The words “excellent student”, “good student” and “loser student” are some of the definitions that a child learns about himself in the first ten years of his life, almost immediately after his first name and surname and hair color.
Grades - a criterion that is applied to us for a long 11 school years, and then another five years at the university. Why - and is this criterion really necessary? Today we are trying to figure out the issue with the help of a teacher from the Association of Tutors.
historical value
The five-point system, which is now in force in most domestic schools, did not appear yesterday at all. As we remember from the textbook story, Pushkin in the Lyceum had “zero” in mathematics. This “zero” should not be underestimated: for two such kruglyash in a row, a gymnasium student received quite real corporal punishment (this tradition continued until 1864).
The grade - from zero to five points - was set by the teacher on the basis of how the student knew the lesson given at home, the teacher could not take into account "accidents" like the attention or distraction of the student during the lesson. To get “excellent”, you really had to know the given task thoroughly, and for the “four” you had to thoroughly try.
An eloquent description of the power of such a system is found in the Journal of the Ministry of Public Education for 1861. The article “A Few Words about School Marks” contains a conversation between an observer and a history teacher.
“- How are you doing, I told him at the end of the lesson, to keep order and silence in such a large class in which you barely have time to deal with twenty students? - The remedy is very simple: the fear of getting a bad score, the severity of punishments and the impartial distribution of zeros and fives will explain this miracle to you. No one can blame me for the fact that I mistakenly gave someone a point. (This was clearly said to me). This is what guides me in managing the classes, and would even be able to manage the world if it were entrusted to me.
Today, despite the fact that this system has survived the USSR, not everyone is ready to agree with such a view.
But how to judge?
It's hard to imagine a school that doesn't give grades - even the thought of it seems strange. But how can we be sure of their necessity?
“Of course, grades are a necessary attribute,” says a biology teacher, a graduate of the Faculty of Biology of Moscow State University. M.V. Lomonosov. “They allow the student to soberly assess their knowledge of the subject.”
This position is quite understandable, but questions immediately arise, one after another.
- How can you evaluate a student's knowledge of physical education? Music? Drawing?
- Is it possible to count on the fact that the grade given by the teacher is objective - and on its basis to draw conclusions about one's own knowledge?
- Finally, is knowledge assessment always the main indicator of academic success?
Of course, the evaluation by the teacher will never be devoid of subjectivity, and this “error” of the system has to be deliberately reconciled. However, this evaluation mechanism has a number of other features.
Score needed!
The five-point scale, which migrated to us from the distant 19th century, is a rather strange device. Three of the five possible ratings are obviously negative: it is shameful to be a "three" student, you should strive for at least a "four", but it's better to know everything "for five".
But after all, the difference between a student, for example, who was completely unprepared for a test, and one who wrote it with a large number of errors, is huge - much more than between an “excellent student” and a “good student”, who are separated by a single error; and meanwhile the first will receive two points, and the second - at best three.
At the same time, the desire for the cherished “five” is a desire that is fundamentally vicious. Not in the sense that it has malicious intent, of course, no. The point is different: the thirst for a good assessment gives rise to false motivation.
But with what ruler to approach the assessment of academic performance, say, in literature? By MHC? Do different writing abilities indicate that someone feels a literary text deeper, and someone more superficial? And even if we assume that this is so - can we evaluate (on the same scale from one to five) how a child perceives a work of art?
The same applies to the MHC. Of course, memorizing the names of masterpieces of world culture is a useful exercise for memory, but such an exercise in a forced mode is unlikely to contribute to the development of personality and interest in art. But the main requirement - the highest score - will certainly be met.
Ask me how
One of the most common opinions that sound in favor of grades in school is that the student needs it, he is interested in knowing what he is. Indeed, during the period of personality formation, we actively collect information about ourselves received from others, learn something about our character, abilities, etc.
But is it true that school grades are a valid form of feedback? Indeed, by and large, the only thing that reflects the assessment is the level of compliance of the student with the criteria of the teacher (note that both charm and charisma are included here). Outside this field, there are many important indicators.
- The degree of psychological adaptation of the student to the current conditions in the classroom;
- His interest in a particular subject;
- How the studied is included in his picture of the world;
- The teacher's ability to captivate his subject.
And much more. It would be strange to evaluate these indicators, isn't it? But can we deny that they are just as important (if not more important) than the student's formal compliance with a set of requirements, the first of which is the ability to adapt to a prevailing system of once inherited criteria?
The eternal "why"
Social psychologist Lilia Brainis, in an article about her experience in school, reflects on the issue of the need to give marks, which she faced:
“The learning process is becoming more like a cross-country marathon, where the main thing is to run the distance at all costs, cutting corners, hitchhiking and pushing rivals. The only difference is that you can participate in the marathon if you wish, but school attendance is mandatory for everyone. The problem with the school race is that it does not involve the desire to look around and just enjoy the process. And to think about why he is running, the student simply does not have enough time.
Alas, parents often help to reinforce the habit of “working for grades” unwittingly instilled in children at school. The value of learning in itself, as a process in which it is interesting to be (moreover, both for the student and the teacher), as world knowledge, as a continuing enthusiastic discovery, succumbs to the fear of getting a bad grade - that is, formally, not to fit into a series of frames drawn school program.
Ken Robinson, the famous British educator, writes in his book The Calling:
“Existing systems for the delivery of school material impose serious restrictions on how teachers teach and students learn. The educational system is increasingly pushing teachers towards universal teaching methods. These approaches to education hold back some of the most important abilities that young people today need to find their place in a twenty-first century world where the demands are ever higher and the pace is ever faster. This is the ability to think creatively. Knowing the only correct answer to a question is highly valued in our education systems.”
Perhaps, in order for this paradigm to change at least a little, you can start with the smallest thing - to ask yourself what exactly an adult wants when he requires a child to start getting higher grades.
Introduction
Chapter 1. Theoretical foundations for the formation of teacher's value judgments
1.1. Value judgment - the basis of the control and evaluation function of the teacher 24
1.2. The relationship of the teacher's value judgments with the basic concepts of human learning 32
1.3. Psychological-pedagogical and philosophical aspects of the problem of forming teacher's value judgments 43
Chapter 2 Experience in Forming Evaluative Judgments of a Teacher Using Multi-Point Scales
2.1. The program of experimental work on problem 52
2.2. Experience in Forming Value Judgments in Various Subjects 65
2.3. The effectiveness of the process of forming value judgments based on the use of multi-point scales 85
Conclusion 93
Bibliography 97
Applications 112
Introduction to work
The most profound changes in the goals, structure and content of education that have taken place in the last decade have made serious adjustments both to the teaching and educational activities of teachers of all types of educational institutions, in general, and to its control and evaluation component, in particular. The structure and content of monitoring the progress and results of educational and cognitive activities of students at school and students at the university are also undergoing serious and very fundamental changes. Based on certain provisions of the Law on Education of 1996, according to which educational institutions are allowed to independently determine the methodology and methods for assessing the knowledge, skills and abilities of students, many schools and universities began to move away from the traditional, existing for more than fifty years, formally five (four-point) scale, but actually three-point, to the use of more multi-point rating scales and, accordingly, to the expansion value judgments associated with these scores.
An analysis of pedagogical practice shows that in recent years all kinds of surrogate assessment scales such as “five with a minus”, “four with a plus”, “four with a minus”, etc. have spontaneously become widespread, which is due to the impossibility of evaluating the entire variety of moves and the results of educational and cognitive activity of students, besides, even to simply evaluate “knowledge, skills and abilities”, at least the entire five-point scale is needed as a positive one. The use of a truncated three-point scale led to impoverishment of the teacher's value judgments and, as practice shows, most of the conflicts between the teacher and the student are due to the weakness of the argumentation on the part of the teacher when setting the same score to different students
com for different assimilation of educational material. All this led to the fact that experiments began with multi-point scales from five to ten points to one hundred points, for example, when using all kinds of rating systems or when monitoring.
Thus, there is a whole complex of contradictions that hinder the precise determination of the quality of education in general and the degree of students' learning in a particular academic subject, in particular. Here we are talking about the accuracy of the definition, the reliability of the assessment, without using the term objectivity, because the subject, by virtue of the very concept of this phenomenon, is always subjective, especially if he does not have an accurate measurement tool in his hands. Let us denote these main contradictions:
firstly, the contradiction between the need for a reliable assessment, the level of training and the quality of education and the lack of reliable, reliable and accurate meters (assessment scales), and therefore, the teacher’s corresponding value judgments, as a detailed verbal characteristic of the entire variety of the course and result of educational cognitive activity of trainees;
secondly, the contradiction between the formal status of the five-point scale and its actual three-point content, as a result of which the teacher's value judgments are also often superficial and formal;
thirdly, the contradiction between the goals of pedagogical workers
educational institutions and the goals of managers, because the former strive for the actual quality of education, while the latter require formal quality (a high “percentage of progress”, a large number of students with “four” and “five”, etc.).
All these contradictions predetermined underdevelopment of the problem of forming teacher's value judgments adequate not
only the degree of learning of pupils (students), but also the quality and quantity of labor expended by trainees, their attitude to a particular academic subject, their diligence, the level of development of their abilities and the availability of talent in a particular area. Grades "five", "four" and "three" and the corresponding rather primitive value judgments of the first kind of type - "excellent", "good", "satisfactory" mark progress in the assimilation of a particular subject as in groups for gifted children ( for example, gymnasium classes), and in general education classes and in KRO classes (correctional developmental education).
Thus, it turns out that, for example, “excellent”, like other marks, already have a tripartite nature and, despite the similarity in appearance in documents on education, they have nothing in common with each other, because behind them lies a different degree of learning of these students. This is a serious consequence of the fact that three points of the official scale and the accompanying value judgments are clearly not enough, to assess the whole gamut of characteristics of the progress of students along the path of knowledge, along the path of development of the personality as a whole. All of the above and predetermined relevance our research.
Checking and evaluating the educational and cognitive achievements of students is, at the same time, the most important tool for educating and developing personal, socially significant qualities of students. Control over the degree of students' learning (over the level of assimilation of knowledge, skills and abilities) has gone through many stages of development over the years of formation of education in the world. Briefly, in chronological order, consider the history of the development of the problem of control and evaluation activities of the teacher and formation of appropriate value judgments At the same time, the following steps can be identified:
Middle of the 111th century. Control over the educational work of high school students, Use by the teacher of report cards for each month. Introduction-
no support symbols, the form of expression of which was the initial
letters (V.I. - fulfilled everything WELL. - did not know the lesson Z.U.N.T. - knew the lesson
%
firmly etc.).
End of the 111th century. Examination mechanical reproduction textbook texts. Accounting mindfulness student when working with texts. Leading check options - accuracy and correctness of knowledge, skills and abilities.
First half of the 19th century. Extensive use of diversity
verbal-book methods of verification. Conversation as the main method of
beliefs of knowledge. The introduction of questions and tasks for the development of mental
> definitions (analysis, synthesis, comparison, generalization, etc.), student's speech.
Additional evaluation criterion - awareness of knowledge.
Second half. XIX century. Primary use for
visual methods of control. Accounting for the perception of educational information and
"subjects" of study, verification of the final results of activities
students. Development of methodological methods for monitoring and evaluating home
k tasks (drawing in a notebook, description of phenomena, written report and
* etc.). The use of oral control techniques, such as: a survey with
changing the picture, demonstration of experience, condensed survey, reproduction of fragments of laboratory (practical) work, survey with modeling.
