45. Functions of pedagogical assessment:

· educational- this assessment function involves not so much the registration of existing knowledge, the level of students' learning, but the addition, expansion of the knowledge fund;

· educational- formation of skills of a systematic and conscientious attitude to educational duties;

· orientation- impact on the mental work of a student in order to understand the process of this work and understand his own knowledge;

· stimulating- impact on the volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships;

· diagnostic- continuous monitoring of the quality of students' knowledge, measuring the level of knowledge at various stages of education, identifying the causes of deviation from the set goals and timely adjustment of educational activities;

Checking the effectiveness of the teaching activity of the teacher himself. Control and evaluation allow the teacher to obtain information about the quality of the educational process, taking into account which he makes adjustments to his work;

Formation of adequate self-assessment in students as a personal education. Adequate self-esteem of schoolchildren is formed under the influence of grades and value judgments of the teacher. If these influences are negative, then they lead to the formation of low self-esteem, instill in the student a lack of self-confidence, resulting in a decrease in learning motivation and loss of interest in learning;

a powerful motive for the educational activity of students;

Changes in interpersonal relations in the class team, assistance in raising the status of students. The positive or negative attitude of classmates to an individual student depends on the extent to which positive or negative pedagogical influences and assessments are applied to him.

Through assessments, the teacher educates schoolchildren, influences their attitude to learning, performance and self-demanding. He develops, if he does it right, their attentiveness, perseverance and diligence, allows you to truly evaluate your progress and the progress of others. It brings up their self-awareness to the proper extent, forms the motivation of schoolchildren. Any assessment that the student considers fair, no matter whether it is positive or negative, affects the motives, becomes a stimulus for their activities and behavior in the future.

46. ​​Types of assessments in a survey situation (according to Ananiev)

Partial assessments appear in the form of separate evaluative appeals to students during a survey in a lesson, and do not refer to the student's knowledge system, and not even to the subject as a whole, but to a certain partial knowledge or skill.

B.G. Ananiev defines 3 types of partial estimates:

1) Ambivalent (dual):
- lack of evaluation
- indirect assessment
- indefinite estimate.

2) Negative ratings

3) Positive evaluations.

Ambivalent estimates:

1. Lack of evaluation The teacher does not evaluate the student in any way. Such assessment has a very strong negative impact on the student's learning activities and his self-esteem. This is the worst kind of ped. evaluation, which has a disorienting rather than an orienting function.

2. Indirect evaluation - this is the assessment of one student through another ("Here Dima answered better than Vitya") - this is a traumatic assessment.

Ananiev calls these two types "initial", due to the fact that they do not have an independent meaning and do not have a categorical effect. Often the teacher gives such assessments unconsciously, involuntarily.

3. Uncertain estimate - also initial, but it is already a kind of transition to various specific assessments, consciously set by the teacher. Characteristic of an indefinite assessment, which brings it closer to definite and separates it from the original ones, is its verbal form. The main, often the only expression of it are words or gestures that do not allow the student to understand how he was assessed.

Negative ratings: it is a very delicate instrument.

- Comment- this is only partly an assessment, since it is only an expression of the personal attitude of the teacher. Becomes a grade when systematically falling on the same student.

- Negation- these are words, phrases indicating the incorrectness of the student's answer and stimulating the restructuring of his thoughts, and, accordingly, the course of solving problems and the organization or reorganization of his educational activity ("wrong", "wrong").

- censure- various kinds of punishment, ridicule, which are sarcastic rather than humorous; reproaches, threats, notations. Can be stimulating if the student's shortcomings are not ridiculed.

Positive ratings

- Agreement- these are words and phrases that indicate the correctness of the student's answer, and stimulate the movement of his thoughts in the same direction. The function is to stimulate, encourage the student in his answers, actions.

- OK is a positive assessment of what the student has done or intends to do. The stimulating effect of the assessment prevails over the orienting one. Approval is a true, proven pedagogical technique.

- Confession- represents the selection of certain human merits.

- promotion- can be material, or assessment in words. This is an important pedagogical technique with which you can solve the following tasks: to show what is valued in the behavior of the child; reinforce and encourage positive behavior in the child.

47. Mark and grade

Grade A process is an assessment activity carried out by a teacher.

mark - the result of this process, its conditional reflection. A mark appears based on the grade. In the process of learning activity, the phenomenon of reaction fading is sometimes observed: too frequent use of the same stimuli (positive or negative assessments) leads to a gradual loss of their motivating role. The extreme values ​​​​of marks do not always have the same stimulating power as the cat. have average marks.

The main functions of pedagogical assessment according to Ananiev: 1) Orienting- contributes to the awareness of the students of that activity, the cat. he performs, and awareness of his own decisions. 2) stimulating- affects the emotional-volitional sphere of the teacher through the experience of success or failure

Types of ped. ratings: 1) subject: concerns the content, the subject of study. activities of the teacher, but not his personality.2) Personal ped. estimates: refer to the individual qualities of the teacher (diligence, diligence). 3) Material(attractive things, money, etc.)4) Moral(praise or blame) 5) Productive- relate to the final result of the activity.6) Procedural- refer to the process, not the final result7) quantitative, correlated with the volume of work performed8) quality related to the quality, accuracy and accuracy of the work performed.

Types of assessments of the survey situation, or partial estimates.

Partial assessments act in the form of separate evaluative appeals to students during a survey in the classroom, and do not refer to the student's knowledge system, and not even to the subject as a whole, but to a certain partial knowledge or skill. B. G. Ananiev defines 3 types of partial assessments:

1) Ambivalent (dual): (Lack of evaluation - the teacher does not evaluate the teacher in any way, indirect evaluation is the evaluation of one teacher through another, an indefinite evaluation is often its only expression - words, gestures that do not allow the teacher to understand how he was evaluated.) 2) Negative assessments (Remark, denial, censure) 3) Positive assessments (Consent, approval, recognition, encouragement)

Group and individual assessment standards:

group- evaluates the student in comparison with other students; task standardization.

Individual assessment standards - assessment of the student in comparison with previous achievements.

48. The psychological essence of education

Kandybovich, Dyachenko: in the broad sense of the word upbringing - it is an activity to transfer socio-historical experience to new generations.

