begin to work in a micro-group.

Gradually, the staff of “teachers” is growing, and the test is taking on an ever larger scale. The whole class (although there is a buzz of work in it) is busy with work, and even the presence of random strangers (for example, other teachers) does not bother anyone.

The objectivity of testing knowledge by “teachers” is quite high, because high demands are stipulated by the rules of the game. School teacher selectively controls grades given by “colleagues”; divergence of opinions is an unusual rarity.

WITH pedagogical point In terms of vision, this form of knowledge control is very valuable, because for 20-25 minutes not only each student, but also the “teacher” works intellectually. As a result, all students (both the “teacher” and the respondent) know any topic much better after passing the test than before the test. This is how the principle of continuous learning is implemented.

Each “teacher” keeps a teaching map prepared in advance.

The teacher recheck is carried out quite quickly, since the survey is selective. If one of the students is dissatisfied with the grade received in the test, he can retake it, but this time to the teacher, and, moreover, outside the lesson - during consultation hours.

Lesson - conference.

It hardly needs to be argued that the most reliable evidence of mastery of the material being studied is the ability of students to conduct a conversation on a specific topic. In this case, it is advisable to conduct a lesson-conference. A lesson-conference is a kind of dialogue for the exchange of information. The optimal combination of structural repetition ensures the strength and meaningfulness of assimilation.

Depending on the objectives, the topic of the lesson may include separate subtopics. In all these cases, we are dealing with the exchange of meaningful information. In such a situation, it is logical to resort to elements of role-playing dialogue. This form of lesson requires careful preparation. Students work independently on assignments based on the literature recommended by the teacher, preparing questions to which they want answers. Preparing and conducting a lesson of this type stimulates students to further deepen their knowledge as a result of working with various sources, and also broadens their horizons.

Conclusion

It has been established since ancient times that in the process of cognition the most important condition assimilation is gradual. The analysis of any educational material must begin with more general relations, gradually move on to strengthening the particulars, clarifying individual elements, and only then generalize and draw conclusions. Only by observing consistency, gradualism, and patience can students consciously acquire and firmly assimilate new knowledge.

The stage of taking into account the knowledge, skills and abilities of schoolchildren is a necessary link in the chain of the learning process and allows you to “track” the results of this process. The introduction of non-traditional forms, along with traditional methods and techniques for monitoring knowledge, skills, abilities, significantly increases the level of proficiency in this knowledge, since it gives the student motivation to learn and instills interest in the subject. As a result of such work, students are happy to go to class, work actively, defend their point of view, love creative tasks, know how to work with crosswords, are authors of crosswords, and are happy to perform various types of work.

Control of knowledge, abilities, skills is the result, result, assessment of the student’s work. At the present stage of development of the educational system, there are two methodological categories assessing the level of children's mastery of the material being studied: criteria and standards.

The criteria characterize the quality of the student’s mastery of the material. The standards determine the permissible number of errors and shortcomings that allow a student to be considered successful.

Thus, it is only possible to organize training correctly when the level of knowledge, skills and abilities of students is clearly visible. That is why the organization of a clearly planned, carefully thought out, flexible, informal control system is one of the reserves for increasing the effectiveness of the learning process.

Hypothesis “If a teacher systematically and comprehensively uses various forms of monitoring knowledge and skills, then students’ interest in learning the subject will increase, and therefore the quality of teaching will increase”

Literature

1.Amonashvili Sh.A. Lysenkova S.N. Volkov I.P. and others. Pedagogical search. – M.: Pedagogy, 1989. – 560 p.

2. Borodina O.I., Shcherbakova O.M. Tests on the history of Russia: XIX century. M.: - 1996

3. Babkina N.V. The use of educational games and exercises in the educational process // Primary school. 1998.No. 4.

4. Vinokurova N.K. We develop the cognitive abilities of students. Central Publishing House. – M., 2005 – P.17

5. Vyazemsky E. E., Strelova O. Yu. Methods of teaching history at school: a practical guide for teachers. - M.: Vlados, 2001. - 240 p.

6. Vyazemsky E. E., Strelova O. Yu. Methods of teaching history at school. - M., 1999. - 121 p.

7. Vyazemsky E.E., Strelova O.Yu. Historical education in modern Russia: Reference method. Manual.- M.: LLC “Russian Word - educational book", 2002. – 135 p.

8. Guryanova M.P. School and social pedagogy. A manual for teachers. – Mn.: Amalthea, 2000. – 448 p.

9. Kostylev F.V. Teaching in a new way: Do we need grades? – M.: Vlados, 2000. – 104 p.

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11. Obolenkina N.V. Assessing the quality of education: educational field “Technology”. – Tambov: TOIPKRO, 2007. – 43 p.

12.On the transition to a new structure of historical and social science education//Teaching history at school, 1997. - No. 4 – 85 p.

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class - M., 1981

14. Shatalov V.F. The experiment continues. – Donetsk: Stalker, 1998. – 400s.

Verification functions. Contents and methods of testing knowledge and skills.

Forms, types and methods of verification.

Requirements for testing: motivation and activation of the survey, differentiation, connection with other lessons.

Current and deferred verification.

Oral, written and practical control.

Application of cards, testing. Assignments and tasks.

Results of the knowledge test. Quality of answers, their review.

Ensuring student success in activities. Individual work with weak students.

The main type of testing students' knowledge both in all subjects and in history and social studies lessons is a survey.

Questioning students is primarily a specific part of the lesson. It is necessary to seriously prepare for conducting a survey in the classroom, because the formulation of questions in history and social studies lessons is a responsible matter, any ambiguity or vagueness of the formulation can disorient students and affect the result of the control. If the teacher does not prepare for the survey, then, even if he has sufficient qualifications, his questions may be random in nature and students will not be able to logically comprehend the transition from previously studied material to new material, or to trace the dynamics of the development of historical events. The survey functions are very diverse. Most brightly and fully, i.e. within 40 minutes it appears in the control lesson.

Test lesson is the penultimate in the study of a topic, section, course. In this lesson, the teacher selects the necessary tasks to test the knowledge, skills and abilities of students on the topic studied. The control lesson is held before the repetition and generalization lesson and allows the teacher, based on a control section, test, test work and other forms of testing, to determine weak areas in the class’s knowledge. The teacher carefully selects the most important material for consolidation, based on the program, which indicates the knowledge, abilities, and skills that students must master in mastering knowledge of this subject. In high school lessons in history and social studies, the form of the lesson may have a different specificity, for example, a test.

Organization of knowledge and skills testing important stage organization of the educational process.

A survey is the first test in practice of the acquired knowledge; it is the most important type of management.

In lessons on new topic The survey can be a type of independent work and is carried out not so much for the purpose of control as for the development of the necessary skills and acquisition of new knowledge. Such a survey develops independence, consolidates acquired knowledge, and activates the learning process.

As knowledge accumulates, so does the survey.

Feedback is provided in two directions:

1. In the process of explaining the material itself, highlighting the individual structural elements of the topic, the teacher differentiates questions into strong, medium, weak students- with a request to repeat, clarify, give examples, solve a problem, find it on a map, read a section, quote from the original source. The teacher corrects the students' knowledge.

2. After studying a section or topic, the teacher checks how terms, dates, facts have been mastered, seeks coherent, detailed answers to questions on the current material with an explanation of connections, problem solving, chronology, work on a map;

3. Final check for entire sections, topics, based on the results of a quarter, half a year, year: general survey, test, exams.

Survey forms:

frontal(analytical, heuristic conversation, testing, dictation, test).

Group(work on cards, group assignments with project defense, reports, co-reports, opposition, reviewing, etc.)

Individual- written and oral (answering at the board, working on cards, maps, filling out tables, composing or guessing crossword puzzles, writing a description based on a picture, answering test questions, solving problems, working with primary sources, documents, etc.

Combined survey combines frontal, group and individual surveys.

Control is carried out on the basis of the course program, the content of the textbook, taking into account additional material that the teacher introduces into the learning process.

Without pretending to complete the analysis, we can name several functions of the survey:

1. Questioning is a means of control: this element of control takes place there and in those cases when students are asked any questions (leading, developing logical thinking, heuristic, aimed at creative search, etc.).

2. Questioning is a means of consolidating knowledge: the student, answering certain questions from the teacher, naturally once again consolidates the studied material, often from new points of view, from different angles (an analytical conversation, a problem situation, filling out a comparative table, systematizing the material and etc.).

3. Survey - a means of repeating one or another section, course, one or another sum of questions of the course (preparation of messages, reports, abstracts for seminar lesson, implementation of creative projects, selection of material for a lesson-game, etc.)

4. Survey - a means of analyzing and parsing the documents being studied.

The survey should not be reduced only to control, no matter how important its function is.

Questioning plays an important educational role in the learning process. It contributes to the development of practical skills in students - the ability to reveal a topic and report it to the audience, the ability to substantiate and prove the positions expressed by them, educates independent thinking students when solving questions, helps to develop a sense of responsibility for their work.