During these years, controversy has already arisen on the issues of assessment and
assessment of knowledge, skills of students, which states that the score
the system allegedly reduces the possibility of applying individualization
9 in teaching schoolchildren. Offered replacement of the scoring system
for verbal feedback, those. in fact, an attempt is being made to
and only to the teacher's value judgments. In the same years,
The preservation of examinations for students who skip classes, for those who have graduated from schools and enter colleges, is also important.
Beginning of XX century. In May 1918, the Decree on the abolition of examinations and evaluation points for the knowledge and behavior of students was adopted. A number of schools work according to the old five-point system, others - according to the system "student succeeds or fails", "satisfactorily- unsatisfactory", the third - absolutely without estimates.
Sharp criticism and subsequent abolition in 1936 by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks of success tests. Search and implementation of new forms of independent, verification work: the student's response to the group; listening to messages; holding conferences, tests during outdoor activities; maintaining cards of labor affairs, diaries of students' work at the educational and experimental site and home experiments.
Particular attention is paid to "questions and tasks" as the driving forces of knowledge control. The evaluation criteria recommended in these years are - logic and consistency of the student's answer/36/ - required the additional introduction of a variety of value judgments of the teacher in the practice of the educational process.
In 1944, our country again returned to the "five-point" scale, the points of which began to be accompanied by value judgments of the first kind, i.e. their simplest verbal characteristics: “excellent”, “good”, “satisfactory”, etc. Only these three listed verbal characteristics and scores began to mark the success of learning, the success of mastering knowledge and the level of skills and abilities formed, which was one of the reasons for the above contradictions. This reason and this contradiction have existed for almost six decades.
Even from this brief historical overview, it is clear that value judgments of the first kind (verbal evaluation) back in the middle of the 1111th century they were the prototype of evaluation in the broadest sense of the word. True, the set of these value judgments was rather meager: “done everything”, “you don’t know the lesson”, “you don’t know the lesson firmly”, “you don’t understand what you are saying.”
rish”, “you were attentive”, “you accurately and correctly told the paragraph”, “well done, you understand”, “you were poorly prepared”, “you prepared the lesson well”, “you don’t try”, etc. Thus, the problem of value judgments was not posed as an independent one, and in many research papers value judgments are only occasionally mentioned as accompanying certain scores.
If you look at the Pedagogical Encyclopedia (1966), then there is no article at all on value judgments. The article describing "Checking the knowledge, skills, abilities of students" does not say anything about the value judgments of the teacher (e. 511 - 513), and in the article devoted to "Evaluation of student achievement" (p. 242 - 244), there is only a mention , which is formulated literally in the following form: “As a rule, the assessment of schoolchildren’s progress is expressed in points, and alsoin the form of teacher's value judgments. (our italics - B.Ch.). Nothing there is no value judgments in the Pedagogical Dictionary, which was published in the late nineties of our century. All this testifies about insufficient attention and poor development of the problem teacher's value judgments in secondary educational institutions and universities, both in theoretical and practical terms.
Purpose of the study consists in determining the organizational and pedagogical conditions for the formation of the teacher's value judgments when using multi-point scales in his control and evaluation activities.
Research objectives:
clarify the concept of value judgment as an essential element of the control and evaluation activities of teachers in secondary educational institutions and universities;
to develop the main indicators of the degree of learning of pupils and students for the formation of value judgments on the example of a ten-point and twenty-five-point scales;
assess the degree of influence of the use of multi-point scales on the communicative, content-organizational and productive components of the educational process as an activity system;
to help practical workers of secondary educational institutions in the creation of specific developments for the use of a ten-point scale with appropriate value judgments in the field of a number of academic disciplines;
Object of study - control and evaluation component of the educational process in secondary and higher educational institutions.
Subject of study- the main organizational and pedagogical conditions for the effectiveness of the formation of teacher's value judgments when using multi-point scales.
Research hypothesis lies in the assumption that the reliability and evidence of the assessment of the results of educational and cognitive activity of students will increase if value judgments are introduced into the control and evaluation activities of the teacher based on the use of multi-point scales (ten-point, twenty-five-point, etc.), and also if the formal approach to assessing different indicators of learning with the same points will be overcome, i.e., if a departure from the actually three-point (formally four-five-point) scale is made. It is assumed that these measures will improve the moral and psychological climate in the staff of the educational institution, remove the stressful situation among students due to the elimination of negative points for the so-called “ignorance” from the proposed scales, which should result in a decrease
conflicts between students and teachers regarding the “objectivity” of assessing their knowledge, skills and abilities. Methodological basis of the study served:
The main position of materialistic philosophy about the essence and
the essence of judgment as a form of thought in which it is affirmed or denied
something about objects and phenomena, their properties, connections and
relations and which has the property of expressing either truth or
lie (M.I. Karinsky, N.I. Kondakov /77/);
The theory of a systemic activity approach as the basis for planning
research, organization, control and evaluation of the effectiveness of education and upbringing
body (the activity of the teacher) and educational and cognitive (the activity
quality of trainees) of the process: P.K. Anokhin /9/, S.I. Arkhangelsky /12/,
L.Bertalanffy /18/, V.TT.Bespalko /22/, I.V.Blauberg, E.G.Yudin /24/,
F.F.Korolev /79/, N.V.Kuzmina /85/, V.P.Simonov /149/, N.F.Talyzina
/166/and others.
Based on the theory of a systematic activity approach, we examined the concepts of the subject, tool and product (result) of labor, which are the most important characteristics of any professional activity. In the manufacturing sector, these concepts are clear and understandable. For example, the subject of labor of a turner is a workpiece, the tool of labor is a lathe (cutter), and the result is a part machined from this workpiece. And so in all specialties, except for managerial and pedagogical. These are those specialties (professions) in which the subject and product of labor coincide.
As you know, the subject and product of the work of a teacher and manager of any level is information. Because of this, the assessment of the result of their work is very difficult, because it cannot be assessed by the amount of information given or received. Of no small importance here is the fact that, unlike a turner working on a lathe, where subject- object interaction, in pedagogical
logical process, another type of the same activity system - subject-subject interaction. All this predetermines the need to correctly determine the product (result) of intellectual labor. At the same time, there is an urgent need in society to evaluate the results of any work. in measurable quantities. Such attempts in relation to intellectual labor have been made for several centuries. In a special row here is the problem of evaluating the results of intellectual work in general.
The development of this problem is carried out by institutes and laboratories that conduct a search in the field of standardization of labor activity both in the production and in the intellectual sphere. We proposed (in collaboration with V.P. Simonov and I.V. Baikova) our classification of the main types of intellectual product, which served as the basis for us to develop at first more accurate indicators (characteristics) for assessing the progress and results of the educational process, and later on criteria generally. Let us immediately define what we mean by indicator, what's under criterion.
Indicator- this is a quantitative component of a criterion, usually expressed either as a percentage, or as a fraction of the whole, or in units of some measurement scale. A group of indicators allows you to further determine the degree of compliance of something with a specific criterion. Criterion- this is a generalized characteristic of the state of an object, process or phenomenon. The criterion is always based on a combination of a number of indicators. For example, a person's temperature or pressure are indicators that are an integral part of the "healthy - unhealthy" criterion /148/. These characteristics were taken by us as a basis.
Consider our developed the structure of the main types of human intellectual product, which allows us to determine the role, place and significance of the proposed by us and other researchers-
mi theoretical and methodological developments.
Possible openings First level (highest)
Law Second level
Pattern 3. Principles Third level
4. Fact 5. Effect 6. Phenomenon
Theoretical developments Fourth level
7. Idea 8. Hypothesis 9. Concept 10. Theory Fifth level 11. Formula 12. Forecast 13. Properties 14. Order (system)
Methodical developments Sixth level
15. Invention 16. Model 17. Project seventh level 18. New solution 19. Method 20. Algorithm
Practical Development Level Eight
2 1. Device 22. Technology 23. Methods Ninth level 24. Recipe (composition) 25. Service
As can be seen from this list, the intellectual product according to our development consists of four blocks: possible discoveries, theoreticaldevelopments, methodological developments and practical results, unlike those offered by other developers (See Newsletter No. 4-5, 1998, Moscow., VNTIC, p. 28). In addition, we propose to introduce nine levels that characterize this product: from the first - the highest, to the ninth - the lowest.
Let us characterize in more detail such a type of intellectual product as the discovery and formulation law, which determines the general basis for the functioning and development of any activity system. In natural systems laws are objective, while in artificial systems they are subjective. This is confirmed by the fact that, for example, the Law of universal gravitation, discovered by I. Newton, cannot be violated, because it is an objective reality, but the Rules of the Road, unfortunately, are sometimes violated without serious consequences for the subjects of the “pedestrian-transport” system, because this although extremely important, but the subjective laws of an artificial system /149, p. 45/.
Let's consider another type of intellectual product, which is presented as "Order (system)" and is an important characteristic of our study. This refers to the existence of two kinds of systems: systems of the first kind are the arrangement of something in a certain sequence or order, which we call summative. The systems of the second type include the interaction of two or more components, leading to the emergence of a new quality - this activity systems. Thus, the widely used expression "to systematize" means to create a certain structure, sequence or simply ordering, i.e. summative system 1 149/.
Now let's single out such a type of intellectual product as "service". Many types of intellectual professions can serve as examples here: a teacher - provides educational services, lawyer - legal services, and the journalist provides information Services etc. We will consider the assessment of the teacher's intellectual product.
Psychological and didactic features of the process of assessing the educational activities of students and students are characterized by the following researchers: Sh.A. Amonashvili /5,6/, B.G. Ananiev /7/, L.P. Doblaev /49/,
R.S.Nemov /111/, A.A.Ponukalin /130/, V.D.Shadrikov /175/, I.Ya.Yakimanskaya /186/ and others;
the problem of determining and evaluating the level of knowledge as a way of diagnosing the results of mastering a subject was considered in 1997 by E.K. Artishcheva /10/, who, following the Ph.D. Moscow, 1979), highlighted the issue of identifying the background level of knowledge, skills and abilities of students (in the work of V.P. in this study, she actually assigned a new name to the concept of “intellectual background of the class”, introduced into pedagogy by V.A. Sukhomlinsky /164/;
Many scientists directly dealt with the problem of diagnosing results and assessing the quality of teaching and learning: M.V. Artyukhov /I/, V.P. Bespalko /21/, N.E. Bobkov /26/, G.I. 51/, M.N. Skatkin, A.I. Kochetov with a team of researchers /120/, V.V. Kraevsky /72/, I.Ya. Lerner /94/, N.F. Privalova /132/ and a number of Others ;
studies from the standpoint of a certain specificity of measurement and evaluation of pedagogical phenomena were carried out by the following scientists: L.V. Bolotnik, A.V. Levin, G.A. Satarov, M.A. 28/, M.I. Grabar, K.A. Krasnyanskaya (Implementation of the sampling method in the study of students' knowledge) /44/, G. Vorobyov, V. Malinin /61/, K.K. Platonov /124/, G.Soldatov /158/, N.F.Talyzina /167/ and others;
in recent years, the control and evaluation function of teachers has also been covered in the development of test control: V. SAvanesov /3/, E.N. Lebedeva /90/, M.M. Miroshnikova /106/, S.R. Sakaeva /141 /, A.F. Safonov, V. Zinchenko, R. Ya. Kasimov /142/, A. Ya.
monitoring: a team of researchers led by A.I. Barsukov /135/, as well as V.A. Grigoriev /45/, B.M. V.A. Zinchenko, I.I. Grandberg /74/, E.V. Korotaeva /80/, V.A. Popkov /131/, V.E. Sosonko /159/, S.E. Shishov, V. A. Kalney /177/ and many others;
the problem we are studying is also an integral (mainly at the level of mention) part of the training of future teachers: K.M.Durai-Novakova /54/, N.D.Kuchugurova /88/, B.O.Muriy /108/, M.S. /119/, V.L. .Eretsky, M.A.Chekulaev /55/, M.N.Katkhanov, V.V.Karpov /71/ and a number of others;
the problem of the relationship between assessment and self-assessment of control and self-control is considered by the following authors: B.S. Bratus, V.N. Pavlenko /29/, A.V. Burova, T.A. Suvorova /30/, T.V. .Goncharova /40/, L.G. Gromova /46/, A.I. Lipkina /95.96/, N.Yu. Maksimova /97/ and others;
Directly related to the topic we are studying are works covering the development of statistical characteristics in pedagogy and psychology: G.E. Vorobyov /34/, D.Zh.Glaas, J. Stanley /39/, L.M. .I.Ogorelkov /113/, as well as works that characterize the problem of monitoring and evaluating learning outcomes in a broad sense: A.V.Zakharova /59/, I.Ya.Confederates /76/, E.I.Perovsky /121 /, V.M. Polonsky /128/, V.P. Simonov /148/, B.G. Sladkevich /153/ and a number of others.
