Monitoring the quality of education in additional education for children
Methodist,
additional education teacher
MOU DO DEC "Rodnik"
Yaroslavl
In the Federal Law “On Education in the Russian Federation” dated December 29. 2012 states that “The quality of education is a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, in including the degree to which the planned results of the educational program are achieved” (Chapter 1, Article 2, paragraph 29).
Thus, the quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an educational institution: the content of education, forms and methods of teaching, material and technical base, personnel, etc. Moreover, the educational result will be of high quality if it meets the expectations of customers and the goals set. . In addition, the content, forms of organizing activities, and necessary conditions must be selected adequately for the goals.
The components of the quality of education can also include: its accessibility, the presence of a certain set of educational programs, the degree of approximation of the practice-oriented part of the content of the programs to the requirements of potential customers, individualization of education, the use of modern teaching technologies, highly qualified teachers, involvement of each employee of the institution in the quality assurance process ; the presence of a system of motivation and encouragement for the professional development of subjects of educational activities (self-study, advanced training, etc.), turning the problem of quality assurance into a task for the entire educational institution.
In this regard, great importance is attached to monitoring in the educational activities of the institution. Considering the lack of educational standards in additional education, and, as a consequence, the lack of standard diagnostic methods and the competence of teachers in their use, the presence of a certain system of monitoring activities in UDOD becomes relevant.
Quality monitoring in UDL education is multi-level, so it must be considered from three main positions, i.e. from the position of the institution, the educational process and students.
On institution level
Material support;
Information Support;
Professional level of teachers;
On level of educational process assessment of the quality of education is a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance ... with federal state requirements and the needs of an individual ... in whose interests educational activities are carried out, including the degree to which the planned results of the educational program are achieved (from the Federal Law “On Education in RF").
The main quality indicators at this level include:
Compliance of the goals and results of the educational process with modern social requirements;
Compliance of the conditions of educational activities with the requirements of preserving the health of students and ensuring psychological comfort.
On student level Assessing the quality of education means the quality of training, education and development, including the following aspects: psychological-pedagogical, technological, environmental, health-preserving, theoretical and practical training in the subject, general educational (meta-subject) skills.
Thus, monitoring the quality of education in preschool educational institutions will consist of monitoring the quality of education of the institution, the educational process and the educational results of students in the institution.
The general goals of monitoring the quality of education include:
1. Determination of the state and effectiveness of the educational process in the institution, its compliance with the needs and expectations of society in the development and formation of civil, everyday, and professional competencies of the individual.
2. Determining whether the conditions of the institution meet the requirements that allow the educational process to be implemented at a high quality level.
Quality criteria serve as a tool for measuring the quality of achievements of the educational results of an institution. The criteria are presented as a set of calculated indicators, which can be adjusted if necessary.
Let's consider possible criteria and indicators of the quality of education in an institution of additional education for children.
So, at the institution level The components of assessing the quality of education in UDL include:
1. Logistics:
Classrooms, laboratories with a fume hood and their compliance with SanPiNam;
Blackboards, tables, chairs, cabinets, shelving, laboratory equipment;
Computers, printers, scanners, multimedia projector, TV;
Organizational support, social partners: cooperation with secondary schools, gymnasiums, centers of additional education, libraries, museums, planetarium, zoo, dolphinarium, equestrian school, botanical garden, greenhouse of the Yaroslavl State Pedagogical University;
Regulations on intermediate and final certification;
Regulations on monitoring educational results.
2. Information Support:
Legal acts, orders regulating educational activities;
Materials from non-periodical publications: encyclopedias, dictionaries, reference books, etc.;
Materials of periodicals: newspapers, magazines, collections, bulletins;
Audiovisual materials: audio materials, video materials, photographic materials;
Internet sources.
3. Professional level of teachers:
Compliance of the level of theoretical and practical training with the requirements of the professional standard of a preschool teacher;
Quality of program materials;
Quality of training sessions;
Participation in MO and PMS (participant, speaker, organizer);
Availability of awards and awards.
4. Motivation for professional and innovative activities:
Participation in scientific and practical conferences at various levels;
Publications by teachers;
Self-education of teachers;
Participation in projects of various levels.
At the level of the educational process the purpose of monitoring is to identify:
Compliance of the goals and results of the educational process with modern requirements;
Compliance of the content of DL with its goals and cognitive capabilities of students;
Compliance of the conditions of educational activities with the requirements of preserving the health of students and ensuring psychological comfort.
Monitoring indicators:
1. Modern requirements for the educational process for the implementation of additional general education general development programs:
The integrity and unity of its constituent elements, which have a certain connection with each other;
Freedom of choice for the child to acquire knowledge, methods of activity, value orientations aimed at satisfying the interests of the individual, his preferences, inclinations, abilities and those contributing to his self-realization and cultural (including social) adaptation;
Providing children with intellectual, psychological, pedagogical, educational, developmental services based on free choice and self-determination;
Continuous, variable, multi-level, exceeding the basic component of education, implemented by the individual in his free time and designed to provide the child with additional opportunities for spiritual, intellectual and physical development, satisfying his creative and educational needs;
The presence of a special educational space where many relationships are objectively defined, where not only special educational cognitive games are carried out and the experience of performing skills, creativity and emotional-value relations of students is mastered, but also the opportunities for life self-determination of children and adolescents are expanded;
The presence of a system of search, variable education, testing other, non-general ways out of various uncertain situations in culture and providing individuals with a range of opportunities to choose their destiny, stimulating the processes of personal self-development aimed at:
· satisfying the educational needs of children determined by a certain situation and the needs that are significant for them in assessing their achievements;
· creating conditions for using free time for positive purposes for personal development, adding new achievements to existing ones;
· fulfilling children’s orders and filling their existing deficits of information, knowledge, resources, etc.) by filling their lives with new opportunities;
· resolving contradictions and expanding children’s ideas about themselves and the world around them;
· optimization of the process of obtaining and productive use of new (additional) information;
· parallel development of various educational materials, training courses, educational programs.
2. Modern requirements for the content of additional general education general development programs:
Accessible, scientific, logical, focused on the “zone of proximal development”, on the development of cognitive interest, differentiated and individualized, integrated with other areas of knowledge.
3. Requirements for maintaining health and psychological comfort
- compliance of educational activities with SanPiNam, including the prevention of emotional burnout of teachers;
Trust and high demands of group members towards each other;
friendly and business-like criticism;
free expression of one’s own opinion when discussing issues affecting the entire team;
lack of pressure of subjects on each other;
Sufficient awareness of team members about its tasks and the state of affairs in their implementation;
satisfaction with belonging to the teaching staff;
a high degree of emotional involvement and mutual assistance in situations that cause a state of frustration (deception, frustration, destruction of plans) in any of the team members;
the assumption of responsibility for the state of affairs in the teaching staff by each of its members, etc.
On level of educational results of students purpose of monitoring identification:
Compliance of the level of educational results obtained with the predicted results of additional general education general development programs;
Compliance of the obtained educational result with the needs and expectations of students and parents;
The degree to which the expectations of various participants in the educational process are met.
By assessing the quality of educational results of students we mean the quality of training, education and development, including the following aspects: psychological-pedagogical, technological, environmental, health-preserving, theoretical and practical training in the subject, general educational (meta-subject) skills and abilities.
Indicators of the psychological and pedagogical aspect:
Development of general cognitive abilities (memory, attention, speech, imagination);
Development of the emotional-volitional sphere (patience, will, self-control);
Development of a child's cognitive interest.
Indicators of the technological aspect:
Development of special abilities in the subject;
Development of creative abilities.
Environmental indicators:
Participation in environmental events, competitions related to environmental issues, quizzes, projects, and Olympiads.
Indicators of the health-saving aspect:
Positive attitude towards your health;
Compliance with the requirements set by the teacher;
Correct posture while performing tasks;
Presence - absence of fatigue, aggression, anxiety.
Indicators of theoretical training in the subject:
Theoretical knowledge on the subject;
Knowledge of special terminology.
Practical training indicators:
Practical skills in the subject;
Possession of special equipment.
Indicators of meta-subject skills and abilities:
The ability to listen and hear the teacher and each other;
Ability to organize your workplace;
Compliance with safety rules during work;
Ability to complete tasks independently and accurately.
The degree to which the expectations of various educational participants are met process:
Desire to attend classes, overall satisfaction with the learning process and outcome;
Cognitive activity and initiative;
A feeling of security, stability, a positive attitude towards what is happening;
The desire for joint useful activities.
Social sustainability indicators:
Prestige among parents and the public;
Availability of presentable results of children’s activities;
Formation of environmental consciousness among students.
In conclusion, I would like to say that properly organized and timely monitoring, in particular diagnostic work, will make it possible to control the educational process, competently formulate the pedagogical goals of the task, correlate them with the content, methods and techniques of pedagogical activity with the requirements of society and the state; in a word, without monitoring activities (pedagogical diagnostics) it is impossible to organize a purposeful, well-founded process of teaching, upbringing and development of the student’s personality in the light of modern requirements for the quality of education in institutions of additional education for children.
References:
1. The concept of long-term socio-economic development of the Russian Federation for the period until 2020.
2. Decree of the President of the Russian Federation of May 7, 2012 N 599
“On measures to implement state policy in the field of education and science”, Federal Law of 01.01.2001 N 273-FZ “On Education in the Russian Federation”.
3. Order of the Ministry of Education and Science of the Russian Federation
dated August 29, 2013 No. 000.
4. State program of the Russian Federation
"Development of Education" for 2013 - 2020
(approved by Decree of the Government of the Russian Federation dated April 15, 2014 N 295),
5. « Concept for the development of additional education for children until 2020.”
The concept of “monitoring” came into practice from ecology, biology, sociology and other areas of scientific research. Recently, great importance has been paid to monitoring in teaching activities and management of educational institutions. Monitoring the performance of educational institutions has become necessary due to special requirements for the quality of education.
Summarizing the different meanings, we can say that monitoring - This:
- 1) system surveillance for the purpose of monitoring, assessing, and forecasting the quality of education;
- 2) system for collecting, analyzing, processing, storing, presenting information; information base management, system for constructing information flows in an educational institution;
- 3) independent examination state of the educational process;
- 4) identification and evaluation system intermediate results and factors influencing them;
- 5) grade compliance of actual results with the stated goals and educational needs of the population;
- 6) measurement changes in internal and external elements of the system of activity of an educational institution;
- 7) system of criteria, indicators and tracking technologies state and development of the educational process;
- 8) control function, providing feedback for making management decisions on regulation and correction of the educational process.
When organizing monitoring activities in the education system, it is important to distinguish between the concepts of “studying a pedagogical phenomenon” and “monitoring its effectiveness”, “evaluation”. The study of a pedagogical phenomenon occurs in the process of diagnosing it, taking the necessary indicators, and collecting information necessary for further analysis. Monitoring the effectiveness of a pedagogical phenomenon occurs in the process of analyzing diagnostic results and the dynamics of indicators.
When organizing monitoring activities, it is necessary to determine the object and subject of monitoring. Object monitoring in accordance with modern requirements for the education of children can be, for example: a requirement of a state standard, the purpose of an activity, the results of training (knowledge, abilities and skills), education (the level of sociality, morality of the child), the development of children (the level of development of the essential spheres of the child’s personality) , results of the implementation of social and pedagogical functions (level of health improvement, social protection, adaptation, correction of children, etc.). Subject monitoring then may be compliance of results with standards or performance goals; compliance of student achievements with normative results; the quality of the institution’s staff, the satisfaction of the subjects of its activities with its results, and others.
We identify the following levels of monitoring items. Subject of monitoring at the child level There may be changes in the child’s personality - changes in the level of his knowledge, abilities, skills, character traits, behavior, motives, emotions, volitional aspirations, self-regulation and others. Subject of monitoring at the teacher level There may be changes in the professional position of the teacher - changes in the level of building relationships with children in the educational process, achieving professional goals, personal growth, etc. Considering the level results of the institution's activities in general, it can be determined features of the object and subject of monitoring. They will be determined by the purpose of the institution and the content of the main ways to achieve this goal. Therefore, when organizing monitoring activities in an educational institution, it is important to remember that the implementation of goals expressed in the results of activities is the main object of monitoring. The manager’s task is to monitor the implementation of the goals of the institution’s activities and the impact of the state of all components of the activity system on achieving the result.
The basic unit of the modern education system is not a class or an educational association, but the entire educational institution. It is around the educational team, the integration of joint efforts, that education should be built. The achievement of the required result depends on the contribution of all elements of the institution’s activity system. Therefore, organizing monitoring at the level of the entire institution is of particular importance.
The purpose of organizing monitoring of the development of an institution - studying changes in the effectiveness of an institution’s activities based on changes in the quantitative and qualitative characteristics of the institution’s activity system and its individual components.
Within the framework of our proposed integrative-variative approach to management, management efficiency can be considered at three levels:
- 1 - target level: to what extent the creation of a development monitoring system will improve the compliance of the content of the activities of an educational institution with the requirements for the type and type.
