from work experiencehistory teachers

An increase in the effectiveness of training is directly related to an increase in the quality of assessment of students' success. Traditional means of control make it possible to identify the level of mastery of the required knowledge, skills and abilities. But traditional means of knowledge control in the system of student-centered learning, where the student is considered as a subject and not as an object of learning, are not enough. In the structure of the position of the subject of the teaching, four main competencies are distinguished: cognitive, regulatory, creative, personal and semantic. The above indicators are usually hidden from direct observation. Obviously, their implementation requires special tools and the use of more modern tools that help monitor and evaluate, among other things, the personal achievements and creative success of students.

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from work experience

history teachers

“Traditional and new means of assessing learning outcomes”

Prepared

history and social studies teacher

Stavropol Territory

Kulieva N.V.

Essentuki-2013

Introduction 3

Chapter 1. Control during the learning process 4

Chapter 2. Assessment, marking, assessment in the system

Monitoring learning outcomes 20

Conclusion 33

References 34

Introduction

An increase in the effectiveness of training is directly related to an increase in the quality of assessment of students' success. Traditional means of control make it possible to identify the level of mastery of the required knowledge, skills and abilities. But traditional means of knowledge control in the system of student-centered learning, where the student is considered as a subject and not as an object of learning, are not enough. In the structure of the position of the subject of the teaching, four main competencies are distinguished: cognitive, regulatory, creative, personal and semantic. The above indicators are usually hidden from direct observation. Obviously, their implementation requires special tools and the use of more modern tools that help monitor and evaluate, among other things, the personal achievements and creative success of students.

The currently available literature contains scattered information about these agents. In addition, of all the available modern means of assessing learning outcomes, the emphasis is only on pedagogical testing, although there is a whole arsenal of equally effective means.

Thus, the identified problems make it difficult to ensure high quality assessment of learning outcomes.

Therefore, it seems appropriate to generalize and systematize the accumulated theoretical material and practical experience in the use of modern means of assessing learning outcomes with the publication of a textbook.

The abstract provides a rationale for the concept of control, assessment, evaluation, compares the traditional assessment system with modern approaches to assessing students' educational achievements, and examines various modern means of assessing learning outcomes: pedagogical testing, rating, monitoring, portfolio, unified state exam. Descriptions of modern means of monitoring and assessing learning outcomes are largely borrowed from well-known publications and the practical experience of advanced teachers.

All descriptions are built according to a single plan: characteristics of the tool, the technology of its use in the educational process, a list of used literature.

Chapter 1. Control during the learning process

Essence of control Functions of control Types of control of students' knowledge Forms of control Methods of control Means of control Requirements for organizing knowledge control

The essence of control

The need for control in the educational system is explained, first of all, by the public need to obtain information about the effectiveness of the functioning of the entire system of educational institutions. Control is an integral element of the educational process, thanks to which feedback is implemented in learning, a connection that allows you to quickly regulate and correct the course of learning, and set specific tasks for a new lesson. Finally, control performs all the main functions that are characteristic of the educational process at school: educational, educational and developmental.

In the current theory there is not yet an established approach to defining the concepts of “assessment”, “control”, “checking”, “accounting” and others associated with them. They are often mixed, interchanged, used in the same or different meanings.

The general generic concept is “control”, which means identifying, measuring and assessing the knowledge and skills of students. Identifying and measuring is called verification. In the Russian language dictionary S.I. Ozhegov’s word “control” [French. contrôle] means checking, as well as observation for the purpose of checking. The word “check” - 1. To make sure that something is correct, to examine for the purpose of supervision, control. 2. To put something to the test to find out something. Therefore, testing is an integral component of control, the main didactic function of which is to provide feedback between the student and the teacher, the teacher to receive objective information about the degree of mastery of educational material, and the timely identification of deficiencies and gaps in knowledge.

“Assessment”, as a rule, is understood as the result of an inspection (I.P. Podlasy). “Control” means identifying, measuring and assessing the knowledge and skills of students. Control includes assessment (as a process) and evaluation (as a result) of the check.

As noted by M.B. Chelyshkov, control is both an object of theoretical research and a sphere of practical activity of a teacher. The concept of “pedagogical control” in relation to the educational process has several interpretations. On the one hand, she believes, pedagogical control is a unified didactic and methodological system of testing activities. This interconnected joint activity of teachers and students, with the leadership and organizing role of teachers, is aimed at identifying the results of the educational process and increasing its effectiveness. On the other hand, in relation to the everyday educational process, control is understood as identifying and assessing the results of schoolchildren’s educational activities. With the help of control, she believes, it is possible to identify the advantages and disadvantages of new teaching methods, establish the relationship between planned, implemented and achieved levels of education, compare the work of different teachers, evaluate the student’s achievements and identify gaps in his knowledge, provide the head of the educational institution with objective information for adoption management decisions and perform a number of other equally important tasks.

According to I.F. Kharlamov, control plays a large regulatory and stimulating role in teaching over the quality of mastery of the material being studied and encouraging students to self-control.It is necessary to ensure, the author notes, that this control is regular and carried out for each topic studied. As for students, they not only need to be encouraged to exercise self-control, but also help them master its techniques.

In the methodological literature, it is generally accepted that control is the so-called “feedback” between the student and the teacher, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject.

Knowledge control is the identification of compliance of the formed volume of knowledge by students with the requirements of a standard or program, as well as determining the level of proficiency in skills and abilities. This definition is given in the dictionary of methodological terms by E.L. Azimov and A.I. Shchukin.

According to this, the following goals of monitoring knowledge and skills are distinguished:

• diagnosing and correcting knowledge and skills;
• taking into account the effectiveness of a separate stage of the learning process;
• determination of final learning outcomes at different levels.

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

Control functions

Control, like all other components of the educational process, performs certain functions. A function is usually understood as work performed by one or another body, an obligation to be performed. Control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. Knowledge and understanding of control functions will help the teacher to plan and carry out control activities competently, with less time and effort, and achieve the desired effect.Most authors include developmental, training, educational, prognostic, diagnostic, controlling, orienting and stimulating control functions as the main ones. The list is quite traditional, as it focuses exclusively on traditional controls.

According to V.A. Slastenina, co.Control in the learning process is the most well-established procedure, both in theory and methodologically. The author highlights the following functions:

• educational,
• developing,
• educational.

The educational and developmental significance of testing knowledge, skills and abilities is expressed in the fact that students not only benefit from listening to the answers of their friends, but also actively participate in the survey, asking questions, answering them, repeating the material to themselves, preparing for what themselves can be asked at any time.

The educational role of checking is that students listen to additional explanations or comments from the teacher about the student’s poor answer or poorly understood previously studied material.

The educational function of control is to accustom students to systematic work, to discipline them and to develop their will. Waiting for the test forces students to study their lessons regularly and makes it necessary to refuse anything if it interferes with the preparation of lessons.

The implementation of the predictive function makes it possible to predict the potential capabilities of the student in mastering new material.As a result of the check, grounds are obtained for making a forecast about the course of a certain segment of the educational process: whether specific knowledge, skills and abilities are sufficiently formed to master the next portion of educational material (section, topic).

M.B. Chelyshkova also lists the main functions as:

• diagnostic,
• controlling.

Diagnostic functionstems from the very essence of control, aimed at identifying gaps in students’ training and, based on the diagnostic results, making some management decisions necessary to improve the educational process.

The controlling function is considered one of the main control functions. Its essence is to identify the state of knowledge, skills and abilities of students provided for by the program at this stage of training. They often talk about a corrective or control-corrective function. Indeed, after listening to a student, the teacher can correct his mistakes, i.e. explain or demonstrate correct speech actions.

The essence of the orienting control function is to obtain information about the degree of achievement of the learning goal by individual students and the group as a whole - how much the educational material has been mastered and how deeply it has been studied. Control guides students in their difficulties and achievements.

It is known that students specially prepare for tests and exams. In the presence of the teacher, they perform the given exercises. Written work will receive more attention if it is graded. In a word, the presence or expectation of control stimulates students' learning activities and is an additional motive for their learning activities. This allows us to talk about another control function: stimulating. The incentive function is mainly associated with evaluation, and is sometimes called the evaluative function.

T.I. Ilyina, noting the purely didactic functions of control, pays special attention to the teaching and educational function: “The teaching function is manifested in the class listening to a good answer from the student, active participation in the survey, repeating to oneself, readiness for possible involvement in the survey, listening to additional explanations of the teacher, repetition and consolidation of the learned material by the interviewee, better understanding and assimilation of the material during analysis. The educational function consists of disciplining students, accustoming them to systematic work and developing willpower, promoting objective self-esteem and cultivating self-esteem.”

N.F. Talyzina notes that control in the educational process performs not only the function of feedback, but also the function of reinforcement; it is also associated with the motivational sphere of the student. And further, developing this idea: “The central task is to find conditions under which feedback would not only fulfill its inherent function, but would also contribute to the consolidation of the actions being formed and the creation of positive motives for learning activities in students. The conducted studies show that feedback performs the function of reinforcement only when its content is related to the motives of the student’s educational activity. Feedback also contributes to positive learning motivation if it is carried out taking into account the student’s need to check the correctness of his actions and taking into account the objective success of his work.” The author believes that efforts should be directed to further study of the conditions under which feedback contributes to the development of positive motives for learning activities and consolidation of acquired knowledge.

E.N. Danilin, believing that control in training should be mainly a means of managing the process of mastering knowledge and skills, notes that at the same time it should be strictly dosed and correct, do not belittle the personality of the person being controlled. “If the evaluative function of control is well known and widely practiced, then its stimulating function is used to a lesser extent and is not always effectively used.And, meanwhile, it is the latter, through encouragement, that is of great importance for consolidating and forming the correct motives for the student’s attitude towards learning and behavior.”

V.A. Onischuk, on the contrary, believes that knowledge, skills and abilities are tested at different stages of the educational process, and at each stage the test performs different functions. At the beginning of learning new material, knowledge of basic ideas and concepts is tested to clarify and deepen them in order to prepare students for mastering new material. The main function of such a check is to update knowledge and methods of performing an action.

During the learning process itself, knowledge is checked in order to determine its level, the effectiveness of the learning process, to detect gaps in perception and awareness, comprehension and memorization, generalization and systematization of knowledge and actions, their application in practice, and also to adjust student activities and methods accordingly. management of this activity. At the same time, the teacher receives feedback about the progress of the process of acquiring knowledge and its results and intervenes in the process accordingly: gives individual tasks to students, additionally explains, gives supporting examples, if erroneous judgments are identified, reports facts that contradict the incorrect judgment, helps to develop the correct way of reasoning .

After studying the relevant material, the teacher checks the level of mastery, controls diligence, diligence, and attentiveness. The functions of the test in this case are to prevent the lag and failure of individual students, to promptly identify gaps in their knowledge and to decide on ways and means to eliminate these gaps.

And finally, testing knowledge, skills and abilities at the end of studying a topic or at the end of studying a topic or at the end of studying a training course helps to identify the degree of mastery of the system of knowledge and the complex of mastering skills and abilities, the readiness of students to successfully apply this knowledge and methods of performing actions in life situations. This check is carried out in individual lessons, transfer or final exams.

A brief review of the opinions of didactic scientists allows us to conclude that the essencecontrol is thatand based on the information obtained during control, it is possible to prevent the development of erroneous skills, draw general conclusions about the teaching method, determine the level of students’ preparation, evaluate their work, change teaching methods, adjust tasks for lagging students, and much more. Control, as a necessary component of the educational process, must be systematic and implemented in all its functions, not limited to the control itself. The implementation of control functions in practice makes it more effective, and the educational process itself also becomes more effective. C control of knowledge and skillsincreases responsibility for the work performed not only by students, but also by teachers, teaches accuracy, and develops positive moral qualities and collectivism.

