The system of evaluation of educational achievements of junior schoolchildren. Evaluation of educational achievements in the practice of modern elementary school

Organization of evaluation 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 students.

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

A number of methodical letters of the Ministry of Education of the Russian Federation were devoted to this problem:

Loginova O.B. The system for evaluating the educational achievements of schoolchildren. Recommendations of the Ministry of Education of the Russian Federation for participants in the experiment to improve the structure and content of general education, 2001.

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

These papers covered:

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

justified the need to introduce a new assessment system,

approaches to assessment in non-grading learning;

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

Taking into account modern requirements for assessment activities in elementary school, there are two assessment systems: non-grading education and a four-point system of digital marks. The technology of ungraded learning is mandatory in the first grade (based on the requirements of SanPiN) and can be used throughout the entire education in elementary school (the choice is made by the educational institution). The ungraded system for evaluating 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 quantified mark, meaningful, clearly differentiated marks are used, based on unambiguous criteria, on the basis of which scores for independent work of students can be derived. At the same time, it is specifically indicated that different types of activity - performing, search, creative, must be evaluated differently.

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

It should be noted that evaluation and mark are not synonyms. Evaluation is a judgment about the quality of an object or process. And the mark in the pedagogical literature is interpreted as a quantitative characteristic of the 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 fully using the teacher's value judgments, the passion for "percent mania", the subjectivity of the grades given. From the point of view of many experts, the psychological meaning of a school mark is now completely lost. As A. B. Vorontsov writes, now “the system of marks, firstly, causes a feeling of fear in children, secondly, it causes discord between students and adults, thirdly, it introduces envy and discord into a comradely environment, and fourthly contributes to the emergence of a formal attitude to the matter on the part of both students and teachers. The mark, as psychologists say, is a “stressful” factor.

For the development of self-regulation of children, it is not the mark as such that is important, but a meaningful assessment - an explanation of why this mark is set, what are the pros and cons of this work. The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. 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 school and in broad communication, experienced by the child, leads to the formation of a feeling of inferiority, humiliation, hurt pride or a sense of self-importance, competence, exclusivity.

By carrying out informational and regulatory feedback, school assessment should orient the child towards success, promote the development of his self-esteem. Even before the Great Patriotic War, the outstanding domestic psychologist B.A. Ananiev noted that assessment is needed in order for the student to develop self-esteem skills.

We should not allow the trend of formal "accumulation" of marks, orientation to the "average" mark, derived by arithmetic calculations. The final mark cannot be a simple arithmetic mean of the current test. It is set taking into account the actual level of preparation achieved by the student by the end of a certain period. At the same time, the student gets the right to correct a bad mark, get higher scores and improve his academic performance. For example, a student received a “2” for the Russian language dictation, as he made gross 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 provision means that the first "2" is invalid, corrected and not taken into account when deriving the final mark.

Thus, it is necessary to combat the fetishization of the mark as the only "tool" for the formation of diligence and motives for teaching, and to encourage the rejection of formalism and "percent mania". It is necessary to improve, first of all, the methodology of current control, to strengthen the significance of the educational function.

Already in the first two weeks of the 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, ways and means of monitoring and evaluation in the lesson.

When organizing work with self-assessment of students, it is necessary to take into account that a first-grader tends to mix the qualities being assessed. For example: "I don't read well" means "I'm a bad student." Evaluation of progress in primary school is essentially an assessment of the personality 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. To do this, a special scale is invented with the children in the lesson - “magic rulers” and criteria are determined by which any action or object can be evaluated (the correctness of the solution of the educational problem, accuracy, level of complexity, interest, etc.).

Evaluation scale

Such an assessment:

allows any child to see their progress, as there is always a criterion by which to evaluate the success of a student;

is informative;

contributes to the formation of positive self-esteem.

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

Table 4

List of individual achievements for the letter period.

Student __________. School: . Class: _.

Teacher: ___________

№ p/n	Formed skills and abilities		Dates
№ p/n	Formed skills and abilities		Start	Nov.	total
1. Reading skills
	Reading technique	Reading syllables
		Word reading
		stress
		Reading sentences
		Reading texts
		Reading accuracy
		Reading expressiveness
	Reading comprehension	The answer to a direct question on reading
		Missing word recovery
		Drawing up an "oral picture"
		Compilation of the read text and an illustrative series to it
	retelling	With the help of a teacher or other
	retelling	Without the help of a teacher Etc. (the list of skills can be continued)

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

The student's self-assessment must be differentiated, i.e. be made up of evaluations of their work on 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 assessment criteria. In her research, A.I. Lipkina showed that younger students highly appreciate their work if they spent a lot of time on it, invested a lot of effort, effort, regardless of the result.

After the student's self-assessment, the teacher's assessment follows the same criteria.

The child begins to see that the assessments of different people may not always coincide, and learns to reckon with different points of view on the assessment of a particular action. The coincidence of the children's and teacher's assessments must be verbally encouraged without fail.

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

- definition of criteria before evaluating a certain action of the student;

- first self-assessment, and then teacher assessment;

- correlation of the teacher's and the student's assessment according to objective assessment criteria (for assessment and self-assessment, only such 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 are found in the assessments of the teacher and the child;

- the right of everyone to their own opinion, respect for the opinion of another, 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 evaluation today, he himself appoints the evaluation criterion. The teacher does not have the right to make value judgments about the work that the student does not submit for evaluation.

From the very beginning of the child’s entry into school life, it is necessary to give 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, to master certain techniques and techniques (training session)). Each of them has its purpose, rules, results of work.

In the future, another space should arise - the space of individual achievements of the child ("board of achievements"). Individual achievements are what the child has learned, what he already knows how to do on his own.

It is here that in the lesson there is a “place for assessment” (a specially marked part of the board) and a “place of doubt” (another, specially marked part of the board).

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

At the lesson (in collective forms), work is unfolding on the formation of the self-assessment action. Tasks of the teacher: creation of educational cooperation in the classroom; teaching students self-control techniques and working with diagrams and models as a means of control and evaluation. The task of the teacher is to form 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 - "teaching smart ignorance." For this, 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; over the selection of criteria for evaluating the performance of individual tasks and on the basis of given standards with the help of magic rulers; over mutual control and mutual evaluation; over the ability to fix and present their achievements, difficulties, problems to the class. They are usually more critical of other children's work than their own, and very often "discover" even those mistakes that are not there. In this regard, younger students are taught to evaluate not only their own work, but also the work of classmates according to previously set criteria for all.

Mutual verification, collective discussion of answers give a positive effect in elementary school; it is more difficult to start similar work in the middle classes, since educational activity is not sufficiently formed in this evaluation link. Adolescents, focusing more on the opinions of their peers, are much more difficult to accept the general evaluation criteria and how to use them.

