Five-point rating scale. Five-point knowledge assessment system: pros and cons - opinions

We are accustomed to the fact that in our schools, grades from time immemorial were given according to a 5-point system. Whether she is good or bad is hard to say. However, recently, many Russian educational institutions have begun to practice other coordinate systems, and each has its own pros and cons. Let's take a look at what grading systems your child may be exposed to and the positives and negatives they have.

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Photo gallery: School grading systems: pros and cons

Suns, stars, bunnies
pros. They do not exert negative psychological pressure that is harmful to learning, like real (in points) grades. Children gradually get used to the fact that from now on everything they do is taken into account and evaluated.

Minuses. Very quickly they begin to be perceived as analogous to conventional digital assessments. But since they are mostly of an encouraging nature, they do not allow one to really assess the level of knowledge and progress of the student.

5 point system
pros. It is traditional, familiar, understandable to both parents and students, and good grades increase the student’s self-esteem.

Minuses. Doesn't evaluate the result very accurately (hence the C's with a plus and the B's with a minus). It does not allow you to mark your progress, which reduces your motivation to study (if you made 30 mistakes and then improved the result by 2 times, the mark is still “2”). Poor grades can be stigmatizing and psychologically damaging for life. Often the assessment is determined not only by knowledge, but also by behavior and diligence, which means that it is not the student who is assessed, but the person, the individual.

10-, 12-point system
pros. A finer gradation allows one to more clearly determine the level of knowledge. Psychologically more comfortable: “six” sounds more reassuring than “three”.

Minuses. Does not solve the basic psychological and educational problems of the traditional system. Children do not study better, and parents are confused by incomprehensible scores.

100 point system
pros. There is no conflict with the Unified State Examination, also assessed on a 100-point scale. Allows you to understand how much is missing from the ideal and clearly see progress if you study better.

Minuses. May create a feeling of unfairness when grading creative assignments. Like other assessment systems, the goal is not for all students to perform tasks only well and excellently, which, of course, is unrealistic in principle.

System with awarding places (ratings)
pros. Thanks to the competitive spirit, it provides a powerful incentive to get a good education. It is relative in nature (this month one student is number one, next month another may become number one). As the child climbs the ranking ladder, he increases his self-esteem. Using the rating system, you can easily determine the result, identify and reward even minor student progress.

Minuses. It creates serious competition among schoolchildren, does not encourage students to communicate and interact, and does not develop teamwork skills. It simply becomes unprofitable for students to cooperate. There are always obvious outsiders in the team.

Criteria system(for each completed task or work, the student is given several different points at the same time according to different criteria)
pros. A foreign language, for example, can be assessed according to seven criteria, mathematics - according to four. This makes it clear which areas have achieved success and where there are gaps. The system does not create perfectionism, as well as complexes (“I am bad, stupid, weak”).

Minuses. With such a system, the emotional component is lost. The criteria system does not give the feeling of “I am an excellent student.” Because the more differentiated it is, the more difficult it is to obtain upper and lower estimates for all criteria. And emotions, not only positive, but also negative, are a strong stimulus in learning.

Pass/fail (satisfactory/unsatisfactory)
pros. It does not create unnecessary competition between students and aims the students to achieve results.

Minuses. There is a very fine line between positive and negative assessment. There is no motivation for self-improvement (to learn, to do better, better). This approach can be transferred to other areas of life, which leads to a decrease in its quality.

Marks are not given at all
pros. Creates psychological comfort. Allows you to realize: you need to chase knowledge, not grades, and concentrate on your studies. Without experiencing evaluation neurosis, some children begin to learn noticeably better. There is no need to cheat, cheat for fear of getting a bad grade, lie to your parents and hide your diary if you get an unsatisfactory grade.

Minuses. For many students, there is less incentive to study well. It can be difficult for both them and parents to objectively assess how the material has been learned.

How are grades awarded abroad?
Marks were and are in schools all over the world, and they have not changed much since ancient times. For example, children in Ancient Egypt were given one stick for a mediocre answer and two for a good one. Then they simply began to draw sticks on student parchment. This is roughly what is happening now. What is the rating system like in other countries today? Maybe we have something to learn from them?

Germany . 6-point scale. In the German system, 1 point is the best score, and 6 is the worst.

