Topic: “Assessment of educational achievements of junior schoolchildren. Modern methods of assessing the educational achievements of junior schoolchildren Assessing educational achievements in primary school

"KSU Uzunkolskaya high school No. 1"

2016

Modern methods assessing the educational achievements of junior schoolchildren

Content changes modern education- shifting the emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills, to the development of independence educational activities: entail a change in the assessment system. It is necessary to search for fundamentally different methods of assessment that would eliminate negative aspects in learning and would contribute to the humanization of learning and individualization educational process, increasing educational motivation and educational independence in learning.

The main function of assessment is to establish a certain measure of personal responsibility for all participants in the learning process. With the help of the assessment, publicity is made to the public: students, parents, teaching staff:

What is the level of education in the institution;

What is the level of learning and development of each student?

Analysis of training results shows:

The correctness of the organization of the educational process, what is firmly learned and what requires repetition;

Which teaching methods are successful and which ones need to be adjusted;

What to change to improve results. Properly organized control activities allow you to approach each student optimistically and strengthen faith in his strengths and capabilities. Incorrect control activities foster a negative attitude towards learning.

It is necessary to teach the student positive self-control skills:

Compare the results of your own activities with the standard;

Analyze the choice of the method of educational action, right or wrong, the means to achieve the goal;

Look for errors and ways to correct them.

Thus, the student becomes an equal interested participant in the educational process, strives for education and is ready to overcome difficulties.

The most productive types of control in primary school are:

Current control (carried out on initial stage, teachers point out right and wrong and are in no hurry to give grades, the student sees the mistake and corrects it himself)

Thematic control (makes it possible to check the success of learning on each topic of the course - the student can pass the learned topic at any time, can retake the topic, while the previous mark is not taken into account, the student controls the time and nature of control, which removes fear and develops the desire to get more highly appreciated);

FINAL CONTROL (for a quarter, half a year, a year. Orally or in writing. The most important questions are selected).

There is no need to exaggerate the role of the mark. Particular attention should be paid to the verbal assessment that accompanies any mark. It reveals the positive and negative aspects of the work performed.

Assessment is aimed at humanity, individuality, and increased learning motivation.

Related to this is a form of grade-free education that already exists in the first grade. Thus, in pedagogical practice specific forms of organization of this assessment system are developed.

The peculiarity of the assessment procedure for grade-free education is that the student’s self-assessment must precede the teacher’s assessment. The discrepancy between these two estimates is a matter of debate. For assessment and self-assessment, only those tasks are selected for which there is an objective, unambiguous assessment criterion and those where the subjectivity of the assessment is inevitable are not selected. The criteria and form of evaluation of each student's work may be different and should be the subject of an agreement between the teacher and students.

The student’s self-esteem should be differentiated, that is, it should be composed of assessments of his work according to a number of criteria. In this case, the child will learn to see his work as the sum of many skills. Each of which has its own evaluation criterion. This is also well practiced in preschool classes.

Junior schoolchildren have the right to independent choice complexity of control tasks. This is the relay learning technology we all know. The child’s right to doubt and ignorance should be formalized not only verbally. Doubt marks are introduced, the use of which is highly appreciated by the teacher. A system of tasks is created specifically aimed at teaching the child to separate the known from the unknown. Gradually, tools are being introduced that allow the student and his parents to trace the dynamics of educational success in relation to himself, to give relative, and not just absolute, assessments.

Features of the rating systemare:

An integrated approach to assessing educational outcomes (assessing subject, meta-subject and personal results of primary general education);

Using the planned results of mastering basic educational programs as a substantive and criterial basis for assessment;

Assessing the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational, practical and educational-cognitive tasks;

Assessing the dynamics of students’ educational achievements;

A combination of external and internal assessment as a mechanism for ensuring the quality of education;

Level approach to the development of assessment tools;

The use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements;

Using, along with standardized written or oral work, assessment forms and methods such as projects, practical work, creative works, introspection, self-esteem, observations, etc.;

Involving students in control and assessment activities so that they acquire the skills and habit of self-assessment and self-analysis (reflection);

The use of various types, methods, forms and objects of assessment, including subjective and objective assessment methods; standardized assessments; integral assessment, including portfolio,

The difference between an assessment (a verbal description of any action) and a mark (a mark for solving an educational task.

The system for assessing planned results is based on the integration of the following educational technologies:

Technologies based on level differentiation of training;

Technologies based on the creation of learning situations;

Technologies based on the implementation of design and research activities;

Information and communication technologies for learning.

In the system for assessing the achievements of junior schoolchildren, the following assessment principles are followed:

1. Complexity. The assessment contains a set of parameters reflecting the educational achievements of students. These parameters are developed together with students. The assessment reflects not only the content, but also the procedural side educational activities.

2. Content and positivity. The assessment of individual educational achievements is carried out using the “addition method”, in which the achievement of the reference level and its exceeding are recorded. This makes it possible to encourage students’ progress and build individual trajectories of movement taking into account the zone of proximal development. You can only evaluate what is taught. The focus is only on maintaining the success and motivation of the student.