In the narrow sense of the word upbringing - it is a systematic, purposeful impact on the consciousness and behavior of a person in order to form certain attitudes, principles, value orientations that provide the necessary conditions for its development, preparation for life and work.

Badmaev B.Ts.: upbringing - this is the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment, including specially organized, purposeful activities of parents and a teacher.

Upbringing - it is the acquisition by an individual of social values, moral and legal norms, quality and patterns of behavior of educational processes that are socially recognized and approved by this community.

Kondratieva S.V.: upbringing - it is the formation of a holistic personality structure.

49. Psychological conditions for success education

1) Knowledge and understanding by the teacher, educator of the psychology of the child. This refers to the interests of the child, his value orientations, needs, self-esteem, the level of claims, the content of claims, temperament, specific age characteristics, which mental mechanism is leading at a given age (suggestion, imitation, identification).

2) Inclusion of the student in the activity, i.e. formation of motives and ways of behavior in one's own activity.

3) Establishing contact with pupils and overcoming semantic barriers:

Contact - establishing relationships that result in mutual understanding and cooperation.

The semantic barrier this is a negative reaction of the child to the demand of the teacher, educator, caused by the fact that they put different meanings into this demand.

Different 3 options for the semantic barrier

1. A child has a different view of some things than adults.

2. When the teacher's demands are perceived by the student as ridicule, nit-picking

3. The semantic barrier arises to the requirements of individual teachers

4) Prevention and overcoming the affect of inadequacy. inadequacy is a severe emotional state, which is the result of the increased claims of the individual, which do not coincide with its real capabilities; such a student has a stable self-esteem higher than real achievements, than the assessment that others give him.

Causes of the affect of inadequacy: undeservedly high marks from others, inflated claims and self-esteem, dominance of focus on oneself.

Despite the fact that the knowledge assessment system has been used for a long time, the main provisions have not yet been developed.

An analysis of the psychological and pedagogical literature on the problem of assessing the success of students' educational activities revealed a number of works in which the concept of "assessment" is considered from social positions (K.A. Albukhanova-Slavskaya, A.A. Bodalev, V.V. Vlasenko, G.I. Malkovskaya, N.A. Rusina, N.V. Seleznev). Is not it. Bozhovich, N.G. Morozova, L.S. Slavina understand the school assessment of knowledge as the objective criterion that determines the public judgment about the student. K.A. Albukhanova-Slavskaya writes that the social aspect of assessment is determined by the fact that assessment "meets the need for communication, knowledge of one's "I" through the eyes of others."

According to N.V. Selezneva, "pedagogical assessment expresses ... the interests of society, performs the functions of meaningful supervision of students", because “It is society that controls, not the teacher.” The author points out that the presence of an assessment in the educational process is dictated by the "needs of society in a certain type of personality." R.F. Krivoshapova and O.F. Silyutina understands assessment as a detailed, deeply motivated attitude of the teacher and the class team to the results of the achievements of each student. ON THE. Baturin believes that evaluation is a mental process of reflecting object-object, subject-subject and subject-object relations of superiority and preference, which is realized in the course of comparing the subject of evaluation and the evaluation basis. Without referring to other examples, we note that with a variety of interpretations of the essence and role of assessment, in the psychological and pedagogical literature there is an understanding of the subject of assessment, firstly, as the student's individual personal qualities and, secondly, as the results of his educational activity.

So, assessment is the definition and expression in conventional signs-points, as well as in the teacher's evaluative judgments, of the degree of students' assimilation of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline. Oral answers, written, control, practical, graphic works, as well as work in workshops, in production and at the school site are subject to assessment. It takes into account the correctness of the answer in terms of content, its completeness and consistency, the accuracy of the wording, the strength and consciousness of the assimilation of knowledge, their connection with practice, professional training and the quality of products. The attitude of the student to learning, the implementation of the Charter of the educational institution and the Rules for students, and other norms of behavior are also evaluated.

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

Evaluation of the teacher does not immediately acquire meaningful meaning for the student. For this, the following conditions are required:

the standard that the teacher uses in his evaluation activities in relation to the student should be clear to the student himself; it is important that the ideas of the teacher and the student about the object being evaluated coincide;

the student's trust in the teacher and his grades.

Different ways of organizing external assessment (collective assessment, mutual assessment of classmates), based on trust in the student, respect for his personality, faith in his strength, form in him a serious, interested attitude towards criticism, strengthen the sense of self-importance in the team, awareness of the care of his comrades , teachers. In the formation of an internal meaningful self-assessment by a student of his educational activity, the disclosure to the student of the meaning, purpose of learning, education acquires special importance. The fact is that a student, as a rule, focuses on the external, and not on the internal aspects of life. The essence of the teaching is the transformation of the personality of students, by assigning them knowledge, skills, ways of thinking and activity.

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

According to B.G. Ananiev score can be:

orienting, influencing the mental work of the student, contributing to the student's awareness of the process of this work and understanding of his own knowledge;

stimulating, influencing the affective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships;

educating - under the direct influence of the mark, there is an "acceleration or slowdown in the pace of mental work, qualitative changes (changes in working methods), changes in the structure of apperception, transformation of intellectual mechanisms."

Due to this, the assessment affects the intellectual and affective-volitional spheres, i.e. on the personality of the student as a whole. Pedagogical assessment affects the changing attitudes and opinions that exist in the school between the class and the student.

Under the influence of evaluative influences, such important personality traits as self-esteem and the level of claims are formed in children. In this regard, the assessment operates on the principle of changing self-assessment, i.e. changes in opinions and attitudes towards the individual on the part of members of the social group, and evaluative and self-evaluative influences are a strong corrective factor in the behavior and activities of the individual.

According to A.I. Lipkina, the age-related dynamics of students' self-esteem is determined not so much by their objective capabilities, but by the influence of the teacher's and class students' evaluative influences. At the same time, it is indicated that the situation of success or failure in educational activities, supported by low or high marks of the teacher, steadily leads to a change in the level of students' aspirations.

The estimated position of a loser or an excellent student is already in the fourth grade, according to A.I. Lipkina, acquires in their activity the significance of a global factor that extends to the entire learning process, including getting a mark by the student. B.G. Ananiev believes that the different level of teacher requirements for students with different academic performance forms a different level of claims in them. Thus, strong students in the current work are highly valued by teachers and therefore form a high level of claims, which very often entails a reassessment of their own knowledge and a delay in further qualitative advancement.

