Modern approaches to assessing students' knowledge. Modern approaches to assessing student learning achievements

biology teacher, MBOU "Secondary School No. 38"

Angarsk, Irkutsk region

Modern approaches to assessing learning outcomes

The basis of the second generation standard is an activity approach aimed at the formation of methods of activity. Therefore, assessment acts both as a goal and as a means of learning.

The assessment is based not on the scale used in standard assessment, but on the mechanism of interaction teacher - student - parent.

There are assessments: internal assessment (formative) and external assessment (summative).

Formative assessment aims to achieve the individual performance of each student.

Formative this species called because the assessment is focused on each student, aimed at identifying gaps in the student's assimilation of the program in order to fill the gaps with maximum efficiency. It is the most effective means of increasing student achievement and minimizing the gap between high achievers and those with learning disabilities.

With the introduction of formative assessment in educational activities, the growth of each student is traced.

New valuation technologies built on the following foundations:

• Assessment is a continuous process integrated into educational practice. That is, assessment is implemented at almost every lesson, and not only at the end of the academic quarter or year.
• Evaluation can only be criterial . The main evaluation criteria are the expected results that correspond to the learning goals. for example, the planned learning skills, both subject and meta-subject, can serve as assessment criteria.
• The evaluation criteria and the algorithm for setting the mark are known in advance to both teachers and students. They can be developed together.
• The assessment system is implemented in such a way that students are included in the control and assessment activities and acquire the skills for assessment and self-assessment. That is, the results of educational activities are evaluated not only and not so much by the teacher (as in the traditional assessment system), but by the students themselves.

Changes in the grading system can be illustrated by the following changes

The main methods and techniques for using formative assessment in the classroom:

observation.

The leading technique of formative assessment is observation. To do this, the teacher does the following actions: asks questions, observes and talks with children, while the teacher evaluates how the assimilation of educational material proceeds. One of the most effective methods of assessment in the classroom is asking questions. Questions are asked by the teacher to determine the basic positions of the students, which will be taken into account during the training. For implementation, the teacher can ask various questions.

Understanding: What other examples do you know?

analysis: How can you prove that... ?

Synthesis: How can this be organized, solved?

assessment: What do you think of … ?

Analysis

This method can be used in the following way. Written works after discussion are evaluated jointly with students. This method is used in the following methods:

• Methodology "Group Presentation Evaluation Card". It is used in evaluating the results of joint activities of students. Students complete this form while viewing a group presentation. Students should use the following characteristics to give their assessment of the work of the group. When evaluating the results, it is proposed to use the following answers:

"+" - excellent work (difficult to improve);

"=" - good job (good, but you see a way to improve);

"-" - weak work (a lot needs to be improved).

Group Presentation Scorecard

Surname, name: ___________________________________________

The date: __________________

Group observed: _______________________________

The group worked on the topic: ________________________________

• the presentation of the group was interesting (voice, movement, interaction, contact with the audience)
• the presentation was clear and visually clear – it helped me understand the topic better
• All members of the group participated in the presentation
• All participants took the project seriously
• The group answered questions in detail and in detail
• The presentation was informative (catchy beginning, details in the middle, good conclusion)
• I learned new things from the presentation
• Presentation well done (no mistakes, everyone knows their part)
• The speakers spoke clearly and loudly so that everyone could hear

• Methodology "Self-assessment joint work»

Students choose a ready-made answer, and formulate it in expanded form. This allows the student to realize how he participated in the development of the group project plan: how productive, successful, accepted by the group and useful. Working with this technique helps to form both the communication skills of students, as well as the skills of solving problems and planning their activities.

As a variant of the self-assessment technique, you can use the compilation of feedback on the work of other students.

Sample form of the methodology "Self-assessment of joint work"

• examples of what I suggested during project planning:
• examples of what I have contributed to the execution of the project:
• examples of my ideas that helped the project:
• Examples of how I helped the group keep their focus on the project goal:
• examples of strategies I have used for conflict resolution and problem solving:

Methodology "Weekly reports»

This technique is based on the use of questionnaires that students fill out once a week, answering 3 questions:

1. What have I learned this week?

2. What questions remain unclear to me?

3. What questions would I ask students if I were a teacher to check if they understood the material?

There are four levels for questions:

Questions asking for factual information can be classified as "minimum level": for example, "What is ...?".

Questions requesting comparative information may be classified under " low level": "What's the difference between …?".

Conceptual questions and questions regarding the experiments done in the previous lessons can be referred to as

to the "working level": "How can you prove that ...?".

The “highest level” includes questions that require

explanations that were not previously in the lessons, and beginning with the word "why"

Methodology "Compilation of tests"

This technique develops critical thinking. Builds learning on the basis of cooperation between teacher and students, activates the role of children in the learning process.

The purpose of this technique is to improve the quality of homework. And identifying the level of understanding of educational material by students. Identification of difficulties on the topic, for the successful study of subsequent material and preparation for verification and control work.

The grading scale can be created together with the students.

An example of such a scale:

1 point - a question on actual knowledge on this topic.

2 points - a question on the application of factual knowledge on this topic.

3 points - a question requiring an example.

4 points - a question that requires an explanation that was not in the lessons or in the textbook.

5 points - a question-task that is not too cumbersome in wording and does not require additional entries when solving.

1 point can be awarded for originality for each question.

LOST technology- these are sheets of mastering the content of the topic

Replay (I can name...)

Understanding (I can explain...)

Application (I can write…, I can work…. I can systematically characterize…)

Analysis and synthesis (I can sort and compare…)

Rating (I can help)

The results of applying formative assessment are:

• ensuring the development of educational material by all students in comfortable conditions,
• approaching each student to an individual result of activity,
• formation of students' evaluative independence,
• formation of adequate self-esteem.

Evaluation Evaluation is any process, formalized or expert, that culminates in an evaluation. A formalized version of the assessment, which gives quantitative estimates, is called a measurement. Assessment is a complex process: to collect information about the quality and dynamics of learning and upbringing results, to process and contextually interpret data in order to make some important decisions on final learning and goals.

The main tasks of evaluation: To predict the possible consequences, the results of the implementation of methodological approaches; Provide feedback; Assess the degree of achievement of the intended goals; Assess how and to what extent the observed changes are related to the methodological activities; Provide evidence-based information for the further implementation of methodological approaches.

Evaluation system The evaluation system is understood not only as the scale that is used when marking and the moments at which it is customary to set marks, but in general the mechanism for implementing control and diagnostic communication between the teacher, student and parents regarding the success of the educational process, as well as the implementation self-determination of such by students

Assessment functions: teaching - this assessment function involves not so much the registration of existing knowledge, the level of students' learning, but the addition, expansion of the knowledge fund; educational - the formation of skills for a systematic and conscientious attitude to educational duties; orienting - the impact on the mental work of the student in order to understand the process of this work and understand his own knowledge

Evaluation functions: stimulating - impact on volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships; diagnostic - continuous monitoring of the quality of students' knowledge, measuring the level of knowledge at various stages of education, identifying the causes of deviation from the set goals and timely adjustment of educational activities; checking the effectiveness of the teaching activity of the teacher himself; control and evaluation allow the teacher to obtain information about the quality of the educational process, taking into account which he makes adjustments to his work

Assessment functions: the formation of adequate self-esteem in students as personal education. Adequate self-esteem of schoolchildren is formed under the influence of grades and value judgments of the teacher. If these influences are negative, they lead to the formation of low self-esteem, instill in the student a lack of self-confidence, resulting in a decrease in learning motivation and loss of interest in learning; a powerful motive for the learning activity of students; changes in interpersonal relations in the class team, assistance in raising the status of students. The positive or negative attitude of classmates to an individual student depends on the extent to which positive or negative pedagogical influences and assessments are applied to him.

