Introduction to the discipline.
The concept of quality of education.
Evaluation as an element of quality management.
Traditional and new means of assessing learning outcomes.
Introduction to the discipline
The problem of measuring and assessing learning outcomes is one of the most important in pedagogical theory and practice. Solving this problem is necessary to assess the effectiveness of pedagogical innovations and technologies.
The complexity of pedagogical phenomena, as well as the presence of a large number of factors, including random ones, that influence the pedagogical process and its results, lead to the fact that the pedagogical process cannot be considered as completely determined. Even with the most perfect organization of the pedagogical process, we cannot unambiguously predict what the learning outcomes will be for each individual student.
In this regard, the modern education system puts forward the requirement: every teacher must strive to increase the objectivity of assessment, use, along with traditional means of control, innovative achievements of pedagogical science.
Purpose of the discipline“Modern means of assessing learning outcomes” - introduce students to modern means of assessing learning outcomes, methodological and theoretical foundations of test control, the procedure for organizing and conducting the Unified State Exam (USE).
Objectives of the discipline:
consider methods for constructing and using homogeneous pedagogical tests; methods of scaling and interpretation of the results obtained; computer technologies used in testing;
determine the psychological and pedagogical aspects of using tests to monitor students’ knowledge;
develop the ability to compile and evaluate the results of test tasks in your subject.
Having studied the discipline, you find out:
history and current state of the testing system in Russia and abroad;
traditional and modern approaches to assessing educational achievements;
features of test technologies, types and types of tests, forms of pre-test tasks;
various methods for assessing test results;
regulatory documents regulating the conduct of the Unified State Exam,
structure and content of test materials for the Unified State Exam in their subject;
testing procedure;
learn:
give an expert assessment of pre-test tasks, use different types of tests in practice;
conduct testing and analyze the data obtained within the framework of the classical and modern theory of test creation;
master:
methods for developing classes to prepare students for the Unified State Exam in their subject;
skills for processing test results.
The concept of “quality of education”
The word “quality” is derived from the words “like”, “which”, “having what properties”. In practice, they usually use one of two interpretations of this concept - philosophical or industrial.
The concept of “quality of education” in its philosophical interpretation can be applied to various models of educational practice and does not carry any assessments (which is worse, which is better), it captures different qualities, different properties. In philosophy, this category is not evaluative in nature, and therefore in the philosophical interpretation of quality it makes no sense to raise the question of measuring or otherwise assessing quality, low, high, etc.
As a pedagogical problem, the quality of education is considered from the perspective of qualitology - a triune science, including the theory of quality, the theory of quality assessment (qualimetry) and the theory of quality management. The quality of education as a complex category and multidimensional problem can be disclosed through the categories of property, structure, system, quantity, efficiency, evaluation, management, etc. In this case, V. Panasyuk suggests revealing the category “quality” through the following definitions:
a) quality is a set of properties (an aspect of a property);
b) quality is structural: it is a system of properties or qualities of parts of an object or process (structural aspect);
c) quality is dynamic (dynamic aspect);
d) quality is the essential certainty of an object or process, an internal moment, expressed in the natural connection of its constituent parts, elements (the aspect of certainty);
e) quality is the basis for the existence of an object or process. In this aspect, it is revealed through the categories of property, structure, system, boundary, integrity, variability, quantity (aspect of external and internal conditioning);
f) the quality of objects and processes created by humans has value (axiological aspect).
Taking into account the above definitions, the quality of education can be presented as a set of properties that determines the adaptability of education to the implementation of social goals for the formation and development of the individual in terms of his training, education, and the severity of social, mental and physical properties.
The concept of quality education appears already at the stage of formation of religious educational systems. It was during this era that the formation of ideas about education as a special kind of spiritual practice took place, the merits of which are determined by the extent of the presence of the spiritual principle in the educational environment. Accordingly, the quality of religious education was determined by the degree of compliance of individual spiritual practice with the ideas about the religious ideal recorded in certain metaphysical texts. The means of identifying this conformity were tests that made gaining recognition in a new capacity not only prestigious, but also dangerous.