- 2 - socio-pedagogical level: to what extent the creation of a monitoring system will improve the organization of interaction in the teaching staff of the institution, unite it, ensure the improvement of teaching activities and the incentive system for employees.
- 3 - subjective operational level: to what extent the creation of a monitoring system will improve the efficiency of planning, management, coordination of activities, organization of management control and analysis of its activities.
Management monitoring tasks may be the following: correctly assess the extent, direction and reasons for deviation from the intended goal of the activity; warn about troubles, dangers for the effective functioning of the system; have information to make management decisions.
In addition, the organization of monitoring in management activities allows us to solve a number of problems: improve the management information support system; use the information received in making specific management decisions; increase the role of analysis in management activities; create an effective system of conditions for realizing the purpose of UDOS.
Our study of the experience of managing the UDOD indicates a number of problems And difficulties, which arise when organizing monitoring activities. First of all, it must be said about problems of quality and standardization of additional education. We have already said that it hardly makes sense to set a standard for the results of additional education for children. The variety of directions, levels, and aspects of additional educational programs also implies a variety of results that cannot be described by uniform requirements. The difficulty of monitoring in this case is associated with the lack of development of a benchmark indicator, the main measure of each of the diverse results of additional education for children.
Secondly, we can talk about insufficient development of content activities of UDOD. The term “additional education” itself is not specifically defined; it has different interpretations and different attitudes towards it both among science and among practitioners. What is complemented to what and to what extent? In addition, at present, in the system of additional education, much attention is paid to improving the quality of educational activities, ensuring the implementation of the goals of training, education and development of children. The implementation of the goals of socio-pedagogical activities so far occurs only in isolated cases. Therefore, today it is necessary to talk about the special role of management in the understanding of this activity by teachers and ensuring its content.
Thirdly, the system of additional education for children insufficiently provided with professional personnel. The implementation of complex educational goals requires professional teaching experience and knowledge. Therefore, UDOD today requires professional teachers who have special pedagogical training in higher or secondary specialized educational institutions: additional education teachers, organizational teachers, social educators, educational psychologists, and methodologists. Since domestic pedagogical educational institutions are not yet sufficiently preparing personnel for the system of additional education for children, advanced institutions use effective team teaching methods that allow employees to keep up with rapidly developing technologies and a growing volume of knowledge.
Fourthly, we can talk about difficulties of practical implementation monitoring process. A certain resistance to management is exerted by the person himself as the subject of the activities of the UDOD. The versatility of interests, individual character traits, capabilities and abilities of children, parents, teachers, as well as the capabilities of the educational system can both promote and hinder the practical implementation of ideas for monitoring performance results. Moreover, today the mechanism for tracking the results of children’s additional education is quite undeveloped and little practically implemented. The problem of criteria and indicators, technologies for tracking results is still acute not only in the system of additional education for children, but also in the education system as a whole.
And finally, a particular difficulty in organizing monitoring activities in UDOD is working with goals and results, which is due to the following reasons:
- Many results of children’s additional education are difficult to determine; to record them, special measurements, descriptions, characteristics, and parameters are needed, for example, for such a result as the moral development of a child’s personality. How to evaluate and measure morality? In each type of creative activity, certain aspects of this complex personality quality can develop, and therefore, its measurement will be limited by the capabilities of the activities that the child is engaged in in early childhood education;
- Additional education of children in itself should be a complex result that integrates the results of training, education and development of the child. How can this integrated result be represented in the form of its components? In modern practice, teachers more or less competently describe the result of learning in the profile of their activities. The situation is worse with the presentation of the results of education and development, moreover, with the description of the integrated result;
- many results of children’s additional education are delayed in time and therefore cannot be recorded during educational activities;
- Often educational activities cannot be assessed as positive or negative for the child. It can have different meanings for different children. For example, sports performance may have different consequences for children with different levels of health;
- many results depend on a huge number of factors, including random ones. In some cases, it is impossible to determine who influenced the child’s upbringing or development more - an additional education teacher, family, friends or other factors.
In order to reduce difficulties in working with UDAP results, it is necessary to fulfill a number of requirements:
- carefully approach the formulation of activity goals. They must be real, achievable, diagnostic, measurable, and clearly define the expected results;
- the selection of content, forms, methods, methods, techniques for organizing educational activities should occur strictly in accordance with the goals or expected results;
- take into account that the results of children’s additional education are influenced by all components of the institution’s activity system. Therefore, in achieving a result, it is also important how it will be ensured, who can help in achieving it, and how it will fit into the overall activities of the institution.
We can name a number of other problems in organizing monitoring activities in UDOD. However, the biggest problem is precisely working with the goals and results of UDOS, the solution to which we will consider further.
Target is not just a central concept in pedagogy, but the central object of tracking. Therefore, special requirements are placed on goal formulation. According to M. M. Potashnik, The goal of education is an extremely specific, qualitatively and, where possible, quantitatively characterized image of the desired result that a child or an educational institution can achieve by a strictly defined point in time. The goal and the result must be characterized, described and measured in the same units, or parameters. Let's look again at the opinion M. M. Potashnik and other scientists that goals should be predicted in the zone of potential development of the student. We are talking about the highest possible optimal results for a particular student, the achievement of which can be built in a real process and tracked at any time. This approach is especially important for the system of additional education for children, where the goals and results of creative activity are often set declaratively on an idealized or emotional level, in a descriptive form. For example, you can often find goal statements such as “formation of a spiritual personality,” “moral education of children,” “development of creative abilities,” and so on. What do these goals imply? What aspects of morality, spirituality, and creativity are the organizers of the educational process going to form or develop?
Such problems arise because goals of additional education most often worn integrative-variative nature, since they combine training, upbringing, development of children, solving their social problems and, possibly, other components in a variety of options. When setting a goal integratively, it must be broken down into simpler components. For example, to implement the moral education of children, it is possible to determine what a child should know about morality, what moral behavior to master, what moral qualities of an individual to develop, etc. Each type of activity has its own opportunities for realizing integrative goals as expected results of activity. That is why today it is important to rely on operationally defined results, focused on the educational process and achieved during the implementation of this process.
Thus, in order to implement goals could be tracked must meet such requirements as reality, achievability, measurability, diagnosticity and others. The goal statement should specify the level of result that will be monitored. Moreover, when formulating a goal, there should always be a clear and understandable mechanism that allows you to check the compliance of the result with the goal. When finding a correspondence between the goal and the result, you can go from the opposite and consider the desired results as the goals of the activity.
Analysis of the experience of organizing monitoring in UDOD allowed us to identify the main stages of its implementation, presented in the appendix of the manual. At the same time, at each stage, special methods, methods, and management technologies must be used that will allow obtaining the results of organizing monitoring activities in the conditions of UPSC as a special type of institution in the education system.
There is no doubt that a sufficient amount of information is needed to conduct monitoring activities. At the same time, it is important to understand exactly what information and in what volume needs to be collected. Therefore, further we will show how you can create in UDOD information bank.
According to O. E. Lebedeva, The information base of strategic decisions in the field of education should contain three types of information: information about what should be, information about what is (real), information about what is possible. The peculiarities of the activities of institutions of additional education for children determine the following content of the information base. Due is determined by the existing regulatory framework of the system of additional education for children, the requirements that the state, the social environment, and the system itself impose on the system. It is expressed in the social order for activities, for pedagogical purposes, which set the standard for the implementation of additional educational programs, and management goals, which determine the desired state of activity, adequate to the social order, pedagogical goals, and compliance with the requirements for the system of additional education for children. Real characterized by the actual state of activity, which is expressed in a certain level of achievement and existing problems. Information about possible includes two components: prognostic information related to the capabilities of a given educational institution, and information that expands the field of choice and relates to other educational institutions or educational institutions in general.
Gathering information about what should and what is possible does not present much of a problem. To do this, it is necessary to constantly study regulatory documents and the experience of additional education institutions for children. The most difficult and most important thing is to organize the collection of information about the real state of the activities of the UDOD. At creation of a data bank about in the real state of the institution, at least two conditions must be met: maintaining the systematic nature of the institution’s activities, that is, collecting information about the real state of each of the components of the system and their relationships; completeness of the database of indicators of the real state: taking into account all quantitative, qualitative indicators and indicators characterizing the compliance of activities with standards or declared programs.
The structure of the UDOD information bank we propose (Table 9) takes into account all components of the institution’s activity system, their quantitative and qualitative indicators.
Structure of the UDOD information bank
Table 9
|
Name information |
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UPOD documents |
Basic regulatory documents and local acts of activity |
|
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History of UPOD |
Chronicle of the main events of UDOS from the moment of opening to the present time |
|
|
Structure of UDOD |
|
|
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External environment of UDOD |
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|
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Goals, values, principles, priorities of UDOD activities |
|
|
|
The state of the educational process of UDOD |
Information about subjects educational process of UDOD: Children- summary data on the dynamics of the student population. Parents- information about goals, objectives, directions, forms of work with parents. Teachers- summary data on the teaching staff of UDOD (the dynamics of the development of its personnel, the dynamics of the staffing table, information on the certification of teaching staff).
|
|
Name information |
Main content of information |
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||
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State of the system for supporting the activities of UDOD |
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|
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State of the UDOD activity management system |
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|
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Results of activities of UDOD at the level of children and teachers |
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|
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General analytical conclusions |
Information about general conclusions about the effectiveness of the functioning and development of UDOD, which were made in the process of analyzing general information at different times |
As can be seen from the proposed table, when organizing the collection of information, all components of the UDOD activity system are taken into account.
In addition, each section of the bank’s structure may contain information on quantitative and qualitative indicators. A description of the content and technology for creating the UDOD information bank is presented in the appendix.
The development of the problem of information support for monitoring activities will be incomplete without considering such aspects as the creation of information flows in the institution, the features of the dissemination and use of information.
Information flows characterize the movement of information according to the following indicators: from whom information moves to whom, what information needs to move around the institution, what form of information is needed, which specialists need to be involved in creating an information bank.
Features of information dissemination must consider who can use this information and why. It is also important to decide where to place the information. Levels of Information Use may depend on the conditions for storing information, its systematization, the conditions for analyzing information in accordance with certain goals and preparing an analytical report, the need to make operational decisions on private issues, preparing and making strategic decisions.
Form for maintaining and processing the information bank- computer and folder options. Each section of the bank must contain analytical conclusions. It would be good if quantitative and qualitative indicators were presented in the form of diagrams, tables, and graphs.
Analysis of the information base of the activities of the UDOD gives us a fairly large set of indicators, some of which are difficult to measure. Therefore, sometimes, to facilitate the monitoring process, they use indicators of the performance of the UDOD.
According to the definition of the sociological dictionary, an indicator is an observable and measurable characteristic of the object being studied. It should sufficiently fully characterize changes in the object being studied. For example, the simplest and most characteristic indicator of the activity of a school is often considered to be the number of children's coats in the institution's wardrobe. This indicator characterizes such indicators as the safety of the contingent, the demand for services offered by the institution, the status and income of families, and others. When searching for indicators, you may encounter at least two problems: the problem of identifying the basis for identifying indicators and the problem of indicator bias.
According to the “law of indicator displacement,” if there is an indicator that is significant for the subjects and known to them, then it experiences unconscious or conscious influence on the part of the subjects and begins to shift. Bias threatens the validity of informative measures if they are known to subjects and used long enough to produce meaningful ratings.
Thus, in some cases, an attempt to evaluate the activities of preschool educational institutions based on volumetric indicators, for example, the number of children involved in them, leads to the fact that managers deliberately do not take into account the fact that some children study in 2 or more groups. This leads to the fact that the total number of pupils turns out to be much larger than the real picture.
Thus, the use of indicators in an educational institution should not allow them to be biased. An analysis of the practice of organizing monitoring activities, carried out as part of advanced training courses for the heads of the Russian UDOD, allowed us to identify several reasons for searching for indicators; the list of them proposed by us is clearly incomplete and can be modified by each UDOD, taking into account the specifics of its activities. In addition, the indicator must have integrative characteristics, providing tracking of several results at once and according to several indicators.
First base - by subjects of activity of UDOD. Then the system of indicators may have, for example, the following form (Table 10).
Table 10
Performance indicators by subjects of UDOD activity
|
Indicator |
Indicators |
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Children |
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Safety of the contingent, the number of pupils of the preschool educational institution in the second, third and subsequent years of study |
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Availability of children's self-government bodies in educational associations of UPSC |
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The number of children’s achievements in the form of victories at shows, competitions, bets, festivals and T.D. |
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Indicator |
Indicators |
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Number of graduates who connected their profession with classes at UDOD |
|
|
|
Parents |
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Feedback from parents about the activities of a teacher, educational association or institution as a whole |
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Number of parents participating in the general activities of the educational association |
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Teachers |
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Stability of the teaching staff |
|
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Results of certification of teaching and management employees of UDOD |
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|
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The state of creative associations of teachers and participants in them |
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|
|
Number of achievements of preschool teachers |
|
|
Second base - on the achievements of the institution. The system of indicators then may have the following form (Table 11).