Only if at the very beginning all conditions were created for the normal development of these abilities and skills of students, most of the means and methods of this work were set, positive motivation was created for this important area of learning, one can count on success in the subsequent educational activities of students.

Before the introduction of marks, it is not recommended to use any other marks of evaluation - asterisks, flowers, multi-colored stripes, etc. The teacher should know that in this case, this subject mark takes over the functions of the mark and the child's attitude towards it is identical to the attitude to the 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, counting, until any certain learning outcomes are achieved, the mark more evaluates the learning process, the student's attitude to the completion of a specific educational task, fixes 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 OU uses a four-point grading system 1 .

Characteristics of the digital assessment (marks):

- "5" ("excellent") - the level of fulfillment of the requirements is much higher than satisfactory: no errors, both in the current and in the previous training material; no more than one defect; consistency and completeness.

- "4" ("good") - the level of fulfillment of the requirements is above satisfactory: the use of additional material, the completeness and consistency of the disclosure of the issue; independence of judgments, a reflection of one's attitude to the subject of discussion. The presence of 2–3 errors or 4–6 shortcomings (two shortcomings are equated to one mistake) on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material;

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

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

A mark "for the overall impression of the written work" is introduced. Its essence lies in determining the attitude of the teacher to the appearance of the work (neatness, aesthetic appeal, cleanliness, formality, etc.). This mark is put as an additional one, it is not entered into the log.

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Modernization of the educational process in elementary and high school options for solving recommendations for organizing a competence-oriented educational process

Dissertation abstract

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Document

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Guidelines

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"KSU Uzunkol secondary school No. 1"

2016

Modern methods of assessing the educational achievements of younger students

Changes in the content of modern education - a shift in emphasis from subject knowledge, skills and abilities as the main goal of education to the formation of general educational skills, to the development of independence of educational actions: 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, would contribute to the humanization of learning, the individualization of the educational process, increasing learning motivation and learning independence in learning.

The main function of the assessment is to establish a certain measure of personal responsibility for all participants in the learning process. With the help of the assessment, the public is publicized: 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 learning outcomes shows:

The correctness of the organization of the educational process, what is firmly learned, and what needs to be repeated;

What methods of training are successful, which ones need to be corrected;

What to change to improve results. Properly organized control activity allows you to approach each student optimistically, strengthen faith in his strength and capabilities. Incorrect controlling activity fosters a negative attitude towards learning.

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

Compare the result of their own activities with the standard;

Analyze the choice of a method of educational action, right or wrong, means of achieving the goal;

Look for errors and ways to fix them.

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

The most productive types of control in elementary school are:

Current control (carried out at the initial stage, teachers point out the correctness and incorrectness and are in no hurry to give grades, the student sees the error 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 for him, can retake the topic, while the previous mark is not taken into account, the student controls the time and nature of the control, which removes fear and develops the desire to get more high rating)

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 positives and negatives of the work done.

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

Related to this is a form of gradeless learning that already exists in first grade. Thus, in pedagogical practice, specific forms of organization of this assessment system are being developed.

A feature of the assessment procedure in non-marking learning is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two estimates becomes the subject of discussion. 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-assessment should be differentiated, that is, it should be made up 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 criteria. This is well practiced in preschool classes as well.

Younger students have the right to independently choose the 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 being 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 track the dynamics of educational success in relation to himself, to give relative, and not just absolute marks.

Features of the evaluation systemare:

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

Using the planned results of mastering the main educational programs as a substantive and criteria-based assessment base;

Evaluation of 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 and practical and educational and cognitive tasks;

Assessment of the dynamics of educational achievements of students;

The combination of external and internal evaluation as a mechanism for ensuring the quality of education;

Tiered 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, such forms and methods of assessment as projects, practical work, creative work, introspection, self-assessment, observation, etc.;

Inclusion of students in control and evaluation activities so that they acquire the skills and habits of self-assessment and introspection (reflection);

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

The difference between an assessment (a verbal description of any action) and a mark (a sign for solving a learning problem.

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

Technologies based on the 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 technology education.

In the system of assessing the achievements of younger students, the following principles of assessment are followed:

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

2. Content and positivity. The assessment of individual educational achievements is carried out by the “addition method”, in which the achievement of the reference level and its excess is recorded. This allows you to encourage the progress of students, to 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. Definiteness and criterionality. The assessment characterizes the specific qualities of the student's work, which are indicated and agreed with him before its implementation. Evaluation can only be criterial. The main evaluation criteria are the expected results that correspond to the learning goals.

4. Openness. Assessment is available to the student as a self-assessment tool. Based on the assessment criteria, the student can control the actions of the teacher in assessing learning outcomes and independently predict his final grade. The evaluation criteria and the algorithm for setting the mark are known in advance to both teachers and students. They can be developed together. Only the results of the student's activity, but not his personal qualities, can be evaluated with the help of a mark.

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 ambiguously due to its openness and certainty.

6. Diagnostics. Assessment carries information about the achievements of students and the problems that he has to solve; it allows you to compare the current achievements of the student with his success some time ago, to plan further educational activities.

7. Manufacturability. Evaluation involves the observance of a certain sequence of actions by the teacher and students, it is associated with the planning of educational activities, the process of completing the educational task and the stage of analyzing its results. The assessment system is built in such a way that students are included in the control and assessment activities, acquiring the skills and habits of self-assessment.

8. Systematic. Assessment is an ongoing process that is naturally integrated into educational practice. Depending on the stage of training, diagnostic (starting, current) and slice (thematic, intermediate, final) assessment is used.

9. Psychological safety. Everyone should have the right to an individual educational trajectory - to their own pace of mastering the material, to the chosen level of aspirations. The vast majority of the educational results of a particular student can only be compared with his own previous performance, but not with the performance of other students in the class. Personal results are generally 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 person can be very difficult for another. In this regard, it is necessary to direct children not to detect the shortcomings of their classmates, but to identify the positive aspects. With gradeless learning, it is very important to teach children the standards of self-esteem, ways to detect possible mistakes and correct them.

The results of children can be assessed using:

Appraisal ladder

Verbal evaluation

traffic light

Evaluation sheets

Achievement sheets

Appraisal ladder. Students on the steps of the ladder note how they learned the material: the bottom step - 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 do the work on his own.

Magic line. Scales are drawn on the margins of notebooks and marked with a cross at what level, in their opinion, the work was done. When checking, the teacher, if he agrees with the student's assessment, circles the cross, if not, then draws his cross lower or higher

Traffic lights. Assessing the performance 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 oral answers a verbal assessment: if it’s very good - “Clever!”, “Well done!”, “Excellent!”, if there are small flaws - “Good” “I like how you try”, “Great! You write better than me!" "Okay, thanks, it was interesting to listen to you." "Do not be upset, you will succeed, just let's do it this way…". "Look, it turns out you can! After all, it turned out well, well done!".

The level of achievement of specific subject and meta-subject results is tracked using "lists of educational achievements".