Gradually, the development of society and the state was accompanied by a gradual desacralization and, in a certain sense, “democratization” of religious knowledge. These processes accelerated many times after a series of schisms in the Church that occurred in the 14th – 17th centuries, one of the results of which was the establishment of the Reformation. It was in the context of this social and cultural process that the individual ability to read, understand and interpret the Bible became a universal and binding norm. At the same time, the ideas of universality and compulsory education that have become so familiar to us are being formed in the European public consciousness.
The phenomenon of “quality of education” in that period can be represented by the concept of “literacy”. Regardless of origin and intended occupation, the ability to read, write, and perform simple mathematical operations become a prerequisite for any professional career. Thus, “literacy” is associated not so much with the “simplest” level of education, but with the achievement of public agreement regarding the “educational qualification” of every eligible citizen.
It was during this period that a five-point system emerged, focused on assessing individual achievements in individual subjects.
In parallel with this line of development of education in the Middle Ages, a whole series of relatively independent educational practices developed, ensuring the reproduction of the guild and class organization of society. In the modern understanding, we can talk about “professional education”, realizing that the very concept of “profession” belongs to a much later historical period (not earlier than the 19th century).
If we try to determine the most significant aspect of the quality of educational practice in the conditions of a workshop division of labor, then the measure of the quality of education of this kind is “mastery” as a special kind of alloy of spiritual traditions, the secrets of successful and effective activity, individual abilities and the social need to maintain appropriate production.
The category of mastery turns out to be system-forming also in relation to methods for diagnosing the quality of education: the most adequate form of professional testing turns out to be a specially organized competition, within the framework of which the ideal is not cognized, but is created in conditions of competition between representatives of the workshop.
All of the listed approaches to determining the quality of education, to one degree or another, participated in the formation of modern ideas about the quality of education in the system of professional teacher education.
The concept of “quality of education” is dynamic in nature: it varies over time, varies across levels of education, types and types of educational institutions, and is understood differently by subjects of educational activities, consumers and customers.
In pedagogical theory, various aspects of the quality of education have been studied: the quality of knowledge, the quality of teaching, the results of educational activities; interpretations of this concept are given from the point of view of didactics, pedagogy, psychology, methodology; new categories are being introduced that determine quality - functional literacy, education, competence.
Thus, we can talk about the multidimensionality of this concept both in relation to human education and in relation to the levels of quality management.
The concept of “quality of education” has been discussed for many years. The result of all these discussions was the conclusion that it is simply impossible to give an unambiguous definition to the concept of “quality of education”. However, for practical purposes, it was decided to understand the quality of education as changes in the educational process and in the environment surrounding the student, which can be identified as an improvement in the knowledge, skills and values acquired by the student upon completion of a certain stage.
Existing approaches to determining the quality of education G.V. Gutnik proposes to classify as follows:
empirical definition quality of education (it is used, for example, by parents when choosing an educational institution for their child);
formal accounting definition the percentage of those who achieve “4” and “5” with the overall level of academic performance (this definition often appears in many indicative data of an educational institution);
didactic(determining the level of training based on test technologies);
psychological-didactic(psychological tests are added to subject tests);
pedagogical(the determination of the quality of education includes an assessment of the level of education);
procedural(assessment of the quality of education based on the parameters of the educational process);
comprehensive(assessment of the quality of education includes material resources, personnel, programs, forms and methods of work, etc.);
multiparameter definition quality of education (used to evaluate university education and regional educational systems);
methodological definition(quality of education is the relationship between an operationally defined goal and a result).
According to A.G. Bermus, the quality of educational outcomes presupposes the presence of several systems of ideas about performance. Quality can be defined in terms of
state (compliance of educational results with regulatory documents);
society (correspondence between the result of education and the needs of the labor market);
personality (compliance of educational results with expectations).
Some misunderstanding of the meaning of quality is reinforced by the fact that it can be used as both an absolute and a relative concept. Quality in the ordinary, everyday understanding is used mainly as an absolute concept. People use it, for example, to describe expensive restaurants (service quality) and luxury items (product quality).
When used in everyday contexts, objects that are assessed qualitatively in terms of an absolute concept represent the highest standard that cannot, it is tacitly assumed, be surpassed. Quality products include perfect items made without limiting the cost of them. Rarity and high cost are two distinctive features of this definition. In this sense, quality is used to reflect status and superiority. Owning “quality” items sets their owners apart from those who cannot afford to own them.
