Monitoring of meta-subject results .
Work done:
Grigorieva Olga Nikolaevna, teacher of mathematics, MBOU "Secondary School No. 10", Cheboksary
Smyslova Lyubov Yurievna, teacher
Informatics MBOU "Secondary School No. 10", Cheboksary
Makarova Nadezhda Vladimirovna, mathematics teacher, MBOU "Secondary School No. 10", Cheboksary
Danilova Lyudmila Valerianovna, teacher of mathematics, MBOU "Secondary School No. 10", Cheboksary
Target- Obtaining information on the state and dynamics of the system for the formation of UUD in the context of the implementation of federal state standards of the new generationin mathematics in extracurricular activities.
Tasks, which are solved by monitoring:
development of motives for objective activity and the formation of the personal meaning of teaching;
development of the ability to work with information (collection, systematization, storage, use);
development of the ability to combine theoretical material with practical activities;
development of the ability to use various methods of information search;
formation of the ability to accept and maintain the goal and learning objectives of the activity;
formation of the ability to competently build statements in accordance with the tasks of communication;
formation of the ability to express one's point of view and argue it;
the formation of skills in the use of semantic reading techniques.
Addressees: monitoring is focused on students in grades 5-6.
Approbation and publication level: 2013-2015 academic years, 5th and 6th grades of MBOU "Secondary School No. 10" in Cheboksary.
Relevance.
The world in which we live is extremely complex, in order to understand it, often there is not enough knowledge gained not only at school, but also in several universities. And all because we have been studying disparate disciplines for many years, without highlighting any connection between them. Today, there is hope that the situation will change dramatically with the introduction of new general education standards in schools, which, as a new approach, include the requirement for meta-subject learning outcomes.
The meta-subject approach in education and, accordingly, meta-subject educational technologies were developed in order to solve the problem of disunity, splitting, isolation from each other of different scientific disciplines and, as a result, academic subjects. Letting a student go to another classroom for another lesson, we, as a rule, have little idea of how his development will proceed there, the development of thinking, the ability of imagination, or the development of the ability of self-determination.
Deepening our own subject specialization, we ourselves are sometimes very poorly oriented in the structure of another scientific discipline and academic subject. A particularly deep gulf lies between the humanities and representatives of the natural sciences.
The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for the life that it does not yet know about. Therefore, today it is important not so much to give the child as much knowledge as possible, but to ensure his general cultural, personal and cognitive development, to equip him with such an important skill as the ability to learn. In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education.
scientific validity. In domestic pedagogy, the meta-subject approach was developed at the end of the 20th century, in the works of Yu.V. Gromyko, A.V. Khutorsky, and, finally, in 2008 it was declared as one of the guidelines for new educational standards. Despite the long history of the concept, there is still no single interpretation of it, various scientific schools interpret it differently.
So, Yu.V. Gromyko, the meta-subject content of education is understood as an activity that is not related to a specific academic subject, but, on the contrary, provides the learning process within the framework of any academic subject. In the works of A.V. Khutorsky educational meta-subject, as well as meta-subject topics are built around fundamental educational objects. “A meta-subject is not a special, activity-based “section” of an object, but precisely the fundamentally creating part of an object. Such a basis is associated with the concept of "fundamental educational object".
It is noteworthy that, moving at full speed into the future, we still act with an eye to the past. So it turned out that it is impossible to implement a new standard focused on the development of a child's personality without a metasubject approach, which was extremely popular in the 20s of the last century.
In connection with the adoption of new standards, no one is going to introduce meta-subjects in the form suggested by the scientist-teacher Gromyko: he divided them into four large groups - knowledge, sign, problem and task. Today we are talking only about the meta-subject approach and meta-subject results in learning in connection with the formation of universal learning activities as a proper psychological component of the fundamental core of education.
Thus, the existing approaches, although they consider meta-objectivity from different positions, have clear areas of intersection (see figure). At the same time, it is the approach of the Scientific School of A.V. Khutorsky is the most complete, representing, among other things, the field for the implementation of metasubjectivity from the standpoint of the Federal State Educational Standard.
The question arises of implementing the requirements of the new standards in practice.
Based on the order of the Ministry of Education and Youth Policy of the Chuvash Republic, our school was included in the list of pilot schools for testing the introduction of the Federal State Educational Standard in 5th grade on the territory of the Chuvash Republic in 2013-2014.The first year of participation in the testing showed both its positive aspects and revealed a number of problems, one of which was the lack of diagnostic materials and tools for assessing the meta-subject results of students. The creative group developed material for monitoring UUD in grades 5-6. In our work, an example is presented for conducting and automatically processing UUD in mathematics in grade 5.
Duration : during the school year.
Implementation conditions : each student has a monitoring text. RIt is implemented by the administration of the educational institution, subject teachers working in these parallels.
Extracurricular activities in mathematics have great potential for the formation of all types of UUD. The main means of forming UUD in the course of mathematics are educational tasks that are variable in wording (explain, check, evaluate, choose, compare, find a pattern, is the statement true, guess, observe, draw a conclusion), which aim students to perform various types of activities, forming topics the ability to act in accordance with the set goal. Learning tasks encourage children to analyze objects in order to highlight their essential and non-essential features; identify their similarities and differences; compare and classify according to given or independently selected features (grounds); establish causal relationships; build reasoning in the form of a connection of simple judgments about an object, its structure, properties; generalize, i.e. carry out generalization for a number of single objects based on the allocation of an essential relationship.
