Modern means of assessment in the educational process. Modern models for assessing the educational achievements of students in Russia and abroad

Modern means of assessing learning outcomes

In modern pedagogical science and practice, there are two main approaches to the problem of assessment educational achievement students.

The first, traditional, interprets them as an increase in the volume of knowledge, skills and abilities of pupils, the level of assimilation of which is assessed using a point assessment. In this case, the focus of the teacher's attention is mainly on learning activities, and the diagnostics of achievements is a fixation of the level of students' learning, which is understood here in a narrowly didactic sense and characterizes the level of mastering knowledge and methods of learning activities.

The second approach to the problem of assessing the level of educational achievements of students is based on the recognition of the need to take into account the dynamics of their personal development, the formation of their basic meta-subject skills. Indicators of students' achievements in this case are personal acquisitions among schoolchildren, their individual progress in the educational process, the formation of meta-subject formations.

Today asmodern means use: testing, modular and rating systems for assessing the quality of knowledge, quality monitoring, educational portfolios.

Testing is one of the most technologically advanced forms of automated control with controlled quality parameters. In this sense, none of the known forms of control of students' knowledge can be compared with testing. Learning tests are applied at all stages of the educational process. With their help, preliminary, current, thematic and final control of knowledge, skills, accounting for academic performance, educational achievements are effectively provided. However, not all tests can give the desired result. It is necessary to use appropriate test meters, developed and analyzed in accordance with the rules and requirements of testology, at the level of world standards. At the same time, there are still too few such test products.

In my lessons in grades 5-6, I regularly use "Tests in Mathematics" edited by V. N. Rudnitskaya. The content of the collection makes it possible to quickly conduct a study of the success of students in mastering the main issues of the program in mathematics.

So in the 6th grade, with the help of tests, the most important subject knowledge and skills are checked in the following blocks: divisibility of natural numbers; addition, subtraction, multiplication, division, exponentiation of rational numbers; transformation of algebraic expressions; proportions and proportional dependencies; linear equations of the first degree; quantities.

Tests also check the universal general educational methods of student activity (observation, comparison, answer choice, control and evaluation, the ability to analyze and draw a conclusion, etc.). For each test task, two to four possible answers are given. Having chosen the answer that is correct from the point of view, the student puts a “sign” in the corresponding box on the margins of the page. When offering the children this or that test, I try to take into account the characteristics of the students of each particular class, their preparation and the speed of work. I determine the time of the test and its place in the lesson myself.

In my practice I use the educational project "School Assistant". EThis is a service that will help to consolidate the knowledge of students received at school, or to catch up on missed material. It was created for additional classes in the subjects of the school curriculum.

By selecting a subject and a class in the left menu, we get to a page with a list of topics. By jumping to the relevant topic, you can read the rules, as well as complete exercises or solve problems. Answers are checked by a computer and for registered users are stored in the database of the "School Assistant". Regardless of whether the problem is solved correctly or not, everyone will be able to see the correct, detailed solution. The registered user will be able to see the statistics of his classes in his personal account.

I and my students like the site "YaKlass". In the three years of its existence, it has been recognized as one of the best educational projects, which allows teachers to successfully implement new state standards of education. Today "YaKlass" gives the teacher not only modern tools of ICT education, but also helps to effectively apply them in everyday work. This is a unique knowledge simulator for the school curriculum, which will help you master an incomprehensible topic and improve academic performance. This is access to more than 6,000,000 options for tasks in the main subjects of the school curriculum and preparation for the OGE and the Unified State Examination. On the site, each interested student can create their own profile and compete with classmates.

I give test tasks to my students at the Yaklasse. For this:

I write a test paper for the whole class.

Automatic verification and reporting - grades are immediately ready for publication in the journal!

In the classroom, together with students and independently at home, she worked on the Master-Test website, which allowed creating tests on any topic. I could both create an online test and download it. Students could take both online testing and testing without an Internet connection.

Modular system aims to put students in front of the need for regular academic work throughout the school year.

Rating system makes it possible to overcome many shortcomings of the traditional four-point system and to assess the progress of each student in a sufficiently differentiated way.Rating(from the English “rating”) is an assessment, some numerical characteristic of a qualitative concept. Rating is usually understood as "cumulative score" or "historical score". This system allows:

determine the level of preparation of each student at each stage of the educational process;

track the objective dynamics of knowledge acquisition not only during the academic year, but throughout the entire period of study;

to differentiate the significance of marks received by students for performing various types of work (independent work, current, final control, home, creative, and other work);

reflect the current and final assessment of the amount of labor invested by the student;

increase the objectivity of knowledge assessment.

Educational portfolio. For the third year I have been practicing the formation of a portfolio in mathematics with students who are inclined to the exact sciences. Today, in Russian educational practice, there is a growing understanding that the standard exam procedure does not allow assessing individual opportunities and the aptitudes students need to successfully pursue their life and professional strategies after graduation.

The portfolio solves important pedagogical tasks:

supports high educational motivation of schoolchildren;

encourages their activity, independence in mastering educational programs different levels and orientations, stimulates self-education;

develops the skills of reflective and evaluative (self-evaluative) activities of students;

forms the ability to learn, set goals, plan and organize their own learning activities.

The following categories and names of products of educational and cognitive activity can be included in the educational portfolio: firstly, the work of the student himself - both classroom independent and homework. Then applied mathematical projects (both individual and group); solutions to complex entertaining tasks on this topic (optional), solving problems and exercises from the textbook, completed in excess of the curriculum; mathematical essay on complex issues of this topic; mathematical abstract with historical content, visual aids on the topic, wall materials, models; copies of articles from magazines and books read by students on the topic; student's mathematical autobiography; mathematical diary; work on the mistakes made in the classroom and at home; tasks compiled by the student himself on this topic; originals, photographs or sketches of mathematical models and objects on a given topic, made by a student or a group of students; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; graphic works performed on this topic; research work; descriptions of experiments and laboratory work students (performed both individually, independently, and in a small group); options for work performed by students in pairs or in the process of mutual learning; audio, video cassettes with a recording of a student's speech on a given topic in a lesson (school conference, seminar ...); self-control sheets describing what the student does not understand on this topic, why and what kind of help he needs; works from related disciplines and practical situations in which the student used his knowledge and skills on this topic; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons for not achieving the goals; copies of the student's work made in mathematical circles, at various levels of mathematical tournaments and olympiads related to this topic, and copies of electronic notes that he exchanged with classmates, a teacher, etc. when completing projects and creative tasks; diplomas, diplomas and awards.

The main point of the educational portfolio is to show everything that my student is capable of.

Lecture 3. Monitoring and evaluation.

1.Traditional means of control, evaluation and marks.

2. Innovative trends in monitoring and evaluation in education.

1. Traditional means control, evaluation and marks

Traditional forms and means of control. AT school, traditional means of control include written or oral lesson surveys, homework assignments and exams. Oral lesson surveys commonly used in monitoring. They involve obtaining student responses to teacher questions and have the merits and, since they are easy to organize, provide prompt feedback in the process of correcting student learning, stimulate class discussions, and develop communicative competencies. The disadvantage of oral surveys is the fragmented coverage of students, since a teacher can interview no more than 4-5 people per lesson. To written lesson surveys include tests that sum up the results of a certain period of study.

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

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

The disadvantages of traditional monitoring and evaluation tools far outweigh the advantages. These shortcomings include the lack of connection between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in mass education, subjectivity and incompatibility of control results. Despite these shortcomings, many teachers, even those who are accustomed to conscientious work, advocate the use of traditional control and evaluation tools. They say that the teacher at the exam sets himself marks, but few are able to impartially evaluate their own work. Therefore, control is a fairly conservative area of ​​practical pedagogy, although many teachers in their speeches draw attention to the fact that it is necessary to make changes to the existing traditional control system.

Ratings and marks. The verification activity of the teacher ends with grading. According to the established tradition in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment. To avoid confusion, in the context of this manual, the term “assessment” is used in the latter case.

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

To give the assessment maximum objectivity and adequacy of the goal of control, it is necessary to focus on the subject of assessment and minimize the influence of other factors that bias value judgments. Of course, in reality, each assessment given in the traditional way is influenced by various factors, so such assessments cannot be used to compare the results of teachers' work, and they cannot be interpreted in education quality management.

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

Characteristics of the evaluation process. The grading process is based on comparison, which can be of a different nature depending on what is chosen as the base system when grading. Such a system could be:

1) the results of other students;

2) requirements of the program or CES;

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

In the first casewhen grading, the preparedness of each student is compared with the results of the entire class or a certain group of students, after which the students are ranked into groups, within which everyone has the same grades. Usually in the classroom, the teacher is guided by just such logic. For example, if during an oral survey most of the students give weak answers, to the "three", the student's stronger answer against the background of the previous ones always deserves a "four" or "five" in the eyes of the teacher.

In the second case , when comparing the preparedness of a student with the established requirements for educational achievements, the results of other students do not play any role, and the grade is set depending on the percentage of requirements met and the total amount of requirements planned for assimilation. The percentage obtained for each student is compared with criteria established by experts or empirically. According to the results of the comparison, depending on the percentage received, marks are given. While such a process sounds fairly simple and objective in words, it is difficult to implement in practice, since it is unrealistic to develop reference sets of requirements for all schools and each lesson.