Types of monitoring student knowledge

The basis for identifying types of control is the specificity of didactic tasks at different stages of learning.V.A. Slastenin identifies the following types of control: preliminary, current, thematic and final.

Preliminary controlis aimed at identifying the knowledge, skills and abilities of students in the subject or section that will be studied.It allows you to determine the current (initial) level of knowledge and skills in order to use it as a foundation and focus on the acceptable complexity of the educational material.

Current controlcarried out in daily work in order to check the assimilation of previous material and identify gaps in students’ knowledge.The main task of current control is the regular management of students’ educational activities and their adjustment. It allows you to obtain continuous information about the progress and quality of learning the educational material and, based on this, quickly make changes to the educational process.

Thematic controlis carried out periodically, as a new topic or section is covered, and is aimed at systematizing students’ knowledge. This type of control takes place during repetition and generalization classes and prepares for control events: oral and written tests.

Final controlcarried out at the end of a quarter, half a year, the entire academic year, and also at the end. It is aimed at testing specific learning outcomes, identifying the degree to which students have mastered the system of knowledge, skills and abilities acquired in the process of studying a particular subject or a number of disciplines.

M.B. Chelyshkova, classifying types of control, also distinguishes current, thematic, final and adds milestone, or stage-by-stage. In her opinion, current control is characterized by a consciously set goal to monitor the progress of learning. Carrying out ongoing monitoring is the easiest way for a teacher to obtain operational information about the compliance of students’ knowledge with the planned mastery standards.

Thematic controlreveals the degree of mastery of a section or topic of the program. Based on thematic control data, the teacher makes a management decision. He makes a conclusion about the need for additional development of this topic if the control results are unsatisfactory, or moves on to study the next topic if the control results indicate that the students are well prepared.

Functional purpose of boundary control- identifying the results of a certain stage of training. In this case, the level of training of students is assessed using tests in sections of the program, exams or tests.

Purpose of final control - assessment of student work after completing the entire training course. One of the important areas of final control is the certification of graduates of educational institutions.

Forms of control

In the learning process, every teacher should strive to use various forms of control in their classes, ranging from independent work to games. After all, the use and application of such forms of control determines not only a better assimilation of information by students, but also contributes to the development of creative abilities, models the environment, provides additional information, stimulates interest and activates the work of students.

There are numerous forms of monitoring students’ knowledge and skills, because Each teacher has the right to come up with and conduct his own test tasks, which seem to him to be the best. According to I.M. Cheredov designs special lessons, as well as tests, interviews, tests, and exams to thoroughly monitor knowledge and methods of activity.

• Knowledge control lessonis devoted primarily to the implementation of control functions of training, although the process of systematizing students’ knowledge continues. It is built with the expectation of the independent activity of each student, which makes it possible to identify the level of knowledge acquisition and the development of skills and abilities. Depending on the forms of educational work used in the lesson, there are

• lessons on comprehensive knowledge control;
• lesson of oral knowledge control;
• lesson of written knowledge control.

• Tests as a special form of organization of training, they are built on a combination of individualized, unit, individualized-group and frontal forms of training. During the test, students complete individual control tasks. Mutual testing of knowledge in educational units is carried out. A frontal conversation is held with the whole class, allowing to summarize and record the level of knowledge acquisition by the class as a whole.
• Interviews – This form of teaching organization involves organizing individual control conversations between the teacher and students in order to more thoroughly identify their knowledge.

• Test papersare carried out, as a rule, after completion of the study of topics or key issues that are especially significant for the mastery of other academic subjects that are most difficult for students to understand. The following types of control work are used:

• theoretical, allowing you to check students’ assimilation of basic theoretical concepts, patterns, the ability to identify characteristic features, features of processes and phenomena;
• practical, with the help of which they test the ability to apply acquired knowledge to solve specific problems;
• complex, containing tasks of both theoretical and practical nature.

• Examinations are the final form of control aimed at comprehensively testing students’ preparation and determining the degree of mastery of knowledge, skills and abilities.

Depending on the specifics of organizational forms, control is distinguished: frontal, group, individual and combined (or compacted) and self-control of students.

In the frontal form of organizing control, many students give short answers to the teacher’s questions on a relatively small amount of material, usually from the spot. This form of control allows you to successfully combine testing with the tasks of repeating and consolidating the material covered, causing increased activity among students. With the skillful use of frontal questioning, it is possible to test the knowledge of a significant part of the class in a relatively short time.Frontal control can be carried out both verbally and in writing. The advantage of frontal control is that it keeps the entire team in suspense; students know that they can be questioned at any second, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, a frontal survey is, of course, a more advanced form of verification. However, it also has disadvantages, which are especially noticeable in cases where it is necessary to test students’ skills in monologue and dialogic oral speech.

The group form of organization of control is used in cases where there is a need to check the results of educational work or the progress of its implementation by a part of the class students who received a certain collective task in class or during extracurricular activities.

Individual control is widely used to thoroughly familiarize the teacher with the knowledge, skills and abilities of individual students, who are usually called to the blackboard or to a table with instruments, to a map, although answering from the spot is not excluded, if notes or graphic images are not needed. , which the entire audience should follow, visual aids and various teaching equipment. With thoughtful organization, individual control is perceived by students as a normal element of the educational process and does not cause negative emotions.

In a combined form of control (with the so-called compact survey), a successful combination of individual control with frontal and group control is achieved. A feature of this form of control is that the teacher simultaneously calls several students to answer, one of whom answers orally, 1-2 prepare for the answer by doing the necessary graphic work on the blackboard or writing down the conditions and progress of solving problems, and the rest perform individual written or practical tasks. The advantages of a compact survey are that it makes it possible to thoroughly test several students with a relatively small investment of time. But it limits the educational function of verification, since students who independently complete tasks do not take part in frontal work with the group, and the results of their activities are checked by the teacher outside the lesson. The combined form of control provides the opportunity to use programmed tools to test the knowledge, skills and abilities of students to a greater extent than with other forms of control.

Self-control of students ensures the functioning of internal feedback during the learning process, students receive information about the completeness and quality of studying the program material, the strength of the formed skills, difficulties and shortcomings that have arisen. Self-examination has great psychological significance and stimulates learning. With its help, the student is really convinced of how he has mastered the knowledge, checks the correctness of performing exercises by reverse actions, evaluates the practical significance of the results of completed tasks, exercises, experiments, etc.

Control methods

To best ensure timely and comprehensive feedback between teacher and student, various control methods are used.

Method (from the Greek word metodos - literally the way to something) means a way to achieve a goal, a certain ordered activity.

Methods of control are methods of activity of the teacher and students, during which the assimilation of educational material and the mastery of the required knowledge, skills and abilities by students are revealed. Modern didactics identifies the followingcontrol methods: oral, written, practical (laboratory) control (G.I. Shchukin), some scientists also highlight didactic tests, methods of machine control and self-control of students.

• Oral control method- the most common method of monitoring students' knowledge. During an oral survey, direct contact is established between the teacher and the student, during which the teacher receives ample opportunities to study the individual characteristics of the students’ assimilation of educational material.Typical errors in the application of oral control methods are manifested in the following: the teacher does not always provide adequate completeness of control, checks only factual knowledge and rarely reveals knowledge of worldview ideas.
• Written control method- Along with oral testing, it is the most important method of monitoring a student’s knowledge, skills and abilities. The uniformity of work performed by students makes it possible to place the same requirements on everyone and increases the objectivity of assessing learning outcomes. The use of this method makes it possible, in the shortest possible time, to simultaneously check the assimilation of educational material by all students in the group, and determine the direction for individual work with each. Written work in content and form, depending on the subject, can be very diverse: dictations (technological, etc.), essays, answers to questions, solutions to problems and examples, drawing up abstracts, making various drawings and diagrams, preparing various answers, abstracts. In order to reduce the time for completing certain types of written tests, the use of programmed tools is practiced: manuals with a printed basis, in which students are asked to fill in the gaps there (with words, letters, signs, numbers), choose one of several given answers to the question asked, underlining or marking it, punched cards, etc. The use of such aids greatly facilitates the work of students and the checking of completed assignments by the teacher. Let us note the features of such forms of written testing as independent work, dictations, essays and abstracts.

Independent work can be carried out for the purpose of ongoing and periodic monitoring. During the current assessment, independent work, as a rule, is not large in volume and contains tasks mainly on the topic of the lesson. Testing in this case is closely related to the learning process in this lesson and is subordinate to it. With periodic control, independent work is usually larger in volume and time to complete.

Dictations are widely used for current control. With their help, you can prepare students to master and apply new material, to develop skills and abilities, to generalize what they have learned, and to test their independence in completing homework. For dictations, questions are selected that do not require long thinking, to which you can write down the answer very briefly.

Abstracts are useful for repeating and summarizing educational material. They not only allow students to systematize their knowledge and test their ability to develop a topic, but also play a special role in shaping their worldview. In the process of preparing an essay, the student mobilizes and updates existing knowledge, independently acquires new ones necessary to reveal the topic, compares them with his life experience, and clearly clarifies his life position. When checking these works, the teacher pays attention to the correspondence of the work to the topic, the completeness of the topic, the sequence of presentation, and the independence of judgments.

A special form of written control is graphic work. These include drawings, diagrams, diagrams, drawings, etc. Their purpose is to test students’ ability to use knowledge in a non-standard situation, use the modeling method, work in spatial perspective, briefly summarize and generalize knowledge. For example, control graphic work may include filling out the diagrams “sound model of a word”, “composition of a sentence”, “syntactic parsing of a sentence”, “animal is a living organism”, “wild and cultivated plants”; drawing up a diagram of “air properties”; graphic drawings “formation of a spring”, “river”, etc.

Typical mistakes when conducting written control can be considered: insufficient testing of their general educational skills and abilities - planning skills, highlighting skills, self-control skills, writing tempo skills, etc.; poor identification of typical errors and shortcomings that need to be actively worked on in subsequent lessons; failure to comply with a single spelling regime for all written work; poor use of individual assignments for students to work on gaps in knowledge and skills.

• Laboratory control methods- a relatively new type of control. Control laboratory work is carried out with half of the group, while the other half performs writtenwork. The control laboratory work includes testing the ability to use a caliper, micrometer, ammeter, voltmeter, thermometer, psychrometer and other measuring instruments that should be studied by this point.
• Didactic testsare a relatively new method of testing learning outcomes. A didactic test (achievement test) is a set of standardized tasks on a certain material (or subject) that establishes the degree of mastery of it by the student. The advantage of tests is their objectivity, i.e. independence of testing and assessment of knowledge from the teacher.

• Machine control methods. Methods of machine control over the quality of knowledge acquisition are gradually being introduced into teaching practice, especially in subjects of the natural and mathematical cycle. Programs for control are compiled, as a rule, according to the method of control programmed exercises. Answers are typed either in numbers or in the form of formulas. The machine maintains a high degree of objectivity of control, but cannot take into account the psychological characteristics of the student.
• Methods of self-control. An essential feature of the modern stage of improving control at school is the comprehensive development in students of self-monitoring skills over the degree of assimilation of educational material, the ability to independently find mistakes made, inaccuracies, and outline ways to eliminate detected gaps.

Means of control

Currently, tools are being created and distributed that do not require much time for preparation, implementation and processing of results. Among them there are machine and machineless verification tools:

• Machineless inspection tools. Among the machineless means of checking, the most common in school practice are oral questioning of students at the blackboard, teacher checking notebooks with homework, mathematical dictation, independent work and tests:

Checking homework– the role of homework is practically devalued if it is not checked. Teachers practice different forms of accounting. This includes an oral survey at the blackboard or on the spot regarding homework, and short written work, but, above all, it is a direct check of the assignment in notebooks - frontal when walking around the group at the beginning of the lesson and a more thorough, selective one during out-of-class hours.