France . 20-point system. It should be noted that, with rare exceptions, French students are not given higher than 17-18 points. The French even have a corresponding saying: only the Lord himself can earn a mark of 20 points, and 19 points are due to a teacher. So the French good students have to be satisfied with only 11-15 points.

Italy . 30 point system. The most differentiated scale among European countries. The best students have a solid "thirty" in their notebooks.

Great Britain . Verbal system. In some English schools, instead of a digital mark in a student’s notebook or diary, you can see a record like “I answered mostly without errors in class,” “the homework was completed averagely,” “the test was written generally well.”

USA . Letter system (A-F). American schoolchildren receive a “quality index” from A to F. The mark “A” is given if the student has completed more than 90% of the task correctly, partly it corresponds to the usual “5” points.

Japan . 100 point scale. Surprisingly, in Japan there are often situations when a mark is given not to one specific student for a completed task or solved example, but to the entire class at once - one collective mark.

I have studied the official documents and am ready to explain why each mark is given.

First level (low): 1−2 points

Recognizing, recognizing and distinguishing concepts are the requirements for the lowest grades.Yes, yes, no zero knowledge.

Second level (satisfactory): 3−4 points

Marks 3 and 4 are given to students who present educational material from memory, i.e., memorized theory is enough for satisfactory scores.

Third level (intermediate): 5−6 points

To get 5 or 6 points, the educational material must not only be reproduced, but understood. Plus be able to describe and analyze actions with objects of study.

Level four (sufficient): 7−8 points

A student who claims to have grades of a sufficient level easily applies knowledge in practice and gives his own examples, similar to those given in the textbook. Based on a generalized algorithm, it also solves new educational problems. Another requirement is the ability to understand the essence of the objects being studied and perform actions with clearly defined rules.

Fifth level (high): 9−10 points

Applicants for “9” and “10” apply knowledge in unfamiliar, non-standard situations. Moreover, to solve qualitatively new problems. They independently describe, explain and transform objects of study.

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Analyzing the existing innovative processes in education, which concern virtually all its aspects, one cannot ignore the problem of assessing student achievements, which must also undergo changes. In my work, I tried to show how to painlessly move from the existing assessment system to a more productive one - ten-point. At the initial stage, I familiarized students in detail with the new assessment system and grading criteria. Together with the guys, we analyzed some types of activities and gave marks on both a 5-point and a 10-point scale.

This assessment system allows you to:

· expand the existing framework for tracking students’ knowledge;

· evaluate student achievements more objectively;

· promotes the formation and development of self-analysis and self-esteem;

· more clearly implement differentiation and individualization of training;

· orient students towards success;

· generate interest in learning.

The problem of assessing knowledge, skills and abilities throughout the formation and development of the school was dealt with by both scientists and policymakers, but the problem of teachers’ value judgments was rarely singled out as an independent one.

The problem of reliable assessment of students' knowledge of learning is extremely important and significant for the educational system.

The problem of assessing students' learning skills is presented in the works of such methodologists as V. Zaitsev, V.P. Simonov, E.G. Cherenkov.

The monitoring and evaluation system cannot be limited to the utilitarian goal of checking the acquisition of knowledge and the development of skills in a specific academic subject. It poses a more important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, find mistakes and ways to eliminate them.

Value judgments in the form of verbal assessments are rather scanty and dry, which does not allow assessing the diversity of a student’s educational work.

I tried to show the imperfections of the existing five-point system (although in fact only three positive marks are used in certificates), how to distinguish between such indicators as “knows all the program material”, “knows all the required program material”.

And also the possibility of using a ten-point rating scale, where the marks “1”, “2”, “3” are positive.

The possibility of stimulating students by using a more accurate, in value judgments, ten-point assessment system.

Checking and assessing the achievements of schoolchildren is a very significant component of the learning process in one of the important tasks of a teacher’s pedagogical activity. This component, along with other components of the educational process (content, methods, means, forms of organization) must meet the modern requirements of society, pedagogical and methodological sciences, the main priorities and goals of education.

A reliable assessment of the results of students’ educational and cognitive activity and the teacher’s corresponding value judgment are impossible when using an actual three-point scale, but at a minimum, either the entire five-point scale or another, more detailed one is necessary. Otherwise, teachers are forced to use a surrogate scale (points on a three-point scale, which they supplement with plus and minus signs) and evaluate different levels of learning with the same points.