It should be noted here that all the above authors and works, dealing with the problem of control and appraisal activity,do not consider the problem of forming evaluation teacher's judgment specially. From these positions, we are closest to: the work of I.Yu. Gorskaya, devoted to the problem of pedagogical conditions for the formationmusic teacher's value judgments in the process
all choirmaster training (Ekaterinburg, 1997) /42/, as well as work
" R.P. Milrud "The psychological structure of the teacher's statement in
"learning activity" /105/, the latter was published in
1985. Thus, the analysis of the presented topics, defended and published works, also indicates insufficient development of the problem of forming teacher's value judgments and even more so on the basis of the use of multi-point scales.
Research methods. To test our hypothesis and
to solve the tasks set, a whole complex of mutually
dependent and complementary research methods:
theoretical and methodological analysis of scientific psychological and
pedagogical literature close to the research topic;
study and analysis of dissertations devoted to problems related to our topic;
observation and analysis of pedagogical practice in the conditions of application
, no multi-point assessment scales;
I questioning and analysis of questionnaires of teachers and students in the experiment
« rimental educational institutions;
modeling ten-point assessment scales (with the participation of experimental teachers) and the formation on this basis of a variety of value judgments of the second and third kind;
methods of statistical analysis and mathematical processing of the results obtained during the experiment;
actually a pedagogical experiment, which includes a number of
» stages: ascertaining, forming and control.
Scientific novelty The study carried out is as follows:
theoretically substantiated and experimentally verified base ten scale model assessment of knowledge, skills and abilities of students, as the basis for the formation of a wide range of diverse assessments
nighttime judgments of the teacher, allowing to move away from the formal assessment of the same scores of students of different levels of preparedness in the field of a particular academic subject;
the most important organizational and pedagogical conditions for the formation of teachers' value judgments when using multi-point scales as a basis for overcoming formalism and subjectivism in their control and evaluation activities and overcoming the syndrome of distrust among parents and students in this function of a teacher;
disclosed and clarified the content of the concept of "evaluative judgments of the teacher" of the first, second and third kind (type), in relation to the wide pedagogical practice of the last decade in all types of educational institutions.
Practical significance The study carried out is that:
developed the main indicators of the degree of learning of pupils and students based on the use of a ten-point scale with the development of appropriate value judgments of teachers of various academic disciplines;
analysis and evaluation of the degree the impact of using multi-point scales on. communicative, content-organizational and effective components the educational process as an active, self-developing system;
created and put into practice guidelines on the use of multi-point scales with the corresponding evaluative judgments of teachers.
Taken for defense the following provisions:
the use in practice of formally five-point, but actually three-point (in secondary educational institutions) and four-point (in universities) scales, does not allow realizing the whole variety of existing and developing value judgments, which leads to leveling the assessment of the degree of learning of students of different levels (gifted, ordinary and KRO );
evaluative judgments of the teacher only then contribute to the implementation of the stimulating function of the process of checking and evaluating the degree of learning of students, when they reflect not only the level of assimilation of educational material and the level of development of the skills and abilities of the student on this basis, but also the degree of formation of a positive attitude in him to the educational and cognitive activity, degree of efficiency and talent in a particular area;
the reliability and evidence of the assessment of the progress and results of educational and cognitive activity of pupils and students increase if the control and evaluation activity of the teacher is based on a wide range of his value judgments when using ten or more point scales;
the use of a wide range of teacher's value judgments based on multi-point assessment scales removes a number of contradictions in the system of relationships "teacher-student" and "teacher-parents", and also forms an adequate level of claims among students and their parents;
the teacher's value judgments in no way replace or replace the scores, but only expand the possibilities and evidence of the teacher's control and evaluation activities as a whole.
Basic experimental base served: Kashirsky training and production plant (deputy director for training and
educational work Chernenko E.G.), Balashikha secondary school No. 25 (principal Chernenko E.G.), Sergiev Posad secondary school No. 22 with in-depth study of a number of subjects (principal of the school, candidate of pedagogical sciences Dolottseva E.D.), Moscow school - boarding school No. 58, working on differentiated education of students based on different levels of classes, as well as according to the curriculum of the European bilingual school (principal of the school Rodionova T.N.); Pedagogical College No. 7 "Maroseyka" in Moscow (Director Honored Teacher of the Russian Federation, Candidate of Pedagogical Sciences Kapustina G.Yu.), Faculty of Advanced Training of University Teachers of the Moscow Pedagogical University (Dean of the Faculty Doctor of Pedagogical Sciences Simonov V.P.). The study was carried out in three stages.
First stage(1980-1988) was devoted to the theoretical study and understanding of the problem of the formation of teacher's value judgments in secondary schools and universities in general and in the field of various academic disciplines in particular. During this stage, a clear insufficiency and weak evidence of the formally five-point, but in fact three-point in secondary educational institutions and four-point in universities, assessment scale were revealed. In the course of theoretical work at this stage, we came to the conclusion that the degree of a person’s learning will be measured more reliably and convincingly only when the assessment scale can characterize in more detail all types and stages of the student’s ascent from ignorance to knowledge, skills and abilities, to their high quality level. At this stage, we also studied the readiness of teachers and instructors to use more detailed and evidence-based assessment scales and their corresponding value judgments.
Second phase(1988-1997) focused on the development and implementation of experimental work on the problem of using multi-point assessment scales and the formation of assessments on this basis.
nighttime judgments of teachers. The technologies developed by the methodology for the formation of the main indicators of the degree of training of students
Xia and students using multi-point scales allowed us
identify the existing shortcomings of the implemented model of the three-point
scales that were typical, massive. Here was op
determined that the nomenclature of value judgments is extremely poor, not
systematized and, in general, is outside the scope of attention of scientists and
practitioners. The impossibility of a reliable assessment of the entire variety
vision of human progress along the path of ascent from ignorance to knowledge
led, according to some scholars, to the emergence of the so-called
"surrogate scale" /148/, which was confirmed by our analysis of practice.
At this stage, it was also revealed that the teachers' value judgments, due to the "surrogate scale", are rather primitive, monotonous and insignificant, and in general they do not contribute to the implementation of the basic functions of monitoring and testing the knowledge, skills and abilities of students, such as teaching, stimulating , evaluative, educational, etc. This stage ended with the setting of a goal and
research objectives, as well as the formulation of the first version of the hypo
theses, which made it possible to move smoothly and on a scientific basis to the third stage
pu.
Third stage(1997-2000) was the final one. During this stage, the shortcomings and difficulties that were identified in the previous stages of work were taken into account, and multi-point scales (ten-point and twenty-five-point) for assessing the
student learning penalties with the development of appropriate assessments
judgments of teachers of different academic disciplines: mathematics,
physics, Russian language and literature, conducting, etc. The basis of all
these scales were put developed by V.P. Simonov Basic mo
divide the ten-point and twenty-five-point scales for assessing the degree
students /148/, which were clarified and supplemented by us
a more detailed description of the value judgments of teachers corresponding to a particular score.
At this stage, a methodology for the formation of multi-point scales and a technology for their implementation in the practical activities of teachers of specific academic subjects were proposed. During this period, the annual intermediate results of the experimental work were summed up and the further structure and content of this activity were specified. This stage ended with summing up the final results of all experimental work.
Approbation and practical implementation research results carried out continuously during the second and third stages. The shortcomings of the three- (four) point assessment scale revealed during the second stage made it possible to start creating a model of a multi-point scale with the corresponding filling of its evaluative judgments of teachers, first in a general form, without relative reference to any particular academic subject, and then with concretization in individual academic subjects and the involvement of an increasing number of people in the experimental work. Here, an assessment was made of the influence of primary evaluative judgments on a three-point scale on the communicative, content-organizational and productive components of the educational process as an activity system. It was found that all these components suffer from a certain dysfunction due to the narrowness and primitiveness of teachers' value judgments when using a three-point scale, which leads to its expansion through the use of "plus" and "minus" signs ("surrogate scale" according to V.P. Simonov). However, when using a surrogate scale, value judgments do not expand, but remain in accordance with the first kind, i.e. “good with a minus”, “good with a plus” or “not good enough”, or “five with a minus”, etc.
Approbation and implementation were also carried out through presentations at scientific and practical conferences and seminars, which were held both in experimental educational institutions and outside them. The results of the study were reported at a conference in the Penza Institute of Education and Science in 1997, which was devoted to "Actual Problems of Standardization of Education", as well as at the International Scientific and Practical Conference "Pedagogical Thought and Education of the 21st Century: Russia - Germany", held on 20-21 April 2000 in Orenburg. The results and experimental materials were annually reported and discussed at scientific and practical seminars of school leaders in the Sergiev Posad district (1997-2000 academic years), as well as at pedagogical councils and subject cyclic commissions at boarding school No. 58 in Moscow. Teachers of higher education institutions of the Russian Federation got acquainted with these materials when improving their qualifications at the FPC of the Moscow Pedagogical University. On this issue, we have published more than ten works in such publications as: the scientific and theoretical journal "Pedagogy", "" Teacher's newspaper", in collections of scientific papers "Improving the educational process and managing it", "Training and advanced training of teaching staff: problems , experience, prospects", "Actual problems of training and advanced training of teaching staff", "Problems and experience of training teaching staff in the pedagogical college".
Reliability The results obtained are due to the full compliance of the chosen methodology with the goals and objectives of the study, as well as the combination of all the above methods. The representativeness of the sample and the reliability of the obtained experimental data are confirmed and supported by many years of research experience and the breadth of implementation of these recommendations in practice. Obtained in the course of the study comments and wishes of teachers-experimenters
served the cause of clarifying, concretizing and increasing the reliability of the overall result as a whole, which we disclosed in more detail when characterizing the stages of the study.
Dissertation structure: the thesis consists of an introduction, two chapters, a conclusion, a bibliography and appendices. The text of the dissertation contains fifteen tables. Eleven papers have been published by the applicant on the research topic.
Evaluative judgment - the basis of the control and evaluation function of the teacher
The problem of forming a teacher's value judgment cannot be considered outside of its connection with the theoretical aspects of the teacher's control function in the educational process as a whole. Control means the identification, measurement and evaluation of knowledge, skills and abilities of trainees, from which it follows that control contains evaluation (as a process), expressed in the form of a value judgment. Based on the results of the control, the evaluation process, carried out by the teacher, begins. To evaluate the results of control, the teacher selects certain criteria and, with their help, evaluates the object of control. The assessment result is formulated by the teacher in the form of a detailed verbal assessment - the characteristics of the object in terms of the accepted criterion.
