Until recently, only students aspired to high marks. Now points for work are received not only by teachers, but also by schools. What does the school rating reflect and why is it needed?

History and objectives of the rating

The formation of the rating of educational institutions in Moscow - schools, lyceums, gymnasiums and colleges - began in 2010. It was then that the city created equal conditions for competition: basic funding began to depend not on the status of the institution, but only on the number of students. Now, additional funds in the form of grants from the Mayor of Moscow are received by schools that are objectively recognized as the best according to the results of the rating. And this is not the only reward for results, for example, schools with high results are exempted from scheduled inspections.

The first rating based on the results of the 2010/2011 academic year was compiled according to two indicators: the results of the Unified State Examination / GIA and participation in the Moscow and All-Russian Olympiads for schoolchildren. Then the evaluation criteria began to gradually expand: every year the priorities of the education system are specified, the calculation formula is adjusted. In addition, as information systems develop, as well as independent meters, new requirements are added. Since the 2015/2016 academic year, the ranking has become dynamic: it is updated several times a year. It depends on the appearance in the information systems of the results of past school olympiads or professional competitions, for example.

The rating methodology is being developed by Moscow. “Our analytical team was invited because we have experience and approaches in mathematical modeling of complex systems. The Department of Education and the Moscow City Hall formulate the main directions in which the education system should develop, and we find quantitative characteristics for them and an algorithm for calculating the final indicators, ”says Ivan Yashchenko, director of the Center for Pedagogical Excellence.

At the same time, the rating is not just a list where everyone is in a certain order, but an indicator of how the achievements of a particular school correspond to the vector of development of the entire metropolitan education system. But the main thing is the guideline for the development of each school. Numerical parameters express the key principles by which the work of educational institutions is evaluated.

Basic principles of the rating

The main rule of the rating is fixing specific results, not learning conditions. What is important is not the presence of a swimming pool, modern computers or other equipment in the school, but what the children have learned, the knowledge and skills that schoolchildren demonstrate in exams and olympiads.

Another principle is the calculation of absolute indicators. That is, the assessment of the school does not depend on its scale and the number of students, but on their success. Obviously, a large school has more opportunities to prepare Olympiad winners, but a small school can also find its niche, focus on some specialization and achieve amazing results in it. In other words, the competitiveness of a school depends on its pedagogical and administrative efforts.

It is also important that the rating seeks to cover all the parameters of school life that can be measured (expressed quantitatively), moreover, regardless of the educational institution itself, without creating an additional burden for it. All indicators are collected automatically from city information systems. The ranking results are published on the website of the Department of Education, and each school receives tables with a detailed calculation of all parameters. This analytical material helps the administration and teachers to look at their work from the outside, evaluate the key areas of development and adjust them. At the same time, indicators are determined a year ahead, which allows schools to plan tactics and strategies for their work.

Finally, the rating is built as a system of rewards, not punishments. This means that every positive result, such as a high mark in an exam or a prize in an Olympiad, increases the score of the school. On the contrary, there is no reduction for low grades and the absence of winners (the only “penalty” parameter is the number of students removed from the USE, it corrects the school’s scores received for successfully passing the USE). At the same time, the rating parameters cover a huge range of educational results - from the Unified State Examination and the OGE and Olympiads in various subjects to sports results and WorldSkills professional skills competitions. This methodology encourages schools not to push children away, but to work with each child, develop their abilities and talents, and find areas of success. Thus, no student can lower the rating of the school, but everyone can increase it. By doing what he is really interested in, each child will enjoy learning, and the school will receive additional points for his results.

Rating calculation method

In the 2016/2017 academic year, the ranking of general education institutions is based on eight blocks of indicators. They reflect the main directions for the development of schools and colleges, determined jointly by the Department of Education and the Moscow Mayor's Office.

Ensuring quality mass education. The effectiveness of the work is assessed by the results of passing the OGE and the Unified State Examination (ninth and 11th grades, respectively), as well as by the results of passing subject diagnostics (fourth and seventh grades).