When used in an educational context, the concept of “quality” takes on a significantly different meaning. The absolute concept of “high quality” has nothing to do with the quality management system in education. However, in discussions of quality management, the question of its absolute meaning, which has an aura of luxury and high status, often arises. This idealized use of the concept may be useful for public relations and may help the educational institution improve its image. It also demonstrates the value of quality improvement as the pursuit of the highest standards.
Quality is also used as a relative concept. In this case the quality is not attribute of a product or service. It is something that is attributed to him. Quality can be judged when a product or service meets the requirements of its relevant standards or specifications.
Quality as a relative concept has two aspects: the first is compliance with standards or specifications, the second is compliance with consumer needs.
The first "fit" often means "fit for purpose or application." This is sometimes referred to as quality from the manufacturer's point of view. By product or service quality, a manufacturer means that the products he produces or the service he provides consistently meet the requirements of standards or specifications. Quality is demonstrated by the manufacturer in the form of a system known as a quality assurance system, which makes it possible to consistently produce products, services that meet a certain standard or specification. Products demonstrate quality for as long as the manufacturer requires of them.
Due to the fact that the views of the manufacturer and the consumer do not always coincide, the question arises of who should decide whether the university’s services are of high quality. It often happens that excellent and useful products or services are not perceived by consumers as having quality. This problem is especially acute in the field of education. The abandonment of a unified state education system, many long-established traditions and the introduction of new ones (testing for admission to universities instead of traditional exams, lengthening the time spent in school, intensive development of the non-state education system, etc.) brings the problem of the quality of education to a number of government priorities and social problems.
Every university needs to plan the quality of education. Planning for the quality of education is associated with the development of a long-term direction for the activities of an educational institution. Strong strategic planning is one of the most important factors for the success of any institution in the educational system.
Assessment is the process of forming an assessment of educational achievements, in which data obtained during testing, using a portfolio, conducting exams, performing practical work by students, and rating their results are integrated and presented on a certain scale.
Testing is the process of applying tests, which is part of the assessment process.
Certification is a procedure for establishing compliance of the level and quality of training of graduates with a documented system of requirements for the level and quality of education.
Reliability criterion – checking the accuracy and stability of testing data.
The criterion of validity is the adequacy of the data for the stated purpose of measurement.
Self-control is the actions of students, manifested in the skills of monitoring the results of their own activities and correcting them in the process of completing educational tasks.
Self-esteem is the result of the process of self-control.
Oral lesson surveys - obtaining student responses to teacher questions.
Written lesson surveys are tests that summarize the results of a certain stage of training.
Portfolio is a type of meter that reveals the positive dynamics of changes in students’ preparedness and activity in mastering new knowledge, the growth of their competence, and the degree of mastery of communication and intellectual skills.
A working portfolio is a student’s work for a certain period of time, which shows the changes that have occurred in his consciousness.
Protocol portfolio – reflects all types of educational activities and confirms the student’s independence of work.
Process portfolio – designed to demonstrate the student’s achievements at various stages of the learning process.
Final portfolio – used to obtain a summary assessment of the student’s knowledge and skills acquired in the main subjects of the curriculum.
Tests are a new form of measuring instruments for assessing the practical activities of students.
The representativeness of the sample is the most important factor influencing the validity of the interpretation of test results and the quality of measurements.
Generalization theory - substantiates the quality of a wide range of measurement components: tests, educational achievement scales, measurement models, testing procedures, methods for processing results, the behavior of examiners and experts that influence the magnitude of error when making certain management decisions.
Reliability assessment method - a method based on splitting the results into two parts (split-half method) allows you to calculate the reliability coefficient when students perform the test once.
The Kuder–Richardson method is a method for assessing reliability that is based on a single test and does not depend on artificial assumptions about the complete parallelism of the two parts of the test.
Correlation analysis is a method of processing statistical data that measures the strength of the relationship between two or more variables.
Validity is a characteristic of a test that reflects its ability to obtain results that correspond to the intended purpose and justify the adequacy of decisions made.
The principle of confidentiality is the non-disclosure of information about test results without the consent of the student.