The information obtained during the control is compared (compared) with the standard and, based on the data obtained, an analysis is carried out, the student's errors and their causes are identified. As a result of the comparison, the degree of mismatch between the controlled and reference components is established, and if the mismatch signal turns out to be equal to zero, this will mean that the controlled component corresponds to the standard. In this case, a summary is summed up, expressing the results of evaluation in a certain form of assessment (value judgment, point mark, etc.), N.D. Kuchu-gurova notes in her study /88/.
Thus, control is closely connected with an equally important component of the educational process - with its pedagogical assessment. "Evaluation" as a general scientific term in the literature has many meanings and semantic shades, but has not yet received a single definition. In the philosophical dictionary, evaluation (albeit only moral) is regarded as the approval or condemnation of various phenomena, depending on their meaning. It establishes the compliance or non-compliance of something with some requirements and is based on some criteria. In the logical dictionary, evaluation is equated to an opinion about something, to a judgment about the level or value of something, to establish the degree of something /77/.
For the first time and completely, the problem of pedagogical assessment, in relation to the educational process, was developed in the 30s by the famous psychologist B.G. Ananiev. Already at that time, he emphasized that pedagogical assessment is “a factor in the direct guidance of the student” and that “schoolchildren’s knowledge of their own capabilities and the results of learning is an indispensable condition for their further mental development” II. Sh.A. Amonashvili notes that "assessment" is a process, activity (or action) of assessment carried out by a person /6/, in this case - a teacher.
Evaluation occupies far from the last place in the educational process, because all our orienting and, in general, any activity as a whole depends on it. The accuracy and completeness of the assessment (value judgment - E.Ch.) determine the rationality of the movement towards the goal. It is hard to imagine what kind of chaos we could plunge into if we turned off the evaluation component 161 from our activities at least for a while. It is important to note that evaluation in the educational process takes place wherever there is a place for control. Without these two interrelated components, any activity loses all significance. The relationship between control and evaluation is two-sided: control in its final part is always a partial partial evaluation. For its part, assessment, formed on the basis of control, motivates him - control can only be where there is assessment, as almost all researchers note.
According to B. G. Ananiev, pedagogical assessment performs two main functions: orienting and stimulating. In its first function, pedagogical assessment serves as an indicator of certain results and the level of achievements that a particular student has achieved in academic work. The stimulating role of pedagogical assessment (and hence value judgment - E. 4.J, in his opinion, is associated with an incentive effect on the volitional sphere of the student's personality, a change in which causes significant changes in a person's self-esteem, in the level of his claims in the field of motivation, behavior , in the ways of educational work, in the system of relations between all participants in the educational process 111.
When determining the functions of assessment, Sh.A. Amonashvili’s considerations are of particular interest, which consists in the fact that “pedagogical assessment will fulfill its main developmental and educational purpose if it is built based on the interests and prospects for the development of students, on the basis of a humanistic principle and an optimistic learning strategy , in conditions of full, including evaluative, cooperation between the teacher and students” 161.
Based on the analysis of the above psychological and pedagogical studies, pedagogical assessment and the corresponding value judgment are considered by us as a process and result of the teacher's assessment of the level of students' assimilation of knowledge, skills and abilities in accordance with the requirements (standards) that are determined by school programs and the educational standard as a whole and in general. . In the educational process, as an activity system, pedagogical assessment, as an integral part of control, is given one of the leading places, since it is one of the most important factors in the development of the personality of students and the way they manage their educational and cognitive activities. Characterizing the educational process as a system, it is necessary to dwell, first of all, on its structural components. Yu.K. Babansky and others, considering the educational process, includes target, stimulating and motivational, content, operational and activity, control and regulatory and evaluative and effective components /13/.
The relationship of the teacher's value judgments with the basic concepts of human learning
The question that the teacher's value judgments are most directly related to the concept being implemented in practice, which reflects the process and result of learning (teacher's actions) and learning (students' actions), is beyond doubt. Let's consider three main levels that characterize the nature of learning in general: 1st level - informational - forms knowledge; 2nd level - reproductive - forms the simplest skills; Level 3 - creative - forms complex skills and abilities. The problem of level gradation of educational and cognitive activity, as a process and as a result, has been and is being dealt with by many scientists. Let's consider some basic concepts of educators and psychologists in this field. The concept of S.I. Arkhangelsky. Sign: the degree of scientific knowledge and the ability to operate knowledge. 1. Operating with representations, studying the features of an object. 2. Operation with concepts, logical connections between concepts. 3. Generalization of features of representations and concepts of invariant and isomorphic transformations. 4. Free operation with abstract concepts and abstract scientific symbols. Building iconic models. The concept of Yu.K.Babansky. Sign: the nature of the student's activity in the aspect of didactic interaction with the teacher. 1. Reproductive activity: a) perception and comprehension of educational information; b) application of knowledge in practice; c) element-by-element assimilation; d) algorithmic; e) step by step. 2. Search educational and cognitive activity: a) problematic assimilation of information; b) resolution of problem situations, search for new knowledge; c) promotion of cognitive tasks. 3. Reproductive-search activity: a) partial-search activity with simultaneous reproductive assimilation of material; b) independent completion of tasks at school and at home; "c) with an emphasis on a solid assimilation of essential elements; d) inductive and deductive nature. G. Bateson's concept (USA). Sign: staged processing of information. 1. Reception of information as a known stimulus and adequate response to it 2. Changing the situation by the subject and his ability to receive the answer "yes" and "no" 3. Assimilation of the nature of the test 4. Formation of an assessment that stimulates activity The concept of V.P. Bespalko Sign: degree of learning and character 1. Level of familiarity: recognition, recognition, distinction, recognition (knowledge - acquaintances) 2. Level of reproduction: reproduction of information about the object under study from memory or meaning (knowledge - copies). 3. Level of skills: application of knowledge in practice in a literal application to familiar objects and situations (knowledge - skills). 4. The level of transformation: the application of knowledge in practice with their transfer to unfamiliar objects and situations (knowledge - transformations). The concept of I. Herbart. Sign: the stage of cognition in the learning process. 1. Clarity. Assimilation of the material to a complete and clear understanding. 2. Association. Establishing a connection between new material and previously studied, new knowledge with previously received. 3. System. Building rules and conclusions, defining laws based on new knowledge. 4. Method. Application of new knowledge in exercises and tasks. The concept of G. Klaus (Germany) - Feature: the nature and form of information transformation. 1. Initial (primitive) form of information transformation. 2. Subconscious on the basis of unconditioned reflexes. 3. Semantic level of information transformation (based on conceptual symbolism) 4. Pragmatic level. Transformation of information depending on incentives and motives. The concept of I.Ya.Confederateov. Sign: the depth of assimilation of the material in the field of monitoring the effectiveness of the educational process. 1. The level of discrimination. The student distinguishes this material from similar material. 2. The level of memorization. The student retells the material, knows the definitions and formulations of the main provisions of the educational theory. 3. Level of understanding. The student understands the material presented. 4. Skill level. The student applies the theoretical material in practice. Thinks logically. 5. Transfer level. The student applies knowledge in a non-standard situation. The concept of V.P.Simonov. Sign: the degree of students' learning (SDA) based on the results of a certain educational period. 1. Level of discrimination, recognition (level of familiarity). 2. The level of memorization (cumulative level). 3. Level of understanding (the degree of understanding of the theoretical material learned by students). 4. The level of elementary skills and abilities (application of the acquired knowledge in practice according to a template, according to a model, i.e. purely reproductive). 5. Transfer (application of the received theoretical knowledge in practice creatively, not standard, not algorithmic). The concept of M.N. Skatkin. Sign: the degree of assimilation of the material. 1. The level of perception, comprehension and memorization. 2. The level of application of knowledge in a similar situation, according to a certain pattern. 3. The level of application of knowledge in a new situation. The concept of V.A.Slastenin.
The program of experimental work on the problem
Research topic: The formation of teacher's value judgments when using multi-point scales for assessing the knowledge, skills and abilities of pupils and students (their degree of learning), as a didactic and psychological way of influencing their positive motivation for learning, as well as the main factor influencing the reliability of the assessment of educational work learners in general. Statement of the problem: Experimental work carried out by us (1980 - 1985 - Kashirsky training and production plant; 1985 - 1988 - Ministry of Education of the USSR; 1988 - 1997 - Balashikha secondary school No. 25, since 1997 - Pedagogical College No. 7, Moscow "Maroseyka", secondary school No. 22, Sergiev-Posad, Moscow region, secondary boarding school No. 58, Moscow) made it possible to determine that a reliable assessment of the results of educational and cognitive activity of students and the corresponding evaluative judgment of the teacher are impossible when actually using a three-point scale, but at least either the entire five-point scale is necessary, or another, more detailed, but also a multiple of five - scale (ten-point, twenty-five-point, hundred-point, etc.). Otherwise, teachers are forced to use a surrogate scale (points of a three-point scale, supplemented by plus or minus signs) and evaluate different levels of learning with the same points /14-7/. Points "3", "4" and "5" and the corresponding value judgments are evaluated: students of gymnasium classes and classes for gifted children; students of general education classes and students of classes of correctional and developmental education. As practice shows, it is simply impossible to distinguish between these marks given in documents on education, which is a serious contradiction, which results in the unreliability of the assessment of a person’s learning as a whole, therefore, in recent years, many educational institutions in the country have spontaneously switched to the use of multi-point scales, but, to unfortunately, often devoid of any scientific basis, including the use of unsystematized and often inconsistent value judgments. Consider briefly the history of the issue. The problem of assessing the knowledge, skills and abilities of students throughout the formation and development of the Soviet school was dealt with by both scientists and policymakers, but the problem of the teacher's value judgments was rarely singled out as an independent one. If we briefly outline the main stages of attempts to solve this problem, then in chronological order they are as follows: May 1918 - Decree of the People's Commissar for Education A. V. Lunacharsky "On the abolition of grades", which indicated: 1. The use of a point system to assess the knowledge and behavior of students is canceled in all cases of school practice without exception. 2. Transfer from class to class and the issuance of certificates is carried out on the basis of the success of students according to the feedback from the pedagogical council on the performance of educational work; September 1935 - five verbal (verbal) assessments were introduced: “very bad”, “bad”, “mediocre”, “good”, “excellent”, which existed until the end of 1943 (i.e. these were the prototypes of those value judgments which teachers should have been guided by, despite the fact that the characteristics of these assessments were rather primitive and allegedly reflected certain qualitative changes in the learning of students); January 1944 - a decision was made to replace the verbal assessments used at school with a digital "five-point" system for assessing the progress and behavior of students in elementary, seven-year and secondary schools, with the corresponding addition of each point with the simplest value judgment such as "excellent", "good", "satisfactory" ”, “unsatisfactory”, etc. /112/. In the instructions that followed this decision on the use of a digital "five-point system" of assessment, it was formulated that when assessing student performance: 1. A score of "5" is given when the student fully knows all the program material, perfectly understands and firmly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks, he is able to independently use the acquired knowledge. In oral answers and written works, he uses literary correct language and does not make mistakes. 2. A score of "4" is given when the student knows all the material required by the program, understands it well and has firmly mastered it. Answers questions (within the program) without difficulty. Able to apply the acquired knowledge in practical tasks. In oral answers, he uses literary language and does not make gross mistakes. Allows only minor errors in written work. 3. A score of "3" is given when the student discovers knowledge of the main program material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers, he makes mistakes in the presentation of the material and in the construction of speech. Makes mistakes in writing. 4. Score "2" is given in the case when the student reveals ignorance of a large part of the program material, answers, as a rule, only to the leading questions of the teacher uncertainly. In written work, he makes frequent and gross errors. 5. Score "I" is given in the case when the student reveals complete ignorance of the educational material being passed.