3. Certainty and criteria. The assessment characterizes the specific qualities of the student’s work, which are identified and agreed upon with him before performing it. Evaluation can only be criteria-based. The main assessment criteria are expected results that correspond to educational goals.

4. Openness. The assessment is available to the student as a self-assessment tool. Based on the assessment criteria, the student can control the teacher’s actions in assessing learning outcomes and independently predict his final grade. The assessment criteria and the marking algorithm are known in advance to both teachers and students. They can be produced jointly. Only the results of a student’s activities, but not his personal qualities, can be assessed using a grade.

5. Objectivity. The assessment is objective in the sense that it does not cause disagreements and clashes between the student and the teacher, since it cannot be interpreted in many ways due to its openness and certainty.

6. Diagnostic. The assessment provides information about the student’s achievements and the problems that he will have to solve; it allows you to compare the student’s current achievements with his successes some time ago, and plan further educational activities.

7. Manufacturability. Assessment presupposes compliance with a certain sequence of actions by the teacher and students; it is associated with the planning of educational activities, the process of completing an educational task and the stage of analyzing its results. The assessment system is structured in such a way that students are involved in control and assessment activities, acquiring skills and the habit of self-assessment.

8. Systematicity. Assessment is an ongoing process that is naturally integrated into educational practice. Depending on the stage of training, diagnostic (starting, current) and cross-sectional (thematic, intermediate, final) assessments are used.

9. Psychological safety. Everyone should have the right to an individual educational trajectory - to their own pace of mastering the material, to their chosen level of aspirations. The vast majority of educational results of a particular student can only be compared with his own previous indicators, and not with the indicators of other students in the class. Personal results are mainly recorded non-personally, only for the class as a whole.

Types of assessment.

Children cannot be compared: this one is smart, calm, better than others, and this one is weak, lagging behind. What is easy and simple for one may be very difficult for another. In this regard, it is necessary to aim children not at identifying the shortcomings of their classmates, but at identifying the positive aspects. When teaching without grades, it is very important to teach children standards of self-esteem, ways to detect possible errors and correct them.

Children's results can be assessed using:

Assessment ladder

Verbal assessment

Traffic light

Score sheets

Achievement sheets

Evaluation ladder. Students on the steps of the ladder mark how they have mastered the material: the bottom step - I did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can complete the work independently.

Magic ruler. They draw scales in the margins of their notebooks and mark with a cross the level at which, in their opinion, the work was completed. When checking, the teacher, if he agrees with the student’s assessment, circles a cross; if not, then draws his own cross lower or higher

Traffic light. Assessing the completion of tasks using color signals: red – I can do it myself, yellow – I can do it, but I’m not sure, green – I need help

Verbal assessment is allowed - the teacher gives a verbal assessment to oral answers: if it’s very good - “Good girl!”, “Well done!”, “Excellent!”, if there are small flaws - “Good” “I like how you try”, “Excellent! You write better than me! “Okay, thank you, it was interesting to listen to you.” “Don’t be upset, everything will work out for you, just let’s do it this way…”. “Look, it turns out you can! It worked, well done!”

The level of achievement of specific subject and meta-subject results is monitored using “academic achievement sheets”.

The means, forms, types and methods of assessment used provide the most important thing - a comprehensive assessment of the results. Student results are actions (skills) to use knowledge in solving problems (personal, meta-subject, subject). In other words, not separate grades for individual subjects, but general characteristics everything acquired by a student - his personal, meta-subject and subject results. Moreover, grades and marks are not needed in themselves, but for making decisions on pedagogical assistance and support for each student in what he needs at this stage of his development.

List of sources used:

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2. Belkin A.S. A situation of success. How to create it. - M.: 1991. - p. 30.

3. Vvedensky B.A. Great Soviet Encyclopedia. Second edition. State scientific publishing house "Great Soviet Encyclopedia", 1995, p.4

4. Vinogradova N.F. Assessment of the quality of knowledge of students graduating from primary school. - M.: Bustard, 2000.

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6. Dal V.I. Explanatory dictionary of the living great Russian language. - M.: 1981, - p. 153.

7. Law of the Russian Federation “On Education”.

8. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. For students of higher and secondary educational institutions. - M.: Publishing Center "Academy" - 2003. - 176 p. (p. 63).