Weak students in their current work are rated low by teachers, which contributes to the formation of a low level of claims in them: claims are stimulated only by quarterly accounting, which has a weakly responsible meaning for them, their hard work during this period usually gives relative progress, which is taken into account in the assessment by the teacher.

The general trend of many works on the problem of evaluating the success of students' educational activities is that one of the leading functions of evaluation is called control as a condition for the formation of knowledge and skills among students (P.Ya. Galperin, 1985; N.V. Kuzmina, 1993; A. A. Rean, 1993; V. A. Yakunin, 1988, etc.). This is explained by the fact that control, according to the theory of the stage-by-stage formation of mental actions (P.Ya. Galperin, 1985), is a part of evaluative actions as one of its functional parts. At the same time, control acts as the basis for the formation of the student's ability to pay attention and develop mental cognitive processes.

In the psychological and pedagogical literature on the problem of evaluating the success of students' educational activities, such evaluation functions as: educational, educating (G.I. Shchukina, 1977), informational (S.P. Beznosov, 1982), guiding (A.G. Dolmanov) , 1991), motivational (K.V. Sapegin, 1994), instructive (T. Novatsky, 1979) and others.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

• Doing
• 1. Features of the teacher's evaluation activity
• 2. Essence and functions of pedagogical assessments
• Conclusion
• Bibliography

Introduction

With all the variety of forms of education and pedagogical institutions that are currently emerging in Russia, the main tasks are still the education and upbringing of children and control over these processes. In the context of the ideas of the personality-oriented paradigm of education, the problem of assessment in the educational process acquires new forms and content.

The widespread phenomenon of evaluation in the educational process of the school was the reason that the teacher's evaluation of the results of students' learning activities and self-assessment have emerged in recent years as an independent direction.

The problem of evaluation and assessment in its various aspects was reflected in the works of domestic and foreign psychologists, teachers and methodologists (B. G. Ananiev, Yu. K. Babansky, P. P. Blonsky, J. Bruner, L. I. Bozhovich, L. S. Vygotsky, E. A. Golubeva, V. James, Z. I. Kalmykova, G. Klaus, A. N. Leontiev, I. Ya. Lerner, A. R. Luria, A. K. Markova, V S. Merlin, A. I. Raev, M. N. Skatkin, S. L. Rubenstein, N. F. Talyzina, G. I. Shchukina, D. B. Elkonin, I. S. Yakimanskaya).

According to the theory of learning activity, assessment activity generates the need for a student or teacher to obtain information about whether or not the quality of the student's knowledge and skills in the subject meets the requirements of the program. The purpose of the assessment activity is, therefore, to control the progress of students and form their adequate self-esteem.

The subject of evaluation activity, coinciding with the subject of educational and cognitive activity, is the system of knowledge and skills of the student. The result of the act of evaluating the results of the student's educational activity by the teacher is an assessment, which, depending on the level and method of reflecting relationships, can be expressed by the sign and intensity of emotional experience, its verbal version, value judgment, mark.

The relevance of the research topic is also related to the fact that, against the background of a large number of studies of the evaluation activities of teachers, the question of the role of grades as a type of recorded assessments of students' learning activities has attracted little attention from researchers, especially from a psychological standpoint.

1. Features of the teacher's evaluation activity

According to the theory of learning activity, evaluation activity is generated by the need of the student or teacher to obtain information about whether or not the quality of the student's knowledge and skills in the subject meets the requirements of the program. The purpose of the assessment activity is, therefore, to control the progress of students and form their adequate self-esteem.

The subject of evaluation activity, coinciding with the subject of educational and cognitive activity, is the system of knowledge and skills of the student. The result of the act of evaluation by the teacher of the results of the student's educational activity is an assessment, which, depending on the level and method of reflection of relations, can be expressed by the sign and intensity of emotional experience, its verbal version, value judgment, mark (B. G. Ananiev, 1980; H. Vek, 1984 ; G. I. Schukina, 1977; N. V. Kuzmina, 1993). Borisova M. A. Psychology of evaluative relations in the "teacher-student" system: Diss. cand. psychol. Sciences. - L .: LGU, 1985.

For the study of evaluative activity, a general psychological model of activity is acceptable (S. L. Rubinstein, 1940; A. N. Leontiev, 1975; B. F. Lomov, 1984), with its components: motive, goal, planning, processing of current information in an operative manner, decision-making, action, verification of the result and correction of actions.

Despite the complexity of the issue and the diversity of its study, individual researchers are trying to develop this problem within the framework of a systematic approach. At the same time, assessment as a subsystem of pedagogical activity is considered as a structure.

In the theory of pedagogical systems, the composition of structural and functional components is theoretically and empirically determined and is considered constant for all pedagogical systems and their subsystems: the subject and object of pedagogical influence, the subject of their joint activity, the goals of learning and the means of pedagogical communication. This five-component model of valuation activity has been developed in a number of studies (M. A. Borisova, 1985; S. L. Kopotev, 1986; A. A. Baranov, 1995; S. P. Belykh, 1995).

The question of the composition of evaluation actions turned out to be the most developed. A. P. Doblaev understands pedagogical evaluative actions as "a reflection of various relations realized by comparing the subject of evaluation and the evaluation basis."

With the help of factor analysis, the following evaluative actions were identified as evaluative actions that form the structure of the teacher’s evaluative activity: planning evaluative influences, making evaluative decisions, evaluating one’s own evaluative activity, control processes, studying the student’s personality, their behavior and relationships; interpersonal interaction, the use and implementation of assessment decisions, predicting the impact of assessments on the behavior and development of the student's personality, correction of assessments.

From the analysis of the listed actions, it follows that the implementation of the assessment activities has a temporal duration: prior to the lesson, preliminary planning, the formation of goals, assessment tasks; during the lesson - the implementation of the evaluation function; after the lesson, correction and control of evaluation activities. Polonsky V.M. Evaluation of schoolchildren's knowledge. - M.: Knowledge, 1981

According to A. G. Domanov, such a "discontinuity" of the stages of valuation activity indicates the existence of a system-forming factor in valuation activity. The author sees the reason for combining various actions into a single system in the general pedagogical principle of management in the form of an orienting and stimulating evaluation function.