The means, forms, types and methods of assessment used provide the most important thing - a comprehensive assessment of the results. The results of the student are actions (skills) for the use of knowledge in the course of solving problems (personal, meta-subject, subject). In other words, not individual marks in individual subjects, but a general characteristic of everything acquired by the student - his personal, meta-subject and subject results. Moreover, grades and marks are needed not by themselves, but to make 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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Ministry of General and Vocational Education of the Russian Federation

Letter

"Monitoring and evaluation of learning outcomes in primary school"

The methodical letter was developed taking into account modern requirements for the activity of a primary school teacher in a four-year primary school for monitoring and evaluating learning outcomes, it implements the principles of humanization and individualization of education.

1. The essence of monitoring and evaluating learning outcomes in primary school

Checking and evaluating the achievements of younger students is a very essential component of the learning process and one of the important tasks of the teacher's pedagogical activity. This component, along with other components of the educational process (content, methods, means, forms of organization) must meet the modern requirements of society, pedagogical and methodological sciences, the main priorities and goals of education in the first level of the school.

The monitoring and evaluation system allows you to establish the personal responsibility of the teacher and the school as a whole for the quality of the learning process. The result of the activities of the teaching staff is determined primarily by the depth, strength and systematic knowledge of students, their level of upbringing and development.

The monitoring and evaluation system cannot be limited to a utilitarian purpose - to check the assimilation of knowledge and the development of skills and abilities in a particular academic subject. It poses a more important social task: to develop in schoolchildren the ability to check and control themselves, to critically evaluate their activities, to find errors and ways to eliminate them.

Monitoring and evaluation in elementary school has several functions.

The social function is manifested in the requirements imposed by society on the level of preparation of a child of primary school age. Education in this case is used as a broad concept that includes the age level of development, education and awareness of the student, the formation of his cognitive, emotional and volitional spheres of personality.

During the control, the compliance of the knowledge-skills-skills achieved by the students with the standards (standards) established by the state is checked, and the assessment expresses the reaction to the degree and quality of this compliance (excellent, good, satisfactory, bad). Thus, in the end, the monitoring and evaluation system for the teacher becomes a tool for informing the public (class students, teachers, parents, etc.) and the state about the state and problems of education in a given society and at a given stage of its development. This provides a basis for predicting the directions of development of education in the near and long term, making the necessary adjustments to the education system of the younger generation, and providing the necessary assistance to both the student and the teacher.

The educational function determines the result of comparing the expected learning effect with the actual one. On the part of the teacher, a statement of the quality of assimilation of educational material by students is carried out: the completeness and awareness of knowledge, the ability to apply the acquired knowledge in non-standard situations, the ability to choose the most appropriate means to complete the educational task; the dynamics of academic performance, the formation (unformedness) of personality qualities necessary both for school life and outside it, the degree of development of basic mental operations (analysis, synthesis, comparison, generalization) are established; there is an opportunity to identify problem areas in the work, to fix successful methods and techniques, to analyze what training content it is advisable to expand and which to exclude from the curriculum.

On the part of the student, it is established what are the specific results of his educational activity; what is learned firmly, consciously, and what needs to be repeated, deepened; which aspects of educational activity are formed, and which ones need to be formed.

The educational function is expressed in the consideration of the formation of positive motives for learning and readiness for self-control as a factor in overcoming students' low self-esteem and anxiety.

Properly organized control and evaluation remove the fear of schoolchildren before tests, reduce the level of anxiety, form the correct target settings, focus on independence, activity and self-control.

The emotional function is manifested in the fact that any type of assessment (including marks) creates a certain emotional background and causes a corresponding emotional reaction of the student. Indeed, assessment can inspire, direct to overcome difficulties, provide support, but it can also upset, put one in the category of “lagging behind”, aggravate low self-esteem, disrupt contact with adults and peers.

The implementation of this most important function when checking learning outcomes is that the emotional reaction of the teacher must correspond to the emotional reaction of the student (rejoice with him, grieve with him) and orient him towards success, express confidence that these results can be changed to the best. This provision correlates with one of the main laws of the pedagogy of primary education - the younger student must learn from success. The situation of success and emotional well-being are the prerequisites for the student to calmly accept the teacher's assessment, analyze the mistakes with him and outline ways to eliminate them.

The information function is the basis for the diagnosis of planning and forecasting. Its main feature is the ability to analyze the causes of unsuccessful results and outline specific ways to improve the educational process both from the side of the leader of this process and from the side of the follower.

The management function is very important for the development of the student's self-control, his ability to analyze and correctly evaluate his activities, and adequately accept the teacher's assessment. The management function helps the teacher to identify gaps and shortcomings in the organization of the pedagogical process, mistakes in their activities (“what am I doing wrong ...”, “what needs to be done in order to ...”) and to correct the educational process. Thus, feedback is established between the teacher and students.

2. Types of control of learning outcomes

current control– the most prompt, dynamic and flexible verification of learning outcomes. It usually accompanies the process of developing skills and habits, therefore it is carried out at the first stages of training, when it is still difficult to talk about the formation of students' skills and abilities. Its main goal is to analyze the course of formation of knowledge and skills of students. This gives the teacher and student the opportunity to respond to shortcomings in a timely manner, identify their causes and take the necessary measures to eliminate them; return to not yet mastered rules, operations and actions. Current control is especially important for the teacher as a means of timely adjustment of their activities, making changes in the planning of subsequent education and preventing academic failure.

During this period, the student should have the right to make a mistake, to a detailed, joint analysis with the teacher of the sequence of educational actions. This determines the pedagogical inexpediency of haste in applying a digital assessment - a mark punishing for any mistake, and strengthening the value of the assessment in the form of analytical judgments that explain possible ways to correct errors. This approach supports the situation of success and forms the correct attitude of the student to control.

Thematic control consists in checking the assimilation of the program material on each major topic of the course, and the assessment fixes the result.

The specifics of this type of control:

1) the student is given additional time for preparation and is provided with the opportunity to retake, eat up the material, correct the previously received mark;

2) when setting the final mark, the teacher does not focus on the average score, but takes into account only the final marks on the subject being handed over, which “cancel” the previous, lower ones, which makes the control more objective;

3) the possibility of obtaining a higher assessment of their knowledge. Clarification and deepening of knowledge becomes a motivated action of the student, reflects his desire and interest in learning.

The final control is carried out as an assessment of learning outcomes for a certain, fairly large period of study time - a quarter, half a year, a year. Thus, final examinations are held four times a year: for I, II, III academic quarters and at the end of the year. When placing transfer marks (in the next quarter, in the next class), preference is given to higher ones.

For example, a student performs the final control work on "4", while in the process of current control the ratio between "4" and "Z" was in favor of "Z". This circumstance does not give the teacher the right to reduce the final mark, and the student ultimately receives a "4". At the same time, another student who had a solid "4" during the school year wrote a final test with a "3". The assessment of his previous performance leaves the teacher the right to increase his final grade to "4".