In the context of changes in the structure and content of education in secondary schools, problems such as the need to adjust the content and methods of organizing control in gymnasium specialized classes, as well as correction classes, have come to the fore.

Differentiated approach to practice the content of educational material forces the teacher to diagnose students:

According to the level of preparedness;

The nature of mental activity;

Directions of their cognitive activity.

It is especially difficult to work in areas where history is not a core subject. The second type of multi-level approach is to identify differences among students in the same class. Diagnostics are carried out within the classroom using the same criteria in order to promote successful activities both strong and weak.

Multi-level assignments make it possible to overcome the backlog of weak, unconfident students. Forms of work that are feasible for them will contribute to the growth of self-confidence and will help overcome the fear of control from the teacher. For more prepared students, this form of work allows them to fully express themselves and stimulates their cognitive activity.

An important task is to work out methodological support transition from reproductive activities in the lesson to activities that are transformative and creatively exploratory.

Individual, group and paired forms of work in the classroom have long been known and widely used, but the individual personal characteristics and qualities of various students and the characteristics of certain classes are not always taken into account.

A multi-level approach is not only a teaching, but also a developmental methodology, the use of which results in the conscious and lasting assimilation of a system of knowledge and skills, the development of cognitive skills, mental skills, the ability to analyze, generalize, and draw conclusions.

The most important thing is that with the help of a multi-level individual-personal approach, it becomes possible to achieve these goals for each specific class, for each specific student.

The knowledge testing system in high school may have test tasks of various types:

free-form:

Small statements, the accuracy and completeness of which can be restored by the student after he understands the rest of the semantic phrase;

involving choice of response:

Of the 4 proposed alternatives, one of which corresponds to the correct answer;

Based on a comparison of two judgments;

- to establish compliance between two lists;

- for addition proposed list;

Open type tasks with a short standard answer.

Another type of work is abstracting. In encyclopedias and reference books the word “abstract” (from the Latin refere - I report, report).

In any abstract there are:

The actual abstract part, which includes basic information from the primary source. The presence of this particular part makes the abstract an independent, special type of text with its own purpose;

Help machine.

There are several types of abstracts: depending on the number of sources being reviewed, monographic (the result of processing one source) and review, written on the basis of several source texts, united common theme and similar research problems.

In the oral presentation of the abstract it is assumed:

Justification of the relevance of the chosen topic (why this work is of interest to the author himself and what is the objective need to address this topic);

Analysis of the real situation, highlighting the contradiction that requires resolution in the process of performing the work;

The prepared text of the work, equipped with the necessary scientific apparatus, carefully rewritten or retyped, in advance, in the established conditions educational institution deadlines, is submitted to the reviewer, and is presented for public defense at the exam.

final examination in history and social studies can be carried out in the form of an exam and interview.

Traditional examination tests can be carried out on the basis of approximate tickets, which are published annually with minor modifications in the collections of the Ministry of Education, as sample questions for an interview.

One of the directions of reform of the education system in Russian Federation is preparation for the introduction of a unified national exam, which will combine the functions final exam at school and entrance examination to higher educational institutions.

In 2001, an experiment was carried out in several regions of Russia to develop the content, forms, and organization of a unified national exam. Demonstration versions of control measurement materials have been prepared for all subjects of the curriculum. They are addressed to teachers, higher education professors, students, applicants, parents, and everyone associated with Russian education. Demonstration materials are intended, in particular, for publication in the media. Materials for the Unified State Examination in history and social studies were published in the journals “Teaching history and social studies at school” 2001. No. 6,7. They contain instructions for students on completing 58 tasks, which are divided into 2 parts. In 1-30 tasks, each task requires you to choose one correct answer. In tasks 31-38, choose the correct answer from the four options provided and write it down on the answer form. Tasks 39-50 require a short answer in the form of one or two words or combinations, numbers and letters, which must also be written down on the answer sheet.

On this topic:

“Forms and techniques for testing knowledge in a history lesson”

Completed by: Nadezhda Pavlovna Gorodenko, teacher of the Municipal Budgetary Educational Institution “Security School in the village of Runovka”, Kirovsky District, 2016

Content

1.Introduction…………………………………………………………….3-4 pp.

2. From the history of pedagogy……………………………………………4- p.

3. Basics of knowledge control……………………………………………………4-10pp.

3.1. Goals and objectives of testing students’ knowledge and skills………..4-5 pp.

3.2. Functions and types of control…………………………….........6- p.

3.3. Types and organization of knowledge control lessons……………….6-10pp.

4. Methods for testing and assessing knowledge in history lessons......10-14pp.

4.1. Methodology for organizing knowledge control……………………..10-12 pp.

4.2.Methods of organizing testing in history lessons……..12-14 pp.

5. Conclusion……………………………………………………..14-15 pp.

6. List of references……………………………15 pages.

Introduction.

Testing and assessing students' knowledge and skills is an important part of the educational process. From her proper organization the success of training depends. It is generally accepted that control is “feedback” between teacher and student, the ability to influence the educational and pedagogical process. Control is the relationship between achieved results and learning goals.

The effectiveness of testing students' knowledge and skills largely depends on the teacher's ability to properly organize a lesson and wisely choose one or another form of conducting a test lesson.

Properly organized control allows the teacher to determine the level of students’ assimilation of the studied material, to see the elements of practical assimilation, and the children’s perception of new material. Therefore, when preparing for a lesson, the teacher must know: who, when, how many students, on what issues, by what means to ask and evaluate. Each teacher must create his own assessment system, using various means and techniques for monitoring knowledge acquisition. Students should know that the teacher constantly monitors their progress, the level and quality of knowledge acquisition. In addition, students should perceive this as compliance of their knowledge and skills with the requirements of the educational program.

Usage various forms conducting lessons allows not only to raise students’ interest in the subject being studied, but also to develop their creative independence, teach them how to work with various sources of knowledge, and give the teacher the opportunity to conduct timely and full control acquired knowledge and skills of students.

After conducting knowledge control lessons, it is necessary to conduct a special lesson to analyze and identify errors, shortcomings in students’ knowledge, in the teacher’s organization of educational and cognitive activities, in order to make the necessary correction in subsequent lessons.

New requirements for secondary schools today, which are defined in the Address of the President of the Russian Federation to Federal Assembly(2006), Modernization Concepts Russian education and other documents, they focus it, first of all, on the formation of a competitive personality, freely adapting to rapidly changing socio-economic, political, and living conditions.

2. From the history of pedagogy.

The educational and pedagogical process has been formed in the life of society since ancient civilizations. Control and evaluation were an indispensable part of learning and allowed the school to develop. Many educators argue about what the assessment should show: the quality of the student’s knowledge or the success of any educational system. Y.A. Komensky called on teachers to “use their right to assessment wisely and carefully.” Assessment must be objective and humane in relation to children.

First point system appeared in medieval schools in Germany. Since then, she has constantly experienced significant changes.

K.D. Ushinsky, founder of scientific pedagogy in Russia,strictly criticized the forms of knowledge control of that time, emphasizing that “ existing approaches and methods suppress the mental activity of students.” He believed that there should not be formal control, “didactic control should have a teaching, developmental orientation, be combined with self-control, and be necessary and useful to the student himself.”

Over the years of the 20th century they changed different approaches to school monitoring of progress, a system of methods for testing and assessing the knowledge, skills and abilities of students was developed.

3. Basics of knowledge control in a history lesson.

3.1. Goals and objectives of testing students' knowledge and skills.

The following goals are identified for testing students’ knowledge and skills:

Diagnostics and correction of students’ knowledge and skills;

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

Determination of final learning outcomes at different levels.

The main task of monitoring and assessing students’ knowledge and skills is to determine the quality of students’ mastery of educational material, the level of knowledge mastery, the extent of students’ responsibility for learning results and the ability to acquire knowledge independently.

An important element are pedagogical requirements to control:

Must be motivated;

Systematic and regular;

Various in shape;

Be comprehensive and objective.

Testing and recording student knowledge is one of the most complex issues methods of teaching history. Assessing knowledge, abilities, and skills in didactics is considered as a process of determining quantitative and qualitative indicators of students’ training. Quantitative assessment is expressed in points (grades), qualitative assessment is the teacher’s value judgments and conclusions, in which he characterizes the students’ answers. In addition, the test not only determines the level and quality of students’ training, but also the amount of work.

Diagnostics of student performance are methods and techniques for objectively identifying students’ knowledge based on certain criteria and actions.

Diagnostics of students’ educational activities includes five functions and three types.

3.2.Functions and types of control :

Controlling and diagnostic function solves the problem of identifying the knowledge that students acquire during training;

The educational function is to improve the quality of knowledge;

The educational function ensures the establishment of an attitude towards history, which influences the formation of his views and beliefs, and the inculcation of responsibility;

The methodological function ensures the formation of skills and abilities to correctly and objectively organize control over the process of mastering historical knowledge by students;

The stimulating function creates the basis for the development of cognitive activity of students;

The corrective function allows the teacher to make appropriate amendments to the content and methodology of students’ cognitive activity, and his own efforts to manage it.