The principle of accessibility is the right of a student to gain access to a meaningful interpretation of test results, analysis of problems and failures in performing individual test tasks.
Scaling is the mapping of raw points onto a finished scale, carried out according to certain rules
Percentile is a derived indicator that is estimated in units of percentage of subjects
Probit transformation - a method of converting raw scores to a normal distribution
The “stanine” scale is a division of the normal distribution into nine intervals.
The wall scale is a scale of standard ten units
The Guttman scale is a scale in which tasks are selected in order of increasing difficulty according to certain, carefully structured elements of the content of the discipline.
A student's rating score is an accumulated score obtained as a result of simple or weighted summation of grades on ordinal scales, which are based on the subjective assignment and accounting of student scores in accordance with various levels of educational activity, time intervals in training, or levels of mastery.
Distractors are incorrect but plausible answers in a test.
A facet is a form that provides the representation of several variants of the same test content element.
Automated test design is a method of automated test layout for computer presentation, offline or online.
Fixed-branching strategy is an adaptive testing strategy when the same set of tasks with their fixed location on the difficulty axis is used for all subjects, but each student moves through the set of tasks in an individual way, depending on the results of completing the next task.
The variable-branching adaptive testing strategy involves selecting tasks directly from the bank using certain algorithms that predict the optimal difficulty of the subsequent task based on the results of the test subject’s performance of the previous adaptive test task.
The all-Russian system for assessing the quality of education is a set of organizational and functional structures that provides an assessment of the educational achievements of citizens based on a unified conceptual and methodological basis, as well as identifying factors influencing educational results
CMM – control and measuring material. These are questions and tasks that are on the Unified State Exam.
Assessment of educational achievements of graduates is carried out in a standardized manner in the most uniform conditions, and using examination materials that are as uniform in content and complexity as possible.
Monitoring is a standardized observation of the educational process and its results, which allows you to create a history of the state of an object over time, quantify changes in subjects of learning and the educational system, determine and predict the directions of their development.
Information monitoring is the collection, accumulation, analysis, structuring and interpretation of data for a selected set of indicators, provided that the analysis is not comparative or predictive in nature, but ascertaining in nature.
Diagnostic monitoring is monitoring that is designed to determine how the majority of students are coping with various topics or sections of the curriculum
Comparative monitoring is a specific analysis of data that is aimed at comparing quantitative estimates based on a set of indicators for regions, regions, districts, schools, individual teachers and other participants in educational activities.
Predictive monitoring is monitoring that is designed to identify and predict positive and negative trends in the development of educational systems. It is very important for solving management problems in education related to the formation of a social order and corresponding to the potential of the education system.
The compliance model is a monitoring model that aims to collect data on the process and results of educational activities, including their analysis by comparison with established norms and standards.
The input-output model is a monitoring model that is based on the assumption that students' inputs have a significant impact on their learning outcomes in school.
Stratification is the stratification of the sample into strata, the sizes of which should be proportional to the sizes of the corresponding populations in the general population of students.
Test standardization - the process of determining standards
Norms are a set of indicators that reflect the test results of a clearly defined sample of test takers - a relevant normative group that is representative of the general population of students being tested.
Performance standards are criteria obtained by experts and undergone empirical validation during the process of text construction.
The true score is the subject's idealized constant in a hypothetical population of items on an infinite test.
A matrix is a rectangular table that brings together student response profiles (rows from a student's scores on all test items) and test item profiles (columns from all students' scores on each test item).
Mode is the value that occurs most frequently among test results.
The sample mean (arithmetic mean) is a value determined by summing all the values of a set of points and then dividing by their number.
Range is the distance on the scale within which all indicator values in the distribution are measured.
Dispersion is a measure of variability based on calculating the deviations of each indicator value from the arithmetic mean in the distribution.
Correlation is a statistical relationship between two or more random variables and data sets.
Subject purity is a requirement for the content of any test, which is that all knowledge tested relates to the subject and/or topic being tested.
Validity is an indicator of the differentiating ability (discriminativity) of test items.
Homogeneity (content homogeneity) of a task is a characteristic of a task that reflects the degree of correspondence of its content to the measured property of a person.
The likelihood function is a probabilistic model for performing test tasks by a group of subjects, proposed by R. Fisher.