Step 1. Drawing up a working group consisting of the authors of this work, a control work plan
Step 2 Selection of text material for monitoring
Step 3 Formulation of educational tasks,which aim students to check the formation of UUD
Step 4 . Development of a criterion for evaluating work
Step 5 Development of an electronic form for processing monitoring results
Step 6 Carrying out monitoring of UUD
Step 7 Checking the performance of tasks by students
Step 8 Analysis
Implementation efficiency.
Efficiency - giving effect, leading to the desired results, effective (dictionary of S.I. Ushakov). Efficiency is understood as the usefulness for the development of each child.
The result of meta-subject monitoring is the development of thinking, understanding, action, improving the quality of knowledge on the subject, skillswork with text information: read subtext information, analyze, compare, generalize, find causal relationships.
Outcome: the results of the formation of certain UUDs in students at the lowest time and material costs.
Conclusion
The task of forming universal educational activities is declared in the Federal Educational State Standard as one of the priorities. The development of UUD is a complex and time-consuming process. Manage this process without answering the questions: “Where are we at? Is everything going as we planned? How far have we come? What are the difficulties? - impossible. Monitoring is a must.
Diagnostic measures allow the teacher to identify the level of formation of the most important universal educational activities at each stage of education and determine the pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standard.
Bibliography.
Federal Law "On Education in the Russian Federation"
Federal State Educational Standards for Basic General Education.
3. Meta-subject results of mastering the program of basic general education. Website "Center for Instructional Design in Education". [Electronic resource]. - Access mode: http://www.eduscen.ru/?q=node/3965.
4. Federal state educational standards. Website "National educational project "Smart School". [Electronic resource]. - Access Mode: http://xn----7sbb3bfchl3b4c4d.xn--p1ai/wiki/edu/fgos/v/.
5. Meta-subject content of educational standards. Site "Young scientist". [Electronic resource]. - Access mode: http://www.moluch.ru/conf/ped/archive/19/1105/.
6. Meta-subject approach as one of the components of the second generation standards. Website “Festival of Pedagogical Ideas “Open Lesson”. [Electronic resource].- Access mode: http://festival.1september.ru/articles/613599/.
7. Meta-subject functions of educational competencies // Kraevsky V.V., Khutorskoy A.V. Fundamentals of Education: Didactics and Methods: A Textbook for Students of Higher Educational Institutions - 2nd ed., Sr. - M .: Publishing Center "Academy", 2008.
Appendix 1.
A wacky miracle.
Male body length up to 3 m, height at withers up to 2.3 m, tail length 12-13 cm; weight 360-600 kg; in the Far East of Russia and Canada - up to 655 kg. The females are smaller. In appearance, the elk is noticeably different from other deer. His body and neck are short, his withers are high, in the form of a hump. 
The legs are strongly elongated, therefore, in order to get drunk, the elk is forced to go deep into the water or kneel on its front legs. The head is large, hook-nosed, with an overhanging fleshy upper lip. Under the throat there is a soft leathery outgrowth (“earring”), reaching 25-40 cm. The coat is coarse, brownish-black; legs light grey, almost white.
Males have huge (the largest of modern mammals) spatulate horns; their span reaches 180 cm, weight - 20-30 kg. An elk sheds its antlers annually in November - December and walks without them until April - May. The females are hornless.
Elk is often called elk because of the horns, which resemble a plow in their shape.
Elk is common in the forest zone of the Northern Hemisphere, less often in the forest-steppe and on the outskirts of the steppe zone. In Europe, it is found in Poland, the Baltic states, the Czech Republic, Hungary, Belarus, in the north of Ukraine, in Scandinavia and in the European part of Russia. In foreign Europe it was exterminated: in Western Europe in the 18th century, in Eastern Europe - in the 19th century. In Poland, the Czech Republic, Hungary and Scandinavia, the elk has re-populated as a result of conservation efforts started in the 1920s. In Asia, it lives from northern Mongolia and northeastern China to the northern part of the Siberian taiga. In North America, it is found in Alaska, Canada and the northeastern United States, reaching the state of Colorado. In Russia, it is distributed to the Rostov region to the south and to the Pacific coast to the east, mainly in forests.
Approximately 730 thousand individuals live in Russia (about half of the total population), and in total on Earth - about one and a half million.
In total, there are about one and a half million individuals on Earth. They live in Russia, Belarus, Ukraine, Latvia, Estonia, Lithuania and Kazakhstan. The Russian Federation accounts for about 88%, Belarus - 4%, Ukraine -2.2%, Latvia - 2.8%, Estonia - 1.7%, Lithuania - 1.1% and Kazakhstan - 0.2%.
Moose inhabit various forests, thickets of willows along the banks of steppe rivers and lakes, in the forest-tundra they keep along birch and aspen forests. In the steppe and tundra in the summer they are also found far from the forest, sometimes for hundreds of kilometers. Of great importance for moose is the presence of swamps, quiet rivers and lakes, where in summer they feed on aquatic vegetation and escape from the heat. In winter, moose require mixed and coniferous forests with dense undergrowth. In that part of the range where the height of the snow cover is not more than 30-50 cm, moose live sedentary; where it reaches 70 cm, they make transitions to less snowy areas for the winter. The transition to wintering places is gradual and lasts from October to December-January. The first to go are females with calves, the last are adult males and females without calves. Moose walk 10-15 km a day. Reverse, spring migrations occur during the melting of snow and in the reverse order: adult males go first, females with calves last.