9. Korotaeva E.V. Activation cognitive activity students (issues of theory and practice). Ekaterinburg, - 1995.- p.30.

10. Brief philosophical encyclopedia. JSC “Publishing Group “Progress”” - M.: 1994. - p.221.

11. Krylov L.A. Psychology.- M.: 2000.- p.385 – 398.

12. Ksenzova G.Yu. Evaluative activity of a teacher. - M.: 2000. - p. 109 – 110.

13. Lipkina A.I. Self-esteem of a schoolchild. - M.: 1999.

14. Lobzhanidze V.A. The essence of assessment and grades.//Head teacher of primary school.-2002.-No. 14.-p. 21 – 27.

15. Primary school. Plus before and after. No. 6. 2004, p. 32 – 37.(w.)

16. Nikitina M.P. About grade-free learning. // Primary school. - 2001. - No. 1. - p. 47.

17. Ozhegov S.I. Dictionary of the Russian language. Ekaterinburg. Ural - Soviets. 1994.- p.251, p.603.

18. Olshansky D.V. I myself. - M.: 2004.

19. Olshansky D.V. Growing up and I. - M.: 2006.

20. Onishchuk V. Didactics of modern school. - M., “Kolos”. - 1987.

21. Evaluation without a mark. Collection. Compiled by O. Varshaver - M.: TsGL, 2005. - 80 p.

22. Perovsky A.E. Testing students' knowledge in secondary school. - M.: 1960.

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26. Podlasy I.P. Pedagogy. General basics. The learning process. - M.; Vladas.- 2000.- p.547 – 566.

27. Podlasy I.P. Pedagogy of primary school. - M.: 2000. - pp. 354 – 356.

28. Polonsky V.M. Assessment of schoolchildren’s knowledge. - M.: 1981.

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Teacher's report primary classes: “SYSTEM FOR EVALUATING THE ACHIEVEMENT OF PLANNED RESULTS IN PRIMARY SCHOOL”

4. Correlation of internal and external assessment.

The assessment system in primary schools uses internal and external assessment.

Internal assessment,

set by the teacher and the school, is expressed in the current marks given by teachers, in the results of student self-assessment, in the results of observations carried out by teachers and the school psychologist, in the intermediate and final assessments of students and, finally, in the decision of the school’s pedagogical council to transfer the graduate to the next class or to the next level of education.
The effectiveness of internal assessment depends on the extent to which the school's chosen means contribute to its two main functions.
First, provide feedback by informing:
students and their parents about progress in mastering the program (and at a certain stage about the general level of mastery), about their strengths and weaknesses;
teachers about the effectiveness of their teaching activities.
Secondly, provide positive motivation for learning, stimulate student learning: focus on success, celebrate even minor progress, encourage students, celebrate strengths, allow them to progress at their own pace, etc.
External assessment is carried out, as a rule, in the form of non-personalized (regulated) procedures (monitoring studies, certification of educational institutions, state final certification of graduates, certification of educators, accreditation of educational institutions, etc.)
The “point of contact” of internal and external assessment is the final assessment, therefore the degree of influence of external assessment on the educational process (through the internal assessment system) is greater, the more pronounced the connection between external assessment procedures and the final assessment of graduates is.
The final grade of a graduate and its use in the education system.
This puts forward certain requirements for the structure of the final assessment. In the final assessment of a graduate, it is necessary to distinguish two components: cumulative assessments, characterizing the dynamics of individual educational achievements of students, their progress in mastering planned results in all academic subjects, and assessments for standardized final works, characterizing the level of mastery of the basic knowledge system at the time of graduation from primary school. In this case, the results of at least three works are taken into account (in the Russian language, mathematics and complex work on an interdisciplinary basis).
At the same time, the cumulative assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of educational achievements of students during the period of study. And grades for final papers characterize the level of students’ assimilation of the core knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject actions.
Based on these assessments for each subject and for the program for the formation of universal actions, the following conclusions are drawn about the achievement of the planned results:
1) The graduate has mastered the supporting system of knowledge and educational actions necessary to continue education at the next level, and is able to use them to solve simple educational-cognitive and educational-practical problems using the means of this subject. This conclusion is made if the materials of the cumulative assessment system record the achievement of planned results in all main sections of the curriculum, at least with a grade of “pass” (or “satisfactory”), and the results of the final work indicate the correct completion of at least 50% of the tasks basic level.
2) The graduate has mastered the supporting system of knowledge and educational activities necessary to continue education at the next level, at the level of conscious voluntary mastery of educational activities. This conclusion is made if the materials of the cumulative assessment system record the achievement of the planned results in all main sections of the curriculum, with at least half of the sections rated “good” and “excellent”, and the results of the final work indicate the correct completion of at least 65% of basic level tasks and receiving at least 50% of the maximum score for completing advanced level tasks.
3) The graduate has not mastered the basic knowledge system and educational activities necessary to continue education at the next level. This conclusion is made if the materials of the cumulative assessment system do not record the achievement of planned results in all main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks at the basic level.
The decision on successful completion of the primary education program and the transfer of the graduate to the next level of general education is made by the pedagogical council of the educational institution on the basis of the conclusions drawn about the achievement of the planned results of mastering the basic educational program of primary education.
The decision of the pedagogical council to transfer a graduate is made simultaneously with the consideration and approval of the characteristics of a primary school graduate, in which:
- The educational achievements and positive qualities of the graduate are noted;
- Priority tasks in the direction of personal development are determined, taking into account both achievements and psychological problems of the child’s development;
- Psychological and pedagogical recommendations are given to ensure the successful implementation of the intended tasks at the next stage of training.
All conclusions and assessments included in the characteristics must be confirmed by portfolio materials and other objective indicators.