Creating conditions for the development of talent. This indicator is measured by the results of participation in the Moscow and All-Russian Olympiads for schoolchildren. The parameter has a high specific weight, since it is much more difficult to prepare for victory in the Olympiad, especially at the federal level, than, for example, to pass the Unified State Examination with high scores.

Almost every Moscow school receives non-zero scores for this parameter, showing the effectiveness of the implementation of the principle “every Moscow child is talented”.

Working with children with disabilities. This indicator was included in 2015 thanks to the development of information systems of the Department of Education and the Department of Social Protection.

Each score received on this parameter is not just numbers, but the real fate of a particular child whom the school helped to achieve success.

At all levels of education - from preschool to final exams (OGE and Unified State Examination) and Olympiads - each child's result is multiplied by a coefficient. In addition, with an inclusion score that increases all other scores in proportion to the number of students with disabilities, strong schools have a strong incentive to do so.

Development of professional skills. The score is calculated based on the results of the JuniorSkills Russia and WorldSkills Russia competitions, the All-Russian Olympiad of Professional Skills and the Abilympics Championship for people with disabilities. And it is important that not only colleges, but also schools, which are increasingly engaged in the implementation of professional programs, receive points on these parameters. For example, children from mathematical classes show good results in the direction of "system administration".

Use of urban socio-cultural resources. Now the parameter is calculated based on the results of the participation of schoolchildren in the Moscow Olympiads “Museums. Parks. Estates” and “The link between generations will not be interrupted”. The total result for both gives a coefficient that increases the rating score of the educational institution. This, in particular, shows an important principle of connection between sociocultural and subject results.

Crime Prevention. The indicator fully reflects the principle of encouragement underlying the rating. For example, if a child who is registered with the internal affairs bodies did not commit offenses during the school year, then the school will receive 100 times more points for him than for another student.

Development of mass sports. Educational organizations also increase their rating when their teams win or take prizes in amateur sports competitions. In particular, the results of the Moscow Basketball Championship "Victory Ball" or the all-Russian chess competition "White Ladya" are taken into account.

The work of preschool departments. More and more parents are transferring their child from the preschool department of the school to the first grade of the same school, thereby appreciating and trusting not just the work of the preschool department, but the entire educational organization.

“Of course, specific formulas and coefficients are the result of complex analytical work, but realizing a very clear principle: the more difficult the pedagogical task, the more efforts the school makes to solve it, the higher the corresponding rating score. If earlier it was easier for schools to expel losers or difficult teenagers in order to improve statistics, now it is much more profitable for them to work with each student, develop him, help him find his calling. Today the school will benefit from this, and tomorrow the city and the country as a whole. In other words, the rating shows what efforts schools make so that children become professionals in the future - scientists, engineers and other qualified specialists, ”emphasizes Ivan Yashchenko.

The best in Moscow are among the best in the world

Although the official ranking of Moscow schools has been in existence for only five years, it has already produced visible results. Until recently, the preparation of prize-winners and winners of the final stage of the All-Russian Olympiads was the lot of the so-called elite schools, of which there were only about five percent in the city. Now every third school in the capital can boast of such achievements. At the same time, Moscow schoolchildren are also achieving success at the international level.

School ranking presentations at international conferences always arouse the interest of participants from other countries. An important role in this is played by the high degree of development of educational information systems operating in Moscow. They are advanced not only at the federal level, but also at the global level.

Moreover, the objectivity of the capital rating is confirmed by the results of international studies. In 2016, Moscow schoolchildren took part in. According to its results, independent experts recognized the capital's education system as one of the ten best in the world in terms of reading and mathematical literacy. At the same time, schools included in the top 100 of the Moscow rating (they account for 23 percent of students) took second place according to the named criteria.

From a young age, people around us tell us that there is only one right way: to study well at school - to study well at the institute - to get a good job - to receive a decent pension. But the problem is that this has not been working for a long time and, probably, will never work again ...

More and more people are already realizing that it's time to forget the phrase "If you study poorly, you will work as a janitor and you will not be able to provide for yourself in old age." Now, not those who have collected a lot of knowledge at school, but who have developed willpower, striving for a goal, ingenuity, the ability to convince, the ability to generate ideas, the ability to find the right information and the right decisions, have good earnings. And now it doesn’t matter to anyone what color your diploma is and what grades you studied for.