A pre-test task is a unit of test material, the content, logical structure and presentation form of which satisfy a number of requirements and ensure unambiguous assessments of performance results thanks to standardized testing rules.
A normatively oriented test is a system of test tasks, ordered within a specific presentation strategy and possessing characteristics that ensure high differentiation, accuracy and validity of assessments of the quality of educational achievements.
A level system approach to describing student achievements is an approach that allows you to group learning outcomes depending on the levels of educational activity.
The manual includes information that allows you to get an idea of modern means of assessing learning outcomes. It contains theoretical material that reveals the features of compiling tests, implementing a rating assessment system, conducting monitoring studies, developing a portfolio, using services for creating mental maps, chronological feeds, interactive exercises, control and measurement materials, as well as writing scientific articles. Online and offline services are considered that make it possible to create the listed modern means of assessing learning outcomes and work with them.
The publication is addressed to students and undergraduates studying the disciplines “Modern means of assessing learning outcomes”, “Modern information and communication technologies in the educational process”, “Information technologies in education”. It may be of interest to school teachers and university professors conducting research in the search for modern means of assessing learning outcomes.
The emergence of testing.
The origins of testology date back to the second half of the 19th century, when psychologists began to study individual differences in the physical, physiological and mental characteristics of a person.
In the middle of the 19th century, researchers paid special attention to the study of mental retardation, which during this period was first considered as a disease. The French doctor E. Seguin developed his own method and founded the first school for teaching the mentally retarded. Subsequently, many of the techniques he developed were included in tests to identify the level of intelligence.
One of the first to use test technologies to measure individual characteristics was the English biologist Francis Galton. He studied the issue of heredity, and developed a number of methods for determining visual, auditory and tactile sensitivity, as well as for determining muscle strength, reaction speed, etc.
TABLE OF CONTENTS
ADMINISTERED
1. TESTS AS A MODERN MEANS OF ASSESSING LEARNING RESULTS
1.1. History of the development of the testing system in Russia and abroad
1.2. The concept of “quality of education”
1.3. Types, forms and organization of training quality control
1.4. Basic concepts and types of tests, test tasks
1.5. Psychological and pedagogical tests
1.6. Online and offline shells for creating tests
Issues for discussion
2. RATING ASSESSMENT SYSTEM AND MONITORING RESEARCH
2.1. Rating as a field for self-development of competencies
2.2. Monitoring studies in the assessment system
Issues for discussion
Tasks for independent work
3. PORTFOLIO AS AN ALTERNATIVE METHOD OF ASSESSMENT
3.1. Basic Concepts
3.2. Portfolio structure and types
3.3. Place of portfolio in the assessment system
3.4. Alternative portfolios as assessment methods
Issues for discussion
Tasks for independent work
4. MENTAL MAPS AND CHRONOLOGICAL TAPES AS WAYS OF DEMONSTRATING SCHOOL ACHIEVEMENTS. INTERACTIVE EXERCISES
4.1. Mind maps
4.2. Chronological feeds
4.3. Services for creating mental maps and timelines
4.4. Interactive exercises in LearningApps
Issues for discussion
Tasks for independent work
5. CONTROL AND MEASURING MATERIALS: CONTENTS AND ORGANIZATIONAL AND TECHNOLOGICAL SUPPORT
5.1. Organizational basis of the Unified State Exam. Federal State Educational Standard
5.2. Structure of KIM Unified State Exam
Issues for discussion
Tasks for independent work
6. SCIENTIFIC ARTICLE AS A MEANS OF REFLECTING THE RESEARCH RESEARCH RESULTS
6.1. Structure of a scientific article
Issues for discussion
Tasks for independent work
List of questions to prepare for the test
Tasks
Subjects of abstracts
Essay topic
Test
CONCLUSION
BIBLIOGRAPHICAL LIST.
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- Modern trends in the development of information culture of a student’s personality, Shulika N.A., Tabachuk N.P., Kazinets V.A., 2017
Modern means of assessing learning outcomes
In modern pedagogical science and practice, there are two main approaches to the problem of assessing the educational achievements of students.