Types of control:

Current control carried out systematically and in all types of classes.

Intermediate control carried out over a certain academic period of time (based on the results of studying a chapter or section).

Final control is carried out at the end of studying a history course in order to identify the completeness and depth of knowledge acquired by students.

Assessment, being part of the educational process, performs important functions: teaching, educating, guiding, stimulating. Each of them provides information about the state of development of the student, which allows the teacher to competently manage the educational process.

3.3.Types and organization of knowledge control lessons .

Oral survey . This type of control can be devoted to either the entire lesson or part of it. The main goal is to identify the presence, understanding and stability of knowledge on the current topic or several topics being studied.

When conducting a survey, it is necessary to comply organizational issues, compulsory in all classes:

1) during the survey, textbooks may be closed on the desk;

2) the teacher poses a question for a detailed answer to the whole class, including everyone in the educational process;

3) interrupting a student is permissible only in cases of extreme necessity: deviations from the topic, from the essence of the question posed, overloads the answer with secondary details, and does not highlight the main thing.

During the survey, the formation and further development of students’ skills and abilities is carried out: the ability to tell and plan their story; lead a story based on the content of the picture or accompany it by showing it on a map; analyze facts and draw conclusions and generalizations, compare and contrast. It is advisable to pose questions from previously covered material in connection with the presentation of new material.

EXAMPLE. In a history lesson in grade 5 on the topic “The Second War of Rome with Carthage,” at the stage of updating knowledge, I use tasks that cover significant material:

A) Name the dates of the events:

Founding of Rome (753 BC);

Establishment of the Republic in Rome (509 BC);

Invasion of the Gauls (390 BC);

Abolition of debt slavery (326 BC);

Establishment of Rome's dominance over Italy (280 BC).

B) What do these terms mean?

VETO, SENATE, PATRICIA, PLEBEIANS, REPUBLIC, CONSUL, PEOPLE'S TRIBUNE.

During the oral questioning, it is necessary to attract the attention of all students. To do this, invite students to draw up a plan for their classmate’s answer, evaluate the answer according to the plan (completeness of answers, correctness, identify errors, prepare additional questions for the answerer).

Testing. Recently, the most widespread received a test form to test students' knowledge. Teachers are attracted by the speed and accuracy of checking fairly voluminous material. Testing is available in all grades. Differentiation of tests is made depending on the purpose of testing, concentration of training and students' proficiency in this type of study.

Tests are divided into two types:

Recall and addition;

Selective tests.

Testing is effective if it is based on 3 factors:

Duration (academic quarter, academic year, all years of studying the history course);

Frequency (at each lesson, when studying each topic, each section, etc.);

Complexity (tests require comprehensive knowledge: theoretical, fact-event, chronological, synchronic).

Many didactics pay great attention to this type of control such as testing. Professor E.E. Vyazemsky and O.Yu. Strelov suggest using the test when practicing all components of educational historical material in order to:

a) identifying chronological knowledge;

b) identifying cartographic knowledge and skills;

c) identifying knowledge of main and non-main historical facts;

d) identification of theoretical historical knowledge.

V.P. Bespalko, having classified educational activities into 5 levels (understanding, recognition, reproduction, application, creativity), accordingly offers tests with questions of 5 levels of complexity.

The development and use of tests must be differentiated.

Test (dictation, thematic abstract) is of a written nature. When allocating time for a test, the volume of questions to be asked, the goals of the work, and the methods for conducting it must be taken into account.

Survey using cards – peculiar shape“silent” report in knowledge.

Lessons from Interrogation . During the lesson, students read the text of a paragraph or document, paragraph by paragraph. Students ask questions to each other or the teacher. Lessons are very difficult to organize and conduct, but they contribute to the development of thinking and independence.

Quiz . This term means “games of answering questions (oral or written) from different areas knowledge". A quiz is a competition in the form of a game. The most important factors for its implementation are:

Relevance of the topic;

Availability of questions;

Taking into account the age characteristics of the participants.

Need to prepare more questions, and determine the duration as the game progresses, when players may lose interest.

Tests and exams . Credits are applied only to those students who have high current academic performance: they receive them automatically. The credit system differs in the nature of its implementation and assessment system. Its purpose is to verify that students have achieved the level of mandatory training. Tests are divided into two types: thematic and current.

Exams are the final stage studying the educational program. The goal is to test knowledge on the subject, identify skills in independent work with educational literature and historical sources.

A combination of oral and written knowledge testing in separate lessons: detailed or short oral answers from students with the simultaneous drawing up of a plan, a thematic or chronological table, a schematic drawing, a drawing, a map, etc. on the blackboard by other students.

4. Methods for testing and assessing knowledge in history lessons.

4.1 Methodology for organizing knowledge control.

Control functions are closely related to the function pedagogical analysis, since the subject of pedagogical analysis is the information obtained during control. Most often, existing knowledge control practices have the following disadvantages:

lack of control system;

formalism in the organization of control, lack of a clear goal, absence or non-use of objective control criteria, organization of control for the administration, for reporting and collecting the number of assessments;

one-sided control, control of any one topic, one educational skill of students;

lack of work to develop students’ self-control of knowledge.

To avoid these shortcomings, it is important to comply with the general requirements for organizing control: consistency, objectivity, effectiveness of control.

Monitoring of students' educational achievements is carried out by each teacher and reflects their results in the form of current and final grades in the journal, as well as in the students' portfolio. Each lesson should be preceded by an analysis of the results of the previous lesson. Each knowledge control should begin with an analysis and end with an analysis of the results obtained. Of the proposed stages for the development of students’ creative abilities in history lessons, it is advisable to use this type of control - “Warm-up”.

““Warm-up” allows you to control your attention and develop the ability to quickly switch from one type of activity to another. The whole class takes part in active frontal work.

Before starting the warm-up, the teacher can explain that this work must be done in high tempo. The student’s task is to listen carefully to the question and give a clear answer to it as quickly as possible.

For 7th grade students

Block 1.

What was the name of Peter the Great's father?

What happened first – the Streltsy revolt or the Northern War?

Who was born earlier - Peter or Sophia?

What were the names of Peter's sons?

What happened before - the Battle of Lesnaya or Battle of Poltava?

Block 2. I affirm that...

The capital of the Russian Empire is Moscow.

Peter created the Orders.

It was canceled under Peter serfdom.

Peter introduced a new calendar.

Petersburg was built on the Neva.

For 5th grade students

Block 1.

What is the sum of the numbers at the beginning of the Trojan War?

In what year did the war end if it lasted 10 years?

In what year did Odysseus return to his homeland?

How many years later did Solon's reforms take place?

Block 2. Digital dictation .

This technique is borrowed from programming. The student is required not to formulate an answer to this or that question, but to be able to correctly respond to the teacher’s statement. If the student considers the teacher’s statement to be correct, he must silently write “1” in the notebook, and if not, “0”. The answer is grouped into a number that can be quickly checked.

In connection with the transition to a single state exam problems of developing reaction speed, memory capacity, and concentration are of great importance.

4.2. Methodology for organizing testing in history lessons

Tests are short tests that allow one to assess the effectiveness of students’ cognitive activity in relatively short periods of time.

Testing is widely used in schools for training, intermediate and final control of knowledge, as well as for training and self-training of students.

Test results can act as an assessment of the quality of teaching, as well as an assessment of the test materials themselves.

Currently, the following test control options are most often used:

“automatic”, when the student completes the task in direct dialogue with the computer, the results are immediately transferred to the processing unit;

“semi-automatic”, when tasks are completed in writing, and answers from special forms are entered into the computer (solutions are not checked);

“automated”, when tasks are completed in writing, solutions are checked by the teacher, and the test results are entered into the computer.

When creating tests, certain difficulties arise in terms of forming a rating scale for the correctness of task completion.

Assessment of knowledge is one of the essential indicators that determine the degree of mastery of educational material, development of thinking, and independence. Assessment should encourage the student to improve the quality of learning activities.

In existing testing systems, it is assumed that the teacher selects a certain rating scale in advance, i.e. establishes, for example, that if a subject scores from 31 to 50 points, then he receives an “excellent” rating, from 25 to 30 points - “good”, from 20 to 24 - “satisfactory”, less than 20 - “unsatisfactory”.

When writing test items, you must follow a number of rules. It is necessary to analyze the content of the tasks so that different educational topics, concepts, actions. The test should not be loaded with secondary terms and unimportant details. Test items must be formulated clearly, concisely and unambiguously so that all students understand the meaning of what is being asked of them. It is important to ensure that no test item can serve as a hint for the answer to another.

Answer options for each task should be selected in such a way that the possibility of simple guessing or discarding a obviously inappropriate answer is excluded.

It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also advisable to formulate the answers briefly and unambiguously. For example, an alternative form of answers is convenient when the student must underline one of the listed solutions “yes-no”, “true-false”.

Using tests in history and social science lessons as a means of developing students' educational and intellectual skills.