The problem does not provide a full opportunity for the formation of the student's evaluative independence - the "cornerstone" of the building of educational independence (this ability is recognized today as a key competence that determines the new quality of content Russian education); makes it difficult to individualize learning (it is difficult for a teacher to fix and positively evaluate the real achievements of each individual child in comparison with the previous results of his learning);

The problem is uninformative (due to its formality and hiddenness of the criteria, it is often impossible to judge the actual level of knowledge by the mark and, most importantly, it is impossible to determine the vector of further efforts - what exactly needs to be improved, what to work on, to what extent this is generally possible for this child ); often has a traumatic character (completely concentrated in the hands of the teacher, the "marking" system often turns out to be an instrument of manipulation and psychological pressure, which is directed, on the one hand, directly at the child, on the other hand, at the parents)

What is required The development of such an assessment system is relevant educational outcomes students, which: will eliminate the contradictions between the functions of assessment and the existing system of assessment; will allow to connect the assessment with the individual increment of educational results (knowledge, skills, competencies, etc.) of the student and create conditions in which the student gains experience in planning and implementing the process of his own learning, thereby growing (as defined by G. A. Zuckerman) " healthy self-esteem"; will allow to put into practice the assessment of new results of education.

Evaluation: modern tendencies OTC Written work, closed exam Open exam, projects Assessment by a teacher, tutor Assessment with the participation of students Implicit (implicit) assessment criteria Explicit (explicit) assessment criteria Competition Collaboration Result assessment Process assessment Goals and objectives Learning outcomes Knowledge assessment Assessment of skills, abilities, competencies Memory testing Assessment of understanding, interpretation , application, analysis, synthesis Course assessmentEvaluation of the module Final, summary assessmentFormative, developmental assessment

Definition Formative (internal) assessment is aimed at determining the individual achievements of each student and does not imply either a comparison of the results demonstrated by different students, or administrative conclusions based on learning outcomes. Formative this type of assessment is called because the assessment is focused on a particular student, designed to identify gaps in the student's mastery of the element of the content of education in order to fill them with maximum efficiency.

Formative assessment allows the teacher to: clearly formulate the educational result to be formed and assessed in each specific case, and organize their work in accordance with this; make the student the subject of educational and evaluation activities.

Formative assessment for learners can help learn from mistakes; can help to understand what is important; can help to understand what they are doing; can help discover what they don't know; can help discover what they can't do;

The results of the application of formative assessment are: ensuring the development of the standard by all students in the most comfortable conditions for each, the maximum approximation of each student to the result planned by him if the result goes beyond the standard in terms of the level of mastering the content, the formation of evaluative independence of students, the formation of adequate self-esteem.

The Five Principles of Formative Assessment 1. The teacher provides regular feedback by giving students comments, remarks, etc. on their performance. 2. Students take an active part in organizing their own learning process. 3. The teacher changes teaching techniques and technologies depending on changes in student learning outcomes. 4. The teacher is aware that assessment through marks dramatically reduces the motivation and self-esteem of students. 5. The teacher recognizes the need to teach students the principles of self-assessment and ways to improve their own performance.

The purpose of the training is assessment tools Formation of critical thinking, formulation of judgments (argumentation, reflection, evaluation, conclusion, etc.) Writing an essay (focused on the presentation and development of argumentation, reflective assessment). · Critical analysis of the situation. · Critical assessment of the studied literature. Keeping a reflective diary. · Preparing a report/speech (fixing the problem and ways to resolve it). · Preparing \ writing an article. · Comments on an article, book, monograph.

Problem solving \ planning (defining or posing a problem, collecting and analyzing data, interpreting, planning experiments, applying theory and information, etc.) · Situation \ case analysis. Problem scheduling. Simulation of the situation. group work ( brainstorming identified problem and search for its solution). · Discussion and reflection with colleagues of problems/experiences from their own work. · Preparation of a draft research proposal on a real problem. Learning Goal - Assessment Tools

Performing actions \ demonstration of operations, techniques (calculations, working with texts, using equipment, performing procedures, filling out protocols, following instructions, etc.) · Preparation of a report on laboratory work. · Demonstration of experience / experiment. Participation in a role play. · Use of software and videos. · Preparing a presentation poster. Learning Goal - Assessment Tools

Management \ development (self-management and self-development) (skills for individual and cooperative work, responsibility for one's learning and development, ability to diagnose one's own learning needs, exercise time management, search for learning resources for self-assessment, etc.) Conclusion and implementation of training contracts (a form of self-managed projects in which students formulate a problem, design and implement a project, evaluate their achievements according to independent criteria). · Creation of a portfolio. · Implementation of self-assessment. · Writing an autobiography. Keeping reflective diaries. · Mutual evaluation. · Participation and evaluation of group projects. Mutual learning. Learning Goal - Assessment Tools

Demonstration of knowledge / understanding (retelling, description, enumeration, recognition, exposition, etc.) Writing an essay (focused on information reproduction). · Filling out multivariate questionnaires. · Performing tests \ mini-tests. · Control polls. Learning Goal - Assessment Tools

Development \ creation of materials (design, visualization, invention, creation, execution, etc.) · Creation of a portfolio. · Preparing a presentation. · Introduction · Participation in group projects. · Participation in the competition. · Project design and implementation. · Evaluation of the quality of performance. Learning Goal - Assessment Tools

Communication, interaction (skills of verbal, non-verbal, written, oral, group communication; skills of argumentation, defense, negotiations, presentations, interviewing, etc.) Participation in group work. Participation in discussions (debates, negotiations). · Participation in role playing. · Preparation of a written presentation (essay, report, reflective diary, etc.). Participation in a public presentation with a video recording of what is happening. · Observation or demonstration of real professional skills. Learning Goal - Assessment Tools

New approaches to the assessment of educational achievements in the context of the introduction of the requirements of the Federal State Educational Standard

Saransk 2015

1. The roles of assessment. 2.List of evaluation procedures OSOKOOO. 3. GEF. 4. Law of the Russian Federation "On Education". 5. Formative assessment. 6.. 7. Feedback as a basis for formative assessment. 8. Formative assessment methods: Self-report card, group presentation evaluation card, teamwork self-assessment, weekly reports, test writing, portfolio, headings, concept maps. 9.App. Formative assessment in literature lessons. 10. Conclusion. eleven..

Introduction

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

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

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

Assessment Roles

• Educational and professional selection
• Certification
• Improving the quality of learning by systematically diagnosing and communicating assessment results to teachers and students
• Assessment for monitoring and management

Role conflicts in evaluation

• Grading systems designed for one purpose should never be used for another; it is impossible to effectively achieve two goals (selective assessment requires that the answers to questions allow a clear distinction between individuals, which often narrows the range of skills assessed; assessment for monitoring the functioning of the national educational system, by contrast, is designed to assess wide range skills, and does not imply clear distinctions between individuals).

Why evaluate?

• EVALUATION - CONTROL
• Monitoring the work (of teachers, educational institutions) and providing higher authorities with the necessary information to make decisions on rewards/punishments.
• EVALUATION - SUPPORT
• Evaluation recipients: students, parents, teachers, school administration.
• formative student assessment, monitoring (including monitoring of individual progress), self-assessment, self-analysis, self-control and self-examination

List of valuation procedures OSOKOOO

• National exams
• National and international research and monitoring
• Intraclass assessment

criteria-based assessment

cumulative assessment

assessment of individual progress

Grading system: innovative features

• assessment of subject, meta-subject, personal results;
• substantive and criteria basis of planned results;
• assessment by the "addition" method; tiered approach in the toolkit, in the presentation of results;
• assessment of the ability to solve educational-cognitive and educational-practical tasks;
• cumulative system for assessing individual achievements;
• use of standardized and non-standardized methods (projects, creative works, etc.)
• use of personalized and non-personalized information;
• interpretation of results based on contextual information

about the conditions and features of the implementation of arr. programs

• combination of internal and external evaluation

In section 2 "Requirements for the results of mastering the main

educational program of basic general education"

indicates that “meta-subject results of mastering the basic

noah educational program of basic general education

should reflect:

• 1) the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
• 2) the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;

• 3) the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
• 4) the ability to evaluate the correctness of the implementation of the educational task, their own capabilities for solving it;
• 5) possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;

• 6) the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish causal relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions;
• 9) the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formulate, argue and defend one's opinion

Law Russian Federation"On education"

• Article 27 “Structure educational organization” states that the competence of the educational institution includes:
• “10) the implementation of ongoing monitoring of progress and intermediate certification of students, the establishment of their forms, frequency and procedure for conducting;
• 11) individual accounting of the results of mastering by students educational programs, as well as storage in archives of information about these results on paper and (or) electronic media "
• This means that the school has a responsibility to organize the assessment process in the classroom and develop approaches that meet the requirements of the standard for learning outcomes.