Moose feed on trees, shrubs and herbaceous vegetation, as well as mosses,and. In summer, they eat leaves, taking them out due to their growth from a considerable height; feed on aquatic and near-aquatic plants (, , , , ), as well as tall grasses on burned areas and cutting areas - , . At the end of summer they look for hat mushrooms, twigsandwith berries. From September, they begin to bite the shoots and branches of trees and shrubs, and by November they almost completely switch to branch food. The main winter foods for moose are, , ; in the thaw they gnaw at the bark. During the day, an adult elk eats: in summer about 35 kg of feed, and in winter - 12-15 kg; per year - about 7 tons. With a large number of moose damage forest nurseries and plantings. Almost everywhere moose visit salt licks; in winter, salt is licked even from highways.
Moose run fast, up to 56 km/h; swim well. Looking for aquatic plants, they can keep their heads under water for more than a minute. They defend themselves from predators with blows from their front legs. Even a brown bear does not dare to attack a male elk in an open area. As a rule, the bear tries to attack in the presence of a bush, so that the elk is limited in its movements. Of the sense organs, the elk has the best developed hearing and sense of smell; vision is weak - he does not see a motionless person at a distance of a few tens of meters.
Complete the tasks using the given text.
How many miles can a moose walk in a week?
10 - 15 km;
100 - 150 km;
70 - 105 km.
Establish a correspondence between the season and the amount of food eaten by an adult moose per day.
Summer 0.34 c
Winter 7000 kg
Year 0.014 t
18.63: 0.15 + (23.1 - 7.2) 6.1 - 218.89
89,4 – 16,46: 2 – 81,05
Find a match between the result of a numerical expression and the size of the moose
89,4 – 16,46: 2 – 81,051.8 m
(18,63: 0,3 - (20,2 – 12,4)) : 18,1
2.3 m
(2.5 + 0.03) 2 - 3.26
3m
18.63: 0.15 + (23.1 - 7.2) 6.1 -218.89
0.12 m
How far can an elk run in 3.5 hours? Choose the correct answers.
19.6 km;
196 km;
196,000 m;
19 600 m.
Write down the names of the countries in descending order of the number of moose.
Count the number of moose individuals living on the territory of Belarus.
Present the information from paragraph 6 in a tabular form.
Appendix 2
Instructions for filling out the monitoring results processing table.
Fill in tabular form monitoring data for each student.
If the student scored below the baseline, then his result is highlighted in red.
The number of each evaluation is counted.
The average score for each skill is calculated.
A histogram for each skill is built on a separate sheet.
The federal state educational standard of primary general education sets a qualitatively new idea of what the content of primary education and its educational result should be. Textbooks, requirements for educational programs of institutions and curricula are changing. The idea of the criteria for the professional skills of a teacher, the goals and methods of his work is changing. And, of course, the changes apply to the content and methods of evaluating the result of education. Now the effectiveness is made up of a complex set of indicators that describe both subject, and meta-subject, and even personal achievements of the child. A modern school should teach a child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn”.
Unfortunately, now most of our students show very poor preparation for independent learning, independently obtaining the necessary information, a low level of ability to solve problems, find a way out of a non-standard situation. Graduates are not ready for successful adaptation in the modern world. And as a result - leaving the walls of the school, young people will either remain unsuccessful in life, or get lost, they will not be able to "find themselves."
These issues are intended to be addressed by the Federal State Educational Standard. But there are hidden risks of working according to educational standards.
For the teacher, these are: documentation overload; inability to link theory with practice; abundance and categoricalness of valuable indications; authoritarianism in teaching;
ignorance of the requirements of the standards, their discrepancies; feeling of dissatisfaction due to mistakes in work. All this affects the mood of the teacher.
For a student, these are: inability to work with literature; overload risk;
Helplessness in choosing a way to resolve issues; the habit of being led; overestimated level of claims; inability to formulate goals.
That is why the school is faced with the problem of independent successful assimilation of new knowledge, skills and competencies by students, including the ability to learn. Great opportunities for this are provided by the development of UUD. Therefore, the "Planned Results" of the Education Standards (FSES) determine not only subject, but meta-subject and personal results. The Federal State Educational Standard of Primary General Education prescribes that “the subject of the final assessment of students’ mastering the basic educational program of primary general education should be the achievement of subject and meta-subject results of mastering the basic educational program of primary general education necessary for continuing education ...”
subject are expressed in the assimilation by trainees of specific elements of social experience studied within the framework of a separate academic subject - knowledge, skills and abilities.
Metasubject methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the framework of the educational process and in solving problems in real life situations.
Personal: the system of value relations of students - to themselves, other participants in the educational process, the process itself and its results.
We see that subject results are evaluated through a system of subject knowledge and actions, meta-subject results - through universal learning activities, personal - through meaning formation, self-determination and self-knowledge, as well as moral and ethical guidelines.
The development of UUD is a complex and time-consuming process. Manage this process without answering the questions: “Where are we at? Is everything going as we planned? How far have we come? What are the difficulties? - impossible. So monitoring is needed. The teacher has a new function - to monitor the results of education in the system.