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

In the fourth case as a basis for comparison, instead of abilities, the efforts expended by students to acquire new knowledge, the intensity of educational activity and diligence are chosen. Compared to the previous approach, this approach is even more unfair, as it is directed against bright gifted children and reduces the motivation of the most capable students to get high marks. For students who are prone to hard work, teachers usually inflate grades, guided by a simple logic - the more effort expended, the higher the grade. Those who easily learn the material are given lower grades, while others are rewarded for spending more time on learning the same or less amount of educational material.

Current trends in evaluation processes. The lack of standardized tests in our country, fixing for many years in uniform scales the requirements for the readiness of students and setting certain standards for assessments, has led to the devaluation of the existing five-point scale. According to a study conducted by A.G. Shmelev by interviewing hundreds of respondents, in the minds of teachers there is more often an idealized scale in which marks are set when comparing the planned and achieved level of assimilation of educational material. The scale applied in schools looks much more neutral and allows teachers, with a few exceptions (in strong, specialized classes), to set the minimum number of "twos".

The introduction of the USE in 2001 disproved somewhat idealized ideas about the quality of Russian education. The objective data of the Unified State Examination in most regions of Russia showed that the existing border between the “two” and “three” is much lower than the subjective ideas about it, since instead of absolute academic performance in many schools, up to 20% of poor students appeared. In general, the experience of the USE can be assessed as positive. Combining teachers' subjective value judgments with objective test data will inevitably lead to better grades in schools over time and encourage students to improve their academic achievement.

2. Innovative trends in monitoring and evaluation in education

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

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

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

Replace the usual orientation towards the “average student” with individualized methods for correcting educational activities in the process of current control, systematically use input control;

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

The main innovation trends in control. In the last decade, there has been a strengthening of the connection between control and learning. Targets that determine educational outcomes are set in terms of measurable outcomes. In turn, the learning process is structured in such a way as to activate the learning and developmental functions of control by optimizing the content and difficulty of learning tasks selected for current control on an individual basis. Control is becoming increasingly important, it is changing its nature and combines the traditional functions of checking and evaluating learning outcomes with the functions of quality management of the entire educational process.

Significant changes are taking place in the system of assessing learning outcomes, which are characterized by a transition from a behavioral point of view to a cognitive one and are manifested in a shift in emphasis from the predominant assessment of learning outcomes to the components of the process of obtaining results, from a passive answer to a given question to an active construction of the content of the answer, from the assessment of individual, isolated skills for integrated and interdisciplinary assessment. In the control, attention to metacognition, which involves the formation of interdisciplinary knowledge, the ability to transfer knowledge from one subject to another, and general educational skills, has significantly increased. When evaluating learning outcomes, the context for deciphering the concepts of “knowing” and “able” has changed. Instead of the former priority of factology and algorithmic skills, the ability to apply knowledge in non-standard or practical situations came to the fore.

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

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

Today, in the field of education, there is a certain portfolio typology presented in domestic and foreign works . The first kind - work portfolio - includes the work of the student for a certain period of time, which show the changes that have occurred in his knowledge. The second kind is protocol portfolio - in documentary form reflects all types of educational activities and confirms the independence of the student's work. This type of portfolio may include drafts of the student's finished work. The third kind - process portfolio - is designed to demonstrate student achievement at various stages of the learning process. fourth pitchfork – final portfolio - usually used to obtain a summary assessment of the student's knowledge and skills acquired in the main subjects of the curriculum. In the latter case, the portfolio usually includes the student's best completed work, chosen jointly with the teacher. Forms of presentation of portfolio materials can be different. Audio-visual media such as photographs, videos, electronic versions of the student's work are often used.

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

New forms of meters include tests, which are developed to assess the practical activities of students ( performance evaluation ) . Such tests make it possible to reveal the level of mastering practical skills with the help of experimental tasks of an activity nature, as a result of which a certain material product is obtained, which is evaluated by experts on a standardized scale of points. Many of the tests of practical skills do not meet the requirements of the theory of pedagogical measurements in their characteristics. However, they have high validity and are of great interest to students. Experimental assignments are usually used in the process of monitoring, but do not influence administrative decisions in education, so the low accuracy of estimates is not a problem. In case of failure, the student can retake the tests and succeed.

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

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

The National Education Initiative New School is a modern system for assessing the quality of education. The result of education is not only knowledge in specific disciplines, but also the ability to apply them in Everyday life to use in further training. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. Already in 2010 we will introduce new requirements for the quality of education, expanding the list of documents that characterize the success of each student. The unified state exam should remain the main, but not the only way to test the quality of education. In addition, we will introduce monitoring and a comprehensive assessment of the student's academic achievements, their competencies and abilities.

XVI-XVII century In Jesuit schools, the distribution of students by category Medieval Germany, the first three-point system Pre-revolutionary Russia A unified 12-point system in military educational institutions 3,5,10-point systems in civic education 1837 The 5-point system was officially introduced May 1918 The point system was canceled 1932 The principles of systemic knowledge accounting were restored 1944 The 5-point system was restored

Rating (from the English "rating") is an assessment, some numerical characteristic of a qualitative concept. Usually, the rating is understood as “cumulative grade” or “grade that takes into account the background.” The rating system is effective due to the fact that it: takes into account the current progress of the student, which activates his independent work during the quarter; takes into account the current progress of the student, which activates his independent work during the quarter; more objectively and accurately evaluates the student's knowledge through the use of a fractional 100-point rating scale; more objectively and accurately evaluates the student's knowledge through the use of a fractional 100-point rating scale; creates the basis for the differentiation of students, which is especially important when switching to a specialized education system; creates the basis for the differentiation of students, which is especially important when switching to a specialized education system; allows you to receive detailed information on the progress of knowledge acquisition by each student and increases the objectivity of the assessment. allows you to get detailed information about the progress of mastering knowledge by each student and increases the objectivity of the assessment.

Educational portfolio - a form and process of organization (collection, selection and analysis) of samples and products of the student's educational and cognitive activity, intended for their subsequent analysis, a comprehensive quantitative and qualitative assessment of the level of learning of this student and further correction of the learning process. Some authors characterize the learning portfolio as: a collection of student work that comprehensively demonstrates not only their learning outcomes, but also the efforts made to achieve them, as well as the obvious progress in the student's knowledge and skills compared to his previous results; a collection of student work that comprehensively demonstrates not only their learning outcomes, but also the efforts made to achieve them, as well as demonstrable progress in the student's knowledge and skills compared to his previous results; an exhibition of the student's educational achievements in a given subject (or several subjects) for a given period of study (quarter, half year, year); an exhibition of the student's educational achievements in a given subject (or several subjects) for a given period of study (quarter, half year, year); a form of purposeful, systematic and continuous assessment and self-assessment of the student's learning outcomes; a form of purposeful, systematic and continuous assessment and self-assessment of the student's learning outcomes; an anthology of the student's work, involving his direct participation in the selection of works submitted for evaluation, as well as their self-analysis and self-assessment. an anthology of the student's work, involving his direct participation in the selection of works submitted for evaluation, as well as their self-analysis and self-assessment.

Portfolio in mathematics The purpose of teaching mathematics is the development of mathematical thinking and applied mathematical skills, the formation of the ability to solve problems. Educational portfolio Works of the student himself (classroom, homework, independent) Notes of the teacher, parents, classmates

Applied mathematical projects (both individual and group); applied mathematical projects (both individual and group); solving complex entertaining tasks on a given topic (at the student's choice), solving complex entertaining tasks on a given topic (at the student's choice), solving problems and exercises from the textbook, completed in excess of the curriculum; solving problems and exercises from the textbook, completed in excess of the curriculum; mathematical essay on complex issues of this topic; mathematical essay on complex issues of this topic; mathematical abstract with historical content, mathematical abstract with historical content, visual aids on the topic, wall materials, models; visual aids on the topic, wall materials, models; copies of articles from magazines and books read by students on the topic; copies of articles from magazines and books read by students on the topic; student's mathematical autobiography; mathematical diary; student's mathematical autobiography; mathematical diary; work on the mistakes made in the classroom and at home; work on the mistakes made in the classroom and at home; tasks compiled by the student himself on this topic; tasks compiled by the student himself on this topic; originals, photographs or sketches of mathematical models and objects on a given topic; originals, photographs or sketches of mathematical models and objects on a given topic; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; graphic works performed on this topic; graphic works performed on this topic; descriptions of experiments and laboratory work; descriptions of experiments and laboratory work; options for work performed by students in pairs or in the process of mutual learning; options for work performed by students in pairs or in the process of mutual learning; audio, video cassettes with a recording of a student's speech on a given topic in a lesson (school conference, seminar ...); audio, video cassettes with a recording of a student's speech on a given topic in a lesson (school conference, seminar ...); self-control sheets describing what the student does not understand on this topic, why and what kind of help he needs; self-control sheets describing what the student does not understand on this topic, why and what kind of help he needs; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons for not achieving the goals; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons for not achieving the goals; copies of the student's work, made in mathematical circles, at different levels of mathematical tournaments and olympiads; copies of the student's work, made in mathematical circles, at different levels of mathematical tournaments and olympiads; Diplomas, awards, awards in the given subject Diplomas, awards, awards in the given subject

Portfolio in mathematics The purpose of teaching mathematics is the development of mathematical thinking and applied mathematical skills, the formation of the ability to solve problems. Educational portfolio Works of the student himself (classroom, homework, independent) Notes of the teacher, parents, classmates

Description of the results of the teacher's observations of this student in mathematics lessons; description of the results of the teacher's observations of this student in mathematics lessons; description of interviews, conversations between the teacher and the student; description of interviews, conversations between the teacher and the student; checklists of the teacher with comments (attendance, participation in the class, the level and quality of independent and control work); checklists of the teacher with comments (attendance, participation in the class, the level and quality of independent and control work); copies of the teacher's notes to the student's parents, other teachers, etc.; a sheet of marks and comments of the teacher on the work of the student; copies of the teacher's notes to the student's parents, other teachers, etc.; a sheet of marks and comments of the teacher on the work of the student; mathematical characteristics, including both quantitative results and qualitative indicators of the student's educational and cognitive activity; mathematical characteristics, including both quantitative results and qualitative indicators of the student's educational and cognitive activity; reviews of other teachers, school administration, classmates, parents, public organizations, etc. about this student. reviews of other teachers, school administration, classmates, parents, public organizations, etc. about this student.