Table 11
Performance indicators for UPSC achievements
|
Indicator |
Indicators |
|
Demand for UDOD graduates in the labor market |
|
|
Number of social partners of UDOD |
|
|
Number of victories in shows and competitions of educational institutions |
|
Third base - on compliance of activities with regulatory indicators. The system of indicators then may have the following form (Table 12).
Table 12
Performance indicators for compliance with standard indicators
Whether this or that indicator will work depends on the purpose of the study, the formulation of the questions, the form of providing information, the criteria for its analysis, that is, on the specific tools. Understanding the importance of this problem, we will next consider features of technologies for monitoring the results of UDOD activities.
The monitoring information bank is formed in the process of studying the results of the activities of the UDOD. The basis for the research is monitoring technologies (tools). It hardly makes sense to consider monitoring technologies separately from analyzing its results. Conducting research on different outcomes requires the use of different technologies. The result at the child level can be monitored using pedagogical diagnostic methods, the result at the level of the teacher and the institution as a whole - using management system diagnostic methods.
Pedagogical diagnostics in monitoring activities, we define it as a system of pedagogical methods and means for studying the state of the educational process and its results, the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on the use of the parameters necessary for this. Diagnostics of control systems, in our opinion, it is a determination of the state of an object, subject, phenomenon or management process through the implementation of a set of research procedures, and it is also a research, search, cognitive process that is carried out in time and space.
We tried to find general And special in pedagogical diagnostics and diagnostics of control systems.
General is that we are talking about diagnostics used in the research process based on general scientific methodology. “Diagnosis” translated from Greek means “recognition”, “determination”. The essence of diagnosis determines its subject - what result of functioning and development interests us in accordance with the goals set, as well as under what conditions this diagnosis can be carried out, who should do what, and by what means and methods this process can be carried out. Diagnostics brings concreteness to the activities of the teacher and leader, aims them at solving priority problems, and orients them towards optimizing the educational process. It creates the basis for identifying deviations from a given goal, assessing the direction and causes of these deviations, and warning about dangers for the effective functioning and development of an educational institution. Therefore, both in pedagogical diagnostics and in the diagnostics of control systems they can be used general scientific research methods - observation, oral and written survey, experiment, testing, study of documents.
Special in pedagogical diagnostics and diagnostics of control systems, defines specific research methods:
- specific methods of pedagogical diagnostics in the system of additional education for children - a game, an exhibition, a competition, a competition, a creative report, a development folder, a book of creative achievements, etc.;
- specific methods for studying management systems - business games, methods of expert assessments, SWOT analysis, synectics, Brainstorming, Delphi, cross-expertise, nominal group, etc.
We consider UDOS as a system and understand that the results of different levels cannot exist independently of each other. Therefore, when choosing methods for diagnosing the results of activity, UDOD can be used integrative approach - unification, combination of different methods, aimed at identifying an integrated result, mutual influence of results at different levels, streamlining the results of UDOD activities.
The problem of classifying methods for monitoring the performance of educational institutions has not yet been considered in depth. Summarizing the approaches existing today (T. V. Ilyina, A. N. Mayorov and others), we can propose the following classification of methods for monitoring the results of UDOD activities:
- 1. By components (tasks) monitoring:
- methods of tracking and recording educational results (observation; note-taking; video recording; keeping report journals; diaries of pedagogical observation and self-observation; book of successes and achievements, bank of achievements, etc.);
- analytical and evaluation methods (lesson analysis; typological characteristics of the educational process; the actual method of analysis according to given or selected parameters; methods of pedagogical assessment and student self-assessment; testing; scaling, etc.);
- methods of generalizing results (methodological or practical generalization of experience, description of models of the effectiveness of educational processes, analytical report; forms of generalization include matrices, summary tables, graphic forms, systematized video fund and methodological fund).
- 2. According to the direction of monitoring: external monitoring (certification procedures, open classes; workshops, joint analysis of classes with teachers, etc.); internal monitoring (self-analysis; self-observation diary; collective analysis of the case; solving problem situations; mutual testing; grade books, etc.).
- 3. By the number of participating entities: group methods; collective methods; individual ways.
- 4. According to the external expression of the method: verbal methods (graphic, written, technical); creative and active methods (a game specially organized to observe and identify something; social testing; creating a problem situation; search and research methods for organizing the educational process).
Diagnostic methods used in monitoring activities of UDOD must meet the following requirements: be aimed at identifying the results of its activities; provide information about the quantitative and qualitative characteristics of the results being studied; have properties that enable repeated repetition at certain intervals.
When conducting monitoring, it is also important to determine frequency of diagnostic studies. This is necessary to identify the dynamics of the monitored performance results, as well as to promptly see a deviation from the intended goal or a danger to the functioning of the institution.
So, in our approach, the organization of monitoring activities in preschool education is considered at three levels - the level of children, teachers and the institution as a whole.
We recognize the difficulty of tracking the results of continuing education at the children's level. No one has yet managed to measure the level of spiritual development of an individual or the level of upbringing of a child. However, there are a large number of indicators that we know about and by which we can judge education, spirituality, and other qualities of a child’s personality development - level of knowledge, demeanor, range of interests and other indicators. In each type of activity there are opportunities for the development of individual personality traits, which will make a certain contribution to the formation of integrative quality. A teacher or manager can track what they actually did to achieve the expected result: how they formulated the goal, selected the content, forms and methods of its implementation, technologies for tracking the result.
The specifics of personality-oriented additional education require a variety of aspects, directions, and types of activities from the educational process. In this sense, it is important, firstly, complexity of the result as an organic combination of the results of the implementation of different functions, taking into account factors and conditions, goals, content and forms, the relationship of educational areas, and so on. The second important condition is variability of results that is, the development of its various options, differentiation in content and organization depending on the age, level of development, individual characteristics and interests of children.
Thus, it is possible to put forward certain requirements for the choice of technologies for tracking integrative educational results: consideration of the educational process as an integral system, the system-forming factor of which is the goal stated in the additional educational program; identification of aspects of the educational process and its results to be monitored; determination of quantitative and qualitative characteristics of the subject of monitoring. In addition, when tracking children's continuing education outcomes, a creative approach to the choice of tracking technologies is required. The important thing here is that the content of the methods should not be limited only to information about the knowledge, skills and abilities of children. We must not forget about the emotional, moral and effective-practical experience of participants in the educational process. In the practice of UDOD activities, there are traditional technologies for tracking results, which are often considered as forms of activity or forms of control. These include technologies such as exhibitions, tests, games, shows, competitions, creative books, creative reports and others. We would like to draw attention to the fact that these technologies become a tool for monitoring educational results when the teacher uses them repeatedly, records and analyzes the results according to a certain form and constant criteria that correspond to the specifics of the creative activity of the team. Recently, new technologies have emerged for tracking the results of children’s additional education, such as “portfolios”, medical diagnostic methods, business and role-playing games, observation, testing, etc.
One of the important aspects of the activities of UDOD is work with personnel, when monitoring the results of the development of UDOD is of particular importance at the teacher level. Analysis of teaching practice makes it possible to identify such results of activity as the professional growth of teachers, the degree of cooperation with colleagues and parents, recognition of the authority of the teacher in the institution, the creation by the teacher of an educational and methodological complex according to the profile of the activity, the stability and maturity of his children's team, and others. Technologies for tracking the results of UDOD activities at the teacher level may be: analysis of documentation, questioning and testing of teachers, business games and others.
Result at the level of the institution as a whole will consist of the results of the implementation of educational, socio-pedagogical, support and management functions of the activities of the UDOD. Here we mean the integration of results at the level of activities of children, teachers, structural units and services, and management personnel. Thus, when organizing monitoring of performance results at the institution level, it is advisable, on the one hand, to identify options for integrating the results of UDOD activities and, on the other, to develop options for integrating technologies for tracking these results. At the same time, it becomes important to find the basis for choosing options for integrating monitoring technologies. The leading basis is, of course, the goals of the activity. Monitoring indicators can also make this choice easier. When tracking the results of UDOD activities as a whole, both complex technologies and technologies aimed at studying individual aspects of activity can be used: document analysis, written and oral surveys, interviews, statistical methods, etc.
Thus, organizing monitoring of performance results is one of the most important conditions for effective management of the development of UDOS. Tracking the effectiveness of management is impossible without building a monitoring system, the competent implementation of which will make it possible to determine goals, criteria and indicators, technologies for tracking the diverse, integrative, variable results of the activities of the UDOD. In addition, the constant maintenance of an information bank and the identification of performance indicators will help streamline and simplify the labor-intensive process of studying the effectiveness of an institution’s development. Recently, mechanisms for self-assessment of development effectiveness, which are presented in the next paragraph, have begun to be used in the practice of UDOD activities.
- Quality management in education: practice-oriented monograph and methodological manual / ed. M. M. Potashnik. M.: Pedagogical Society of Russia, 2000.
- Monitoring of regional educational systems / edited by. ed. A. N. Mayorova. M.: Polygraph-service, 1999.
- Ilyina T.V. Monitoring of educational results in institutions of additional education for children (scientific and methodological aspect): in 2 parts. 2nd ed. Yaroslavl: Pioneer, 2002.
Experience in developing monitoring of the quality of education in TMUDO CDT “Yunost”. TMUDO CDT "Yunost" is a multidisciplinary institution of additional education and carries out educational activities in seven areas. This determines the priority directions of its activities related to solving a set of problems: ensuring the development of the system of additional education, updating its content; software and methodological support for additional education; increasing the professional and educational level of teaching staff involved in issues of additional education; development of educational and research activities of students; preservation and development of the system of mass events at the municipal district level.
Today, the social situation brings to the fore a person capable of acting universally, possessing a culture of life self-determination, that is, a person who can adapt to changing conditions, a socially competent person. In the process of developing such a personality, a significant role can be assigned to additional education, equipping the child not with the sum of knowledge of academic subjects, but with a holistic culture that gives freedom of self-determination. Such freedom of self-determination can only be ensured by good, high-quality additional education. That is why the issue of the quality of education and its effectiveness is of particular importance.
The most effective mechanism for managing the quality of education is pedagogical monitoring. When considering the issue “Pedagogical monitoring as an effective mechanism for managing the quality of teaching and upbringing in an institution of additional education for children,” a range of problems was identified: There is no clear interpretation of the concept of “quality of additional education.” It is not determined what may be the result of education in an institution of this type. There are no methods for assessing the quality of education and its results.
Thus, the administration of the Center for Children's Creativity "Yunost" was faced with the task of creating its own pedagogical monitoring system for the establishment of additional education for children. We defined the object of monitoring in additional education as the results of the educational process and the means that are used to achieve them, and the goal is to study the system and quality of the educational process, i.e. pedagogical monitoring is continuous monitoring of the state and development of the educational process.
The basis of pedagogical monitoring is the monitoring map (Appendix 1), which includes two areas: “Professional skills of teachers” and “Educational level of students.” The monitoring map is compiled according to the following algorithm: at the first stage, the areas of monitoring are identified, which include the educational process in a certain system with all its facets. Each direction is based on a number of monitoring parameters that serve a specific purpose. The map reflects the system of diagnostic methods for each direction, determines the performers and the form of recording the results.