There are 3 main ways - to work for someone, work for yourself and work as a team of like-minded people with the same rights.

Path 1: "work for an uncle"

If you had to look for a job and work in a company, then you might notice:

The summary does not ask you to indicate with what grades you studied.

When interviewing, few people are interested in your grades (they can only ask out of curiosity).

Salary does not depend on grades.

The acquired knowledge is almost never applied at work.

Conclusions suggest themselves: the value of grades in the diploma is overstated.

Path 2: Building Your Business

Grades don't matter here either. Even education itself does not play a big role - there are quite a few people who started their own business without even getting an education, and are now one of the richest and most powerful people in the world. To create your own business, it is more important: the ability to set goals and achieve them, self-control, the constant development of your skills, faith in yourself, the ability to find the right ways to move, the ability to present your products / services, the ability to convince, the ability to sell and, ultimately , love what you do.

Path 3: work with your team

When creating your own business, it is not always possible to take everything on your shoulders and achieve your goals. In such cases, a team of people is assembled, each of whom has the necessary knowledge and skills in order to ultimately achieve the necessary results in the work. In this situation, much is similar to the past path, while it is also necessary to be able to work in a team.

P.S.

The article does not call for abandoning studies, but explains why you should not worry too much about grades. The main goal of learning is to gain useful knowledge, not grades. In addition, be realistic and do not hope that with a red diploma the road to the world of success is open to you. Already during the training, develop your talents, your character, your skills and knowledge in the field that interests you. Don't stop at getting good grades.

Knowledge is not important, but the ability to apply it.

Recently, there have been more and more publications about school grades. Moreover, negative opinions about assessment and the assessment system in general are increasingly heard, and some parents even think about teaching their child at home in order to avoid “this leveling”, i.e. evaluation.

In order to understand this issue, we must first clarify that there are two concepts - evaluation and mark. Despite the fact that we use the word “assessment” all the time, we usually talk about something completely different. So what is the difference between assessment and mark, and is it worth it to be so afraid of them?

Let's start with the fact that a mark and an assessment are different concepts, although there is a substitution of concepts when we say - an assessment, and we mean - a mark, which happens very often.

In Ozhegov's explanatory dictionary, the word "assessment" is interpreted as follows - an opinion about the value, level or significance of something, someone.

A "mark" is the designation of a student's grade. Simply put, an assessment is a qualitative characteristic of a student's knowledge or skills, and a mark is a quantitative characteristic.

How many people there will be, so many different opinions about the assessment and its significance. V. Sukhomlinsky said this many years ago: “From the first days of school life, on the thorny path of teaching, an idol appears in front of the child - a mark. For one child, he is kind, condescending, for another - tough, ruthless, inexorable. Why this is so, why he patronizes one, and tyrannizes the other - the children do not understand. After all, a seven-year-old child cannot understand the dependence of evaluation on his own work, on personal efforts - for him this is still incomprehensible. He tries to satisfy or - at worst - to deceive the idol and gradually gets used to studying not for personal joy, but for marks.

Since a small student cannot yet understand the dependence of a mark on personal efforts, the task of parents is to help him see and understand this. But for this, parents themselves must perceive the mark objectively.

Agree, every person is pleased when he is praised. Moreover, it is much more pleasant when this praise can be demonstrated to others. For example, a diploma, gratitude, and even a bonus at work are materialized gratitude.

Imagine that grades were canceled at school and only verbal assessment remained, i.e. verbal assessment. Your child comes home from school. How do you know how he worked in the lesson or learned the material? The first grader will tell you that Natalya Petrovna praised him and said that he was doing well. In a day, you will find out that these words were said for cleaning the class or for good behavior. But for a primary school student, it is not so important what the praise was for, the main thing is that it was.

Someone will say: “Well, let it be. They praised it!" Praised. But after all, a child does not go to school to lift chairs or wash the blackboard. He goes for knowledge. And how to determine at what level this knowledge is in a child? This is what the mark will show.

