Peculiarities of evaluation of educational achievements of junior schoolchildren. Criteria-based assessment of students' achievements. Results of the initial general standard of education

teacher's report primary school: "ASSESSMENT OF THE ACHIEVEMENT OF PLANNED RESULTS IN THE PRIMARY SCHOOL"

1. The place of the rating system in pedagogical technologies reaching the standard.
It is quite obvious that the assessment system occupies a special place in the pedagogical technologies for achieving the Standards Requirements and the planned results of mastering primary education programs that specify them.
It performs the functions of one of the main components of the program and its regulator. In fact, it is the assessment system that ensures the unity of approaches that exist in the variable system of general education.
Evaluation of both the process of cognition itself and its results is considered as one of the independent important learning goals designed to help the teacher choose the most effective teaching methods and means that would encourage students to develop and further advance in cognition.
2.Basic requirements for the grading system.
The main requirements for the assessment system, its goals and objectives can be formulated as follows. The grading system should be designed in such a way that it can:
- establish what students know and understand about the world in which they live,
- give general and differentiated information about the teaching process and the learning process,
- track the individual progress of students in achieving the Requirements of the standard and, in particular, in achieving the planned results of mastering primary education programs,
- provide feedback for teachers, students and parents,
- monitor the effectiveness of the implemented training program.
In accordance with these goals, the assessment system is aimed at obtaining information that allows:
- for students to gain confidence in the possibility of successful inclusion in the system of lifelong education,
- parents - to monitor the process of learning and development of their child,
- teachers to make judgments about the effectiveness of the curriculum, about individual progress and student achievement, and in particular about:
o whether the development of the educational needs of students, whether they are striving for deeper and more thorough knowledge,
o whether students begin to realize that real problems require the integration of knowledge from different subject areas,
o do students improve their learning skills and abilities, increase their knowledge in order to more successfully advance in learning, find solutions to learning problems,
o Do children show both the ability to work individually and the ability to work collaboratively? learning activities.
In elementary school, assessment is designed to stimulate learning by:
- assessment of the child's initial knowledge, the experience that he / she brought to the task or to the study of the topic,
- taking into account individual or group needs in the educational process,
- taking into account the peculiarities of the ways of manifestation of understanding of what has been studied at this stage educational process and this child
- Encouraging children to reflect on their learning, on the evaluation of their own work and the process of their implementation.
3. Principles of building an assessment system.
The assessment system is based on the following principles common to all primary education programs:
1) Assessment is an ongoing process, naturally integrated into educational practice. Depending on the stage of training, diagnostic (starting, current) and slice (thematic, intermediate, milestone, final) assessment is used.
2) Evaluation can only be criterial. The main evaluation criteria are the expected results that correspond to the learning goals.
3) Only the results of the student's activity, but not his personal qualities, can be evaluated with the help of a mark.
4) You can only evaluate what is taught.
5) The evaluation criteria and the algorithm for setting the mark are known in advance to both teachers and students. They can be developed together.
6) The assessment system is built in such a way that students are included in the control and assessment activities, acquiring the skills and habits of self-assessment.

4. The ratio of internal and external evaluation.

The primary school assessment system uses internal and external assessment.

internal evaluation,

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

Methodology for internal assessment of student achievement

Sources of information for assessing the achieved educational outcomes, the process of their formation and a measure of awareness by each student of the features of the development of his own learning process, as well as for evaluating the progress of learning are:
- students' work performed during the course of training (homework, mini-projects and presentations, formalized written assignments - various texts, reports on observations and experiments, various dictionaries, memos, diaries, collected data sets, collections of information materials, greeting cards, etc. .p., as well as various initiative creative work- illustrated essays, posters, posters, crafts, etc.);
- individual and Team work students in the course of work;
- statistical data based on explicit indicators and obtained in the course of targeted observations or mini-studies;
- test results (results of oral and written tests).
Three types of assessment are recommended in elementary school:
- starting diagnostics
- ongoing assessment (closely related to the learning process)
- final evaluation.
Starting diagnostics in the first grades is based on the results of monitoring the general readiness of first graders to study at school and the results of assessing their readiness to study this course.
These indicators determine the starting conditions for teaching children in primary school. The experience and results of ongoing research show that the majority of children aged 6-7 years confidently demonstrate the achievement of the described level of readiness, which, of course, makes the task of an elementary school teacher easier. However, it should be remembered that the partial or even complete lack of certain knowledge and / or skills of the child is not the basis for any discriminatory decisions, but only indicates the need for individual corrective work with this child during the adaptation period and the direction of this work. In the future, after experimental testing, it is planned to introduce these indicators into the system of planned results of mastering primary school programs, which will help to equalize the starting preparation of students through the purposeful organization of the system school education.
Final assessment occurs at the end of training and can be carried out in the form of an accumulated assessment (synthesis of available information), as well as in data collection forms (including final tests) or demonstration of examples of application of acquired knowledge and mastered methods of activity; any combination of these forms is also possible.
Final Graduate Grade and Its Use
in the education system
The final grade of the graduate is formed on the basis of the accumulated grade in all academic subjects and marks for completing at least three final works (in the Russian language, mathematics and integrated work on an interdisciplinary basis).
At the same time, the accumulated assessment characterizes the fulfillment of the entire set of planned results, as well as the dynamics of students' educational achievements over the period of study. And grades for final works characterize, at a minimum, the level of mastering by students of the basic system of knowledge in the Russian language and mathematics, as well as the level of mastery of meta-subject actions.
Based on these assessments for each subject and for the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results.
Such a conclusion is made if the materials of the accumulative assessment system do not record the achievement of the planned results for all the main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks of the basic level.
MEASUREMENT MATERIALS FOR FINAL EVALUATION
The final assessment is formed on the basis of the accumulated assessment, which characterizes the dynamics of individual educational achievements of students over the years of study in elementary school, and the results of the final test work.
At the same time, the final test work is carried out within the framework of regulated procedures in two main subject areas (mathematics and the Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).
It is advisable to introduce the following two levels of achievement of the planned results: basic (or basic) and advanced (or functional).
Assessment procedures and mechanisms
1 class. Determine the purpose of the lesson with the help of the teacher. Discuss the course of action in class. Express your opinion (version). Evaluate class work in class. Distinguishing the right thing from the wrong thing.
Grade 2 Determine the purpose of the lesson with the help of the teacher, independently find and formulate the problem of the lesson together with the teacher. Plan the lesson. Express your version, suggesting a way to check it. Work according to the plan, use the textbook, the simplest devices and tools. In a dialogue with the teacher, determine how successfully the task was completed.
3 - 4 class. Independently formulate the objectives of the lesson after a preliminary discussion. Learn to identify and formulate a learning problem with the teacher. Make a plan for solving the problem (task) together with the teacher. Work according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher. In dialogue with the teacher, evaluate the performance of their work.
Qualitative assessment Mark - points of success (U.S.) 5 - point system
Even the required level has not been reached An empty circle is a mandatory task that was never completed 2 (unsatisfactory). Opportunity to fix!
Required level 1 used – partial development 3 (satisfactory). Opportunity to fix!
2 used – full development 4 (good). The right to change!
Program level 3 used – partial mastering 4+ (close to excellent). The right to change!
4 used – full development 5 (excellent)
The maximum level is 5 b. y. – approaching or reaching the maximum level of 5+ or 5 and 5 (excellent)
Evaluation procedure
1. Any, especially successful action is evaluated, and only the solution of a full-fledged task is fixed with a mark.
2. The student and the teacher, if possible, determine the assessment in a dialogue (external assessment + self-assessment). The student has the right to reasonably challenge the grade.
3. For each learning task or a group of tasks showing mastery separate skill- put your own mark.
4. For each task of the verification (control) work following the results of the topic, marks are given to all students. The student cannot refuse to give this mark, but has the right to retake the control.
For tasks solved in the study new topic, the mark is put only at the request of the student.
. Organization of a cumulative assessment system
Portfolio