The use of CMMs (tests) can solve the problem of creating conditions:

For objective assessment students' educational achievements using an “impersonal” tool;

To develop the individual cognitive abilities of each child by limiting pressure on the individual.

It is most effective to use CMMs at stages initial check mastering the studied material and monitoring the assimilation of the studied material. They allow students to develop the ability to highlight the meaning of the material being studied, highlight what is essential in it, establish causes and consequences, general provisions and specific facts, the ability to update past experience and previously acquired knowledge, contribute to the logical comprehension of information.

Thus, CMMs can be used at various stages of a lesson in accordance with the logic of students’ knowledge acquisition.

5. Conclusion .

The process of teaching history at school consists of a number of interconnected links. The main ones are: preparing students to learn new material; learning new material; its primary consolidation and application; Homework students to further consolidate and improve the knowledge and skills acquired in the classroom; replenishment and deepening of knowledge, development of students’ skills in subsequent lessons in the process of questioning and repetition.

In order for a teacher to successfully organize the educational activities of students, he must have the following characteristics:

The ability to organize an educational subject in the form of educational tasks that carry conceptual content;

Knowledge of psychological patterns and mechanisms of constructing educational activities, development of the child’s personality;

Possession of a system of pedagogical methods that allows solving educational problems in a situation of joint collective activity.

At the same time, it should be borne in mind that the formation of historical knowledge, education and development of students occurs not only in the process of class lessons. Extracurricular sources of information also play an important role (students’ independent reading, television, cinema, the Internet, etc.), extracurricular activities, extracurricular and extracurricular work.

It is important to understand that without obtaining information about the state of knowledge of students, it is impossible to conduct the educational process. Without the systematic work of students, it is impossible to develop sustainable skills and abilities.

6. List of used literature

Vyazemsky E. E., Strelova O. Yu. Methods of teaching history at school: a practical guide for teachers. - M.: Vlados, 2001. - 240 p.

Korotkova M.V., Studenikin M.T. Methods of teaching history in diagrams, tables, descriptions: Practical. A manual for teachers. - M.: Humanit. Ed. Center "Vlados", 1999 - 174 p.

Kushchenko N.V. Travel lessons// Teaching history at school, 2003.- No. 3 - 11p.

Pedagogy: Textbook. aid for students Higher ped. Textbook establishments/V. A. Slastenin, I.F. Isaev, E. N. Shiyanov; Edited by V. A. Slastenin.- M.: Publishing center"Academy", 2002 - 184 p.

Podlasy I. P. Pedagogy. New course. At 2 hours - M.: “Vlados”, 1998, part 1. - 253 p.

Stepanishchev A.T. "Methods of teaching and learning history." M.: 2002 – 252 p.

Studenikin M. T. Methods of teaching history at school. - M., 2000. - 240 p.

Shkodkina N. N., Borisova S. A. Implementation computer technology training//Specialist, 1999.-№1.- P.25-28.

Shchapov A., Tikhomirova N., Ershikov S., Lobova T. Test control in the rating system // Higher education in Russia. No. 3, 1995. pp. 100-102.

10. Avanesov V. S."Form test tasks" A textbook for school teachers, lyceums, university and college teachers. 2nd edition, revised and expanded. M.: “Testing Center”, 2005, 156 p.

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• Introduction
• Chapter 1. Theoretical foundations of knowledge control in a history lesson
• 1.1 Objectives and content of testing students’ knowledge and skills
• 1.2 About testing students’ knowledge in history lessons
• Chapter 2. Methodology for monitoring knowledge in history lessons
• 2.1 Methodology for organizing knowledge control
• 2.2 Methodology for organizing testing in history lessons
• Conclusion
• List of used literature

Introduction

The methodology for testing students' knowledge and skills is an important part of the educational process, the correct implementation of which largely determines the success of learning. In the methodological literature, it is generally accepted that control is the so-called “feedback” between teacher and student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following purposes of testing students’ knowledge and skills are distinguished:

- diagnosing and correcting students’ knowledge and skills;

-taking into account the effectiveness of a separate stage of the learning process;

- determination of the final learning outcomes at different levels.

Taking a careful look at the goals stated above for testing students’ knowledge and skills, you can see that these are the teacher’s goals when conducting control activities. However, the main character in the process of teaching any subject is the student, the learning process itself is the acquisition of knowledge and skills by students, therefore, everything that happens in the lessons, including control activities, must correspond to the goals of the student himself and must be personally important for him. Control should be perceived by students not as something needed only by the teacher, but as a stage at which the student can orient himself about the knowledge he has and make sure that his knowledge and skills meet the requirements. Therefore, to the teacher’s goals we must add the student’s goal: to make sure that the acquired knowledge and skills meet the requirements. This control goal, it seems to us, is the main one.

The effectiveness of testing students' knowledge and skills largely depends on the teacher's ability to properly organize a lesson and wisely choose one or another form of conducting a test lesson.

Testing students' knowledge and skills is an important element of the learning process, and it is natural that its various aspects attract the constant attention of specialists and school teachers. We were interested in the topic of change and the possibility of introducing new forms of testing students' knowledge and skills in the learning process, as well as the questions: what criteria do teachers use when planning control stages? What knowledge should be based on in order to create and conduct effective monitoring of students’ knowledge and skills?

Non-traditional forms of conducting lessons make it possible not only to raise students’ interest in the subject being studied, but also to develop their creative independence, teach them how to work with various sources of knowledge, and also carry out timely and comprehensive monitoring of the students’ acquired knowledge and skills.

Such forms of conducting classes “remove” the traditional nature of the lesson and enliven ideas. However, it should be noted that too often resorting to such forms of organizing the educational process is inappropriate, since the non-traditional can quickly become traditional, which will ultimately lead to a decline in students’ interest in the subject.

Developing, educating and controlling potential test lessons can be characterized by defining the following learning objectives:

developing students' interest and respect for the subject being studied

fostering a culture of communication and the need for the practical use of knowledge and skills in various fields of activity;

development of speech, intellectual and cognitive abilities, development value orientations, feelings and emotions of the student

improving the quality of monitoring students' knowledge and skills.

In the recent past, the presence of clear program guidelines, stable textbooks and teaching aids, and additional literature for a history teacher has been the most important indicator of the effectiveness and reliability of work school teacher. A certain ideologically polished basis of knowledge in all courses of national and world history was matched by a clear methodological superstructure in the form of recommendations, instructions, developments, right down to how best to structure and conduct a lesson on a particular topic.

Modern changes in the state of methods of teaching history are, of course, generated by a revision of the content liberal arts education in general and freeing him from existing stereotypes in understanding the most important historical events and processes. Since the second half of the 80s. The history teacher daily discovered and is discovering new aspects of the diversity of the past for himself and his students. He had long ago had the opportunity to talk in class not only about classes and class struggle, social antagonisms and victorious liberation from external enemies, but also about the cultural and living conditions of people, their interests, worldview, ethics of communication and traditions of society. In history lessons today you can hear about geopolitics and sociomentality, about concerns and aspirations, about morals and entertainment, about incentives for behavior and moral choice. Skins historical figures, so beyond the control of their own assessments of teachers and students in former times, have been so subjected to the close attention of historians that the teacher himself sometimes does not know which point of view he professes when characterizing this or that character.

The new requirements imposed today on secondary schools, which are defined in the Address of the President of the Russian Federation V.V. Putin to the Federal Assembly (2006), the Concept of modernization of Russian education for the period until 2010 and other documents, focus it, first of all, on the formation of a competitive personality who freely adapts to rapidly changing socio-economic, political, living conditions.

Changing the educational paradigm in Russia is coming against the background of modernization of Russian education. The main objective of these measures is aimed at ensuring the modern quality of educational content (Concept for the modernization of Russian education for the period until 2010).

The quality of education is a resource for transformation in the country; The main component is people who have received in the process of education a certain set of socially in demand knowledge, abilities, skills, and experience. The priority of attention to the dependence of the resource of social transformations on the quality of education is due to a complex of problems existing in education. One of these problems is the quality of education.

The problem of quality of education is relevant at all times. In this final qualifying work, monographic and educational literature was used, in particular, the works of Potashnik M.M., Studenikin M.T., Stepanishchev A.T., Podlasy I.P. and other authors. Teachers touched on this problem and critically assessed the quality of domestic education. So, for example, E. A. Yamburg writes about the need to immediately change the content school education in the part that concerns its value foundations. E. A. Yamburg quite rightly recognizes as quality education only that which teaches (teachers and students) methodology, formulation, approach and solution, ways to find answers to various questions. The essence of E. A. Yamburg’s position is that in order to change the life of our society for the better, it is necessary to raise a completely different generation of people on the basis of education, which forms not so much a “culture of usefulness” (skills, knowledge, skills), but rather a culture of reviving dignity and honor and people's enthusiasm.