Points “3”, “4”, “5” and corresponding value judgments are used to evaluate: students in gymnastics classes and classes for gifted children; students of general education classes and students of correctional and developmental education classes. As practice shows, it is simply impossible to distinguish between these grades given in educational documents, which is a serious contradiction. The consequence of this is the unreliability of assessing a person’s training as a whole.

10 point scale	Main indicators of the educational level (students' level of learning)	Training in %
1 point - very weak	I attended the lesson, listened, watched, took dictation from the teacher and friends, and copied from the board.		Distinction, recognition (level of familiarity)
2 points - weak	Distinguishes any process or object from their analogues when they are presented to him in finished form.		Distinction, recognition (level of familiarity)
3 points - mediocre	I remember most of the text, rules, definitions, formulations, laws, but cannot explain anything (rote memorization)		Memorization (unconscious reproduction)
4 points - satisfactory	Demonstrates a complete reproduction of the studied rules, laws, mathematical and other formulas, but finds it difficult to explain anything.	From 10% to 16%	Memorization (unconscious reproduction)

5 points - not good enough	Explains individual provisions of the learned theory, sometimes performs such mental operations as analysis and synthesis.	From 17% to 25%	Understanding (conscious reproduction)
6 points - good	Answers most questions on the content of the theory, awareness of acquired theoretical knowledge, ability to draw independent conclusions.	From 26% to 36%	Understanding (conscious reproduction)
7 points - very good	Presents theoretical material clearly and logically, is fluent in concepts and terminology, is capable of generalizing the theory presented, clearly sees the connection between theory and practice, and is able to apply it in simple cases.	From 37% to 49%	Elementary skills (reproductive level)
8 points - excellent	Demonstrates a thorough understanding of the theory learned and applies it easily in practice. Completes almost all practical tasks, sometimes making minor mistakes, which he corrects himself.		Elementary skills (reproductive level)

1. It is more effective to use the whole variety of value judgments as a factor of stimulation and positive motivation of students for educational activities.

2. Overcome the syndrome of fear of negative value judgments and corresponding negative scores of type “1” and “2”, because on this scale they are also positive and must be “earned” in a certain way.

3. Create more comfortable conditions for “weak” and “difficult” students to stay in educational institutions.

4. Eliminate the unfounded claims of students and parents to assess the learning of their children on the basis of a simple and understandable assessment methodology.

Difficulties in the transition period from a three-point scale to a ten-point scale arise only when issuing educational documents, but they are easily overcome.

Ten point scale	Surrogate scale	Five-point scale
1 point - very weak	"2+" (very weak)	3 points (satisfactory)
2 points - weak	"3-" (weak)
3 points - mediocre	"3" (mediocre)
4 points - satisfactory	"3+" (satisfactory)
5 points - not good enough	"4-" (not good enough)	4 points (good)
6 points - good	"4" (good)
7 points - very good	"4+" (very good)
8 points - excellent	“5-” (excellent with a minus)	5 points (excellent)
9 points - great	"5" (excellent)
10 points - great	“5+” (excellent, as an exception)

This table allows (as long as there is a five-point, but actually a three-point scale) to assign final grades to certificates in accordance with it, i.e. in accordance with the currently existing state standard. [Zaitsev V. Does a mark stimulate // Public education-1991 No. 11 p. 32-33.]

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The problem of assessing educational achievements

This assessment system allows you to:

expand the existing framework for tracking students' knowledge;
evaluate student achievements more objectively;
promotes the formation and development of self-analysis and self-esteem;
to more clearly implement differentiation and individualization of training;
orient students towards success;
create interest in learning.

The problem of reliable assessment of students' knowledge of learning is extremely important and significant for the educational system.

The problem of assessing students' learning skills is presented in the works of such methodologists as V. Zaitsev, V.P. Simonov, E.G. Cherenkov.

Value judgments in the form of verbal assessments are rather scanty and dry, which does not allow assessing the diversity of a student’s educational work.

And also the possibility of using a ten-point rating scale, where the marks “1”, “2”, “3” are positive.

The possibility of stimulating students by using a more accurate, in value judgments, ten-point assessment system.

The structure and content of a ten-point system for assessing the degree of student learning, which serves as the basis for the development of such scales in various academic subjects.