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

Organization of assessment

educational achievements junior schoolchildren under the conditions of the Federal State Educational Standard

Krikunova Elena Anatolyevna

“The main contradictions and shortcomings of the existing system for monitoring and evaluating student work show that this system, inherited by us from the old days, is long outdated and needs to be replaced” (L.M. Fridman)

Evaluation and grade has always been considered the monopoly of the teacher, and the development of self-esteem - something "additional and optional."

If we want to help our children become independent, let's teach them the freedom of decision and responsibility for their choices.

The new grading system will require more effort from us, but soon you will see how the children will be different!

And let our children say more often, “I am no longer afraid to answer, because my teacher is studying with me!”

Explanatory note.

One of the directions for organizing the educational process in the context of the introduction of the Federal State Educational Standard in primary school is the creation of conditions for evaluating the educational achievements of younger students. The problem of assessment has always been very relevant in pedagogy, all the more so it is today, when global changes have engulfed the entire education system.

The former practice of evaluating educational results: knowledge, skills and abilities - now seems completely inadequate to the breadth of the demands of both the child and his parents, and the teacher himself. This circumstance actualizes the problem of revising attitudes towards educational achievements and their evaluation.

In the Federal State Standard of the new generation, the requirements for educational results are defined as an independent pedagogical category and act as criteria for assessing the educational achievements of schoolchildren. The use of requirements (planned educational outcomes) as evaluation criteria makes it possible to move from the currently accepted standardized approach to evaluation, which contains considerable opportunities for subjectivity in evaluation, to a criterion-oriented evaluation. The shift in emphasis from subject knowledge, skills and abilities to general educational skills, to the development of independence in educational activities, led to a change in the assessment system.

Now not only educational achievements are assessed, but also creativity and personal initiative of the child in all areas of school life. In other words, we have moved from assessment norms, which in fact are often and largely subjectively set by the teacher himself, to fairly clear and unambiguous assessment criteria established by the standard.

The new assessment system is laborious, but it will make it possible in general to track the learning process of each child, to see his difficulties, and to determine a development program.

Introduction.

Evaluation of development results general educational programs is a necessary condition for the implementation of the system of requirements of state educational standards. The assessment system materials specify both the requirements themselves and the expected results, expressing them in a language understandable and accessible not only to professionals (teachers, education administrators, methodologists, measurement specialists, program developers, etc.), but also to the main categories of non-professional participants educational process -children and parents.

Arelevance of developments withthe system for assessing the achievement of the results of general education is determined by the elected in Russian Federation approach to the regulation of the educational process with the help of state educational standards, naimed at regulating the results of education invariable construction of the educational process, as well as the need for a broad understandingresults of modern general education.

The development of a system for evaluating the planned results of the development of general education programs relies primarily on the understanding of the structure and composition of the results of general education, as well as on the specification of the concept of educational results, reflected in the Fundamental Core of the Content of General Education and the Program for the Development of Universal Educational Actions.

Work in this area is carried out on the basis of common approaches, determined jointly by specialists who develop all the main components of educational standards. The work also takes into account the main directions and approaches used in the creation of an all-Russian system for assessing the quality of education.

The development of new tools for assessing the mastering of new planned results of primary education can become the basis for the development of a new system for assessing the educational achievements of students, supplement them with new dynamic characteristics in subject and interdisciplinary areas and the area of ​​personal development of students, and will also allow an objective assessment of the effectiveness of general educational institutions, will create an information and analytical potential for managing educational systems.

This development is limited to the creation of a system for evaluating only those results that are subject to final evaluation within the framework of regulated procedures, the results of which are adopteda decision on the readiness of primary school graduates to continue their education in a secondary school,namely, the final assessment of the educational results of students who have completed the initial stage of education.

Estimated Security Rules.

do not skimp on praise

praise the performer, criticize the performance (instead of "You made three mistakes in this sentence," it's better to say: "Let's find three mistakes with you in this sentence"

“on a fly in the ointment - a barrel of honey” Even in the sea of ​​failure, you can find an island of success and gain a foothold on it

Set specific goals for your child. Instead of the spell: “Try to be careful and do not skip letters,” the setting “In the past dictation you missed six letters, today - no more than five” is more effective.

“for two birds with one stone…” There is no need to set several tasks for the first-grader at the same time. If you set the task today not to forget about the dot at the end of the sentence, forgive him for forgetting how to spell the capital letter D

the formula "again you are NOT ..." is a sure way to grow a loser

teacher, start practicing evaluative security with your own self-assessment.

The assessment system is a complex and multifunctional system, including both current and final assessment of the performance of younger students; both assessment of the activities of teachers and schools, and assessment of the results of the education system.

Goals and objectives of the assessment system:

establish what students know and understand about the world in which they live;

give general and differentiated information about the teaching process and the learning process;

track the individual progress of students in achieving the Requirements of the standard and, in particular, in achieving the planned results of mastering primary education programs;

increase the objectivity of monitoring and evaluating the educational achievements of students;

provide conditions for self-assessment and self-control;

ensure monitoring of individual educational achievements of students;

provide feedback to teachers, students and parents;

monitor the effectiveness of the implemented training program.

Rating and mark...?

Expected results:

school assessment system, focused on effective teaching and learning of the child allows:

provide informative and regulated (metered) feedback, giving the student information about the implementation of the program, about how much he has moved forward, and at a certain stage - both about the general level of performance and about his weaknesses, so that he can turn special attention to this; for the teacher, the feedback should give information about whether he has achieved or not his goals;

use it as a form of encouragement rather than punishment, stimulate learning, focus more on what students know than on what they don't know; use it to mark even minor progress of students, allowing them to advance at their own pace and without using the time factor (since speed is almost never related to the quality of learning);

orient the student towards success and not contribute to sticking labels, including those associated with unrealistic expectations of the inspectors.

rely on a broad basis, and not only on the achievements of a limited group of students (class), promote the formation and development of self-esteem.

Evaluation of universal learning activities.

The system for assessing the planned results of the development of basic educational programs refers to the regulatory support of state standards of general education of the second generation in accordance with the Concept of Standards. The basis for developing a system for evaluating the planned results of mastering basic educational programs is the Requirements for the results of mastering educational programs of primary education. The planned results of the development of these educational programs and Universal learning activities, which include:

subject results (knowledge and skills, experience of creative activity, etc.);

metasubject results(methods of activity mastered on the basis of one or more subjects, applicable both within the framework of the educational process and in solving problems in real life situations);

personal results(system of value relations, interests, motivation of students, etc.).

Evaluation of personal results.