The purpose of learning is not only to accumulate a sum of knowledge, skills and abilities. But also the preparation of the schoolchild as a subject of his own educational activities. The tasks in education remain unchanged for many decades: it is still the same upbringing and personal development, the main means of solving which continues to be cognitive activity. These problems are usually solved in class and outside of class time.

Today, schools should form people with a new type of thinking, proactive, creative personalities, competent. Consequently, changes are necessary, including in the methods of school historical education.

Relevance The problem of knowledge control in history lessons is associated with the recent achievement of certain successes in the implementation of the practical role of teaching social studies at school, due to which the scope of testing has expanded, its potential for a positive influence on the educational and pedagogical process has increased, and conditions have arisen for the rationalization of control itself as an integral part this process.

Purpose work is to study methods for monitoring students' knowledge and skills in history lessons.

To achieve this goal, it is necessary to solve a number of tasks:

Consider the essence of testing learning outcomes, its main functions;

Study the types, forms and techniques of testing knowledge and skills;

Analyze testing methodology in history lessons.

The object of our research is the educational process in History.

The subject of our research was the problems of using the most effective methods control in the process of teaching history.

While working on the topic, we used following methods research: method of studying scientific literature, conversations, practical testing of theoretical material, viewing and analysis of periodicals.

The practical significance of our work lies in the fact that it will help students in studying this issue, drawing on the material we used. In addition, the work may be useful to practicing teachers, as it contains specific material on the use of games and supporting notes in history lessons.

Research hypothesis. History tests are a model of the learning process, reflecting the modern paradigm of historical education (formation of historical thinking, historical consciousness, historical memory, student-centered education, activity approach) with its inherent didactic means.

result knowledge testing history

Chapter 1. Theoretical foundations of knowledge control in a history lesson

1.1 Objectives and content of testing students’ knowledge and skills

Testing and recording students' knowledge is one of the most complex issues in history teaching methods and has been repeatedly considered in the methodological literature. The works of Soviet methodologists and the advanced experience of practical teachers have convincingly shown the variety of functions of knowledge testing.

Diagnostics of student performance are methods and techniques for objectively identifying students’ knowledge based on certain criteria and actions.

The problem of assessing knowledge appeared simultaneously with its study. However, the system for assessing student work did not arise immediately and went through a rather thorny path before it became the one we have today.

Diagnosis of knowledge as a problem is the most important in the intra-school and university educational process for two reasons:

- firstly, in the conditions of democratization and reform of education, grades have depreciated in some places and have literally become very expensive;

- secondly, the objective complexity of assessing students within the strictly five-point system is approaching a crisis point.

Diagnostics of students’ cognitive activity includes five functions and three types:

- the verification function solves the problem of identifying the knowledge that students acquire during training;

- orienting function;

- the educational function ensures the establishment of an attitude towards history that influences the formation of his views and beliefs.

- the methodological function ensures the formation of skills and abilities to correctly and objectively organize control over the process of mastering historical knowledge by students;

- the corrective function allows the teacher to make appropriate amendments to the content and methodology of students’ cognitive activity and their own efforts to manage it.

Current control carried out daily and in all types of classes.

Intermediate control carried out over a certain academic period of time.

Final control is carried out at the end of studying a history course in order to determine how complete and deep the knowledge acquired by students is, whether it corresponds to their beliefs, and how realistic they are in using historical experience in everyday life.

The teacher must always be fair in assigning a grade and be convinced that the knowledge demonstrated by the student corresponds to this grade. But this alone is not enough. The student, no less than the teacher, must be convinced of the objectivity of the assessment given to him. If students who received unsatisfactory grades openly declare, including to the teacher, that their knowledge was not assessed fairly, then the teacher was not convincing in his control communication with them.

This type of lessons is (mainly) of a test nature.

An oral survey can be devoted to either the entire lesson or part of it. The main goal is to identify the presence, understanding and stability of knowledge on the current topic or several topics being studied.

When conducting a survey, it is necessary to observe certain organizational and methodological aspects that are mandatory in all classes.

1. During the interview, textbooks must be closed on the desk.

2. The teacher poses a question for a detailed answer to the whole class, thus mobilizing the knowledge and activity of everyone.

3. It is permissible to interrupt a student only in cases of extreme necessity: deviations from the topic, from the essence of the question posed (return to the topic!), overloads the answer with secondary details, does not highlight the main thing (help by asking auxiliary questions).

During the survey, the formation and further development of students’ skills and abilities is carried out: the ability to tell and plan their story, conduct a story based on the content of the picture or accompany it by showing it on a map, analyze facts and draw conclusions and generalizations, compare and contrast.

Among schoolchildren there are also those who can quickly present the material almost “word for word” from the textbook. The teacher will definitely ask them an additional question to test their understanding of what has been stated.

Having analyzed the student’s answer, the teacher will ask him about previously covered material. This is necessary not only to check the strength of assimilation and to consolidate the studied topic, but also for a deeper perception of a new one. By organizing repetition during the current survey throughout the school year, the teacher has every opportunity to offer students questions from the past that are related either to the survey material or to the topic of the current lesson.

It is advisable to pose questions from previously covered material in connection with the presentation of new material. This work comes close to what is called combining learning new things with checking homework, with checking previously learned material.

Testing is carried out in all classes. Differentiation of tests is made depending on the purpose of testing, concentration of training and students' proficiency in this type of study.

A lot of tests are published. The study of published historical tests revealed a number of substantive and structural shortcomings in them:

1. Most tests are imperfect in that they only lead students to demonstrate “dry knowledge”, but not explain facts, events, actions and deeds of an individual, etc.

2. There is a high probability that a student will receive a random excellent grade, since the choice of the correct answer is not wide - from 3-4 options.

3. The already narrow five-point grading scale is reduced to two points: the student receives either excellent or unsatisfactory for the answer to each question.

4. Testing is intended to check the implementation of only one function of study, and even then not completely - educational. Tests do not resolve the issue of identifying the implementation of a methodological function (the ability to speak, prove, defend), a practical function (the study of historical experience in modern conditions), not to mention the educational function.

5. In traditional testing, the “crammers” most often win. Next to them are the lazy, but with well-developed intuition. Logical students, for whom the basis of learning history is not the question of “how much, where and when,” but “why so much, why there, why then,” often find themselves at a disadvantage. It turns out that those who are diligent in cramming and those with intuition hold the upper hand over the extraordinary and capable.

Testing is effective if it is based on 3 factors:

- duration (academic quarter, academic year, all years of studying the history course);

- frequency (at each lesson, for the study of each topic, each section, etc.);

- complexity (tests require comprehensive knowledge: theoretical, fact-event, chronological, synchronic).

E.E.'s approach Vyazemsky and O.Yu. Strelovoy proposes to use the test when practicing all components of educational historical material with the aim of: .

1. identifying chronological knowledge

2. identifying cartographic knowledge and skills

3. identifying knowledge of main and non-main historical facts

4. identification of theoretical historical knowledge.

V.P. Bespalko, having classified educational activities into 5 levels (understanding, recognition, reproduction, application, creativity), accordingly offers tests with questions of 5 levels of complexity.

In schools with a humanitarian bias, tests may be more complex in structure and content (let us carefully call them second-generation tests). The main goal, along with the traditional one, when using this type of test is: firstly, to identify the in-depth understanding of the test questions by the test takers; secondly, in identifying knowledge about the most important historical events, outstanding personalities, etc. in a generalized logical form.

This type of test will raise students’ cognitive activity to a higher level, and the process of working with tests will be more interesting and meaningful.

The development and use of tests must be differentiated.

The test is written. When allocating time for a test, the volume of questions submitted to it, the goals of the work and the methods of its implementation are taken into account.

Questioning using cards is a unique form of “silent” knowledge reporting.

Lessons from interrogation. Although the sound is favorable to the ear, such lessons are very difficult to organize and conduct.

Quiz. This term means “games of answering questions (oral or written) from different fields of knowledge.” (Russian language dictionary.)

Tests and exams. Credits are applied only to those students who have high current academic performance: they receive them automatically.

The variety of types, forms and types of lessons contributes, firstly, to the development of students’ interest in history, and secondly, to more effective and high-quality classes, which leads to a deeper study of domestic and foreign history to the level of its conscious perception.

A combination of oral and written knowledge testing in separate lessons: detailed or short oral answers from students with the simultaneous drawing up of a plan, a thematic or chronological table, a schematic drawing, a drawing, a map, etc. on the blackboard by other students.

1.2 About testing students’ knowledge in history lessons

The main type of testing students' knowledge, both in all subjects and in history lessons, is a student survey, mainly oral, but also written. The survey is closely connected with all elements of the teacher’s work in the classroom - with repetition, with taking into account, with the teacher’s story. .

Questioning students is primarily a specific part of the lesson. This does not mean that in high school there cannot be a lesson without this element; sometimes there may be cases when the entire lesson (even if it is not a special repetition lesson) can be devoted to a survey on some difficult, just studied sections of a particular topic; similarly, in high school, sometimes the entire lesson can be used for the teacher's story. But still, a rare lesson goes by without the teacher, before presenting new material, turning to the class and asking one or two students questions from previously studied material.