A self-test based on a sample is used in the first lesson after explaining new material. A sample homework solution is written on the board in advance. Students review the sample solution and verbally comment on it; everyone’s notebooks are closed. Then the guys open their notebooks and check their work according to the sample, highlighting the mistakes.

Peer testing using a sample will be used in the next lesson. In this case, students check their neighbor’s homework, also using the model. As in the first case, the teacher finally checks the notebooks.

• Machine verification tools. A personal computer is used to monitor students' knowledge.Options created using computer programs are checked much faster, since the computer can provide answers to each task. Computer-based standard tasks are convenient for practicing the necessary skills with lagging students (the teacher does not have to waste time selecting similar tasks to practice certain skills).

To summarize all that has been said, we can conclude that each type of control has its place in the verification process and performs certain learning tasks. Forms, techniques, methods and means of control must be flexible and variable. It is impossible to apply forms of control in a standard way, devoting constant time to them in all lessons. Only a specific analysis should lead to the choice of the optimal form of control in the lesson. Control objectives determine the choice of methods. Each control method has its own advantages and disadvantages; none of them can be considered the only one capable of diagnosing all aspects of the learning process.

Only the correct and pedagogically appropriate combination of all types, forms and methods of control helps to improve the quality of the educational process.

Requirements for organizing knowledge control

To organize objective monitoring of students’ knowledge, it is necessary to strictly comply with certain requirements. The requirements should be as follows:

• unambiguity, i.e. the stated goal of education must be clearly understood by everyone;
• diagnosticity, i.e. it must be possible to verify the achievement of the set goal;
• content, i.e. the goal should reflect what the student received during the learning process.

V.A. Slastenin established the following pedagogical requirements for the organization of control over the educational activities of students:

• individual nature of control,requiring control over the work of each student, over his personal educational work, which does not allow the results of each student’s learning to be replaced by the results of the work of the team (group or class), and vice versa;
• systematicity,regularity of monitoring at all stages of the learning process, combining it with other aspects of students’ educational activities;
• variety of forms of conducting, ensuring the fulfillment of the training, development and educational functions of control, increasing the interest of students in its implementation and results;
• comprehensiveness, which consists in the fact that control should cover all sections of the curriculum, ensure testing of theoretical knowledge, intellectual and practical skills of students;
• objectivity of control,excluding intentional, subjective and erroneous value judgments and conclusions of the teacher based on insufficient study of schoolchildren or biased attitudes towards some of them;
• differentiated approach, taking into account the specific features of each academic subject, its individual sections, as well as the individual qualities of students, requiring, in accordance with this, the use of various methods and pedagogical tact;
• unity of teachers' demands,monitoring the educational work of students in a given class.

The main thing in organizing control is to ensure its organic integration into all areas of the learning process, i.e. giving control a tracking nature. Only in this case will the communicative and learning capabilities inherent in control be realized.

This entails the following requirements, which should be strictly followed when carrying out control:

• control must be regular;
• control should cover the maximum number of students per unit of time, so in each individual case it should not take much time;
• the volume of controlled material should be small, but representative enough so that the degree of its assimilation/non-assimilation, proficiency/non-proficiency of it by students can be used to judge whether they have acquired the necessary skills and abilities;
• Since training and control are organically connected, when conducting control, one should start from the specific objectives of the lesson.

Particular attention is paid to such requirements for knowledge control as:

• the requirement for an objective assessment of students' knowledge of subject content;
• the requirement for a pedagogically appropriate organization and direction of students’ mental actions.

Monitoring the knowledge and skills of students is one of the essential aspects in organizing a lesson. The content of the work significantly depends on how it is organized and what it is aimed at. The student’s work is largely determined by the requirements the teacher places on him during control. Therefore, it is impossible for all students to achieve the required results defined by the standard without their reflection in the control system. It is important to ensure that each student has achieved the required level of training, as well as timely identification of possible gaps. Therefore, among the requirements for control, two are especially important for us: the universality of control and its purposefulness.

Focusing on the fundamental didactic capabilities of knowledge control, we will consider the requirements that systems of standardized control procedures must meet so that they can be used to solve the following tasks:

a) objectively evaluate students’ knowledge of subject content;

b) it is pedagogically expedient to organize and direct the mental actions of students.

Speaking about the first task, we note that in order to objectify the assessment of students’ knowledge of subject content, it is necessary to be able to: unambiguously determine what and how the student should learn within the framework of each controlled topic; use methods of measuring what has been learned, providing in the future the possibility of an objective assessment of what was measured.

The first circumstance speaks to the need for a clear formulation of the private didactic goal of teaching on each topic, which requires: analysis of the content of educational information in order to identify the logic of science, of which the educational subject is a representative, and on this basis, determining those elements of educational content and connections between them that reveal the essence of objects, phenomena and processes characteristic of science (they must be learned). Another requirement is to determine the required quality of assimilation of the elements of educational content identified during the analysis and the connections between them.

The second of these circumstances can be taken into account if, as didactic materials for standardized control, success tests are developed - tasks for the student to perform an activity of a certain level in combination with a standard of its implementation. This will be discussed in the second chapter. Moreover, in order to objectively measure the quality of students’ knowledge based on testing, tasks must meet a number of requirements, and their standards must include all the operations necessary to complete the task, located in the required sequence, and the correct answer.

The considered recommendations and the results of completed studies provide grounds for stating that today there are indeed all the conditions for the implementation of its assessment function by means of standardized knowledge control at a sufficiently high level.

To solve the problem of control - the pedagogically appropriate organization and direction of mental actions of students in the process of implementing the control procedure (implementation of the teaching and educational function) - it is necessary, according to well-known didactics and psychologists, to compose didactic material for operational (corrective) standardized control so that its content and structure helped to determine in a certain way the thinking and cognitive activity of students.

Based on the results of research by M.R. Kudaev, it can be noted that the thinking of students in the process of control will be determined if: tasks for students will require the performance of such control operations that will be associated with the need for the student to perform predetermined mental actions (one of the ways to solve the problem predictive modeling of thinking); the nature of the tasks, the ways of setting them, as well as the organization of work with tasks will be such that the student will be objectively forced to perform the entire planned volume of mental actions (one of the ways to solve the problem of mobilizing thinking).

An analysis of the content and results of research by P. A. Shevarev and O. K. Tikhomirov, aimed at identifying the main components of the psychological structure of actions, showing their appropriate sequences, and justifying the significance in the thought processes of the “operational meaning of acquired knowledge” provides the basis for the formation of some starting points, which systems of control tasks must satisfy, creating the prerequisites for the implementation of a predictive model of the mental actions of the controlled. In the system of control tasks, each control operation must be the product of one of the possible mental actions that arise when resolving the control situation. Of all the possible mental actions when developing control operations, only those that at this stage of learning have the greatest pedagogical significance should be considered. When drawing up a system of control tasks, it should be borne in mind that the performance of control operations can only be the result of correct conclusions, and the student’s mistakes can only be caused by erroneous conclusions.

Chapter 2. Assessment, marking, evaluation in the learning outcomes monitoring system

Development of an educational assessment system The concept of assessment, marking, evaluation Functions and types of assessment Comparison of the traditional assessment system with modern approaches to assessing students' educational achievements

Development of a learning assessment system

The first three-point grading system arose in medieval schools in Germany. Each point indicated a rank, the student’s place (in terms of academic performance) among other students in the class (1st - best, 2nd - average, 3rd - worst). Later, the middle rank, to which the largest number of students belonged, was divided into classes; The result was a five-point scale, which was borrowed from Russia. The digital knowledge assessment system was introduced by the Ministry of Education of the Russian Empire in 1837. Points began to be given a different meaning: with their help they tried to assess the knowledge of students. It was found that 1 point indicates poor success, 2 points indicate mediocre knowledge, 3 - sufficient, 4 - good, 5 - excellent. This view of points was established under the influence of I.B.’s twelve-point grading system. Basedova. Since the introduction of points into school practice, questions have arisen about their legality, advantages and disadvantages. Penetrating into the practice of schools in different countries and taking different forms, grades have acquired social significance, becoming a tool for increasing pressure on students. The student’s life was regulated both at school and outside of it through grades. The shortcomings of the assessment system of education, which included grades as learning stimulants, were revealed by the mid-19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers who believed that a person’s moral qualities and his labor efforts cannot be assessed by a score (number). The teacher is obliged not only to determine the level of knowledge and skills of students, but also to explain to each student and his parents all the circumstances that contribute to or hinder the success of learning, and to identify the reasons for failure.

After 1917 in Russia, the idea of ​​studying without grades received further development. It corresponded to the concept of the Soviet labor school, in which educational activities were conceived on the basis of student interest, focused on the free, creative nature of the lesson, which formed independence and initiative. Previous methods of disciplining students through grades were found to be unsuitable. In 1918, grades, all types of exams and individual testing of students in class were abolished. Frontal oral testing and written tests of a testing nature were allowed only as a last resort. It was recommended to have periodic conversations with students on the topic covered, oral and written reports, student reports on books read, keeping work diaries and books in which all types of student work were recorded. To record the collective work of schoolchildren, cards, circular notebooks, and group diaries were used. Generalization of the acquired knowledge was carried out through a final conversation with students and reporting conferences. Transfer from class to class and issuance of certificates were carried out based on feedback from the pedagogical council. However, the teacher did not have time to systematically record the characteristics of the students’ knowledge, so his written conclusions were often too general and stereotyped. The absence of a specific grading system had a negative impact on the entire educational process.

One of the first domestic teachers who tried to solve the problem of assessment in connection with the education reform as a whole and developed a system of control and assessment on a truly humane basis was S.T. Shatsky. Opposing grades and exams, he believed that it was necessary to evaluate not the child’s personality, but his work, taking into account the conditions in which it was carried out, and proposed systematic monitoring and evaluation of the results of children’s educational work in the form of reports from schoolchildren to parents, exhibitions of work students, etc. However, during the years of formation of the Soviet school and changes in the content of education, it turned out to be impossible to introduce a new grading system, since it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-assessment and self-control, identifying the result of the collective work of students, rather than an individual student. One of the most common forms of self-testing was test tasks. In 1932, the principle of systematically recording the knowledge of each student was restored, in 1935 - a differentiated five-point grading system through verbal marks ("excellent", "good", "satisfactory", "bad", "very bad"), in 1944 - a digital five-point system ratings.

From the late 50s - early 60s. In connection with the transition to universal secondary education and new content of education for all levels of education, improving the assessment component of education has become one of the most pressing problems. The score hides the object of assessment and without a qualitative analysis it is impossible to objectively judge the student’s performance. With an equal average score, students’ knowledge may be different, because in one case, a mark can be received for retelling a textbook, and another - for applying knowledge according to a model, in a third - for a non-standard, creative solution to a question or task. Therefore, the grade cannot be displayed as an arithmetic mean, especially in those subjects where there is a strict connection between new and old knowledge (for example, in Russian and foreign languages, mathematics). When summing up the final grade, it is necessary to be guided by the actual level of knowledge achieved and take into account the student’s attitude towards learning activities. In domestic schools, there has been a practice of developing “Approximate grading standards”, which indicate what requirements a student’s oral or written answer must meet in order to be certified with the appropriate score, as well as typical deficiencies in the answer for which the score is reduced. A differentiated mark can be given for a number of subjects - knowledge of theoretical material, problem solving, assimilation of new material, etc. are assessed separately. Different marks can be used to assess different aspects of an oral response or written work; for example, in an essay on literature - the depth and completeness of coverage of the topic, style and spelling. To obtain a comprehensive mark, it is necessary to select all elements of the answer and establish their relative weight by expert means. Then the weight of each component is multiplied by the mark assigned to it by the teacher, the results are added up and the resulting amount is divided by the number of components. The complex mark can also be used to derive the final mark - quarterly or annual. When assigning each mark, the teacher must comment on it and give a meaningful assessment of the student’s work.