(In the planned results, the personal results of graduates at the stage of primary general education in full compliance with the requirements of the Standard are not subject to final evaluation).

Assessment of personal resultsis an assessment of the achievement by students of the planned results in their personal development.

The achievement of personal results is ensured in the course of the implementation of all components of the educational process - the subjects presented in the main educational program, including extracurricular activities implemented by the family and the school.

The main object of evaluation of personal results is the formationuniversal learning activities included in the following three mainblock:

self-determination - the formation of the internal position of the student - the acceptance and development of a new social role student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see strengths and weak sides your personality;

meaning formation - the search for and establishment of personal meaning (i.e., "meaning for oneself") of teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of "what I know" and "what I don't know" of "ignorance" and striving to bridge this gap;

moral and ethical orientation - knowledge of the basic moral norms and orientation towards their implementation based on an understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma in resolving the moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

Main contentassessment of personal results at the level of primary general education is built around the assessment of:

the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates - and orientation to the pattern of behavior " good student» as a role model;

the formation of the foundations of civic identity - a sense of pride in one's Motherland, knowledge of significant historical events for the Fatherland; love for one's land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;

the formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;

the formation of the motivation of educational activity, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation for achieving results, striving to improve one's abilities;

knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of observance/violation of a moral norm.

Gradethese results educational activities carried out in the course of external non-personalized monitoring studies. Their implementation involves specialists who do not work in this educational institution and who have the necessary competence in the field of psychological diagnostics personal development in childhood. The subject of evaluation in this case is not the progress of the student's personal development, but the effectiveness of the educational activities of an educational institution, municipal, regional or federal system education.

Evaluation of meta-subject results.

The achievement of meta-subject results is ensured by the main components of the educational process - the subjects presented in the mandatory part of the basic curriculum. This causes a number of requirements not only to the content and form of organization of the educational process, but also to the content, criteria, methods and procedures for evaluation.

The main object of evaluation of meta-subject results is the formation of the above regulatory, communicative and cognitiveuniversal actions - that is, such mental actions of students that are aimed at analyzing and managing their cognitive activity. These include:

the learner's ability to accept and retain learning goal and tasks; to independently transform a practical task into a cognitive one, the ability to plan one's own activity in accordance with the task and the conditions for its implementation and to look for means of its implementation; the ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;

the ability to carry out information search, collection and selection of essential information from various information sources; the ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;

the ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, to establish analogies, refer to known concepts;

the ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions;

Ways to implement the evaluation of meta-subject results;

Features of the assessment of meta-subject results are related to the nature of universal learning activities. By virtue of their nature, being functionally, in fact, orienting actions, metasubject actions constitute the psychological basis and the decisive condition for the success of students in solving subject problems. Accordingly, the level of formation of universal learning activities, representing the content and object of evaluation of meta-subject results, can be qualitatively assessed and measured in the following main forms.

Evaluation of meta-subject results is carried out in the course of various procedures. For example, in the final test work on subjects or in complex work on an interdisciplinary basis, it is advisable to make an assessment (direct or indirect) of the formation of most cognitive learning activities and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory action.

In the course of internal assessment, recorded in the portfolio of achievements in the form of evaluation sheets and observation sheets of a teacher or school psychologist, the achievement of such communicative and regulatory actions that are difficult or impractical to check in the course of a standardized final test work is assessed. For example, it is during the internal assessment that it is advisable to monitor the level of formation of such a skill as “interaction with a partner”: orientation towards a partner, the ability to listen and hear the interlocutor; the desire to take into account and coordinate various opinions and positions regarding an object, action, event, etc.

Evaluation of subject results.

Evaluation of subject resultsis an assessment of the student's achievement of the planned results in individual subjects.

The system of subject knowledge is the most important component of subject results. It is possible to single out basic knowledge in it (knowledge, the assimilation of which is fundamentally necessary for the current and subsequent successful learning) and knowledge that supplement, expand or deepen the basic system of knowledge, as well as serving as propaedeutics for the subsequent study of courses.

. At the stage of primary general education, the basic system of knowledge includes, first of all, the conceptual apparatus (or “language”) of educational subjects, the development of which allows the teacher and students to effectively advance in the study of the subject.

Ways to implement the evaluation of subject results.

At the initial stage of education, the assimilation by students of the basic system of knowledge in the Russian language and mathematics is of particular importance for continuing education.

When evaluating the subject results, the main value is not in itself the development of the system basic knowledge and the ability to reproduce them in standard learning situations, and the ability to use this knowledge in solving educational and cognitive and educational and practical problems. In other words, the object of evaluation of subject results is the actions performed by students with subject content.

Actions with subject content (or subject actions) are the second important component of subject results. Many objective actions are based on the same universal educational actions, primarily cognitive ones: the use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishing links (including cause-and-effect) and analogies; search, transformation, presentation and interpretation of information, reasoning, etc. But on different subjects, these actions are performed with different objects, for example: with numbers and mathematical expressions; with sounds and letters, words, phrases and sentences; statements and texts; with objects of animate and inanimate nature, with musical and works of art etc. Therefore, with all the commonality of approaches and algorithms for performing actions, the very composition of the formed and practiced actions has a specific “subjective” coloring. Therefore, in particular, the contribution of different subjects in the formation and formation of individual universal educational activities.

The system of ungraded education in grades 1-2

Gradeless learning is learning in which there is no mark as a form of quantitative expression of the result of evaluation activities. This is a search for a new approach to assessment, which would allow to overcome the shortcomings of the existing "grading" assessment system, such as: failure to form students' evaluative independence; difficulty of individualization of training; low information content; traumatic nature.

Gradeless learning is introduced in grades 1-2 of elementary school as a system of control and self-control of students' educational achievements, focused on learning according to an adaptive model - teaching everyone and everyone, and everyone depending on his individual characteristics- and is intended to contribute to the individualization of the educational process, increase educational motivation and educational independence of students.

Evaluation is not subject to: the pace of the student's work; personal qualities of schoolchildren; the originality of their mental processes (features of memory, attention, perception).

Main types of control

at the place in the learning process:

• preliminary control, which allows to determine the initial level of learning and development of students;

• current control, which allows determining the level of development of students and the degree of their progress in mastering the program material;

• final control, which determines the final level of knowledge of students in subjects and the degree of formation of the main components of the educational activity of schoolchildren;

by content:

• predictive or planning control that determines

the sequence of performing operations of a training action or its operational composition before the start of the actual execution of the action;

• step-by-step control that controls the correctness, completeness and sequence of the operations that are part of the action;

• control by result, comparing the actual result or the performed operation with the sample after the implementation of the training action;

by subjects of control and evaluation activities:

• external control carried out by a teacher or classmates (mutual control and mutual evaluation);

• internal or reflective control exercised by the student and directed to understanding the principles of constructing and implementing their own activities (self-control and self-esteem).

Techniques of evaluation activity used in the classroom with ungraded learning.

Ladder students on the steps of the ladder note how they learned the material: the bottom step - did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can do the work on his own.

A magic ruler on the margins of notebooks draw scales and mark with a cross at what level, in their opinion, the work was done. When checking, the teacher, if he agrees with the student's assessment, circles the cross, if not, then draws his cross lower or higher

Traffic light evaluation completing tasks with the help of color signals: red - I can do it myself, yellow - I can do it, but I'm not sure, green - I need help.