The fairly common idea that questioning students is the easy part of the lesson is completely wrong and harmful; You can sometimes still hear this kind of remarks in the teacher’s room: “Today is an easy day for me - I’m asking.” This is a harmful and dangerous misconception.

You need to seriously prepare for conducting a survey in class, because formulating questions in history lessons is a very responsible matter, any vagueness and vagueness of the wording can disorient students and give them bad example. If the teacher does not prepare for the survey, then, even if he has sufficient qualifications, his questions may be random in nature; He also risks the possibility that his students will lead him along, especially if the answers are not successful. In the practice of one school, there was such a case in a history lesson in the 8th grade. At the beginning of the lesson, the teacher, having warned that today he would talk about the June days of 1848 in Paris, first began asking about previously covered material. One of the students was called. He was asked the question: “Tell me about the Lyon uprisings.” The question is legitimate, although not related to the material we have just covered about the February Revolution of 1848; it was thought that the teacher would continue the questions chronologically, ask about the events associated with the February revolution up to the June days and naturally move on to a story on the topic he had announced at the beginning of the lesson. But something else happened: the first student, who answered the question about the Lyon uprisings, did not speak very clearly, for some reason he talked a lot about the petty bourgeoisie. Then the teacher called another student and asked him the following question: “How did Marx feel about the petty bourgeoisie?” The student had difficulty understanding this difficult issue and for some reason began talking about Lovett along the way. Then the teacher asked what trends in Chartism were known to the student. After the answer, looking at his watch, the teacher said that he was little satisfied with the answers, offered to repeat the material again and moved on to his story about the June events of 1848 in France.

How to evaluate such a survey? It is clear that the teacher failed to repeat with the students the material of the previous one or two lessons and thus organically move on to the topic of his story; he followed the students along the path of their answers, and did not lead them to their intended topic: the student started talking about the petty bourgeoisie, and the teacher continued this random topic; For some reason, another started talking about Lovett, and the teacher jumped to a question related to the history of Chartism. And all this happened because the teacher did not prepare for this part of the lesson - the survey - and did not think about it. It worked out to a large extent Lost time. This is what happens in cases where such an important part of the lesson as a survey that monitors students and consolidates their knowledge is not prepared by the teacher.

In order to appreciate the importance of a survey, one must keep in mind that the functions of a survey are very diverse. We must, apparently, abandon the idea that a survey can only serve control purposes. This is one of the most important functions, of course, but far from the only one.

Organization of the survey. Since each individual lesson represents something integral, it must be considered absolutely indisputable that at the beginning of the lesson the students must be explained the purpose of the lesson and the order of their work.

The second point regarding the organization of the survey is the provision that the teacher, as a rule, should not interrupt the student during his story.

There are often cases when high school students who are not accustomed to analytical thinking, avoid in their story analysis and analysis of the factual material presented by them; in these cases, the teacher’s remark “Why?” is useful, as it provides an incentive to deepen the answer.

At the end of the survey, before moving on to the presentation of new material, it is very useful for the teacher to analyze and evaluate the answers, emphasizing the positive aspects and noting the shortcomings.

Components of a survey. As a rule, each student who answers is asked not one question, but several. After all, the survey is a student’s report on his work. Usually, as the first question, the student is given a topic to talk about, mainly from the previous lesson or from the one being studied in the lesson. this segment topic time; This is necessary to consolidate the material just learned.

After this, the student is asked two or three questions from the material of the section being studied or even from a number of previously studied topics. This ensures constant repetition of all course material. It should be noted that this circumstance in no way excludes special repetition lessons, for which special hours are allocated in the programs of the Ministry of Education. Of course, these revision lessons also use specific forms of questioning.

In connection with the posing of additional questions (in addition to the topic for the story), the question arises: should the teacher give the student questions directly related to the latter’s story or not?

It seems that this issue should be resolved in the following direction. As a rule, it is almost always possible to pose additional questions for testing that are organically related to the topic of the student’s main story. And if this is possible, then this should be done. This is very important for the skills of linking historical events and often for a more complete coverage of the issues being studied. In fact, if a 9th grade student talked about the conditions of the Peace of Tilsit and talked about the formation of the Duchy of Warsaw, then isn’t it natural to offer a question about the history of the partition of Poland as an additional question? Or if in the 8th grade a student talked about the development of capitalism in Prussian agriculture in the period before the revolution of 1848, then it is natural to additionally suggest talking about bourgeois reforms in Prussia in early XIX V. There are many similar examples that can be given.

There is no doubt that this moment of connection between issues - basic and additional - should not be of a formal nature, or deliberately inventing this connection.

Anyway, one of the requirements of the survey is to always ask about the material covered; The rule in history lessons should be that there is no “old”. In general terms - without minutiae and details - students should have a good understanding of the course material.

The second type of questions, which can also be given in the form of a topic for a more or less lengthy presentation, are questions covering a particular phenomenon in its development. For example: “The main moments of the enslavement of peasants in the Moscow state”, “Territorial growth of the Moscow state”, “The history of the Slogan “All power to the Soviets!”, etc.

Comparison and comparison questions should be considered a very important, interesting and, in some cases, necessary type of questions. These kinds of questions are especially necessary, for example, when studying a history course.

The next type of questions should be considered questions designed to independent decision students of any task. The teacher may not give an exhaustive answer to all the questions on the topic in his story. If the class has sufficient knowledge of the factual material, the teacher can raise this or that question for the class to resolve.

Chapter 2. Methodology for monitoring knowledge in history lessons

2.1 Methodology for organizing knowledge control

Each teacher in the process of his pedagogical activity meets many students who experience difficulties in mastering educational material. Without identifying the causes of these difficulties, effective work to overcome them and, ultimately, improve school performance is impossible.

The functions of control are closely related to the function of pedagogical analysis, since the subject of pedagogical analysis is the information obtained during control. Control provides large, systematic information about the discrepancies between the goal and the result obtained, and pedagogical analysis is aimed at identifying the causes and conditions for the occurrence of these differences and deviations. Thus, the content of control and pedagogical analysis reflect the same areas of teacher activity.

The peculiarity of control is its influence on the personality of the teacher. If this is a young teacher, then control affects him professional development, if experienced, control strengthens his professionalism and authority.

Most often, the existing practice of knowledge control has the following disadvantages: Chernova M. N. Teaching history at school // Active absorption material: school theater and excursions, 1994.- No. 7. - P.19

· Lack of control system

· Formalism in the organization of control, lack of a clear goal, absence or non-use of objective control criteria, organization of control for the administration, for reporting and collecting the number of assessments

· One-sided control, control of any one topic, one educational skill of students.

· Lack of work to develop students’ self-control of knowledge.

To avoid these shortcomings, it is important to comply with the general requirements for organizing control: consistency, objectivity, effectiveness of control.

Separately, it is worth paying attention to the psychological reasons that cause a lag in learning. For example, student inattention, which parents and teachers often complain about. It may be a consequence various reasons- lack of formation of the actual processes of voluntary attention, the result underdevelopment mental activity, lack of interest in learning, the presence of any personal problems.

The development of various methods for identifying the psychological causes of difficulties in learning should contribute to a fundamental change in the content of additional teacher work with students who are lagging behind in their learning. To carry out such psychodiagnostic activities, the teacher needs to have a fairly detailed, systematic description of the difficulties that students encounter during the learning process.

The task is to reveal, using specific examples from practice, the role and significance of monitoring knowledge in history for the formation of general educational skills and development of students’ cognitive abilities.

Monitoring the productivity of a teacher’s professional and pedagogical activities, carried out during teacher certification, is also of no small importance. System for accumulating data on students’ level of learning, knowledge cross-section results, individual achievements students - all this becomes the teacher’s “piggy bank” for successfully passing the certification.

We can say that each teacher monitors the educational achievements of students and reflects their results in the form of current and final marks in the journal. Each lesson should be preceded by an analysis of the results of the previous lesson. Each knowledge control should begin with an analysis and end with an analysis of the results obtained. The main task of the teacher is the need to develop a control system that will work most productively in the conditions of a particular school and will be most acceptable to the teacher himself. .

The work based on lectures and books by N.K. Vinokurova, candidate of pedagogical sciences, associate professor of the Department of Education and Science at Moscow State Pedagogical University, on the development of students’ cognitive abilities turned out to be very interesting. In his work N.K. Vinokurova states “Purposeful, intensive development is becoming one of the central tasks of training, its most important theory and practice. Developmental learning has come to be understood as such learning, in which students not only memorize facts, learn rules and definitions, but also learn rational methods applying knowledge in practice, transferring one’s knowledge and skills to both similar and changed conditions” Vinokurova N.K.. We develop the cognitive abilities of students. Central Publishing House. - M., 2005 - P.17.

Of the proposed stages for the development of students’ creative abilities in history lessons, I would like to focus on “Warm-up”.