New system The evaluation is based on the following foundations:

• 1. Evaluation is an ongoing process naturally integrated into educational practice. That is, assessment is carried out at almost every lesson, and not only at the end of the academic quarter or year.
• 2. Evaluation can only be criterial. The main evaluation criteria are the expected results that correspond to the learning goals. For example, the planned learning skills, both subject and meta-subject, can serve as assessment criteria.
• 3. The evaluation criteria and the algorithm for setting the mark are known in advance to both teachers and students. They can be developed together.
• 4. The grading system is built in such a way that students were included in the control and evaluation activities by acquiring the skills and habits of self-esteem. That is, the results of educational activities are evaluated not only and not so much by the teacher (as in the traditional assessment system), but by the students themselves.

Formative assessment:

• the process of finding and interpreting data that students and their teachers use to decide how far students have already progressed in their learning, where they need to go and how best to do so.
• occurs in the course of learning and is part of it. It can be considered as a current, diagnostic, but the most accurate name is "assessment for learning".
• It is the most effective way increase the educational achievement of each student and reduce the gap between the most successful students and those with severe learning disabilities.

• Student centered . At the center of formative assessment niya - student. The attention of the teacher and the student is more focused on monitoring and improving the learning process, rather than teaching. When using it, the teacher and the student receive information on the basis of which they make decisions on how to improve and develop the teaching.
• Guided by the teacher . Applying Formative Assessment niya implies autonomy, academic freedom and high professionalism of the teacher, since it is he who decides what to evaluate, how, how to respond to the information received. However, the teacher is not required to discuss assessment results with anyone other than their own class.

Principles for using formative assessment:

• Versatile and effective. Since focus assessment Based on learning, it requires the active participation of students, thanks to which they are more deeply immersed in the material and develop self-assessment skills. This leads to their learning motivation growing as children see the interest of teachers who are committed to helping them become successful in their studies. In addition, teachers constantly ask themselves: “What are the most essential knowledge and skills I aspire to teach my students?”; "How can I find out if they have learned this?"; How can I help them learn better? If the teacher, answering these questions, works in close contact with the students, he improves his teaching skills and comes to a new understanding of his activities.

Principles for Using Formative Assessment

• Forms studying proccess. Purpose of Formative Assessment improve the quality of teaching, not provide a basis for marks.
• Defined by context. Formative assessment It takes into account both the needs of the teacher, students, and the characteristics of the studied disciplines. Forms and criteria for evaluation depend on the specific situation. So what works well in one class may not necessarily work well in another.
• Based on quality teaching. Formative estimate Learning relies on highly professional teaching and, with the help of a feedback mechanism that informs the teacher about how students are learning, allows him to work more systematically, fluidly and efficiently.

Principles for using formative assessment:

• Continuously. Evaluation is an ongoing process which starts the feedback mechanism and constantly keeps it in working condition. Using various techniques, the teacher receives feedback from the students on how they are learning and tells them how to improve the learning process. In order to check how useful these suggestions were, teachers again trigger the feedback mechanism by conducting a new assessment. This approach is integrated into the daily academic work taking place in the classroom.

• Formative assessment is more than labeling. In his based on a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective teaching methods, and also motivate students to become more actively involved in their learning.
• Formative assessment is feedback , by using which the teacher receives information about what students have learned and how they learn in this moment as well as the extent to which it was possible to achieve the set educational goals. In order for this feedback to work to improve the quality of teaching, it is necessary not only to determine at what level students should master the content of the course by the end of it, but also to what extent they master it during the course.

Features of formative assessment

• Formative assessment guides learning. Traditional assessment techniques, such as testing, as a rule, check whether students know specific facts and whether they can solve problems according to a certain algorithm - this creates the idea among students that it is this kind of knowledge that is most valuable. By writing tests, students will find out what level they have reached by completing a particular course. As a result, students get used to studying the subject without reaching a deep understanding of the basic concepts and laws. What is being tested is perceived as the most important and obligatory. Using formative assessment, you can control the attention of students. To do this, it is necessary to determine: what the student should learn from the training course; what forms of assessment correspond to this.

Why do we evaluate?

• Formative assessment is used to determine whether the learning objectives have been achieved. The next step is to measure the extent to which they have been achieved. It is important to choose exactly such forms of assessment that are suitable for specific purposes, that is, to coordinate the assessment techniques used with the set learning goals.

Why do we value it this way?

Formative assessment allows you to align assessment results with your goals.

Having chosen the design of goals as the starting point, then you need to move on as follows:

• translate goals into measurable learning outcomes;
• determine the level of achievement required for them;
• select both content and assessment techniques;
• select and implement appropriate teaching methods;
• assess and determine whether measurable learning outcomes have been achieved.

General usage ideas.

• Teacher - to improve teaching it is necessary first of all to define and present the learning goals and objectives to the students, and then to establish feedback. The information received will show him to what extent these goals and objectives are realized, and what it is advisable for him to do or change so that students reach the next levels of mastery of the material.
• For students - in order to improve the teaching, it is necessary to receive appropriate feedback in time and in its entirety, as well as learn to independently evaluate how they learn.

Terms:

• First and most important: use of various tools formative assessment requires a certain organization of the educational process. The introduction of new methods and tools is possible only when the student is actively involved in the learning process, when there is a place in the lesson for the interaction of students in pairs and groups, discussion with the teacher, and free questions.
• The second important condition refers to the use of results evaluation. For assessment to be truly formative, it must be used to correct learning and teaching. They must be "passed" into the hands of the student and used for planning. Only then will formative assessment positively influence the learning motivation of schoolchildren and their self-esteem.
• The third condition is that one must clearly realize that the introduction of a formative assessment is inevitably associated with a change in how the teacher understands his role in relations with students, and how he acts in the classroom, his personal pedagogical style. It should also be understood that strict external control and reporting do not contribute to the development of new valuation practices.

Formative assessment techniques

Statement of questions. Questions are asked by the teacher to determine the starting positions of children and take them into account in the course of training. The teacher may use different questions. In terms of B. Bloom's classification1, these can be questions on:

• appendix: What other examples do you know?
• analysis: How can you prove that... ?
• Synthesis: How can this be organized, solved?
• assessment: What do you think of … ?

observation. While watching the children and listening to their discussion, the teacher knows how learning happens. By observing certain children according to the planned plan, the teacher supports them during the lesson.

Formative assessment techniques

• Conversations-discussions the most interesting or unexpected answers and activities during the lesson. When discussing with students, the teacher evaluates their understanding, discovers the causes of difficulties and erroneous concepts, fixes the problematic points of the lesson. By conducting a discussion, the teacher checks previous assessments and hypotheses, discusses the progress of students, the results of their self-assessment in order to prepare the next steps in learning.
• Analysis as a way of doing formative assessment can be used in the following way. Written works are discussed and evaluated along with the children. This is done for to identify common mistakes and misunderstandings and show children what to do to improve their work.