The first, traditional one, interprets them as an increase in the volume of knowledge, skills and abilities of students, the level of assimilation of which is assessed using a score. In this case, the focus of the teacher’s attention is mainly educational activity, and the diagnosis of achievements represents a fixation of the level of students’ learning, which is understood here in a narrow didactic sense and characterizes the level of mastery of knowledge and methods of educational activity.
The second approach to the problem of assessing the level of educational achievements of students is based on the recognition of the need to take into account the dynamics of their personal development and the formation of their basic meta-subject skills. Indicators of student achievement in this case are personal acquisitions among schoolchildren, their individual advancement in the educational process, and the formation of meta-subject education.
Today asmodern means use: testing, modular and rating systems for assessing the quality of knowledge, quality monitoring, educational portfolios.
Testing is one of the most technologically advanced forms of automated control with controlled quality parameters. In this sense, none of the known forms of monitoring students’ knowledge can compare with testing. Learning tests are used at all stages of the educational process. With their help, preliminary, current, thematic and final control of knowledge, skills, and recording of academic progress and educational achievements are effectively ensured. However, not all tests can give the desired result. It is necessary to use appropriate test meters, developed and analyzed in accordance with the rules and requirements of testing, at the level of world standards. At the same time, there are currently too few such test products.
In my lessons in grades 5 and 6, I regularly use “Tests in Mathematics” edited by V. N. Rudnitskaya. The contents of the collection make it possible to quickly study the success of students’ mastery of the main issues of the mathematics program.
So in the 6th grade, with the help of tests, the most important subject knowledge and skills are tested in the following blocks: divisibility of natural numbers; addition, subtraction, multiplication, division, exponentiation of rational numbers; transformation of algebraic expressions; proportions and proportional dependencies; linear equations of the first degree; quantities.
Tests also test universal general educational methods of student activity (observation, comparison, answer choice, control and evaluation, ability to analyze and draw conclusions, etc.). For each test task, two to four answer options are given. Having chosen the answer that is correct from the point of view, the student puts a “sign” in the appropriate box in the margin of the page. When offering students this or that test, I try to take into account the characteristics of the students in each specific class, their preparation and speed of work. I determine the time of the test and its place in the lesson myself.
In my practice I use the educational project “School Assistant”. EThis is a service that will help students consolidate knowledge acquired at school or catch up on missed material. It was created for additional classes in school subjects.
By selecting a subject and class in the left menu, we are taken to a page with a list of topics. By going to the appropriate topic, you can read the rules, and also do exercises or solve problems. Answers are checked by computer and for registered users, saved in the School Assistant database. Regardless of whether the problem is solved correctly or not, everyone can see the correct, detailed solution. A registered user will be able to see the statistics of his classes in his personal account.
I and my students like the YAKlass website. Over the three years of its existence, it has been recognized as one of the best educational projects, which allows teachers to successfully implement new state teaching standards. Today, “YaKlass” not only puts modern ICT education tools in the hands of teachers, but also helps them effectively apply them in everyday work. This is a unique knowledge simulator for the school curriculum, which will help you master an incomprehensible topic and improve your academic performance. This is access to more than 6,000,000 assignment options in the main subjects of the school curriculum and preparation for the Unified State Exam and Unified State Exam. On the website, every interested student can create their own profile and compete with classmates.
I give test assignments to my students in YaClass. For this:
I am writing a test paper for the whole class.
Automatic checking and reporting – grades are immediately ready for journal entry!
During lessons, together with students and independently at home, she worked on the “Master-Test” website, which allowed her to create tests on any topic. I could either create an online test or download it. Students could take both online testing and testing without an Internet connection.
Modular system aims to confront students with the need for regular educational work throughout the school year.
Rating system allows you to overcome many of the shortcomings of the traditional four-point system and sufficiently differentiate the success of each student.Rating(from the English “rating”) is an assessment, a certain numerical characteristic of a qualitative concept. Typically, a rating is understood as a “cumulative score” or “a score that takes into account past history.” This system allows you to:
determine the level of preparation of each student at each stage of the educational process;
track the objective dynamics of knowledge acquisition not only during the academic year, but throughout the entire period of study;
differentiate the significance of grades received by students for performing various types of work (independent work, current, final control, homework, creative and other work);
reflect the current and final assessment of the amount of work invested by the student;
increase the objectivity of knowledge assessment.