Methodology for internal assessment of student achievements

Sources of information for assessing the achieved educational results, the process of their formation and measures of each student’s awareness of the features of the development of his own learning process, as well as for assessing the progress of learning are:
- student work completed during the course of training (homework, mini-projects and presentations, formalized written assignments - various texts, reports on observations and experiments, various dictionaries, memos, diaries, collected data sets, collections of information materials, Greeting Cards etc., as well as a variety of initiative creative works - illustrated essays, posters, posters, crafts, etc.);
- individual and joint activities of students in the course of work;
- statistical data based on clearly defined indicators and obtained through targeted observations or mini-studies;
- test results (results of oral and written tests).
In primary schools, it is recommended to use three types of assessment:
- initial diagnostics
- ongoing assessment (closely related to the learning process)
- final assessment.
Initial diagnostics in the first grades are based on the results of monitoring the general readiness of first-graders to study at school and the results of assessing their readiness to study this course.
These indicators determine the starting conditions for children's education in primary school. Experience and the results of ongoing research show that the majority of children 6–7 years old confidently demonstrate the achievement of the described level of readiness, which, of course, makes the task of a primary school teacher easier. It should, however, be remembered that a child’s partial or even complete lack of certain knowledge and/or skills is not a basis for any discriminatory decisions, but only indicates the need for individual correctional work with this child during the adaptation period and the direction of this work. In the future, after experimental testing, it is planned to introduce these indicators into the system of planned results for mastering primary school programs, which will help level out the starting preparation of students through the targeted organization of the preschool education system.
Final assessment occurs at the end of training and can be carried out in the form of an accumulated assessment (synthesis of available information), as well as in forms of data collection (including through final tests) or demonstration of examples of the application of acquired knowledge and mastered methods of activity; Any combination of these forms is also possible.
Final graduate assessment and its use
in the education system
The final grade of the graduate is formed on the basis of the accumulated grade in all academic subjects and grades for completing at least three final papers (in the Russian language, mathematics and complex work on an interdisciplinary basis).
At the same time, the accumulated assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of students’ educational achievements during the period of study. And grades for final papers characterize, at a minimum, the level of students’ assimilation of the core knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject activities.
Based on these assessments for each subject and for the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results.
This conclusion is made if the materials of the cumulative assessment system do not record the achievement of planned results in all main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks at the basic level.
MEASUREMENT MATERIALS FOR FINAL ASSESSMENT
The final grade is formed on the basis of the accumulated grade, which characterizes the dynamics of the individual educational achievements of students over the years of study in primary school, and the results of the final test work.
At the same time, final testing is carried out within the framework of regulated procedures in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).
It is advisable to introduce the following two levels of achieving the planned results: basic (or basic) and advanced (or functional).
Assessment procedures and mechanisms
1 class. Determine the purpose of the lesson with the help of the teacher. Discuss the procedure for the lesson. Express your assumption (version). Evaluate the work of the class during the lesson. It is incorrect to distinguish a correctly completed task from a completed one.
2nd grade. Determine the purpose of the lesson with the help of the teacher, independently find and formulate the problem of the lesson together with the teacher. Plan your work in class. Express your version, suggesting a way to check it. Work according to plan, use a textbook, simple devices and tools. In a dialogue with the teacher, determine how successfully the task was completed.
3 – 4 grade. Formulate lesson goals independently after preliminary discussion. Learn to identify and formulate a learning problem together with the teacher. Draw up a plan for solving a problem (task) together with the teacher. Work according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of the teacher. In dialogue with the teacher, evaluate the performance of your work.
Qualitative assessment Mark – success points (B.U.) 5 – point system
Not even the required level has been achieved. The empty circle is a mandatory task that was never completed 2 (unsatisfactory). Opportunity to fix it!
Required level 1 used. – partial mastery 3 (satisfactory). Opportunity to fix it!
2 used – complete mastery 4 (good). The right to change!
Program level 3 used – partial mastery 4+ (close to excellent). The right to change!
4 used – full mastery 5 (excellent)
Maximum level 5 b. u. – approaching or reaching the maximum level 5+ or 5 and 5 (excellent)
Evaluation procedure
1. Any, especially successful, action is evaluated, and only the solution of a full-fledged problem is recorded with a mark.
2. The student and teacher, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student has the right to challenge the assigned grade with reason.
3. For each learning task or group of tasks that demonstrate mastery of a separate skill, its own separate mark is given.
4. For each task of the test (control) work based on the results of the topic, marks are given to all students. The student cannot refuse to give this mark, but has the right to retake the test.
For problems solved while studying a new topic, a mark is given only at the request of the student.
. Organization of a cumulative assessment system
Portfolio