At this stage of the lesson, the purpose of which is to test knowledge, reproductive tasks predominate, although reproduction can be reduced by limiting the time for answering, using “cheating” tasks, and alternating questions from different areas of knowledge. This gives a spirit of competition, which is very important in a secondary school, which is part of the Sambo-70 Education Center, where boy athletes are trained. “Warm-up” allows you to control attention and develop the ability to quickly switch from one type of activity to another. The whole class takes part in active frontal work.

Before starting the warm-up, the teacher can explain that this work must be done at a high pace. The student’s task is to listen carefully to the question and give a clear answer to it as quickly as possible.

After this, the work moves into the form of an oral educational dialogue.

· What was the name of Peter the Great's father?

· Who was born earlier - Peter or Sophia?

· What happened first - the Streltsy revolt or the Northern War?

· What happened first - the Battle of Lesnaya or the Battle of Poltava?

What were the names of Peter's sons?

What is the sum of the digits of the beginning year? Northern War?

· How many years after the start of the Northern War was the Battle of Poltava?

· What is the sum of the digits of the year of the beginning of the new chronology?

· How many years earlier was the great embassy than the year of your birth?

· How many years after Peter’s death were you born?

· I affirm that...

· The capital of the Russian Empire is Moscow.

· Peter created the Orders.

· Serfdom was abolished under Peter

· Peter introduced a new chronology

· Petersburg was built on the Neva

For 5th grade students

Block 1.

· What is the sum of the numbers at the beginning of the Trojan War?

· In what year did the war end if it lasted 10 years?

· In what year did Odysseus return to his homeland?

· How many years later did Solon's reforms take place?

How many vowels are in the word that defines the name? common people Greece?

· What are the first and last letters of the name of slaves in ancient Sparta?

· How many consonants are there in the name of the region of Greece in which Sparta was located?

· Name the last letter of the word translated into Russian as “power of the people”

Block 4. Digital dictation. This technique is borrowed from programming. The student is required not to formulate an answer to this or that question, but to be able to correctly respond to the teacher’s statement. If the student considers the teacher’s statement to be correct, he must silently write “1” in the notebook, and if not, “0”. The answer is grouped into a number that can be quickly checked.

Psychologists advise, where possible, use the so-called principle of “variation of non-essential features of educational material.” Bondarenko S.M. Why is it difficult for children to study? - M., 1976. - P.122 This means that it is better to ask the question: “What is the sum of the last two digits of the year of foundation of Moscow” than: “When was Moscow founded?” Or: “How many letters are in the word that defines the work of peasants for the feudal lord” than “what is corvée?”

There is a direct connection between the level of development of students’ creative abilities and the level of development of memory and attention. By including special tasks in the warm-up that form rational memorization techniques, train attention, especially voluntary attention, we teach children to always be collected, ready at any moment to unexpected turn events, which leads to increased learning efficiency in general.

Interesting work that trains logical thinking.

Students are asked to explain based on which feature the following words can be combined into one group.

1. RYURIK, OLEG, IGOR, OLGA

2. ABBOT, MONK, PRIEST.

3. DREVLYANE, IGOR, OLGA

4. POLYUDYE, OLGA, LESSON, CENTER

Questions of an entertaining history allow you to make interdisciplinary connections, replenish lexicon students, to activate previously acquired knowledge.

Which animals “made it into history?”

· Capitoline wolf

· Eagle of Zeus

· Hannibal's Elephants

Speech development

Hand - palm

Confusion - defeat

· Arab - Negro

· Belly is life

· Nature - nature

· Ostrog - prison

· Snitch - complaint

In connection with the transition to a unified state exam, the problems of developing reaction speed, memory capacity, and concentration are of great importance. The proposed methods help solve these problems.

2.2 Methodology for organizing testing in history lessons

To diagnose the success of teaching, special methods are being developed, which different authors call educational achievement tests, success tests, didactic tests, and even teacher tests (the latter can also mean tests designed to diagnose the professional qualities of teachers). According to A. Anastasi, this type of tests ranks first in terms of number.

Tests are fairly short, standardized or non-standardized tests, tests that allow teachers and students to evaluate the effectiveness of students’ cognitive activity in relatively short periods of time, i.e. assess the extent and quality of each student’s achievement of learning objectives (learning goals).

The main disadvantage of group tests is the reduced ability of the experimenter to achieve mutual understanding with the subjects and to interest them. In addition, during group testing, it is difficult to monitor the functional state of the test subjects, such as anxiety, fatigue, etc. Sometimes, in order to understand the reasons for the low test results of a student, an additional individual interview should be conducted. Individual tests do not have these disadvantages.

Testing is widely used in educational institutions for training, intermediate and final control of knowledge, as well as for training and self-training of students.

Test results can act as an assessment of the quality of teaching, as well as an assessment of the test materials themselves.

Of no less interest is the study of test results to determine the quality of a lecture or seminar. For example, let the lecturer have several groups, and all of them were tested on a given section of the course. The test contains a certain number of theoretical questions and practical problems. Each question corresponds to a topic. The test includes a practice problem on the same topic. If students in all groups performed poorly on any theoretical task and practical task Therefore, in lectures and seminars, not enough attention is paid to this issue (although it must be taken into account that the groups are uneven in size).

Currently, the following test control options are most often used:

“automatic”, when the student completes the task in direct dialogue with the computer, the results are immediately transferred to the processing unit;

“semi-automatic”, when tasks are completed in writing, and answers from special forms are entered into a computer (solutions are not checked);

“automated”, when tasks are completed in writing, solutions are checked by the teacher, and the test results are entered into the computer.

When creating tests, certain difficulties arise in terms of forming a scale for assessing the correctness of students' completion of tasks.

Assessment of knowledge is one of the essential indicators that determine the degree to which students have mastered educational material, developed thinking, and become independent. In addition, the assessment serves as one of the grounds for deciding on the award of a scholarship and its amount (increase for high academic achievements), transfer from course to course, and issuance of a diploma. The assessment should encourage the student to improve the quality of learning activities.

In existing testing systems, it is assumed that the teacher-examiner selects a certain rating scale in advance, i.e. establishes, for example, that if a subject scores from 31 to 50 points, then he receives an “excellent” rating, from 25 to 30 points - “good”, from 20 to 24 - “satisfactory”, less than 20 - “unsatisfactory”.

Obviously, when forming such a rating scale, there is a high degree of subjectivity, since much here will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements that different teachers place on the level of knowledge of students fluctuate within very wide limits.

Today, the “trial and error” method is still often used when forming a rating scale. Therefore, the student’s real knowledge does not receive an objective reflection - as negative consequences - the stimulating effect of the examination assessment on the student’s cognitive activity and on the quality of the educational process as a whole is reduced.

In some test systems, results are assessed only based on the correctness of the answer, i.e. the progress of solving problems is not checked or evaluated. These are, for example, closed tasks with a single-digit numerical answer or binary tests. For such tasks, the answer is entered into the machine, which is compared with the standard. In this case, as research has shown, the most convenient is a ten-point scale. Its advantages are that it is more “detailed” than the five-point one and is also easy to implement psychological adaptation, since in practice many teachers informally expand five-point scale up to ten points, using fractional scores (with minus and plus).

When compiling test items, you should follow a number of rules necessary to create a reliable, balanced tool for assessing the success of mastering certain academic disciplines or their sections. Thus, it is necessary to analyze the content of the tasks from the perspective of equal representation of different educational topics, concepts, actions, etc. in the test. The test should not be loaded with secondary terms, unimportant details with an emphasis on rote memory, which can be involved if the test includes exact wording from the textbook or fragments from it. Test items must be formulated clearly, concisely and unambiguously so that all students understand the meaning of what is being asked of them. It is important to ensure that no test item can serve as a hint for the answer to another.

Answer options for each task should be selected in such a way that the possibility of simple guessing or discarding a obviously inappropriate answer is excluded.

It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also advisable to formulate the answers briefly and unambiguously. For example, an alternative form of answers is convenient when the student must underline one of the listed solutions “yes-no”, “true-false”.

Tasks for tests should be informative, work out one or more concepts of a formula, definition, etc. At the same time, test tasks cannot be too cumbersome or too simple. These are not tasks for oral counting. If possible, there should be at least five possible answers to the problem. It is advisable to use the most common errors as incorrect answers.

Rethinking the historical past, both distant and what happened during the lives of living generations, has generated a lot of new things not only in terms of expanding our knowledge, assessments of various events and facts, but also brought to life new forms and methods of teaching. One of important ideas modern approach to organizing the education system, both general and professional, is to create standards that are close and compatible with educational standards industrial development countries of the world.

Thus, a certain amount of experience has already been accumulated, which needs to be comprehended, systematized and generalized.

Thus, for now we can only talk about the existence of some fragments of the methodology for using tests in both school and university history courses. However, the development process effective techniques is coming and they will obviously appear soon.

Most Russian teachers who use tests in the educational process reduce testing in teaching to monitoring knowledge, which in itself is very important, but obviously not enough. The main purpose of using tests in the educational process, in our opinion, is to activate and develop the cognitive activity of students. With the systematic use of tests in the educational process, students master such methods of cognition as comparative historical, cause and effect, and the method of analogy; they develop logical thinking and an independent view of historical events.