MONITORING CARD Monitoring object: Results of the educational process and the means used to achieve them. Goal: Studying the system and quality of the educational process in a creative association. FULL NAME. teacher: ______________________ Performers:
FULL NAME. executor Monitoring parameters Professional skills Educational level of children Deputy director for water management ХХХХХХХХХ Head of department in the area ХХХХХХХХХХ
Directions of monitoring Monitoring parameters PurposeMethods Performer Recording results Professional skills of the teacher. 1 Organizational conditions for the work of a creative association. Status of the creative association's work log. Timeliness and quality of filling out the journal. checking the journal...reference 2 Planning the activities of a creative association. The quality of calendar and thematic planning. checking calendar and thematic planning...reference 3 Implementation of the educational program. Compliance of calendar and thematic planning with the curriculum of the educational program. Complete implementation of the educational program according to calendar and thematic planning. checking the educational program, calendar and thematic planning...reference 4 Planning a system of training sessions in accordance with the calendar and thematic planning. The quality of lesson planning, its compliance with calendar and thematic planning. checking lesson plans, calendar and thematic planning...help
Directions of monitoring Monitoring parameters Purpose Methods Performer Recording the results in 5 Quality of teaching Correspondence of the topic of the lesson to the goal, objectives, content of the material. Analysis of the level of methodological literacy of a teacher. observation aspect analysis ---Expert card 6Type of lesson, logic and sequence of stages in its structure, rationality of time distribution at each stage. Analysis of the level of methodological literacy of a teacher. observation aspect analysis --Expert map 7 Diversity and effectiveness of using various forms, methods and means of teaching. Analysis of the level of methodological literacy of a teacher. observation aspect analysis --Expert map 8Educational influence of the lesson. Work culture of students, compliance with statutory safety requirements. Analysis of the level of methodological literacy of a teacher. observation aspect analysis --Expert card 9 The teacher's possession of the skills of self-analysis of the lesson. Analysis of the level of methodological literacy of a teacher. observation aspect analysis ----Expert map
Directions of monitoring Monitoring parameters Purpose Methods Performer Recording results 10 Contents of educational work. Planning the educational work of a creative association. The quality of planning educational work in a creative association. analysis of the plan of educational work ... evaluation sheet 11 Carrying out educational activities in a creative association. The quality of educational activities. observation operational analysis ...event evaluation sheet 12 The nature of the relationship between the teacher and students. Determining the teacher's rating among students. survey…expert card 13 Forms of work with parents. The effectiveness of the teacher’s work with parents of students. observation interview…evaluation sheet 14 The nature of the relationship between the teacher and parents. Determining the teacher's rating among parents. survey...expert map Educational level of students. 15 Contingent of students of the creative association. Preservation of the contingent of students involved in the creative association. Studying the level of safety of the contingent in a creative association. working with the magazine, orders...Inspection reports, analytical reports 16 Skills and abilities of students of the creative association. Organization of a permanent exhibition of creative works of students. Analysis of the level of development of special skills of students. observation...analytical report
Generalization of diagnostic results: 1. Self-assessment of a teacher’s professional skills. 2. Filling out expert cards and summarizing the results. 3. Expert assessment of a teacher’s professional skills. 4. Drawing up a generalized expert map based on the diagnostic results. Discussion of diagnostic results and making management decisions. Direction of monitoring Monitoring parameters Purpose Methods Performer Recording results in 17 Creative abilities of pupils Level of individual development of pupils. Determining the dynamics of development of students in a creative association. testing---Analytical information charts
The main directions of monitoring in TMUDO CDT “Yunost”. The main areas of monitoring at the Children's Creativity Center are: the professional skills of the teaching staff, the educational level of students. For the direction “Professional excellence of the teaching staff,” the following monitoring components have been identified: organizational conditions for the work of the creative association, implementation of the educational program, quality of teaching and content of educational work. Thus, by examining the first two parameters, the results are presented in the form of certificates that allow you to record quality monitoring indicators. When assessing the “quality of teaching” direction, an expert lesson analysis map adapted for additional education institutions is used (Appendix 2). This form is visual and easy to use, allowing you to see the overall level of the lesson.
Appendix 2 EXPERT CARD OF CLASS ANALYSIS Attending: _________________ Date: “____” _________________ 200__ Place of the lesson: _________________________ Full name. teacher: ___________________________________ Creative association: “__________________________” Topic of the lesson: “__________________________________________” Purpose of the visit: ___________________________________ _______ students were present Qualitative characteristics of the lesson:
P/nParameters Level high-medium-low 1. Availability of a lesson plan and its design. 2. Beginning of the lesson: communicating the topic, setting goals and objectives. 3. Logic and sequence of lesson stages. 4. Summing up each stage of the lesson. 5. Expediency of time distribution. 6. Theoretical level of presentation of the material. 7. Practical work. 8. The effectiveness of the teaching methods used.
Parameters Level high medium low 9. The effectiveness of the teaching methods used. 10. Educational side of the lesson. 11. Connection of classes with life and practice. 12. Implementation of an individual approach to students. 13. Work culture of students. 14. Summing up the lesson. 15. Compliance of the content of the lesson with its objectives. 16.Methodological literacy of the teacher. 17. Possession of self-analysis skills. Lesson level:
Quality measurements are carried out similarly for the fourth parameter using the event evaluation sheet (Appendix 3). Having assessed all the data, the administration of the institution processes the received data and draws up a generalized map of monitoring the activities of the institution’s additional education teachers. The results are discussed at the pedagogical council, meetings, department meetings, and in individual conversations with teachers. Monitoring professional excellence puts the teacher in a situation where constant improvement of professional level becomes necessary. This transition from analysis of results to analysis of actions allows for freedom of creativity, professional growth of teachers, their personal success, and joint productive activities.
Appendix 3 Evaluation sheet (mass event in the association of the additional education system) Each parameter is assessed on a 5-point system. Development and execution of the script taking into account methodological requirements. Event in the educational work system of the Center. Implementation of educational tasks. Originality, musical arrangement, TSO. Participation of children in the performance, psychological and pedagogical approach to the distribution of roles of participants in the event. Reflection of pupils. Number of points: Event date: Examiner: _______________________________________
At the same time, it should be noted that as a result of monitoring the professional skills of teachers, a number of problems arose. Firstly, correlating the results of their work with general indicators sometimes leads teachers to dissatisfaction with their work and to looking for those to blame for the low assessment of their activities. For some teachers, the awareness of insufficient professional training turns out to be a difficult obstacle to overcome. In this regard, the efforts of the Center’s administration are aimed at improving the professional level of teachers through the organization of training seminars, the involvement of teachers in the work of the Ministry of Education, and self-educational activities, taking into account their personal qualities.
The direction “Educational level of students” is considered through the following indicators: 1. Quantitative – analyzed three times during the school year. Control points are September, January, May. The number of children, age composition, safety of the contingent (weekly), distribution among educational institutions are analyzed. Based on the results of the analysis, a diagram of the distribution of students by class, educational institution, and reports on the results of checking the occupancy of associations are drawn up (Appendix 4).
2. Qualitative – results of educational activities. Conducting pedagogical monitoring in this direction is the use of a table of indicators for diagnosing the educational level of a student during the school year (Appendix 5). The results are monitored by conducting zero, intermediate and final diagnostic stages.
MONITORING THE EDUCATIONAL LEVEL OF PUPILS. Preparatory level Initial level Mastery level Improvement level 1234 “Knowledge, abilities, skills” (testing). Introduction to the educational field. Mastery of basic knowledge. Mastery of special knowledge. Pre-vocational training. “Motivation for knowledge” (questionnaire). Unconscious Interest, imposed from the outside or at the level of curiosity. The motive is random, short-term. Interest is sometimes maintained independently. Motivation is unstable, associated with the productive side of the process. Interest at the level of hobby. Self-supported. Sustainable motivation. Leading motive: to achieve high results. Clearly expressed needs. The desire to study the subject deeply as a future profession. “Creative activity” (observation). Shows no interest in creativity. Doesn't show initiative. Refuses orders and tasks. Performs operations according to this plan. No independent problem solving skills. Socialization in a team. Rarely shows initiative. Feels the need to gain new knowledge. Conscientiously carries out instructions and tasks. He solves problems, but with the help of a teacher. There is a positive emotional response to your own and the team’s successes. Shows initiative, but not always. Can come up with interesting ideas, but often fails to evaluate and implement them. Makes proposals for the development of the association’s activities. Easily and quickly gets involved in creative work. Original thinking, rich imagination. Capable of generating new ideas. “Achievements” (work performance). Passive participation in the affairs of the creative association. Passive participation in the affairs of a creative association or institution. Significant results at the city and regional levels. Significant results at the city, regional, and Russian levels.
The zero stage is carried out over two weeks at the end of September (when the enrollment of students in the educational groups of creative associations has ended). Its purpose is to determine the level of preparation of children at the beginning of the training cycle, i.e. initial diagnosis. During the zero stage of diagnosis, the teacher predicts the possibility of successful learning at this stage and selects a training program. Interim diagnostics are carried out in January. Its goal is to summarize the intermediate results of training and assess the success of students’ progress. This stage allows you to evaluate the success of the choice of technology and methodology and adjust the educational process.
The purpose of the final diagnostic stage is to sum up the results of the final year of study. At this stage, the learning results are analyzed and the success of students’ mastery of the curriculum is assessed. The final certification is carried out in April – May. The forms of its implementation are control classes, competitions (sports and technical areas), reporting concerts (musical creative associations), independent practical work, competitive and game programs, exhibitions of works. Diagnostics are carried out by the administration, heads of departments, and teachers of the institution in the form of testing, questioning, and observation. Monitoring of the level of education is carried out using computer diagnostics in the context of the association, the Center, using the following four methods: students’ satisfaction with relationships in the team (L.M. Fridman); students' satisfaction with the educational process; level of educational motivation; level of education (N.P. Kapustina) (Questionnaires in Appendix 6). Analysis of diagnostic results is carried out by the Deputy Director for Internal Affairs. These results, with conclusions and proposals, are discussed at the MO, MS, and the final pedagogical council.
3. Results of pedagogical monitoring. Having carried out pedagogical monitoring in two directions, we obtain two groups of generalized results of education and upbringing, differing in the method and possibility of their definition and measurement: Quantitative results, i.e. results expressed in the final form of the achieved result. For the Center as an institution of additional education, these are indicators such as the number of study groups, the number of children, indicators of the student population, the safety of the contingent, the number of participants in competitions and the number of winners in them.
Results that can be determined qualitatively and descriptively: quality of education: quality of teaching, completeness of implementation of the educational program, stability of the work of creative associations. quality of education: planning and quality of educational work, level of educational activities of the Center’s teams, interaction with parents, educational influence of the teacher. development of pupils: level of individual development-zun, motivation for knowledge, creative activity, achievements. professional competence of teachers: results of personnel certification, level of qualifications, development of new pedagogical technologies
Having assessed all the parameters, the administration of the institution processes the received data and draws up a generalized map of monitoring the activities of the institution’s additional education teachers. (Appendices 7-8). The results are discussed at the pedagogical council.
Methodology for expert assessment of the activities of additional education teachers. Criteria Parameters for assignment to the level High Sufficient Low 1. The quality of the programs used The curricula meet all the requirements of the Ministry of Education (letter dated /16) and the State Committee of the Russian Federation for Physical Culture, Sports and Tourism (Order dated June 28, 2001 390) The curricula require minor modification in one or two sections, imperfect diagnostics of students' educational achievements. Curricula require significant improvement, one of the sections of the program is missing, imperfect diagnostics of students' educational achievements. 2. Quality of working documentation: Timely completion and submission of all documentation for reporting. Compliance with design requirements. Timely completion and submission of all documentation for reporting. There are minor comments on the documentation. Failure to timely complete and submit all documentation for reporting. There are significant comments on the design.
Methodology for expert assessment of the activities of additional education teachers. Criteria Parameters for assignment to the level High Sufficient Low 3. Use of various forms of educational activities In addition to traditional forms of work (class, conversation, matinee, competition program, tea parties, “light”), uses holiday shows and organizes outdoor camps. Uses various forms of educational activities: lesson, conversation, matinee, competition program, tea parties, “light”. Uses only information: classes, conversations. 4. The quality of the organization of work with parents of students Systematically (at least once every six months and if necessary) informs parents about the successes/failures of the child, the prognosis for learning ability, and regulations. Parents take part in organizing the activities of the association. Systematically (at least once every six months and if necessary) informs parents only about the child’s successes/failures. There is virtually no contact with students' parents.
Methodology for expert assessment of the activities of additional education teachers. Criteria Parameters for assignment to the level High Sufficient Low 5. The quality of the methodological work of the additional education teacher. - Regularly speaks at meetings of the MO PDO, conducts master classes and open events at the school and city levels, - studies at seminars and master classes of other teachers; advanced training courses, - the presence of methodological developments approved by the board of the institution, TONMC, noted at Russian competitions - Regularly participates in the work of the MO PDO, seminars, master classes at the city level, speaks at the MO of the institution. - Conducts master classes and open events at the educational institution level. - Availability of high-quality developments. - Does not regularly participate in the work of the MO PDO - the presence of low-quality developments. 6. Preservation of the student population % of students (in accordance with the standard for the size of groups in this category of institution and association) at the end of the school year continue to attend classes of the association 70-79% of students (in accordance with the standard for the size of groups in this category of institution and association) at the end of the school year continue to attend classes of the association Less than 70% of students (in accordance with the standard for the size of groups in this category of institution and association) at the end of the school year continue to attend classes of the association 7. Degree of student mastery of training programs % of students mastered the training program 60-79 % of students completed the curriculum Less than 60% of students completed the curriculum
P/n Last name I.O. teacher of the group Criteria for assessing the activities of a teacher of additional education Expert assessment methodology (Appendix 1.5.) Appendix 1.1. Appendix 1.2. Appendix 1.3. Appendix 1.4. Achievements of students in the current academic year (participation of students in competitions, competitions at various levels, fulfillment of standards for sports categories, titles, etc.) Mutual acceptance of each other State of mutual assistance
As you can see, the results of education are diverse, complex and interconnected. We tried to put this relationship between educational results and the influence of monitoring on them into a simple diagram, a kind of cycle reflected in the monitoring map. Managing the quality of education and upbringing is a big problem that constantly requires solutions. Although there are management positions and indicators of the quality of education that are common to all educational institutions, nevertheless, in many ways they are always specific. Therefore, it is very difficult to see a clear guaranteed result. First of all, it probably involves changing the position of teachers, their views on pedagogical monitoring. Today, almost all teachers consider pedagogical monitoring an integral part of the educational process.