Formative assessment techniques

• Checking understanding of the material. Check-repeat with advance prepared or spontaneous questions allows you to immediately evaluate their knowledge together with the children. A short review helps students and the teacher to identify material that needs to be reviewed and revised, and to plan the next steps in the course.
• Involving children in the consideration and reflection of the learning process call It helps to maintain and develop self-assessment and peer assessment skills. A couple or a small group of students determines what they know and can do, and what remains difficult or incomprehensible for them, what they need to do in the future. This allows for continuous feedback between the teacher, individual students and groups, which determines what progress needs to be made and plans how children will learn in the near future.

• Example 1

The teacher writes the assignments on the board and without further comment invites the children to complete them in pairs. Then he observes the work of pairs who had difficulty completing similar tasks in previous lessons. During the general discussion of the task, the teacher supports these pairs and helps them answer questions and explain their actions. Later, the teacher works with these children in a group, discussing with them the contributions they made to the lesson and his observations of their work in pairs.

• Example 2

The teacher shows the class the written work done in the previous lesson. The teacher evaluates the work, but does not analyze it. The teacher explains that the children should read the work and discuss what they could say to the author: identifying the strengths of the work and suggesting how the work could be improved. The teacher groups the children whose work has been presented and discusses their work with them in order to help them recognize their successes and tell them how they can develop them. Then the teacher collects all the comments made by the children, and on their basis forms general requirements for the work, which all students can use as criteria when evaluating their own work.

How do children process information?

• First, what children need to learn it correlates with success the ability to perform work for educational purposes, which are reflected in the criteria for successful implementation, according to which the work is evaluated (indicators, tasks).
• The second is to identify what needs to be improved or developed. About Judgment and evaluation is carried out individually or in pairs. Children make corrections and improvements immediately, that is, quality improvement occurs " Here and now".
• The lesson can end with a brief overview of all learning objectives (indicators) relevant to this stage of work, and this helps children see how learning will develop and how learning today relates to how they will learn in the future.

Feedback as a Basis for Formative Assessment

• Feedback, those. informing the teacher of the student about the results of the assessment and, conversely, receiving information from the students about the educational process. Moreover, it is very important that the information that the teacher gives to the student motivates him to move forward, make efforts and hope for success.
• Important to keep in mind The main principle of such feedback is: assessment that supports learning strengthens motivation by guiding students towards progress and achievement rather than failure. Feedback is useless if it is given in general terms or sets too broad objectives (for example, "remember to use brighter definitions"). Only precise and specific feedback helps the student understand how he can improve.
• The teacher can: accurately indicate to the student his strengths and advise how he can develop them; constructively present his weaknesses; provide the student with the opportunity to improve their work

Feedback principles

• 1. Show what went well. The teacher finds the three most successful places in the work that correlate with the learning goals, and underlines them, highlights them with color or frames them. This saves him from having to make a verbose entry.
• 2. Indicate what needs to be improved (corrected). The teacher, using special symbols, such as an arrow, a tick, etc., marks exactly the places in the work that need to be corrected.
• 3. Create the opportunity to make corrections. In class, children are given time (approximately 10 minutes) to read the guidelines and make appropriate corrections. The teacher can ask those students who have already completed their work to help those who are having difficulty.
• 4. Make recommendations for necessary corrections. The teacher writes what needs to be done to correct and improve the work, so that the student knows how to achieve the desired result. There are three ways to do this, each of which is associated with a specific patch area:
• reminder (the student is reminded of the established educational goals);
• showing (give examples of what the student needs to do lat);
• example (suggest specific expressions, words and forms, to be copied).

Methodology "Self-report card"

Allows to teach self-assessment as the youngest students, as it is based on the use of simple characters as well as older children.

When using a self-report map, different light bulb images are applied that correspond to three options student responses to questions:

• “It didn’t happen – the light is off”;
• “It was sometimes - the light bulb is on”;
• "It was often or always - the light bulb is burning very brightly."

Using this map will allow the student to analyze his experience and draw useful conclusions based on these self-observations. In addition, the card once again reminds the children of what their learning objectives were, what they learned, what the teacher expects from them.

A teacher can draw up such a map for any subject, indicating in it both specific subject skills, as well as methods of activity and general learning skills.

Variants of methods for organizing self-assessment of students.

Methodology "Group Presentation Scorecard"

It is used in evaluating the results of joint activities of students. The students are asked to complete a certain form when they watch the presentation of the group. Students need to look at the characteristics below and give their feedback on the work of the group.

When evaluating the results, it is proposed to use the following answers:

• "+" - excellent work (difficult to improve);
• "=" - good job (good, but you see a way to improve);
• "-" - weak work (a lot needs to be improved).

Variants of methods for organizing self-assessment of students.

Methodology "Self-Assessment of Collaboration"

Students are offered do not choose a ready-made answer, but formulate it in expanded form. This allows the student to realize how he participated in the development of the group project plan: how productive, successful, accepted by the group and useful. Working with this technique helps to form both the communication skills of students, as well as the skills of solving problems and planning their activities.

• As a variant of the self-assessment technique, you can use the compilation of feedback on the work of other students. The proposed form is used when evaluating presentations of design and research work, but can be used in other learning situations at the discretion of the teacher.

Stages of introduction of formative assessment techniques:

• decide what needs to be learned through in-class assessment;
• choose techniques that match the style of work of the teacher and are easily introduced into this class;
• explain the purpose of what is happening to the students;
• after completion, evaluate the results and determine what needs to be changed in the educational process;
• give information to the children about what the teacher has learned and how he intends to use it.

Shaping techniques

assessments:

reflection and self-assessment.

Methodology "Weekly reports"

The use of the Weekly Reports method allows for quick feedback in which students report what they learned during the week and what difficulties they encountered.

“Weekly reports” are questionnaires that students fill out once a week, answering 3 questions:

• 1. What have I learned this week?
• 2. What questions remain unclear to me?
• 3. What questions would I ask students if I were a teacher to check if they understood the material?

Methodology "Weekly reports"

Time for teacher preparation

Minimum. Questions can be written on the board.

or prepare forms with questions and

give students

Time to Prepare Disciples

Students need explanations about

purpose of such reports. They have to practice

to answer the first question

Time spending

Lesson time is not required. The report is written at home

Items

Almost all

class size

Special technical

requirements

Performed individually or in a group

individually

results

analysis

Reports require careful analysis. The teacher should

wives find an opportunity to respond to atypical responses

odds individually, and typical parse in the class

What else to keep in mind

Students should see that reports help them

learning; otherwise they won't take them seriously

Use allows

Teacher:

• ensure students understand how they learn;
• to explore how well students understand the content and logical connections of the material being studied;
• document the questions students have and choose the most typical ones;
• give students feedback on the content and level of difficulty of those questions that they consider essential;
• trace the development of students' writing skills and their ability to build reasoning;
• provide an opportunity to record and measure the emotional satisfaction of students or the level of their difficulties in studying this material.

Student:

• to train in written communication, that is, to express your thoughts in writing;
• ask questions that matter to him;
• analyze your own knowledge and learning process.

How to analyze reports

Can be distinguished four such level for questions :

• Questions, asking for factual information can be attributed to « minimum level" : for example, "What is physical pendulum?
• Questions Asking comparative information, can be attributed to "low level": "What's the difference between a rigid pendulum and a physical pendulum?
• Conceptual questions and questions regarding experiments done in previous lessons can be attributed to "working level" : "How can you prove that the period for pro pendulum does not depend on the amplitude of its deflection?
• To "highest level" can be attributed questions requiring explanations, which were not previously in the lessons, and beginning with the word "Why?": "Why can only a force that is directly proportional to the deviation be able to provide a system with a simple harmonic motion?".

Methodology " C leaving tests"

Its essence lies in the fact that students independently formulate questions on the topic.

This is the basis of this procedure, and a large number of variables are built around it, which can be of great pedagogical importance. These variables determine at what stage of the educational process testing is carried out, what requirements are imposed on the volume and type of test questions, what answers to these questions are expected, who is interviewed, etc. Test writing is an individual creative work student, which shows not only his knowledge, readiness, but also motivation.