Another component of the final grade is the cumulative grade. The optimal way to organize a cumulative assessment system is a student's portfolio, understood as a collection of student's work and results that demonstrates his efforts, progress and
achievements in various fields. At the same time, portfolio materials must allow for independent external assessment, for example, when conducting certification of teachers.
A portfolio is not only a modern effective form of assessment, but also an effective means for solving a number of important pedagogical problems, allowing:
maintain high educational motivation of schoolchildren;
encourage their activity and independence, expand opportunities for learning and self-education
develop the ability to learn - set goals, plan and organize your own learning activities.
The portfolio may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical education and health, labor activities, taking place both within the framework of everyday school practice and beyond. .
It is advisable to include the following materials in the portfolio of primary school students, which is used to assess the achievement of the planned results of primary general education.
1. Samples of children's works - formal and creative, completed during compulsory classes in all subjects studied, as well as during elective classes attended by students, implemented as part of the school's educational program (both its general education component and the additional program
education).
A mandatory component of the portfolio is materials from initial diagnostics, intermediate and final standardized work in individual subjects. The rest of the work should be selected so that their totality demonstrates increasing success,
volume and depth of knowledge, achieving more high levels formed educational actions.
2. Systematized observation materials (evaluation sheets, materials and observation sheets, etc.) of the process of mastering universal educational activities, which are conducted by primary school teachers (acting both as a subject teacher and as class teacher), other subject teachers, school psychologist, organizer
educational work and other direct participants in the educational process.
3. Materials characterizing the achievements of students in extracurricular (school and extracurricular) and leisure activities.
Analysis, interpretation and evaluation of individual components
the portfolio and the portfolio as a whole are maintained from the standpoint of achieving the planned results, taking into account the main results of primary education established by the requirements of the standard.
All components of the portfolio, due to the undeveloped tools, can only be assessed qualitatively.
Therefore, in current assessment activities and when assessing individual components of a portfolio, it is advisable to correlate the results demonstrated by the student with assessments like:
“pass/fail” (“satisfactory/unsatisfactory”) - i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material;
“good”, “excellent” - assessments indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.
This does not exclude the possibility of using the traditional system of marks on a 5-point scale, but requires clarification and rethinking of their content. In particular, achieving the reference level in this assessment system is interpreted as the child’s unconditional academic success, as his fulfillment of the requirements of the standard, and is correlated with a “satisfactory” (“pass”) rating.

Organization of assessment of educational achievements of junior schoolchildren.

In a modern school, special attention must be paid to the problem of assessing the educational achievements of younger schoolchildren.

Without changing approaches to the assessment system in the context of educational development, it will be impossible to achieve the set educational goals.

A number of methodological letters from the Ministry of Education were devoted to this problem. Russian Federation:

Loginova O.B. System for assessing the educational achievements of schoolchildren. Recommendations of the Ministry of Education of the Russian Federation for participants in the experiment on improving the structure and content of general education, 2001.

On the system for assessing the educational achievements of junior schoolchildren in conditions of grade-free education in educational institutions participating in the experiment to improve the structure and content of general education (Methodological letter No. 13-51-120/13 dated 06/03/2003).

These documents discussed:

results of the analysis of the existing five-point assessment system;

justified the need to introduce a new assessment system,

approaches to assessment in grade-free learning;

the conditions for the introduction of a new assessment system in schools in general and in primary schools in particular and the stages of transition to this assessment system were revealed.

Taking into account modern requirements There are two assessment systems for assessment activities in primary school: grade-free education and a four-point system of digital marks. The technology of grade-free learning is mandatory in the first grade (based on the requirements of SanPiN) and can be used throughout the entire education in primary school (the choice is made by the educational institution). The grade-free system for assessing the educational achievements of schoolchildren is now widely recognized as an effective system for the formation of educational and personal self-esteem. Instead of a quantitatively expressed mark, meaningful, clearly differentiated assessments are used, based on unambiguous criteria, on the basis of which scores can be derived for independent work students. It is specifically stated that different types activities - performing, searching, creative - must be assessed differently.

Along with this, in grades II - IV, a four-point system of digital assessments (marks) is used. The “very bad” rating (mark 1) is canceled. This is due to the fact that the unit is practically not used as a mark in primary school and a “very bad” rating can be equated to a “poor” rating. The “mediocre” rating is canceled and the “satisfactory” rating is introduced.

It should be noted that assessment and mark are not synonymous. Evaluation is a judgment about the quality of an object or process. And a mark in pedagogical literature is interpreted as a quantitative characteristic of an assessment, which can be expressed in points (5, 10, 12, 100), color, or some other symbol.

It must be admitted that assessment based on the analysis of current and final grades remains the most common form. At the same time, attention should be paid to its significant shortcomings: not making full use of the teacher’s value judgments, infatuation with “percentomania,” and the subjectivity of the grades given. From the point of view of many experts, the psychological meaning of a school grade is now completely lost. As A. B. Vorontsov writes, now “the marking system, firstly, causes a feeling of fear in children, secondly, it causes discord between students and adults, thirdly, it introduces envy and discord into the friendly environment, fourthly , contributes to the emergence of a formal attitude to the matter on the part of both students and teachers.” A mark, as psychologists say, is a “stressful” factor.