A. A. Rean also singles out evaluative skills in a special group of skills: to assess one’s own individual psychological characteristics, to assess one’s state, knowledge and skills of students, etc. A. A. Rean sees a system of relevant knowledge as the basis of evaluative skills: regularities and mechanisms of interpersonal cognition and reflection, developmental psychology of children, methodology and methods of teaching a subject. However, without the presence of a whole range of skills, no matter how extensive the specified knowledge would be for the teacher, evaluative skills cannot be formed, notes A. A. Rean. Rean A. A. Psychology of pedagogical activity. Izhevsk: Udmurt University, 1994.

The author includes in the structure of these skills: social-perceptual, reflexive and intellectual. The latter offer automation of methods for solving individual, previously encountered pedagogical tasks to assess the level of knowledge and skills of students.

V. A. Yakunin names the following among the most important pedagogical skills related to the assessment of learning outcomes:

- monitor the implementation of the goals set and the implementation of the adopted pedagogical decisions;

- to carry out various forms, types and methods of control, mutual control and self-control of students;

- notice and objectively evaluate the small and large educational achievements of schoolchildren;

- to control their actions and behavior;

- identify the causes of students' difficulties and find ways to eliminate them;

- improve own activity on the basis of analysis and evaluation of its advantages and disadvantages.

In addition, psychologists and educators distinguish the following as evaluative actions: determining the subject of evaluation in each specific act of evaluation; inclusion of criteria for evaluating the results of a student's educational activities; the ratio of the progress and results of the student's educational activity with a standard sample based on evaluation criteria; expression of evaluation results in a certain form (value judgments, marks, etc.).

2. Essence and functions of pedagogical assessments

The essence of evaluation is understood by various authors ambiguously. So, S. L. Rubinshtein, assigning special importance to the problem of assessment in the pedagogical process, notes that the relationship between the teacher and students is “saturated with evaluative moments” and that “assessment is made on the basis of the results of activity, its achievements and failures, advantages and disadvantages, and therefore it must itself be the result, and not the goal of activity.

B. G. Ananiev in his fundamental work "The Psychology of Pedagogical Assessment" writes: "The mental development of a child at school is carried out by the teacher not only through the subject and teaching methods, but also through assessment, which is the fact of direct guidance to the student." Ananiev BG Psychology of pedagogical assessment // Selected psychological works. In 2-h vol., vol. II / Ed. A. A. Bodaleva and others - M .: Pedagogy, 1980.

The essence of assessing the success of a student's education, according to L. S. Vygotsky, is that "every act should return to the child in the form of an impression of his action on others." Vygotsky L. S. Pedagogical psychology / Pod. ed. V. V. Davydova. - M.: Pedagogy, 1991.

Sh. A. Amonashvili understands evaluation as "the process of correlating the course or result of an activity with the standard outlined in the task." Amonashvili M.A. The upbringing and educational function of assessing the teaching of schoolchildren. - M., 1984.

So, the mark is an integral part of education and training, being itself a process that has its own role and expression.

It should be noted that with a variety of interpretations of the essence and role of assessment, in the psychological and pedagogical literature there is an understanding of the subject of assessment, firstly, as the student's individual personal qualities and, secondly, as the results of his educational activity.

Evaluation of the success of students' educational activities can be expressed in the following forms:

- small forms (manifested in facial expressions, gestures, voice modulation, brief remarks about academic performance, etc.);

- general characteristics of students;

- marks;

- evaluative statements (in individual conversations with students, at parent meetings);

- other forms provided by the internal regulations of the school.

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

According to B. G. Ananiev, the assessment can be Ananiev B. G. Psychology of pedagogical assessment // Selected psychological works. In 2-h vol., vol. II / Ed. A. A. Bodaleva and others - M .: Pedagogy, 1980. :

a) orienting, influencing the mental work of the student, contributing to the student's awareness of the process of this work and his understanding of his own knowledge;

b) stimulating, influencing the affective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships.

c) educative - under the direct influence of the mark, there is an "acceleration or slowdown in the pace of mental work, qualitative changes (changes in working methods), a change in the structure of apperception, a transformation of intellectual mechanisms."

Thanks to this, the assessment affects the intellectual and affective-volitional spheres, that is, the personality of the student as a whole.

Under the influence of evaluative influences, such important personality traits as self-esteem and the level of claims are formed in children. B. G. Ananiev believes that the different level of requirements of the teacher to students with different academic performance forms a different level of claims in them.

The general trend of many works on the problem of evaluating the success of students' educational activities is that one of the leading functions of evaluation is called control as a condition for the formation of knowledge and skills among students (P. Ya. Galperin, 1985; N. V. Kuzmina, 1993; A. A. Rean, 1993; V. A. Yakunin, 1988, etc.). This is explained by the fact that control, according to the theory of the stage-by-stage formation of mental actions (P. Ya. Galperin, 1985), is a part of evaluative actions as one of its functional parts. At the same time, control acts as the basis for the formation of the student's ability to pay attention and develop mental cognitive processes. Galperin P. Ya. Methods of teaching and mental development of the child. - M., 1985 In the psychological and pedagogical literature on the problem of assessing the success of educational activities of students, such evaluation functions as educational, educative, informational, guiding, motivational, instructive and others are distinguished.

Without referring to other examples, we can conclude that the problem of assessment as a component of learning activity is multifaceted. In many psychological and pedagogical studies, various aspects of it are highlighted: the essence, role, functions of assessment, the structure of the teacher's assessment activity, and others. At the same time, such aspects of this problem as: the development of a unified system of evaluation criteria for the knowledge and skills of students, the subjectivity of marks, the influence of the personal characteristics of teachers and students on the assignment and receipt of a mark have not found a final solution. Without solving them, we believed it would be difficult to successfully implement the task of developing the personality of students in a modern school.

3. Mark as a way to assess student performance

It is generally accepted in the theory and practice of teaching that a mark is a point expression of a pedagogical assessment in accordance with program standards in academic subjects. Unlike other assessment methods, students' marks are recorded in school documentation - class journals, exam protocols, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates. The history of the existence of school marks in the domestic and foreign education system has more than one decade. Nevertheless, the question of the acceptability of using scores in schools as a quantitative measure of the level of knowledge and skills of students has had its supporters and opponents throughout.