10 point scale	Main indicators of the educational level (students' level of learning)	Training in %	Levels.
1 point - very weak	I attended the lesson, listened, watched, took dictation from the teacher and friends, and copied from the board.	About 1%	Distinction, recognition (level of familiarity)
2 points - weak	Distinguishes any process or object from their analogues when they are presented to him in finished form.	From 2% to 4%
3 points - mediocre	I remember most of the text, rules, definitions, formulations, laws, but cannot explain anything (rote memorization)	From 5% to 9%	Memorization (unconscious reproduction)
4 points - satisfactory	Demonstrates a complete reproduction of the studied rules, laws, mathematical and other formulas, but finds it difficult to explain anything.	From 10% to 16%

5 points - not good enough	Explains individual provisions of the learned theory, sometimes performs such mental operations as analysis and synthesis.	From 17% to 25%	Understanding (conscious reproduction)
6 points - good	Answers most questions on the content of the theory, awareness of acquired theoretical knowledge, ability to draw independent conclusions.	From 26% to 36%
7 points - very good	Presents theoretical material clearly and logically, is fluent in concepts and terminology, is capable of generalizing the theory presented, clearly sees the connection between theory and practice, and is able to apply it in simple cases.	From 37% to 49%	Elementary skills (reproductive level)
8 points - excellent	Demonstrates a thorough understanding of the theory learned and applies it easily in practice. Completes almost all practical tasks, sometimes making minor mistakes, which he corrects himself.

Using a ten-point scale in practice allows you to:

It is more effective to use the whole variety of value judgments as a factor of stimulation and positive motivation of students for educational activities.
Overcome the syndrome of fear of negative value judgments and corresponding negative scores of type “1” and “2”, because on this scale they are also positive and must be “earned” in a certain way.
To create more comfortable conditions for “weak” and “difficult” students to stay in educational institutions.
Eliminate the unreasonable claims of students and parents to assess the learning of their children on the basis of a simple and understandable assessment methodology.

Difficulties in the transition period from a three-point scale to a ten-point scale arise only when issuing educational documents, but they are easily overcome.

The relationship of the ten-point scale with the existing and surrogate scales.

Ten point scale	Surrogate scale	Five-point scale
1 point - very weak	"2+" (very weak)	3 points (satisfactory)
2 points - weak	"3-" (weak)
3 points - mediocre	"3" (mediocre)
4 points - satisfactory	"3+" (satisfactory)
5 points - not good enough	"4-" (not good enough)	4 points (good)
6 points - good	"4" (good)
7 points - very good	"4+" (very good)
8 points - excellent	“5-” (excellent with a minus)	5 points (excellent)
9 points - great	"5" (excellent)
10 points - great	“5+” (excellent, as an exception)

“We are either rated too highly or not highly enough; We are never accepted for our real worth."

M. Ebner-Eschenbach

A new, beloved tradition of the Association became an important stage in self-education for me. Lesson Tatiana Adolfovna Vakhovskaya prompted me to look at the problem of assessing student achievements with different eyes.

Assessing a student’s achievements is a strategic element of education, the correct implementation of which largely determines not only the educational success of the student, but also the success of a person in life. The standard expression for assessing subject results for centuries has been the school grade.

Each new Minister of Education of the Russian Federation raises the question on changing the existing five-point system. But everything remains the same. Maybe this is not a coincidence?

Comparing assessment criteria in different historical eras of Kuban, Russia, and the world, I will assume that the five-point assessment system may initially be considered sufficient, since it has been used for many years by many generations of teachers.

Over time, teachers began to use a four-point and even three-point grading system. Thus, behind the scenes, “2” was taken out of use: final, exam, and annual grades. It was regarded as an extremely low subscore, since the mark “1” was not used, because was highly emotional. “1” - one might say, an emotionally charged “two”. Thus, “1” does not have an evaluative function, but an educational, reprimanding one. In other words, there is nothing behind the “one”! More often than not, “1” is an indicator that the teacher has lost his nerve from the intolerance of the current situation.

According to the majority of teachers in the near abroad, there are difficulties in assessing children’s results using a multi-point system, and they mentally equate the existing result to a 5-point system, after which they mentally translate it into a 10-, 20-, 50-, or 100-point system (worldwide) practice), i.e. Moving away from the 5-point assessment system, teachers mentally assigned 5 points and then multiplied by the appropriate coefficient.