3. Methods and forms of organization of control

An oral survey requires the student to verbally present the material studied, a coherent narrative about a specific object of the world around him. Such a survey can be built as a conversation, a student's story, an explanation, a reading of a text, a report on an observation or experience.

An oral survey as a teacher’s dialogue with one student or with the whole class (answers from the floor) is carried out mainly at the first stages of education, when systematization and clarification of students’ knowledge are required, checking what is learned at this stage of education, which requires additional study time or other ways of learning. For an educational dialogue, a well-thought-out system of questions is very important, which test not only (and not so much) the ability of students to remember and reproduce information, but also the awareness of assimilation, the ability to reason, express their opinion, reasonably build an answer, actively participate in a general conversation, the ability to specify general concepts.

The monologue form of oral response is not common for elementary school. This is due to the fact that the material offered for reproduction by students is usually small in volume and easy to remember, therefore it is advisable for students’ monologue answers at the blackboard to choose available problem questions that require the student to be creative, independent, quick-witted, and not repeat the text learned at home textbook articles. For example, compiling thematic creative stories based on the use of several sources, etc.

Written survey consists in carrying out various independent and control works.

Independent work is a short (15–20 min.) written test of the knowledge and skills of schoolchildren on a small (not yet completed) topic of the course. One of the main goals of this work is to test the assimilation by schoolchildren of ways to solve educational problems; understanding of concepts; orientation in specific rules and patterns. If independent work is carried out at the initial stage of the formation of skills and abilities, then it is not evaluated by a mark. Instead, the teacher gives a reasoned analysis of the work of students, which he conducts together with the students. If the skill is at the stage of consolidation, automation, then independent work can be evaluated with a mark.

Independent work can be carried out frontally, in small groups and individually. The purpose of such control is determined by individual characteristics, the rate of progress of students in the assimilation of knowledge. So, for example, individual independent work can be received by a student who missed many school days, did not master some section of the program, working at a slow or accelerated pace. It is advisable to use individual independent work for shy, timid students who feel discomfort when answering at the blackboard. In this case, well-done work becomes the basis for open support of the student, the development of self-confidence.

It is proposed to carry out dynamic independent work, designed for a short time (5-10 minutes). This is a way to test knowledge and skills on certain essential issues of the course, which allows you to permanently monitor and adjust the course of assimilation of educational material and the correct choice of teaching methods for schoolchildren. For such work, the teacher uses individual cards, teaching texts, test tasks, tables. For example, students studied the topic "Water". The teacher offers to fill out a table as an independent test task - to note the properties of water, steam and ice. If such independent work is carried out in the first period of studying the topic, then it is advisable to evaluate only successful, correctly performed ones with a mark. The rest of the work is analyzed by the teacher together with the students.

Control work - is used in the frontal current and final control in order to test the knowledge and skills of schoolchildren on a fairly large and fully studied topic of the program. They are held throughout the year and mainly in those subjects for which the skills related to writing and graphic skills are important (Russian, mathematics), as well as requiring the ability to express thoughts, apply the rules of language and written speech (Russian language, the surrounding world, natural history). Control work is estimated by a mark.

The content of works for a written survey can be organized according to single-level or multi-level options that differ in degree of complexity. So, for the development of self-control and self-assessment of students, it is advisable to select independent and control work according to multi-level options. The instruction offered to children explains to them that everyone can choose a work option of any complexity. At the same time, for the correct implementation of option A, the student will receive a mark no higher than "3", for option B - no higher than "4", and for option C - "5". If desired, the student can consult with the teacher. This form of control is little used in elementary school and requires serious preliminary preparation.

Test tasks are standardized methods for checking progress. They attract attention primarily because they give an accurate quantitative description not only of the level of achievements of the student in a particular subject, but also can reveal the level of general development: the ability to apply knowledge in a non-standard situation, find a way to construct a learning task, compare correct and incorrect answers, etc. P.

Standardized methods make it possible to obtain an overall picture of the development of a class or school quite accurately and objectively with a minimum expenditure of time; collect data on the state of the education system as a whole.

Graphic works are a special form of written control. These include drawings, diagrams, diagrams, drawings, etc. Such works can be used in lessons on any subject. Their goal is to test the ability of students to use knowledge in a non-standard situation, use the modeling method, work in a spatial perspective, briefly summarize and generalize knowledge.

For example, control graphic works can be filling in the schemes "sound model of the word", "composition of the sentence", "syntactic analysis of the sentence", "animal - living organism", "wild and cultivated plants"; drawing up a diagram "properties of air"; graphic drawings "formation of a spring", "rivers", etc.

4. Evaluation of the results of educational and cognitive activities junior schoolchildren

Evaluation is a definition of the quality of learning outcomes achieved by a student. At the present stage of development of the elementary school, when the priority goal of education is the development of the student's personality, the following parameters of the teacher's evaluation activity are determined:

The quality of assimilation of subject knowledge-skills-skills, their compliance with the requirements of the state standard of primary education;

The degree of formation of the educational activity of a younger student (communicative, reading, labor, artistic);

The degree of development of the basic qualities of mental activity (the ability to observe, analyze, compare, classify, generalize, coherently express thoughts, creatively solve a learning problem, etc.);

The level of development of cognitive activity, interests and attitudes towards learning activities; degree of diligence and effort.

The first parameter is evaluated by a mark for the learning result, the rest - by verbal judgments (student characteristics). Particular attention should be paid to the need to strengthen the role of constant monitoring of the level of cognitive interests and independence of the student.

Grading Requirements

First of all, it is necessary to take into account the psychological characteristics of a child of primary school age: the inability to objectively evaluate the results of one’s activities, weak control and self-control, the inadequacy of accepting a teacher’s assessment, etc. Any knowledge test should be determined by the nature and volume of previously studied material and the level of general development of students.

Equally important is the requirement for objectivity. This is manifested primarily in the fact that the result of the student's activity is evaluated. The personal attitude of the teacher to the student should not be reflected in the assessment. This is especially important because the teacher often divides children into excellent students, good students, three students and, regardless of the specific result of the work, puts a mark in accordance with this division: he overestimates the excellent student, and understates the three student.

The nature of schoolchildren's acceptance of the teacher's assessment depends on the degree of formation of their self-assessment. The implementation of this requirement is of particular importance in the development of the educational and cognitive motivation of the child and his attitude to learning. The negative side of the teacher's activity in monitoring and evaluation is his self-centeredness. He stands as if above the children, only he himself has the right to evaluate, praise, correct mistakes. The student does not take part in this activity. Moreover, his participation is often punished ("don't prompt" - and he found a mistake in a neighbor; "corrected" - and he found a mistake in himself ...). This approach forms the student's conviction that assessment is a manifestation of the teacher's attitude not to his activity, but to himself.