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1. The concept of education quality

Different understanding of the concept of quality

Each subject of the educational process (teacher, students, parents, administration, etc.) is interested in ensuring the quality of education. control assessment academic performance stimulation

Various, often contradictory, meanings are attributed to quality:

o parents, for example, can relate the quality of education to the development of their children's personality,

o Quality for teachers can mean having a quality curriculum supported by teaching materials.

o for students, the quality of education is undoubtedly associated with the climate within the school,

o for business and industry, the quality of education is correlated with the life position, skills, knowledge of graduates,

o for society, quality is associated with those value orientations and more broadly - the values ​​of students, which will find their expression, for example, in a civic position, in the technocratic or humanistic orientation of their professional activities.

Some misunderstanding of the meaning of quality is reinforced by the fact that it can be used both absolute and relative concept. Quality in the ordinary, everyday sense is used mainly as an absolute concept. People use it, for example, when describing expensive restaurants (service quality) and luxury cars (product quality).

When used in a domestic context, items that are given a qualitative assessment in terms of an absolute concept represent the highest standard that cannot, as it is tacitly assumed, be surpassed. Quality products include perfect items, made without limiting the cost of them. Rarity and high cost - two distinctive features this definition. In this sense, quality is used to reflect status and superiority. Possession of "quality" items distinguishes their owners from those who cannot afford to possess them.

Different understanding of the quality of education

When used in an educational context, the concept of "quality" acquires a significantly different meaning. The absolute concept of "high quality" has nothing to do with the quality management system in education. However, in the course of discussions on quality management, the question of its absolute significance often comes up, having an aura of luxury and high status. This idealized use of the concept can be useful for public relations, can help the educational institution to improve its image. It also demonstrates the importance of quality improvement as a commitment to the highest standards.

Quality can also be used as a relative concept. In this case, quality is not an attribute of the product or service. It is something that is attributed to him. Quality can be judged when a product or service meets the requirements of its respective standards or specifications.

Quality alone cannot be the end result. It is only a means by which the conformity of the final product to the standard is revealed. A quality product or service, when considering quality as a relative concept, will not necessarily be expensive or inaccessible, beautiful or faceless. Also, it may not be special, but be ordinary, banal and familiar. Overhead projectors, ballpoint pens, and school supply services can demonstrate quality if they meet simple but vital standards.

They must be suitable for what they are intended for and meet the requirements of the consumer. In other words, they must be consistent with the intended purposes.

* Quality as a relative concept has two aspects:

o the first is compliance with standards or specifications,

o the second - compliance with the needs of the consumer.

The first "fit" often means "fit for purpose or application". Sometimes it is called quality from the point of view of the manufacturer. Under the quality of a product or service, the manufacturer understands the product or service he produces or the service he provides that constantly meets the requirements of standards or specifications. Quality is demonstrated by the manufacturer in the form of a system known as a quality assurance system, which makes it possible to consistently produce products, services that meet a certain standard or specification. Products demonstrate quality for as long as the manufacturer requires from it.

However, who should decide whether the services of the school or university are of high quality? The reason for asking this question is that the views of the manufacturer and the consumer do not always coincide. It often happens that excellent and useful products or services are not perceived by consumers as having quality. This problem is especially acute in the field of education. Rejection of a single state system education, from many long-established traditions and the introduction of new ones (testing for admission to universities instead of traditional exams, lengthening the time of study at school, intensive development of the non-state education system, etc.) brings the problem of the quality of education into a number of priority state and public problems.

2. The problem of the quality of education as a problem of monitoring and evaluating educational activities

Today, most of the countries of Central and Eastern Europe, including Russia, have developed the framework for a policy of monitoring and evaluating educational activities as part of a global reform of their countries' education systems. These countries have begun to define norms (standards) in the development of training programs, which is an important stage in the national policy in the field of education and quality control as an integral part. These norms (standards) are the necessary basis for determining the goals of education, creating a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types. educational institutions.

However, in general, the necessary measures have not yet been taken in Russia to create a regular system for evaluating the work of educational institutions and the education system as a whole. It should be noted that there is a fundamental contradiction in this area: on the one hand, the autonomy of educational institutions and the teaching corps from the state in the field of determining training programs is significantly expanding; on the other hand, the autonomy of educational institutions and teachers may conflict with the systematic process of assessing the results of their activities by the state.

The successes of the new policy in the field of education are connected with the socio-economic processes taking place in society. Indeed, openness, sharing of responsibility, the right to diversity and matching supply to needs are principles that must first be introduced and implemented in the political and economic sectors in order to be applied then in the field of education.

* When assessing the quality of education, the following provisions should be highlighted:

o Quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education).

o The assessment of the quality of education is carried out comprehensively, considering the educational institution in all areas of its activity.

Quality assurance or quality management, addressed primarily through the use of quality monitoring, means step-by-step monitoring of the process of obtaining a product to make sure that each of the production steps is optimally performed, which in turn, in theory, prevents the release of defective products.

* Taking into account the above concepts, we can say that the following elements are part of the education quality monitoring system:

o standard setting and operationalization: defining standards;

o operationalization of standards in indicators (measured quantities);

o establishing a criterion by which it is possible to judge the achievement of standards,

o data collection and evaluation: data collection; evaluation of results,

o action: taking appropriate action, evaluating results measures taken in accordance with the standards.

Monitoring the quality of education can be carried out directly in an educational institution (self-certification, internal monitoring) or through an external service in relation to an educational institution, approved, as a rule, by state bodies (external monitoring).

When forming educational standards, it is advisable to be guided by a pluralistic vision of the content and purpose of the standards (both the standards of the content of education and the standards of the final result that students achieve). Norms relating to the conditions that ensure the successful implementation of standards are defined as the norms for ensuring the "process" of education. An example of such regulations is required number textbooks and qualified teachers, appropriate material and technical support of the educational process, etc.

Thus, education is supposed to be evaluated as the result and process of the activity of each educational institution from the side of monitoring the level of knowledge and skills of students (simultaneously by the teaching staff and external, state bodies), and from the side of monitoring, evaluating the activities of teachers.

We will speak separately about the quality control of education as the control of the assimilation of knowledge by teachers. Let's just say a few words about the assessment of the performance of the teaching staff.

There is no doubt that there is a connection between the educational level of a teacher and the results achieved by his students; moreover, this is the easiest, most simplified and at the same time dangerous way to determine the suitability of a teacher for a position. It must be borne in mind that teachers and educational institutions are just an element of the educational system, and, quite possibly, not the most influential among the many others on which the educational achievements of the student depend. Therefore, when understanding the need to evaluate the activities of a teacher to control the quality of education, it is important to remember that this element has a lesser impact on academic and educational achievements than the family environment or individual characteristics of the student (inclinations, motivation, etc.).

Quality does not appear suddenly. It needs to be planned. Planning the quality of education is associated with the development of a long-term direction of activity of an educational institution. Strong strategic planning is one of the most important factors in the success of any institution in the education system.

The leading goals of strategic planning are determined not only by the development of a general plan for the development of an educational institution for a certain time period, but also by the comprehension and revision of the main directions educational services provided by this educational institution, and their compliance with the needs of consumers and forecasting the development of society in the near and distant future.

3. Control of students' knowledge as the main element of education quality assessment

The control of students' knowledge is one of the main elements of education quality assessment. Teachers monitor the learning activities of students on a daily basis through oral surveys in the classroom and by evaluating written work.

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

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, there has been a more cautious approach to the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will discuss later.

* In order to be used for any purpose, the results of the evaluation must have three qualities:

o they must be "valid" (clearly correspond to the teaching programs),

o rigidly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner),

o "available" (i.e. time, scientific forces and means for their development and implementation should be available to this state).

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

4. Peculiarities of pedagogical control and assessment of student progress

The Law of the Russian Federation "On Education" proclaims as one of the main principles of state policy the adaptability of the education system to the levels and characteristics of the development of students. Pedagogical control (PC) is the most important component of the pedagogical system and part of the educational process. Until now, the result of the PC is unconditionally considered to be the assessment of student performance. Evaluation determines the compliance of students' activities with the requirements of a particular pedagogical system and the entire education system.

Analyzing the features of the state of the problem of checking and evaluating knowledge, it should be noted that this problem is multifaceted and was considered by researchers in various aspects. A large number of works have been published in our country concerning the functions, methods, principles of testing and evaluating knowledge, general and particular issues of evaluation. There are several main directions in the study of this problem.