Educational portfolio. This is the third year I have been teaching students who are inclined towards the exact sciences to form a portfolio in mathematics. Today in Russian educational practice there is a growing understanding that the standard examination procedure does not allow assessing the individual capabilities and aptitudes of students that they need to successfully implement life and professional strategies after graduation.
The portfolio solves important pedagogical problems:
maintains high educational motivation of schoolchildren;
encourages their activity, independence in mastering educational programs of different levels and orientations, stimulates self-education;
develops the skills of reflective and evaluative (self-evaluation) activities of students;
forms the ability to learn, set goals, plan and organize one’s own educational activities.
The following categories and names of products of educational and cognitive activity can be included in the educational portfolio: firstly, the work of the student himself - both independent classroom work and homework. Then applied mathematics projects (both individual and group); solving complex entertaining problems on a given topic (to choose from), solving problems and exercises from the textbook, completed beyond the curriculum; a mathematical essay on complex issues of this topic; mathematical abstract with historical content, visual aids on this topic, wall materials, models; copies of articles from magazines and books the student has read on the topic; student's mathematical autobiography; math diary; work on mistakes done in class and at home; tasks compiled by the student himself on this topic; originals, photographs or sketches of mathematical models and objects on a given topic, made by a student or group of students; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; graphic works performed on this topic; research works; descriptions of experiments and laboratory work for students (performed both individually, independently, and in a small group); variants of work completed by students in pairs or in the process of mutual learning; audio, video tapes with a recording of a student’s speech on this topic at a lesson (school conference, seminar...); self-test sheets describing what the student does not understand about a given topic, why and what help he needs; works from related disciplines and practical situations in which the student used his knowledge and skills on this topic; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons for not achieving the goals; copies of the student’s work completed in mathematical clubs, at different levels of mathematical tournaments and olympiads related to this topic, and copies of electronic notes that he exchanged with classmates, a teacher, etc. when completing projects and creative assignments; diplomas, certificates and incentives.
The main point of an educational portfolio is to show everything that my student is capable of.
The National Educational Initiative New School is a modern system for assessing the quality of education. The result of education is not only knowledge in specific disciplines, but also the ability to apply it in everyday life and use it in further education. The student must have a holistic, socially oriented view of the world in its unity and diversity of nature, peoples, cultures, and religions. Already in 2010, we will introduce new requirements for the quality of education, expanding the list of documents characterizing the success of each student. The Unified State Exam should remain the main, but not the only way to check the quality of education. In addition, we will introduce monitoring and comprehensive assessment of a student’s academic achievements, competencies and abilities.
XVI-XVII centuries In Jesuit schools, the distribution of students by category Medieval Germany first three-point system Pre-revolutionary Russia Unified 12-point system in military educational institutions 3,5,10-point systems in civilian education 1837 5-point system officially introduced May 1918 Abolition of the point system 1932 Restoration of the principles of systemic accounting of knowledge 1944 Restoration of the 5-point system
Rating (from English “rating”) is an assessment, a certain numerical characteristic of a qualitative concept. Typically, a rating is understood as “cumulative grade” or “grade that takes into account background.” The rating system is effective due to the fact that it: takes into account the student’s current performance, which activates his independent work during the quarter; takes into account the student’s current performance, which activates his independent work during the quarter; more objectively and accurately assesses the student’s knowledge through the use of a fractional 100-point rating scale; more objectively and accurately assesses the student’s knowledge through the use of a fractional 100-point rating scale; creates the basis for differentiation of students, which is especially important when transitioning to a specialized education system; creates the basis for differentiation of students, which is especially important when transitioning to a specialized education system; allows you to receive detailed information about the progress of each student’s knowledge acquisition and increases the objectivity of the assessment. allows you to receive detailed information about the progress of each student’s knowledge acquisition and increases the objectivity of the assessment.