The teacher should remember that one of the main requirements for assessment activities is the formation of students' skills to evaluate their results, compare them with the reference ones, see mistakes, and know the requirements for different types of work. The teacher's job is to create a certain public opinion in the class: what requirements does the work meet as "excellent", is this work correctly assessed, what is the overall impression of the work, what needs to be done to correct these mistakes? These and other questions become the basis of a collective discussion in the classroom and help the development of the evaluation activity of schoolchildren.

Let's take an example. The teacher conducts a dictation, before passing offers to check it. The student finds mistakes in his work and corrects them. In accordance with the instructions, the teacher reduces the grade by a point. Let's analyze this situation. The student himself found the mistakes, which means that he has the skill of self-control. Naturally, in this case, not punishment is required, but encouragement. But there is a teacher who will say: "The student must immediately write without errors." However, the process of transferring skill into skill (namely, this is what the teacher requires) is quite difficult and uneven, therefore the fact that the student cannot immediately apply the spelling rule is rather his misfortune, not his fault. "And while the student has not formed one or another skill, he should have the right to correct mistakes, to analyze the causes of his failures together with the teacher.In addition, this situation is also non-pedagogical because the student develops a negative attitude towards the action of self-control, an indifferent attitude towards assessment ("Why look for mistakes in yourself if the teacher lowers the mark anyway?"). The contradiction that arises in such a situation negatively affects the entire educational process, as it introduces discomfort into the relationship between the student and the teacher, between classmates, children and parents.

In the process of implementing the educational function, conditions are created for the formation of those personality traits that become an incentive for a positive attitude towards learning. This applies primarily to the ability and desire to exercise self-control. These include: the ability to compare the result of their activities with the standard; the ability to analyze the correctness (incorrectness) of the choice of the method of educational action, the means of achieving the goal; search for errors in someone else's and their own work, analysis of their causes and identification of ways to correct them.

Thus, the monitoring and evaluation system becomes the regulator of relations between the student and the learning environment. The student becomes an equal participant in the learning process. He is not only ready, but strives to test his knowledge, to establish what he has achieved and what he still has to overcome.

The teacher uses a digital score (mark) and a value judgment for evaluation.

Characteristics of the digital mark and verbal assessment

It must be admitted that assessment based on the analysis of current and final grades remains the most productive form so far. At the same time, attention should be paid to its significant shortcomings: underestimation of the teacher's value judgments, passion for "percent mania", subjectivity of the grades given.

It is necessary to prevent the tendency of formal "accumulation" of marks, orientation to the "average" mark, derived by arithmetic calculations. The final mark cannot be a simple arithmetic mean of the current test. It is set taking into account the actual level of preparation achieved by the student by the end of a certain period. At the same time, the student gets the right to correct a bad mark, get higher scores and improve his academic performance. For example, a student received a "2" for the dictation in the Russian language, as he made gross mistakes when applying the spelling rules passed. But in his subsequent work, he learned these rules and did not violate them in the next dictation. This provision means that the first "2" is invalid, corrected and not taken into account when deriving the final mark.

Thus, it is necessary to combat the fetishization of the mark as the only "tool" for the formation of diligence and motives for teaching, and to encourage the rejection of formalism and "percent mania". First of all, it is necessary to improve the methods of current control, to strengthen the significance of the educational function.

Another important problem in the activity of assessment is the different approaches to the use of marks in the first grade. Grades must be waived for 1st grade students for the entire first year. The mark as a digital design of the assessment is entered by the teacher only when the students know the main characteristics of different marks (in which case "5" is put, in which cases the mark is lowered). Before the introduction of marks, it is not recommended to use any other marks of evaluation: asterisks, flowers, multi-colored stripes, etc. The teacher should know that in this case, this subject mark takes over the functions of the mark and the child's attitude to it is identical to the attitude to the digital assessment.

Taking into account modern requirements for evaluation activities in elementary school, a four-point system of digital assessments (marks) is being introduced. The rating "very bad" (mark 1) is cancelled.

This is due to the fact that the unit as a mark in elementary school is practically not used and the mark "very bad" can be equated to the mark "bad". The rating "mediocre" is canceled and the rating "satisfactory" is introduced.

Characteristics of the digital assessment (marks)

"5" ("excellent") - the level of fulfillment of the requirements is much higher than satisfactory: no errors in both the current and previous educational material; no more than one defect; consistency and completeness.
_______________
Two shortcomings equate to one mistake.

"4" ("good") - the level of fulfillment of the requirements is above satisfactory: the use of additional material, the completeness and consistency of the disclosure of the issue; independence of judgments, a reflection of one's attitude to the subject of discussion. The presence of 2–3 errors or 4–6 shortcomings on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material;

"З" ("satisfactory") - a sufficient minimum level of fulfillment of the requirements for a particular job; no more than 4–6 errors or 10 shortcomings on the current educational material; no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

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

A mark is introduced "for the overall impression of the written work". Its essence lies in determining the attitude of the teacher to the appearance of the work (neatness, aesthetic appeal, cleanliness, formality, etc.). This mark is put as an additional one, it is not entered into the log.

Thus, in the notebook (and in the diary), the teacher puts two marks (for example, 5/3): for the correct execution of the educational task (mark in the numerator) and for the overall impression of the work (mark in the denominator). Reducing the mark "for the overall impression of the work" is allowed if:

There are at least 2 sloppy fixes in the work;

The work is framed carelessly, poorly readable, the text has a lot of strikethroughs, blots, unjustified word abbreviations, there are no margins and red lines.

This position of the teacher in the assessment activity will make it possible to more objectively evaluate the results of training and "divorce" the answers to the questions "what did the students achieve in mastering subject knowledge?" and "what is his diligence and diligence?"

Characteristics of verbal evaluation (value judgment)

Verbal assessment is a brief description of the results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of the student's work, clear fixation (first of all!) of successful results and disclosure of the reasons for failures. Moreover, these reasons should not concern the student's personal characteristics ("lazy", "inattentive", "did not try").

A value judgment accompanies any mark as a conclusion, on the merits of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.

Features of control and evaluation in individual academic subjects

Russian language

Control over the level of achievements of students in their native language is carried out in the form of written work: dictations, grammar assignments, control cheating, presentations, test tasks.

Dictation serves as a means of testing spelling and punctuation skills.

Grammatical analysis is a means of checking the degree of understanding by students of the studied grammatical phenomena, the ability to produce the simplest language analysis of words and sentences.

Control cheating, like dictation, is a way to check the learned spelling and punctuation rules, the formation of skills and abilities. It also checks the ability to copy from printed text, detect spelling, find sentence boundaries, set parts of the text, write out one or another part of the text.

Presentation (training) checks how the formation of the skill of writing is going; the ability to understand and convey the main content of the text without missing significant points; the ability to organize a written retelling, observing the rules of the native language.