A large group is represented by works in which the functions of testing and evaluating knowledge in the educational process, the requirements for the formed knowledge, skills, methods of controlling students, types of knowledge accounting in the traditional education system (M.I. Zaretsky, I.I. Kulibaba, I.Ya. Lerner, E.I. Perovsky, S.I. Runovsky, M.N. Skatkin, V.P. Strezikozin and others). The published works show the controlling, teaching and educating functions of checking and evaluating knowledge, revealing the methodology for conducting written, oral, graphic and practical knowledge control, individual, frontal, thematic and final surveys, formulating requirements for the quality of schoolchildren's knowledge, for assessing their oral and written answers in various academic subjects.

Gradually, the conviction is formed that the educational system should correctly set the didactic task and, with the help of pedagogical technologies, be able to solve it. At the same time, interpretation should be subjected not to single grades, and even more so not to a student's average score, but to values ​​that reflect the dynamics of changes in some measurable quality, for example, students' mastery of educational material.

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

In the practice of traditional education, significant negative aspects of the grading system are found. An analysis of traditional methods of testing showed that the system for assessing the quality of education is not based on objective methods of pedagogical measurements, therefore "quality" is interpreted today quite arbitrarily, each teacher develops his own system of testing tasks. The purpose of measurement in pedagogy is to obtain numerical equivalents of knowledge levels. Measuring instruments are the means and methods of identifying, according to predetermined parameters, qualitative and quantitative characteristics of students' achievement of the level of academic training. Consider a group of studies on the quantitative study of learning and its effectiveness. In these works, learning is approached from different points of view, as an information process, the possibility of mathematical evaluation of the results obtained is clarified, and the application of quantitative criteria for determining its effectiveness is discussed.

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

The subjectivity of knowledge assessment is connected to a certain extent with the insufficient development of methods for controlling the knowledge system. Often, the evaluation of a topic, a course or its parts occurs by checking individual, often secondary elements, the assimilation of which may not reflect the mastery of the entire system of knowledge, skills, and abilities being formed. The quality and sequence of questions is determined by each teacher intuitively, and often not in the best way. It is not clear how many questions should be asked to test the entire topic, how to compare tasks in terms of their diagnostic value.

Each of the applied methods and forms of verification has its advantages and disadvantages, its limitations. In addition, the shortcomings of the existing practice of testing and evaluating knowledge include spontaneity, irrational use of methods and forms, lack of didactic focus, ignoring the characteristic features of the material of the subject and working conditions in the classroom, and the lack of systematic conduct in its implementation.

Many authors subject the system of current and entrance examinations to fair criticism. A small number of questions does not allow you to objectively check the entire course, questions often do not reflect the knowledge, skills that need to be formed, each of the examiners has his own opinion about the knowledge of the respondent, his own methods and criteria; the number of additional questions and their complexity depend on the examiner, which also affects the overall result.

It is impossible to pass over in silence the role of psychological factors, the general and special training of the teacher, his personal qualities (principledness, sense of responsibility). All this in one way or another affects the result of testing and evaluating knowledge. The personal qualities of a teacher will certainly manifest themselves both in the nature of teaching and in the process of testing and evaluating knowledge, which we will discuss in more detail later. Therefore, as already emphasized above, the problem of excluding subjectivity in the assessment and testing of knowledge requires a more in-depth study.

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

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

Thus, checking and evaluating schoolchildren's knowledge as a form of pedagogical control over mastering the content of education depends on many objective and subjective factors.

5. Differences between grade, mark and score

The assessment includes the qualification of the degree of development of a certain property in the assessed person, as well as a quantitative and qualitative assessment of his actions or performance results. Such are, for example, school grades. They characterize in points the absolute and relative successes of the student: absolute in the sense that the mark itself indicates the quality of the knowledge or behavior of the student, and relative because, using marks, you can compare them with different children.

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

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

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

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

6. Functions and types of evaluation

Since the most problematic is the psychological assessment of a schoolchild whose developing personality is more sensitive to any form of assessment, we will consider the ratio of assessment and mark in relation to schoolchildren.

Assessment is usually subject to the available knowledge of schoolchildren and the knowledge and skills they have shown. Knowledge, skills and abilities should be assessed primarily in order to outline ways for both the teacher and the student to improve, deepen, refine them. It is important that the assessment (mark) of the student reflects the prospects for working with this student and for the teacher, which is not always realized by the teachers themselves, who consider the mark only as an assessment of the student's activity. In many countries, students' grades as the basis for evaluating the performance of education are one of the most important parameters of the quality of education, which we spoke about at the very beginning of the lecture.

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

Partial assessments appear in the form of separate evaluative appeals and evaluative influences of the teacher on students during the survey, although they do not represent a qualification of the student's success in general. Partial assessment genetically precedes the current record of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal - in the form of a score - the nature of the mark, the assessment can be given in the form of detailed verbal judgments, explaining to the student the meaning of the "folded" assessment - the mark.

Researchers have found that a teacher's assessment leads to a favorable educational effect only when the student internally agrees with it. For well-performing schoolchildren, a coincidence between their own assessment and the assessment that the teacher gave them happens in 46% of cases. And for those with poor progress - in 11% of cases. According to other researchers, the coincidence between the teacher's and the student's own assessment occurs in 50% of cases. It is clear that the educational effect of the assessment will be much higher if the students understand the requirements imposed on them by teachers.

7. Reasons for the bias of pedagogical assessment

* With regard to the procedure for setting marks, which is commonly called control or testing of knowledge, skills and abilities, it is rightly noted that confusion of concepts is allowed, since we are dealing with two different processes:

o the process of determining levels of knowledge

o and the process of establishing the value of this level.

Only the second of these is, strictly speaking, an estimate, while the first is a measurement carried out in comparison. At the same time, the initial level is compared with the achieved one and with the standard. An estimate is chosen for the resulting increase. However, as we have seen, the first of these operations remains the most vulnerable point in knowledge testing. From the foregoing, it follows that in the practice of teaching not only has arisen, but is becoming increasingly acute, the problem of determining the various levels of learning, as well as the problem of measuring the results of learning activities included in it.

The conducted special study shows that the knowledge of the same students is assessed differently by different teachers and the discrepancy in the value of marks for the same group of students turns out to be very significant. Poor organization of knowledge control has become one of the reasons for the degradation of education. It was no coincidence that all attempts known in the world to improve the quality of education, not supported by an effective reform of the knowledge testing system, did not, as a rule, bring the desired results. Eliminating the subjective element is extremely difficult due to various circumstances. Firstly, the designation of learning outcomes is very conditional: knowledge, skills, assimilation, academic performance, etc. All these concepts do not have a quantitative form of expression. Secondly, public methods of direct measurement of learning activity have not yet been developed, and it is judged indirectly by the answers, by the actions of students.

It is extremely important that the evaluation activity of the teacher is carried out by him in the interests of the socio-psychological development of the child. To do this, it must be adequate, fair and objective.

* A number of typical subjective tendencies or estimation errors are widely known, the most common of which include:

o errors of generosity,

o central trend,

o contrast,

about proximity,

o logical errors.

Mistakes of "generosity" or "indulgence" are manifested in the teacher's overestimation of grades. Errors of the "central tendency" manifest themselves in teachers in an effort to avoid extreme assessments. For example, at school - do not put twos and fives. The "halo" error is associated with the well-known bias of teachers and manifests itself in a tendency to positively evaluate those schoolchildren to whom they personally have a positive attitude, respectively, negatively evaluate those to whom they personally have a negative attitude. "Contrast" errors in evaluating other people are that the knowledge, personality traits and behavior of the student are rated higher or lower depending on whether the same characteristics are expressed higher or lower in the teacher himself. For example, a less collected and organized teacher will give a higher rating to students who are highly organized, accurate and diligent. The error of "proximity" finds its expression in the fact that it is difficult for a teacher to put an "A" immediately after a deuce; with an unsatisfactory answer from an "excellent student", the teacher is inclined to revise his mark towards overestimation. "Logical" errors are manifested in making similar assessments of different psychological properties and characteristics that seem logically related to them. A typical situation is when, for the same answers in a subject, a violator of discipline and an exemplary student are given different marks.

The listed subjective tendencies in the assessment of students in social psychology are often called mistakes, which are unconsciously made by all people. Conscious, deliberate distortion of grades should be viewed differently: as a way to stimulate the student, which we will discuss separately in the next section.

The teacher, when making an assessment, must justify it every time, guided by logic and existing criteria. Experienced teachers know this and constantly refer to this rationale, which keeps them from conflicting with their students.

It is also interesting that teachers, as it turned out, involuntarily turn to those students who sit at the first desks, and tend to give them higher scores. Much depends on the subjective inclinations of the teacher. It turned out, for example, that teachers with good handwriting prefer "calligraphers", i.e. students with beautiful handwriting. Educators who are sensitive to correct pronunciation often unfairly punish students with speech defects.

It is pedagogical subjectivism that is main reason, according to which today's schoolchildren prefer computer and test forms of control with minimal participation of teachers.

The teacher should consciously strive for an objective and real assessment of the work done by the student. In addition, it is necessary to explain to students every time what, why and for what the mark is given.

Another reason for biased pedagogical assessment is the insufficient development of assessment criteria. Therefore, teachers are looking for ways to increase the stimulating role of the five-point scale.