State budgetary non-standard educational institution "St. Petersburg City Palace of Youth Creativity" City Center for the Development of Additional Education
Refresher courses
“Monitoring the effectiveness of the educational process in the system of additional education for children”
Certification work
Monitoring of the system of additional education of the state budgetary educational institution of secondary school No. 443
Saint Petersburg
2015
Content
Introduction………………………………………………………………………………...3
Formation and development of the system of additional education......4
Functions of additional education…………………………….6
Chapter 2. Development of the department of additional education for children of the state educational institution of secondary school No. 443.
2.1 General characteristics of the department of additional education for children of State Budgetary Educational Institution Secondary School No. 443…………………………………………………………..…12
2.2 The main areas of activity of the department of additional education of GBOU secondary school No. 443…………………………………………..14
2.3 Development and improvement of the system of additional education in State Budgetary Educational Institution Secondary School No. 443…………………………………...……28
Conclusion………………………………………………………..….33
References……………………………..……………………….35
Introduction
Currently, the role of the additional education system in training the younger generation is significantly increasing. It is designed to solve the most important social problem related to the identification and development of those inclinations and abilities of children that will ensure their sustainable self-development in life.
The relevance of research is that the system of additional education for children is increasingly perceived as a service sector (specific services related to the formation of a person’s personality, reproduction of intellectual resources, transfer of cultural values). Due to this, the processmodernization of the additional education system contributes to the fact that institutions of additional education for children become subjects of the educational services market.
In modern conditions, the safety, development and demand in society for the services provided by this institution depend on the ability of the management of an institution of additional education for children to timely carry out measures for the modernization and development of this institution. Of particular importance is the development of strategic changes and reorientation of the educational process in accordance with the needs of society.
Target: Conduct monitoring of the additional education system of the state budgetary educational institution of secondary school No. 443.
Tasks :
Consider the theoretical aspects of the formation and functioning of the system of additional education for children in the Russian Federation.
To explore the directions of development of additional education of the state budgetary educational institution of secondary school No. 443.
Develop a program for the development of additional education at the state budgetary educational institution of secondary school No. 443.
As research methods the following were used: theoretical analysis of philosophical, psychological, pedagogical and methodological literature on the topic under study; studying the pedagogical experience of institutions of additional education for children through observation, questioning, testing, analysis of experimental activities, empirical research, including questionnaires.
Chapter 1. Institution of additional education as a subject of modern education.
1.1 Formation and development of the system of additional education
In 1918, in Moscow, in Sokolniki, the first state out-of-school children's institution was opened - the Station for Young Nature Lovers (since 1920 - the Biological Station for Young Naturalists named after K.A. Timiryazev), which laid the foundation for the state system of out-of-school education for children.
Since 1992, the Russian Federation has been implementing a process of evolutionary transformation of out-of-school work and out-of-school education into a system of additional education for children.
A subsystem of additional education for children is being developed in the Russian education system. Institutions of additional education for children have significant opportunities for developing the cognitive motivation of students. Children come to classes in associations for two, four, six hours a week. But during this time they receive such an impulse that at home they continue the activities they started and, what is important, not under the coercion of teachers and parents.
The pedagogical potential of additional education is significant. It acts as a powerful means of personal development. In its process, there are inexhaustible possibilities for creating a situation of success for each child, which is beneficial for the upbringing and strengthening of his personal dignity. Participation in various types of additional education activities contributes to the self-realization of the individual and stimulates him to creativity.
In the field of additional education, based on the common interests of a child and an adult, the process of forming humanistic value orientations occurs more intensively and purposefully. The uniqueness of additional education is that it creates an organic combination of leisure activities (recreation, entertainment, celebration, creativity) with various forms of educational activities and, as a result, reduces the space for deviant behavior, solving the problem of children’s employment.
By developing additional education, a general education institution interacts with organizations and institutions in other subject and creative fields and thereby becomes a truly open system.
Additional education, as the successor to out-of-school education, remains focused on creating conditions for each child to form ideas about himself and the world around him. The freedom to choose the form of education is complemented by the freedom to make independent decisions in choosing the favorite activity of life, which in the future helps to more successfully master the methods of activity.
The current stage of educational institutions mastering the potential of additional education has become a period of understanding the advantages of this type of education; correlation of new ideas and habitual stereotypes of the “secondary nature” of additional education in relation to basic education; development of technology for its implementation; development of the practice of planning and organizing additional education; solving problems of improving its quality.
The development of the additional education system is carried out in the following areas:
maintaining the positive potential of extracurricular, extracurricular, extracurricular club-club, cultural-educational, leisure-game, creative-cognitive, practice-oriented activities;
development of conceptual foundations for additional education of children, taking into account the uniqueness of this process in various educational institutions and the specifics of various categories of children;
connection (temporary and subjective) of the processes of developing the theory of additional education and building new practice;
streamlining and strengthening the programmatic, methodological, personnel, economic base of additional education;
justification and adoption of management decisions that ensure balanced and sustainable development of the field of additional education;
creating conditions for the operation of educational institutions simultaneously in the operating mode and in the development mode;
immediate modeling of organizational forms of additional education and experimental testing of their viability;
scientific substantiation of practical indicators of the effectiveness of additional education and verification of their significance for the development of the personality of each child;
development of a basic framework for the content of additional education;
understanding and developing the traditions of cultural and educational institutions, their interactions, expanding the number of subjects of additional education, personifying their responsibilities, defining powers, providing the necessary benefits;
step-by-step promotion and implementation of organizational and managerial tasks.
The main attention in the system of additional education for children is focused on creating conditions for free choice by everyone
child’s educational field, program profile and time of their development; developing activities that satisfy a wide variety of interests; improving the personal-activity nature of the educational process, contributing to the development of the individual’s desire for knowledge and creativity, professional self-determination and self-realization.
One of the key issues during the formation of the system of additional education for children is providing the educational process with curricula and programs. Their connection and continuity form the core of the system of additional education for children, determining its content, level and direction. Additional education individualizes the child’s educational path within the framework of a single socio-cultural and educational space of the country. Requirements for focusing additional education programs for children on:
The dynamism of the educational process as a social phenomenon;
Stimulating the child’s creative activity, developing his abilities to independently solve emerging problems and constant self-education;
active and active assimilation of the content of education, forecasting its application in various situations;
generalizing the child’s life experience, correlating this experience with the historically established system of values;
the child’s independent assessment of certain actions, events, situations and the corresponding construction of his behavior;
a new perception of scientific knowledge with its pronounced tendency towards diversity and mastery of specialized languages of science in groups of young researchers;
Additional education is a continuous process. The pedagogical process in the field of additional education is built in the form of searching for solutions to both individual and eternal human problems. As a result of this search, life creativity is created, which allows each child to accumulate creative energy and realize the possibilities of spending it on achieving vital goals.
1.2 Functions of additional education
The fundamental difference between additional education and general education is that, due to the absence of strict educational standards, teachers working in its system have the opportunity to transform the methods of activity transmitted to students (knowledge-abilities-skills) from learning objectives in a means of developing students’ abilities - cognitive, personal, spiritual and moral, physical. The goal in this case is to create developing educational environment, which would ensure that each student demonstrates the creativity inherent in him by nature, i.e. gain the ability to be a creative subject of your own development
This approach requires the institution of additional education to reflect on its goals in the training and development of students and develop itself as a subject of developing education.Social function:
a) social demand (requirements of society, formed at the intersection of culture, education and public health);
b) parental demand (ideas about what their child needs or lacks: time commitment, pre-vocational training, education in additional subjects, solving problems of single-parent families, prestige of occupations, health),
c) children's demand - meeting the needs of cognitive and personal development, communication, leisure and pastime. Children's demand is dynamic, since it changes during the child's development, as well as depending on age and the corresponding type of leading activity;
d) economic demand - the opportunity to earn money (main, additional, part-time, etc.) for adults and pre-vocational training for children.
e) law enforcement demand - prevention of deviant and antisocial, including illegal, behavior of children.Psychological function:
a) developing - creation of an educational environment that provides conditions for the physical and mental development of children (realization of children's interests, acquisition of skills. A child, not having the opportunity to express himself in a family and school environment, can prove himself in a pre-school education both in terms of development and self-affirmation , and in terms of self-actualization;
b) compensatory- psychological compensation for failures in the family, at school,
c) relaxation- an opportunity to take a break from the strict regulation of behavior in the family and at school;
d) consulting - for teachers, parents and children.Educational function:
a) education in additional subjects, i.e. subjects additional to the standard list of academic subjects in general education institutions. For example, shipbuilding and aircraft modeling, sports sections, choreography, etc. These can also be “school” subjects, if for some reason there are no teachers in these subjects in nearby schools,
b) propaedeutics of vocational education (for example, a design studio or a children's television studio);
c) professional self-determination;
d) training that satisfies the cognitive interest of a given child,
e) socializing - communication with peers, self-affirmation, self-determination, including trying to find oneself in different types of activities, enriching social experience, developing a child as an individual, acquiring the opportunity and ability to be not only an object, but also a subject of social influences and interactions.
Object of development in this case they are:
educational programs. They become programs of a new type (psychodidactic, reflective), because, unlike traditional programs of additional education, their development and practical implementation require reflection from the teacher (identification for himself and awareness) of didactic and psychological goals and the initial basis for their construction;
students , those. disclosure (manifestation, awakening) of creative nature as the initial psychological basis for the development of physical, cognitive, personal, spiritual and moral abilities;
teachers additional education, which must learn to take a reflective position on who they teach, what they teach, how they teach and why they teach,
managers “(managers) who must determine and create conditions for the practical implementation of training programs of a new type;
parents, in the sense of changing their social attitudes and attitudes towards the functions of additional education and value orientations in the education of their children;
educational environment (social, spatial-subject and psychodidactic components);
social macroenvironment (the area surrounding the society);
and itself institution of additional education as an object of self-development (and in this sense, he becomes the subject of his development and the educational system of which he is a part).
In general, ODOD is characterizedheterogeneity of the contingent students based on such individual psychological differences as obvious and potential (hidden) abilities, age, motives, physical capabilities, gender (sociosexual) and other aspects of individual development. This imposes special requirements on the organization of the educational process in the parole. Curricula and methods of pedagogical work, with a few exceptions, can no longer be focused strictly on a specific type and level of development of students’ abilities
Considering the diversity of abilities of ODOD students, we proceed from the fact that each of them is, and each student, a manifestation of the creative nature of the human psyche, and, accordingly, creative potential. We are talking not only about individual abilities (artistic, sports, technical), but also about the integral personal sphere of the child, which determined our orientation towards the paradigm of developmental education. The content of additional education can be presented as:
a) subject content presented in the appropriate set of knowledge, abilities, skills, giving the student the opportunity to be a subject of knowledge, abilities, skills, characteristic of a given sleepy-cultural area of human activity (artistic and technical creativity, sports and leisure activities, etc. ),
b) methods of learning and the ability to learn represented in them, those to be the subject of mental and general educational activity, when the student masters the skills of voluntary regulation of his educational activity, no matter in what subject area it takes place. Then knowledge-abilities-skills turn from the goal of learning into a means of developing this ability,
c) methods of socialization, which are expressed in the student’s ability for interpersonal and social interactions, which is so necessary for successful entry and active life in modern society. This means, in essence, the formation in the student of the ability to be the subject of his own development as a whole (including physical and psychological health, cognitive, personal and communicative abilities, as well as the appropriation of universal and spiritual and moral values). Then knowledge, abilities, skills and the ability to learn are transformed from the goal of learning into a means of revealing the student’s creative potential as his “natural” ability for self-development and self-actualization of his creative potential.
Taking into account the social dynamics of the functionality of additional education from leisure to educational and from educational to socializing, we believe it is advisable to distinguish between social and psychological-didactic learning goals.
WITH social From a point of view, such goals can be training in additional (to general education) academic subjects, pre-vocational training, cultural leisure, health promotion, participation in competitions and festivals, etc., as well as the development of children's creativity, education and socialization of the younger generation. Currently, one can see the evolution of the functionality of additional education: at the first stage - from leisure to educational, at the second - from educational to socializing.