Test tasks are a dynamic form of testing aimed at establishing the level of formation of the ability to use one's knowledge in non-standard learning situations.

Errors:

Violation of the rules for writing words, including gross cases of skipping, rearranging, replacing and inserting extra letters in words; .

Incorrect spelling of words that are not regulated by the rules, the range of which is outlined by the program of each class (words with unchecked spellings);

Lack of studied punctuation marks in the text (at the end of a sentence and a capital letter at the beginning of a sentence);

The presence of errors in the studied spelling rules;

The absence of the main part of the presentation, the omission of important events reflected in the author's text;

The use of words in an unusual meaning (in presentation).

Drawbacks:

Missing punctuation at the end of a sentence if the next sentence is capitalized;

Lack of a "red" line;

Incorrect spelling of one word (if there are several such words in the work) for the same rule;

Minor violations of the logic of events of the author's text when writing the presentation.

When evaluating the presentation, it is necessary to pay attention to the completeness of the transfer of the main content of the text, to the presence of omissions of significant points in the text, to distortions in the transfer of the author's intention, to the absence of the main part of the narrative.

The norms of assessments for tests in the Russian language correspond to the general requirements specified in this document.

Features of the organization of control in the Russian language

Texts of dictations are selected of medium difficulty with the expectation that all children can complete them. Each text includes a sufficient number of studied spellings (approximately 60% of the total number of all words of the dictation). The text should not have words for rules that have not yet been studied, or such words are written out in advance on the board. It is inappropriate to include in dictations and words, the spelling of which is under study.

Coherent texts are offered as a dictation - either author's, adapted to the abilities of children, or compiled by a teacher. The subject of the text should be close and interesting to children: about nature, friendship, children's lives, home country, travel, etc. Sentences should be simple in structure, different in purpose of the statement and consist of 2-8 words with the inclusion of syntactic categories that are studied in elementary school (homogeneous sentence members).

To check the performance of grammatical analysis, control works are used, the content of which includes no more than 2 types of grammatical analysis.

It is advisable for well-performing students to offer an additional task of increased difficulty, requiring language development, ingenuity and erudition.

For control cheating, coherent texts with missing punctuation marks are offered; narrative texts with a clear storyline are offered for presentations. Gradually, you can use texts with simple descriptions - landscape, portrait, etc.

Reading and reading activity

In primary school, the following abilities and skills related to reading activity are tested: the skill of conscious reading at a certain pace (out loud and to oneself); the ability to expressively read and retell the text, to learn by heart a poem, a prose work.

When checking the ability to retell the text of a work, special attention is paid to the correctness of the transfer of the main content of the text, the sequence and completeness of the development of the plot, expressiveness in the characterization of images.

In addition to the reading technique, the teacher also controls the actual reading activity of the student: the ability to navigate the book, knowledge of literary works, their genres and features, knowledge of the names of children's writers and poets and their genre priorities (he wrote fairy tales, poems about nature, etc.).

Reading and reading activity in different classes of elementary school has specific features. If in the first grade reading is an object of assimilation (reading methods are mastered, work is underway on understanding the words, sentences and short texts read), then in the second and fourth grades, reading gradually becomes a general educational skill. One of the indicators of this is a change in the ratio of reading to oneself and aloud. In addition, in the first grade, reading aloud takes up most of the study time, while as the skills of rapid conscious reading are mastered, the share of reading to oneself increases (from 10–5% in the first grade to 80–85% in the fourth grade).

Taking into account the peculiarities of the level of formation of the reading skill of schoolchildren, the teacher sets specific tasks for controlling activity:

In the first class, the formation of the syllabic way of reading is checked; understanding the general meaning of the text being read at a reading rate of at least 25-30 words per minute (at the end of the year); understanding the meaning of individual words and sentences;

In the second grade, the formation of the ability to read whole words and phrases is checked; awareness of the general meaning and content of the text read at a rate of reading aloud at least 45-50 words per minute (at the end of the year); the ability to use pauses corresponding to punctuation marks, intonations that convey the characteristic features of the characters;

In the third grade, along with checking the formation of the ability to read in whole words, the main tasks of control are to achieve comprehension of the read text at a reading rate of at least 65–70 words per minute (out loud) and 85–90 words per minute (to oneself); checking the expressiveness of reading the prepared text of prose works and poems, using the main means of expressiveness: pauses, logical stresses, intonation pattern;

In the fourth grade, the formation of the ability to read phrases and syntagmas is checked; achieving comprehension of a text read at an approximate pace of 80–90 words per minute (out loud) and 115–120 words per minute (to oneself); expressiveness of reading from a book and by heart, both prepared and unprepared text, an independent choice of elementary means of expression, depending on the nature of the work.

Classification of errors and shortcomings that affect the reduction of the assessment

Errors:

Distortions of readable words (replacement, rearrangement, omissions or additions of letters, syllables, words);

Incorrect placement of stresses (more than 2);

Reading the entire text without semantic pauses, violation of the pace and clarity of pronunciation of words when reading aloud;

Failure to understand the general meaning of the text read during the set reading time;

Incorrect answers to questions on the content of the text;

Inability to highlight the main idea of what is read; inability to find words and expressions in the text that confirm understanding of the main content of what was read;

Violation in the retelling of the sequence of events in the work;

Unsteady knowledge of the prepared text by heart;

Monotony of reading, lack of means of expression.

Drawbacks:

No more than two wrong accents;

Individual violations of semantic pauses, tempo and clarity of pronunciation of words when reading aloud;

Comprehension of the read text for a time slightly exceeding the established one; ;

Inaccuracies in the formulation of the main idea of the work;

The inexpediency of using expressive means, insufficient expressiveness when conveying the character's character.

The norms of assessments for reading and reading activity correspond to the general requirements specified in this document.

Features of the organization of control on reading

The current reading control takes place at each lesson in the form of an individual or frontal oral survey: reading the text, retelling the content of the work (full, short, selective), expressive reading by heart or from sight. It is carried out on the material of the studied program works, mainly orally. Written work is also possible - small in volume (answers to questions, a description of a character or event), as well as independent work with a book, illustrations and a table of contents. It is advisable to use test tasks like "finish the sentence", "find the correct answer", "find the mistake", etc. for this.

Thematic control is carried out after studying a certain topic and can take place both orally and in writing. Written work can also be carried out in the form of test tasks, built taking into account the subject of reading.

The final control for checking reading aloud is carried out individually. Unfamiliar texts available in terms of vocabulary and content are selected for verification. When choosing a text, the number of words is counted (the word of "average" length is 6 characters, characters include both a letter and a space between words). To test understanding of the text, the teacher asks questions after reading. Testing reading skills "to oneself" is carried out frontally or in groups. For verification, the teacher prepares individual cards that each student receives. Tasks on cards can be general, or they can be differentiated. To take into account the results of testing reading skills, the teacher uses the appropriate scheme.