The use of tests is most effective at the stage of consolidating the material, when the topic has already been covered. But this method also performs its functions in a situation where a new topic has just been announced. With their questions on a new topic, students demonstrate to the teacher their starting level of knowledge, their interest in expanding and deepening them.

Objectives of the methodology:

• Improve the quality of homework.
• To identify the level of students' understanding of the material and to analyze the moments that caused difficulty, as a result - to prepare students for testing work on the topic.
• Develop critical thinking.
• To build education on the basis of cooperation between teachers and students, to increase the active role of children in the learning process.

How to organize work with the methodology

The technique is used as an element of a series of lessons.

• First lesson – receiving homework and comments to him (3 minutes).
• Second lesson – collection of homework, individual counselors tations on the quality of questions (during the break before or after the lesson), general discussion of the collected questions. The children have the opportunity to get acquainted with the questions of classmates, compare questions of different complexity and design, determine the most interesting and meaningful.
• Third lesson - writing a test paper developed based on children's questions (10–12 minutes).
• Same lesson and/or next (fourth) summarizing the results of the test, analysis of answers to questions that caused difficulty, and analysis of critical remarks to unsuccessful questions (5–12 minutes).

How to conduct an assessment

An example of such a scale:

• 1 point - a question on actual knowledge on this topic.
• 2 points - a question on the application of factual knowledge on this topic.
• 3 points - a question requiring an example.
• 4 points - a question that requires an explanation that was not in the lessons or in the textbook.
• 5 points - a question-task that is not too cumbersome in wording and does not require additional entries when solving.
• 1 point can be awarded for originality for each question.

The presence of such a scale makes it possible not only to assess the quality of questions, but also to compose variants of verification work that are equivalent in complexity, as well as to use the complexity of questions in points when evaluating it.

Limitation and possible difficulties in working with the methodology

• A typical mistake can be considered the choice of material on which students will not be able to make interesting and meaningful questions.
• Difficulties can also arise when the topic is not yet sufficiently mastered by the students or turned out to be too difficult for them, and the questions turn out to be superficial and do not stimulate children to comprehend and systematize the information received.

Possible positive effects.

It succeeds:

• 1. Determine the level of homework completion (independent study of theoretical material). To stimulate interest in doing this kind of homework due to the novelty of the work and a new role in the educational process.
• 2. Increase responsibility when doing homework, as the results are on public display, moreover, they are “tested in practice” and criticized by classmates.
• 3. Develop critical thinking, attention to detail. Sometimes one inappropriate word turns good idea to the wrong question. This has a positive effect on the literacy of students' speech.
• 4. Focus on individual progress. Create a situation of success for the majority of students.
• 5. Remove the fear of the test work on the knowledge of the material covered.

Methodology "Portfolio"

Purpose and essence of the portfolio.

• Portfolio is a form authentic or true evaluation of educational results, that is, evaluation of the product created by the student in the course of educational, creative, social and other activities. Portfolio attaches significant importance to planning and self-assessment by students of their achievements.

Portfolio allows you to solve two problems:

• 1. Track the individual progress of the student, achieved by him in the learning process, beyond comparison with the achievements of other students.
• 2. Evaluate his educational achievements and supplement (replace) the results of testing and other traditional forms control.

Portfolio types

• Portfolio of documents includes a collection of works collected for certain period of study. Works demonstrate the student's progress in any educational area. This portfolio can contain any materials, including plans and drafts, that show what progress the student has made in the learning process from the moment he set himself a certain goal until he achieved it. Therefore, both successful and unsuccessful trial works can be presented in the portfolio.
• Process Portfolio or Estimated. Reflects all phases and stages learning. Allows you to show the entire learning process as a whole, how the student integrates special knowledge and skills and progresses, mastering certain skills, both at the initial and advanced levels. In addition, this portfolio demonstrates the process by which students reflect on their own learning experiences and includes self-observation diaries and various forms of self-report and self-assessment.

Portfolio types

• Showcase portfolio. Allows you to best evaluate student's achievement in the main subjects of the school curriculum. Can only include best work selected during a joint discussion between the student and the teacher. A mandatory requirement is a complete and comprehensive presentation of the work. As a rule, this portfolio includes a variety of audio and video recordings, photographs, electronic versions of works. Submissions may be accompanied by written comments from the student justifying the choice of submitted work. The portfolio can include project and research materials, artwork, natural science experiments, achievements in the musical field, which most holistically represent the student's skills and abilities.

Portfolio types

• preparedness portfolio. Some schools use portfolio as a means of determining student readiness for graduation. Students are required to submit a set amount of materials that demonstrate their competence and achievement in several subject areas. As a rule, these are final works in those subjects in which tests are usually written or oral exams are taken: language, mathematics, social and natural Sciences. Essays, research or design work in core and elective subjects: technology, music, fine arts.

Portfolio evaluation

Portfolio can be evaluated

• informally (peer assessment), involving teachers for assessment gov, parents and fellow practitioners.
• Another assessment option is formalization and standardization of evaluation criteria agreed with commonly accepted learning outcomes, such as core learning skills such as problem solving and communication skills.

Criteria-based assessment

• One of the most popular assessment tools, based on pre-set and understandable criteria for students, are the so-called "Evaluation Rubrics".
• "Headings" are tables that contain criteria for evaluating the performance of a wide variety of tasks. To determine the criteria, the teacher needs to formulate the learning objectives of the work that the students will do and the results they should achieve. It is with the given learning goals and results that the evaluation criteria should be correlated. In fact, the criteria serve as a guide for students, show them what they should demonstrate in this or that work, what they should be able to do.
• “Evaluation rubrics” are a way of describing assessment criteria that are based on expected learning outcomes and student achievement.
• "Headings" are tables that describe the desired result (quality, skill). As a rule, various levels of achieving the desired result or skill development are described: from the initial level to the exemplary one. This allows the teacher and the student to determine the following very important points for learning:
• at what level is he at the given moment;
• what does he lack to reach an exemplary level;
• what is the next step to take.

Grading goals with Rubrics

• Increase the credibility of quantifying written assignments and oral presentations.
• Present goals and expected accomplishments in a clear and unambiguous way.
• Provide assessment standards or scores and relate them to the achievement of learning objectives.
• Engage students in critical evaluation of their own work.

Limitations (problems)

• Criteria problem. The challenge (or potential limitation niem) in the development and use of "Rubrics" is description of expected accomplishments and identification of indicators that differ rate the different levels of achievement presented in the rubric table.
• The problem of practice and regular use. No appraisal These tools will not be effective if they are not used on a regular basis.

Methodology "Concept Maps"

Concept maps allow you to evaluate how well students can see the “big picture” of a subject or a separate topic, that is, whether they managed to build connections between individual elements of the topic and systematize the material covered.

A "concept map" is a diagram consisting of nodal points (each of which is labeled with a certain concept), connected by straight lines, which are also labeled. Nodal points-concepts are located at different hierarchical levels, corresponding to the movement from the most general to specific special concepts.

Looking at the map from the top to the bottom, the teacher can:

• 1) penetrate into how students perceive scientific topics;
• 2) check the level of understanding of students and their misinterpretation of concepts;
• 3) evaluate the complexity of the structural relationships established by the student.

Main purposes of use

• study of terms, facts and concepts of a particular subject;
• organizing information into precise categories;
• synthesis and integration of information, concepts, ideas;
• vision of a “broad panorama” and connections between individual concepts;
• development of creative thinking in a particular subject;
• expanding the possibilities of long-term memory and the assimilation of new knowledge;
• developing complex thinking skills, strategies and habits;
• effective use of graphic illustrations.
• The assessment of the compiled "Concept Map" can be carried out in points:
• 1 point is given for each correctly established connection (if the connection is established correctly) between two neighboring concepts;
• 5 points - for each correctly established hierarchical level;
• 10 points - for each meaningful and accurate connection of concepts from different parts of the map;
• an additional 1 point is awarded for each example.

use cases

• Making maps in a group.
• Filling out cards.
• Selective filling of the map of concepts.
• Map for sample concepts.
• Mapping-growing.
• Directed choice in mapping.