This also, in my opinion, proves that there is no need for a large number of points. Difficulties even arise: a large number of points greatly inclines the teacher to freely and unscrupulously weigh in points the result that he needs to evaluate.
That is why, in the end, in my opinion, for many years the departure from the five-point system either falls silent, then rises again, but does not leave the agenda. BUT the evaluation system remains the same.

In reality, the five-point system has been replaced by a four-point system, but rather a three-point system. But if we follow the original explanations of what to charge students for, if we follow them in full, then we will get a more successful and fair system.
Even using “pass/fail”, especially in high school, the teacher is able to accurately determine whether a high school student has knowledge or ignorance, especially since there is a 5-point scale, this can be done very accurately.

I propose to define grade criteria five-point system as follows:

"1" – the student does not develop knowledge for further implementation of the educational process;

"2" - awarded if the student has scattered knowledge, but further completion of the program is impossible (there are serious gaps, knowledge is extremely insufficient);

"3" - there is separate knowledge that, with efforts on both sides, teacher and student, could lead to successful completion of the program.
Here I would like to note the difficulty of setting the mark “three” - which has different colors: “mediocre” or “satisfactory”. This circumstance makes the “troika” long-suffering:
“3” is the sister of “2”,
“3” is the sister of “4”.
No other grade requires such a balanced and thoughtful assessment by the teacher. We can say that “3” is an alarming line between an unsuccessful “2” and a good “4”.

"4" – the correct answer contains minor inaccuracies or errors that cannot ultimately affect the result (I’ll give an example: not a gross arithmetic error in a problem with the correct solution)

"5" – is as clear as the ideal to which we strive.

The proposed de-scoring, when “1” is not the teacher’s emotion, but a measurement of the student’s learning, is based on a study of the history of school assessment. In my opinion, the attitude towards school grades - meaningful and emotional - today has diverged from the original position. And this is bad, because... sharply narrowed the possibilities of assessment and sharply coarsened the entire educational process. These changes provide an opportunity to talk about the injustice of school grades.

In my opinion, developing a responsible, emphatically attentive attitude towards “3” will lead to a decrease in the bias of this very mass assessment and will reduce the destructive role of this long-suffering score.

Any evaluation system has light and shadow. There is no absolutely good grading system. Increasing points in the evaluation system, in my opinion, will lead to new troubles and mistakes.

Any assessment system requires a clear definition of criteria and a definition of the point at which failure follows. And the main thing is that teachers follow these criteria. The multi-point system mitigates, but does not eliminate the problem. And here it is important to defeat the traditional views of students, parents, and teachers on the five-point grading system.

History teacher, Municipal Budgetary Educational Institution "Security School in the village of Zubochistka"

Second" Khaibullina E.F.

Topic for the history teachers' seminar:

“Student assessment system in a modern school”

1. The relevance of studying the issue of modern methods of assessing student success
At the present stage of development of education, when teachers are actively introducing innovative (interactive) teaching technologies into the educational process,contradiction between the process of student-centered learning and the existing system for assessing learning outcomes. There has long been dissatisfaction among teachers with the “five-point”, or actually “three-point” system, which is unable to reflect the real level of learning and development of students.
The form of issuing traditional five-point marks violates the principle of adaptability, that is, the student’s ability to adapt, to find his place in the educational process at the level of success. Along with a “D”, the student receives a mindset of failure. This contradicts such a condition of student-centered learning as “motivation for success, reliance on the student’s internal motives for learning.” In addition, using a traditional five-point scale, it is impossible to assess all the nuances of students’ achievements, since the criteria separating “fives,” “fours,” and “threes” are very vague and are easy to interpret arbitrarily and subjectively. In addition, they are often closed to the student, so this type of control contradicts the principle of psychological comfort, which is a necessary condition for student-centered learning.
The marks received by the student do not contain information about what exactly the student learned to do and what skills he mastered for this, since the mark received by the student for the test work was received for the entire test work, and not for individual tasks. As a result, the qualitative indicator “score” is replaced by a quantitative indicator – “mark”. Moreover, marking is the privilege of the teacher; thus, the student will not master self-esteem and objective mutual assessment. This contradicts another principle of student-centered learning - assessment activities. While the skills of control, self-control and reflection are an integral stage of any activity, without this stage it is impossible to understand whether the planned development result has been achieved. The existing system of control and assessment does not take into account the personal growth of students, the level of development of students’ competencies, excludes self-esteem and mutual assessment, and creates stressful situations for students, parents and teachers.
The goal of developmental technologies is the formation of a functionally literate personality. Specific knowledge in student-centered learning is considered as a guideline, a basis for planning and implementation by students of any productive actions. But the goal of developmental education diverges from the goal of the existing control system (tests, examinations, tests), which involves assessing students’ knowledge rather than skills.
To follow the principles of student-centered learning and achieve the goals of developmental education, new criteria for assessing the success of students' learning activities are needed.