Monitoring is a tool of the one who manages the situation. The process of monitoring research under the new standards solves several pedagogical problems:
Stimulates the desire to evaluate their own pedagogical activity in order to transform it;
Determines the ways of their own development and the development of the student team;
It leads to the effective achievement of qualitatively new results of education, upbringing and development of students and teachers.
Monitoring in elementary school is of particular importance, since without continuous monitoring of the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student, it is difficult to assess the effectiveness of the work of the elementary school.
Monitoring at school is represented by two levels:
First level (individual)- it is carried out by the teacher, the class teacher every day (this is observation, fixing the dynamics of the development of each student);
Second level ( intraschool)- carried out by the school administration (tracking the dynamics of the development of classes, parallels).
Any type of monitoring is carried out in three stages.
At the first stage ( preparatory) the goal, object are determined (the object of monitoring for a primary school teacher is a student, a class, as well as certain areas of the educational process), terms, tools.
Second phase ( practical) - collection of information. Methods for collecting information are varied: observations, surveys, interviews, analysis of documents, attending classes, control sections, questionnaires, testing, etc. The use of certain methods depends on the goals of monitoring.
Third stage ( analytical). The information is processed, analyzed, recommendations are made, ways of correction are determined.
Intra-school monitoring in elementary school is carried out in accordance with the adopted by the teachers' council Regulations on the control and assessment of knowledge students of the first stage of primary general education. Annually, with the help of diagnostic work, the level of formation of learning outcomes is monitored in the form of administrative tests in the Russian language, mathematics, literary reading, the world around:
- input- is carried out in order to determine the degree of stability of students' knowledge, identify the causes of loss of knowledge, eliminate gaps in the process of repetition, predict the possibility of successful learning;
- intermediate- is carried out with the aim of tracking the dynamics of students' learning, correcting knowledge of poorly performing students;
- final- is carried out at the exit from primary school in order to determine the level of formation of ZUN, track the dynamics of learning, predict the effectiveness of further education of students.
Achievement subject results provided through the core curriculum. Therefore, the object of evaluation of subject results is "the ability of students to solve educational and cognitive and educational and practical tasks." Evaluation of the achievement of subject results is carried out both in the course of the current and intermediate assessment, and in the course of the final verification work. The results of the accumulated grade obtained during the current and intermediate assessment are recorded in the class journal.
In the educational process, the assessment of subject results is carried out with the help of diagnostic work (intermediate and final), aimed at determining the level of mastering the topic by students. Among the methods for assessing subject results, one can use: observation, testing, a control survey (oral and written), analysis of a control task, interviews (individual, group), analysis of students' research work, etc.). This list of methods is far from exhausting the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program. Possible levels of mastering educational activities: basic and advanced.
Basic level (tasks used for the final assessment of the achievement of planned results, and learning situations correspond to the planned results, the achievement of which is expected from the majority of students). They are described in the "Graduate will learn" block. Advanced level (since, depending on the capabilities, interests and needs of students, development may go beyond the framework of the basic knowledge system). They are described both in the “Graduate will learn” block and in the “Graduate will have the opportunity to learn” block.
The main object of evaluation metasubject results the formation of regulative, communicative and cognitive universal educational actions among students serves.
Regulatory: management of their activities, control and correction, initiative and independence.
Communicative: speech activity, cooperation skills.
Cognitive: work with information and training models; use of sign-symbolic means, general solution schemes; execution of logical operations: comparison, analysis, generalization, classification, establishment of analogies, bringing under the concept.
Main the content of the assessment of meta-subject results built around the ability to learn. Assessment of meta-subject results is carried out in the course of various procedures:
Solving problems of a creative and exploratory nature;
Educational design;
Final verification work;
Complex works on an interdisciplinary basis;
Monitoring the formation of basic learning skills;
Portfolio, etc.
Methods for evaluating meta-subject results are:
Observations of certain aspects of the activities of students or their progress in learning;
Evaluation of the process of students performing various kinds of creative work;
Testing;
Evaluation of open and closed responses of students;
Evaluation of the results of students' reflection (various self-analysis sheets, interview protocols, student diaries, etc.)
Student portfolio;
Exhibitions and presentations of large integral completed works.
Monitoring of meta-subject UUD is carried out in the third decade of April.
The main means of control is special diagnostic work:
Tasks for individual universal educational activities;
Complex tasks that require the simultaneous use of various UUDs.
We use special integrated test papers to test some personal and meta-subject results (UUD) for grades 1-4, which were created within the educational system "School of Russia" and published by the publishing house "Planeta" on paper.
Monitoring tasks personal results: assessment of personal results of mastering the BEP IEO; evaluation of the effectiveness of the implementation of the Program by the educational institution. Monitoring allows the teacher and parents to:
Track the dynamics of the moral development of students;
Compare the results of educational activities between other classes (parallels);
Track the dynamics of student development, changes in the educational environment and in the interaction of the school with the families of pupils.
The methods of collecting information are psychological and pedagogical diagnostics, testing tasks, a portfolio of an elementary school student.
Main Features personal development primary school students are:
self-determination(formation of the foundations of the civic identity of the individual, the formation of a picture of the world of culture, the development of the self-concept and self-esteem of the individual),
meaning formation(formation of value orientations and meanings of educational activity),
moral and ethical orientation ( formation of a holistic image of the world, knowledge of basic moral norms, formation of moral self-esteem, etc.).