• Formative assessment on lessons literature

Formative assessment in the classroom literature

• compiling test tasks and summaries (at the lessons devoted to the study of the biography of A. S. Pushkin);
• weekly report (at the lessons on "The theme of the poet and poetry in the work of A. S. Pushkin");

Compilation of test questions by students

• At the lessons devoted to the study of the biography of A. S. Pushkin.
• The goal is to find out how students independently mastered new material, and to stimulate their cognitive interest.
• The instruction is to write test questions on the biography of A. S. Pushkin at home and indicate the answers to them.

Examples of student work

results

• students showed interest in this activity: some students made up original questions;
• according to the teacher, this technique does not show how consciously the students approached the compilation of questions and what knowledge they learned as a result, this requires another assessment technique, for example, a summary.

Questions for the summary

• In what year did A. S. Pushkin leave his home?
• In what year did A. S. Pushkin graduate from the Lyceum?
• On whose initiative was the Tsarskoye Selo Lyceum created?
• To whom and what poem did A. S. Pushkin read at the public final exam?
• What was published in Vestnik Evropy in 1814?
• The Green Lamp is...
• P. Ya. Chaadaev is…
• "Liberty" is...
• What was written by A. S. Pushkin during the lyceum period of creativity? Questions No. 1, 2, 4, 5, 6, 9 are modified test questions proposed before by the students themselves

Examples of student work

results

• the students coped well with those issues that were discussed in the lesson and on which the teacher emphasized;
• many of the students who came up with original questions could not answer them in a different form, modified by the teacher, which allows us to conclude: many reacted formally to the preparation of test questions at home;
• both techniques (composing test questions and summaries) can be done separately, however, when used together, they are more effective.

Conclusion

• Rapid changes in society and the economy require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in a situation of uncertainty, be able to establish effective communications with different people and at the same time remain ethical. The task of a modern school is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that allow him to feel confident in an independent life.

List of used literature.

1. Development creativity schoolchildren and the formation of various models for accounting for their individual achievements / Ed. L.E. Kurneshova. Issue. 2. M.: School book, 2005.

2. Tryapitsyna N.P., Rodionova N.F. Modernization of the general image research: evaluation of the educational result. SPb., 2002. 225 p.

3. Choshanov M.A. School grade and old problems // Peda gogic. 2000. No. 10. S. 45–102.

4. Shneider M.Ya. Assessment of the quality of education in the schools of the International baccalaureate // Questions of education. 2005. No. 1.

• Internet sources
• 1. Romanov Yu.V. Evaluation system: the experience of understanding and using education: http://schools.techno.ru/ms45/win/history/krit8-9.html
• 2. Taxonomy of B. Bloom: http://www.seua.am/eng/new_edu_technol/BloomElicit.htm
• 3. http://www.flaguide.org/intro/intro.php (in-class assessment techniques - site for teachers)

List of used literature

1. Korneeva E.V., Glukhemchuk E.A., Nikitin Yu.M. some under moves towards the development of students' evaluative independence (experience of the work of the NOU "City of the Sun") // Development of creative abilities of schoolchildren and the formation of various models for accounting for their individual achievements / Ed. L.E. Kurneshova. Issue. 2.M.: School book, 2005. S. 74–77.

2. Litvyak E.N., Hiltunen E. The idea of ​​the Montessori school // School cooperation. First of September, 2000, pp. 76–81.

3. Modernization of the educational process in elementary, basic and high school: solutions / Ed. A.G. Kasprzhak, L.F. Ivanova. Moscow: Education, 2004. 416 p.

4. Novozhilova N.V., Firsova M.M. New forms of accounting successfully Gymnasium graduates: problems and prospects // Development of schoolchildren's creative abilities and the formation of various models for accounting for their individual achievements / Ed. L.E. Kurneshova. Issue. 2. M.: School book, 2005. S. 4–8.

5. Uvarov A.Yu. Cooperation in learning: group work // Teacher and student: the possibility of dialogue and understanding / Ed. L.I. Semina. Volume 2. M.: Bonfi, 2002. S. 205–408. 6. Tsukerman G.A., Masterov B.M. Psychology of self-development. Moscow: Interfax, 1995. 286 p. Formative assessment: techniques and possibilities of use in the classroom.

• http://www.it-n.ru/board.aspx?cat_no=249627&tmpl=Thread&BoardId=
• 282525&ThreadId=447703&page=0

List of used literature

Internet sources 1. Evaluation in primary school: http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/

2. Primary school assessment: http://www.aaia.org.uk/assessment.asp .

Literature 1. Novikova T.G., Prutchenkov A.S., Pinskaya M.A., Fedotova E.F. Portfolio in foreign educational practice // Questions of education. 2004. No. 3.

2. Pinskaya M.A., Ivanov A.V. Formative Approach: Criteria Noe evaluation in action // National education. 2010. No. 5. C. 192-201.

3. Pinskaya M.A. Formative assessment: assessment in the classroom. Tutorial. M.: Logos, 2010.

Internet sources

1. Formative assessment: interactive learning situations:

https://sites.google.com/site/interaktivps/m-4-formiruusee-ocenivanie

2. Network of creative teachers. Formative assessment in the lesson: http://www.it-n.ru/board.aspx?cat_no=249627&tmpl=Thread&BoardId=282525&ThreadId=447703&page=0

The problem of methodology for assessing educational achievements in the light of the modern educational paradigm

Modern man lives and acts in conditions that require high professionalism and significant intellectual effort to make the right decisions in various life and work situations. Socio-economic processes that have become more complex, information flows have become denser, a clear lack of time to comprehend them, increased competitiveness and aggressiveness - all this leads to rather high requirements for graduates of educational institutions. Today, all participants in the educational process are faced with the problem of improving the quality of education, its adaptation to the emerging realities of life (economic, social, cultural, demographic, etc.).

The complexity of assessment is exacerbated by three global trends inherent in world pedagogical practice.

First, on an individual level, there is a transition from the so-called "classical culture" to "mosaic culture", described by the French sociologist A. Mol. The classical education system that developed in the 17th-18th centuries. gave a relatively harmonious, hierarchical system of knowledge about the world, characterized by a systemic character. The student assimilated them according to the principle of "steps", starting from the core of fundamental concepts, he mastered other concepts, descending to them with the help of a system of logical connections.

In our century, the nature of the acquisition of knowledge has changed significantly. A modern person receives a significant, if not most, part of knowledge not in the system of rational education. "Equipment" of his mind is now happening not so much through the education system, but through the media. A. Mol calls such a culture "mosaic".

Secondly, the trend of technocracy in the field of education is clearly manifested. To a large extent, this is due to the sharply increased technical power and energy equipment of mankind. There was a shift in the center of gravity towards the functional characteristics of the individual, towards professionalism, the deficiency of which can no longer be compensated for by simple zeal, which led to a violation in the formation of harmony between special knowledge and spiritual culture.

Thirdly, the very position of the teacher in the education system is qualitatively changing, which is caused primarily by the intensive computerization of all aspects. public life, including the educational process. The information explosion has led to a situation where neither a university professor, nor even a teacher of a school or college, is any longer the "cutting edge" of knowledge. Academic disciplines, built on a simplified classification of sciences, have almost "left the game", sometimes demonstrating almost half a century behind. The community of educators can no longer be the main bearer of all the latest knowledge. Powerful computer systems integrated into global networks open up fundamentally different perspectives for creativity. There is a problem of partial devaluation of traditional "book" education. It is most real when an individual, for one reason or another, falls out of the system. computer literacy and therefore pushed to the margins of life. The role of the teacher is also changing. If earlier he mainly performed the function of a store and distributor of scientific information, now he needs to turn into a figure whose central task is to manage the cognitive activity of students and control its results.