* There are several ways to do this:

o first - grading with plus and minus signs,

o the second way is that the digital score is supplemented by a verbal or written form, in the form of evaluative statements, records,

o the third way is to rely on the communicative motives of students. It turns out that everyone is not indifferent to how his comrades treat him, what they think,

o Another way is to use progress screens. This method has disadvantages, as it can contribute to the education of arrogance among excellent students and indifference among those who are lagging behind, if students are not properly aimed at the correct perception of information.

8. Principles for monitoring progress

Controlling, evaluating knowledge and skills are very ancient components of pedagogical technology. Arising at the dawn of civilization, control and evaluation are indispensable companions of the school, accompanying its development. Nevertheless, to this day there are heated debates about the meaning of assessment, its technology. Like hundreds of years ago, educators argue about what assessment should show as a result of control: should it be an indicator of quality - a categorical determinant of the student's progress, or, on the contrary, should it exist as an indicator of the advantages and disadvantages of a particular system (methodology) of education.

* The most important principles for monitoring the learning (progress) of students - as one of the main components of the quality of education - are:

o objectivity,

o systematic,

o visibility (publicity).

Objectivity lies in the scientifically substantiated content of control tasks, questions, equal, friendly attitude of the teacher to all students, accurate assessment of knowledge and skills adequate to the established criteria. In practice, the objectivity of the controlling, or, as they often say in recent times, diagnostic procedures, means that the marks given are the same regardless of the methods and means of control and teachers.

The principle of systematicity requires an integrated approach to diagnosing, in which various forms, methods and means of control, verification, evaluation are used in close interconnection and unity, subject to one goal.

The principle of visibility (publicity) consists primarily in conducting open tests of all trainees according to the same criteria. The principle of publicity also requires the disclosure and motivation of assessments. Evaluation is a benchmark by which students judge the standards of requirements for them, as well as the objectivity of the teacher. The requirement of the principle of systematicity is the need for diagnostic control at all stages of the didactic process - from the initial perception of knowledge to their practical application.

Systematicity also lies in the fact that all students are regularly diagnosed from the first to the last day of their stay at the educational institution.

9. Steps to check progress

It is necessary to diagnose, control, test and evaluate the knowledge and skills of students in the logical sequence in which they are studied.

The first link in the verification system should be considered a preliminary identification of the level of knowledge of trainees. As a rule, it is carried out at the beginning of the academic year in order to determine the students' knowledge of the most important (nodal) elements of the course of the previous academic year. A preliminary check is combined with the so-called compensatory (rehabilitation) training aimed at eliminating gaps in knowledge and skills. Such a check is possible and appropriate not only at the beginning of the academic year, but also in the middle, when the study of a new section (course) begins.

The second link of knowledge testing is their current verification in the process of mastering each topic being studied. The main function of the current check is educational. Methods and forms of such verification can be different, they depend on factors such as the content of the training material, its complexity, the age and level of training of the trainees, the level and goals of training, and specific conditions.

The third link in testing knowledge and skills is a repeated test, which, like the current one, should be thematic. In parallel with the study of new material, students repeat what they have learned previously. Repeated verification contributes to the consolidation of knowledge, but does not make it possible to characterize the dynamics of educational work, to diagnose the level of assimilation strength. Such a test gives the proper effect only when combined with other types and methods of diagnosis.

The fourth link in the system is the periodic testing of knowledge and skills of trainees in a whole section or a significant topic of the course. The purpose of such a test is to diagnose the quality of assimilation by students of the relationship between the structural elements of the educational material studied in different parts of the course. The main functions of a periodic review are systematization and generalization.

The fifth link in the organization of the test is the final test and taking into account the knowledge and skills of the trainees acquired by them at all stages of the didactic process. The final record of progress is carried out at the end of each quarter and at the end of the academic year.

A special type is a complex check. With its help, the ability of students to apply the knowledge and skills obtained in the study of various academic subjects to solve practical problems (problems) is diagnosed. The main function of due diligence is diagnosing the quality of implementation intersubject communications, the practical criterion for a comprehensive check is most often the ability of students to explain phenomena, processes, events, based on a set of information gleaned from all the subjects studied.

Recently, instead of the traditional concept of "control", in addition to the already mentioned concept of "diagnostics", the concept of monitoring has been increasingly used. Monitoring in the "teacher-student" system is understood as a set of monitoring and diagnosing activities, determined by the goal-setting of the learning process and providing for the dynamics of the levels of assimilation of the material by students and its adjustment. In other words, monitoring is continuous control actions in the "teacher-student" system, allowing you to observe (and correct as necessary) the student's progress from ignorance to knowledge. Monitoring is a regular monitoring of the quality of mastering knowledge and skills in the educational process.

However, the concept of control is most commonly used. In pedagogy, there is still no established approach to the definition of the concepts of "assessment", "control", "verification", "accounting" and others related to them. Often they are mixed, interchanged, used either in the same or in a different meaning.

The general generic concept is "control", meaning the identification, measurement and evaluation of knowledge, skills of trainees. Identifying and measuring is called verification. Therefore, verification is an integral component of control, the main didactic function of which is to provide feedback between the teacher and students, to provide the teacher with objective information about the degree of mastering the educational material, and to timely identify shortcomings and gaps in knowledge. The check aims to determine not only the level and quality of the student's learning, but also the volume of the latter's educational work. In addition to verification, control contains evaluation (as a process) and evaluation (as a result) of verification, most often - in its formalized form - marks.

The basis for evaluating a student's progress is the results (results) of control. At the same time, both qualitative and quantitative indicators of the work of students are taken into account. Quantitative indicators are recorded mainly in points or percentages, and qualitative indicators - in value judgments such as "good", "satisfactory", etc. Each value judgment is assigned a certain, pre-agreed (set) score, indicator (for example, the value judgment "excellent" - a score of 5). It is very important to understand that an estimate is not a number obtained as a result of measurements and calculations, but a value assigned to a value judgment.

10. Functions and types of knowledge control in the pedagogical process

* Control is an integral part of learning. Depending on the functions that control performs in the educational process, it can be divided into three main types:

o preliminary,

o current,

o final, considered as a means of monitoring the level (quality) of assimilation

The purpose of preliminary control is to establish the initial level of different aspects of the student's personality and, above all, the initial state of cognitive activity, first of all, the individual level of each student.

The success of studying any topic (section or course) depends on the degree of assimilation of those concepts, terms, provisions, etc. that were studied at the previous stages of training. If the teacher does not have information about this, then he is deprived of the possibility of designing and managing the educational process, choosing the best option. The teacher receives the necessary information by applying propaedeutic diagnostics, better known to teachers as a preliminary control (accounting) of knowledge. The latter is also necessary in order to fix (make a cut) the initial level of learning. Comparison of the initial initial level of learning with the final (achieved) allows you to measure the "growth" of knowledge, the degree of formation of skills and abilities, analyze the dynamics and effectiveness of the didactic process, as well as draw objective conclusions about the "contribution" of the teacher to the learning of students, the effectiveness of pedagogical work, evaluate the skill (professionalism) of the teacher.

The most important function of the current control is the feedback function. Feedback allows the teacher to receive information about the progress of the learning process for each student. It is one of the most important conditions for the successful course of the assimilation process. Feedback should carry information not only about the correctness or incorrectness of the final result, but also make it possible to control the progress of the process, to monitor the actions of the student.

Current control is necessary for diagnosing the course of the didactic process, identifying the dynamics of the latter, comparing the results actually achieved at individual stages with the projected ones. In addition to the actual prognostic function, current monitoring and accounting of knowledge and skills stimulates the educational work of students, contributes to the timely identification of gaps in the assimilation of the material, and increases the overall productivity of educational work.

Usually, current control is carried out through an oral survey, which is being improved all the time: teachers are increasingly practicing its forms such as compacted, frontal, tape, etc. Test tasks for current control (their number usually does not exceed 6-8) are formed in such a way as to cover all essential elements knowledge, skills, studied by students during the last 2-3 lessons. After completion of the work, the mistakes made by the trainees are necessarily analyzed.

Students should always be aware that the process of assimilation has its own time limits and must end with a certain result that will be evaluated. This means that in addition to control, which performs the function of feedback, another type of control is needed, which is designed to give an idea of ​​the results achieved. This type of control is usually called final. The result can concern both a separate training cycle, and the whole subject or some section. In the practice of teaching, final control is used to evaluate the learning outcomes achieved at the end of work on a topic or course.

The final control is carried out during the final repetition at the end of each quarter and academic year, as well as in the process of exams (tests). It is at this stage of the didactic process that the educational material is systematized and generalized. Appropriately designed learning tests can be applied with high efficiency. The main requirement for the final test items is that they must correspond to the level of the national education standard. Final testing technologies using computers and specialized programs are becoming more widespread.

11. Methods for monitoring students' knowledge

In the practice of secondary education, various methods of current and final control over the quality of students' knowledge are used. Most often, various forms of oral questioning and written tests are used.

Oral control methods are suitable for direct communication between a teacher and students in a lesson on specific issues studied in this lesson. They help the teacher to get some information about the current assimilation of the educational material and to carry out the necessary pedagogical influence, and the students to understand the material being studied in more detail and deeper. Written tests can also be used to enhance the learning process itself and help the teacher and students discover the most weaknesses in understanding the subject.