2. Requirements for the new system for assessing student educational achievements:

This system should check how the student has mastered the skills to use knowledge, that is, the real qualities of a functionally literate person;
- the basis of control material should be productive tasks, not reproductive issues;
- the form for recording control results should provide information about the student’s mastery of specific skills (subject and general educational), that is, about how learning goals are achieved;
- qualitative assessment should prevail over quantitative assessment in the minds of teachers, students and parents;
- the assessment system should reflect the basic principle at the control stage - the minimax principle;
- the new assessment system should focus the student on success and avoid anything that creates an uncomfortable, stressful environment in the classroom.

3.New student assessment systems

In the modern world, an important priority of society and the education system is the ability of young people entering life to independently solve the problems facing them, and the result of education is “measured” by the experience of solving such problems. Therefore, along with general literacy, graduate competencies such as, for example, the ability to develop and test hypotheses, the ability to work in project mode, initiative in decision-making, etc. come to the fore. But the process of developing student competencies cannot be complete without a well-thought-out system of means for measuring and assessing them.

The relevance of studying the assessment process is always noted. Without feedback, management of any process cannot be effective. The need for assessment is noted by all participants in the educational process: students, teachers, parents. Assessments are an integral part of the educational process.

The current assessment of knowledge using points, according to some teachers, has a number of advantages. This is the simplest and most accessible means of causing competition between children and encouraging them to study systematically. Assessments are convenient for competitions, entrance exams, statistics, reporting, etc.

However, each teacher evaluates students' knowledge based on their intuitive ideas. There are no clear assessment criteria at school. The teacher is not able to correctly and impartially evaluate the knowledge and work of the student. Setting points spoils the relationship between teacher and students, creates the ground for constant clashes and mutual distrust. The student gets used to seeing the teacher not as a source of knowledge, but primarily as a controller who often makes mistakes and who can sometimes be deceived. Points also harm the teacher himself. They distract him from his main responsibilities and turn the lesson into a boring questioning session.

The main disadvantage of the existing system of assessments and grades, from the point of view of a psychologist, is their possible traumatic impact on the child. Teachers are well aware of the tense silence in the classroom when grades are announced, and the sad flipping through notebooks in search of the points received. All teachers had to observe the reaction that grades evoke in children: from undisguised joy to tears.

How to take into account and evaluate the qualitative increase of each student? Of course, quality assessment should not consist of assessing the amount of knowledge acquired, but rather assessing the level of development of a set of competencies. When assessing, it is necessary to take into account the totality of operational actions; what is achieved - the result, how - goal setting, planning, use of sources, information processing, participation in dialogue; what kind of product was obtained - its originality, non-standardity, demonstration of a personal position.

At all stages of school development, the issue of finding effective ways to implement the teacher’s evaluative function comes first.

New ways of assessing students are proposed. Such, for example, as:

The purpose of rating training is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.

1) the entire course of study in the subject is divided into thematic sections, control of which is mandatory.

2) upon completion of training in each section, a fairly complete control of the student’s knowledge is carried out with an assessment in points.

3) at the end of the training, the sum of points scored for the entire period is determined and the overall mark is set. Students with a final rating score from 86% to 100% may be exempt from tests (exams).

At the stage of preparation for the introduction of the rating system, the teacher and student enter into an agreement on mutual obligations. For this purpose, a form of the “Teacher-Student” agreement is being developed, which indicates what rights and responsibilities each of the contracting parties assumes. A map of “control points” (record sheet) is attached to the agreement. This is the main rating document. The contract stipulates the conditions for completing the training. The student knows under what conditions he will be exempt from the exam or, conversely, not allowed to take it.

Rating technology involves the introduction of new organizational forms of training, including special classes to correct the knowledge and skills of students. Based on the results of the student’s activities, the teacher adjusts the timing, types and stages of various forms of monitoring the level of the student’s work, thereby ensuring the possibility of self-management of educational activities.