Experience in the formation of value judgments in various academic subjects
As already noted in the first section of the second chapter, experimental work on the formation of value judgments using multi-point scales was carried out by us at secondary school No. 22 in Sergiev Posad (headmaster, Candidate of Pedagogical Sciences Dolottseva E.D.), at Pedagogical College No. 7 "Maroseyka" in Moscow (Director of the Pedagogical College Honored Teacher of the Russian Federation, Candidate of Pedagogical Sciences Kapustina G.Yu.), in secondary boarding school No. 58 in Moscow (Director of the school Rodionova T.N.), etc. In experimental schools in the experiment introduced ordinary school disciplines: Russian language and literature, mathematics and physics, a foreign language and a number of other subjects, and in the Pedagogical College, due to the specifics of its focus - the training of musical and pedagogical workers for the system of preschool and primary education, subjects such as, for example, “conducting”, “choral singing”, “methods of physical education”, “methods of musical education education in a general education school”, “psychology of children of early and preschool age”, etc. In all these educational institutions, the experiment began with the introduction of the teaching staff with the theory, methodology and technology for the formation of multi-point assessment scales based on the concept of Doctor of Pedagogical Sciences, Professor Simonov V.P. After the corresponding lectures and seminars were held, our individual consulting work began with teachers of specific academic disciplines of these educational institutions, which resulted in the scales of a ten-point and twenty-five-point grading system developed by them and approved by the supervisor (see, for example, Table 3). Based on the data in this table, teachers formed the structure of value judgments in the field of their academic subjects, which, until the moment of their practical application, were brought to the attention of students and their parents. Let us consider examples of such developments that have been used in the practice of these educational institutions for several years. Our study showed that a value judgment is stimulating and encouraging to activity in nature, if it is positive, and has a certain inhibitory effect on the student, if it is negative. Value judgment is a necessary attribute of the professional activity of a teacher of any educational institution. The ability of a teacher (educator) to form a competent and reliable judgment about the course and result of any activity of students is an indicator of the degree of formation of his pedagogical skills. As evidenced by the analysis of psychological and pedagogical literature and the experience of our experimental work, the structure of any assessment includes the following components: the subject of assessment is a teacher (educator); object or subject of assessment - any action or activity of a student (pupil) as a whole; the nature of the assessment - verbal or quantitative, based on certain indicators. At the same time, there are typical difficulties and shortcomings in the implementation of the control and evaluation function by the teacher as a whole, and on the basis of the studies carried out, both by us and by a number of other authors /6, 13, 85, 88, 129, 147, 151, 166/ are in the following: - the absence of clear indicators characterizing the points of the three-point (formally 5-point, 1944) scale; - mismatch between the goals of control and the content of the control and evaluation actions of the teacher; - lack of an atmosphere of trust and psychological comfort in the organization of control and evaluation activities in the classroom; - identification of an assessment for success or failure in educational and cognitive activity with an assessment of the student's personality as a whole; - weak argumentation and evidence of the commentary (value judgment) to the given score; - neglect by many teachers of commenting (value judgment) of the given score in general; - the reluctance of many teachers to take into account not only the result, but also the quality of the student's (student's) response, his emotionality, diligence and talent in a certain area. The main reason for these difficulties and shortcomings, as shown by our study, is that in the process of preparing a future teacher, the problem of forming value judgments is not given the necessary attention, and when conducting school pedagogical practice, it is also not updated. The introduction of a multi-point scale for assessing the degree of learning of pupils and students and the corresponding wide range of diverse value judgments made it possible to: create a more favorable psychological climate in the structure of interaction between a teacher and a student; eliminate the existing negative impact of negative assessments on the psyche and health of trainees (all value judgments when using multi-point scales are positive, since they evaluate only the increase in knowledge, skills and abilities of trainees); to develop among students and their parents a level of claims adequate to the degree of education of the child for a given period;
The correspondence of the teacher's evaluation activity to the requirements is largely determined by the teacher's available arsenal of means and methods of evaluation. The lack of methods makes it difficult to evaluate systematically and most often underlies the desire of the teacher to quickly switch to the use of a mark that allows you not to think about the variety of value judgments.
However, today there is a whole set of well-established forms and methods of assessment that allows you to implement all the requirements for assessment. Let's dwell on them in more detail.
The simplest assessment option is value judgments based on the criteria of a score. So, evaluating the work of the student, the teacher fixes the level of fulfillment of the requirements:
He coped perfectly, did not make a single mistake, stated logically, completely, attracted additional material;
He coped well, fully and logically opened the question, independently completed it, knows the order of execution, interest is visible. However, I did not notice the error, I did not have time to correct them, next time I need to look for an even more convenient way to solve it, etc.;
Fulfilled the most important requirements, knows the basics, understands the essence, but did not take everything into account, rearranged the logical links, etc.;
Fulfilled all these requirements, it remains to work on this .... Let's see this together...
These judgments show the degree of compliance with the requirements and are easy to use. However, they have a significant drawback - they can be perceived by children as a point score and converted into points. This reduces their teaching and stimulating function. In addition, such value judgments are applicable to evaluating the result of an activity, but when evaluating its process, other value judgments can be used, based on highlighting the steps that the child has obtained and indicated by the next steps that the child needs to take.
The teacher can build such judgments based on the memo:
1) highlight what the child should do;
2) find and underline what he did;
3) praise him for it;
4) find what didn’t work out, determine what you can rely on to make it work;
5) formulate what else needs to be done to make it happen that the child already knows how to do this (find confirmation of this); what needs to be learned, what (who) will help him.
Such value judgments make it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. Value judgments clearly fix, first of all, successful results (“Your work can serve as a model”, “What beautiful letters you wrote”, “How quickly you solved the problem”, “You tried very hard today”, etc.). At the same time, the result obtained by the student is compared with his own past results, and thus the dynamics of his intellectual development is revealed (“What a difficult example did you decide today yourself”, “How well you understood the rule, yesterday it caused you difficulties. I see you did a very good job." The teacher notes and encourages the slightest progress of the student forward, constantly analyzes the reasons that contribute to or hinder this. Therefore, pointing out shortcomings in the work, the teacher, by a value judgment, necessarily determines what can be relied upon so that everything will work out in the future (“You tried to read expressively, but did not take into account all the rules. Remember the rules for correct, expressive reading, open the memo. Try to read more once, you will definitely succeed." "You started solving the problem well, read it correctly, highlighted the data and what you were looking for. Now draw a schematic drawing for the problem, briefly illustrate the condition of the problem and you will find your mistake." "You tried to write neatly. Here is this letter (word, sentence) is written according to all the rules of beautiful writing. Try to write everything else beautifully."). When pointing out shortcomings at certain stages of work, even minor positive points are immediately noted (“You pleased that you did not make a single mistake, it remains only to make an effort and follow the rules of beautiful writing”).
Verbal assessment is a brief description of the process and results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of the student's work, clear fixation (first of all!) of successful results and disclosure of the reasons for failures, and these reasons should not concern the student's personal characteristics ("lazy", "did not try"). Value judgments are the main means of evaluation in non-grading learning, but even when a mark is introduced, they do not lose their significance.
A value judgment accompanies any mark as a conclusion on the essence of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.
A special role in the teacher's evaluation activity is given to encouragement. V.A. Sukhomlinsky, considering the possibilities of encouragement, noted that success among children depends on how much the teacher relies on the emotions of the children. He believed that the development of the child largely depends on the ability to influence feelings, the sensual sphere when using rewards (Sukhomlinsky V.A. “I give my heart to children”, Kyiv, 1972. - p. 142-143). The main incentive mechanism is evaluation. This mechanism allows the children to correlate the results of their work with the task. The most important result of the use of encouragement should be the formation of the need for the activity itself as the highest form of encouragement. Thus, encouragement is the fact of recognition and evaluation of the child's achievements, if necessary - correction of knowledge, a statement of real success, stimulating further actions.
The application of rewards should go from simple to more complex. The systematization of the types of incentives used makes it possible to single out the following means of their expression:
1) mimic and pantomimic (applause, teacher's smile, affectionate approving look, shaking hands, stroking the head, etc.);
2) verbal (“Clever girl”, “You worked best today”, “I was pleased to read your work”, “I was happy when I checked the notebook”, etc.);
3) materialized (consolation prize, badge "Gramoteikin", "Best mathematician", etc.);
4) activity (Today you are acting as a teacher, you are given the right to complete the most difficult task; an exhibition of the best notebooks; you get the right to write in a magic notebook; today you will do the work with a magic pen).
Moreover, not only success in the educational activities of children is encouraged, but also the efforts of the child (the title "The most diligent", the competition "The most accurate notebook", etc.), the relationship of children in the class (the prize "The most friendly family", the title "The best friend ").
As a result of the successful use of incentives, cognitive activity increases, efficiency increases, the desire for creative activity increases, the general psychological climate in the classroom improves, the guys are not afraid of mistakes, they help each other.
The application of incentives obliges to fulfill the following requirements:
1) encouragement must be objective;
2) incentives should be applied in the system;
3) the most effective use of two or more types of incentives;
4) take into account the individual capabilities and level of development of children, their readiness;
5) go from entertaining rewards based on emotions to complex, most effective forms of encouragement - activities.
Of great importance in the assessment activity is the emotional response of the teacher or other students to the work of the child. At the same time, any, even insignificant progress of the student is noted (“Bravo! This is the best work!”, “How your letters look like a writing pattern”, “You made me happy”, “I am proud of you”, “You showed that you can work well” ). Emotional feedback also assesses shortcomings in work, however, it does not indicate weak personal qualities or abilities in certain areas of knowledge (“Your work upset me”, “Is this really your work?”, “I don’t recognize your work”, “Do you like your work?" etc.).
A special place in modern approaches to assessing the achievements of younger students is occupied by visual methods. self-esteem.
Self-esteem - a person's assessment of himself, his qualities and place among other people (which is one of the most important regulators of human behavior). [Dictionary of the Russian language. Volume VI, p. 21; Moscow, "Russian language", 1988]
Here, for example, is one of the self-assessment methods. A ruler that reminds a child of a measuring device can become a convenient assessment tool. With the help of rulers, you can measure anything. For example, in a child's notebook, a cross placed at the very top of the ruler will indicate that not a single letter is missing in the dictation, in the middle - that half of the letters are missing, and at the very bottom - if not a single letter is written. At the same time, on the other ruler, the cross below can mean that all the words in the dictation are written separately, in the middle - that half of the words are written separately, etc. Such an assessment:
Allows any child to see their progress (there is always a criterion by which a child can be assessed as "successful");
Holds the educational function of the mark: the cross on the ruler reflects the real progress in the studied subject content;
It helps to avoid comparing children with each other (since each of them has an evaluation ruler only in his own notebook).
"Magic rulers" described by G.A. Zuckerman are a harmless and meaningful form of mark.
Here's how you can evaluate Russian homework:
handwriting root "b" ending ending gap
noun verbs letters
This means that the work was not written in neat handwriting, but the child was very attentive (not a single omission of letters) and coped with all the previous mistakes, except for the mistakes on the “soft sign”. It is clear that this is not just a mark, but a guide to action: tomorrow you need to save all today's achievements, repeat everything about the soft sign and try to improve the handwriting at least a little. Evaluation using rulers is organized as follows. First, the teacher sets the evaluation criteria - the names of the rulers. They should be clear, unambiguous and understandable to children. Each criterion is necessarily discussed with the children, so that everyone understands how to evaluate according to this criterion. The teacher and the children agree, for example, that on the “handwriting” ruler a mark (cross) is placed at the top if it is written neatly: without blots and corrections, all letters comply with the rules of calligraphy, do not go beyond the working line, the slope is observed. A cross is placed at the bottom if the letters “dance” on the line, there are many blots and corrections, the elements of the letters are not written according to the model, the letters are of different sizes, the distance between the elements does not meet the requirements. After each criterion is discussed, the children evaluate their work on their own.