Nowadays, the overwhelming number of teachers are confident that we must finally part with the usual “five points.” It is believed that this system does not correspond to the modern type of student, the spirit of democratization of the school. Teachers have not yet abandoned the very concept of “score”, but only filled it with a different meaning, devoid of negative expression. Several options for assessing knowledge are widely discussed in pedagogical circles: a 3-point system, a 7-point system, a 10-point system, and even a 100-point system. The latter, more flexible and accurate, became possible with the introduction of a unified state exam for school graduates.

Concept of assessment, mark

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

Diagnosing and correcting students’ knowledge and skills;

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

Determination of final learning outcomes at different levels.

Grade - this is an assessment process, expressed in a detailed value judgment, expressed in verbal form. Evaluation is the process of relating actual results to planned goals.

L.I. Bozhovich, N.G. Morozova, L.S. Slavin understand school assessment of knowledge as the objective criterion that determines public judgment about a student. K.A. Albuhanova-Slavskaya writes that the social aspect of assessment is determined by the fact that assessment “meets the need for communication, knowledge of one’s “I” through the eyes of others.”

According to N.V. Selezneva, “pedagogical assessment expresses... the interests of society, performs the functions of meaningful supervision of students,” because “It is society that controls, not the teacher.” The author points out that the presence of assessment in the educational process is dictated by “the needs of society for a certain type of personality.”

R.F. Krivoshapova and O.F. Silutina understands assessment as a detailed, deeply motivated attitude of the teacher and the class staff to the results of each student’s achievements. ON THE. Baturin believes that evaluation is a mental process of reflecting object-object, subject-subject and subject-object relations of superiority and preference, which is realized during the comparison of the subject of evaluation and the evaluative basis. With all the variety of interpretations of the essence and role of assessment, in the psychological and pedagogical literature there is an understanding of the subject of assessment, firstly, as the individual personal qualities of a student and, secondly, as the results of his educational activities.

So, assessment is the determination and expression in conventional points, as well as in the teacher’s value judgments, of the degree of students’ assimilation of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline.

The assessment can be varied, varying depending on the type of educational institutions, their specifics and focus. The main task of assessment is to establish the depth and scope of individual knowledge. The assessment must precede the mark.

Assessment is the most obvious indicator of the level of school education, the main indicator for diagnosing learning problems and a means of providing feedback.

Often in psychological and especially pedagogical literature the concepts of “assessment” and “mark” are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the assessment activities of teachers.

First of all, assessment is a process, activity (or action) of assessment carried out by a person. All our indicative and, in general, any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of movement towards the goal.

The functions of assessment, as is known, are not limited only to ascertaining the level of training. Assessment is one of the effective means at the teacher’s disposal to stimulate learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop adequate self-esteem and a critical attitude towards their successes. Therefore, the importance of assessment and the variety of its functions require a search for indicators that would reflect all aspects of schoolchildren’s educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity.

Mark - this is a digital expression of students’ knowledge, recording the level of their learning, expressed in points. The mark is derived from the assessment.

A mark (score) is the result of the assessment process, activity or assessment action, their conditionally formal reflection. From a psychological point of view, identifying an assessment and a mark will be tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal logical result. But, in addition, a mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is encouragement, and a bad mark is punishment.

Unlike other assessment methods, students' grades are recorded in school documentation - class registers, examination reports, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates.

Historical analysis has shown that a grade in Russian education was often understood as an assessment and vice versa. The grading scale is both rigid and formal. Its main task is to establish the level (degree) of the student’s assimilation of the uniform state program of educational standards. It is easy to use and understandable to all subjects of the educational process.

The assessment can be as varied and variable as possible. The main task of assessment (and this is its main difference from a mark) is to determine the nature of the students’ personal efforts, establish the depth and volume of individual lessons, help adjust the motivational-need sphere of the student, comparing himself with a certain standard of the student, the achievements of other students, and himself for some time back. The mark does not solve this problem.

The assessment is always directed “inward” to the student’s personality, and the mark is directed outward, to society. The assessment is emotional, the mark is emphatically formalized.

The assessment must meet the following requirements:

• objectivity - the assessment should not depend on who gives it;
• accuracy - the assessment must correspond to the true quality of the student’s knowledge;
• accessibility - the assessment should be understandable to the student.

Functions and types of assessment

In the educational process, we can talk about the difference between partial (partial, evaluating a part) assessments (B. G. Ananyev) and assessment of success, which most fully and objectively reflects the level of mastery of the academic subject in general.

Partial assessments appear in the form of individual evaluative requests and evaluative influences of the teacher on students during the survey, although they do not represent a qualification of the student’s success in general. Partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal - in the form of a point - nature of the mark, the assessment can be given in the form of detailed verbal judgments that explain to the student the meaning of the "collapsed" mark - the mark - that is then given.

Content-based assessment is the process of correlating the progress or result of an activity with the intended standard to: a) establish the level and quality of a student’s progress in learning and b) identify and accept tasks for further advancement. Such an assessment simultaneously becomes stimulating for the student, because strengthens, strengthens, concretizes the motives of his educational and cognitive activity, fills him with faith in his strength and hope for success. Content-based assessment can be external, when it is carried out by a teacher or another student, and internal, when the student gives it to himself. Evaluation and control operations are carried out on the basis of a standard. A standard is an example of the process of educational and cognitive activity, its stages and results. Given and formed first from the outside, the standards are subsequently determined in the form of knowledge, experience, skills, thereby becoming the basis for internal assessment. The standard must be clear, realistic, accurate and complete.

Due to the fact that the impact of assessment on a student’s development is multifaceted, it can have many functions.

1. Educational:

• makes it possible to determine how successfully the educational material has been mastered and practical skills have been developed;

• contributes to the addition and expansion of the fund of knowledge.

1. Educational:

• ensures mutual understanding and contact between teacher, student, parents and class teacher;

• contributes to the formationskills of a systematic and conscientious attitude to educational responsibilities.

3. Orienting:

• influences mental work in order to understand the process of this work and understand one’s own knowledge(Ananyev B.G.);
• forms the skill of self-assessment, reflection by the student of everything that happens to him in the lesson.

4. Stimulating:

• provides impact on the affective-volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships; assessment affects the personality as a whole;
• under its direct influence the pace of mental work accelerates or slows down(Ananyev B.G.).

5. Diagnostic:

• records both the general level of preparedness and the dynamics of the student’s success in various areas of cognitive activity;
• assumes continuoustracking the quality of students' knowledge, measuring the level of knowledge at various stages of education;
• allows you to identify the reasons for deviations from specified goals and objectives.

Comparison of the traditional assessment system with modern approaches to assessing student achievements

Over the past 10-15 years, Western pedagogy has been undergoing a process of radical rethinking of the traditional system for assessing students' educational achievements. Among the new approaches to this problem, the following types of assessments can be distinguished:

Based on the final learning outcomes;

Based on training standards;

Built on the concept of competence;

Based on the level of performance skill.

The main difference between the listed approaches is the orientation of the assessment system either on the product of educational activity or on the assessment process, although all of them are organic links of the same educational chain “standard - competence - performance skill - result”. The artificial separation of these approaches and their fragmented consideration suffer from the same “flaws” as the traditional system: discreteness of the assessment process, fragmentation and partiality of the assessed qualities, rigidity and quantitative orientation of the assessment, understanding it as a subject-object interaction, artificiality of the conditions in which it carried out, etc.

The ultimate goal of assessment will be to strengthen and, in the long term, achieve full responsibility of the student for the process and result of continuous self-education. This will require a radical change in the total vector of the traditional philosophy of assessment according to the following system of projections:

Discreteness - continuity;

Fragmentation - systematicity;

Singularity - plurality;

Quantity - quality;

Rigidity - flexibility;

Artificiality - naturalness;

Assessment - self-esteem.

Let us reveal the content of each of the projections separately.

Discreteness - continuity.In the traditional assessment system, learning is viewed as a discrete process: it is completed and recorded at the stage of the final assessment. The main idea of ​​the new approach is that learning is recognized as a continuous process and it is proposed to move from the traditional understanding of assessment as measuring the final result to assessing the process of moving towards the result. Then the student’s right to make an error becomes obvious, which, when corrected, is considered progress in learning (sometimes more significant than just error-free knowledge).

Fragmentation - systematicity.Traditional assessment, as a rule, is aimed at determining the level of mastery of subject knowledge and skills: it is, as it were, tied to a particular topic within a particular subject. This knowledge is mostly fragmentary and highly specialized. Accordingly, traditional assessment tools mainly reflect “artificial” techniques for solving word problems from textbooks (such as, for example, techniques for identical transformation of algebraic expressions in a mathematics course). A new approach to assessment involves measuring the development of systemic interdisciplinary knowledge and generalized skills. Assessment becomes multidimensional and interdisciplinary, aimed at measuring not “bookish”, but life-based knowledge. Its tools are developed based on the requirements of practical and applied knowledge and skills, the need for their application in real life situations.

Unity - plurality.The tools of the traditional assessment system are predominantly limited: it is either independent or test work (in the USA and some other countries, as a rule, they are limited to testing), which are compiled according to the same scheme - with justification for the decision process or with the choice of an answer from a given set of answers. . In addition, practice shows that traditional assessment is aimed at measuring any particular type of intelligence: for example, logical-mathematical - when teaching mathematics, linguistic - when teaching language, etc. The assessment is predominantly individual and does not take into account group educational achievements. The new approach assumes a multiplicity of assessment procedures and methods: variability of tools and means, a variety of ways to compose assessment tasks, measurement of various forms of intelligence, inclusion, along with individual, group and team results of educational activities, etc.

Quantity - quality.Traditional quantitative assessment does not always reflect students' actual creative abilities. Moreover, in some cases, it gives a distorted picture of the degree of diligence and discipline rather than the level of creative qualities (for example, ingenuity and resourcefulness). Such important characteristics as the student’s communication skills, ability to work in a team, attitude to the subject, level of effort put into mastering the subject, individual style of thinking, and much more often fall out of sight. At the same time, qualitative assessment information obtained in the process of observations, conversations, interviews with a student, analysis of his educational and cognitive activities, as a rule, is given insignificant importance, and it does not have much influence on the final grade. The qualitative component will significantly enrich the assessment, reflect “invisible” moments in the student’s educational and cognitive activity, and provide a comprehensive view of his abilities. Is it possible to measure with quantitative indicators the sparkle in a child’s eyes, his emotional attitude towards solving a problem that interests him, the sincerity of his desires and aspirations to learn better and know more?
Integration of the quantitative and qualitative components of subject assessment will help shift the emphasis from the student’s momentary knowledge as an object of the learning process to his long-term potential as a subject of the process of continuous self-education.

Rigidity - flexibility.The traditional system is strictly determined by directive standards (standards, assessment tools, time factor, etc.). Of course, there are many positive aspects to this: in particular, they help to unify the assessment and make it more objective. At the same time, the rigidity of the assessment gives rise to a number of negative phenomena. Thus, students develop a “dependent” mentality: what is assessed is what needs to be taught; The winner is the one who does everything quickly (sometimes at the expense of quality). It is not taken into account that the creative factor always comes into conflict with the establishment of a predetermined framework of activity. In the new approach, it is assumed, first of all, to evaluate everything that the student knows and can do, and going beyond the established curriculum and standards is widely encouraged. The time factor ceases to be one of the main criteria, especially when performing creative work and projects. It gives way to the factor of educational effectiveness. Therefore, the transition to a flexible assessment system will require a rethinking of many traditional organizational aspects in education (scheduling, the structure of forming study groups, the system of assessing intermediate and final works, etc.).