According to some researchers (M. I. Zaretsky, 1946; B. P. Esipov, 1955; Yu. K. Babansky, 1972; G. I. Shchukina, 1977; V. V. Skatkin, 1978; A. A. Pinsky , 1980; Kh. Vek, 1984; Sh. A. Amonashvili, 1984), "the establishment of a scoring system played a positive role, since it was accompanied by the introduction of instructions in which, although qualitative, but relatively objective criteria for grading were formulated." Provided that teachers comply with the program requirements, the mark is the only guarantor of the objectivity of evaluating the results of the educational activities of schoolchildren.

Despite the overall positive assessment of the scoring of students' progress, many of the authors note certain shortcomings of this system. Other authors sharply criticize the scoring system in schools. Malkovskaya T. I. Teacher-student. -M.: Knowledge, 1977.

Emphasizing the psychological senselessness and destructiveness of setting a student to an examination mark, L. S. Vygotsky notes that most often teachers "turn out to be unarmed in the face of the natural and elemental force of the set."

In the psychological and pedagogical literature, along with the existence of polar points of view on the school mark, there are works that are devoted to deepening and expanding the 5-point scale.

The mark, being a special case of assessment, bears all its functions in the educational process, such as: stimulating, orienting, controlling, predictive, motivational, educating, etc.

The mark, unlike other forms of pedagogical assessment, has legal force. This marking function is enhanced in connection with the abolition of student characteristics in educational institutions at the present time. The certificate with marks is the only document upon receipt of which students have the right to take exams in higher educational institutions. Malkovskaya T. I. Teacher-student. -M.: Knowledge, 1977.

A number of authors note that the mark performs a social function: thanks to the mark, "the child begins to realize the social, state meaning of the teaching, as a result of which he begins to invest this social meaning in the concept ... of his duty to his parents, school, society." This contributes to the formation of social consciousness in the child.

Psychological analysis of the value of the mark is given in the work of L. I. Bozhovich, N. G. Morozova, L. N. Slavina. The mark, according to the authors, under certain psychological and pedagogical conditions can become a motive that encourages the educational activities of schoolchildren. There may be different reasons behind a student's desire to get grades: to receive praise from parents or teachers; desire to win a certain position in the class; the opportunity to enter a higher educational institution and others.

Being an indicator of the success of the educational activity of schoolchildren, the mark at the same time acts as a characteristic of the teacher's activity as a methodologist and subject teacher.

A mark is an independent phenomenon in the educational process, designed to express the progress of students. Despite the dominance of the 5-point scale in the theory and practice of teaching, the existing assessment system does not meet all the requirements for it, and causes many contradictions in its use. At the same time, while remaining the most important indicator of the success of schoolchildren, it requires a systematic approach to its study and use. Borisova M. A. Psychology of evaluative relations in the "teacher-student" system: Diss. cand. psychol. Sciences. - L .: LGU, 1985.

Conclusion

Theoretical analysis and generalization of literature data allows us to draw the following conclusions:

The problem of evaluating the success of students' educational activities is widely represented in the psychological and pedagogical literature. Its various aspects are revealed: the essence, the role of assessment, the structure of the teacher's assessment activity, etc. However, this problem has not found its final solution within the framework of a systematic approach.

Mark - a way of expressing a pedagogical assessment, which reflects the individual and personal characteristics of the student and teacher.

The lack of development of many issues, primarily from a psychological standpoint, encourages further study of the problem of scoring the success of teaching and teaching schoolchildren.

Bibliography

1. Amonashvili M. A. Educational and educational function of assessing the teaching of schoolchildren. - M., 1984.

2. Ananiev BG Psychology of pedagogical assessment // Selected psychological works. In 2-h vol., vol. II / Ed. A. A. Bodaleva and others - M .: Pedagogy, 1980.

3. Ananiev BG Man as a subject of knowledge. - L .: Publishing House of Leningrad State University, 1968.

4. Borisova M. A. Psychology of evaluative relations in the "teacher-student" system: Diss. cand. psychol. Sciences. - L .: LGU, 1985.

5. Vygotsky L. S. Pedagogical psychology / Pod. ed. V. V. Davydova. - M.: Pedagogy, 1991.

6. Galperin P. Ya. Methods of teaching and mental development of the child. - M.: Publishing House of Moscow State University, 1985.

7. Malkovskaya T. I. Teacher-student. -M.: Knowledge, 1977.

8. Polonsky V. M. Evaluation of schoolchildren's knowledge. - M.: Knowledge, 1981.

9. Rean A. A. Psychology of pedagogical activity. Izhevsk: Udmurt University, 1994.

10. Yakunin V. A., Silenok M. M. Pedagogical assessment as a factor in the formation of students' personality // Bulletin of Leningrad State University. - L., 1983, No. 17.

Similar Documents

The concept of evaluation and self-esteem of schoolchildren. The history of the development of pedagogical assessment, a description of its main types. Identification of psychological and pedagogical requirements for the teacher's evaluation activity. Determining the role of grades in the formation of a student's self-esteem.

term paper, added 10/13/2010


Systems, types, methods of monitoring the pedagogical achievements of students. Groups of diagnostic tools. Calculation of educational success. The essence of the point-rating system for assessing and skills and quality control of training. Methodology of its organization.

term paper, added 04/17/2016


The essence of pedagogical abilities. Correlation of concepts: abilities, genius and talent. The structure of pedagogical abilities. The relationship of pedagogical activity, pedagogical communication and the personality of the teacher. Educational games and trainings.

test, added 01/31/2011


Analysis of the phenomenon of self-esteem in psychological and pedagogical research. Game-dramatization as a means of forming adequate self-esteem in children of senior preschool age with hearing impairment. The concept of game activity in pedagogical research.

thesis, added 11/28/2013


Main characteristics, features and classification of pedagogical technologies. The historical aspect of the creation of pedagogical workshops. Workshop stages. Experience in the implementation of the French technology of pedagogical workshops in the primary grades.

term paper, added 07/04/2010


The study of psychological and pedagogical factors of school maladaptation of students. The influence of pedagogical style on interpersonal relationships and the psychological climate in the class team. Purposeful formation of value-normative representations of students.