There was such an opinion of parents: “My child is not interested, it is not necessary. Therefore, he does not want to learn it and the grades are bad. Why should a child learn something that he is not interested in? Just for the mark?

Interestingly, do we adults always know what we will need in 10-15 years? Are we always interested in doing what we do? Not at all. In life, we constantly have to do what is not interesting. And, besides, to do it qualitatively, even though no one will put a mark. Or do you want to say that household chores - cleaning, washing, repairs are done with great interest and desire? We do it because it is NECESSARY, it is a necessity.

The same is true at school. There are things that need to be done and done well. Otherwise, the child will not be able to study further. If a first grader has not learned to write and read correctly, how can he learn further? If the student did not learn the multiplication table? And here again the mark shows the level of this knowledge of a particular student.

And if in the process of assessment the teacher can praise the student for what he tried and did better today, then the mark characterizes not so much the process of work as the result. How often schoolchildren, having received a bad mark, are indignant: “I taught at home!” It is possible that he taught, but could not show it, could not answer the question, complete the task, write the control, i.e. the result is not visible. Imagine that you bought bread, and it turned out to be raw, unsalted and generally inedible, and the baker says: “I made it!” Would you like this bread?

You can write a lot about grades and marks. There are both positive and negative sides, but the positive, in my opinion, is much more. The main thing is to understand that a mark is not an assessment of your child, but an assessment of his knowledge and skills on a specific topic. Get the mark right. Perceive a low mark not as a personal insult, but as an indicator of a weak link in knowledge and a guide to action. A low mark only means that this topic needs to be taught, worked out, consolidated. Parents will treat the mark properly and the child will perceive the mark as an indicator of knowledge and strive to improve it through knowledge.

What do you think about marks?

All parents want their children to study well. In our understanding, “studying well” most often means getting “five” and “four”. In a Russian school, it is customary to give marks at every lesson, for homework, for oral answers, for independent and control work, from primary school to the last bell.

In many countries, such a system was abandoned, and marks are given only for test papers - tests and exams. What is better? Maybe it’s worth keeping the child in good shape, encouraging him with good grades and whipping him up with bad ones? What if he suddenly relaxes and fails to pass the test decently? Or still give the opportunity to study in peace ... So, what is good and what is bad in daily assessments?

And in order to make reading the article a little more fun for you, it will be accompanied by photos of various entries by teachers and students in diaries and notebooks. Sometimes they are shocking, sometimes funny, but, believe me, they are all very original. Well, anything can happen.

How do grades motivate students?

It is believed that, having received a bad grade, the child will think about the level of his own knowledge and want to improve it. That is why schoolchildren receive their first grades in primary grades not for knowledge, but for handwriting and cleanliness in notebooks. It was at this time that the attitude of children to grades began to form.

The fact is that not everyone can immediately write beautifully and accurately. The endless struggle of the child with naughty pens and notebooks, with his own temperament and natural data begins. To this struggle is added the disapproval of the teacher and the reproaches of the parents. Other children can, but why don't you try?

But the child would be happy to try, but miracles do not happen in a second. Today he wrote a little better than yesterday, but still not as perfect as classmate Masha Ivanova. And again he gets a triple.

As a result, instead of correcting the handwriting, the child does nothing because he does not believe in success. This becomes a habit, an absolutely indifferent attitude to grades and to learning in general is formed, which is very difficult to change.

What should parents do if already in the lower grades they see a problem with handwriting and constantly lower grades?

First, wait to rebuke the child.

It is better to support him and cheer him up. Explain to him that bad grades do not mean that he is not able to learn and that he will never succeed. It’s just that you can’t immediately, you need to move slowly, and sooner or later your grades will also improve.

Second, don't overreact to every evaluation.

Of course, you need to fight against dirt in notebooks and crooked handwriting, but consider the characteristics of the child. Perhaps something you can just close your eyes. Pay attention first to knowledge, and secondly to handwriting. Decide what is more important to you. Some adults never learned to write legibly, but that doesn't make them dumber.

Can grades be only good?

Grades for knowledge are, of course, more important for the educational process. The older the student, the more subjects appear in the program, and all these subjects are necessarily evaluated.