Awareness of the trends listed above prompted the pedagogical community to search for alternative forms of education, to move away from the usual standards, to a free pedagogical experiment. However, this natural process endangered the existence of a single educational space, since to one degree or another it encroached on its reasonable unification. A search for a balance began between the emancipation of the technological side of education and strict, uniform requirements for the quality of graduate training. The motto of the new approach was the slogan "Any manifestation of creativity with the obligatory fulfillment of the standards of the basic curriculum and ensuring sufficient quality of knowledge."

The final part of this slogan immediately raises the question of the criteria for the minimum sufficiency of knowledge, that is, the criteria for the "satisfactory" mark. It would seem that it is possible to act simply and use in our educational institutions already existing standard tests in various subjects, which are developed on the basis of the requirements of curricula, scientific and theoretical ideas about the required degree of assimilation of educational material, the degree of mastery of skills and abilities, etc. / such tests are widely used in Western pedagogical practice. There is no doubt that subject tests will provide greater objectivity in the control of knowledge, giving marks sufficient reliability. However, the experience of such a path warns against haste.

If we look at the existing practice of monitoring and evaluating knowledge in foreign colleges, we can identify the following interrelated trends.

• 1. Explicit priority of the written form of knowledge assessment over the oral one. Oral - an exam, for example, with all its advantages, has a number of significant drawbacks that reduce the objectivity and reliability of assessment. With an oral exam, the exam stress is much more acute for students. More opportunities for manifestations of the subjectivity of the examiner, associated with likes and dislikes, the ability to punish the student with a point for various misconduct. Examiner fatigue increases dramatically in the second half of the exam, which leads to errors in scoring. In addition, the oral exam does not leave "traces" in the form of written work which creates problems in disputable situations. Due to lack of time, teachers often formulate incorrect questions.
• 2. Summing up the results of the current / midterm / control and examination control in the final assessment. The emphasis only on examination control, as it has developed in our practice, inevitably gives rise to "storming" among a significant part of students, which leads to a low quality of knowledge. If the student knows in advance that the points he received in the semester will make up 50% of the final grade, then this stimulates him to work systematically throughout the year.
• 3. Using an individual rating as the main indicator of learning success. The rating system of learning control gives rise to competitiveness in learning, has a positive effect on student motivation, minimizes randomness in assessment, etc.
• 4. The use of computer testing as an aid, freeing the examiner from the routine part of his work.
• 5. The use of multi-point scales of assessment along with the preservation of the classical 5-point scale as a basis. Multi-point scales have great differentiating capabilities, allow the examiner to display the nuances of the assessment. Our teachers, using a rough, actually three-point scale, are deprived of this opportunity, therefore they are forced to supplement the mark with a "plus" or "minus".

The integrative processes characteristic of modern educational systems require us to take into account the above trends in the field of control and assessment of knowledge. The introduction of strict norms and standards for the level of subject preparedness of students with the help of benchmark tests will be successful only if it is carried out comprehensively, in unity with other necessary innovations. Before applying test procedures, they need to be thoroughly studied and adapted to our realities. You should not follow the path of mechanical copying, while losing developments own practice. It is expedient to carry out serious transformations only after careful methodological and psychological preparation of teachers and students for them.

Modern school reform and the problem of education quality management

Currently, there is a transition from a system of centralized management of education to a regional one. Former structures can no longer effectively solve modern management problems. Practitioners and scientists have to work in the mode of intensive innovative search, developing a balanced multi-level education management system that takes into account the specifics of the modern socio-economic development of Russia and its regions, reorientation of management towards the development of regional educational systems. Most important task modern stage reforms of the education system - education quality management.

It is necessary to manage not one or another component of the educational process, but the properties of these components, their compliance with certain standards. The most important management procedure is to ensure the design of the quality of education. The content of the design procedure is to determine educational standards. The main purpose of educational standards is to organize the activities of people aimed at the production of products with certain properties that satisfy individual and social needs.

With a certain degree of simplification, we can say that quality is compliance with certain specified standards, and quality management is the process of bringing the system to a certain standard.

It is not enough to develop a standard, it is necessary to achieve its implementation. Consequently, the next procedure for managing the quality of education is educational monitoring (constant monitoring of the education process in order to identify its compliance with the desired result and predict the development of the education system).

The main stages of educational monitoring:

• collection of information about the state of the object and the external environment;
• analysis of the received information;
• making managerial decisions and issuing command information.

For building effective system pedagogical monitoring, it is necessary to determine which indicators of the education system are most important for management (the level of educational preparation of students, the methodological culture of teachers, motivation to receive education, social, psychological and economic conditions for the implementation of the educational process, etc.).

Disparate psychological, pedagogical and sociological studies, each with its own tools (even if they are of good quality), do not allow comparing the results obtained and conducting a general analysis of the dynamics of the development of the education system.

Currently, managers at all levels do not have the tools of pedagogical control. Schools (methodologists) independently develop monitoring tools, the content and structure of which are determined by the specifics of the object being studied, the features of the forms and methods of monitoring. The quality of such tools is not subjected to serious testing, which makes it problematic to make sound management decisions based on the results of control.

The variety of forms and methods of teaching should be accompanied by objective information about the quality of the educational service provided. It is necessary to create conditions for ensuring the civil rights of students and their parents to receive a full-fledged education that satisfies the personal needs of each individual.

Required centralized organization development of tools for pedagogical control of the level of educational preparation of students graduating from primary, basic secondary and complete secondary schools.

The problem of quality and objectivity in the assessment of educational achievements

To improve the quality of teaching, the teacher must be able to competently and appropriately choose and apply the existing forms and methods of pedagogical control, clearly define its goals and functions.

In the theory and practice of intra-school management, the following forms and methods of pedagogical control are most widely used:

• 1. thematic - a deep study of the knowledge and skills of students on key topics of the curriculum (study of the teacher's work system within the boundaries of the educational topic);
• 2. frontal review - pilot study of the knowledge and skills of a group of students (the success of a group of teachers) on general issues;
• 3. comparative - parallel study of the personality of students, study groups, individual teachers;
• 4. personal - a comprehensive study of the personality of a particular child, the system of professional activity of an individual teacher;
• 5. class-generalizing - the study of the qualities of knowledge and skills of students (quality of teaching) in a particular class;
• 6. subject-generalizing - the study of the qualities of knowledge and skills of students (quality of teaching) in individual training courses;
• 7. complex-generalizing - a comprehensive study of the qualities of knowledge and skills of students (quality of teaching) in a particular class at the primary, basic secondary or complete secondary school;
• 8. operational - the study of unexpected problems in the educational process.
• 9. formulating - assessment is carried out during the entire time of training to establish feedback from students to the teacher;
• 10. final (summative) - assessment is aimed at summing up the final learning outcomes (certification).

Four main functions of pedagogical control are identified:

• diagnostic (assessment of the degree of assimilation of the curriculum and the level of professionalism and qualifications of students);
• Educational (increasing motivation and individualization of the pace of learning);
• organizing (improving the organization of the educational process through the selection of optimal forms, methods and teaching aids);
• Educational (development of the structure of value orientations).

When organizing pedagogical control, it is recommended to observe the following principles:

• connection with the process of education and upbringing;
• objectivity, fairness and publicity;
• Reliability, efficiency, validity;
• systemic and comprehensive.

A measurement is considered objective if it is possible to minimize the intersubjective influences of researchers. It is possible to achieve unification and reduce subjective impacts on the procedure of pedagogical control by ensuring the objectivity of the measurement, data processing, and interpretation of the measurement results.

The degree of measurement reliability is determined by the reliability coefficient (correlation coefficient), which shows the extent to which the results of measurements carried out under the same conditions coincide. The concept of reliability is directly related to the standard measurement error, information about which values ​​of the obtained numerical assessment lie between the true value of an individual's performance. It is useful for teachers to know that the measurement error of a five-point grading system is ±1 point.