WITH psychological-didactic point of view, we believe that additional education can pursue the following goals:
Development knowledge-abilities-skills, necessary for mastering a particular type of activity and thereby entering a profession. From a psychological point of view, knowledge-abilities-skills represent the effective (productive) side of the development of musical, artistic, intellectual and other abilities of students. The organization of the educational process in this case does not imply a targeted impact on the procedural side of the development of abilities. The result is important here, not its psychological basis. Therefore, with such a goal setting, the development of abilities occurs spontaneously, following the achievement of a given level of knowledge, abilities, and skills;
Development special abilities student (creative, artistic, musical, intellectual, technical, sports, etc.). In this case, the emphasis is placed on such an organization of the educational process when the goal of training is the development of abilities of this particular type through teaching knowledge and skills of the corresponding type of activity (musical, intellectual, technical, sports, etc.) skills of the corresponding type still remain the goal of training, but not only as a standard level of training, but also as a pedagogical means of developing abilities of this type. However, from a psychological point of view, such development of abilities occurs spontaneously, since the own psychological patterns of development of these abilities are not used;
Development student's ability to learn, as a necessary condition for learning any type of activity. From a psychological point of view, this involves developing the student's ability to besubject of educational activities based on the priority use for the construction of the didactic component of training of those psychological patterns that underlie the formation of educational activities. In this case, training is structured in such a way that the subject of development becomes the psychological structure of educational activity, common to the development of different types of cognitive activity. While the knowledge-abilities-skills and abilities of an academic subject are transformed into pedagogical means of developing the general ability to learn (self-learning), which, if necessary, can be used by the student himself to master other types of activities;
Development social, personal and communication abilities student. This involves, first of all, the development of the motivational and value spheres of students’ personality, their communicative abilities, i.e. abilities for interpersonal interaction with peers and adults in various types of activities, primarily educational. In developing social abilities, the goal of education is to provide students with the methods of social and interpersonal interaction necessary for successful entry and functioning in the modern social environment. This is a special task, given the social, economic, ethnic and religious heterogeneity of modern Russian society, as well as the multipolarity of spiritual and moral guidelines and life values. Solving such a problem requires creating conditions for the formation of the student’s ability to be a subject of the process of his social development, which includes mastering sociocultural methods of interpersonal interaction in social communities of various types and in various types of joint activities (learning, communication, work, sports, art, etc.) .d.).
Conclusions on chapter 1
1. The fundamental difference between additional education and general education is that, due to the absence of strict educational standards, teachers working in its system have the opportunity to transform the methods of activity (knowledge-abilities-skills) transmitted to students from the purpose of learning into a means of developing students’ abilities - physical, cognitive, personal, spiritual and moral. The goal in this case is to create a developing educational environment, which would ensure that each student demonstrates the creativity inherent in him by nature, i.e. gain the ability to be creative subject of its development.
2. This approach requires the institution of additional education (EDE) to reflect on its goals in the training and development of students and develop itself as a subject of developing education, which requires an answer to traditional pedagogical questions: who to teach, why to teach, what to teach and who to teach? By answering these questions, we answer the question “where to teach?” and thereby not only determine the type of educational institution, but its working concept of development.
3. Based on these tasks, the starting point for the working concept of EDEC is the awareness of the need to create conditions conducive to unleashing the creative potential of students and awakening the initiative of teachers (and educational institutions in general) in terms of developing and implementing original, innovative and experimental programs and educational technologies. This is the transition to the active introduction of developmental teaching and developmental education methods into the system of additional education.
Chapter 2 development of the DEPARTMENT of additional education for children of the STATE EDUCATIONAL INSTITUTION OF SECONDARY EDUCATIONAL SCHOOL No. 443
2.1 General characteristics of the Department of Additional Education for Children, GBOU Secondary School No. 443
Information about ODOD
Department of additional education of the state budgetary educational institution of school No. 443 of the Frunzensky district, located at the address: St. Petersburg, Kupchinskaya street, 11, building. 4, opened 09/01/2002. License No. 1307 dated December 30, 2011 (unlimited). Accreditation No. 254 from February 17, 2012 to February 17, 2024.The goal is to develop the individual’s motivation for knowledge and creativity, to implement additional educational programs and services in the interests of the individual, society, and the state, promoting successful socialization in the socio-cultural space.
The regulatory framework for the activities of ODOD GBOU Secondary School No. 443 is:
Charter
License for the right to conduct basic educational activities.
Internal labor regulations.
Staffing schedule.
Syllabus.
Work plan.
Timetable of classes.
Journals of group and individual work.
Program of activities of ODOD GBOUSOSH No. 443.
Educational programs in the following areas of activity: artistic and aesthetic, sports, environmental and biological, tourism and local history, social and pedagogical, cultural, natural science.
The main tasks of ODOD GBOU Secondary School No. 443:
Providing the necessary conditions for personal development, health promotion, professional self-determination and creative work of children under the age of 18.
Formation of their common culture.
Organization of meaningful leisure for children, adolescents and young people.
Up to vocational training for children and youth.
The current Charter defines the main types of activities:
a) implementation of additional education programs in the following areas: artistic and aesthetic, physical education and sports, natural science, tourism and local history, environmental and biological, social and pedagogical, cultural studies;
b) cultural work;
c) instructive and methodological work;
d) organization of work with children and youth at their place of residence;
e) organizing recreational activities for children in a country camp.
The activities of the teaching staff of additional education for children are based on the recognition of the leading principles of education:
Recognition of the child’s rights to free self-determination and self-realization in extracurricular activities of additional education institutions.
Development of the individuality of each person in the conditions of additional education.
Creative cooperation of participants in the educational process in joint productive activities.
Continuity of education in pedagogically controlled and personally regulated activities of a growing person.
Humanization of pedagogical management of the educational process.
Brief description of the microdistrict. GBOU is located in the Frunzensky district. It is home to the majority of large families of workers and employees, as well as many immigrants from the CIS countries. In the immediate vicinity there are two more schools with ODOD and DDT in the Frunzensky district. ODOD works closely with DDT, carrying out joint methodological work. ODOD also maintains contacts with nearby ODOD schools No. 444, 205, 553, taking part in municipal competitions in football, volleyball, basketball, and holding these events at the school. ODOD also cooperates with the information and methodological center of the Frunzensky district (hereinafter referred to as IMC), social services, the sports sector of the Frunzensky district, the Sports Committee, and the St. Petersburg Football Federation.
The Department of Additional Education for Children of State Budgetary Educational Institution Secondary School No. 443 is an integral, open socio-pedagogical system that interacts with society and maintains close ties with institutions of the city and district.
The educational and educational process of the department of additional education includes three main content blocks: education, creativity, cultural and developmental leisure, in which about 700 children study in 18 associations that implement educational programs by type of activity: theatrical art, choreographic art, musical art, choral and vocal singing, arts and crafts, ecology, tourism, local history, sports.
ODOD GBOU Secondary School No. 443 works in the implementation of educational programs in the following areas:
artistic and aesthetic;
physical education and sports;
tourism and local history;
ecological and biological;
social and pedagogical;
cultural;
natural science.
The teaching staff works to preserve and ensure the integrity of the educational process, strengthen creativity in it, and increase children’s motivation for knowledge and self-education.
vk.com/school 443spb.
Pedagogical position of the team
A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predict their possible consequences, capable of cooperation, characterized by mobility, dynamism, constructiveness, and with a developed sense of responsibility for the fate of the country.
The essence of modern education, in our opinion, is to build independence, the ability to create one’s own life, to benefit society, based on the individual qualities of each child.
Our department of additional education for children is an open space for the development of potential capabilities and self-realization of children and adults.
Our mission - education of a physically and spiritually developed, educated personality, focused on conscious choice profession, for the creative transformation of reality and self-development, for achieving success in all areas of activity.
In achieving the intended result, we will be helped by various additional educational programs and projects implemented in our ODOD at all levels of education, giving us the right to choose our own educational route and guaranteeing the achievement of an educational standard within the framework of additional education programs and comprehensive personal development.
In their teaching practice, ODOD teachers adhere to the basic principle: never violate the rights of students, parents, colleagues and never refuse help to anyone. An ECEC teacher must work conscientiously, create conditions for the development of students’ individual abilities and think about preserving the child’s health.
Conditions for the development of ODOD in 2014-18.
Based on the main provisions of the National Doctrine for the Development of Education of the Russian Federation until 2025, the National Educational Strategy “Our New School”, and the Action Plan for the Modernization of General Education for 2011-2015, it can be assumed that in the next 5 years the Russian system of additional education should experience significant changes affecting every educational institution. This is, for example, a phased transition to new Federal educational standards of the second generation, the widespread use of electronic textbooks; application of distance learning; introduction of new Federal educational standards of the second generation and others. Therefore, the school’s structural unit cannot ignore these changes when developing a development program.
Changes in the requirements imposed by the state, parents, and students on educational institutions are also possible. This may be compulsory continuous vocational education by state order of industrial enterprises and institutions, the initial stage of which may be a specialized school, giving the most capable graduates the opportunity to enter a university, and the rest to receive vocational education in primary and secondary vocational educational institutions.
In the recent demands made by parents for school, the leading ones are the preservation of the health of children and the development of their individual creative abilities through the system of additional education. Taking into account the wishes of parents, ODOD plans to expand the network of clubs and sections and more actively introduce health-saving technologies into the educational process.
There has recently been a growth trend in resource provision. These are financial and material resources, especially for city programs, and better staffing, since due to increased wages and improved working conditions, there is practically no shortage of personnel. It is hoped that this growth trend will continue and the ODOD development program will become feasible. All of the above changes will be taken into account in the development program.
Internal resources for the development of ODOD
The internal resources that ensure movement forward in our school include the following:
a stable, fairly young, ambitious and efficient team capable of innovation.
the trust of parents, including many former graduates of our school, parents who bring their second and third children to our teachers.
a healthy moral climate in the team, mutually respectful relationships between teachers and students and parents, based on cooperation between family and school.
own sources of resource provision through additional paid educational services, charitable assistance from parents and graduates.
conclusions:
The activities of ODOD GBOU Secondary School No. 443 are aimed at preserving and ensuring the integrity of the educational process, at expanding the field of socialization based on children’s choice of activities according to their interests and needs.
The organization and content of the educational activities of ODOD GBOUSOSH No. 443 is based on a pedagogically sound choice of additional educational programs in the areas defined by the Charter, recommended by the Ministry of Education of the Russian Federation, the Ministry of Culture of the Russian Federation, educational authorities, as well as original, modified and adapted programs approved by the Methodological Council of ODOD.
The educational process is organized on the basis of the Law “On Education”, Model Regulations on the Establishment of Additional Education and the Charter of the “Center for Aesthetic Education of Children”.
Conclusion
Additional education for children is the most important component of the educational space that has developed in modern Russian society. It is able to most adequately respond to changes in the economic and social situation in the country.
Comparison of the content of basic and additional education allowed us to conclude that additional education is part of the general one and therefore what is not included in the standard of basic education is additional.
The main feature of additional education is the ability to adapt to the personal needs of the child, reaction to changes in society, to the diversity of educational needs and their changes.
Factors in the development of additional education at the present stage are: improving the content of additional education; innovative activities in the system of additional education; an integrated approach to additional education; software and methodological support; integration of basic and additional education; Information Support; scientific and pedagogical creativity; improving the professional skills of teachers and heads of additional education institutions; improving the management of additional education.
In accordance with the goals and objectives of the diploma project, the state of the problem of development of the system of additional education was studied and analyzed in theory and in practice of the work of ODOD GBOU Secondary School No. 443. The analysis showed that the starting point for developing a program for the development of ODOD is the awareness of the need to create conditions conducive to the development creative potential of students and awakening the initiative of teachers in terms of the development and implementation of original, innovative and experimental programs and educational technologies. This is the transition to the active introduction of developmental teaching and developmental education methods into the system of additional education.
An analysis of the current state of the additional education system made it possible to develop a program for the development of the department of additional education for children of the State Budgetary Educational Institution Secondary School.
The study established that the main ways to develop ECEC are the recognition of the importance of the educational aspect of additional education programs and the development of its content; development of a section of the qualification characteristics of a teacher, reflecting the requirements for the level of his preparedness; development and implementation of preschool education methods; improvement of the scientific and methodological service of the institution of additional education, aimed at providing scientific and pedagogical support of the educational process; development of scientific and methodological recommendations for teachers.
As a result of the analysis of theoretical research on the problem of improving the system of additional education for children, we formulated the following conclusions:
Features of the activities of an additional education institution, which consist in providing students with the right to choose the type of activity, level of complexity and pace of mastering the educational program of additional education in the chosen field of knowledge, as well as in the purposeful organization of co-creation of children and adults (teachers and parents).
The listed features of the activities of an additional education institution create the basis for identifying the content of improving the system of additional education for children.
The means of ensuring the improvement of the system of additional education for children are designing the content of education; implementation of development activities; innovation activity; preparedness of additional education teachers to master educational technologies.
Theoretical understanding of the processes of development of the system of additional education based on innovation is of practical interest for the domestic system of additional education, as well as the socio-economic development of the country.
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This methodological article describes methods for determining the effectiveness of training in an additional educational program, diagnostics of the educational process using the example of the choreographic group "Rostok".