An educational portfolio is the form and process of organizing (collection, selection and analysis) samples and products of a student’s educational and cognitive activity, intended for their subsequent analysis, a comprehensive quantitative and qualitative assessment of the level of training of a given student and further correction of the learning process. Some authors characterize educational portfolios as: a collection of a student’s work that comprehensively demonstrates not only his educational results, but also the efforts made to achieve them, as well as obvious progress in the student’s knowledge and skills compared to his previous results; a collection of a student’s work that comprehensively demonstrates not only his academic results, but also the efforts made to achieve them, as well as obvious progress in the student’s knowledge and skills compared to his previous results; an exhibition of a student’s educational achievements in a given subject (or several subjects) for a given period of study (quarter, half-year, year); an exhibition of a student’s educational achievements in a given subject (or several subjects) for a given period of study (quarter, half-year, year); a form of targeted, systematic and continuous assessment and self-assessment of the student’s educational results; a form of targeted, systematic and continuous assessment and self-assessment of the student’s educational results; an anthology of the student’s works, which involves his direct participation in the selection of works submitted for evaluation, as well as their self-analysis and self-evaluation. an anthology of the student’s works, which involves his direct participation in the selection of works submitted for evaluation, as well as their self-analysis and self-evaluation.
Portfolio in mathematics The purpose of teaching mathematics is the development of mathematical thinking and applied mathematical skills, the formation of the ability to solve problems. Educational portfolio Student’s own work (classwork, homework, independent work) Notes from teacher, parents, classmates
Applied mathematical projects (both individual and group); applied mathematical projects (both individual and group); solving complex entertaining problems on a given topic (at the student’s choice), solving complex entertaining problems on a given topic (at the student’s choice), solving problems and exercises from the textbook, completed beyond the curriculum; solving problems and exercises from the textbook, completed beyond the curriculum; a mathematical essay on complex issues of this topic; a mathematical essay on complex issues of this topic; mathematical abstract with historical content, mathematical abstract with historical content, visual aids on this topic, wall materials, models; visual aids on this topic, wall materials, models; copies of articles from magazines and books the student has read on the topic; copies of articles from magazines and books the student has read on the topic; student's mathematical autobiography; math diary; student's mathematical autobiography; math diary; work on mistakes done in class and at home; work on mistakes done in class and at home; tasks compiled by the student himself on this topic; tasks compiled by the student himself on this topic; originals, photographs or sketches of mathematical models and objects on a given topic; originals, photographs or sketches of mathematical models and objects on a given topic; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; graphic works performed on this topic; graphic works performed on this topic; descriptions of experiments and laboratory work; descriptions of experiments and laboratory work; variants of work completed by students in pairs or in the process of mutual learning; variants of work completed by students in pairs or in the process of mutual learning; audio, video tapes with a recording of a student’s speech on this topic at a lesson (school conference, seminar...); audio, video tapes with a recording of a student’s speech on this topic at a lesson (school conference, seminar...); self-test sheets describing what the student does not understand about a given topic, why and what help he needs; self-test sheets describing what the student does not understand about a given topic, why and what help he needs; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons if the goals are not achieved; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons if the goals are not achieved; copies of the student’s work completed in mathematical clubs, at different levels of mathematical tournaments and olympiads; copies of the student’s work completed in mathematical clubs, at different levels of mathematical tournaments and olympiads; diplomas, incentives, awards in this subject diplomas, incentives, awards in this subject
Portfolio in mathematics The purpose of teaching mathematics is the development of mathematical thinking and applied mathematical skills, the formation of the ability to solve problems. Educational portfolio Work of the student himself (classroom, home, independent) Notes from teacher, parents, classmates
Description of the results of the teacher’s observations of this student in mathematics lessons; description of the results of the teacher’s observations of this student in mathematics lessons; description of interviews, conversations between teacher and student; description of interviews, conversations between teacher and student; teacher check sheets with comments (attendance, participation in class work, level and quality of independent work and tests); teacher check sheets with comments (attendance, participation in class work, level and quality of independent work and tests); copies of notes from the teacher to the student’s parents, other teachers, etc.; a sheet of teacher grades and comments on the student’s work; copies of notes from the teacher to the student’s parents, other teachers, etc.; a sheet of teacher grades and comments on the student’s work; mathematical characteristics, including both quantitative results and qualitative indicators of a student’s educational and cognitive activity; mathematical characteristics, including both quantitative results and qualitative indicators of a student’s educational and cognitive activity; reviews of other teachers, school administration, classmates, parents, public organizations, etc. about this student. reviews of other teachers, school administration, classmates, parents, public organizations, etc. about this student.