To assess intellectual development, there are such methods as analysis of the current and final certification, group intellectual test, school test of mental development.
Completely new for the mass school is the diagnostics of the results of personal development introduced by the Federal State Educational Standard. It can be carried out in different forms (diagnostic work, observation results). In any case, such a diagnosis involves the manifestation of personal qualities by the student: assessment of actions, designation of one's life position, personal goals. This is a purely personal area, therefore, the rules of personal security, confidentiality require such diagnostics to be carried out only in the form of non-personalized works: the work performed by students, as a rule, should not be signed, and the tables where this data is collected should show results only by class or school in in general, but not for each individual student.
Systematic assessment of subject, meta-subject and personal results is implemented within the framework of an accumulative system - a working Portfolio. The purpose of the portfolio is to play the role of an individual cumulative assessment, and along with the results of exams, to determine the rating of graduates of the main school. We will have to get used to the formula: certificate + portfolio = educational rating of a school graduate.
Analyzing the results of monitoring studies, developing individual and differentiated programs to help schoolchildren, the teacher improves his professional skills. Monitoring forms a democratic relationship between teacher and student, which helps children to be successful. The introduction of monitoring serves a favorable purpose: the creation of a personality-oriented model of education and contributes to the implementation of our main credo - to create comfortable conditions for each student.
Monitoring as a means of tracking the results of students' ZUN fully justifies itself:
Contributes to the identification of "sinking" topics;
Identifies children in need of individual support, control by the teacher;
Forces the teacher to constantly keep abreast of the progress of the class;
Increases the quality of the teacher's work, his return to work;
It improves the very quality of ZUN students.
The teacher, using the results of monitoring, gets to know each child more fully, his achievements and difficulties, has the opportunity to provide effective assistance to students, ensuring a higher effectiveness of the educational process. The usefulness and qualification of assistance is achieved through the joint work of the teacher and the psychological service: psychologist, sociologist, speech therapist.
Thus, monitoring the results of education will allow you to see the personal progress of each student and will make it possible to further compare the results achieved with subsequent ones. It will also help to adjust their own activities and the content of the educational process.
Many approaches, techniques for the formation of UUD have been actively used by teachers of our school in educational practice before. But with the introduction of new standards, this work should develop into a clear, purposeful system.
And, of course, that such an organized diagnostic system will contribute to the achievement of the desired result to a greater extent - a portrait of a graduate, represented by new educational standards.
Sections: elementary School
The main object of evaluation of meta-subject results is the formation of regulative, communicative and cognitive universal educational actions (hereinafter referred to as UUD) among students. The evaluation of meta-subject results involves the evaluation of universal learning actions of students (regulatory, communicative, cognitive), i.e. such mental actions of students that are aimed at analyzing their cognitive activity and managing it. These include:
The ability of the learner to accept and maintain the learning goal and objectives;
Independently transform a practical task into a cognitive one;
The ability to plan one's own activities in accordance with the task set and the conditions for its implementation and to look for means of its implementation;
The ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;
Ability to carry out information search, collection and selection of essential information from various information sources;
The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
The ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, establishing analogies, referring to known concepts;
The ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
The achievement of meta-subject results is ensured by the main components of the educational process - the subjects presented in the mandatory part of the curriculum. The main content of the assessment of meta-subject results at the level of primary general education is built around the ability to learn. Assessment of meta-subject results is carried out in the course of various procedures:
Solving problems of a creative and exploratory nature,
educational design,
Final checks,
Complex work on an interdisciplinary basis,
Monitoring the formation of basic learning skills.
Control methods: observation, design, testing.
Forms of control: individual, group, frontal forms; oral and written questioning; personalized and non-personalized.
Control tools: UUD tasks, observation map, test, monitoring map, self-assessment sheet or diary.
The levels of achievement of meta-subject results are presented in the table.
Table 1
Levels of achievement of metasubject results
| Meta- subject results |
1 level | 2 level | 3 level |
| Regulus- active |
The ability to plan one's own activities in accordance with the task and the conditions for its implementation. | The ability to control and evaluate their actions, to make adjustments to their implementation based on the assessment and taking into account the nature of the errors. | Acquiring the skill of self-regulation |
| Know- body |
The ability of the learner to accept and maintain the learning goal and objectives | Independently transform a practical task into a cognitive one; the ability to carry out information search, collection and selection of essential information from various information sources | Show initiative and independence in learning. The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems. |
| Communi- cationic |
Ability to cooperate with the teacher and peers in solving educational problems | Ability to listen and engage in dialogue; participate in a group discussion of the problem. |
Ability to integrate into a peer group and build productive interaction and cooperation with peers and adults; possession of monologue and dialogic forms of speech; The ability to express and defend one's point of view, to accept another. |
One of the forms of monitoring the formation of UUD in younger students is a comprehensive test work. Its purpose is to assess the achievement of the planned results in two interdisciplinary programs “Reading: working with information” and “The program for the formation of universal educational activities”, i.e. assessment of the ability of primary school graduates to work with information presented in various forms (in the form of literary and scientific-cognitive texts, tables, diagrams, graphs, etc.), and to solve educational and practical problems based on the formed subject knowledge and skills, as well as universal educational activities on an interdisciplinary basis.