Scheme for recording reading skills in the 1st grade:


Student's last name	Reading method	The rate of reading at which one is aware of the text	Reading without errors	Reading Mindfulness	Overall rating

Scheme for recording reading skills in grades 2-4:


Student's last name	The pace of reading at which he realizes the main idea of the text	Reading without errors	Express. reading (prepared in advance)	Overall rating

Mathematics

Evaluation of written works

This assessment is based on the following indicators: the correctness of the performance and the volume of the completed task.

Classification of errors and shortcomings that affect the reduction of the assessment

Errors:

Ignorance or incorrect application of properties, rules, algorithms, existing dependencies underlying the task or used in the course of its implementation;

Wrong choice of actions, operations;

Incorrect calculations in the case when the purpose of the task is to test computational skills and abilities;

Skipping part of the mathematical calculations, actions, operations that significantly affect the receipt of the correct answer;

Discrepancy between the explanatory text, the answer of the task, the name of the values, the actions performed and the results obtained;

Inconsistency of the performed measurements and geometric constructions with the specified parameters.

Drawbacks:

Incorrect writing off of data (numbers, signs, designations, values);

Errors in the records of mathematical terms, symbols when making mathematical calculations;

Incorrect calculations in the case when the purpose of the task is not related to testing computational skills and abilities;

The presence of a record of actions;

Lack of response to the task or errors in the record of the answer.

A reduction in the mark for the overall impression of the work is allowed in the cases indicated above.

Evaluation of oral answers

The following indicators are used as the basis for evaluating the oral response of students: correctness, validity, independence, completeness.

Errors:

Wrong answer to the question;

Inability to answer a question or complete a task without the help of a teacher;

With the correct performance of the task, the inability to give appropriate explanations.

Drawbacks:

Inaccurate or incomplete answer to the question;

With the correct answer, the inability to independently or fully substantiate and illustrate it;

Inability to accurately formulate the answer to the solved problem;

The slow pace of the task, which is not an individual feature of the student;

Mispronunciation of mathematical terms.

Features of the organization of control in mathematics

Current control in mathematics can be carried out both in writing and orally. Written work for current control is recommended to be carried out at least once a week in the form of independent work or mathematical dictation. It is desirable that the work for the current control consists of several tasks of the same type, with the help of which a comprehensive test of only one specific skill is carried out (for example, the ability to compare natural numbers, the ability to find the area of a rectangle, etc.).

Thematic control in mathematics in elementary school is carried out mainly in writing. For thematic checks, the key questions of the program are selected: methods of oral calculations, operations with multi-digit numbers, measurement of quantities, etc.

Among the thematic testing works, a special place is occupied by works with the help of which knowledge of tabular cases of addition, subtraction, multiplication and division is checked. To ensure the independence of students, several options for work are selected, each of which contains 30 examples (respectively, 15 for addition and subtraction or multiplication and division). 5-6 minutes of the lesson are allotted to complete this work.

The final control in mathematics is carried out in the form of tests of a combined nature (they contain arithmetic problems, examples, tasks of a geometric nature, etc.). In these works, the performance of tasks, examples, tasks of a geometric nature is first separately evaluated, and then the final mark for the entire work is displayed.

At the same time, the final mark is not set as an average score, but is determined taking into account those types of tasks that are basic for this work.

The norms of assessments for the final examinations correspond to the general requirements specified in this document.

The world around (natural science and social science)

The specificity of the content of the subjects that make up the educational area "The World Around" influences the content and forms of control. The main purpose of the control is to check the knowledge of the facts of the educational material, the ability of children to draw the simplest conclusions, express generalized judgments, give examples from additional sources, and apply complex knowledge.

Classification of errors and shortcomings that affect the reduction of the assessment

Errors:

Incorrect definition of a concept, replacement of an essential characteristic of a concept with an inessential one;

Violation of the sequence in the description of the object (phenomenon) in cases where it is significant;

Incorrect disclosure (in the story-reasoning) of the causes, patterns, conditions for the flow of one or another phenomenon studied;

Errors in object comparison; their classification into groups according to essential features;

Ignorance of the factual material, inability to give independent examples confirming the stated judgment;

Lack of ability to complete a drawing, diagram, incorrect filling in the table; inability to confirm your answer with a diagram, drawing, illustrative material;

Errors in setting up the experiment, leading to an incorrect result;

Inability to navigate on a map and plan, difficulties in correctly displaying the studied objects (natural and historical).

Drawbacks:

The predominance in the description of the object of its insignificant features;

Inaccuracies in the execution of drawings, diagrams, tables that do not adversely affect the result of the work; lack of designations and signatures;

Separate violations of the sequence of operations during the experiment, which do not lead to an incorrect result;

Inaccuracies in determining the purpose of the device, its use is carried out after leading questions;

Inaccuracies when finding an object on the map.

Features of the organization of control in the "Environment"

To control and evaluate knowledge and skills in the subjects of this educational area, individual and frontal oral tests, various written works that do not require a detailed answer with a lot of time, as well as independent practical work with maps, instruments, models, laboratory equipment are used.

The frontal survey is conducted as a polylogue conversation, in which students of the whole class participate. The teacher prepares a series of questions on a specific topic of the course, to which the students provide short, reasoned answers. Since the main goal of such control conversations is to check the awareness of mastering the curriculum, this determines the need to select such questions that test not only knowledge of the factual material (repeat the textbook article, list, recall, etc.), but also the ability to compare facts, choose an alternative , compare, analyze, find the cause of the phenomenon, etc.

An individual oral survey also has its own specific features in the lessons on the subjects of a given educational area. The following forms of individual survey can be distinguished: story-description and story-reasoning.

Story-description. The student gives a consistent, logical description of an object or phenomenon of the surrounding world, revealing their essential features and properties. When evaluating this type of story, the completeness of the disclosure of the issue, the selection of the most significant features of the object, the logical presentation, the transfer of one's attitude to the described subject are taken into account. A positive assessment deserves the desire of the student to deviate from the text of the textbook, not to repeat it verbatim, but to express an idea in his own words, to give his own examples from life experience. The use of additional literature and illustrative material, self-made drawings and diagrams is especially noted.

The reasoning story tests the student's ability to independently generalize the knowledge gained, correctly establish causal, spatial and temporal relationships, use the acquired knowledge in a non-standard situation using diagrams, tables, diagrams, etc. This type of survey is very important for checking the level of development of the student, the formation of logical thinking, imagination, coherent speech-reasoning.

During the written test of knowledge in the subjects of natural science and social science, such tests are used that do not require a complete, detailed written answer, which is associated with insufficient writing capabilities of younger students. Therefore, test tasks for several options for finding an error, choosing an answer, continuing or correcting a statement, etc. are also expedient. Work with individual task cards is also of great importance: children fill out tables, draw or supplement diagrams, diagrams, choose the correct date, etc. . It is advisable to build these tasks as differentiated ones, which will allow checking and taking into account in further work the individual pace of progress of children.