Artificiality - naturalness. The procedure of most traditional forms of assessment is artificial and, moreover, is of a pronounced stressful nature for students. As a rule, it is strictly regulated by place, time and is carried out under the strict control of a teacher or commission. Experience shows that in such conditions, most students (due to excessive anxiety, time constraints, circumstances, etc.) cannot demonstrate even the knowledge and skills that they actually possess. True assessment must be carried out in natural conditions for the learner, relieving stress and tension. Therefore, with the new approach, non-traditional forms of assessment-conversation, assessment-interview, assessment-dialogue, etc. occupy a large place. It is very important to include in the quantitative and qualitative characteristics of a student’s educational and cognitive activity the results of observations of his educational work under normal conditions (working together on a task or project in a group, discussing a particular issue with classmates, comments and questions that he asks during the frontal discussions, etc.). From the same point of view, informal notes or diary entries by a student on a given subject can be quite informative and useful.

Assessment - self-esteem. With traditional assessment, all the threads of control are completely in the hands of the teacher: he points out the shortcomings and gaps in the student’s knowledge. When performing independent and test work, in most cases, interaction between the teacher and the student is completely excluded. With the new approach, mutual assessment of students is encouraged, their right to self-assessment is recognized, the element of their self-control is strengthened and responsibility for the process and result of learning is increased. The functions of the teacher as a judge and controller are transformed into the actions of a consultant and assistant; his interaction with students is not interrupted during the assessment process, but becomes a natural continuation of cooperation in mastering new knowledge. The student independently and consciously identifies his own gaps and works to eliminate them, turning to the teacher for advice and the necessary help.

Comparative analysis of the traditional and new vision of the assessment system

Traditional rating system

New vision of the assessment system

1. Assessment as a process of subject-object interaction 2. The final result is evaluated 3. Assessment is carried out discretely 4. The result of the assessment is a quantitative mark 5. Assessment is subject and topic focused. 6. Fragmentary knowledge and highly specialized skills are assessed 7. The teacher acts as a judge and controller 8. Interaction between teacher and student is excluded during the assessment process (test or final work) 9. Assessment is primarily carried out by the teacher. 10. The main emphasis is on the objectivity of the assessment 11. The assessment is rigidly structured by external factors 12. Attention is focused on what the student does not know and cannot do 13. Assessment is often comparative within a class (group) 14. One type of intelligence is assessed within a given subject. 15. Assessment is limited to a specific tool (test, test, etc.) 16. When assessing, tasks with one predetermined correct answer predominate. 17. Fixed educational achievements are assessed 18. Assessment is predominantly individual 19. The essence of the assessment is demonstrating the error 20. Assessment is carried out in artificial, stressful conditions for students 21. The threads of control and assessment are in the hands of the teacher 22. The teacher points out mistakes and gaps in the student’s knowledge and skills 23. Priority of the time factor in assessment 24. Rigidity as a consequence of quantitative assessment 25. Qualitative assessment information (observations, conversation, interview...) is not essential in the assessment 26. Assessment is disconnected from the learning context 27. A “dependent” mentality is formed in the student: what is assessed must be taught 28. Quantitative external assessment - a measure of knowledge 29. The value of finishing work as the final version of the work 30. Emphasis on achievement as the ultimate indicator of learning effectiveness 31. Valuation as a function of one variable

1. Assessment as a process of subject-subject cooperation 2. The process of moving towards the result is assessed 3. Evaluation is ongoing 4. The result of the assessment is a quantitative and qualitative multidimensional characteristic of educational achievements 5. Assessment - systematic and interdisciplinary 6. The breadth and depth of applied (life) knowledge and skills is assessed 7. The teacher acts as an advocate and consultant. 8. The interaction between teacher and student is not interrupted, moreover, it is encouraged during the assessment process 9. Self-esteem and mutual assessment of students are strongly encouraged 10. The focus shifts to a flexible combination of assessment and self-assessment 11. The assessment is structured flexibly and is an open system. 12. Attention is focused on what the student knows and can do. 13. The individual unique characteristics of the student are assessed without regard to the achievements of other students 14. Various types of intelligence and its multiplicity are assessed 15. Assessment involves the use of a variety of means (learning portfolios) 16. When assessing, the use of “open” tasks with possible answers is encouraged 17. The efforts made to achieve the educational result are taken into account 18. Along with individual assessment, group and team assessment is encouraged 19. The essence of assessment is preventing errors and learning from mistakes 20. Assessment is carried out in a natural environment for students to help relieve stress and tension. 21. Part of the threads of control passes to the student, transforming into self-control and self-esteem 22. The student independently and consciously identifies his own gaps and works together with the teacher to eliminate them 23. Flexibility of time frames in the process of continuous learning 24. Quality assessment requires flexibility of organizational structures (forms of training, schedule, layout of study groups, schedule of intermediate and final work...) 25. The importance of quality information (emotional factor, initiative, attitude to the subject...) when assessing 26. Sustainable mutual influence: continuous learning - continuous evaluation 27. Going beyond the curriculum and standards is encouraged. 28. Objective self-esteem - an indicator of knowledge 29. The value of not only clean copies, but also drafts as a working option 30. Emphasis on student development as a continuous process of self-education 31. Estimation as the resultant of functions of several variables

CONCLUSION.

Monitoring students' knowledge is one of the main elements of assessing the quality of education. Teachers monitor students' learning activities on a daily basis through oral questioning in class and by assessing written work.

This informal assessment, which has a purely pedagogical purpose within the framework of the activities of the educational institution, belongs to the natural norms, given that the results of each student should be at least average. In other words, the grade given by the teacher is almost always “ok,” which obviously limits its value.

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the selection of evaluation criteria have become much more thorough. At the same time, they began to approach more carefully the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will talk about later.

To be used for any purpose, assessment results must have three qualities: they must be “valid” (clearly consistent with teaching programs), strictly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner) , “available” (i.e., time, scientific effort and funds for their development and implementation must be available to a given state). Antropova M.V. Pedagogy: Textbook. - M.: Education, 2008. - 16 p.

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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 that 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.

Lecture 3. Control and evaluation.

1.Traditional means of control, assessment and marking.

2. Innovative trends in monitoring and evaluation in education.

1. Traditional remedies control, assessment and marking

Traditional forms and means of control. IN At school, traditional means of control include written or oral class surveys, homework and exams. Oral lesson surveys usually used in routine monitoring. They involve obtaining student responses to the teacher’s questions and have the advantages of being easy to organize, providing prompt feedback in the process of correcting students’ knowledge acquisition, stimulating class discussions and developing communicative competencies. The disadvantage of oral surveys is the fragmentation of student coverage, since a teacher can survey no more than 4-5 people per lesson. TO written lesson surveys include tests that summarize the results of a certain period of study.

A special form of control is Homework, discussing the results of which in class has a learning effect, especially in cases where tasks allow for non-standard solutions. In final control they usually use oral or written exams, as a rule, causing significant emotional and physical overload in schoolchildren who are accustomed to studying conscientiously.

Advantages and disadvantages of traditional control and evaluation tools. The development of traditional control and assessment tools usually does not cause difficulties for teachers, since it is based on an extensive methodological base and is easy to implement. In addition, teachers receive the necessary preparation for using familiar surveys and exams from their own experience during their school years. Traditional control does not require preliminary financial investments; it does not require expensive computers, software and tests.

The disadvantages of traditional control and evaluation tools significantly outweigh the advantages. These disadvantages include the lack of connection between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in conditions of mass education, subjectivity and incomparability of control results. Despite these shortcomings, many teachers, even those who are accustomed to working conscientiously, advocate the use of traditional control and assessment tools. They say that the teacher sets his own marks during the exam, but few are able to impartially evaluate their own work. Therefore, control is a rather conservative area of ​​practical pedagogy, although many teachers in their speeches draw attention to the fact that changes need to be made to the existing traditional control system.

Grades and grades. The teacher's testing activity ends with the assignment of grades. According to established tradition, in the educational process the word “assessment” means a certain result. In a broader sense, this word refers not only to the final result, but also to the process of forming an assessment. To avoid confusion, in the context of this manual, the term “assessment” is used in the latter case.

Assessment is a necessary component of the control process, the results of which are of great importance for students and their parents, since school grades influence to one degree or another the future of the child and introduce an element of competition into the relationships of students. It would seem that such arguments should cause the teacher to strive for maximum objectivity and impartiality. However, this often does not happen, for example, in cases where grades are given in a hurry or depend on the personal relationship between teacher and student, class attendance, student behavior in class, etc.

To give the assessment maximum objectivity and adequacy of the stated control goal, it is necessary to focus on the subject of assessment and minimize the influence of other factors that bias value judgments. Of course, in reality, each grade given in the traditional way is influenced by various factors, so such grades cannot be used to compare the results of teachers’ work or interpret them in managing the quality of education.

Pedagogical assessments are often mistakenly identified with grades. It should be remembered that the assessment expresses the result, and the mark serves to establish numerical analogues of value judgments. For example, according to the five-point marking scale established in our school, satisfactory knowledge is assessed as a “three”, excellent knowledge as a “five”. In fact, these scores do not have a clear pedagogical meaning and do not quantify the student's response. In many countries, alphabetic symbols ( A, B, C etc.), with the help of which the place of each student’s result in the group of controlled students is established.

Characteristics of the assessment process. The assessment process is based on comparison, which may vary depending on what is chosen as the basis for grading. Such a system could be:

1) the results of other students;

2) requirements of the program or state standards;

4) the amount of work expended by the student and his diligence in mastering the educational material.

In the first caseWhen grading, the preparedness of each student is compared with the results of the entire class or a certain group of students, after which the students are ranked into groups, within which everyone has the same grades. Usually in the classroom the teacher is guided by exactly this logic. For example, if during an oral questioning the majority of students give weak answers, a “C”, a stronger student’s answer compared to the previous ones always deserves a “Four” or “A” in the eyes of the teacher.

In the second case , when comparing a student’s preparedness with the established requirements for educational achievements, the results of other students do not play any role, and the grade is assigned depending on the percentage of requirements met and the full scope of requirements planned for mastery. The percentage obtained for each student is compared with criteria established by experts or empirically. Based on the comparison results, grades are assigned depending on the percentage obtained. Although in words such a process seems quite simple and objective, it is difficult to implement in practice, since it is unrealistic to develop reference sets of requirements for all schools and every lesson.

In the third case the student’s achievements are compared with his potential capabilities, intuitively assessed by the teacher. Those students whose abilities, in the opinion of the teacher, are high, but whose achievements are below their capabilities, receive low grades. Students with low potential who demonstrate the same achievements as more capable students during the control process receive higher grades. This approach seems very attractive to many teachers, because, in their opinion, it motivates students to improve their level of educational achievements. In fact, it is unfair, subjective and usually causes confrontation in the classroom.

In the fourth case Instead of abilities, the effort expended by students to acquire new knowledge, the intensity of learning activities, and diligence are chosen as the basis for comparison. Compared to the previous one, this approach is even more unfair, since it is directed against brightly gifted children and reduces the motivation of the most capable students to achieve high grades. For students who are inclined to work hard, teachers usually inflate grades, guided by simple logic - the more effort expended, the higher the grade. Those who learn the material easily are graded lower, while others are rewarded for spending more time learning the same or less amount of material.