The program “Reading: working with information” has a complex structure, in which, for the purposes of the final assessment, the following four blocks of learning activities (skills) can be conditionally distinguished:
Block “Receiving, searching and fixing information”: consciously read texts in order to master and use information; find information given explicitly or implicitly;
Block “Understanding and transforming information”: determine the topic and main idea of the text, draw up a text plan, interpret and summarize information, convert information from a continuous text into a table, analyze and evaluate the content, language features and structure of the text, etc .;
Block “Application and presentation of information”: present the same information in different ways;
Block “Assessing the reliability of the information received”: based on existing knowledge and life experience, detect gaps in information and find ways to fill these gaps, identify conflicting information contained in the text or other sources.
Each of the listed blocks can be included in the complex work as an object of the final assessment. Obviously, all the planned results included in this program cannot be covered by a formalized final assessment carried out in the form of a written work. Only those skills that are necessary for continuing education in the basic school and that can be tested within the framework of written work will be taken out for the final assessment. The end of primary school education is considered to be the time when the transition from learning to read to reading to learn occurs. Therefore, the basis for evaluation are texts of different content. The content of some of the texts should not go beyond the life experience of primary school graduates. However, most of the texts will include a variety of educational and practical situations that go beyond the limits of children's experience, since in the main school they will have to work mainly with such texts.
Among the universal learning activities that form the basis for continuing education, the following groups of activities can be selected for a comprehensive assessment:
In the field of regulatory universal educational activities - the ability to accept and maintain the educational goal and task, plan its implementation, including internally, control and evaluate one's actions, make appropriate adjustments to their implementation
In the field of cognitive universal educational actions - to use sign-symbolic means, including modeling, to master a wide range of logical actions and operations, including general methods of solving problems;
In the field of communicative universal educational actions, it is necessary to adequately convey information and express one's thoughts in accordance with the tasks set and display the subject content and conditions of activity in speech.
Thus, the integrated work will assess the formation of individual universal educational methods of action (regulatory, cognitive and communicative) in the course of solving various problems on an interdisciplinary basis.
To conduct a comprehensive assessment, special complex tasks have been developed. Each task proposes a situation described in one or more texts, in which information can be presented in different forms, involving drawings, diagrams, diagrams, tables, etc. Each complex task consists of separate questions or tasks. Due to the need to cover a sufficiently large range of skills in two interdisciplinary programs, the structure of the work includes two parts, each of which is aimed at assessing the achievement of planned results for one of the programs being evaluated. The time to complete each part is one lesson. The work is done in two days.
Measuring materials for carrying out complex final work may include a different number of complex tasks, which will be determined by the characteristics of the object of assessment and the situation under consideration proposed for completing tasks, as well as the form of information presentation. The work uses a variety of types and forms of tasks. According to the form of the answer, the following types of tasks can be distinguished;
With the choice of one or more correct answers;
To establish consistency and conformity;
With a free short answer (it is required to write a short answer in the form of a number or a word in the space provided, indicate the location of the subject);
With a free detailed answer (required to write down a full answer, solution or explanation for the answer).
Comprehensive final work should be carried out on the basis of standardized tools that have age norms for performing both individual tasks and work as a whole. Based on the results of the complex work, it is planned to build profiles of the ability of primary school graduates to work with information and solve educational and practical problems, taking into account the attraction of knowledge and skills from individual subjects and universal methods of action. The performance of individual tasks can be assessed with a different number of points (from 0 to 5 points) depending on the structure of the task, its level of complexity, the format of the answer, and the characteristics of the skills being tested. Checking the performance of tasks is carried out on the basis of developed criteria that take into account the real answers of primary school graduates. The number of points awarded is determined taking into account the completeness and correctness of the assignment. For completing tasks with the choice of one correct answer, the student receives 1 point. If more than one answer is chosen, including the correct one, then the task is considered to be completed incorrectly (0 points are given). If there is no answer, regardless of the type of tasks, then 0 points are given. Multiple choice tasks can be assigned 0, 1 or 2 points. For completing tasks with a short or detailed answer, the student can receive from 0 to 5 points. Evaluation of the performance of tasks with a free detailed answer is carried out in compliance with the following general rules. If, along with the correct answer, an incorrect answer is also given, then the task is considered to be completed incorrectly. If, along with the correct answer, an additional answer is given that does not correspond to the task, the task is considered partially completed. Correct answers to tasks with a choice of answers and with a short answer, solutions to tasks with a detailed answer and a description of full and partially correct answers to these tasks are given in the recommendations for assessing the performance of tasks of a specific complex final work. The performance of the student's work as a whole is evaluated by the total score received by the student for completing the tasks of two separate parts and the entire work. The results of the complex work are presented for each student as a percentage of the maximum score for completing the tasks of two separate parts and the entire work. The accepted minimum criterion for mastering educational material ranges from 50% to 65% of the maximum score, depending on the degree of introduction of the standard (planned results) into the practice of primary school. For the first stage of the introduction of complex works, you can limit yourself to a minimum criterion of 50% of the maximum score. The conclusion based on the results of the implementation of complex work is made taking into account the score received for its implementation.