An interesting form of written control of the formation of ideas about the world around us are graphic works. Here the teacher checks the meaningfulness of the knowledge available to the student, the ability to convey the thought not in a word, but in an image, a model, a drawing-scheme.

A specific form of control, combining elements of both oral and written surveys, is work with instruments, laboratory equipment, and models. This form of control is mainly used in lessons that form the natural science ideas of children. The main purpose of these tests is to determine the level of development of schoolchildren's skills to work with equipment, plan observations or experiments, and conduct independent practical work.

The assessment standards for all types of verification work in the subjects of the educational field "The World Around" correspond to the general requirements specified in this document.

Sections: elementary School

It would be premature to say that such an assessment system has been developed at the technology level. At the same time, some general approaches to its construction have already been identified and formulated; specific forms of its organization are being developed in pedagogical practice.

The student's self-assessment must be differentiated, i.e. be made up of evaluations of their work on 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 criteria.

Younger students have the right to independently choose the complexity of control tasks. 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 being 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 track the dynamics of educational success in relation to himself, to give relative, and not just absolute marks.

Appreciation of excellence is a powerful stimulus for learning efforts for many children. However, the introduction of systematic assessments of higher achievements creates an atmosphere of competition in the classroom, which can injure some children and does not correspond to personal attitudes, so the issue of introducing higher achievements should be decided carefully and individually. Consider the principles of gradeless assessment developed by G.A. Zuckerman:

1. Student self-assessment must precede teacher assessment.

It should be noted that for assessment (self-assessment), especially for first-graders, only those tasks should be selected where there is an objective unambiguous assessment criterion. Those tasks are not selected where the subjectivity of the assessment is inevitable (for example, beauty, accuracy of work).

2. The student's self-esteem must be constantly differentiated.

Already in grade 1, a child should be able to see his work as the sum of many skills, each of which has its own assessment criterion.

3. Only the achievements of students presented by the children themselves for evaluation should be evaluated.

The child should be able to choose the part of the work that he wants to present to the teacher today for evaluation. He himself can assign the evaluation criterion. This approach to assessment teaches students to take responsible assessment action. In fact, first of all, individual achievements are evaluated, which are different for everyone. At the same time, the fulfillment of the “mandatory minimum” is ensured, but is not the main task in training.

At the first stages of learning, control actions are performed after comparing the teacher's assessment and the child's assessment. The discrepancy between these assessments creates the conditions for setting a special task for students - control of their actions. In addition, it is necessary to gradually introduce special tasks that teach the child to compare his actions with the model.

5. Students should have the right to independently choose the complexity of controlled tasks, the complexity and volume of homework.

With this approach, the relationship between the level of aspirations and the level of achievement becomes a special subject of the teacher.

6. First of all, the dynamics of the educational success of students relative to themselves should be assessed.

When teaching, it is necessary to introduce means that allow the child and parents to track the dynamics of success, to give relative, and not just absolute assessments.

7. Students should have the right to doubt and ignorance, which are formalized in the classroom and at home in a special way.

A system of tasks is being created, specifically aimed at teaching the child to separate the known from the unknown.

8. For the final assessment of students, an accumulative system should be used.

This assessment principle is associated primarily with the development of Western technology "study portfolio". With such a system, it is not marks for students' work that are accumulated, but meaningful information about them and even the work itself within the framework of certain informative technologies.

Thus, we do not take away from students two main actions (control and evaluation), without which there will be no educational activity, but gradually from class to class we form them as necessary conditions for learning activity. The subjectivity of the assessment requires the responsibility of the student for the correctness of the criteria used and the adequacy of his assessment to the mastered general method.

Checking and evaluating the achievements of younger students is a very essential component of the learning process and one of the important tasks of the teacher's pedagogical activity. It has traditionally developed that the used form of assessing the achievements of elementary school students is the total indicators of the completeness and depth of assimilation of the school curriculum, expressed in points on a five-point scale, which is actually reduced to a three-point scale. In addition, by tradition, the student does not own the “instrument” (criteria) of control and evaluation. Our task is to consistently and systematically work on the formation by students of “their own instrument” for monitoring and evaluating their actions and at the same time contributing to its development.

In order to monitor the level of development of students, we will conduct an initial assessment of student preparation (Appendix 1). The results of such an assessment can be noted using the "achievement ladder" by placing a figure, symbolizing the initial level of proficiency in this skill, on one or another step of the ladder. In the course of studying the educational material, it is convenient to record the individual achievements of younger students with the help of rulers. Regularly during the school day in notebooks or diaries on three-level rulers with a cross, children mark the level and quality of their educational and non-educational achievements, fix their attitude to educational activities and the world around them. The teacher helps the children to establish the dependence of the levels of different evaluation criteria.

For self-assessment of their ability to learn, motivation, learning activities and some personal qualities were taken. Here's an example:

Mastering the most important new knowledge and skills for each line of development (usually they are indicated at the end of the program as requirements) is recorded in individual diaries of student achievements, where starting and current results are entered. The children and the teacher mark the mastered skills with the help of the mentioned rulers. The teacher draws up a summary sheet, which also records the results of the progress of each child, in order to plan his work aimed at the development of each student. When a student moves to another class or another school, the teacher puts the "List of Individual Achievements" (Appendix 2), certified by the seal of the educational institution in a personal file.

Thematic and final control can be in the form of test work for each topic. Instead of positive and negative marks for any successful action, the student receives success points:

1-2 points - the required level;

3-4 points - basic level;

5-6 points - the maximum level.

According to the results of success points, he receives a credit. Each topic of the student must be credited, however, the period for obtaining the credit should not be limited. The student should be able to correct their mistakes.

During the year, 3 - 5 mandatory for all control (verification) works are planned. In them, students must complete tasks in all lines of development of a given subject (knowledge, skills, skills). In the task of each line there is a choice of difficulty level: required, basic, maximum.

The diary, "List of Individual Achievements" make up the "Portfolio of Documents". Various creative works (drawings, essays, crafts) - “Portfolio of works”.

Thus, according to the results of the assessment, by the end of the year we get: a graph of the student's progress in studying the course by topics and test papers (reflected in the achievement diary), a rating (by test papers) for each line of development. The diary of individual achievements and the Recording and Control Sheets give the teacher all the necessary information: how the learning process is going, what difficulties individual children have, the teacher and the whole class of tasks achieved, which should be corrected in the process of subsequent learning. They allow for feedback from the student and parents, and much more informative than the marks allow. Such a scheme is time-consuming, but it better meets the objectives of student-centered education.

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The system of evaluation of educational achievements of junior schoolchildren. Evaluation of educational achievements in the practice of modern elementary school

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