The child has just studied at 4 and 5, and suddenly “triples” appear. What's happening? The parents are unhappy, the child is upset. Do not rush to blame the child for laziness or blame everything on adolescence. Try to remember yourself and your friends. Did you understand and love all subjects equally?

Of course, there are children for whom the school curriculum is easily and simply absorbed. They equally understand the Russian language, algebra, chemistry, English and biology. It happens that way too. But far from everyone. There is no need to set talented children as an example, driving your own child into uncertainty. It is better to talk about what exactly does not work and do not like.

If a child is a pronounced humanist, the exact sciences may not lend themselves well to him. Or vice versa - mathematicians hardly talk about literature. In this case, you can focus on what really works. The rest is kept at an average level. Of course, “twos” should not be allowed, this will definitely not improve the certificate and will not help with admission.

If something does not go catastrophically, it is better to agree on additional classes so as not to completely launch the subject. But don't get hung up on ratings. "Five" in history, literature, Russian, but "three" in chemistry, algebra and physics? Well, what to do. Choose humanitarian professions with your child.

Own rating system? Why not?

In order not to worry about every lower grade and understand how success is at school, you can agree with the child on a scale of important, less important and not at all important. Based on this scale, build not only your attitude to grades, but also an understanding of the educational process in general.

How to do it?

Decide what the child chooses among school subjects. Throw all the main forces in this direction. Here, follow the grades, do not miss anything important, upgrade your knowledge and skills. Other items, even if they take only second place in importance, still keep it under control, try not to run it. At least in order to pass the exams and get a decent certificate. The rest of the scores - for forgotten notebooks, blots, carelessness, and so on - do not discount completely, but do not make a tragedy out of each.

Of course, the choice of the field of knowledge should not be done in the first grade. Typically, a child's inclinations become clear closer to high school. Before self-determination, it is worth strenuously engaging in both the humanities, and the exact, and natural sciences in order to better understand yourself and your goals. The main thing that would be good for both children and parents to understand at school is that grades are far from the most important thing in education. Understanding is more important!

Any parent wants his child to have good school performance, gain new knowledge and have a positive disposition of teachers and the school principal. But do good grades really matter to a child? Is it necessary for teachers to set the child as an example to other students? Will striving to get a gold medal in school really help in life?

Study takes a lot of time

Of course, it's nice that the student gets an A at school, but the constant cramming of the material, doing homework and additional classes with teachers take a lot of time. The child literally does not have the opportunity to know real life, to use their theoretical knowledge in practice. And is there a desire? All resources go to what teachers would like and get praise from.

In this case, the child falsely perceives reality, he receives "respect" without actually bringing real benefits to people or himself. In life, it is much more urgent to turn around, find a way out of hopeless situations, and in case of failures, do not lose heart, and continue to work productively!

Good grades are not always success in life

That is why very often C students, truants and hooligans succeed in life! An irresponsible attitude to learning develops in children the talent to squeeze the maximum out of themselves, to find the necessary information quickly and imperceptibly, to get their triples without knowing it and get a deuce!

Moreover, the negative reaction of teachers again prepares children for reality. If at work a person (in the past a gold medalist and a favorite of all teachers) scolds him, or simply the work does not work out, in most cases such a person simply falls apart and his productivity drops to zero. While the three-year-old in the past, already accustomed to criticism of teachers, on the contrary, is activated and will find a way out of a difficult situation!

The opinion of the teacher is not equal to the assessment of knowledge

It is also necessary to take into account the fact that often school grades are a purely subjective opinion of the teacher, often not related to reality. A lesson not learned or homework not done does not mean at all that the child is (sorry) stupid.

School grades don't matter

Actually answering the question “Are grades important at school?” Shift7 will answer - no, grades are not important. What is important is the child's real ability to find a way out of difficult situations, to solve tasks not with pre-prepared "formulas", but to implement brilliant solutions. The ability to tolerate criticism from elders will also help a lot in adulthood!

In conclusion, I can say that everything is fine, but in moderation! The best option would be to find a balance between cramming and sloppiness.