abstract, added 06/11/2010


The meaning, goals and functions of pedagogical activity, the main components that make up its structure, the interpretation of the concept in the literature. The task of the comprehensive development of all the essential forces of the human personality. The concept, structure and hierarchy of pedagogical systems

abstract, added 03/16/2010


The main stages of the formation and development of pedagogical views S. Frenet. Essence and analysis of the content of pedagogical ideas S. Frenet. The role and significance of S. Frenet's ideas for the modern school and pedagogy. Implementation of the ideas of S. Frenet in school education in Russia.

term paper, added 07/29/2010


The concept and types of self-esteem. Sources of self-esteem formation in primary school age. The use of value-oriented educational situations for younger students in the classroom and after school hours in order to form an adequate self-esteem.

term paper, added 01/06/2014


The history of the development of the system for assessing the knowledge and behavior of students by points. Innovative approaches to knowledge assessment. The concept of pedagogical assessment, its functions. Mark as a quantitative measure of the level of knowledge and skills of students. Criteria for pedagogical assessment.

The role of pedagogical assessment in the development of the student's personality.

Important for the formation of positive motivation among students is the assessment and mark given by the teacher, especially if this mark does not match the expectations of the student. Different researchers interpret grades and grades differently. Evaluation makes it possible to determine to what extent the method of solving a learning problem has been mastered and to what extent the result of learning actions corresponds to the final goal. Evaluation "informs" the student whether he has solved or not solved the given learning task. The psychologist should draw the attention of teachers to (the problem of assessment, which is essential for the development of the student's personality. Assessment is not identical to the mark. Their distinction is an important condition for the psychologically competent construction and organization of educational activities. Assessment is an assessment process carried out by a person to determine how much the student has advanced from the initial level of knowledge, skills and abilities.The mark is the result of the learning process, its conditionally formal reflection in points and is characterized by a comparison of existing knowledge, skills with a sample.

Thus, in a value judgment, the teacher first explains the positive aspects of the student's answer (work), notes the presence or absence of knowledge, gives recommendations, and only then, as a conclusion from what has been said, names the mark. In a detailed assessment, not only the knowledge demonstrated by the student is noted, but also his efforts and efforts, the rationality of working methods, the motives for learning, etc. Pointing out the positive aspects of the child's work is an indispensable component of such an assessment. After all, you can always find something to praise a student for.

Unfortunately, in the practice of teaching, the teacher most often limits the process of evaluation by "announcing" a grade, and if any judgment is sometimes expressed, then only as an optional addition to it. This approach to evaluation is certainly inefficient. He reduces the teacher's work "to the application of a few well-known patterns and to a large extent frees the teacher from subtle and rather complex mental work - from delving into the individual characteristics of children."

Moreover, a significant number of children's answers are not evaluated at all. "Well, all right, sit down. The next one will answer" - and the student is left without a certain assessment. Often, the intonations, gestures of the teacher, his facial expression, attitude to the answers of other students allow us to make some assumptions about whether he is satisfied or not. But it happens that the student is deprived even of this circumstantial information.

On this occasion, B. G. Ananiev wrote: "The absence of an assessment is the worst kind of assessment, since this effect is not orienting, but disorienting, not positively stimulating, but depressing, forcing a person to build his own self-esteem not on the basis of an objective assessment, which reflects real his knowledge, but on very subjective interpretations of hints, situations, the behavior of the teacher and students. Non-evaluation leads to the student experiencing uncertainty in his own knowledge and actions, to the loss of orientation and their basis, leads to a certain partial (in this respect) awareness of his low value.

In the traditional practice of school education, the function of assessment is completely entrusted to the teacher: he checks the work of the student, compares it with the model, finds errors, points to them, and makes a judgment about the results of educational activities. By this, the student, as a rule, is freed from his own evaluative activity. Therefore, younger students often find it difficult to judge why the teacher put this or that mark. In most cases, children of this age do not see the connection between the mark and their own knowledge and skills.

Thus, if the child does not participate in the evaluation of the results of his educational activity, the connection between the mark and mastering the content of educational activity remains hidden for him. A mark deprived of its basis (meaningful assessment) acquires an independent, self-contained meaning for the student. In the lower grades (especially among girls), "collecting" marks is often observed: it is calculated how many "fives", "fours", etc. have been received.

As mentioned above, the mark becomes the most important motive for educational activity for schoolchildren. In fact, many children study for the sake of grades. Strengthening the motivational role of marks occurs to the detriment of the development of cognitive motives proper. This is convincingly proved by a number of experiments. In one of them, a group of students was asked to choose and solve tasks of varying complexity as a game. In another group of children, the choice and solution of similar tasks were carried out on the mark. It turned out that children who were given marks for the solution chose easier tasks, in addition, they experienced a higher fear of failure.

Consequently, the introduction of marks inhibits intellectual activity and contributes to the development of avoidance motivation. Becoming a strong factor of external motivation, the mark displaces the true cognitive interest of the child.

School mark as a powerful motivational factor affects not only cognitive activity, stimulating or inhibiting it. Marking deeply affects all areas of a child's life. Acquiring special significance in the eyes of others, it turns into a characteristic of the child's personality, affects his self-esteem, and largely determines the system of his social relations in the family and school. For the people around the child - parents, relatives, teachers, classmates - it is very important whether the child is an "excellent student" or, say, a "C" student, while the prestige of the first of them is incomparable with the calm indifference to the second.

Such a "fetishization" of grades by significant people for the child leads to the fact that schoolchildren very soon realize the influence of grades on the attitude of others around them. Not always coping with the difficulties of school life, children already in the lower grades "get the first" skills "of obtaining, destroying and creating a mark", sometimes resorting to unlawful methods (writing off, unauthorized correction of a mark to a higher one, deception, etc.).

Taking into account the diverse negative consequences of the mark on the development of educational activity, psychologists and teachers are making attempts to remove the mark from school practice. A vivid example is the concept of teaching based on a content-evaluative basis, developed by Sh.A. Amonashvili. Gradeless education has also been introduced in the first grades of public schools. One of the decisive reasons for this was the results of psychophysiological examinations of first-graders, according to which low grades are a strong psycho-traumatic factor and drastically reduce the performance of children throughout the working day.