After the self-assessment comes the teacher's assessment.
Having collected notebooks, the teacher puts his pluses on the rulers. The coincidence of the children's and teacher's assessments (regardless of whether the child rated his work low or high) meant: “Well done! You know how to evaluate yourself. In the case of overestimated, and even more so, underestimated self-esteem by the student of his work, the teacher once again reveals the assessment criteria to the child and asks the next time to be kinder or stricter to himself: “Look, your letters swayed in different directions, and today they almost straightened up. Is it possible to put a cross higher today than yesterday? Please praise your fingers: they have become more dexterous. Today, make sure that the letters are on the line.
In addition to working with individual self-assessments, the teacher works to objectify for children their subjective experiences in the lesson. He draws a large general class ruler, on which he makes all the judgments of the children about whether they liked their work (or whether it was difficult, whether they still want to practice). The next day, such a "thermometer" of the emotional state of the class is discussed with the children. The teacher notes the difference of opinions as a sign of trust, sincerity, shows which children's grades help him plan the next lesson.
Let us briefly formulate the most important principles for applying the methods of teaching children self-assessment.
1. If an adult's assessment precedes a child's, then the child either does not critically accept it or rejects it affectively. It is advisable to start teaching reasonable assessment with the child's self-evaluative judgment.
2. The assessment should not be of a generalizing nature. The child is immediately invited to evaluate various aspects of his efforts, to differentiate the assessment.
3. A child's self-assessment should be correlated with an adult's assessment only where there are objective assessment criteria that are equally obligatory for both the teacher and the student (samples of writing letters, addition rules, etc.).
4. Where qualities are evaluated that do not have unambiguous samples - standards, each person has the right to his own opinion and the case of an adult - to acquaint children with each other's opinions, respecting each, not challenging anyone and not imposing either his own opinion or the opinion of the majority.
The next form of assessment can be called a rating assessment. This form of evaluation is rather more complicated. For an elementary school, it seems sufficient to rank teams, pairs of partners, or individual students according to the degree of success of their activities in completing tasks. As one of the methods of applied rating
What assessment method can be used to use a “chain”, the essence of which is that children are asked to line up in a row: the student whose work meets all the requirements (in which all criteria are met) starts the row, followed by the student whose work is different from the sample according to one criterion, etc., and the series ends with the one whose work is completely different from the given criteria. This technique is usually used by the teacher at the end of the lesson. In some cases, one of the children makes up such a "chain", and after he composes it, he himself must find his place in it (naturally, all the children should take turns in this role). In other cases, the construction occurs without anyone's instructions. It is performed by the children themselves collectively. The “chain” technique is performed in the form of a quick warm-up, the grounds for building (evaluation criteria) change all the time, and the adult interferes minimally in this “evaluation and self-esteem”, making sure that none of the children finds themselves in one and the same place all the time. the same position as leader or trailer. It is necessary to set various criteria so that even the child who failed, for example, to calculate correctly, according to the criterion “corrected the most mistakes”, could be ahead of the chain.
This assessment technique was supplemented during the classes, and mainly by the children themselves. It was suggested that in cases where several children coped with something equally well (we emphasize, it is good), they join hands and raise them up, and if everyone does well, a circle is formed (this also applied to those cases when the "chain" was made by the child). An adult in this situation plays the role of coordinator, accomplice. For example, when conducting control at a lesson in natural history in the 3rd grade, the teacher uses a method for quickly checking the quality of students' knowledge (Rakitina M.G.). The teacher distributes cards of programmed control, where there are "windows" for answers to 5 questions (3 possible answers). The student must put a “+” in the “box coinciding with the correct answer”.
A completed card might look like this:
After finishing work, the teacher collects all the cards, puts them together. Then, in front of the students, he puts a card with the correct answer on top and, using an ordinary hole punch, pierces all the work at once in the places where the “+” signs should be. The teacher distributes work to students and asks to evaluate the performance of this work and take a place in the chain in accordance with the correctness of the task. This form of assessment can also be used when conducting group work in the lessons of mathematics, the Russian language, and reading. In this case, at the end of the work, the teacher asks a strong student (team captain) or, conversely, a weak student to build a group in accordance with the activity of each when discussing the problem in the group: first the most active student, then the less active. The most correct assessment takes place according to this form in grades 2 and 3, in the first grade the teacher's help is needed.
Another effective form of assessment is a qualimetric (descriptive) assessment of the level of development of the child in any direction. The qualimetric assessment is built on the basis of clearly defined criteria and indicators of the development of the parameter being assessed. At the same time, the degree of severity of the criteria characterizes a certain level of development of the characteristic under study. A high level is noted if 90-100% of the specified criteria are expressed. The level above the average corresponds to the presence of 79-89% of the specified criteria. The average level means that 50-74% of the specified criteria are characteristic of the measured characteristic. If less than 50% of the specified criteria are present, then we can talk about a low level of measured quality.
Qualimetric assessment can be applied to all parameters of the teacher's assessment activity. So you can evaluate the mental development of the child, the degree of formation of his educational activity, diligence, the degree of independence, the degree of development of program requirements, the compliance of knowledge, skills and abilities with the standard.
Let us give an example of such an assessment.
The teacher needs to assess the level of development of the student's reading skill. The reading skill is described through 5 main criteria: the type of reading and its way of correctness (error-free), expressiveness, pace and meaningfulness. A qualitative description is built on the basis of the compliance of all criteria with program requirements. The five selected criteria make up 100%. Based on this, we can give the following characteristics of the levels of formation of the reading skill:
High level - smooth reading in whole words, without errors, expressive (with punctuation marks, logical stresses and pauses), at a pace that meets program requirements, with reading comprehension;
Level above average - smooth reading in whole words, without meaningful errors, at a pace that meets the program requirements, with an understanding of the meaning of what was read, but not expressive enough (errors in logical stresses) with no more than 2 errors with distortion of signs, but not content.
Intermediate level - smooth reading in whole words, with no more than 3 technical or one meaningful errors, at a slightly reduced pace;
Low level - intermittent, syllabic reading at a reduced pace with the allowance of more than 2 errors of distortion and meaningful errors, in violation of pronunciation standards with an understanding of the plot of what was read.
Qualimetric assessment allows not only to describe the estimated parameter, but also to measure it quantitatively, which is very important for the teacher. Compliance of the estimated parameter with the specified criteria is measured by special methods. Today, for some assessed parameters, such as the formation of educational activity, independence, cognitive activity, there are measuring methods. Some of them are presented in the methodological manual "Diagnostics of learning outcomes in a 4-year primary school" / Edited by N.V. Kalinina, - Ulyanovsk, 2002. For other estimated parameters, and above all the quality of mastering knowledge, skills, such methods are developed by the teachers themselves.
If it is possible to use in practice already developed, tested, proven, proven reproducibility, validity, objectivity methods, then it is necessary to use this. If they are not, then such methods are developed by each teacher independently. First, the criteria for the measured characteristic are determined, then the nomenclature of levels is built: high, medium, low, (ideal, optimal, acceptable, unacceptable). Next, a set of indicators is selected, which together characterizes the level of development of the evaluated, the quality of the parameter, the result. This set must meet the requirements of completeness, integrity, reliability, etc., must be verified in a research and experimental mode.
All of the listed forms and methods of assessment can be used by the teacher throughout all the years of the child's education in primary school. During the period of unmarked learning (grades 1-2), these forms and methods become the main ones for the teacher, but not all of them provide a systematic, objective, quantitative fixation of the learning outcome. The content should reflect the tracking of the processes and results of the student's assimilation of program requirements for each subject studied in the system and on the basis of quantitative indicators. In order for the teacher, the student himself and his parents to systematically see progress in mastering the programs, from our point of view, the most optimal form of organizing assessment is to monitor learning outcomes based on a qualimetric assessment using a map of individual development (individual achievements) of the student.
Educational activity
Therefore, it is necessary not only to refuse to give grades to students in grades 1 and 2, but also to restructure all assessment activities. The mark as a digital registration of the assessment is entered by the teacher only when the students know the main characteristics of the different grades. Promoting awareness and acceptance of these characteristics (criteria) should become an essential content of the teacher's activity. Before the introduction of marks, it is not recommended to use any other marks of evaluation - asterisks, flowers, multi-colored stripes, etc. When they are used, this subject mark takes over the functions of the mark and the child's attitude towards it is identical to the attitude to the digital assessment. In addition, the mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, counting, until any definite learning outcomes have been achieved, the mark more evaluates the learning process, the student's attitude to the completion of a specific educational task, fixes unsettled skills and little conscious knowledge. Therefore, it is inappropriate to evaluate this stage of training with a mark. The teacher's evaluative activity here must be concentrated around a detailed verbal and descriptive analysis of the student's learning process and the formation of his self-esteem.
Verbal assessment (evaluative judgment) allows you to reveal to the student the dynamics of the results of his educational activities, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of work, clear fixation of successful results and disclosure of the reasons for failures. Evaluative judgment at the first stages of learning replaces, and then accompanies any mark as a conclusion on the essence of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.
A special role in assessing the learning activities of beginning students is given to self-assessment. Self-assessment, as one of the components of activity, is also associated not with self-grading, but with the assessment procedure. With self-assessment, the student gives himself a meaningful and detailed description of his results according to the specified criteria, analyzes his strengths and weaknesses, and also looks for ways to eliminate the latter. The importance of self-assessment lies not only in the fact that it allows the child to see the strengths and weaknesses of his work, but also in the fact that, on the basis of understanding these results, he gets the opportunity to build his own program of further activities.
It is impossible to introduce the procedure of self-assessment into the pedagogical process by a simple order. Its application requires painstaking, thorough, sufficiently long professional work on the part of the teacher. Self-esteem of the child must be taught in a specially organized evaluation activity. From the first day of studying in the system, the teacher needs to organize this activity on the basis of clear criteria, involving each student. At the same time, for each type of activity, for each stage of the lesson, it is necessary to select their own, the most appropriate methods of assessment.
Organization of assessment in conditions
without grades
Evaluation of the child's activity is carried out by the teacher from the first days of training. The main requirement of his organization at first is to rely on success. The teacher begins the assessment activity by assessing the readiness of children for the lesson, their compliance with the rules of school life, and the manifestation of cultural communication and behavior skills. The teacher must point out how ok kids are ready for the lesson, while emphasizing what it means "well prepared for the lesson."
Children's attention is fixed on those moments when performed rules of conduct and respected culture of communication. It is very important to highlight successes, as they help children's emotional well-being and allow them to better understand the demands of school life. The teacher needs to be careful to see and emphasize successes every child every day.