Types of tests in teaching history

Type of test		Results of general history education that the test is aimed at
1. Multiple Choice Test	Rome was founded: a) in 390 BC b) in 509 BC c) in 753 BC	- knowledge of concepts, their generic and specific characteristics - knowledge of the essential features of historical facts, their causes and consequences - knowledge of versions, interpretations, assessments of historical facts established in science Elementary subject skills related to chronology, cartography, analysis of historical sources
2.Alternative tasks	Agree or disagree: In the 19th century Italy turned out to be a practically independent country, but not united, but divided into many states.	The degree of assimilation / understanding of the main and secondary educational material, both factual and theoretical in nature
3. Compliance test		- facts and theoretical positions - ability to compare homogeneous information The ability to reconstruct historical facts based on given characteristics
4. Task with answer restrictions	Insert missing words, dates, concepts, etc. in the text. At the turn of the 60s - 70s. HUP c. The largest Cossack uprising broke out, led by the chieftain... In May..., having gathered a detachment of a thousand Cossacks, he set out on a campaign for the “zipuns”, that is, for....	Ability to contextually analyze presented information
5. Information grouping test	Determine which of the following characterized the worldview of the people of the Middle Ages, and which of the early modern times: .....	- knowledge of facts and theoretical principles - ability to analyze presented information from a given angle of view Ability to independently determine criteria for systematizing historical information
6. Sequencing tests	Place the following events in chronological order. . . . . Restore the cause-and-effect relationships of the following phenomena. . . . . What do you think were the most important values ​​for medieval people? Number them in descending order. . . . .	- knowledge of facts and theoretical principles - ability to determine the chronological sequence of events, phenomena and processes - ability to identify cause-and-effect relationships between historical facts - the ability to rank the presented information in a given aspect; formulate your own view on the events of the past, argue your point of view Empathic abilities
7. Test for eliminating the superfluous \ continuation of the series in a given sequence	Who is the odd one out in this row? Boris Godunov, False Dmitry 1, Vasily Shuisky, Mikhail RomAnew Continue the row in the given sequence: Rurikovich: Vasily 1, VASily P, Ivan Sh, . . .	- knowledge of facts and theoretical principles - ability to analyze information from a given angle or according to independently found criteria The ability to formulate one’s own view of past events and argue one’s point of view
8. Free-answer tests	Why into the orbit of the crisis of the 1930s? countries of Asia, Africa, Latin America? Check the most significant reason below or express your own opinion: a) these states stopped receiving loans from industrialized countries; b) due to the one-sided development of the economy, these countries were suppliers of food and raw materials, prices for which fell sharply; c) in these countries the infrastructure was not sufficiently developed; G) …	- knowledge of facts and theoretical principles - ability to analyze information from a given angle - the ability to formulate and argue one’s own point of view on a controversial issue Tolerant attitude towards the diversity of points of view regarding controversial events of the past and present

Using tests in history and social science lessons as a means of developing students' educational and intellectual skills.

Formation is underway in Russia new system education focused on entering the global educational space. The strategy for modernizing the content of general education assumes that the updated content should be based on key competencies, which presuppose a person’s possession of a body of knowledge, skills, methods of activity, experience of creative activity, experience personal self-development, including his personal attitude to the subject of activity.

The use of CMMs (tests) can solve the problem of creating conditions:

- for an objective assessment of students’ educational achievements using an “impersonal” tool;

- to develop the individual cognitive abilities of each child by limiting pressure on the individual.

Intelligence (from the Latin “understanding”, “cognition”) - in a broad sense - the mental abilities of a person, the totality of all cognitive processes; in a narrower sense - mind, thinking. In the structure of human intelligence, the leading components are thinking, memory and the ability to behave rationally in problem situations. Recently, the role of an individual’s intellectual characteristics in the overall success of activities has been actively emphasized.

Skills. Didactics and methodologists have different points view of students' skills and abilities. One point of view (E.N. Kabanova-Meller) defines skill as possession of knowledge about a method of activity, as the initial stage of skill formation. Another point of view (Yu.K. Babansky, I.Ya. Lerner, N.A. Loshkareva) defines skills as conscious mastery of any method of activity.

Thus, all points of view on the issue of the essence of skills can be reduced to the following:

- skills are automated actions that play an auxiliary role and are part of a skill;

- skills - possession of knowledge about the method of activity, the initial stage of skill formation;

- skills - the ability to achieve the goals of an activity based on knowledge and acquired skills;

- skills - conscious mastery of the method of activity;

...

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The objects of testing the educational achievements of schoolchildren in history are:

Knowledge of historical facts, events, dates, names, terms;

Mastering general historical concepts, concepts, ideas;

Mastery of elements of historical analysis and explanation (disclosure of cause-and-effect relationships between historical phenomena, comparison, determination of the essence of events, etc.);

The ability to operate with historical knowledge, extract it from historical sources, and apply it in a new situation;

Ability to evaluate historical phenomena, actions of people in history;

The validity of a personal attitude towards historical events, their participants, cultural creations, etc.

The specifics of testing knowledge in history are determined by the characteristics of history as a field of knowledge. It contains objective information about specific completed, irreversible events and their participants and, at the same time, subjective perception and interpretation of these events associated with a system of individual and social values. Based on this, the components of historical training of schoolchildren can be conditionally divided into “objectified” (formalized) and “subjective”.

The first include:

Exact indication historical dates, facts, names, etc.;

Correlating an event with a decade, century, era;

Consideration of events taking into account their chronological precedence and sequence;

Identification of the place of a local event in a series of events of the same type horizontally and vertically;

Comparing events according to given parameters, identifying what is common and special in them, etc.

These components of knowledge are manifested in certain (unambiguous) answers and actions of schoolchildren (“The Battle of Kulikovo took place in 1380”). They can be tested using specific measures containing the correct answer (or its elements). In this case, verification using a computer is possible.

On the other hand, students' knowledge reflects the inherent ambiguity in the explanation of events in history. First of all we're talking about O different versions, interpretations of the same plots that schoolchildren can encounter in different textbooks. Subjective elements are introduced into students’ knowledge and, as a result of their personal perception stories. Subjective, variable properties of schoolchildren’s historical knowledge are manifested:

In the selection of factual material to characterize events and processes;

Grounds for classifying and assessing the significance of events and people’s actions (evaluation criteria);

The nature of generalizations, conclusions, etc.

Because of this, when checking historical training For a student, his presentation of the material remains largely “open” and does not imply a single possible formulation. In this case, verification is carried out using “framework” parameters (within the limits of the textbooks used). The answers evaluate the accuracy of the reported facts, the completeness and logic of presentation, the use of the material within the textbook or beyond, etc. Verification and evaluation are carried out by an expert (expert group, commission).

All types of knowledge testing in history - current, stage-thematic, final - should be focused on both their “objectified” (formalized) and “subjective” components. This condition also applies to history tests (currently existing test options, unfortunately, are most often limited to identifying formalized knowledge, which cannot be considered sufficient).

Unlike other academic disciplines, history does not deal with existing this moment object, but with its reconstruction. Hence the specificity of its requirements for thinking skills, which must combine critical perception and synthesis of information from sources, imagination, reproduction and modeling of the course of events, personal empathy (“getting used to” the situation) and comprehension of phenomena, definition, justification of one’s position.

The classification takes into account both the content of knowledge and the nature of students’ activities. The supporting content categories are historical time, space, and movement. For each of these categories, the knowledge and mental actions of schoolchildren are indicated, which can be the subject of testing.

Historical time:

Knowledge of dates, chronology of events;

Correlation of date (single event) and phenomenon, process;

Periodization of events and processes.

Historical space:

Knowledge of historical topography;

Picture of geopolitical situation civilizations, states;

Knowledge about changes in the historical map of the world, regions, countries in different eras.

Historical movement:

Knowledge of facts, events, names, titles, terms;

Description of events, phenomena;

Correlation of a fact (single event) and a process, phenomenon; generalization of facts;

Identification of cause-and-effect relationships, interconnectedness of historical events;

Disclosure of trends, dynamics, dialectics of historical events and processes;

Comparison of historical events, situations, phenomena;

Determination of the essence, affiliation, typology of events and phenomena;

Assessment of events, people's activities, etc.

The following samples of questions and tasks for checking the level of schoolchildren's preparation in history can be used by the teacher in their current work and by public education authorities when conducting control checks.

All types of history tests require both oral and written answers. In some cases, one of these forms may be chosen: oral or written. In others, both forms are combined. Thus, during the final certification test (exam), a written answer (abstract) may be accompanied by an oral commentary, defense, etc.

The main qualifying type of testing the educational achievements of schoolchildren in history is a semi-annual and annual test. Delayed testing (for 2-3 years, the training stage) reveals mainly formalized knowledge. For a narrative discipline such as history, such a test cannot be considered sufficiently complete.