Current trends in assessment processes. The absence in our country of standardized tests, which record the requirements for students’ preparedness in unified scales for many years and set certain standards for assessments, has led to the devaluation of the existing five-point scale. According to a study conducted by A.G. Shmelev through a survey of hundreds of respondents, in the minds of teachers there is often an idealized scale in which marks are set by comparing the planned and achieved level of mastery of educational material. The scale used in schools looks much more neutral and allows teachers, with a few exceptions (in strong, specialized classes), to assign a minimum number of “twos”.

The introduction of the Unified State Exam in 2001 refuted somewhat idealized ideas about the quality of Russian education. Objective data from the Unified State Examination for most regions of Russia showed that the existing border between a “D” and a “C” is much lower than subjective ideas about it, since instead of absolute academic performance, up to 20% of D students appeared in many schools. In general, the Unified State Exam experience can be assessed as positive. The combination of teachers' subjective value judgments and objective testing data will inevitably lead to more valid grades in schools over time and will encourage students to improve their levels of educational achievement.

2. Innovative trends in monitoring and evaluation in education

Update conditions control and evaluation system in school education. Innovative trends characteristic of modern education affect not only the education process, but also the control and evaluation system, putting forward increased demands on its effectiveness. To update the control and evaluation system you must:

Minimize subjectivity in the final control and move to the expanded use of standardized tests;

Abandon the primary focus of current and final control on assessing the results of memorization, model-based activities, and algorithmic knowledge and move to innovative meters that provide assessment of competencies, abilities for creative and practical activities;

Replace the usual focus on the “average student” with individualized methods for correcting educational activities in the process of ongoing control, systematically use input control;

Reduce the share of traditional written tests by introducing authentic forms of assessment, which involve the use of relevant assessment tools that are meaningful for students: tests of practical skills, situational tasks and portfolios.

Main innovative trends in control. The last decade has seen an increasing connection between control and learning. Targets that determine educational outcomes are set in terms of measurable results. In turn, the learning process is structured in such a way as to activate the training and development functions of control by optimizing the content and difficulty of educational tasks selected for ongoing control in an individual mode. Control is becoming increasingly important; it is changing its character and combining the traditional functions of checking and assessing learning outcomes with the functions of quality management of the entire educational process.

Significant changes are taking place in the system of assessing learning outcomes, which are characterized by a transition from a behaviorist point of view to a cognitive one and are manifested in a shift in emphasis from the primary assessment of learning outcomes to the components of the process of obtaining the result, from a passive answer to a given question to the active construction of the content of the answer, from the assessment of individual, isolated skills for integrated and interdisciplinary assessment. In control, attention to metacognition has significantly increased, which involves the formation of interdisciplinary knowledge, skills of transferring knowledge from one subject to another and general academic skills. When assessing learning outcomes, the context for deciphering the concepts of “knowledgeable” and “able” has changed. Instead of the previous priority of factual and algorithmic skills, the ability to apply knowledge in non-standard or practical situations has come to the fore.

In modern control, measurements have become an organic part of the educational process, the most important means of obtaining information widely used in managing the quality of education. Against the backdrop of the ever-growing role of tests, there came an awareness of the limitations of quantitative methods, due to which the so-called mixed methodology, based on a combination of quantitative and qualitative assessments, began to develop in pedagogical control. Accordingly, a new generation of meters has emerged that, together with traditional means of control and tests, provide multidimensional authentic (complex, multifaceted) assessments that cover the results of educational activities both at school and outside of school. The priority of static assessments that record the level of preparedness of students at the time of control has recently been replaced by the predominance of dynamic analysis of changes in the quality of student preparedness, based on widely developed and implemented systems for monitoring the quality of education.

Portfolio and tests to assess practical activities students. In modern control, new types of meters have appeared that reveal the positive dynamics of changes in preparedness, the activity of students in mastering new knowledge, the growth of their competence, as well as the degree of mastery of communication and intellectual skills. First of all, such meters should include portfolio(working folders) containing targeted collections of student work in one or more academic disciplines and compiled by the teacher in collaboration with the student. The student’s participation in the selection of work is an important factor in the positive motivation of educational activities, stimulating the desire for self-assessment of one’s achievements. Therefore, many teachers see portfolios as an effective means of developing students' critical thinking skills and gaining real self-assessment. Despite the individualized approach to the selection of tasks, the results of which require mainly expert assessments, portfolios provide fairly objective information about the quality of educational achievements. This is due to the fact that the process of testing them is extremely standardized, the criteria for assessing achievements are clearly defined, developed in collaboration with students, and evidence of students’ independent work is carefully provided.

Today in the field of education there is a certain portfolio typology, presented in domestic and foreign works. First type - work portfolio – includes the student's work over a certain period of time, which shows the changes that have occurred in his knowledge. Second type - protocol portfolio – in documentary form reflects all types of educational activities and confirms the independence of the student’s work. This type of portfolio may include drafts of the student’s finished work. Third type - process portfolio – designed to demonstrate the student's achievements at various stages of the learning process. Fourth pitchfork – final portfolio – usually used to obtain a summary assessment of the student's knowledge and skills acquired in the core subjects of the curriculum. In the latter case, the portfolio usually includes the student's best completed work, selected by him and the teacher. Forms of presentation of portfolio materials may be different. Audiovisual media are often used, such as photographs, videos, and electronic versions of the student’s work.

Proponents of portfolios usually classify them as a means of authentic assessment and cite their high validity and adequacy to modern requirements for the quality of education as positive arguments. However, portfolios, like tests, do not solve all the problems of assessing the quality of education, since they have shortcomings. They are expensive, take longer to use than tests, and raise concerns about reliability.

New forms of meters include tests, which are developed to assess the practical activities of students ( Performance assessment ) . Such tests make it possible to identify the level of mastery of practical skills with the help of experimental tasks of an activity nature, the result of which is a certain material product, assessed by experts on a standardized point scale. Many of the tests of practical skills do not meet the requirements of the theory of pedagogical measurements in their characteristics. Nevertheless, they have high validity and arouse great interest among students. Experimental tasks are usually used in the process of monitoring, but do not influence administrative decision-making in education, so low accuracy of estimates is not a problem. If they fail, the student can retake the tests and succeed.

Automated control . In the last decade, new computer technologies have been intensively developed, making it possible to automate the process of current and final control based on the use of software and tools. Monitoring programs are often combined with training programs, using teacher-student dialogue to check or correct learning activities with the help of additional information that fills identified gaps in students’ knowledge. Modern instrumental systems for monitoring and assessing knowledge, as a rule, have a user-friendly interface, support various forms of tasks and allow you to implement control scenarios, use text, still and animated images, sound, video, etc.

Giving preference to one or another innovation, one should always strive for a multifaceted assessment of the quality of learning outcomes and an understanding of the feasibility of using innovations in the educational process. For example, information obtained about a student’s preparedness using automated monitoring tools must necessarily be supported by additional data about the characteristics of his memory, imagination, thinking and speech. The level of readiness of the student to work on a computer, his communication abilities (the ability to conduct dialogue, discussion, verbally express his views and thoughts, communicate and collaborate with his peers and teachers, etc.) should be taken into account.

1. Pedagogical control as a necessary condition for assessing the quality of educational achievements of students

3. Cumulative assessment "Portfolio"

Bibliography

1. Pedagogical control as a necessary condition for assessing the quality of educational achievements of students

Monitoring students' knowledge is one of the main elements of assessing the quality of education. Teachers monitor students' learning activities on a daily basis through oral questioning in class and by assessing written work.

This informal assessment, which has a purely pedagogical purpose within the framework of the activities of the educational institution, belongs to the natural norms, given that the results of each student should be at least average. In other words, the grade given by the teacher is almost always “ok,” which obviously limits its value.

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the selection of evaluation criteria have become much more thorough. At the same time, they began to approach more carefully the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will talk about later.

To be used for any purpose, assessment results must have three qualities: they must be “valid” (clearly consistent with teaching programs), strictly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner) , “available” (i.e., time, scientific effort and funds for their development and implementation must be available to a given state).

In most countries, the transition from one class to another is today based on a system of constant control carried out by class teachers or teachers of a particular discipline. Classical examinations at the end of the school year practically no longer exist; they are considered as certain additions to the constant monitoring of student activities. In many cases, constant monitoring is also supplemented by such forms as tests, tests, organized outside the educational institution regularly and throughout the academic year.

Pedagogical control is an essential component of the pedagogical system and part of the educational process. Until now, the result of pedagogical control is unconditionally considered to be the assessment of student performance. Assessment determines the compliance of student activities with the requirements of a specific pedagogical system and the entire education system.

Analyzing the features of the state of the problem of testing and assessing knowledge, it should be noted that this problem is multifaceted and has been considered by researchers in a variety of aspects. A large number of works have been published in our country concerning the functions, methods, principles of testing and assessing knowledge, general and specific issues of assessment. There are several main directions in the study of this problem.

A large group is represented by works that examined the functions of testing and assessing knowledge in the educational process, requirements for the knowledge, skills and abilities being formed, methods of monitoring students, types of accounting for knowledge in the traditional education system (M.I. Zaretsky, I.I. Kulibaba, I.Ya. Lerner, E.I. Perovsky, S.I. Runovsky, M.N. Skatkin, V.P. Strezikozin, etc.). The published works show the controlling, teaching and educational functions of testing and assessing knowledge, reveal the methodology for conducting written, oral, graphic and practical control of knowledge, individual, frontal, thematic and final surveys, formulate requirements for the quality of knowledge of schoolchildren, for the assessment of their oral and written answers on various academic subjects.

The conviction is gradually emerging that the educational system must correctly pose the didactic task and, with the help of pedagogical technologies, be able to solve it. In this case, it is not single assessments, and certainly not the student’s average score, that should be interpreted, but values ​​that reflect the dynamics of changes in some measurable quality, for example, students’ mastery of educational material.

The scientific basis for assessing learning outcomes means that such judgments are made that are based on facts recognized as true, and which contain characteristics of significant connections, and not any externally observable signs.

In the practice of traditional teaching, significant negative aspects of the assessment system are revealed. An analysis of traditional testing methods has shown that the system for assessing the quality of education does not rely on objective methods of pedagogical measurements, therefore “quality” is interpreted today quite arbitrarily, each teacher develops his own system of testing tasks. The purpose of measurement in pedagogy is to obtain numerical equivalents of knowledge levels. Measuring instruments are means and methods for identifying, based on predetermined parameters, qualitative and quantitative characteristics of students’ achievement of the level of educational training. Consider a body of research on quantitative research on learning and its effectiveness. In these works, learning is approached from various points of view, as an information process, the possibility of mathematical assessment of the results obtained is clarified, and the use of quantitative criteria for determining its effectiveness is discussed.

All authors agree that before operating with certain mathematical concepts and formulas, which is to a certain extent a technical issue, the specifics of pedagogical phenomena must first be established, for which it is necessary to meaningfully interpret the observed phenomena, we need meaningful criteria that can be obtained by pedagogical analysis. Approaching the learning process as a complex multi-level process, they tend to apply various variants of cybernetic methods and methods of mathematical statistics to it. The quantitative formulation of pedagogical patterns, in their opinion, opens up new opportunities for controlling pedagogical hypotheses, for validly predicting the nature of pedagogical phenomena occurring in various conditions, and creating on this basis the necessary recommendations for the complete and effective management of the pedagogical process. The problem of teaching effectiveness is sometimes identified with the problem of successful knowledge acquisition, for which quantitative methods new to pedagogy are being developed.

The subjectivity of knowledge assessment is associated, to a certain extent, with the insufficient development of methods for monitoring the knowledge system. Often, the assessment of a topic, course or its parts occurs by checking individual, often minor elements, the assimilation of which may not reflect mastery of the entire system of knowledge, skills, and abilities being formed. The quality and sequence of questions is determined intuitively by each teacher, and often not in the best way. It is not clear how many questions you need to ask to check the entire topic, or how to compare tasks according to their diagnostic value.