If a primary school graduate receives a number of points for completing all the work that is below the specified minimum criterion for mastering the educational material, then we can conclude that he has insufficient preparation to continue his education in the main school. With such preparation, it is possible to predict the occurrence of difficulties for the student in studying certain subjects in the basic school. If the student scored a number of points equal to or exceeding the specified minimum criterion for mastering the educational material, then we can conclude that the student demonstrates mastery of the basic educational actions necessary to continue education at the next level, at the level of correct performance of educational actions or at the level of conscious voluntary learning activities.
The student's working portfolio is a modern pedagogical tool for supporting the development and evaluation of students' achievements, focused on updating and improving the quality of education; implements one of the main provisions of the Federal state educational standards of general education of the second generation - the formation of universal educational activities; allows you to take into account the age-specific features of the development of universal educational activities of primary school students; the best achievements of the Russian school at the stage of primary education; as well as pedagogical resources of educational subjects of the educational plan; involves the active involvement of students and their parents in assessment activities based on problem analysis, reflection and optimistic forecasting. The working portfolio as an innovative product is systemic. In the educational process of primary school, it is used as: a procedural way of recording the achievements of students; a collection of useful information; visual evidence of the student's educational activity; an occasion for a “meeting” of a student, teacher and parent. Advantages of a work portfolio as a method of assessing student achievement:
Focused on the procedural control of the new priorities of modern education, which are UUD (universal learning activities);
It takes into account the peculiarities of the development of students' critical thinking through the use of three stages: challenge (problem situation) - comprehension - reflection;
Helps learners to define their own learning goals, actively appropriate information, and reflect on what they have learned.
Sections: elementary School
I. Monitoring the formation of subject and meta-subject achievements of students.
The Federal State Educational Standard of Primary General Education prescribes that “the subject of the final assessment of students’ mastering the basic educational program of primary general education should be the achievement of subject and meta-subject results of mastering the basic educational program of primary general education necessary for continuing education ...”
In my speech, I will share the experience of our school in assessing the formation of subject and meta-subject achievements of students.
The purpose of monitoring can be considered: obtaining objective information about the state and dynamics of the level of formation of subject and universal educational activities among younger students in the context of the implementation of federal state standards of the IEO.
To determine the assessment of the achievement of the planned results of students, each teacher, starting from grade 1, fills out the "Tables of educational results".
What are educational outcome tables?
There are tables of SUBJECT results: Literary reading (grades 1-4), Russian language (grades 1-4), Mathematics (grades 1-4), World around (grades 1-4), Technology (grades 1-4) .), Fine arts (grades 1-4) i.e. in all subjects of the invariant part of the curriculum
We compile tables of three main subjects (Russian, mathematics, the world around). We are just learning the grading system.
Also tables of META-SUBJECT results: Regulatory universal learning activities (1st grade, 2nd grade, 3-4th grade), Cognitive universal learning activities (1st grade, 2nd grade, 3-4th grade), Communicative universal learning activities ( 1-2 cells, 3-4 cells).
Tables of PERSONAL non-personalized results (1-2 cells, 3-4 cells).
How are scorecards compiled?
Tables are compiled from a list of actions (skills) that a student must and can master, which are defined by the programs of the OS "School 2100"
In what form can tables of educational results exist?
Since scorecards are not official documents, they can be either electronic or paper based at the teacher's option.
Where are the learning outcome tables located?
Tables of educational results can be placed in the "Teacher's Workbook" – paper or electronic version. The teacher's work journal ”is not a reporting document, but is a notebook for work records.
It is necessary to capture and store information about the dynamics of the student's development, which cannot be displayed in the official class journal.
When are the learning outcome tables completed?
We fill in these PR tables after the student completes the subject tests (once a quarter is mandatory)
– meta-subject and personal diagnostic work (once a year is a must)
How are the tables of educational results filled in?
In the tables, marks are placed in the column of the action (skill) that was the main one in the course of solving a specific problem. In grade 1, we set "+" and "-", and starting from grade 2, marks are introduced. ( Appendix 1)
How to use the tables of educational results?
1st step: Before checking the test papers of students, take a table of subject results (in paper or electronic version of the "Teacher's Workbook") and mark in it in the column of the corresponding skills the numbers of test tasks that test these skills.
Example (World around, grade 3):
2nd step: Take a control of one student, check the first task, put a mark in the margins of the work next to the task.
3rd step. Transfer this mark to the table of results in the column of the corresponding skill (in a paper or electronic version of the "Teacher's Work Journal").
Example:
4th step. Check the second task, put a mark on the fields of work and also transfer it to the skill table.
Example:
5th step. Check the student's work to the end, transfer the marks for each task to the appropriate columns of the table.
6th step. Check the work of all students, transferring marks for each task to the appropriate columns.
2) How to analyze tables of SUBJECT results?
1st step. Analyze the table vertically for the class as a whole. If this is a paper version of the Teacher's Work Journal, make an oral conclusion about which skills are well developed and which require further development (if necessary, a written conclusion).
Example:
| Give examples of the relationship between living and non-living things Task number 2 |
Explain the importance of the cycle of substances in nature and human life Task number 3 |
Give examples of living organisms of different "professions" Task number 1 |
|
| Vlad W. | 5 | 3 | 4 |
| Sasha F. | 4 | 3 | 5 |
| … | |||
| Findings: | For example: More than half of the students have mastered the skill as "good" and "excellent" | For example: Most of the students only master this skill (“norm” and “below the norm”). An additional task system is required in the next quarter. |
2nd step. Analyze the table horizontally (the results of each student). If this is a paper version, make an oral conclusion for yourself about the necessary development assistance (in special situations - a written conclusion)
Example:
3rd step. Conduct a control in the next quarter and put marks in the same columns.