For the development of children’s self-regulation, it is not the mark as such that is important, but a meaningful assessment - an explanation of why this mark was given, what pros and cons this work has. The development of educational motivation depends on the assessment; it is on this basis that in some cases difficult experiences and school maladjustment arise. The age of 7 years is the age of generalization of experiences (L. S. Vygotsky). It is at this age that a chain of failures or successes, both in learning and in broad communication, experienced by the child, leads to the formation of feelings of inferiority, humiliation, wounded pride or a sense of self-worth, competence, and exclusivity.

By providing informational and regulatory feedback, school assessment should orient the child towards success and promote the development of his self-esteem. Even before the Great Patriotic War outstanding Russian psychologist B.A. Ananyev noted that assessment is necessary for the student to develop self-assessment skills.

The tendency to formally “accumulate” marks, or focus on the “average” mark derived by arithmetic calculations, should not be allowed. The final mark cannot be a simple arithmetic average of the data for the current test. It is set taking into account the actual level of training achieved by the student at the end of a certain period. In this case, the student gets the right to correct a bad grade, get higher scores and improve his performance. For example, a student received a “2” for a dictation in the Russian language, because he made serious mistakes when applying the spelling rules he had learned. But in his subsequent work, he learned these rules and did not violate them in the next dictation. This situation means that the first “2” is invalid, corrected and is not taken into account when calculating the final grade.

Thus, it is necessary to combat the fetishization of marks as the only “tool” for the formation of diligence and motives for learning and encourage the rejection of formalism and “percentomania.” It is necessary to improve, first of all, the methodology of ongoing monitoring and strengthen the importance of the educational function.

Another important problem in assessment activities is the different approaches to using grades in first grade. It is necessary to stop marking 1st grade students for the entire first year. A mark as a digital form of assessment is entered by the teacher only when students know the main characteristics of different marks (in which case a “5” is given, in which cases the mark is reduced).

Already in the first two weeks of a child’s schooling, the teacher must take two important actions: organize work with students’ self-esteem and determine different spaces for the child’s actions, methods and means of control and assessment in the lesson.

When organizing work with students’ self-esteem, it is necessary to take into account that a first-grader tends to mix up the qualities being assessed. For example: “I don’t read well” means “I’m a bad student.” Assessment of academic performance in primary school is essentially an assessment of the individual as a whole and determines the status of the child. This requires the teacher to pay special attention to the means of differentiation and scaling of any evaluative quality. For this purpose, a special scale is invented with children during the lesson - “magic rulers” and criteria are determined by which any action or object can be assessed (correctness of solving a learning task, accuracy, level of complexity, interest, etc.).

Rating scale

This assessment:

allows any child to see their successes, since there is always a criterion by which the student’s success can be assessed;

is informative;

promotes the formation of positive self-esteem.

Current grades, recording students’ progress in mastering all skills, are entered into a special “List of Individual Achievements” (Table 4), which is created for each student. This allows the child (and parents) to track the dynamics of educational success in relation to himself.

Table 4

Individual achievement sheet for alphabet period.

Student ______________. School: ________. Class: _____.

Teacher: ___________

Students try to evaluate, first of all, themselves and their actions according to criteria that either the teacher set or the students developed together. The teacher and students evaluate each solved problem separately, and not the lesson as a whole.

The student’s self-esteem must be differentiated, i.e. consist of assessments of one’s work according to a number of criteria. In this case, the child learns to see his work as the sum of many skills, each of which has its own evaluation criterion.

It must be borne in mind that children have their own evaluation criteria. In her research, A.I. Lipkina showed: junior schoolchildren highly evaluate their work if they spent a lot of time on it, invested a lot of effort and effort, regardless of the result obtained.

The student's self-assessment is followed by a teacher's assessment using the same criteria.

The child begins to see that grades are not always different people may coincide, and learns to take into account different points of view on the assessment of a particular action. The coincidence of the children's and teacher's assessments should be mandatory be verbally encouraged.

Thus, as a result of the first two weeks of being at school, students master the basic principles of assessment:

– defining criteria before assessing a specific student action;

– first self-assessment, and then teacher assessment;

– correlation of teacher and student assessments according to objective assessment criteria (for assessment and self-assessment, only those tasks are selected where there is an objective, unambiguous assessment criterion - for example, the number of sounds in a word, but not the beauty of writing letters);

– discussion when discrepancies between the teacher’s and the child’s assessments are detected;

– the right of everyone to their own opinion, respect for the opinion of others, the inadmissibility of imposing either one’s own opinion or the opinion of the majority.

The child has the right to choose the part of the work that he wants to present to the teacher for assessment today, and he himself sets the assessment criterion. The teacher has no right to make value judgments about work that the student does not submit for evaluation.

From the very beginning of a child’s entry into school life, it is necessary to assign him several “spaces” of life activity: the space of play, the space of learning (collective forms in which general methods of action are mastered) and the space of training (individual forms of learning, which allows the child to test the boundaries of his own means of action, invented in a group, master certain techniques and techniques (training session)). Each of them has its own purpose, rules, and work results.

In the future, another space should arise - the space of the child’s individual achievements (“achievement board”). Individual achievements are what a child has learned and what he can already do on his own.