External motivation (including the mark) can be effective only in those activities that are not interesting to the child in themselves. However, the rejection of grades in elementary school, solving some problems, gives rise to others. In the primary grades, a psychologist often has to deal with the fact that children beg for marks: for the test tasks / drawings they completed, etc.: “What will you give me? Give me a mark, please.” At the same time, they are not always satisfied with a meaningful assessment of what has been done. Children's need for feedback is natural and logical. But the mark as the only form of satisfaction of this need may indicate that the meaningful way of evaluation is unfamiliar to children.

From what has been said, it follows that learning without marks does not cancel the meaningful assessment, without which it is impossible to form a full-fledged educational activity. Therefore, ungraded teaching at school makes high demands on the ability of the teacher to give a detailed meaningful assessment of the work of each student. Practice shows that even experienced teachers need to be specially trained in this skill, developing their attitude towards the vision of the individual abilities and abilities of children. Evaluation, as a necessary component of independent learning activity, is formed in the child gradually, in the process of assimilation of models of educational actions and a consistent course of evaluation from teacher to student. Therefore, the assessment should be given for the student's progress towards the model he is designing, and the mark for comparing the modeled project with its implementation.

1. Educational psychology is a science:
a) about the patterns of development of the child's psyche in the process of educational activities;
b) about the patterns of formation and development of the individual in the system of social institutions of education and upbringing;
c) about the structure and regularities of the course of the learning process;
d) studying the phenomena and patterns of development of the teacher's psyche.

2. The main task of education is:
a) promoting the assimilation of knowledge by a person in the learning process;
b) formation of skills and abilities;
c) promoting the development and self-development of the individual in the learning process;
d) mastery of sociocultural experience.

3. Training is understood as:
a) the process of assimilation of knowledge, the formation of skills and abilities;
b) the process of transferring knowledge, skills and abilities from teacher to student;
c) learning activities undertaken by the student;
d) the process of interaction of two activities: the activity of the teacher and the activity of the student.

4. A specific form of student activity aimed at acquiring knowledge, mastering skills and abilities, as well as at its development is:
a) learning;
b) teaching;
c) training;
d) learning.

5. The leading principle of domestic educational psychology is:
a) the principle of social modeling;
b) the principle of transformation of knowledge, its expansion and adaptation to the solution of new problems;
c) the principle of a personal-activity approach;
d) the principle of establishing a connection between stimuli and reactions;
e) the principle of exercise.

6. The deepest and most complete level of learning is:
a) reproduction;
b) understanding;
c) recognition;
d) absorption.

7. As research methods, educational psychology uses:
a) methods of pedagogy;
b) methods of general psychology;
c) learning experiment;
d) teaching and shaping experiments in conjunction with the methods of general psychology.

8. Unlike a learning experiment, a formative experiment:
a) does not involve training;
b) requires special laboratory conditions;
c) involves - a systematic step-by-step process of the formation of mental actions and concepts;
d) focused on the development of cognitive processes.

9. L. S. Vygotsky considers the problem of the relationship between learning and development:
a) identifying the processes of learning and development;
b) believing that education should be based on the zone of actual development of the child;
c) believing that learning should run ahead of development and lead it along.

10. The main psychological problem of the traditional approach to learning is:
a) low level of knowledge;
b) insufficiently developed cognitive processes of students;
c) insufficient activity of students in the learning process.

11. The purpose of developmental education is:
a) the development of the student as a subject of educational activity;
b) achieving a high level of student learning;
c) the formation of mental actions and concepts;
d) development of actions of self-control and self-assessment in students in the learning process.

12. Learning activity consists of:
a) learning task and learning activities;
b) motivational, operational and regulatory components;
c) work of cognitive processes;
d) internal control and evaluation activities.

13. The leading motive of educational activity, ensuring the effectiveness of the learning process, is:
a) the need to change the social status position in communication;
b) the need to receive approval and recognition;
c) the desire to meet the requirements of teachers; avoid punishment;
d) the desire to acquire new knowledge and skills.

14. The main principle of organizing the learning process in the system of D. B. Elkonin and V. V. Davydov is:
a) organization of training from particular to general;
b) the logic of ascent from the abstract to the concrete;
c) mastering a large amount of knowledge;
d) the principle of assimilation of logical forms.

15. The disadvantage of programmed learning is:
a) lack of clear criteria for knowledge control;
b) insufficient development of students' independence;
c) lack of an individual approach to learning;
d) insufficient development of students' creative thinking.

16. The special work of the teacher to enhance the cognitive activity of students with the aim of independently acquiring knowledge by them underlies:
a) programmed learning;
b) problem-based learning;
c) theories of gradual formation of mental actions and concepts;
d) traditional education.

17. According to the theory of the phased formation of mental actions and concepts by P. Ya. Galperin, the organization of the learning process should primarily be based on:
a) material action;
b) creation of an indicative basis for action;
c) the speech form of the action;
d) inner speech.

18. The main indicator of a child's readiness for schooling is:
a) mastering the basic skills of reading and counting;
b) the development of fine motor skills in a child;
c) the desire of the child to go to school;
d) maturity of mental functions and self-regulation;
e) the child has the necessary educational supplies.

19. The concept of "learning" is defined:
a) the current level of knowledge and skills of the student;
b) the ability of the teacher to teach the child;
c) the mental characteristics and capabilities of the student in the learning process;
d) the zone of actual development of the student.

20. What mental neoplasms appear in a younger student in the process of educational activity (select several answers):
a) perception;
b) motivation;
c) internal plan of action;
d) comparison;
e) reflection;
e) attention;
g) theoretical analysis.

21. Educational cooperation (from the point of view of G. Zuckerman) is:
a) the interaction of students in the learning process;
b) the process of interaction between the teacher and the student;
c) a process in which the student takes an active position teaching himself with the help of a teacher and peers.

22. The main function of pedagogical assessment is:
a) determining the level of actual performance of the educational action;
b) the implementation of reinforcement in the form of punishment-encouragement;
c) development of the student's motivational sphere.

23. Good breeding is characterized by:
a) a person's predisposition to educational influences;
b) the assimilation of moral knowledge and forms of behavior;
c) the ability of a person to adequately behave in society, interacting with other people in various activities.