Symbols The mark is fixed as follows:

The student knows the material well, knows how to use knowledge in a non-standard situation %

^ - the student knows the material, but applies knowledge according to the model in a non-standard situation;

the student has difficulty completing the task;

the student does not know the material and does not cope with the task;

(+ - agree, ? - I suggest repeating the material, ! - let's work together again)

"Party Neighbor"

It is no secret that many first-graders who are determined to achieve good results have high self-esteem and overestimate their educational achievements. In this case, it is advisable to work in pairs in two ways:

1st method of assessment: a desk mate evaluates a student sitting next to him immediately after doing independent work, justifies his assessment, and indicates shortcomings.

2nd method of assessment: the student first evaluates himself, then there is an exchange of notebooks and assessment in pairs.

If the scores match, then the neighbor's cross is circled. The discrepancy between the estimates is fixed by the cross of the neighbor taken in the circle.

Literature

1. Educational system "School 2100". Preschool education. Elementary School. Collection of programs. Under scientific ed. D. I. Feldstein. - M.: Balass, 2008. - 260-276 p.

2. Final examinations for grade 1 according to the second standards.

3. New state standards of school education. - M.: AST-Astrel, 2010. - 446 (2) p.

5. GEF primary general education

MOU secondary school No. 2, Istra

Teacher: Tvorogova I. M.

year 2013

Topic: "Assessing the educational achievements of younger students"

The problem of assessing the educational achievements of students and the form of expression of this assessment is long overdue. According to most elementary school teachers, all children are happy to go to the first grade. But for a variety of reasons (ability, health, level of training, psychological features child) they learn differently educational material and, accordingly, have different levels of performance.

Therefore, the mark becomes for some children "a good fairy, and for others - Baba Yaga." Indicative in this regard is the social portrait of the assessment expressed in points, i.e. marks:

• 
  triumphant five;
• 
  hopeful four;
• 
  indifferent trio;
• 
  depressing duo.

The system often has a traumatic character for the child. Often the marking system is an instrument of psychological pressure, which is directed at the child and his parents.

All this leads to a decrease in interest in learning, an increase in the psychological discomfort of students in learning, an increase in anxiety and, as a result, to a deterioration in physical health schoolchildren.

Elementary school teachers working on a non-grading system note that in these classes:

• 
  higher level of learning activity; children strive for contact with the teacher, they are not afraid to express their opinion, even if it is erroneous;
• 
  lower level of anxiety, fewer manifestations of negative emotions (namely, this reduces the effectiveness of training);
• 
  tasks performed by children are not only reproductive, but also creative in nature.

Thus, with the skillful organization of ungraded learning in the classroom, an atmosphere is created psychological comfort not only for the student, but also for his parents and teachers.

On parent meetings teachers acquaint parents of students with the features of assessment in the 1st grade, give arguments against grades, and name the advantages of a non-grading system of education.

In the first grade, the system of point (marking) evaluation is excluded. It is not allowed to use any iconic symbolism that replaces the digital mark (asterisks, airplanes, suns, etc.). Only a verbal explanatory assessment is allowed. If the student’s answer is incorrect, it is forbidden to say “didn’t think”, “wrong”, it’s better to get by with the replicas “you think so”, “this is your opinion”, etc.

The following are not subject to assessment: the pace of the student's work, the personal qualities of schoolchildren, their originality mental processes(features of memory, attention, perception, pace of activity, etc.).

Individual educational achievements of students are subject to assessment (comparison of today's achievements of the child with his own yesterday's achievements). Each successful step of the child, an attempt (even unsuccessful) to independently find the answer to the question is positively evaluated. It is necessary to encourage any manifestation of initiative, the desire to speak out, answer a question, work at the blackboard. Encourage, not be afraid to overpraise. To teach children to exercise self-control: compare their work with a model, find errors, establish their causes, and make corrections yourself. The implementation of informative and regulated feedback with students should be success-oriented, contribute to the formation and development of self-esteem.

Assessment should be directed towards effective teaching and learning of the child. A feature of the assessment procedure in non-marking learning is that the student's self-assessment must precede the teacher's assessment.

With a collective form of assessment, it is necessary to help children see the success of a friend (calculates well, reads expressively, writes accurately, etc.) and, of course, express wishes and comments (we advise you to learn the table and tell it tomorrow), etc. We most often use collective assessment when evaluating competitions of drawings, crafts, sample notebooks, and the teacher must ensure that each child participates in this discussion.

An important result of learning without marks, on a content-evaluative basis, is the child's ability to empathize, rejoice in the success of another, critically approach the work done, respect their own and others' achievements, children develop the experience of active forms of mutual assistance, mutual support. It is easiest to develop these feelings in children in labor lessons. Indeed, sometimes it is very difficult for the teacher to have time to help everyone who has already completed the task. Children understand each other faster. Gradually, from this type of mutual assistance, we moved on to mutual testing in the lessons of the Russian language and mathematics: if you are not sure of the result, check with the guys or with the teacher - because we want to learn.

In gradeless learning, it is very important to teach children ways of self-assessment. It is necessary to teach children the standards of self-esteem, ways to detect possible errors and correct them, in the process of this work various forms of self-assessment can be used:

The child’s discussion aloud of his own work (he says that he did well, especially well, and where he made a mistake, what you need to pay attention to).

It is important to evaluate as many students as possible at the end of the lesson: some for active work, others for the accuracy and correctness of the answers, third for the accuracy of the assignment, and fourth for listening carefully in the lesson. And there are also such students who need to be thanked for the fact that they did not interfere with listening to others, which undoubtedly contributes to creating a situation of success in the process of development.

In conditions of ungraded learning, it is important to form a positive attitude of the children's team towards each student, since everyone has their own pace of development, their own successes.

Children cannot be compared: this one is smart, calm, better than others, and this one is weak, lagging behind. What is easy and simple for one person can be very difficult for another. In this regard, it is necessary to direct children not to detect the shortcomings of classmates, but to identify positive aspects. With gradeless learning, it is very important to teach children the standards of self-esteem, ways to detect possible mistakes and correct them.

The results of children can be assessed using:

• 
  Appraisal ladder
• 
  Verbal evaluation
• 
  traffic light

Appraisal ladder. Students on the steps of the ladder note how they learned the material: the bottom step - did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can do the work on his own.

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

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

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

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

Purpose: to track the dynamics of students' progress in achieving subject and meta-subject results. When creating these sheets, the program and the requirements for the mandatory minimum content of education are taken into account. correct definition goals of achievement and ways to check them. The sheets of individual achievements and the Sheets of accounting and control give the teacher all the necessary information: how the learning process is going, what are the difficulties for individual children, the teacher and the class as a whole have achieved the set goals, which should be corrected in the process of subsequent learning. They also allow for feedback from the student and parents, and much more informative than traditional marks allow. Such a scheme is more time-consuming than marking, but it also better meets the tasks at hand, especially since very often teachers themselves follow this path!

Approximately by the end of the first quarter in the class there is a tendency towards more adequate children's self-esteem.

the main problem graded education is that with this system, the teacher focuses on the shortcomings, while with the non-grading system, the success of the student comes to the fore. The marking system does not allow the student (i.e., someone who still does not know and does not know how to) feel successful, because. focuses him on some ideal result, which is not always achievable for the child.