The problem of the ratio of oral and written forms of control is resolved in most cases in favor of the latter. It is believed that although oral control is more conducive to the development of a quick response to questions, develops coherent speech, it does not provide proper objectivity. Written verification, providing higher objectivity, in addition, contributes to the development of logical thinking, purposefulness: a student with written control is more focused, he delves deeper into the essence of the issue, considers options for solving and constructing an answer. Written control accustoms to the accuracy, conciseness, coherence of the presentation of thoughts.

Evaluation, both in oral questioning and in tests, is inaccurate, as has been shown before. The main disadvantages of these methods are the subjectivity of the estimates and the irreproducibility (uniqueness) of the results. These shortcomings lead to the fact that the teacher cannot always get a real and objective picture of the educational process. Thus, these control methods are not suitable for assessing the quality of knowledge.

Unambiguous and reproducible assessments can only be given by objective methods of quality control of students' knowledge, based on materials specially created for this - tests. They should be developed for each level of learning experience. The test is a tool that allows you to identify the level and quality of assimilation. However, when using tests, there are also a number of problems that we will discuss in one of the following sections.

12. Encouragement and punishment as methods of stimulation

Whatever motives and interests that are manifested in the teaching and in the upbringing of children, we may consider, they all ultimately come down to a system of rewards and punishments. Rewards stimulate the development of positive properties and characteristics of psychology, and punishments prevent the occurrence of negative ones.

A skillful combination of rewards and punishments provides optimal motivation, which, on the one hand, opens up the possibility for the development of positive properties, and on the other hand, prevents the emergence of negative ones. For the psychological development of the child, the stimulating role of both rewards and punishments is equally important: rewards serve to develop positive qualities, and punishments serve to correct, or correct, negative ones. The ratio between the two in practice should change depending on the tasks of training and education.

Educational activity is polymotivated, which involves the search for and variation of incentives for the activity of each child, including organic, material, moral, individual, socio-psychological and other possible incentives that positively affect the assimilation of knowledge, the formation of skills and abilities, the acquisition of certain personal properties. The effect of various stimuli on human behavior is situationally and personally mediated. Speaking of situational mediation, we mean that a person's perception and evaluation of certain stimuli as significant are determined by the situation in which this occurs. The same stimulus, such as a high or low score, can affect the desire for success in different ways when it is significant for a person or not significant.

The same assessment can be perceived differently in conditions when it was preceded by failure or success, or when it repeats an assessment that has already been received many times. Evaluations repeated from situation to situation contain weak incentives for activity. Success following failure, as well as failure following success, force the individual to change something in his behavior. Under the personal mediation of the impact of incentives understand the dependence of this impact on the individual characteristics of people, on their state at a given time. Incentives relating to the satisfaction of the most important urgent needs for a person will naturally have a stronger effect on him than those that are relatively indifferent. In an emotionally excited state, the significance of stimuli can be perceived by a person differently than in a calm one.

13. Pedagogical assessment as an incentive in elementary school

Pedagogical assessment can be legitimately considered as a special kind of incentive. In motivating individual behavior when there is a need for intellectual and moral development in specific types of activity - training and education - pedagogical assessment plays the same role that any other stimulus plays when actualizing other needs in various types of activity.

Pedagogical assessment is a specific incentive that operates in educational and educational activities and determines its success.

* Such an assessment should ensure the maximum motivation of the child in these types of activities, taking into account the following four circumstances:

o knowledge of the necessary and sufficient variety of stimuli that affect the child's desire for success in learning and education;

o knowing the true motives behind children's participation different ages in these types of activities;

o knowledge of individual differences in the motivation of teaching and education;

o knowledge of situational factors that affect the motivation for learning information, the formation of skills and certain qualities personality in children.

Pedagogical assessments, considered as rewards or punishments, must be balanced. On the one hand, they should contain a system of incentives that activate the development of positive properties and characteristics in a child, on the other hand, they should include a set of no less effective incentives that prevent the emergence of negative personality traits and irregular shapes behavior in the same children. Depending on the individual characteristics of the child, his age, situation and a number of other factors, the ratio and nature of pedagogical assessments used as rewards and punishments should change. The types and methods of evaluating the successes and failures of the child in teaching and upbringing should be systematically varied so that the phenomenon of habituation and extinction of the reaction to the action of these stimuli does not occur.

Pedagogical assessment can be of several types, which can be divided into classes: subject and personal, material and moral, productive and procedural, quantitative and qualitative. Subject assessments concern what the child is doing or has already done, but not his personality. In this case, the content, subject, process and results of activity, but not the subject itself, are subject to pedagogical assessment. Personal pedagogical assessments, on the contrary, refer to the subject of the activity, and not to its attributes, they note the individual qualities of a person manifested in the activity, his diligence, skills, diligence, etc. In the case of subject assessments, the child is stimulated to improve learning and to personal growth through an assessment of what he does, and in the case of subjective ones, through an assessment of how he does it and what properties he shows in doing so.

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from work experiencehistory teachers

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

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from work experience

history teachers

"Traditional and new means of assessing learning outcomes"

Prepared

teacher of history and social studies

Stavropol Territory

Kulieva N.V.

Essentuki-2013

Introduction 3

Chapter 1. Control in the learning process 4

Chapter 2

Monitoring learning outcomes 20

Conclusion 33

References 34

Introduction

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

The currently available literature contains scattered information about these agents. In addition, of all the available modern means of assessing learning outcomes, the emphasis is only on pedagogical testing, although there is a whole arsenal of no less effective means.

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

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

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

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

Chapter 1

The essence of control Functions of control Types of control of students' knowledge Forms of control Methods of control Means of control Requirements for the organization of control of knowledge

Essence of control

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

In the current theory, there is still no established approach to the definition of the concepts of "assessment", "control", "verification", "accounting" and others related to them. Often they are mixed, interchanged, used either in the same or in a different meaning.

The general generic concept is "control", meaning the identification, measurement and evaluation of knowledge, skills of trainees. Identifying and measuring is called verification. In the dictionary of the Russian language S.I. Ozhegov the word "control" [French. contrôle] means - checking, as well as observation for the purpose of checking. The word "check" - 1. Make sure something is correct, examine for the purpose of supervision, control. 2. Put to the test to find out something. Therefore, verification is an integral component of control, the main didactic function of which is to provide feedback between the student and the teacher, the teacher to receive objective information about the degree of assimilation of educational material, and timely identification of shortcomings and gaps in knowledge.

“Assessment”, as a rule, is understood as the result of a check (I.P. Podlasy). "Control" means the identification, measurement and evaluation of knowledge, skills of trainees. Control contains evaluation (as a process) and evaluation (as a result) of the check.

As M.B. Chelyshkov, control is at the same time an object theoretical research, and the sphere of practical activity of the teacher. The concept of "pedagogical control" in relation to the educational process has several interpretations. On the one hand, she believes, pedagogical control is a single didactic and methodological system verification activities. This interrelated joint activity of teachers and students with the leading and organizing role of teachers is aimed at identifying the results of the educational process and at increasing its effectiveness. On the other hand, in relation to the daily educational process, control is understood as the identification and evaluation of the results of schoolchildren's educational activities. With the help of control, she believes, it is possible to identify the advantages and disadvantages of new teaching methods, establish the relationship between the planned, implemented and achieved levels of education, compare the work of various teachers, evaluate the achievements of the student and identify gaps in his knowledge, give the head of the educational institution objective information for adoption management decisions and perform a number of other equally important tasks.

According to I.F. Kharlamov, the implementation of control plays a large regulatory and stimulating role in learning for the quality of mastering the material being studied and encouraging students to self-control.It is necessary to achieve, the author notes, that this control be regular and carried out for each topic studied. As for students, they should not only be encouraged to exercise self-control, but also helped to master its techniques.

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

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

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

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

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

Control functions

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

According to V.A. Slastenina, toControl in the learning process is the most developed procedure, both in theory and methodologically. The author highlights the following features:

• educational,
• developing,
• educational.

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

The teaching role of verification is that students listen to additional explanations or comments from the teacher about a student's poor response or poorly learned previously learned material.

The educational function of control is to accustom students to systematic work, to discipline them and develop their will. The expectation of verification forces students to study lessons regularly, makes it necessary to give up something if it interferes with the preparation of lessons.

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

M.B. Chelyshkova also includes among the main functions:

• diagnostic,
• controlling.

Diagnostic functionfollows from the very essence of control, aimed at identifying gaps in the preparation of students and making, based on the results of diagnostics, some managerial decisions necessary to improve the educational process.

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

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

It is known that students prepare specially for the control work, for the exam. In the presence of a teacher, they perform the given exercises. Written works receive more attention if they are checked. In a word, the presence or expectation of control stimulates the learning activities of students, is an additional motive for their learning activities. The foregoing allows us to speak about another function of control: stimulating. The stimulus function is mostly associated with evaluation and is sometimes referred to as the evaluation function.

T.I. Ilyin, noting the purely didactic functions of control, pays Special attention teaching and educational function: “The teaching function is manifested in the class listening to the student’s good answer, active participation in the survey, repeating to oneself, readiness for possible involvement in the survey, listening to the teacher’s additional explanations, repeating and consolidating the learned material by the interviewee, better understanding and assimilation of the material when parsing. The upbringing function consists in disciplining students, accustoming them to systematic work and development of will, promotes objective self-esteem, education of self-esteem.