24. Pedagogical orientation is:
a) love for children;
b) a system of emotional-value relations that sets the structure of the motives of the teacher's personality;
c) the desire to master the profession of a teacher.

25. The teacher's knowledge of his subject belongs to the class:
a) academic ability;
6) perceptual abilities;
c) didactic abilities.

26. The professional activity of a teacher in order to solve the problems of training and education is called:
a) pedagogical orientation;
b) pedagogical activity;
c) pedagogical communication;
d) pedagogical competence.

27. Pedagogical activity begins with:
a) selection of educational content;
b) choice of methods and forms of education;
c) analysis of opportunities and prospects for the development of students.

28. The founder of Russian educational psychology is:
a) K.D. Ushinsky;
b) A.P. Nechaev;
c) P.F. Kapterev;
d) A.F. Lazursky.

29. The first stage of the formation of educational psychology:
a) development of the theoretical foundations of the psychology of learning theory;
b) general didactic stages;
c) registration of pedagogical psychology in an independent branch.

30. The trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:
a) pedagogy;
b) pedology;
c) didactics;
d) psychopedagogy.

31. Longitudinal research method (according to B.G. Ananiev) refers to:
a) organizational methods;
b) empirical methods;
c) methods of data processing;
d) interpretation methods.

32. An experiment in psychological and pedagogical research allows you to test the following hypotheses:
a) about the presence of the phenomenon;
b) about the presence of a connection between phenomena;
c) both about the presence of the phenomenon itself and the connections between the corresponding phenomena;
d) the presence of a causal relationship between phenomena.

33. Combining into a single whole those components, factors that contribute to the development of students, teachers in their direct interaction is ...:
a) training;
b) pedagogical management;
c) the pedagogical process.

34. Teaching as a factor of socialization, as a condition for the connection between individual and social consciousness, is considered in:
a) physiology;
b) sociology;
c) biology;
d) psychology.

35. The discovery of new properties in objects that are important for its activity or life activity, and their assimilation is:
a) learning skills;
b) learning to act;
c) sensorimotor learning;
d) learning knowledge.

36. Teaching as the acquisition of knowledge and skills to solve various problems among foreign scientists studied:
a) Ya.A. Comenius;
b) I. Herbart;
c) B. Skinner;
d) K. Koffka.

37. P. Ya Galperin interpreted the doctrine in domestic science as:
a) acquisition of knowledge, skills and abilities;
b) the assimilation of knowledge on the basis of actions performed by the subject;
c) a specific type of learning activity;
d) type of activity.

38. One of the conceptual principles of modern education - "Learning does not lag behind development, but leads it along" - formulated:
a) L.S. Vygotsky;
b) S.L. Rubinstein;
c) B.G. Ananiev;
d) J. Bruner.

39. The level of actual development characterizes:
a) education, upbringing, development;
b) learning, education, development;
c) self-learning, self-development, self-education;
d) learning, learning.

40. The first structural stage of the pedagogical process:
a) principles;
b) forms;
c) funds;
d) purpose;
e) content;
f) methods

41. Further detailing, the creation of a project approaching for use in specific conditions by participants in the educational process is ..:
a) pedagogical situation;
b) the pedagogical process;
c) pedagogical design.

42. The second in order of succession stages of psychological and pedagogical research:
a) stage of qualitative and quantitative analysis;
b) preparatory stage;
c) interpretation stage;
d) research stage.

43. Learning activity in relation to assimilation acts as:
a) one of the forms of manifestation of assimilation;
b) the type of assimilation;
c) the level of assimilation;
d) stage of assimilation.

44. The property of an action, which consists in the ability to justify, argue the correctness of the performance of an action, is defined as:
a) rationality;
b) awareness;
c) strength;
d) development.

45. The degree of automation and speed of action characterizes:
a) a measure of deployment;
b) measure of development;
c) a measure of independence;
d) measure of generalization.

46. ​​The type of learning motives, characterized by the student's orientation to mastering new knowledge - facts, phenomena, patterns, is called:
a) broad cognitive motives;
b) broad social motives;
c) educational and cognitive motives;
d) narrow social motives.

47. One of the first to put forward the principle of "conformity to nature":
a) Ya.A. Comenius;
b) A. Diesterweg;
c) K.D. Ushinsky;
d) J.J. Rousseau.

48. In educational terms, the most effective ... type of training.
a) traditional
b) problematic;
c) programmed;
d) dogmatic.

49. The pedagogical interaction of the student and the student in discussing and explaining the content of knowledge and practical significance in the subject is the essence ... of the interaction functions of the subjects of the pedagogical process:
a) organizational;
b) constructive;
c) communicative and stimulating;
d) informational and educational.

50. Voluntary assignment to oneself of conscious goals and tasks of self-improvement is ...:
a) self-commitment;
b) self-report;
c) comprehension of one's own actions;
d) self-control.

51. The ability to understand the emotional state of students relate to the skills:
a) interpersonal communication;
b) perception and understanding of each other;
c) interpersonal interaction;
d) information transfer.

52. ... as understanding and interpreting another person by identifying oneself with him is one of the main mechanisms of interpersonal perception in the educational process:
a) socio-psychological reflection;
b) stereotyping;
c) empathy;
d) identification.

53. The last stage in the sequence of professional self-determination:
a) the stage of professional self-determination;
b) the primary choice of profession;
c) professional adaptation;
d) vocational training;
e) self-realization in work.

54. The interests and inclinations of the teacher are indicators of ... a communication plan.
a) communicative;
b) individual-personal;
c) general socio-psychological;
d) moral and political.

55. The first stage in the sequence and component of pedagogical activity:
a) preparatory stage;
b) organizational activity;
c) the stage of implementation of the pedagogical process;
d) stage of results analysis;
e) Gnostic activity;
f) constructive activity;
g) communicative activity.
56. Human activity is aimed at changing his personality in accordance with consciously set goals, established ideals and beliefs - these are ...:
a) education;
b) pedagogical patterns of education;
c) self-education;
d) self-education.

57. The ability to unite the student team and inspire to solve an important task according to V.A. Krutetsky is ...:
a) didactic skills;
b) academic ability;
c) perceptual abilities;
d) organizational skills.