Each of the methods and forms of verification used has its own advantages and disadvantages, its own limitations. In addition, the disadvantages of the existing practice of testing and assessing knowledge include spontaneity, irrational use of methods and forms, lack of didactic focus, teacher ignoring the characteristic features of the subject material and working conditions in the classroom, and lack of systematicity in its implementation.

Many authors rightfully criticize the system of current and entrance examinations. A small number of questions does not allow you to objectively test the entire course; the questions often do not reflect the knowledge, skills and abilities that need to be developed; each examiner has his own judgment about the knowledge of the respondent, his own methods and criteria; The number of additional questions and their complexity depend on the examiner, which also affects the overall result.

We cannot ignore the role of psychological factors, the general and special training of the teacher, his personal qualities (principle, sense of responsibility). All this one way or another affects the result of testing and assessing knowledge. The personal qualities of a teacher are certainly manifested both in the nature of teaching and in the process of testing and assessing knowledge, which we will discuss in more detail later. Consequently, as already emphasized above, the problem of eliminating subjectivity in assessing and testing knowledge requires more in-depth research.

Another direction in the study of this problem is associated with the study of the educational functions of assessment, with the study of the influence of assessment on the formation of students’ self-esteem, on the interest and attitude of schoolchildren to the subject (B.G. Ananyev, L.I. Bozhovich, A.I. Lipkina. L. A. Rybak and others).

In the 60-70s. In connection with the development of programmed training and the widespread introduction of technical teaching aids into the educational process, new aspects have appeared in the study of the problem. In programmed learning, assessment is a necessary component of management and carries information for correcting the educational process. This increases the requirements for the accuracy and reliability of control and the validity of its criteria. In this regard, the qualitative and quantitative aspects of assessment, information and statistical measurement methods, the reliability and effectiveness of various types of testing tasks, and methods of testing using technical means and computers are considered. (S.I. Arkhangelsky, V.P. Bespalko, T.A. Ilyina, A.G. Molibog, N.M. Rosenberg, N.F. Talyzina, N.M. Shakhmaev, etc.). Researchers of these problems have formulated clearer requirements for the quality of planned knowledge, criteria and assessment standards, identified the advantages and disadvantages of various types of questions, and developed methods for monitoring knowledge.

Thus, testing and assessing schoolchildren’s knowledge as a form of pedagogical control over the assimilation of educational content depends on many objective and subjective factors.

2. Point-rating system for assessing learning outcomes

The introduction of a point system is the first step towards a full-scale transition to teaching a credit system. In addition, a mandatory condition for certification and accreditation of absolutely all universities will be the provision of results from this experiment.

The transition to a new education system will not qualitatively change the content of academic disciplines: the number of hours, lectures and seminars remains the same.

This system should be used in the educational process in all disciplines of the curriculum, including disciplines of the federal and university components, as well as disciplines of students’ choice.

The point-rating technology for assessing knowledge is used for the purpose of personality-oriented learning, stimulating the systematic work of students, revealing their creative abilities, and differentiating the assessment of knowledge.

The point-rating technology for assessing knowledge is intended to increase the objectivity and reliability of assessing the level of students’ training and is used as one of the elements of managing the educational process at a university.

understand the system for forming grades in disciplines and other types of employment in order to obtain final grades;

realize the need for systematic work to implement the curriculum based on knowledge of your current rating score for each discipline and its change due to untimely mastery of the material;

timely assess the state of your work on studying the discipline, completing all types of academic workload before the start of the examination session;

during the semester, make adjustments to organize ongoing independent work.

plan (in detail) the educational process in a specific discipline and encourage students to work systematically;

make timely adjustments to the organization of the educational process based on the results of the current rating control;

objectively determine the final grade for the discipline, taking into account systematic work;

provide a gradation of assessment of the level of knowledge in comparison with the traditional system.

Score-rating technology makes it possible to ensure continuity of monitoring and assessment of the quality of knowledge, both in a separate discipline and throughout the semester, at the current stage of study (all past semesters) and the period of study at a given level of higher professional education (HPE).

When developing a scoring system for assessing academic performance, departments and individual teachers take into account the following points:

Departments, depending on the specifics of the disciplines taught, establish types of current control and their cost in points;

the cost of attending each lesson is calculated as the quotient of dividing the amount of points established for attending classes by the number of planned training sessions;

For each type of academic work, the maximum number of points is awarded provided that it is completed “excellently”;

if the assessment is unsatisfactory for performing any type of current control, no points are awarded;

The department has the right to declare the completion of any tasks mandatory. In case of failure to complete or receiving an unsatisfactory grade for completing such mandatory tasks, the final grade will be unsatisfactory, regardless of the amount of points scored on other types of current control.

The accumulated points are used to determine the final grade. It is proposed to use the five-point scale adopted in Russia and the slightly modified ECTS system adopted in most European countries as the final grade scale.

theoretical material - attending lectures;

practical skills - performing and defending laboratory work, seminars;

performing independent work (abstracts, creative assignments, calculation and graphic works, coursework and projects) and defending them;

educational, industrial and other practices.

The scoring technology must be clearly described for each discipline and brought to the attention of each student at the beginning of classes, as a component of the discipline study program, which is included in the educational and methodological complex (EMC).

When studying one discipline, a student can receive no more than 100 points. At the same time, the student receives most of the points during the semester, about 1/3 - the final certification.

Classes missed for a valid reason are made up at the student’s initiative upon the direction of the dean’s office; The points received during the training are included in the rating.

By decision of the department, students who have a high rating in the discipline (from 90%) may (with their consent) be exempted from taking the exam. To receive an “excellent” grade, passing an exam is required.

The complexity of studying the discipline (number of hours or credit units according to the curriculum) is taken into account by the coefficient in the assessment based on the average performance indicator (APR):

Where O1, O 2, On are the numerical equivalents of grades in the discipline;

K1, K2, Kn - accounting credit units of the corresponding discipline.

Table 1

The scoring system for assessing progress monitoring provides not only for differentiated assessment of various types of educational work, but also for compliance with deadlines for their completion. The following deadlines are established for departments (teachers) to submit reports on current student performance:

By these deadlines, each teacher submits reports to the dean’s office on the current progress of students in the groups where he conducts training sessions.

If a student who has not scored, or has scored few points by the time the report is submitted, has a documented valid reason (illness, departure for training camps, competitions), the dean’s office extends the deadline for submitting control orders to the dean’s office with mandatory notification of this to the student and the relevant teacher (department ).

A student who, without a good reason, has not completed test assignments and has not scored the minimum number of points required to receive a credit or examination grade at the end of studying a discipline, can only be allowed to study it again on a compensatory basis. If he refuses this or if he receives an unsatisfactory grade again, he will be expelled from the university.

Thus, the use of rating control and assessment can increase the level of motivation to study the subject. The results can be counted as the final grade for the semester test and, as a result, as the final exam grade. And when using a point-rating system, you can monitor the dynamics of the performance of the group as a whole and each student; voicing the rating results will increase the activity of students and introduce a moment of competition into the learning process, identifying the best and lagging students.

3. Cumulative assessment "Portfolio"

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.

In this regard, the need arose to develop new forms of diagnostics of educational results, with the help of which it is possible to assess the individual profile of schoolchildren’s achievements obtained by them in the course of educational, creative, social and other types of activities.

An effective tool for solving such educational problems is a student’s portfolio of individual educational achievements (“portfolio”).

Portfolio is a set of certified (documented) individual educational achievements that serves as an individual cumulative assessment and, along with exam results, determines the educational rating of secondary school graduates.

The main purpose of the portfolio is to ensure tracking of the student’s individual achievements in the educational process, to demonstrate his ability to practically apply the acquired knowledge and skills.

The main idea of ​​a portfolio is to “show everything you can do.” The pedagogical philosophy of portfolio involves a shift in emphasis from what the student does not know and cannot do, to what he knows and can do on a given topic, section, or subject.

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 portfolio makes it possible to determine the educational rating of a primary school graduate and allows him to enter the competitive selection for specialized training at the senior level of school. In the absence of competition for specialized classes or in a small rural school, the portfolio serves as material that makes it possible to more reasonably suggest a direction (profile) of study, depending on the nature of the materials presented.

In a senior specialized school, a portfolio allows you to most fully reflect the methods and results of a student’s major in grades 10-11: it contains information about the subjects and courses completed during specialized training, the results of competitions, design and research activities, social practices, etc.

A graduate's portfolio can serve as a supplement to the results of the Unified State Examination - or any other form of examination - when entering a university, since as a cumulative assessment it reflects stable and long-term educational results, compensating for the effect of random success or failure in an exam situation.

In general, the portfolio meets the interests of the student, school, university and additional education system and can become for them a means of communication and interaction, in essence, one of the central documents reflecting network forms of education for schoolchildren.

At the same time, some difficulties in introducing a portfolio should be noted:

High level of assessment subjectivity associated with the difficulty of formalizing criteria for assessing a number of portfolio materials;

Unwillingness of teachers to approve and accept this innovation in connection with the expansion of their functionality;

The need for systematic work to improve the qualifications of teachers.

Despite the real difficulties and contradictions of implementing this innovation in the educational process, it should be noted that the introduction of a portfolio for assessing individual achievements of students is one of the directions for updating the traditional system of assessing educational results and creates a new understanding of the learning process itself.

Portfolio of documents;

Portfolio of works;

Reviews portfolio.

Portfolio of documents. The portfolio of documents includes certified (documented) results of the student’s individual educational achievements:

Copies of diplomas from olympiads, competitions, competitions, grants (international, federal, republican, municipal, city, school levels),

Copies of extracts, letters, certificates,

Certificates of additional education institutions, etc.

Such a model assumes the possibility of both qualitative and quantitative assessment of portfolio materials.

The advantage of this type of portfolio is the ability to calculate the final score, which can become a component of the student’s educational rating (along with the grades obtained during the final certification).

The limitations of using this option are due to the fact that it gives an idea of ​​the results, but does not describe the process of the student’s individual development, the diversity of his creative activity, his learning style, interests, etc.

The maximum total portfolio score can correspond to the maximum score for one exam - 5; for two exams - 10, or in some other way (which may be established by a municipal or regional education authority). The final grade of a portfolio may be determined by the maximum score for one of its components; it can be integral, including the maximum scores of the components of block A and block B, one from each, or in some other way. When compiling this section of the portfolio for students in grades 10-11, it is possible to take into account materials without assessing them within the school.

The assessment of the portfolio of a high school graduate can be carried out by the university or some other addressee of the portfolio at the place of presentation.

Portfolio of works - is a collection of various creative, design, and research works of the student, as well as a description of the main forms and directions of his educational and creative activity: participation in scientific conferences, competitions, training camps, taking elective courses, various kinds of practices, sports and artistic achievements and etc.

This version of the portfolio involves a qualitative assessment, for example, in terms of completeness, diversity and persuasiveness of materials, the quality of the presented work, focus on the chosen educational profile, etc. Quantitative assessment requires the development of a clear criteria base and its adoption at the level of the municipal (or regional) educational network.

The advantage of this type is an idea of ​​the dynamics of the student’s educational and creative activity, the direction of his interests, and the nature of pre-profile preparation.

Limitations - a qualitative assessment of the portfolio complements the results of the final certification, but cannot be included in the student’s educational rating as a summary component. However, in a number of cases it can be pedagogically very significant, since there are many students for whom a “portfolio of work” serves as an additional form of expression of the success and “worthiness” of a teenager in his educational career.

A portfolio of reviews is the characteristics of a student’s attitude towards various types of activities. Documents are provided by teachers, parents, educators or heads of additional education institutions, third-party organizations, etc.