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

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

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

In the course of the learning process itself, knowledge is checked in order to determine its level, the effectiveness of the learning process, to detect gaps in perception and awareness, comprehension and memorization, generalization and systematization of knowledge and actions, their application in practice, and also to correct students' activities and methods accordingly. guiding this activity. At the same time, the teacher receives feedback on the course of the process of assimilation of knowledge and its results and intervenes in the process accordingly: gives individual tasks to students, additionally explains, gives auxiliary examples, in case of detection of erroneous judgments, reports facts that contradict the incorrect judgment, helps to develop the correct way of reasoning .

After studying the relevant material, the teacher checks the level of assimilation, controls diligence, diligence, attentiveness. The functions of verification in this case are to prevent the backlog and underachievement of individual students, to identify gaps in their knowledge in a timely manner and to decide on ways and means to fill these gaps.

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

A brief review of the opinions of didactic scientists allows us to conclude that the essencecontrol is thatBased on the information obtained during the control, it is possible to prevent the formation of erroneous skills, draw generalizing conclusions about the teaching method, determine the level of students' preparation, evaluate their work, change teaching methods, correct tasks for lagging students, and much more. Control, as a necessary component of the educational process, should be systematic and implemented in all its functions, not limited to the control itself. The implementation of control functions in practice makes it more efficient, and the educational process itself becomes more efficient. C the object of knowledge and skills controlincreases the responsibility for the work performed not only by students, but also by teachers, accustoms to accuracy, forms positive moral qualities, collectivism.

Types of student knowledge control

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

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

current controlis carried out in everyday work in order to check the assimilation of the previous material and identify gaps in the knowledge of students.The leading task of current control is the regular management of the educational activities of students and its adjustment. It allows you to get continuous information about the progress and quality of assimilation of educational material and, on the basis of this, promptly make changes to the educational process.

Thematic controlcarried out periodically, as new topic, section, and aims to systematize students' knowledge. This type of control takes place in repetitive-generalizing classes and prepares for control activities: oral and written tests.

Final controlheld at the end of a quarter, half a year, the entire academic year, as well as at the end. It is aimed at testing specific learning outcomes, identifying the degree of assimilation by students of the system of knowledge, skills and abilities acquired in the process of studying a particular subject or a number of disciplines.

M.B. Chelyshkova, classifying the types of control, also highlights the current, thematic, final and adds a milestone, or phased. In her opinion, current control is characterized by a consciously set goal to monitor the progress of learning. Conducting current control is the easiest way for a teacher to obtain operational information about the compliance of students' knowledge with the planned standards of assimilation.

Thematic controlreveals the degree of assimilation of a section or topic of the program. Based on the thematic control data, the teacher makes a managerial decision. He concludes that it is necessary to additionally work out this topic if the results of the control are unsatisfactory, or he proceeds to study the next topic if the results of the control indicate a good preparation of students.

Functional purpose of boundary control- identification of the results of a certain stage of training. In this case, the level of training of trainees is assessed using credits for sections of the program, exams or tests.

The purpose of the final control - evaluation of students' work after completing the entire training course. One of the important areas for the implementation of the final control is the certification of graduates of educational institutions.

Forms of control

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

Forms of control of knowledge and skills of students are numerous, because. each teacher has the right to come up with and conduct his own, which seem to him the best, control tasks. According to I.M. Cheredov, for a thorough implementation of the control of knowledge, methods of activity, special lessons are constructed, as well as tests, interviews, tests, and exams.

• Knowledge control lessonis devoted mainly to the implementation of the control functions of education, although it continues the process of systematizing students' knowledge. It is built with the expectation of the independent activity of each student, which makes it possible to identify the level of assimilation of knowledge, the formation of skills and abilities. Depending on the forms of educational work used in the lesson,

• lessons of complex control of knowledge;
• lesson of oral knowledge control;
• a lesson in written control of knowledge.

• Tests as a special form of organization of education, they are built on a combination of individualized, link, individualized-group and frontal forms of education. During the test, students perform control individual tasks. Mutual testing of knowledge in educational units is carried out. A frontal conversation is held with the whole class, which allows you to summarize and fix the level of mastery of knowledge by the class as a whole.
• Interviews - this form of organization of learning involves the organization of individual control conversations between the teacher and students in order to more thoroughly reveal their knowledge.

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

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

• Examinations are the final form of control aimed at a comprehensive check of the preparation of students, to determine the degree of mastery of knowledge, skills and abilities.

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

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

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

Individual control is widely used to thoroughly familiarize the teacher with the knowledge, skills and abilities of individual students, who are usually called to the blackboard or to the table with instruments, to the map, although the answer is not excluded from the place, if records or graphic images are not needed. , which should be followed by the entire audience, visual aids and various educational equipment. With a well-thought-out organization, individual control is perceived by students as a normal element of the educational process and does not cause negative emotions.

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

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

Control methods

In order to best ensure timely and comprehensive feedback between the teacher and the student, various control methods are used.

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

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

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

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

Dictations are widely used for current control. With their help, you can prepare students for the assimilation and application of new material, for the formation of skills and abilities, to generalize what has been studied, to check the independence of doing homework. For dictations, questions are selected that do not require long thinking, to which you can very briefly write down the answer.

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

Graphic works are a special form of written control. These include drawings, diagrams, diagrams, drawings, etc. Their purpose 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", " parsing sentences", "animal - living organism", "wild and cultivated plants"; drawing up a diagram "properties of air"; graphic drawings "formation of a spring", "rivers", etc.

Typical mistakes in the conduct of written control can be considered: insufficient check in the course of their general educational skills and abilities - skills in drawing up a plan, skills in highlighting the main thing, skills in self-control, skills in writing pace, etc .; poor identification of typical mistakes and shortcomings that need to be actively worked on in subsequent lessons; non-compliance with the unified spelling regime during all written work; weak use of individual tasks for students to work on gaps in knowledge and skills.

• Methods laboratory control - relatively new type of control. Control laboratory work is carried out with half of the group members, while the other half performs written work.work. The number of control laboratory works includes checking the ability to use a caliper, micrometer, ammeter, voltmeter, thermometer, psychrometer and others. measuring instruments that need to be explored by now.
• Didactic testsare a relatively new method of testing learning outcomes. A didactic test (achievement test) is a set of standardized tasks for a specific material (or subject), which establishes the degree of mastering it by the student. The advantage of tests is their objectivity, i.e. independence of checking and evaluating knowledge from the teacher.

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

Means of control

Currently, such tools are being created and distributed that do not require much time to prepare, conduct and process the results. Among them, machine and non-machine means of verification are distinguished:

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

Checking homework– the role of homework is practically depreciated if they are not checked. Teachers practice different forms of accounting. This is an oral questioning at the blackboard or from a place to homework, and a short written work, but, first of all, this is a direct check of the assignment in notebooks - frontal when going around the group at the beginning of the lesson and more thorough, selective after school hours.

Self-examination according to the model is applied in the first lesson after the explanation of the new material. A sample homework solution is written on the board in advance. Students consider the sample solution and comment on it orally, everyone's notebooks are closed. Then the guys open their notebooks and check their work according to the model, highlighting the mistakes.

Peer review with a sample is used in the next lesson. In this case, students check their neighbor's homework, also according to the model. As in the first case, the teacher finally checks the notebooks.

• Machine checks. To control the knowledge of students use a personal computer.Options created using computer programs are checked much faster, since the computer can provide answers to each task. Computer model tasks are convenient for practicing the necessary skills with lagging students (the teacher does not have to spend time selecting tasks of the same type to develop certain skills).

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

Only the correct and pedagogically expedient combination of all types, forms and methods of control contributes to improving the quality of the educational process.

Requirements for the organization of knowledge control

To organize an objective control of students' knowledge, it is necessary to strictly comply with certain requirements. Requirements should be as follows:

• uniqueness, i.e. the goal of education should be clearly understood by all;
• diagnostics, i.e. it should be possible to check whether the goal has been achieved;
• content, i.e. the goal should reflect what the student received in the learning process.

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

• individual control,requiring control over the work of each student, over his personal educational work, which does not allow the substitution of the results of the teaching of each student by the results of the work of the team (group or class), and vice versa;
• systematic,the regularity of control at all stages of the learning process, its combination with other aspects of the educational activities of students;
• variety of formswhich ensures the fulfillment of the teaching, developing and educating functions of control, increasing the interest of students in its implementation and results;
• comprehensiveness, consisting in the fact that control should cover all sections of the curriculum, ensure the testing of theoretical knowledge, intellectual and practical skills and abilities of students;
• objectivity of control,excluding deliberate, subjective and erroneous value judgments and conclusions of the teacher, based on insufficient study of schoolchildren or a biased attitude towards some of them;
• differentiated approachwhich takes into account the specific features of each academic subject, its individual sections, as well as the individual qualities of students, requiring, in accordance with this, the use of various methods and pedagogical tact;
• unity of teachers' demands,supervising the work of students in this class.

The main thing in the organization of control is to ensure its organic entry into all areas of the learning process, i.e. giving control character. Only in this case will the communicative-educational possibilities inherent in control be realized.

This implies the following requirements, which should be strictly followed during the control:

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

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

• the requirement for an objective assessment of knowledge by trainees of subject content;
• the requirement of a pedagogically expedient organization and direction of mental actions of trainees.