One of the goals of gradeless learning is to make student assessment more meaningful, objective, and differentiated. According to domestic psychologists, this will allow the teacher, firstly, not to harm the emotional health of the child and, secondly, to form knowledge and skills more effectively.

The second important goal of non-marking learning is to form and develop the evaluation activity in children, making pedagogical process humane and focused on the personality of the child. This becomes both a condition and a result of cooperation between the teacher and children, reinforces mutual understanding and interaction.

Gradeless education is introduced in the 1st grade of elementary school and is designed to promote the humanization of education, the individualization of the educational process, the increase in educational motivation and educational independence of students.

In the first grades of elementary school, non-grading education can be in the form of a test for each topic.

The student must master each topic by completing a certain amount of tasks in the textbook and independent work. Based on the results of this work, he receives a credit on this topic. Each topic for each student should be credited, but the period for obtaining credit should not be strictly limited (for example, students must pass all topics before the end of the quarter). This teaches students to plan their actions.

Estimated Security Rules

• 
  We do not skimp on praise.
• 
  We rejoice in the success of another, help him in case of failure.
• 
  “on a fly in the ointment - a barrel of honey” Even in the sea of ​​failure, you can find an island of success and gain a foothold on it.
• 
  Set specific goals for your child. Instead of the spell: “Try to be careful and do not skip letters,” the setting “In the past dictation you missed six letters, today - no more than five” is more effective.
• 
  “for two birds with one stone…” There is no need to set several tasks for the first-grader at the same time. If today you set the task not to forget about the dot at the end of the sentence, forgive him for forgetting how to spell capital letter D.
• 
  the formula "again you are NOT ..." is a sure way to grow a loser.
• 
  We don't make fun of it, but we joke about it.
• 
  Praise the performer, criticize the performance.

Evaluation and mark should record the achievements of the student. Tracking can be carried out both in the form of a general achievement screen, and in the form of individual student achievement diaries.

^ Current assessment of educational achievements. At the beginning of the study of the topic, it is useful to conduct an initial assessment of the preparation of students. The results of such an assessment in primary school can be noted using "Ladder of Achievement" by placing a figurine, symbolizing the initial level of proficiency in this skill, on one or another step of the ladder.

It should be remembered that when evaluating written work (for example, homework), it is necessary to note not only errors and errors in the performance of the work, but also all the good jobs, make promotional notes.

^ Thematic and final control checks not educational activities, but learning outcomes(degree of learning).

In this regard, for primary school students, independent and control (verification) work has been created in mathematics, in the Russian language, literary reading etc.

^ Independent work are educational in nature. In other words, the student has the right to repeatedly work on his mistakes until he learns. The purpose of these works is to identify and timely eliminate existing problems in knowledge (training goals). In accordance with the teacher's remarks, the students perform those tasks that caused them difficulty. A mark for independent work (if it is set) is recommended to be set after the revision of possible errors. The main criterion for evaluating independent work is the quality of the child's work on himself. High level the difficulty of independent work allows children to prepare themselves well for the performance of control or verification work. Their goal is to control the quality of mastering the educational material.

^ Test papers check the basic level of achievements. They carry not so much a teaching function (although a retake is possible), but a controlling one.

The evaluation activity of the teacher should not be a separate part of the lesson - it should permeate all his work. At the same time, it is important to remember that one should evaluate not only the result of educational work, but especially diligence, diligence, the desire to overcome difficulties, to show independence. It is connected with this one of the problems that the teacher has faced and is facing is how to organize the assessment of the educational achievements of younger students, so as not to reduce it only to the assessment of knowledge, skills and abilities, but to cover the entire process of educational activity and its results.

When evaluating a child’s oral and written work, it is necessary to formulate a verbal assessment in an emotional form, show satisfaction with success: "Well done! I like the way you try"; "Great! You write better than me”; "OK, thank you! It was interesting to listen to you”; "Don't be upset, you will succeed, just let's do it this way..."; “Look, it turns out you can! After all, it worked out, well done!” In addition, during the assessment process, the teacher shows the student what he has already achieved and what he has to master: “Well done! But...” This can be an important function at all stages, and especially at the stages of updating knowledge and applying new knowledge..

aim new system is to assess the progress of the student along the lines of development and his access to a certain level of education.

^ Required level - Orientation to the national minimum requirements (standard).

A basic level of - program requirements.

Max level - scope of opportunities that goes beyond the general requirements of the program.

^ Portfolio as a form of appraisal activity.

A portfolio is usually understood as a way of fixing, accumulating and evaluating the individual achievements of a student in a certain period of his education. This form of assessment is successfully used in many countries around the world. A portfolio is usually defined as "a collection of a student's work and results that demonstrates their efforts, progress and achievements in various areas", which allows it to be used in a cumulative assessment system.

The main goals of gradeless learning are to make student assessment more meaningful, objective and differentiated. This goal can be achieved if we subordinate ungraded learning to the more important strategic task of modernizing the entire Russian school- education of independent, initiative and responsible young people who are able to quickly and effectively find their place in society in the new socio-economic conditions

^

(reading skills)

№	Formed skills and abilities		Dates
			start	October	november	December	January	February	total
1.1	Reading technique	Reading syllables
		Word reading
		stress
		Reading sentences
		Reading texts
		Reading accuracy
		Reading expressiveness
1.2	reading comprehension	The answer to a direct question on reading
		Missing word recovery
		Drawing up an "oral picture"
		Matching words and pictures to them.
		Comparison of the read text and illustrated material to it
1.3	paraphrase

^ List of individual achievements

( mathematics )

Student__________________________________________________________

School __________________________________________________________

Class ______________ Teacher ______________________

№	Formed skills and abilities		Dates
			start	October	november	December	January	February	total
2.1	Calls consecutive numbers 0 to 20	Uses direct count
		Applies a countdown
		Names the neighbors of a number
		geometric material
		Classification of objects according to various criteria
		Spatial relationships (left-right, above-below)
		Focus on numerical series
2.2	Knows and denotes the operations of addition and subtraction.	Understands the meaning of addition
		Understands the meaning of subtraction
		Computational skills for addition
		Computing skills for subtraction
		The relationship between the components on the "+"
		The relationship between the components on "-"
2.3	Can count objects, read, write and compare numbers within 20	Item Count
		Reading numbers
		Writing numbers
		Number Comparison
		Number Composition

^ List of individual achievements

(Russian language)

Student__________________________________________________________

School __________________________________________________________

Class ______________ Teacher ______________________

№	Formed skills and abilities		Dates
			start	October	november	December	January	February	total
3.1	Knows all the letters and sounds of the Russian language	Distinguishes sounds
		Distinguishes between letters
3.2	Able to isolate, distinguish, name and designate sounds and letters	Sound sequence
		Vowels and consonants and letters
		soft and solid sounds
		Designation of softness of consonants
		Hard and voiceless consonants
3.3	Can identify the place of stress in a word	Division into syllables
		Emphasis of the stressed syllable
3.4	Able to write letters, compounds and words.	Lower case
		Capital letters
		Letter compounds
		Word writing
3.5	Ability to deal with proposals	Isolates words
		Makes an offer
		Copying from printed text
		Orally makes 3-5 sentences on the topic
3.6	Can write from dictation	Literate writing of words
		Writing sentences of 3-5 words
3.7	Knows hygienic rules of writing	Notebook position
		Landing while writing
		Ability to hold a pen
3.8	Knows how to follow calligraphic norms of writing	The slope of the letters
		Letter shape
		Letter compounds

Criteria-based assessment of students' educational achievements is especially important in the framework of the transition of educational institutions to the new federal state standards.