The main difficulty in implementing a rating control system is a significant increase in the time spent by the teacher on preparing for lessons and on additional classes. However, with experience, the severity of the problem decreases.

Accounting plays a big role when working with individual training technology. From the above it is clear that the mark loses its meaning, since students choose their level of difficulty. All tasks and tests are assessed according to the principle: “done - not done” or “passed - failed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos don't make sense, because... a student who fails the test learns the material again and takes the test on the topic a second time. Depending on individual characteristics, he can take the test in whole or in parts.

The total maximum rating mark of academic performance for the period of study consists of the maximum rating marks in subjects, and the rating mark for each subject consists of rating marks in its constituent topics (sections).

So, we can say with confidence that today the rating system for monitoring and assessing knowledge provides systematic, maximally motivated work for both students and teachers.

This is confirmed by the fact that when introducing a rating system into the educational process, the following advantages in learning are created:

The stressful situation in the control process is reduced for both students and teachers;

Learning becomes student-centered;

The rating system excludes any humiliation of the student’s personality and allows him to evaluate his abilities and capabilities himself, i.e. encourages him to work conscientiously throughout the entire period of study.

Self-esteem

One of the important aspects of assessment is students’ self-assessment of their own classroom and extracurricular activities. The influence of teachers and educators must coincide with the student’s own efforts in mastering educational activities, with his activity in “educating” himself.

Self-control refers to special actions, the subject of which is a person’s own states and properties as a subject of activity and communication.

Self-control is necessary at different stages of the educational process, and accordingly, students should be taught it at different stages of the lesson.

First of all, students must be taught preliminary (preparatory) self-control, which is carried out before the start of the task, that is, at the orientation stage. The student needs it in order to ensure a correct understanding of the goal, educational task, and teacher’s requirements. The student must be told that he can do this by asking the teacher questions, clarifying with him the conditions of the task and the initial data, and also checking the readiness of his workplace and means of labor.

At the performing stage of independent activity, in the process of solving an educational task, the teacher should encourage and “provoke” the current (corrective) self-control of students. Specific actions of this type of self-control are tracking, comparison of intermediate results with a given standard, recording the time spent, choosing adequate means of achieving the goal and ways to solve the educational task, etc.

Students should be aimed at final (stating) self-control after performing a certain type of activity, after independent work.
The teacher can use any type of activity in the lesson to teach children self-control, introspection, and self-esteem.

Since the ability to self-control in educational activities acts as the ability to independently monitor one’s own path to achieving a set educational goal, the third important condition for the formation of self-control is the use of plans in educational work.

Planning for teaching is a complex activity and causes certain difficulties for schoolchildren. In collaboration with the teacher, these difficulties can be overcome if children are encouraged to be independent and taught the ability to plan mental and practical actions when performing a variety of tasks.

It is necessary to emphasize the importance of a plan in any business. The teacher explains to the students that drawing up an activity plan means: firstly, highlighting the main points in what you are going to do; secondly, outline the sequence in which you will perform them, that is, highlight the stages of work; thirdly, decide what methods and techniques you will use; fourth, schedule when the work will be done; how much time will be spent on it, by when it should be done.

Experience shows that students cope more successfully with planning (and therefore self-control) of activities if a goal is set and work of an applied nature is performed. The practical implementation of the plan and its strict adherence are thus identified with the inculcation of self-control skills.

Another important condition for the formation of self-control is the involvement of schoolchildren in various forms of mutual testing. Mutual assessment is the most important component of assessment activities in the lesson, because this activity encourages the student to be in an active, active position in the lesson, analyze, compare, evaluate, draw conclusions, and strive to work better.

Before the peer review begins, each student self-evaluates his or her work. And then, under the guidance of the teacher, there is a mutual examination. Next, the works are returned to the authors, and they can ask questions if they do not agree with the actions of the reviewers.

Reflective control and evaluation activity when organizing collective learning activities involves the inclusion of each student in the action of mutual control and mutual evaluation. For this purpose, scorecards are used, the purpose of which is to teach you to adequately evaluate yourself and others. Students are asked to make short notes - justifications for the assessment in the form of praise, approval, wishes, etc.