Monitoring the knowledge and skills of students is one of the essential points in the organization of the lesson. The content of the work essentially depends on how it is organized, what it is aimed at. The work of the student is largely determined by what requirements the teacher imposes on him during the control. Therefore, the achievement by all students of the mandatory results defined by the standard is impossible without their reflection in the control system. It is important to provide for the verification of each student's achievement of the required level of training, as well as the timely identification of possible gaps. Therefore, among the requirements for control, two are especially important for us: the universality of control and its purposefulness.

Focusing on the fundamental didactic possibilities of knowledge control, we will consider the requirements that systems of standardized control procedures must meet in order to be able to solve the following tasks with their help:

a) objectively assess the knowledge of the subject content by the trainees;

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

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

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

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

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

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

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

Analysis of the content and results of research by P. A. Shevarev and O. K. Tikhomirov, aimed at identifying the main components of the psychological structure of actions, showing them appropriate sequences, substantiation of the significance in thought processes of the "operational meaning of acquired knowledge" gives the basis for the formation of some initial provisions that the systems of control tasks must satisfy, creating the prerequisites for the implementation of a predictive model of mental actions controlled. In the system of control tasks, each control operation must be the product of one of the possible mental actions that arise when resolving the control situation. Of all the possible mental actions in the development of control operations, only those that at this stage of training have the greatest pedagogical significance should be envisaged. When compiling a system of control tasks, it should be borne in mind that the performance of control operations can only be the result of correct inferences, and student errors can only be due to erroneous conclusions.

Chapter 2

The development of an assessment system of education The concept of assessment, marks, assessment Functions and types of assessment Comparison of the traditional assessment system with modern approaches to assessing student learning achievements

Development of an assessment system of education

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

After 1917 in Russia, the idea of ​​learning without marks was further developed. It corresponded to the concept of the Soviet labor school, in which educational activity was conceived on the basis of the interest of students, focused on the free, creative nature of the lesson, which formed independence and initiative. The old methods of disciplining students with grades were deemed unsuitable. In 1918, marks in points, all types of examinations and individual testing of students in the classroom were canceled. Frontal oral verification and written work of a test character were allowed only as a last resort. Recommended periodic conversations with students on the topic covered, oral and written reports, student reports on books read, keeping work diaries and books in which all types of students' work were recorded. For the accounting teamwork schoolchildren used cards, circular notebooks, group diaries. The generalization of the acquired knowledge was carried out through a final conversation with students, reporting conferences. Transfer from class to class and the issuance of certificates were made on the basis of feedback from the pedagogical council. However, the teacher did not have time to systematically record the characteristics of students' knowledge, so his written conclusions were often too general, stereotyped. The absence of a certain system of assessments had a negative impact on the entire educational process.

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

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

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

The concept of evaluation, marks

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

Diagnosis and correction of knowledge and skills of students;

Accounting for the effectiveness of a separate stage of the learning process;

Determination of the final learning outcomes at different levels.

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

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

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

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

So, assessment is the definition and expression in conventional signs-points, as well as in the teacher's evaluative judgments, of the degree of students' assimilation of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline.

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

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

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

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

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

mark - this is a digital expression of students' knowledge, fixing the level of their learning, expressed in points. The grade is derived from the grade.

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

Unlike other assessment methods, students' marks are recorded in school documentation - class journals, exam protocols, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates.

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

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

Evaluation is always directed "inside" the student's personality, and the mark is turned outward, into society. The assessment is emotional, the mark is emphatically formalized.

The assessment must meet the following requirements:

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

Functions and types of evaluation

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

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

Meaningful assessment is the process of correlating the progress or result of an activity with the intended benchmark to: a) establish the level and quality of the student's progress in learning and b) identify and accept tasks for further progress. Such an assessment simultaneously becomes stimulating for the student, because. strengthens, strengthens, concretizes the motives of his educational and cognitive activity, fills him with faith in his own strength and hope for success. Meaningful assessment is external when it is carried out by a teacher or another student, and internal when it is given by the student himself. Evaluation and control operations are carried out on the basis of the standard. The standard is an example of the process of educational and cognitive activity, its steps and results. Set and formed first from the outside, the standards are further defined in the form of knowledge, experience, skills, thus becoming the basis of internal assessment. The standard must have clarity, reality, accuracy and completeness.

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

1. Tutorial:

• makes it possible to determine how successfully the educational material is mastered, a practical skill is formed;

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

1. Educational:

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

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

3. Orienting:

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

4. Stimulant:

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

5. Diagnostic:

• fixes like general level readiness and dynamics of the student's success in various areas of cognitive activity;
• involves continuoustracking the quality of students' knowledge, measuring the level of knowledge at various stages of education;
• allows you to identify the reasons for the deviation from the set goals and objectives.

Comparison of the traditional assessment system with modern approaches to the assessment of student learning

In the last 10-15 years in Western pedagogy, there has been a process of radical rethinking of the traditional system of assessing student learning achievements. Among the new approaches to this problem, the following types of assessments can be distinguished:

Based on the learning outcomes;

Based on learning standards;

Built on the concept of competence;

Based on the level of performance.

The main difference between the above approaches lies in the orientation of the assessment system either on the product of educational activity or on the assessment process, although all of them are organic links of the same educational chain "standard - competence - performance skills - result". The artificial division of these approaches and their disparate consideration sin with the same "vices" as the traditional system: the discreteness of the evaluation process, the fragmentation and partiality of the evaluated qualities, the rigidity and quantitative orientation of the evaluation, understanding it as a subject-object interaction, the artificiality of the conditions in which it carried out, etc.

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

Discreteness - continuity;

Fragmentation - consistency;

Singularity - multiplicity;

Quantity - quality;

Rigidity - flexibility;

Artificiality - naturalness;

Assessment - self-assessment.

We will reveal the content of each of the projections separately.

Discreteness - continuity.In the traditional assessment system, learning is viewed as a discrete process: it is completed and fixed at the final assessment stage. The main idea of ​​the new approach is that learning is recognized as a continuous process and it is proposed to move from the traditional understanding of evaluation as a measurement of the final result to the evaluation of the process of movement towards the result. Then the student's right to make a mistake becomes apparent, which, when corrected, is considered progress in learning (sometimes more significant than just infallible knowledge).

Fragmentation - systemic.Traditional assessment, as a rule, is aimed at determining the level of mastery of subject knowledge and skills: it is, as it were, tied to a particular topic within a separate subject. Most of this knowledge is fragmentary and highly specialized. Correspondingly, the traditional assessment toolkit mainly reflects "artificial" methods for solving text problems from textbooks (as, for example, methods for identically transforming algebraic expressions in a mathematics course). A new approach to assessment involves measuring the formation of systemic interdisciplinary knowledge and generalized skills. Evaluation becomes multidimensional and interdisciplinary, aimed at measuring not "book", but life knowledge. Its toolkit is developed based on the requirements of the practical and applied orientation of knowledge and skills, the need for their application in real life situations.

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

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

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

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

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

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

Traditional grading system

A new vision for the assessment system

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

1. Evaluation as a process of subject-subject cooperation 2. The process of moving towards the result is evaluated 3. Evaluation is carried out continuously 4. The result of assessment is a quantitative and qualitative multidimensional characteristic of educational achievements 5. Assessment - systemic and interdisciplinary 6. The breadth and depth of applied (life) knowledge and skills are assessed 7. The teacher acts as an advocate and consultant 8. The interaction between the teacher and the student is not interrupted, moreover, it is encouraged in the assessment process. 9. Self-assessment and mutual assessment of students are strongly encouraged 10. The main focus is shifting to a flexible combination of assessment and self-assessment 11. Evaluation is flexibly structured and is an open system 12. Focuses on what the student knows and can do 13. The individual unique characteristics of the student are assessed, regardless of the achievements of other students 14. Various types of intelligence are evaluated, its multiplicity 15. Assessment involves the use of a variety of tools (learning portfolios) 16. When assessing, the use of "open" tasks with possible options answers 17. The efforts made to achieve the learning outcome are taken into account 18. Along with the individual, group, team assessment is encouraged. 19. The Essence of Evaluation is Mistake Prevention and Learning from Mistakes 20. Assessment is conducted in a natural environment for students to help relieve stress and tension 21. Part of the threads of control passes to the student, transforming into self-control and self-esteem 22. The student independently and consciously identifies his gaps and, together with the teacher, works to eliminate them 23. Flexibility of time frames in the process of continuous learning 24. The quality of the assessment requires the flexibility of organizational structures (forms of training, schedules, layout of study groups, schedule of intermediate and final works ...) 25. The importance of qualitative information (emotional factor, initiative, attitude to the subject ...) in assessing 26. Sustainable mutual influence: continuous learning - continuous assessment 27. Encouraged to go beyond the curriculum and standards 28. Objective self-assessment - an indicator of knowledge 29. The value of not only clean drafts, but also drafts as a working version 30. Emphasis on student development as a continuous process of self-education 31. Estimation as a resultant of functions of several variables

CONCLUSION.

The control of students' knowledge is one of the main elements of education quality assessment. Teachers monitor the learning activities of students on a daily basis through oral surveys in the classroom and by evaluating written work.

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

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, there has been a more cautious approach to the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will discuss later.

In order to be used for any purpose, assessment results must have three qualities: they must be "valid" (clearly consistent with the teaching programs), rigidly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner) , "available" (i.e., time, scientific forces and means for their development and implementation should be available to this state). Antropova M.V. Pedagogy: Textbook. - M.: Enlightenment, 2008. - 16 p.

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