GEF

GEF second generation involve significant modernization modern education. In addition to supporting skills and abilities, attention is paid to the independent activities of schoolchildren, a reliable foundation is being created for the secondary level of education.

The standards of the first generation assessed the degree to which schoolchildren mastered a certain minimum of knowledge and skills. Criteria-based assessment according to the Federal State Educational Standard is focused on new goals and results, and allows you to control the child's self-development. In the new educational system the assessment does not act as a minimum criterion, it is used to test the mastery of educational skills and abilities.

Grades for younger students

Monitoring the achievements of younger schoolchildren is an urgent problem of the modern educational system. Let us analyze the main forms and methods of evaluation associated with the accumulative rating system, and also highlight distinctive features unmarked variant in younger students.

Features of the new standards

The leading component in the new educational standards to the results of mastering the basic curricula is the formation of a harmoniously developed personality.

They install:

1. Directions for the development of the educational system, which determine the main thematic sections.
2. Criteria-based assessment technology allows you to describe the individual achievements of students.
3. The requirements for the organization and content of primary education are determined.

As the main direction of evaluation in the new approach to education is the control of the results of the implementation and development of modern curricula. The second generation GEF is aimed at schoolchildren. Criteria-based assessment in mathematics lessons involves taking into account several groups of UUN.

There are three main options for determining the results of education, involving criteria-based assessment:

• metasubject;
• personal;
• subject.

Personal results in the Federal State Educational Standards are considered as the development of a child's self-determination, including the formation of his civic identity, the improvement of his internal position, the formation of the meanings and motives of educational and extracurricular activities, the improvement of moral and ethical values, feelings, personal qualities.

Meta-subject skills involve universal types of activity: communicative, cognitive, as well as options for its adjustment:

• control;
• planning;
• correction.

Universal options can be mastered by children on the basis of one or more academic disciplines, are used by schoolchildren in the cognitive process, during extracurricular activities, to eliminate real life problems, finding a way out of difficult situations. Criteria-based assessment of students' educational achievements is mainly used in educational activities. Subject learning outcomes imply the material mastered by students in the process of studying the subject.

Results of the initial general standard of education

The main results of the Federal State Educational Standard in primary school, which the criteria-based assessment system allows us to analyze, are:

• the formation of subject and universal actions that allow continuing education at the second stage (in the main school);
• education of the ability to learn, develop independently, organize themselves, set their own goals and objectives, solve educational and practical and educational and cognitive tasks;
• individuality of progress in the development of personal qualities.

Criteria-based assessment in primary school helps the teacher to find an individual approach to each child, choose the best methods and forms of teaching. There is a special document that lists all the planned results for different educational areas (subjects).

The purpose of the assessment according to the Federal State Educational Standard

Criteria-based assessment in primary school according to second generation standards analyzes the way to achieve the planned educational results. As a result, the following educational, practical and cognitive tasks are solved:

1. Creation of a system of scientific ideas about man, society, nature.
2. Skills and abilities of research, cognitive, practical activities.
3. Communication and information skills.

Criteria-based assessment in primary school according to the Federal State Educational Standard has some features. The new standards are aimed at organizing joint classroom and extracurricular activities of schoolchildren and teachers, choosing and organizing educational content, and creating a favorable environment.

Criteria-based assessment is not just a learning tool, but a stable regulator of the educational program. It acts as an intrinsically valuable fragment of the content of the subject, a means of increasing the effectiveness of learning and teaching. The place and functions of marks in the educational process have changed. Criteria-based assessment of student achievement is based on the following principles:

1. It is an ongoing process that is integrated into normal activities.
2. For each stage of the lesson, the teacher applies his own version of assessment. Diagnostic checks are also suitable for the initial stage of extracurricular activities.
3. Intermediate, final, thematic, milestone, criteria-based assessment is indispensable at the stage of testing ZUN.

Axioms of Evaluation

There are certain canons that characterize the assessment according to the Federal State Educational Standard:

1. There are several methods to achieve any goal.
2. Not a single criteria-based assessment system can adequately assess the individual abilities of schoolchildren.
3. It is necessary to carry out a preliminary check, identifying the possibility of applying the chosen method for a specific educational program.
4. You should not use all technologies at once, it is important to identify priority areas.
5. Criteria-based assessment focuses on the formation of positive motivation, support for the success of schoolchildren.
6. GEF does not involve the transformation of the assessment into a kind of "whip" for the student.

Criteria-based assessment in mathematics lessons should not be reduced to a huge number of tests and tests, intimidating schoolchildren with low grades. Every student should have the right to their own educational trajectory, personal pace of studying educational material.

If the system is criteria-based, students are assessed taking into account their individual abilities and personal results. GEF does not imply unsatisfactory marks for moral development, patriotic education. The teacher gets the opportunity to compare each child's personal results.

The Federal State Educational Standard does not imply a teacher's comparison of the achievements of different students, since the problem of the child's psychological comfort arises. The teacher sets the final mark as the total result of the marks accumulated by the child for the period under consideration (quarter, half year, year).

The new standards assume only criteria-based assessment in the lessons of the Russian language, mathematics, and the world around. In order not to cause a negative reaction among schoolchildren, all the criteria and norms of marks, the specifics of the exposure are reported in advance to parents, children, teachers. The mark is used to control the results of the child's educational activities; it cannot be used to highlight the personal qualities of the student.

The modern system of education presupposes precisely criteria-based assessment. The school is invited to build a special form of control, within which all students will be included in such activities, will be able to acquire self-assessment skills, work in creative groups. This version of work implements the principle of equal distribution of responsibility between all participants in the educational process: teachers, students, parents.

Criteria-based assessment of the Russian language implies the voluntariness of the performance of presentations and dictations, tasks of an increased level of complexity. At the first stage of education, the assessment system is used to stimulate the child's desire to learn:

• the teacher controls the initial knowledge and experience of the student used to study the material;
• group and individual achievements of schoolchildren are taken into account;
• the understanding of the material studied by the child is analyzed;
• the teacher encourages children to reflect on their own result, contribution to the common cause.

The assessment system according to the Federal State Educational Standard in elementary school involves setting an internal mark, it is determined by the teacher. External evaluation is carried out by various services in the form of monitoring studies, certification works. Such criteria-based assessment of mathematics does not affect the quarter (annual) mark. The FSES of the second generation did not just modernize, they adjusted the requirements for schoolchildren's learning, approaches to learning outcomes, and their diagnosis.

The specificity of the evaluation of meta-subject, subject, personal results

When introducing second-generation standards, teachers faced the question of assessing the formation of actions, the level of achievements, fixing new learning outcomes. In order to find answers to the questions posed, the representatives of the elementary school formulated certain tasks for themselves:

1. To analyze options for pedagogical control, evaluation of educational and extracurricular achievements of schoolchildren, taking into account new standards.
2. To study the methodological and scientific literature on the problem of assessing the achievements of the planned results, the degree of mastery of the basic curriculum primary education.
3. To think over the criteria for assessing the educational skills of schoolchildren in terms of second-generation standards.