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Municipal educational institution
additional education for children
creativity center "Constellation"
Compiled by: additional education teacher
MOUDOD CT "Constellation"
Nekhaeva Valentina Ivanovna
Vlasikha
Moscow region
2016
p/p | Page |
|
Introduction | ||
Methods for determining the effectiveness of training in an additional educational program: | ||
2.1. | Methodology "Portfolio" | |
Methodology "Pedagogical diary" | ||
2.3. | Methodology “Chart of my achievements” | |
2.4. | Methodology “Self-esteem card” | |
2.5. | Methodology “Protection of abstracts” | |
2.6. 2.6.1 2.6.2. | Methodology “Monitoring learning outcomes in an additional educational program” Table of “Monitoring learning outcomes in an additional educational program” Individual card for recording learning results | 8-16 10-13 14-16 |
2.7.1. 2.7.2. | Methodology “Monitoring a child’s personal development in the process of mastering an additional educational program” Table of “Monitoring the personal development of a child in the process of mastering an additional educational program” Individual card for recording the results of personal development | 16-20 |
Pedagogical monitoring | ||
3.1. 3.1.1. | Monitoring educational results Form for recording educational results | 21-22 |
3.2. 3.2.1. | Monitoring the effectiveness of educational influences Form for recording the results of educational influences | |
Monitoring of socio-pedagogical results Form for recording socio-pedagogical results | ||
Diagnostics of the educational process using the example of the choreographic group “Rostok”. | 24-26 |
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Conclusion | 26-27 |
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Literature |
1. Introduction
Statement of the problem of identifying the effectiveness of the work of a children's creative association at first glance may seem far-fetched, because if additional education is a child’s free choice of the type and profile of activity, joint creativity of the student and teacher, mutual self-realization of each of them, etc., then how is it possible check the results of all this? What was said is absolutely true. But if we want additional education to be more than just a form of children’s leisure time, then let’s try to look at it from the point of viewgeneral requirementsto teaching activities.
Additional education, despite all the features of its organization, content and methodology, is subject to all the laws of the educational process: it has goals and objectives, the content determined by them, the interaction of the teacher with children, the result of the child’s education, upbringing and development. In addition, today, more and more often, one of the requirements for the activities of institutions and children's associations of additional education is calledeffectiveness.All this actualizes the need for its systematic identification in this educational sphere.
Control, or verification of learning results, is a mandatory component of the learning process. Control allows you to determine the effectiveness of training according to the program, helps children, parents, and teachers see the results of their work, which creates a good psychological climate in the team and increases the self-esteem of the student himself. Unlike general education, where the process of identifying the results of students’ educational activities is quite clearly defined, in additional education for children this issue causes real difficulties for teachers.
2. Methods for determining the effectiveness of training in an additional educational program:
There are various methods for determining the effectiveness of training in an additional educational program:
2.1. Methodology "Portfolio"
("Briefcase")
One of the modern forms of assessing achievements and competence, including the creative success of a student, is the formation of a “portfolio” (Portfolio). Maintaining a portfolio develops students' reflective skills (the ability to analyze their own activities, improve them, and take initiative to achieve success). The contents and methods of designing a “portfolio” can be very diverse – from a complete collection of all works to an album of the highest achievements.
2.2. Methodology “Pedagogical diary”
This form of diagnostics can be used by teachers working with individual training groups (solo singing, instrumental classes, etc.). A pedagogical diary is a document in which a teacher, by observing and analyzing individual characteristics of a student (for example, level of creative development, development of interests), studies the individual dynamics of the development of these qualities.
2.3. Methodology “Chart of my achievements”
This methodology allows us to draw a conclusion about the dynamics of the process of developing sustainable interest in a subject area in the process of implementing an educational program
At the end of the school year, circle members are asked to present on a coordinate system in the form of a graph:
-) the dynamics of one's ownlevel of achievementduring his stay in the children's association.
-) assessment of change level of interest to study a particular subject area during classes in additional education.
The vertical scale indicates the level of achievement and interest, and the horizontal scale indicates time indicators. Conditional indicators of levels of achievements and interests have been established: minimum – 0, maximum – 10.
Based on individual graphs, a graph can be drawn up that reflects the totality of the indicators being studied for a given group of children. The summary graph of changes in the level of achievement can be compared with individual graphs.
2.4. Methodology “Card of student self-assessment and teacher assessment of the student’s competence” (for 12-16 years old)
Self-assessment allows children to record their own progress through the levels of mastery. If it is done openly, then social mechanisms are also included in its regulation. An open display of learning results under the program encourages children to look for new job options and engage in creative activities. You can advise your child to keep a record of his educational achievements. To do this, he is recommended to keep a special notebook (diary) and gradually fill it out. It is necessary to teach children to reason about the quality of their work: this is of great importance for the formation of children’s self-esteem
Self-assessment scheme
Topic, section | What have I done? | My successes and achievements | What do I need to work on? |
Card form
Dear friend! Please rate on a five-point scale the knowledge and skills that you received while studying in a circle (team) this academic year, and cross out the corresponding number (1 is the lowest score, 5 is the highest)
Question structure:
Points 7, 8 – communication experience.
Procedure:
Processing the results:
2.5. Methodology “Protection of abstracts”
One of the common methods for a student to publicly present the results obtained is the defense of abstracts at a scientific and practical conference.
Essay - independent work (project), requiring the student to analyze and summarize information independently found in various sources.
I will dwell in more detail on the issue of monitoring the results of a child’s education in an additional educational program, using various methods and techniques, based on my experience working in the Rostock choreographic group.
2.6. Monitoring your child's learning outcomes
according to additional educational program
Since educational activities in the system of additional education involve not only teaching children certain knowledge, skills and abilities, but also the development of diverse personal qualities of students, its results must be judged by two groups of indicators:
- Educational (recording subject and general educational knowledge, abilities, skills acquired by the child in the process of mastering the educational program;
- Personal (expressing changes in the child’s personal qualities under the influence of classes in a given circle, studio, section).
Below is a table that allows you to visualize the set of basic knowledge, skills and practical skills that a child should acquire as a result of mastering a specific educational program.
Technology for determining educational resultsaccording to the additional educational program is as follows: the set of measured indicators (theoretical, practical preparation of the child, general educational skills) is assessed according to the degree of expression (from minimum to maximum). For convenience, the selected levels are indicated by the corresponding test scores (1 – 10 points). The methods by which the teacher will determine the compliance of the child’s learning results with the program requirements may include observation, testing, control survey (oral or written), analysis of the test task, interview, etc. this list of methods can be supplemented depending on the profile and specific content of the educational program.
Dynamics of results of mastering subject activitiesa specific child is reflected in an individual card for recording learning results in an additional educational program. Twice a year (at the beginning and at the end of the school year), the teacher assigns points corresponding to the degree of expression of the assessed quality in the child. In addition, at the end of the card, the teacher is asked to highlight a special column “Subject achievements of the student”, which serves as a “portfolio”, where the most significant achievements of the child in the field of activity studied by the educational program are recorded. Here the results of the child’s participation in exhibitions, olympiads, competitions, competitions, etc. can be noted. Regular monitoring of results can become the basis for stimulating and rewarding a child for his work and effort. Each assessment needs to be commented on, showing where the child’s knowledge and skill has increased - this will support his desire for new successes.
2.6.1. Monitoring a child’s learning outcomes in an additional educational program
Indicators (estimated parameters) | Criteria | Possible number of points | Diagnostic methods |
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| Compliance of the child’s theoretical knowledge with program requirements The meaning and correctness of the use of special terminology | - minimum level(the child has mastered less than ½ of the volume of knowledge provided for by the program); Average level (the volume of acquired knowledge is more than ½); - maximum level(the child has mastered almost the entire amount of knowledge provided for by the program for a specific period); - minimum level(the child, as a rule, avoids using special terms); Average level (the child combines special terminology with everyday terminology); - maximum level(uses special terms consciously and in full accordance with their content). | Observation, testing, control survey, etc. Interview |
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2.3. Creative skills (a creative attitude to a task and the ability to translate it into a finished product) | Compliance of practical skills and abilities with program requirements No difficulties in using special equipment and equipment Creativity in completing tasks | Minimum level (the child has mastered less than ½ of the required skills); Average level (the volume of acquired skills is more than ½); Maximum level (the child has mastered almost all the skills provided for by the program for a specific period); Minimum level of skills (the child experiences serious difficulties when working with equipment); Intermediate level (works with equipment with the help of a teacher); Maximum level (works with equipment independently, does not experience any special difficulties); Initial (elementary) level of development of creativity (the child is able to carry out only the simplest practical tasks of the teacher); Reproductive level (carries out mostly sample-based tasks); Creative level (performs practical tasks with elements of creativity). | Test task Test task Test task |
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3.3.3. Ability to perform work accurately | Independence in the selection and analysis of literature Independence in using computer sources of information Independence in educational and research work Adequacy of perception of information coming from the teacher Freedom to own and present prepared information to students Independence in constructing a discussion speech, logic in constructing evidence Ability to independently prepare your workplace for activities and clean up after yourself Matching real-world security skills to software requirements Accuracy and responsibility in work | Minimum level of skills (the student experiences serious difficulties when working with literature, needs constant help and supervision from the teacher); Intermediate level (works with literature with the help of a teacher or parents); Maximum level (works with literature independently, does not experience any special difficulties) levels – by analogy with clause 3.1.1. levels – by analogy with clause 3.1.1. levels – by analogy with clause 3.1.1. levels – by analogy with clause 3.1.1. levels – by analogy with clause 3.1.1. Minimum level (the child has mastered less than ½ of the skills required to comply with the safety rules provided for by the program); Intermediate level (the volume of acquired skills is more than ½); Maximum level (the child has mastered almost the entire range of skills provided by the program for a specific period). satisfactory – good – excellent | Analysis Research work Observation |
2.6.2. Individual card
Last name, first name of the child _____________________________________________
Age_________________________________________________
Type and name of children's association ________________________________________________________________
Full name of teacher ________________________________________________________________
Start date of observation _____________________________________
Diagnostic time frame Indicators | First year of study | Second year of study | Third year of study |
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End I half a year | End uch. of the year | End I half a year | End uch. of the year | End I half a year | End uch. of the year |
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B) etc. 1.2.Knowledge of special terminology | ||||||
2.1. Practical skills and abilities provided by the program: a) b) c) etc. 2.2. Possession of special equipment and equipment 2.3. Creative skills | ||||||
3.1. Educational and intellectual skills: a) the ability to select and analyze specialized literature b) ability to use computer sources of information c) ability to carry out educational and research work 3.2. Educational and communication skills: a) the ability to listen and hear the teacher b) the ability to speak in front of an audience c) the ability to debate and participate in discussions 3.3. Educational and organizational skills: a) the ability to organize your work (study) place b) skills to comply with safety rules during activities c) the ability to do work accurately | ||||||
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2.7. Monitoring a child’s personal development
in the process of mastering an additional educational program
The development of a child’s personal qualities should be provided for in every educational program.
The development of a child’s personality is influenced by many factors, not just communication with an additional education teacher. In addition, it is quite difficult to find those indicators of personal development on the basis of which their positive dynamics can be determined.
This methodology involves tracking the dynamics of the personal development of children involved in the additional education system, according to three blocks of personal qualities -organizational-volitional, orientational, behavioralpersonality qualities. Taken together, the personal properties given in the table reflect the multidimensionality of personality; make it possible to identify the main individual characteristics of a child, are easily observed and controlled, are available for analysis by any teacher and do not require the involvement of other specialists. At the same time, the list of qualities proposed in the table can be supplemented by the teacher in accordance with the goals of his program.
Technology for determining personal qualitiesstudent is as follows: the set of measured indicators (patience, will, self-control, self-esteem, interest in classes, conflict, type of cooperation) is assessed according to the degree of expression (from minimum to maximum). For convenience, the selected levels are indicated by points. As methods for diagnosing personal changes in a child, you can use observation, questioning, testing, diagnostic conversation, reflection method, unfinished sentence method and others.
The technology for monitoring a child’s personal development requires documentation of the results obtained for each child. For this purpose, the teacher issues for each childan individual card recording the dynamics of the child’s personal developmental qualities.
The card is filled out twice a year - at the beginning and at the end of the school year. If necessary, this can be done more often, for which additional columns can be entered.
The resulting sections make it possible to consistently record the step-by-step process of change in the personality of each child, as well as plan the pace of individual development.
The student himself can be involved in assessing the personal qualities listed on the card. This will allow, firstly, to correlate his opinion about himself with those ideas of the people around him; secondly, to clearly show the child what reserves he has for self-improvement.