4th step. Compare results on skills repeated in different controls. If this is a paper version, make an oral conclusion about the dynamics of development - improvement or deterioration in the results of the class or individual students. 5th step. Plan actions to improve results.
3) How to transfer marks for test papers from the tables of subject results to the official journal ?
1st step. AT subject results table(in his "Workbook") the teacher puts all the necessary marks (for example, only for all tasks of the control work - once a quarter) in the scale of marks that he has chosen.
The following are published in the official magazine:
- or all these marks in the columns of the days when the topic was studied on which the control work was carried out (if the administration of the educational institution does not object),
- or only one mark for the control as a whole, displayed as an arithmetic mean.
Tables of subject results can be maintained not only by the teacher, but also by the student. These tables are placed in the Diary of a schoolchild in grades 2-4 on pp. 112-119.
The “Diary of a Schoolchild” (including the “Personal Weekly Diary of a First Grader”) is not a reporting document. This is a tool for the development of independence and self-organization of the student. Our students record their educational achievements in the Diary tables in the form of:
- marks (for tests, for individual tasks, projects, etc. grades 2-4),
- self-assessments (words-characteristics, signs grade 1).
Awareness of this information, its regular replenishment allows the student to comprehend his current level of development and independently (with the support of adults) plan new frontiers of his achievements.
4) How do you teach students SOMETIMES to use the SUBJECT result sheets?
1st step. At the end of the quarter, allocate time in the lesson to analyze the tables of educational results in the diaries.
3rd step. Ask the students: “Self-assess how much you have learned this - put a “+” or do not put a “+”. Or ask students to put themselves a mark on the scale adopted in the class. For example: "5" (I do it perfectly, without mistakes), "4" (I do it well, sometimes with errors), etc.
4th step. Discuss with the students what skills the tests were aimed at testing. Show how to put their numbers in the scorecards in their diaries.
5th step. Give students control work (with marks) and ask them to transfer the marks to the appropriate columns of the results table in the diaries. Note: for the first time, many students will have to help, additionally explain what and where to put.
6th step. Invite everyone to compare their self-esteem with the results of the test and formulate a conclusion: “What are my achievements and what should I do better?”
7th step. Selectively ask students to voice their findings. Emphasize: “Now each of you set a goal to achieve in the next quarter.”
Thus, working with the tables of subject achievements, the teacher will be able to clearly see at what level of development the corresponding skill is in the child and what needs to be done to help him in further advancement.
II. How do we evaluate meta-subject results?
You can work with tables the same way. META-SUBJECT AND PERSONAL results, only they are recommended to be evaluated according to the “pass” / “fail”, “+” / no “+” system, or as a percentage, as we do at our school.
The main object of evaluation of meta-subject results is the formation of UUD (Regulatory UUD, Cognitive UUD and Communicative UUD) among students.
By what means are meta-subject and personal results controlled? ?
The main means of control is special diagnostic work:
- assignments for individual universal educational activities;
- complex tasks that require the simultaneous use of various UUDs.
We use special integrated test papers to test some personal and meta-subject results (UUD) for grades 1-4, which were created within the framework of the School 2100 Educational System and published by the Balass publishing house on paper.
This diagnostic includes two final check-ups, each presented in four versions. The first work includes tasks to identify meta-subject and personal results.
The second work is of an integrated nature: it makes it possible to check all three groups of results (subject, meta-subject and personal).
The variants of both works are the same in difficulty, but not identical in content, which makes it possible to check the formation of various specific UUDs during repeated work.
How are diagnostic work on UUD assessed in the OS "School 2100"?
In special diagnostic work aimed at identifying meta-subject and personal results that are created in the OS "School 2100", the implementation of each task consists of several actions.
Each action in the evaluation key corresponds to a certain score. The sum of points for the task is translated into a 100-point scale. Each task shows the mastery of some action (skill). Accordingly, for each action (skill), it can be said to what extent (%) it is demonstrated by the student (formed by him).
The description of this state in words is a qualitative assessment.
The figure in the form of % for this action is a quantitative mark.
To monitor the formation of meta-subject results, we have developed the following levels of formation of UUD.
- Below baseline - 0-50%
- Baseline - 51-70%
- Increased level of "good" - 71-84%
- Increased level "excellent" - 85-100%
We also compiled Tables for the diagnosis of meta-subject results. ( Appendix 2)
First, the teacher fills out the checklists, then the integrated ones, and then transfers the results to the Summary Table.
The diagnostic results are analyzed both vertically and horizontally and certain conclusions are drawn.
Thus, monitoring the formation of meta-subject UUD will allow you to see the personal progress of each student and will make it possible to further compare the results achieved with subsequent ones. It will also help to adjust their own activities and the content of the educational process; will help determine how effectively the potential of textbooks is used, the means of obtaining personal and meta-subject results (UUD) embedded in them; will allow you to see the possibilities of implementing an individual approach to the development of each student (in what specific skills he is successful, and in which he needs the support of teachers and parents).