For the implementation of the Federal State Educational Standard, personal, meta-subject, subject results of education are evaluated. The teacher highlights meaningful (subject-active) lines. In addition to the marks given by the teacher, the child also carries out self-assessment, monitors the dynamics of personal achievements.

Portfolio allows you to accumulate achievements, analyze individual educational development schoolboy. In addition to standard written or oral work, GEF involves project students. At the end school year each child individually or as part of a project group defends the project. The form of presentation of the results of the work is selected educational institution approved by the school board.

Evaluation history

Assessment has appeared in pedagogy for a long time. It was used to check the level of assimilation of new material, to control intellectual skills. The teacher tries to set aside a certain period of time for evaluating students at each lesson. Among the common ways to check ZUN, the leading positions belong to: control and independent work, simulators, tests. Also, to check the level of learning, children are offered special homework assignments for which the teacher puts marks. The classic version of assessment is work in small groups, oral presentations in front of classmates. Examples of assessment methods offered in the new educational system are:

• test tasks;
• express polls;
• observations;
• self-assessment exercises;
• game assessment options;
• discussions.

To achieve the goals set by the Ministry of Education of the Russian Federation, the teacher must not only master the assessment system, but also operate with the forms and methods of teaching.

In addition to reproductive methods, including the classical explanation of the material, the implementation of exercises according to the scheme, the teacher must also use problem technologies in his work. They are the leaders in the educational standards of the new generation. The research approach, design, modeling of various situations, including extracurricular education, helps the teacher achieve the goals set by the Ministry of Education.

Assessment Methods

Impressive teaching methods involve the formation of social, aesthetic, moral, scientific values ​​in schoolchildren. Evaluation involves taking into account the following facts:

• the degree of activity of the student;
• the level of reproduction of the received information.

Expressive methods involve students modeling situations in which they can show their level of education and upbringing. GEF involves the combination of these two methods, the analysis is carried out in combination. Comprehensive assessment involves taking into account all skills, the emphasis is on personal skills.

The school forms such an assessment system that will objectively control the individual abilities of the student, monitor the development of new knowledge, and the acquisition of certain skills. The teacher conducts a comprehensive check of the achievements of the pupils, selects for each child his own version of further development. Maintaining a portfolio of students' achievements is a way of constantly monitoring the individual growth of children.

Examples of grading systems

For first graders, non-assessment learning is suitable:

• the teacher creates a "ladder of achievements", at each stage of which it is expected that students will acquire certain skills;
• heroes of fairy-tale rulers help kids learn new knowledge, get the basics of design and research activities;
• sheets of individual achievements are based on painting the cells with different colors, and the shade depends on what skills the students have acquired;
• observation sheets.

All these assessment methods without the use of points should be supplemented by comprehensive (final) knowledge tests. Among the innovations introduced at the initial stage of education is the writing of test papers by graduates of the 4th grade. This initiative came from the teachers themselves, who understand the importance and significance of rating testing for initial stage learning. Such test tasks will help the children prepare for the final exams that await them at the level of basic education (grade 9), at the end of high school(Grade 11).

Portfolio

Rapid development modern society left its mark on education. The introduction of new teaching standards at the primary and secondary levels of education has made significant changes to the assessment system. A rating system has appeared that takes into account not only but also other personal achievements schoolchildren. Portfolios are now available not only for teachers, high school students, but also for elementary school students. What can be invested in a portfolio of personal achievements? Everything to be proud of:

1. Special sheets of achievements, which reflect the dynamics of educational personal changes, starting from the first year of his studies at an educational institution.
2. The results of various tests, conclusions based on their results. Starting diagnostics is considered as initial testing. It is carried out by a psychologist before the child enters school.
3. Both closed and open answers of the child are put into the portfolio, which reflect the development of technical skills: reading techniques, computational skills.
4. Diplomas, thanks, diplomas from various olympiads, competitions, conferences, creative events.

Conclusion

Federal State Educational Standards are aimed at the formation of a developed personality. The ZUN assessment system has been significantly modernized. It is not the score that characterizes the specific ZUN of the child that comes first, but the progress, personal achievements that the student has received over the estimated period of time.

This approach encourages students to self-development, self-improvement. If children are comfortable in the classroom, there is no fear of assessment, they are not afraid to answer, the desire to acquire new knowledge among schoolchildren will increase from year to year. The use of certain criteria corresponding to the Federal State Educational Standard when evaluating helps the teacher develop in his pupils a sense of responsibility, cooperation,

"Assessment of educational achievements of younger students"

The modern elementary school is already on the position of diversity and variability, where the system of work of the teacher and the school as a whole plays an important role, aimed at maximizing the disclosure and cultivation of the personal qualities of each child. Taking into account the fact that a modern elementary school is not a school of skill, but a school of testing the child's strength, it becomes actual problem assessment of the educational achievements of each student, aimed at personal growth and development, and not at the level of the average student.

The new assessment system should normalize the student's relationship with the teacher, parents and himself; relieve anxiety, reduce the neuroticism of children; increase learning motivation; allow you to track progress school success. How to organize control and evaluation within the framework of student-centered education?

The system of monitoring and evaluating the student's educational work poses an important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, identify errors and find ways to eliminate them.

Thus, a school assessment system focused on the effective learning of a child should, at a minimum, allow:

To carry out informative and regulated (metered) feedback, giving the student information about the implementation of the program, about how far he has advanced and about his weaknesses, so that he can pay special attention to this: the feedback should give information to the teacher about whether he achieved or not his goals;

Secondly, use the assessment system as a form of encouragement, not punishment, stimulate learning, focus more on what students know than on what they do not know;

Also mark with its help even minor progress of students, allowing them to advance at their own pace;

Rely on a broad basis, and not only on the achievements of a limited group of students (class), promote the formation and development of self-esteem.

It has traditionally developed that the used form of assessing the achievements of elementary school students is the total indicators of the completeness and depth of mastering school curriculum, expressed in points on a five-point scale. Modernization concept Russian education involves the transition to a non-marking system of education throughout the primary school.

The main goals of gradeless learning are to make student assessment more meaningful, objective and differentiated. This goal can be achieved if we subordinate ungraded education to the solution of a more important strategic task of modernizing the entire Russian school - educating independent, enterprising and responsible young people who are able to quickly and effectively find their place in society in the new socio-economic conditions.

In conditions of ungraded learning, it is important to form a positive attitude of the children's team towards each student, since everyone has their own pace of development, their own successes.

Children cannot be compared: this one is smart, calm, better than others, and this one is weak, lagging behind. What is easy and simple for one person can be very difficult for another. In this regard, it is necessary to direct children not to detect the shortcomings of their classmates, but to identify the positive aspects. With gradeless learning, it is very important to teach children the standards of self-esteem, ways to detect possible mistakes and correct them.

Children's outcomes can be assessed using

Magic rulers

Iconic symbolism

Appraisal ladder

verbal assessment

Traffic light

Iconic symbolism

Appraisal ladder. Students on the steps of the ladder note how they learned the material: the bottom step - did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can do the work on his own.