Already in the second week of training, the scope of the teacher's assessment activity expands. It includes successes in the educational work of young students. Correctness, accuracy, diligence in the performance of work, compliance of the results of work with the model are already subject to assessment. Expanding the assessment activity, the teacher must each time introduce clear assessment criteria: what does it mean accurately, correctly ... And only at the third stage of the assessment activity, after mastering the criteria for correctness and the criteria for compliance with the requirements of the children, the teacher can introduce fixation of the child's difficulties (and here you still needs work). At the same time, the priority remains reliance on success and highlighting the positive. Fixing difficulties involves, first of all, outlining the prospects for the child, showing what exactly and how to do it. Fixing the difficulties, the teacher instills in the child the belief that everything will definitely work out for him and gives him so much help to succeed. The main content of assessment in conditions of ungraded learning, in our opinion, is the highlighting of successes and outlining the prospects for the child's learning. As the main parameters of the evaluation activity, the instructive-methodical letter of the Ministry of Education of the Russian Federation "Control and evaluation of the results of education in primary school" No. 000/14-15 dated 11/19/98. highlighted:
1) the quality of assimilation of knowledge, skills and abilities, their compliance with the requirements of the state standard of primary education;
2) the degree of formation of the educational activity of a younger student (communicative, reading, labor, artistic);
3) the degree of development of the basic qualities of mental activity (the ability to observe, analyze, compare, classify, generalize, coherently express thoughts, creatively solve a learning problem, etc.);
4) the level of development of cognitive activity, interests and attitudes towards learning activities; degree of diligence and effort.
Only the first parameter of this list can eventually be assessed by a mark for the result of learning, the rest - by verbal judgments (student characteristics). At the very beginning of training, the mark does not use at all.
The teacher, when assessing, highlights the successes and outlines the prospects for the child not only in the assimilation of knowledge, skills and abilities, but also in his mental development, cognitive activity, the formation of his educational activities, general educational skills, his diligence and diligence.
The success of evaluation is determined by its systematic nature. It is important that each type of activity of the child is evaluated, at each stage. Traditionally, the teacher evaluates the results of the child's activities (answered the question, solved the problem, highlighted the spelling, etc.). The systemic nature of evaluation involves not only an assessment of the result, but also an assessment of the acceptance of the instruction (did you understand correctly what to do), an assessment of planning (did you correctly identify the sequence of actions), and an assessment of the progress of the implementation (whether it moves there when executed).
It is the systematic nature of assessment that provides an understanding of the criteria and creates the basis for children's self-assessment of their work. Systematicity also implies the organization of assessment at all stages of the lesson. Evaluation is optimal at each stage: goal setting (how the goal was accepted and what to pay attention to), repetition (what is well learned, what else to work on and how), learning new things (what is learned, where it is difficult and why), consolidation (what is and where help is needed), summing up (what is successful, and where there are difficulties).
Thus, the organization of assessment in conditions of ungraded learning is based on the following requirements:
1) assessment should start from the first day of training;
2) when assessing, it is necessary to rely on the success of the child;
3) evaluation should be carried out sequentially from the evaluation of the organizational side of the activity to the evaluation of its content;
4) assessment must necessarily outline the prospects for the child;
5) assessment should be carried out on the basis of clear criteria understandable to the child;
6) evaluation activities should cover not only the subject ZUN, but also educational activities, general educational skills, cognitive activity of the child, his diligence and diligence;
7) assessment should be carried out in the system.
The most important condition for organizing an effective assessment of children's achievements in conditions of ungraded education is the effective choice of forms and methods of assessment.
Forms and methods of assessment
The correspondence of the teacher's evaluation activity to the requirements is largely determined by the teacher's available arsenal of means and methods of evaluation. The lack of methods makes it difficult to evaluate systematically and most often underlies the desire of the teacher to quickly switch to the use of a mark that allows you not to think about the variety of value judgments.
However, today there is a whole set of well-established forms and methods of assessment that allows you to implement all the requirements for assessment. Let's dwell on them in more detail.
The simplest assessment option is value judgments based on the criteria of a score. So, evaluating the work of the student, the teacher fixes the level of fulfillment of the requirements:
He coped perfectly, did not make a single mistake, stated logically, completely, attracted additional material;
He coped well, fully and logically opened the question, independently completed it, knows the order of execution, interest is visible. However, I did not notice the error, I did not have time to correct them, next time I need to look for an even more convenient way to solve it, etc.;
Fulfilled the most important requirements, knows the basics, understands the essence, but did not take everything into account, rearranged the logical links, etc.;
Fulfilled all these requirements, it remains to work on this .... Let's see this together...
These judgments show the degree of compliance with the requirements and are easy to use. However, they have a significant drawback - they can be perceived by children as a point score and converted into points. This reduces their teaching and stimulating function. In addition, such value judgments are applicable to evaluating the result of an activity, but when evaluating its process, other value judgments can be used, based on highlighting the steps that the child has obtained and indicated by the next steps that the child needs to take.
The teacher can build such judgments based on the memo:
1) highlight what the child should do;
2) find and underline what he did;
3) praise him for it;
4) find what didn’t work out, determine what you can rely on to make it work;
5) formulate what else needs to be done to make it happen that the child already knows how to do this (find confirmation of this); what needs to be learned, what (who) will help him.
Such value judgments make it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. Value judgments clearly fix, first of all, successful results (“Your work can serve as a model”, “What beautiful letters you wrote”, “How quickly you solved the problem”, “You tried very hard today”, etc.). At the same time, the result obtained by the student is compared with his own past results, and thus the dynamics of his intellectual development is revealed (“What a difficult example did you decide today yourself”, “How well you understood the rule, yesterday it caused you difficulties. I see you did a very good job." The teacher notes and encourages the slightest progress of the student forward, constantly analyzes the reasons that contribute to or hinder this. Therefore, pointing out shortcomings in the work, the teacher, by a value judgment, necessarily determines what can be relied upon so that everything will work out in the future (“You tried to read expressively, but did not take into account all the rules. Remember the rules for correct, expressive reading, open the memo. Try to read more once, you will definitely succeed." "You started solving the problem well, read it correctly, highlighted the data and what you were looking for. Now draw a schematic drawing for the problem, briefly illustrate the condition of the problem and you will find your mistake." "You tried to write neatly. Here is this letter (word, sentence) is written according to all the rules of beautiful writing. Try to write everything else beautifully."). When pointing out shortcomings at certain stages of work, even minor positive points are immediately noted (“You pleased that you did not make a single mistake, it remains only to make an effort and follow the rules of beautiful writing”).
Verbal assessment is a brief description of the process and results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of the student's work, clear fixation (first of all!) of successful results and disclosure of the reasons for failures, and these reasons should not concern the student's personal characteristics ("lazy", "did not try"). Value judgments are the main means of evaluation in non-grading learning, but even when a mark is introduced, they do not lose their significance.
A value judgment accompanies any mark as a conclusion on the essence of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.
A special role in the teacher's evaluation activity is given to encouragement. , considering the possibilities of encouragement, noted that the success of children depends on how much the teacher relies on the emotions of the children. He believed that the development of the child largely depends on the ability to influence feelings, the sensual sphere when using rewards (Sukhomlinsky V.A. “I give my heart to children”, Kyiv, 1972. - p. 142-143). The main incentive mechanism is evaluation. This mechanism allows the children to correlate the results of their work with the task. The most important result of the use of encouragement should be the formation of the need for the activity itself as the highest form of encouragement. Thus, encouragement is the fact of recognition and evaluation of the child's achievements, if necessary - correction of knowledge, a statement of real success, stimulating further actions.
The application of rewards should go from simple to more complex. The systematization of the types of incentives used makes it possible to single out the following means of their expression:
1) mimic and pantomimic (applause, teacher's smile, affectionate approving look, shaking hands, stroking the head, etc.);
2) verbal (“Clever girl”, “You worked best today”, “I was pleased to read your work”, “I was happy when I checked the notebook”, etc.);
3) materialized (consolation prize, badge "Gramoteikin", "Best mathematician", etc.);
4) activity (Today you are acting as a teacher, you are given the right to complete the most difficult task; an exhibition of the best notebooks; you get the right to write in a magic notebook; today you will do the work with a magic pen).
Moreover, not only success in the educational activities of children is encouraged, but also the efforts of the child (the title "The most diligent", the competition "The most accurate notebook", etc.), the relationship of children in the class (the prize "The most friendly family", the title "The best friend ").
As a result of the successful use of incentives, cognitive activity increases, efficiency increases, the desire for creative activity increases, the general psychological climate in the classroom improves, the guys are not afraid of mistakes, they help each other.
The application of incentives obliges to fulfill the following requirements:
1) encouragement must be objective;
2) incentives should be applied in the system;
3) the most effective use of two or more types of incentives;
4) take into account the individual capabilities and level of development of children, their readiness;
5) go from entertaining rewards based on emotions to complex, most effective forms of encouragement - activities.
Of great importance in the assessment activity is the emotional response of the teacher or other students to the work of the child. At the same time, any, even insignificant progress of the student is noted (“Bravo! This is the best work!”, “How your letters look like a writing pattern”, “You made me happy”, “I am proud of you”, “You showed that you can work well” ). Emotional feedback also assesses shortcomings in work, however, it does not indicate weak personal qualities or abilities in certain areas of knowledge (“Your work upset me”, “Is this really your work?”, “I don’t recognize your work”, “Do you like your work?" etc.).
A special place in modern approaches to assessing the achievements of younger students is occupied by visual methods. self-esteem.
Self-esteem - a person's assessment of himself, his qualities and place among other people (which is one of the most important regulators of human behavior). [Dictionary of the Russian language. Volume VI, p. 21; Moscow, "Russian language", 1988]
Here, for example, is one of the self-assessment methods. A ruler that reminds a child of a measuring device can become a convenient assessment tool. With the help of rulers, you can measure anything. For example, in a child's notebook, a cross placed at the very top of the ruler will indicate that not a single letter is missing in the dictation, in the middle - that half of the letters are missing, and at the very bottom - if not a single letter is written. At the same time, on the other ruler, the cross below can mean that all the words in the dictation are written separately, in the middle - that half of the words are written separately, etc. Such an assessment:
Allows any child to see their progress (there is always a criterion by which a child can be assessed as "successful");
Holds the educational function of the mark: the cross on the ruler reflects the real progress in the studied subject content;
It helps to avoid comparing children with each other (since each of them has an evaluation ruler only in his own notebook).
The "magic rulers" described are a harmless and meaningful form of marking.
Here's how you can evaluate Russian homework:
handwriting root "b" ending ending gap
noun verbs letters
This means that the work was not written in neat handwriting, but the child was very attentive (not a single omission of letters) and coped with all the previous mistakes, except for the mistakes on the “soft sign”. It is clear that this is not just a mark, but a guide to action: tomorrow you need to save all today's achievements, repeat everything about the soft sign and try to improve the handwriting at least a little. Evaluation using rulers is organized as follows. First, the teacher sets the evaluation criteria - the names of the rulers. They should be clear, unambiguous and understandable to children. Each criterion is necessarily discussed with the children, so that everyone understands how to evaluate according to this criterion. The teacher and the children agree, for example, that on the “handwriting” ruler a mark (cross) is placed at the top if it is written neatly: without blots and corrections, all letters comply with the rules of calligraphy, do not go beyond the working line, the slope is observed. A cross is placed at the bottom if the letters “dance” on the line, there are many blots and corrections, the elements of the letters are not written according to the model, the letters are of different sizes, the distance between the elements does not meet the requirements. After each criterion is discussed, the children evaluate their work on their own.
After the self-assessment comes the teacher's assessment.
Having collected notebooks, the teacher puts his pluses on the rulers. The coincidence of the children's and teacher's assessments (regardless of whether the child rated his work low or high) meant: “Well done! You know how to evaluate yourself. In the case of overestimated, and even more so, underestimated self-esteem by the student of his work, the teacher once again reveals the assessment criteria to the child and asks the next time to be kinder or stricter to himself: “Look, your letters swayed in different directions, and today they almost straightened up. Is it possible to put a cross higher today than yesterday? Please praise your fingers: they have become more dexterous. Today, make sure that the letters are on the line.