The validity of the measurement shows that this technique allows you to measure the really required criteria (characteristics) of the pedagogical phenomenon under study. Validity is divided into several types:

• 1. content validity - expert confirmation of the compliance of the diagnostic material with the program and the main objectives of training in a controlled subject area, the consistency of diagnostic results with other independent forms of knowledge control;
• 2. criterion validity - enough level correlation of test results for individual tasks and for the entire test as a whole;
• 3. technical validity - ensuring a sufficient number of equivalent forms of meters (task options, questions) that prevent the possibility of mechanical memorization of correct answers.

Improvement of the system of pedagogical control can be carried out in two main directions.

The first is the improvement of traditional forms and methods through their critical reflection.

The organization of an effective system of pedagogical control implies a mandatory transition to the procedure of pedagogical measurements using various methods substantiation of the rendered pedagogical assessments. In this case, the assessment acts as a characteristic of some abstract value (knowledge of the subject, social activity, personality traits of the student, etc.).

Value judgments differ from each other by their inference (the level of perception of the pedagogical phenomenon under study). Evaluations of teachers of a generalizing nature (polite, attentive, diligent), not based on predetermined, unambiguous categories of observation, are, as a rule, highly inferential.

Estimates with low inference (the number of reservations during recitation, reading speed, etc.) are carried out according to pre-designed instructions and have a fairly high objectivity, but carry information only about certain aspects of the pedagogical process. They do not give a complete picture of the phenomenon under study.

Educators prefer highly inferential assessments as more meaningful and informative, although they are often subjective.

It is possible to increase the objectivity of a highly indifferent assessment by systematizing and clarifying the criteria by which a value judgment is made, and by using rating scales.

The procedure of pedagogical diagnostics should be organized in such a way that at first, several low-inferential assessments are made according to the developed system of criteria. Then, by means of their generalization (scaling), a general highly inferential assessment was made.

Often estimates (value judgments) are put in line with their numerical counterparts - marks. Measurement, in contrast to evaluation and evaluation, is a specific procedure for quantitative comparison of the studied pedagogical property (attribute) with some standard.

The result of the pedagogical measurement is a numerical assessment of the degree of expression of the trait under study (knowledge of the topic, section). It should be borne in mind that the greater the differentiating effect on students has a particular teaching method, the more differentiating should be the method of pedagogical control that evaluates these achievements.

The method of assessment on a five-point scale, widely used in pedagogical practice, is simple and familiar. But it has a number of significant drawbacks:

• subjectivity and dependence on the appraiser;
• Weak differentiation ability.

In university practice, the rating system has become widespread. The essence of this method, often called the expert method, is to assess the student by each teacher on a 5-11 point scale for a number of indicators, including those that are difficult to measure (for example, activity in seminars). If a student is assessed on several characteristics, then the results of the assessment can be summarized if the summation operation makes sense from the point of view of the essence of the phenomenon being studied. Sometimes they resort to a comparative weighting of the significance of each property (scaling). The reliability of the rating is highly dependent on the degree of "strictness" or "leniency" of the experts and the general perception of the learner by the experts. This leads to the fact that the results of the rating begin to be influenced by qualities and personality traits that are not directly related to the student's educational characteristics (appearance, voice, demeanor). In this regard, the question arises of determining the quality of the assessment. The more consistent the experts' assessments (high correlation), the greater the likelihood of approaching the true result.

The second direction involves the use of technical means in combination with a test methodology.

A pedagogical test is an instrumental means of knowledge control, using which it is possible to determine the reliability and validity of measurements with a given accuracy. The use of a test methodology allows for a quantitative analysis of the success of education in various educational groups (classes, individual educational institutions, districts), which is impossible within the framework of the traditional school assessment system. A professionally designed test allows you to check the knowledge of a large number of students in a short period of time (only the availability of seats imposes a limitation) on the full program of the discipline being taught, while traditional exams allow only selective testing of knowledge. When carrying out test control, inspectors do not need special subject knowledge, which greatly simplifies the organization of the procedure. However, the simplicity and manufacturability of using test procedures is combined with significant intellectual and material costs required for its development.

At present, teachers, heads of educational institutions are beginning to widely use the test form of knowledge control, using either tests published in pedagogical publications or tests of their own design. Noting this trend as certainly positive, it should be noted that, as a rule, so-called informal pedagogical tests are used, which do not meet the requirements for instrumental diagnostic means of pedagogical control. Managers at all levels do not have standardized tools for pedagogical control. Educational institutions (methodologists) independently develop monitoring tools, the content and structure of which are determined by the specifics of the object under study, the features of the forms and methods of diagnostics. The quality of diagnostic tools is not subjected to serious testing, which makes it problematic to make informed management decisions based on the results of monitoring.

Perhaps the time has come for education authorities to seriously address the issue of developing a regional system of measuring achievement.

The system of educational achievement meters is the normative requirements for students, stated in a form that allows you to control the compliance of the object of measurement with the requirements of the standard. It is proposed to use criterion-oriented tests as such measuring tools.

For the effective implementation of standardized tests of educational achievement in teaching practice region, it is necessary to develop and approve:

• unified unified requirements for the preparation of test tasks;
• standard requirements for the test as a tool for pedagogical diagnostics (validity, reliability, etc.);
• uniform requirements for testing technology;
• · General evidence-based approaches to the interpretation of test results.

This kind of standardization will create conditions that allow a comparative analysis of test results and get a general picture of the dynamics of the development of the education system in the region.

The normative requirements being developed should not conflict with the established practice of knowledge assessment. In order for the system of standardized tests to fulfill its organizing and stimulating role, it is necessary to ensure its continuity with the existing assessment system. At the initial stage, one should not strictly link the requirements of the standard with the knowledge of an individual student (especially with an unsatisfactory grade). Using standardized tests, one should focus on obtaining generalized indicators of the level of teaching in a study group, educational institution, district, thus realizing the monitoring of the quality of the educational process, certification of educational institutions, certification of students. When developing standardized controls, it is important to take into account the actual level of student learning in each specific area(educational institution). It is necessary to understand that the use of new programs, technologies, teaching methods will make it possible to achieve positive changes in vocational education only as a result of painstaking, many years of work.

The creation of measurement standards and their implementation in the education system cannot be based solely on the theoretical justification of the minimum sufficiency of knowledge. Constant work is required to create and improve measuring instruments, to clarify the statistical criteria for assessing the quality of training. It is necessary to prevent the possible destructive consequences of the use of normative requirements that have not undergone serious empirical testing, built solely on the a priori considerations of teachers.

If the above requirements are met, the standardization of the regional system of measuring educational achievements will become a determining factor in the development of the education system in the region, the massive use of educational standards and test technologies will make it possible not in words, but in deeds to humanize education, create conditions for the realization of the creative potential of students and teachers.

Training Quote

Training objectives

Suggest wording options

Questions

UNDERSTANDING

Basic terms

Evaluation

Grading system

The main tasks of assessment:

Information resource

Information resource

Evaluation functions

Assessments in training perform the following functions:

Assessments in training perform the following functions:

Activity 1

Disadvantages of the current system

Problems

Problems

What is needed

Formative assessment

Definition

Formative assessment allows the teacher to:

Formative assessment for learners

The results of applying formative assessment are:

Five principles of well-organized formative assessment

Assessment: current trends

Key ideas of modern assessment

Key values ​​of assessment

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Compliance with learning objectives and assessment methods

Informational resources

Rating assessment

Understanding Ranking

Benefits of the rating system

The rating assessment of knowledge is important for the teacher, because:

Activity 2

Assessment in project activities

Estimation in design technology

Goals of formative assessment

Conditions for student involvement

Assessment strategies

Determining the experiences and needs of students - initial (motivational) assessment:

Encouraging Self-Governance and Collaboration - Formative Assessment:

Monitoring progress - ongoing assessment:

Checking Comprehension and Supporting Metacognition - Current Assessment:

Demonstration of understanding and skills - final assessment:

Assessment strategies

Activity 3

Glossary

metacognition