This is where the “place for assessment” (a specially designated part of the board) and the “place of doubt” (another, specially designated part of the board) arise in the lesson.

The allocation of such spaces in the first two weeks of the first grade makes it possible to effectively build work in the classroom in the future on the formation of control and assessment actions of students. A good foundation for positive self-esteem is laid and school anxiety is prevented. In the future, children learn to work in different spaces: teaching and training. During lessons and training sessions, the following are used: “place for evaluation”, “place of doubt”, “board of achievements”, “table of assistants”, “table of assignments”.

In the lesson (in collective forms) work is carried out to form the action of self-esteem. Teacher's tasks: creating educational cooperation in the classroom; teaching students self-control techniques and working with diagrams and models as means of control and assessment. The teacher’s task is to develop the ability to cooperate not only with the teacher, but also with parents and other adults.

At this stage, students are taught to be aware of their ignorance - “we teach intelligent ignorance.” For this purpose, the main means are situations of underdetermination specially created by the teacher or tasks with missing data.

At this stage of training, students work: on operational control according to a given algorithm, standard; on highlighting criteria for assessing the completion of individual tasks and based on given standards using magic rulers; over mutual control and mutual assessment; over the ability to record and present your achievements, difficulties, problems to the class. They usually treat the work of other children more critically than their own, and very often “discover” even those mistakes that do not exist. In this regard, younger schoolchildren are taught to evaluate not only their own work, but also the work of their classmates according to criteria previously set for everyone.

Mutual testing and collective discussion of answers have a positive effect in primary school; It is more difficult to begin similar work in the middle grades, since educational activities are not sufficiently developed at this assessment level. Teenagers, focusing more on the opinions of their peers, find it much more difficult to accept general evaluation criteria and how to use them.

Only if at the very beginning all the conditions for the normal development of these abilities and skills of students have been created, most of the means and methods of this work have been specified, and positive motivation for this important area of ​​learning has been created, can we count on success in the subsequent educational activities of students.

Before introducing marks, it is not recommended to use any other marks of assessment - stars, flowers, multi-colored stripes, etc. The teacher should know that in this case the functions of the mark are taken over by this subject sign and the child’s attitude towards it is identical to the attitude towards a digital assessment.

The mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, and counting, and until any specific learning results have been achieved, the mark more evaluates the learning process, the student’s attitude to performing a specific educational task, and records unsettled skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark.

Along with this, as noted earlier, the educational institution uses a four-point assessment system 1.

Characteristics of digital assessment (marks):

– “5” (“excellent”) – the level of fulfillment of requirements is significantly higher than satisfactory: no errors, both in the current and in the previous educational material; no more than one defect; consistency and completeness of presentation.

– “4” (“good”) – the level of fulfillment of requirements is higher than satisfactory: use additional material, completeness and logicality of the disclosure of the issue; independence of judgment, reflection of one’s attitude to the subject of discussion. The presence of 2–3 errors or 4–6 shortcomings (two shortcomings are equal to one error) regarding the current educational material; no more than 2 errors or 4 shortcomings in the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving an educational problem; some inaccuracies in the presentation of the material;

– “3” (“satisfactory”) – a sufficient minimum level of fulfillment of the requirements for a specific job; no more than 4–6 errors or 10 shortcomings in the current educational material; no more than 3–5 errors or no more than 8 shortcomings in the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

– “2” (“poor”) – the level of fulfillment of requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 errors or more than 8 shortcomings in the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or fallacy of its main provisions.

A mark “for the general impression of the written work” is entered. Its essence lies in determining the teacher’s attitude towards appearance work (neatness, aesthetic appeal, cleanliness, design, etc.). This mark is placed as an additional mark and is not entered into the journal.

reading assessment juniorschoolboy: as a result of studying...

Technology for assessing the educational achievements of junior schoolchildren.

Unmarked training.

A grade-free education system is a system for reflecting the qualitative result of the student learning process without using a quantitative expression of the result of assessment activities.

The five-point assessment system used by schools serves as an external control of the student’s learning success on the part of the teacher. This system does not allow one to see the student’s individual “growth”: the teacher gives the same mark for three and five errors, and for some child, the presence of three errors can be a very good indicator compared to past works, where there were many more errors . Due to the hiddenness of the criteria, it is very often impossible to judge the actual level of knowledge based on the mark; accordingly, it is difficult to build a further program of action (what needs to be worked on, what needs to be improved, etc.).

The introduction of a grade-free assessment system will help make student assessment more meaningful, objective and differentiated. The main principles of grade-free learning are: criteria, priority of self-assessment, flexibility and variability, the ability to reflect all the important characteristics of students’ abilities (quality), the ability to compare today’s achievements with their successes some time ago (quantitativeness). The combination of quantitative and qualitative components of the assessment provides the most complete and general picture of the dynamics of the development of each student, taking into account his individual characteristics.

From the first day of school life, control and assessment actions for both students and teachers are included in the context of all educational work and are aimed at developing self-assessment and self-control mechanisms in students.