In addition to working with individual self-assessments, the teacher works to objectify for children their subjective experiences in the lesson. He draws a large general class ruler, on which he makes all the judgments of the children about whether they liked their work (or whether it was difficult, whether they still want to practice). The next day, such a "thermometer" of the emotional state of the class is discussed with the children. The teacher notes the difference of opinions as a sign of trust, sincerity, shows which children's grades help him plan the next lesson.
Let us briefly formulate the most important principles for applying the methods of teaching children self-assessment.
1. If an adult's assessment precedes a child's, then the child either does not critically accept it or rejects it affectively. It is advisable to start teaching reasonable assessment with the child's self-evaluative judgment.
2. The assessment should not be of a generalizing nature. The child is immediately invited to evaluate various aspects of his efforts, to differentiate the assessment.
3. A child's self-assessment should be correlated with an adult's assessment only where there are objective assessment criteria that are equally obligatory for both the teacher and the student (letter writing patterns, addition rules, etc.).
4. Where qualities are evaluated that do not have unambiguous samples - standards, each person has the right to his own opinion and the case of an adult - to acquaint children with each other's opinions, respecting each, not challenging anyone and not imposing either his own opinion or the opinion of the majority.
The next form of assessment can be called a rating assessment. This form of evaluation is rather more complicated. For an elementary school, it seems sufficient to rank teams, pairs of partners, or individual students according to the degree of success of their activities in completing tasks. As one of the methods of applied rating
What assessment method can be used to use a “chain”, the essence of which is that children are asked to line up in a row: the student whose work meets all the requirements (in which all criteria are met) starts the row, followed by the student whose work is different from the sample according to one criterion, etc., and the series ends with the one whose work is completely different from the given criteria. This technique is usually used by the teacher at the end of the lesson. In some cases, one of the children makes up such a "chain", and after he composes it, he himself must find his place in it (naturally, all the children should take turns in this role). In other cases, the construction occurs without anyone's instructions. It is performed by the children themselves collectively. The “chain” technique is performed in the form of a quick warm-up, the grounds for building (evaluation criteria) change all the time, and the adult interferes minimally in this “evaluation and self-esteem”, making sure that none of the children finds themselves in one and the same place all the time. the same position as leader or trailer. It is necessary to set various criteria so that even the child who failed, for example, to calculate correctly, according to the criterion “corrected the most mistakes”, could be ahead of the chain.
This assessment technique was supplemented during the classes, and mainly by the children themselves. It was suggested that in cases where several children coped with something equally well (we emphasize, it is good), they join hands and raise them up, and if everyone does well, a circle is formed (this also applied to those cases when the "chain" was made by the child). An adult in this situation plays the role of coordinator, accomplice. For example, when conducting control at a lesson in natural history in grade 3, the teacher uses a technique for quickly checking the quality of students' knowledge (). The teacher distributes cards of programmed control, where there are "windows" for answers to 5 questions (3 possible answers). The student must put a “+” in the “box coinciding with the correct answer”.
A completed card might look like this:
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After finishing work, the teacher collects all the cards, puts them together. Then, in front of the students, he puts a card with the correct answer on top and, using an ordinary hole punch, pierces all the work at once in the places where the “+” signs should be. The teacher distributes work to students and asks to evaluate the performance of this work and take a place in the chain in accordance with the correctness of the task. This form of assessment can also be used when conducting group work in the lessons of mathematics, the Russian language, and reading. In this case, at the end of the work, the teacher asks a strong student (team captain) or, conversely, a weak student to build a group in accordance with the activity of each when discussing the problem in the group: first the most active student, then the less active. The most correct assessment takes place according to this form in grades 2 and 3, in the first grade the teacher's help is needed.
Introduction
Currently, the number of homeless children, children who do not regularly attend school is increasing, the relationship between students and teachers is violated at school. The school is dominated by the traditional teaching methods that have developed over a number of decades. The traditional methodology includes a five-point evaluation system, which determines the level of knowledge, skills and abilities of the student.
In the letter of the Ministry of Education of the Russian Federation "On the organization of education in the first grade of a four-year elementary school" dated September 25, 2000. it is written that “in the first grade of a four-year elementary school, the system of point (marking) assessment is excluded. It is also unacceptable to use any sign symbolism that replaces a digital mark (asterisks, airplanes, suns, etc.). Only a verbal explanatory assessment is allowed. In addition, it is impossible to say “didn’t think”, “didn’t try” if the student’s answer is wrong, it’s better to get by with the replicas “this is your opinion”, “let's listen to others”, etc.”. In the law of the Russian Federation "On Education" of 1999 No. in Article 15 “General requirements for the organization of the educational process”, paragraph 6 states that “discipline in an educational institution is maintained on the basis of respect for the human dignity of students. The use of physical and mental violence against students and pupils is not allowed.” In the letter “On the organization of training ...” it is written that “the following are not subject to any assessment: the pace of the student's work; personal qualities of schoolchildren, the originality of mental processes. This is written in the documents of the Russian Federation, but in practice, already in the first quarter of grade 1, symbols are placed that replace marks (clouds, flags, faces, etc.), and in some schools a digital mark appears already in the second quarter of grade 1. This leads to a violation of the mental balance of the child, disorders, neuroses; conflict behavior in the “teacher-student” sphere.
It is also important that at school such concepts as “grade” and “assessment” are used as synonyms, often replacing “grade” with the word “assessment”. This lack of discrimination is not limited to teachers. So, in the diaries of students, in the column where marks are set, there is a heading "assessment".
Thus, these two concepts are initially identified for students and their parents. But there is no mark in any type of activity, except for school, and evaluation is inherent in any human activity.
The problem of the research is to study the influence of marks and marks on the child, and how, in accordance with it, the teacher needs to evaluate the work of students and give them marks.
The purpose of the study is to identify how the mark and assessment affect the personality of the child, his relationship with others, and how the teacher needs to evaluate the work of students.
Hypothesis: the reaction of the younger student to the assessment situation is characterized by non-differentiation and generates increased psychological tension; the definition of evaluation criteria and marks, familiarization of students with them and emotional support from the teacher significantly reduce the level of psychological tension.
Research objectives:
1. Show the deep roots of the evaluation system.
2. Identify options for the evaluation system on the part of the teacher (styles of evaluation activities).
3. To identify options for children's perception of the teacher's evaluation activities.
4. Determine the conditions for organizing the evaluation situation.
The object of the study is the evaluation activity of the teacher; the subject of the study is the perception of evaluation activities by younger students.
Research methods:
1. Student survey
a) an open questionnaire for students in grades 2-3;
b) the methodology of unfinished sentences for students in grades 2-3.
2. Questioning of parents (method of unfinished sentences).
Chapter 1
Psychological essence of appraisal activity.
Evaluative human activity is complex and contradictory; it has long attracted researchers. At the beginning of the XX century. Kurt Lewin noted the existence of an “objective scale of values” and “subjective evaluative activity” in a person’s evaluative act. He suggested that "there may be connections between them, but at times they may not coincide at all with each other." (quoted from 2.C.155)
V.N. Myasishchev defines evaluative activity as the result of a person’s internal comparison of his actions and deeds with the “patterns” contained in public assessments of social processes, i.e. given from outside. (2.C.155)
Subjective evaluation criteria are determined by the needs, aspirations of the individual, the mood of the person, i.e. internal position of a person. Objective evaluation criteria are determined by the psychological atmosphere, communication style, position and worldview of the team, i.e. external factors beyond the control of the individual. From the position of the child, any objective assessment of the teacher will be subjective; an adequate assessment arises when subjective criteria are correlated with objective ones. From the position of a teacher, an objective assessment will be an assessment without bias, without the teacher's attitude to the student, as "good" or "bad", and the subjective assessment will be taking into account all the characteristics of the student, his attitude to learning, the attitude of the teacher to the student.
When they talk about control and evaluation activities, they primarily mean the activities of the teacher. The evaluation activity of a teacher is a special kind of activity that includes control, verification, evaluation and the final result - a mark directed by the teacher to the student in order to determine the level of knowledge of the student and influence him on the positive side. Depending on the personal qualities of the teacher, on the direction of his activity, on the style and manner of teaching the subject, each teacher has his own forms of control, evaluation criteria and marks.
In the specialized literature, in the courses of pedagogy and didactics, in school practice, such concepts are not yet fully disclosed and comprehended, which are important for understanding the essence of teaching evaluation, such as “accounting”, “control”, “checking”, “evaluation”, “mark” . Often these concepts are identified with each other, applied without prior disclosure of their essence; this is especially true of the concepts of "assessments" and "marks". In the current domestic system of education, “assessment” and “mark” are interpreted, as a rule, as identical terms, with the proviso that “assessment” appears in the form of marks (points), but the reasoning does not go beyond this reservation about marks and marks. The distinction between the essence of the concepts of "assessment" and "mark" is very important for a deeper consideration of the psychological, didactic, educational and pedagogical aspects of the evaluation side of traditional education.
According to F.V. Kostylev, “assessment” “in any activity there is always an expression of the relation of the level achieved to what should be done (to the ideal, model, template). It lies in the very essence of human behavior and any of its activities. This is how self-regulation, self-management based on self-esteem arises. (4.C. 83)
Sh.A. Amonashvili, points out that “assessment is a process, activity (or action) of assessment carried out by a person”; "A mark is the result of this process, this activity (or action), their conditionally formal reflection." (1.C.17). According to Amonashvili, checking and evaluating the knowledge, skills and abilities of students “is understood as the identification and comparison, at one stage or another, of the result of educational activity with the requirements set by the program. The check establishes: whether the educational task was completed correctly, whether there are deviations in the formation of ideas and concepts, what are the level and quality of skills and abilities. The accuracy and completeness of the assessment determine the rationality of moving towards the goal. ZUNs should be evaluated for the sole purpose of identifying ways to improve, deepen, refine them for the active inclusion of schoolchildren in multilateral labor and creative activities aimed at understanding and transforming reality. (1.C.20). However, it is not difficult to see the subtext of the assessment system of education, which consists in encouraging and forcing students to learn. Such a "evaluation function reaches its apex when a mark is given". (1.C.20). The teacher uses the assessment with marks not only to determine the level of progress of students in the assimilation of knowledge and orientation in their quality, but also to maintain discipline and influence students. Based on the analysis of the level of knowledge and skills of each individual student found by the test, the teacher can evaluate this level in the form of verbal judgments and marks. Based on this, the teacher gives the necessary advice and instructions to the student and shows his attitude towards his personality and educational efforts. (1.C.18). Sh.A. Amonashvili believes that “the assimilation of an assessment and a mark is tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal logical result. (1.C.17).
In the "Pedagogical Encyclopedia" of 1964, the edition says: "Evaluation of schoolchildren's progress is expressed in points, as well as in the teacher's value judgments" (p. 243), here the concepts of "assessment" and "mark" are considered as synonyms.
E.I. Perovsky, like Sh.A. Amonashvili, is against the identification of the concepts of "assessment" and "mark". He believes that “marks, or points, are one of the forms of expressing attitudes, i.e. ratings". (quoted from 4.C.54).
N.F. Talyzina in her works does not separate the concepts of "assessment" and "mark", she uses only the term "assessment". (6.C.152).
The history of the development of marks is calculated for centuries, and the system of control and verification - for millennia. Instead of marks and along with them, corporal punishment was used, but there were also such systems that did not involve marks and punishments, but the development of the child's personality, enriching him with solid knowledge, skills and abilities.
In ancient China, Egypt, Greece, Rome, among the Slavs and other peoples, education was structured as follows: wealthy parents hired a teacher who dealt with one child, i.e. individual or tutoring sessions. This form was considered optimal, became widespread and has survived to this day. The children of ordinary and poor people studied in schools where education was based on the fear of physical punishment for academic failure and bad behavior.