This part of the portfolio also includes an analysis of the student’s attitude towards his activities and its results: the student’s autobiography and his life plans, self-assessment materials.

The advantages of this form of portfolio include the ability to include student self-assessment mechanisms. The scope of use of this option is limited by the complexity of formalizing and recording the collected information.

A student’s portfolio is a so-called cumulative assessment or “folder” that contains documents, diplomas, certificates and other evidence of the student’s progress at school and beyond, which helps the latter assess his capabilities and subsequently realize them in a higher educational institution .

The portfolio material is collected not just for one year, but throughout the entire period of study. A portfolio is a form of authentic assessment of educational results based on a product created by a student in the course of educational, creative, social and other types of activities. Thus, the portfolio corresponds to the goals, objectives and ideology of practice-oriented learning.

Thus, a portfolio helps solve the following important pedagogical tasks:

Support and stimulate the educational motivation of schoolchildren;

Develop students' reflective and evaluative skills;

Develop the ability to learn - set goals, plan and organize your own learning activities;

Lay down additional prerequisites and opportunities for successful specialization.

pedagogical control assessment training

Bibliography

1. Antropova M.V. Pedagogy: Textbook. - M.: Education, 2008. - 176 p.

Apanasenko G.A. Pedagogical control // Pedagogy, 2008. - No. 4. - p. 23-25

Baevsky R.M. Portfolio: pros and cons // Modern School, 2009. - No. 8. - p. 33-38

Beletskaya V.I. Pedagogy: Textbook. - M.: Education, 2005. - 260 p.

Kanevskaya L.Ya. Pedagogy: Textbook. - M.: - Education, 2006. - 164 p.

Klimova V.I. Pedagogy: Textbook. - M.: Knowledge, 2008. - 192 p.

Kolbanov V.V. Pedagogy: Textbook. - SPb.: DEAM, 2008. - 232 p.

Kuzmina M.F. Pedagogy: Textbook. - M.: Pedagogy, 2009. - 288 p.

Since the 80s XX century To this day, active scientific and theoretical research is ongoing in the field of studying control problems and assessing the quality of education. The search for optimal scales for assessing the educational achievements of schoolchildren continues: from a 6 to a 100-point system. These searches are associated with objective reasons: teachers, dissatisfied with the 5-point system, tried to change it: either they compressed the rating scale or stretched it. For some teachers, the scale was, in fact, two-point: students who have learning problems received only “satisfactory” and “unsatisfactory”, while for “good students” and “excellent students” the range of marks was “excellent” and “good”, respectively. " Other teachers sought, in addition to four points (no one could explain the difference between a “two” and a “one”), to use the “plus” and “minus” signs, which led to a 12 or 10-point, in fact, system: 5 +, 5, 5-, 4+, 4, 4-,3+,3, 3-,2+,2, 2- (sometimes the “two” gradation was not used).

In general, in the 20th century. In domestic schools, there has been a practice of focusing on standards developed by the Ministry, for example, “Norms for assessing knowledge, skills and abilities of students in the Russian language,” which indicate what requirements a student’s oral or written response must meet in order to be certified with the appropriate score, as well as typical shortcomings answers for which the score is reduced.

Today, in accordance with the federal law “On Education,” each school has the right to adopt its own grade system in its educational institution. Some schools have switched to a 10-12 point system.

The innovative teacher N. Paltyshev proposed his own assessment system. He separated the mark, which is given for the knowledge that the teacher provided (for what he taught), and the mark, which evaluates the student’s activity. In the book “Pedagogical Harmony” he writes that in different types of lessons, assessment activities change, so for its different types he introduced the following system of signs: # - marks, 0 - assessment activities of students, 0 - # - assessment activities prevail, # - 0 - marking activity prevails. Thus, the assessment activity, depending on the type of lesson, is as follows: introductory lesson - 0; lesson on presenting new knowledge - 0; lesson to consolidate knowledge - 0 - #; lesson on practicing acquired knowledge - 0 - #; knowledge control lesson - #; lesson on closing gaps in students' knowledge - 0 - #; general lesson - # - 0.

Teachers working in the TRIZ-Chance system used their own currency in lessons (for example, “talents”, “absolutes”, etc.), in which the student received a certain amount of currency for certain types of tasks; when a certain amount was accumulated, the student “exchanged” » her to the mark.

Schools accredited by the International Baccalaureate System use a criterion-based assessment system, that is, different types of work are graded based on different criteria. For example, in gymnasium No. 45, in Russian language lessons, students are assessed according to the following criteria: Criteria “A” (the content of the student’s speech is checked): “reflects the student’s ability to demonstrate awareness of the meaning and function of the native language as the main means of communication and expression of one’s thoughts on a variety of issues through creative work, understanding literary works and response to literature”, criteria “B” (checks the development of organizational skills): “expresses the student’s ability to express his thoughts consistently and clearly”, criteria “C” (helps analyze the style and use of language in the student’s speech ): “expresses the learner’s ability to use language for different purposes. At the same time, he selects appropriate vocabulary and stylistics in accordance with the type and style of speech. Reflects the practical application in writing of knowledge about the language system, rules and norms of spelling”, criteria “B” (students’ knowledge of the language and speech system is tested): “this criterion reflects knowledge and understanding of general information about the language, its system, and functioning language and speech, as well as various educational and linguistic skills (various types of analysis).”

Over the past few years, Russian educators have been actively discussing school assessment reform. During the discussions, many options were proposed, which can be reduced to six.

Option 1: abolish school grades altogether, and limit them to pass and fail grades. Option 2: use a three-point scale, with “1” meaning poor knowledge of the subject, “2” – average level of performance, “3” – the student knows the material perfectly. Option 3: use a seven-point system, in this case “4” can be put instead of “4”, “5” will turn into a solid “four”, “6” will replace “5”, and “7” marks impeccable knowledge of the material; In this way, the problem of pluses and minuses that teachers today put in school notebooks, although they are not shown in official report cards, will immediately be solved. Option 4: tighten the criteria for grading, add fractional grades to whole grades, for example, “3.4” or “3.8” will show that the teenager knows the material better than a simple “C”, but up to a “B” “It’s still not enough. Option 5: use a ten-point grading system, it will allow teachers to more accurately than now assess the real level of knowledge of schoolchildren, with such a scale, students should be graded from “1” to “4” for poor mastery of the material, knowledge of basic concepts is worthy of such marks, like “5” and “6”, this shows that the student is trying, but does not achieve a good result, and “7” - “10” should be identified with today’s “good” and “excellent”. Option 6: introducing a 100-point system, so up to 50 points a score will be considered unsatisfactory, from 50 to 70 - satisfactory, from 70 to 90 - good, and from 90 to 100 - excellent. It is not yet clear which option will be chosen.

In a foreign school, the situation is different: the assessment system is assigned other functions: ensuring the effectiveness of ranking and selecting individuals, certification, that is, confirmation of completion of a standard course or training cycle, systematic diagnosis to improve the quality of education, a means of monitoring the reform of the education system.

The term "assessment" is used in a broad sense to include all possible judgments related to educational outcomes, individual and aggregate, serving one or more purposes and used by various people and institutions.

In most foreign countries, traditionally, since the beginning of the 20th century, test methods have been used to monitor learning outcomes, although in the last ten years in most countries of the world (Germany, France, Great Britain and the USA) there has been a clear tendency to replace testing procedures with assessment (assessment - verification, control), that is, the replacement of tests as a system of tasks with a choice of answers to tasks that allow assessing not only the correctness of the answer received, but the logic of presentation, the validity of judgments and many other skills that cannot be verified using tests. Such concepts as authentic assessment and performance assessment have appeared.

The TIMSS Encyclopedia says: “... assessment of the educational achievements of schoolchildren is most often carried out by the teacher in the process of current and final control. Monitoring is usually used to continuously monitor student learning, as well as to plan and organize the educational process. The final control mainly provides information about how students have mastered the completed course or program. The main forms are written and oral tests, portfolios, practical work, self-assessment and teacher observations. In most countries, students take written examinations at the end of the basic stages of education to determine whether they can progress to the next level of study. These exams are mainly conducted and tested in schools.”

Different countries have different approaches to the choice of grading scales, for example, in Germany in secondary education they use a 6-point grading system with an inverse relationship, that is, quantitative and qualitative designations have the following form: 1 - sehr gut “excellent”; 2 - gut “good”; 3 - befriedigend “enough”; 4 - ausreichend “satisfactory”; 5 - mangelhaft “unsatisfactory”; 6 - ungeniigend “very bad”. In Poland, a 6-point system is used, in France - a 20-point system, in Italy - a 30-point system, in Japan, Africa and Holland - a 100-point system.

In the USA, the rating scale has not a numerical, but a letter designation: from “A” to “F”, which is equivalent to digital points as follows: A = 4, B = 3, C = 2, D = 1, F = 0. B Some states use options represented by plus signs. They are usually considered as “plus” - 0.3 and “minus” - 0.7, respectively. For example, since B = 3, then B+ = 3.3 and B- = 2.7. Some institutions use a single midpoint between scale units. They consider A- and B+ grades the same. In such cases, the AB rating replaces the A-/B+ options and is considered as 3.5. Also sometimes D is omitted - considering that everything below D is, by definition, a failure.

In Great Britain, a verbal assessment of a student’s work, rather than a mark, is adopted, which makes it possible to give a more complete and detailed description of the student. This is what helps the child avoid making mistakes in the future. The assessment form looks like this:

I. Last name, first name of the student. Academic subject. Date of completion. Characterized period of time (1, 4 or 12 weeks).

I. General characteristics of the student’s performance in the subject - a detailed opinion of the teacher.

III. Detailed characteristics of individual types of activities and relationships:

• 1. Classwork was done: always, regularly, half the time, rarely, almost never.
• 2. Housework was done: always, regularly, half the time, rarely, almost never.
• 3. Attitude to the subject as a whole: positive, indifferent, negative.
• 4. Participation in class work during lessons: constant and proactive, regular, frequent, rare.
• 5. Depth of understanding of the material: excellent, good, weak, very weak.
• 6. Curiosity and cognitive interest are manifested: often, rarely, almost never.
• 7. Responsibility and independence in educational activities: always independent, needs help and accompaniment, rarely shows independence, avoids responsibility.
• 8. Attention: excellent, average, easily distracted.
• 9. Behavior in class: excellent, good, satisfactory, bad.
• 10. Interaction and relationships with comrades: positive, indifferent, negative.
• 11. The teacher’s general impression of the student: excellent, good, satisfactory, bad.

The document is signed by both the teacher and the student.

Many countries of the former CIS also switched to a wider point scale: Belarus, Moldova and Georgia introduced a 10-point scale; Ukraine - 12 points; In Estonia, a five-point scale is used (“1” is a score for unfulfilled work).

Judging by the latest news, changes are coming to the global educational space regarding the assessment system. Thus, at the end of 2009, at the Learning and Technology World Forum, held in London, Cisco, Intel and Microsoft proposed a plan for a multi-industry research project to develop new approaches, methods and technologies that will allow assessing the success of teaching and learning around the world in the 21st century. The project involves work in several key areas that could lead to the most significant transformations of learning and assessment. Teams of educators and researchers will focus on developing educational assessment methodologies and technologies, effective learning environments, and repeatable ICT-based teaching and assessment methods to develop student knowledge, skills, and abilities and monitor learning outcomes. To speed up the implementation of the project and include its results in the next versions of PISA and TIMSS, practical methods of classroom teaching and testing of knowledge, skills and abilities required in the 21st century will be studied, and conclusions will be drawn about the possibility of large-scale use of this assessment system. This collaboration, according to its initiators, will help change the global educational system, in particular to bridge the existing gap between school knowledge and the requirements of the real world, as well as to more effectively assess the skills truly needed in the 21st century.