The child encounters the effects of self-esteem and control already in the first lesson. He is offered staircase of 10 steps. Each of the children draws himself on the step he sees fit. Such work is the child’s first experience of self-esteem, which will subsequently be formed and improved in each lesson. Most often, children put themselves on the top steps.

In the 1st grade, a child is able to evaluate himself according to criteria developed jointly with the teacher, compare his assessment with the teacher’s assessment, and find out the reasons for the disagreement. At this stage, individual work of the teacher with the child to correct the formation of skills is important.

You can enter, having previously discussed with the children, three-color indicator: red – “I don’t know, I’m asking for help”; yellow – “I doubt it, I’m not sure”; green – “I know, I can.”

Mathematics sample paper with mark sheet.

Subject: “Using diagrams to solve problems”

Target: check the level of development of skills to solve problems in

diagrams, draw up a diagram for a problem, diagrams using formulas.

Text of work

1. Make diagrams for the problems and write down the formulas.

a) Rope length A meters. What will it become if it is reduced?

by B meters?

b) Mom is A years old, and her son is B years old. How old will he be in 3

2. Turn formulas into diagrams for problems (make up all possible

B + C = D K – E = B

Below is an evaluation sheet for the work. The first column indicates the main skills defined by this job: I can solve a problem according to a diagram; I can draw up a diagram for a task; I can draw up all possible schemes using the formula. The second column contains task numbers corresponding to the main skills. The third column indicates the prognostic score. In the fourth column, the child himself gives his final grade. This table shows that the student is still hesitant, doubtful, and draws up diagrams according to the formula.

Evaluation sheet for work:

The result of the work on the assessment sheet is a joint conversation between the teacher and the student about the adequacy of the child’s self-esteem.

In the 3rd grade, a student can determine the compliance of his knowledge with the stated level and identify the criteria that he could not meet in this or that type of activity. Based on the text of the work, the student can determine which skills the work tests, and select material for practicing those skills whose assessment level does not correspond to a high level. After analyzing the work, he can create an individual schedule for working on mistakes.

Another effective form of assessment is "PRICE" of the task(from the test work, the easiest task is determined and a “price” is assigned to it - 1 point; the class agrees on the “price” of the remaining tasks and individual actions to solve them).

The maximum number of points (calculated, circled and displayed on the work field).

Personal result (the student independently evaluates his result and records it under the maximum number of points).

The student’s personal results are recorded in the “portfolio”.

Memo for evaluating performance results

“price” of the task;

maximum number of points;

personal result;

fixation in the “portfolio”.

Fourth graders have the opportunity to see their “growth,” which indicates the improvement of the child’s control and assessment activities.

Introduction of a diary using a drawing of a man with different facial expressions - “emoticons” in the sections: “How the reader grows” and “How I think.” These sections are designed to test the dynamics of growth in reading and numeracy skills throughout the year.

Sample diary for the section “How a Reader Grows.”

The final certification of students is based on an analysis of the assessments of all criteria for the academic year (cumulative system). With such a system, it is not marks for students’ work that are accumulated, but meaningful information about them . All this makes up the “Student Portfolio”.

Level approach.

One of the options for grade-free learning is a leveled approach to the formation and assessment of learning outcomes.

Level 1 – factual(primitive)

At this level:

The child recognizes and names objects or phenomena (subjects or processes);

Selects objects from a number of homogeneous and heterogeneous (For example, underline only the numbers);

Gives a definition from memory.

This level is based on one single process - memorization. This knowledge is fragile and short-lived. But this is the foundation, the base, this level is necessary, because... the next level will be fact-based.

• What is the name of... (by definition)?

  Select it, write it down. Give a definition.

Level 2 – descriptive

At this level:

The child begins to analyze and identify parts of an object;

Compares objects or phenomena by their parts, finds similarities and differences;

Establishes analogies, i.e. similarities in parts.

This level can be identified and assessed using the following questions:

What does it consist of?

How is it happening?

Describe it. Compare.

What does it look like?

Give your own examples.

Level 3– evidentiary(formed on the basis of the previous two)

At this level:

The child identifies essential and non-essential features;

Establishes cause-and-effect relationships;

Predicts process changes when conditions change;

Tries to give his own definition, i.e. name the essential features of the object.

This level can be identified and assessed using the following questions:

• Highlight the main thing.

  What does it depend on?

  What will happen if...?

• Give your definition.

Level 4– creative

For its formation, it is necessary to create appropriate conditions, to free the child from the framework of correctness. The formation of a creative level occurs in elementary school.

At this level:

the child depicts a process or object as he understands, not according to a model, but according to his own opinion, the main thing is that it is correct.

This level can be identified and assessed using the following questions:

Depict how you understand?

Explain how you understand?

Exist universal questions , which allow you to get three options for correct answers and identify the first three levels.

Who are the animals?

Drawing of the 1st animal.

This is a wolf. (I level)

The mechanism of transition from this system to the accepted five-point system can be traced in the following table.

Some schools are already using this system assessments, in magazines they put letters instead of grades.

L.G. Rozhkova