It must be remembered that students’ abilities for self-control and self-esteem cannot develop independently of other properties and qualities of the individual, and cannot be unrelated to other components of the personal structure. These abilities are primarily associated with the development of the intellectual sphere and mental abilities in general, since we are talking about understanding the available information about oneself and other people, “making” conclusions about oneself and other people. In addition, the abilities for self-control and self-esteem are also determined by the development of the student’s motivational sphere, as they are based on the child’s need for recognition, respect, self-improvement, and interest in high assessments by those around him of his merits and success in educational activities.

Portfolio

Of the huge variety of portfolio types, portfolios of documents and portfolios of works stand out.

In the “portfolio of documents” the student presents certificates officially recognized at the international, federal, regional, municipal level of competitions, competitions, olympiads, documents on participation in grants, on graduation from music and art schools, and certificates of passing testing.

“Portfolio of works” is a set of various research, design and other works of a graduate. A portfolio of work may include:

Project work (project topic, description of the work, text of the work in printed form);

Research papers and abstracts (research paper, abstract, referenced literature);

Technical creativity: models, layouts, devices (practical description of a specific work);

Art work (a list of works is given, participation in exhibitions, theater, orchestra, choir is recorded);

Various practices: linguistic, social, labor, pedagogical (the type of practice, place of its completion, duration is recorded);

Classes in additional education institutions, at various training courses;

Participation in scientific conferences, educational seminars and camps;

This type of portfolio involves a qualitative assessment, for example, in terms of completeness, diversity and persuasiveness of materials, the quality of the presented work, orientation to the chosen training profile, and more. The materials presented in this section give a broad idea of the dynamics of a student’s educational and creative activity, the direction of his interests, and the nature of his pre-profile preparation.

The next type of portfolio is no less important - the “review portfolio”. It is here that students are invited to provide feedback on creative works, research and other projects, social practices, participation in conferences and in a variety of areas of application. An important component of this section is the student’s self-esteem, his reflection of his own activities. It happens that a child provides good results in some subjects, educational fields or competitions, olympiads, but at the same time does the work with great reluctance, which often no one suspects. As a result, he may receive recommendations, engage in a profile where he will be successful, but will not experience moral satisfaction. It will be possible to help a child find himself and competently build career guidance using this section of the portfolio, where the child’s self-reflection on the various activities he performs, from academic and lesson work to hobbies, will be presented.

The types of educational portfolios are varied; teachers and students have the right to choose the type that helps organize the activities of students. But the most optimal option for a portfolio of educational achievements of students is a mixed view, which presents their learning results, active social life and moments of self-assessment of their own results.

Thus, the teacher faces a difficult task - to take into account many aspects and levels of student activity in the lesson, to track the effectiveness and productivity of the actions and statements performed. At the same time, it is necessary to evaluate the work of each student and track the degree of its quality improvement. The solution is seen in the use of a comprehensive assessment, which not only characterizes knowledge and skills, but also takes into account systematicity, independence and creativity in educational work, the degree of manifestation of formed competencies, ideological depth, civic position, originality and non-standardization of the resulting educational products. The final result of the assessment can be presented in an integrated form: teacher assessment, self-assessment and peer assessment, reflection.

When giving a child a mark, you don’t need to think about how I will look in the eyes of colleagues and the administration, but think about what the child will do today, tomorrow after this mark: will he take up a book, become more hardworking, or will this mark not encourage him to work? will leave you indifferent. Today, this is probably where the objectivity and fairness of the mark lies.

Thus, changes in the assessment system at school will be adequate to the directions of modernization of education if assessment is considered not only as a means of monitoring the achievement of educational results, but also as one of the pedagogical means of realizing the goals of education.

Besides:

The processes of final assessment and issuing current grades will be separated, which will help eradicate “percentage mania”;

With ongoing monitoring, comfortable conditions will be created for the student, his fear of a negative mark will be overcome, which will have a positive impact on the graduate’s motivation, self-esteem, and responsibility;

With ongoing monitoring, first of all, progress in the development of individual competence will be encouraged;

Students will be presented with “open” assessment requirements for their assignments and assessment criteria in advance;

The content of the training will include methods of self-control and self-assessment by the student of his results according to criteria developed jointly with the teacher and other students;

The procedures for current and final certification will be adequate to the technology of a single exam, attestation and certification of graduates’ knowledge.

The search for new approaches to assessing the educational achievements of students is associated with the transition from the principle of assessment based on compliance with a certain norm to the principle of assessing a child’s education based on the results of his own progress, with the need to assess the personal achievements of each student, the development of reflective skills and self-esteem of students.

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