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

Assessing the performance of tasks using color signals: red - I can do it myself, yellow - I can do it, but I'm not sure, green - I need help.

In the first grades of elementary school - ungraded teaching can be in the form of a test for each topic.

The student must master each topic by completing a certain amount of tasks in the textbook and independent work. Based on the results of this work, he receives a credit on this topic. Each topic for each student should be credited, however, the period for obtaining credit should not be strictly limited (for example, students must pass all topics to the end

Estimated Security Rules

We do not skimp on praise.

We rejoice in the success of another, help him in case of failure.

“on a fly in the ointment - a barrel of honey” Even in the sea of ​​failure, you can find an island of success and gain a foothold on it.

Set specific goals for your child. Instead of the spell: “Try to be careful and do not skip letters,” the setting “In the past dictation you missed six letters, today - no more than five” is more effective.

“for two birds with one stone…” There is no need to set several tasks for the first-grader at the same time. If today you set the task of not forgetting the period at the end of the sentence, forgive him for forgetting how to spell the capital letter D.

the formula "again you are NOT ..." is a sure way to grow a loser.

We don't make fun of it, but we joke about it.

Praise the performer, criticize the performance.

Evaluation and mark should record the achievements of the student. Therefore, it is advisable for the teacher to track the progress of the student along the lines of personality development. Tracking can be carried out both in the form of a general achievement screen, and in the form of individual diaries of student achievements.

Current assessment of educational achievements. At the beginning of the study of the topic, it is useful to conduct an initial assessment of the preparation of students. The results of such an assessment in elementary school can be noted using the “achievement ladder”, placing a figure, symbolizing the initial level of mastery of this skill, on one or another step of the ladder.

It should be remembered that when evaluating written work (for example, homework), it is necessary to note not only errors and errors in the performance of work, but also all successful jobs, and make encouraging notes.

Thematic and final control checks not learning activities, but learning outcomes (degree of learning).

In this regard, independent and control (verification) work in mathematics, in the Russian language, literary reading, etc. has been created for primary school students.

Independent work is educational in nature. In other words, the student has the right to repeatedly work on his mistakes until he learns. The purpose of these works is to identify and timely eliminate existing problems in knowledge (training goals). In accordance with the teacher's remarks, the students perform those tasks that caused them difficulty. A mark for independent work (if it is set) is recommended to be set after the revision of possible errors. The main criterion for evaluating independent work is the quality of the child's work on himself. The high level of difficulty of independent work allows children to prepare themselves well for the performance of control or verification work. Their goal is to control the quality of mastering the educational material.

Tests check the basic level of achievement. They carry not so much a teaching function (although a retake is possible), but a controlling one.

One of the methods for evaluating the process of own educational activity and its results by a junior student can be used by the "Tree of Creativity". Children in the common basket have fruits, flowers, green and yellow leaves, which children make together with their parents from colored paper, 5 pieces every week. At the end of the day or lesson, children attach them to a tree: fruits - the business went useful, fruitful; flower - almost everything turned out, it went pretty well; green leaf - not everything worked out, but I tried; yellow leaf - could not cope with the task, still needs to work.

The evaluation activity of the teacher should not be a separate part of the lesson - it should permeate all his work. At the same time, it is important to remember that one should evaluate not only the result of educational work, but especially diligence, diligence, the desire to overcome difficulties, to show independence. It is with this that one of the problems that the teacher has faced and is facing is how to organize the assessment of the educational achievements of younger students, so as not to reduce it only to the assessment of knowledge, skills and abilities, but to cover the entire process of educational activity and its results.

When evaluating a child's oral and written work, it is necessary to formulate a verbal assessment in an emotional form, to show satisfaction with success: “Well done! I like the way you try"; "Great! You write better than me”; "OK, thank you! It was interesting to listen to you”; "Don't be upset, you will succeed, just let's do it this way..."; “Look, it turns out you can! After all, it worked out, well done!” In addition, during the assessment process, the teacher shows the student what he has already achieved and what he has to master: “Well done! But...” This can be an important function at all stages, and especially at the stages of updating knowledge and applying new knowledge.

 By the middle - the end of elementary school, students switch to a cumulative assessment system, which can easily be translated into any form of mark. Let's describe its main features.

1) The purpose of the new system is to assess the student's progress along the lines of development and his access to a certain level of education in accordance with the minimax principle. In the process of studying one or another subject, firstly, the student’s progress along the lines of personality development is recorded, and secondly, the student’s progress from the “mini” level to the “maxi” level along each line of development in accordance with the minimax principle.

The required level is an orientation towards the national minimum of requirements (standard).

Baseline - program requirements.

The maximum level is the amount of opportunities that goes beyond the general requirements of the program.

2) Instead of negative and positive marks for any successful action, the student receives success points:

1 - 2 points - the required level;

3 - 4 points - basic level;

5 - 6 points - the maximum level.

3) Success scores are easily converted into five-point marks of the official magazine. One success score (partial mastery of the required level) corresponds to a triple, but it is recommended to avoid putting it in the official journal. Two points of success (complete mastery of the required level) correspond to four. Three success points (partial mastery of the basic level) corresponds to a four plus, four success points (full mastery of the basic level) corresponds to a five. Five and six points of success (reaching the maximum level) correspond to five plus.

4) Based on the results of studying the topic, each student gains a certain number of success points. If the number of points is equal to the number of lessons, then he receives a credit at the required level for the topic. If the number of points exceeds the number of lessons and at the same time some of the tasks were completed on basic level, then the student receives a credit at the basic level. If the number of points significantly exceeds the number of lessons and at the same time some of the tasks were completed at the maximum level, the student receives a credit at the maximum level.

If the total score does not allow to receive a credit, the student, before starting a new topic, writes a five-minute work on the cards, which is the choice of one task, either the required or the basic level.

5) During the year, 3 - 5 mandatory for all control (verification) work should be planned. In them, students must complete tasks along all lines of development for a given subject. In the task of each line, there should be a choice of difficulty level: required (2 points), basic (4 points) or maximum (6 points).

Thus, according to the results of the assessment, by the end of the year, we get, firstly, a graph of the student's progress in studying the course by topics and verification work(reflected in the student's diary of achievements), and secondly, the rating (on test papers) for each line of development.

With the correct definition of achievement goals and ways to check them, the Sheets of Individual Achievements and the Sheets of Accounting and Control give the teacher all the necessary information: how the learning process is going, what are the difficulties for individual children, the teacher and the class as a whole have achieved the set goals, which should be corrected in the subsequent process. learning. They also allow for feedback from the student and parents, and much more informative than traditional marks allow. Such a scheme is more time-consuming than marking, but it also better meets the tasks at hand, especially since very often teachers themselves follow this path!

A portfolio is usually understood as a way of fixing, accumulating and evaluating the individual achievements of a student in a certain period of his education. This form of assessment is successfully used in many countries around the world. A portfolio is usually defined as "a collection of a student's work and results that demonstrates their efforts, progress and achievements in various areas", which allows it to be used in a cumulative assessment system.

Checking and evaluating the achievements of younger students is a very essential component of the learning process and one of the important tasks of the teacher's pedagogical activity. Careful planning by the teacher of the goals to achieve and ways to check them helps to increase the objectification of the assessment and the quality of the learning process.