2.7.1. Indicators (estimated parameters) | Criteria | Degree of expression of the assessed quality | Possible number of points | Diagnostic methods |
I. Organizational and volitional qualities: 1.1. Patience 1.2. Will 1.3. Self-control | The ability to endure (withstand) known loads for a certain time, to overcome difficulties. The ability to actively motivate oneself to take practical action. The ability to control one’s actions (to bring one’s actions into line). | Patience lasts less than ½ lesson Patience is enough for more than ½ lesson There is enough patience for the whole lesson The child’s volitional efforts are stimulated from the outside Sometimes - by the child himself Always by the child himself The child is constantly under the influence of outside control Periodically monitors himself Constantly controls himself | Observation Observation Observation |
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II. Orientation qualities: 2.1. Self-esteem | The ability to evaluate oneself adequately to real achievements. Conscious participation of the child in mastering the educational program | Overpriced Understated Normal Interest in activities is dictated to the child from outside Interest is periodically maintained by the child himself Interest is constantly maintained by the child independently | Questionnaire Testing |
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III. Behavioral qualities: 3.1. Conflict (the child’s attitude towards a conflict of interests (dispute) in the process of interaction 3.2. Type of cooperation (child’s attitude to the common affairs of the children’s association) | The ability to take a definite position in a conflict situation The ability to perceive common affairs as one’s own | Periodically provokes conflicts He himself does not participate in conflicts, he tries to avoid them Tries to resolve conflicts independently Avoids participation in common affairs Participates when prompted from outside Initiative in common affairs | Testing, unfinished sentence method Observation |
2.7.2. Individual card
accounting for learning results in an additional educational program
(in points corresponding to the degree of expression of the quality being measured)
Last name, first name of the child _________________________________________________
Age_______________________________________________________________
Type and name of children's association ___________________________________
Full name of the teacher _____________________________________________________
Start date of observation ________________________________________________
Diagnostic time frame Indicators | First year of study | Second year of study | Third year of study |
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Start of school of the year | End uch. of the year | Start of school of the year | End uch. of the year | Start of school of the year | End uch. of the year |
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2.1. Self-esteem 2.2. Interest in activities in the children's association | ||||||
3.1. Conflict3.2. Type of cooperation | ||||||
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*IV block can be entered into the card at the discretion of the teacher in order to note the child’s special successes in consciously working on changing his own personal qualities.
3. Pedagogical monitoring
For successful implementation of the program, continuous and systematic monitoring of the results of the child’s activities is proposed (see table).
The criteria indicators are determined by the level: high (B) - 3 points; average (C) - 2 points; low (L) - 1 point.
Options | Criteria |
Educational results | Children's mastery of educational content 1. Diversity of skills and abilities. 2. Depth and breadth of knowledge on the subject. Children's practical and creative achievements. 3. The child’s position in learning and sustainable interest in activities. 4. Variety of creative achievements (exhibitions, competitions of their scale). 5. Development of general cognitive abilities (sensorimotor, imagination, memory, speech, attention). |
The effectiveness of educational influences | 1. The child’s behavior culture. 2. The nature of relationships in the team. |
1. Taking care of your health. |
3.1. Monitoring of educational
results
1. Diversity of skills and abilities
High (3 points):has clear technical skills, knows how to use tools correctly (scissors, ruler, pencil, eraser).
Average (2 points):has certain technical skills and abilities, knows how to use tools correctly.
Low (1 point):has poor technical skills and lacks the ability to use tools.
2. Depth and breadth of knowledge on the subject
High (3 points):has a broad horizon of knowledge regarding the content of the course, knows certain concepts (names of geometric figures, definitions...), freely uses technical expressions, uses additional material.
Average (2 points):has incomplete knowledge of the course content, uses special terms, and does not use additional literature.
Low (1 point):insufficient knowledge of the course content, knows some definitions.
3. Position of activity and sustainable interest in activities
High (3 points):shows an active interest in activities, strives for independent creative activity.
Average (2 points):shows interest in activities, is persistent in achieving goals, is active only on certain topics or at certain stages of work.
Low (1 point):is present in classes, is not active, performs tasks only according to clear instructions and instructions from the teacher.
4. Variety of creative achievements
High (3 points):regularly takes part in exhibitions and competitions on a regional and city scale.
Average (2 points):participates in exhibitions within a circle or institution.
Low (1 point):rarely participates in competitions, competitions, and exhibitions within the circle.
5. Development of cognitive abilities: imagination, memory, speech, sensorimotor
High (3 points):accuracy, completeness of perception of color, shape, size, good development of fine motor skills; the pupil has meaningful, expressive speech, is able to clearly answer questions posed, and has a creative imagination; The child has stable attention.
Average (2 points):the child clearly perceives shapes and sizes, but fine motor skills of the hands and reproductive imagination with elements of creativity are not sufficiently developed; the pupil knows the answers to the question, but cannot formulate the thought, and cannot always concentrate attention.
Low (1 point):cannot always correlate size and shape, fine motor skills are poorly developed, and reproductive imagination is poor.
3.1.1. Form for recording educational results(see table).
Educational results
F.I. age | Starting | Intermediate | Final |
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1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
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3.2. Monitoring the effectiveness of educational influences
1. Child’s behavior culture
High (3 points):has moral judgments about moral actions, complies with norms of behavior, has moral personality traits (kindness, mutual assistance, respect, discipline).
Average (2 points):has moral judgments about moral actions, has behavioral norms, but does not always comply with them.
Low (1 point):moral judgments about moral actions diverge from generally accepted norms, rarely comply with norms of behavior.
2. The nature of relationships in the team
High (3 points):high communicative culture, takes an active and interested part in the affairs of the team.
Average (2 points):has communicative qualities, but is often embarrassed to take part in the affairs of the team.
Low (1 point):low level of communication skills, no desire to communicate in a team.
3.2.1.Form for recording the results of educational influences(see table).
№ p/p | F.I. child | Age | Starting | Intermediate | Final |
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1 | 2 | 1 | 2 | 1 | 2 |
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4. Monitoring of social and pedagogical results
1. Taking care of your health
High level (3 points):the child performs physical exercises with a certain degree of responsibility. minutes, gymnastics, monitors his physical condition.
Average (2 points):the child monitors his physical condition, but physical. minutes, he does not perform gymnastics responsibly.
Low (1 point):the pupil performs physical minutes, gymnastics only under pressure from the teacher.
Form for recording socio-pedagogical results (see table).
Social and pedagogical results
5. Diagnostics of the educational process using the example of the choreographic group “Rostok”.
The art of dance has enormous power in nurturing a creative, comprehensively developed personality. Choreography classes introduce a child to the world of beauty and develop artistic taste. Contact with dance teaches children to listen, perceive, appreciate and love music. Choreographic classes improve children physically and improve their health. They promote the proper development of the musculoskeletal system, get rid of physical disabilities, correct postural disorders as much as possible, and form a beautiful figure. These activities relieve tension well, activate attention, enhance the emotional reaction and, in general, increase the student’s vitality. In dance, the child’s cheerfulness and activity are expressed, his creative imagination and creative abilities develop: the student learns to create a plastic image himself. Performing in front of an audience is the main educational means: the experience of success brings moral satisfaction to the child, conditions are created for the realization of creative potential, and a sense of responsibility, friendship, and camaraderie are fostered.
Therefore, the main task of the teacher is to help children penetrate the world of music and dance, and not to prepare them for the professional stage.
Requirements for the level of training of students.
Predicted results and verification methods.
Upon admission to the choreographic group, each child and teenager is diagnosed according to eight indicators: posture, eversion, foot lift, dance step, body flexibility, jump, coordination of movements, musical and rhythmic coordination. The teacher evaluates the student upon admission, six months later and at the end of the academic year. There are cases when children came to dance classes with incorrect posture and a low level of development according to other test indicators. And after a certain time, the indicators improved significantly.
Diagnostics of the educational process:
- tracking in the classroom throughout the year through pedagogical observation (the development of each child and the team as a whole), observations are recorded in a diary of successes and achievements.
- planning ongoing monitoring in classes through observation, discussion, and analysis of classes.
- It is advisable to carry out intermediate control after studying each dance (repetition), intra-collective competitions.
- Final control – analysis of the educational program, final classes, holding reporting concerts.
Monitoring the educational process
Monitoring plan
- Monitoring the development of students’ creative abilities and recording the results achieved.
- Generalization of results.
- Analysis and evaluation of achieved results.
The object of monitoring is choreographic abilities in children's choreographic associations.
The results are monitored by conducting primary, intermediate and final controls.
Primary control and diagnostic module.
Primary control is carried out at the end of September - October (at the end of the enrollment of children in study groups)
Target– determining the level or degree of children’s creative abilities at the beginning of education.
- the level of preparedness of children for this type of activity;
- choosing a training program;
- forms and methods of working with these children.
Forms of conductingprimary diagnostics – testing, observation, questioning, sections.
Intermediate control and diagnostic moduleb
Interim control is carried out in December - January.
Target -summing up intermediate results of training, assessing the success of students’ advancement.
During the diagnosis, the teacher determines:
- what is the assessment of the success of the choice of technology and methodology;
- the learning results at this stage are analyzed.
Forms of conduct,indicators and evaluation criteria are developed by the teacher himself in a form convenient for him.
Final control and diagnostic module:
The final diagnosis is carried out in April – May.
Target– determination of the level of training and level of development of children’s creative abilities at the end of training.
Forms of conducting: open lesson; test - game; test - quiz; reporting concert; assignment of signs - stars of a certain value.
The form for assessing the student's performance is very important. It should be specific and understandable to children, reflecting the real level of their preparation. The main thing is to encourage students to consciously improve themselves, to develop the ability to evaluate their achievements and see the prospect of development.To record performance, I rely on the tables described above, depending on the age and level of training of students.
F.I. studying | Options assessments | Basics of modern dance | Parterre exercise | Basics classical dance | Folk dance | Execution dance numbers | Total quantity points | |
Ivanova Anna | Dance step | |||||||
Coordination of movements | ||||||||
Musical-rhythmic coordination | ||||||||
Posture | ||||||||
Turnout | ||||||||
Body flexibility | ||||||||
Bounce | ||||||||
Instep |
Monitoring scheme for students of the choreographic group “Rostok”
Self-assessment card for students and teacher assessment of the student’s competence (for 12 – 16 years old)
Dear friend! Please rate on a five-point scale the knowledge and skills that you received while studying in a circle (team) this academic year, and cross out the corresponding number (1 is the lowest score, 5 is the highest.
Points 1, 2, 9 – experience in mastering theoretical information.
Points 3, 4 – practical experience.
Points 5, 6 – experience of creativity.
Points 7, 8 – communication experience
Procedure:
The student is asked to fill out this card in accordance with the instructions. This card is then filled out by the teacher as an expert. The grade is entered by the teacher in the empty cells.
Processing the results:
The student’s self-assessment and the teacher’s assessment are summed up, and the arithmetic mean value for each characteristic is calculated.
1 | I have mastered theoretical material on topics and sections (I can answer the teacher’s questions) | 1 | 2 | 3 | 4 | 5 |
2 | I know special terms used in classes | 1 | 2 | 3 | 4 | 5 |
3 | Learned to use the knowledge gained in class in practical activities | 1 | 2 | 3 | 4 | 5 |
4 | I can complete practical tasks (exercises, tasks, experiments, etc.) given by the teacher | 1 | 2 | 3 | 4 | 5 |
5 | Learned how to independently complete creative tasks | 1 | 2 | 3 | 4 | 5 |
6 | I can realize my creative ideas | 1 | 2 | 3 | 4 | 5 |
7 | I can teach others what I learned in class | 1 | 2 | 3 | 4 | 5 |
8 | Learned to cooperate with the guys in solving assigned tasks | 1 | 2 | 3 | 4 | 5 |
9 | Learned to obtain information from different sources | 1 | 2 | 3 | 4 | 5 |
10 | My achievements as a result of classes | 1 | 2 | 3 | 4 | 5 |
5. Conclusion
It is very important to think over the form for assessing the child’s results: it should be specific and understandable to children, reflect the real level of their preparation, but not create in them the position of a “B” or “C” student. In this case, a 10-point (or any other) assessment system, assigning “titles” of different levels, awarding “badges” and “medals” of a certain value, etc. can come to the aid of the teacher. The main thing is that the student develops an adequate self-esteem of his own achievements, based on the desire to achieve even higher results.
When the teacher sums up the overall diagnostic results, he needs to pay attention, first of all, to the degree of implementation of the educational program (how many children completed the program in full, how many partially, etc.): if we objectively evaluate the effectiveness of the implementation of any educational program, then 100% There cannot be “training”, because in a study group children with different abilities, capabilities, and often not the same age are studying at the same time. Analysis of such results may become a reason for revising or correcting the educational program: if all children completed (or “exceeded”) the program, then perhaps it requires some complication; conversely, if less than half of the students completed the program, then it is too complex and needs some simplification.
The teacher needs to analyze the general level of theoretical and practical training of children in order to subsequently eliminate the identified gaps or shortcomings.
6. Literature used:
1.Builova L.N., Klenova N.V. Methodology for determining the results of children’s educational activities //Additional education. 2004, No. 12.
2.Builova L.N., Klenova N.V. Methodology for determining the results of children’s educational activities //Additional education. 2005, No. 1
3. From the experience of a teacher.
