Mikhaseva Irina Vasilievna, GBOU school No. 359, teacher of Russian language and literature, St. Petersburg

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Despite numerous studies, the problems of assessing students' knowledge remain insufficiently studied, and in line with the general process of modernization of education, the question naturally arises of the need to improve the existing system of marks. The success of training largely depends on how correctly and in a timely manner an assessment is made for a particular type of student activity. Every teacher should have their own assessment system. It should include a variety of means and methods of work so that students understand that the teacher constantly monitors their progress, the level and quality of knowledge acquisition.

Everyone probably knows these lines from a poem by A. L. Barto:
I recognize Volodya's marks without a diary.
If a brother comes with a three, three bells are heard.
If suddenly a ringing starts in our apartment -
So he got five or four today.

As familiar to us, teachers, this picture. Despite the fact that 80% of the students surveyed in our school note that knowledge is more important than the grade given, what they would learn if grades were not given at all, the grade remains an important element in the learning process. The modern traditional 5-point grading system does not give a complete picture of school life. She is not very informative. But we don't have another one yet. Let's try to portray the social portrait of the assessment:
"5" - triumphant,
"4" - encouraging,
"3" - indifferent,
"2" - depressing.

Grade. What is it?
Evaluation is the result of the educational work of the student and teacher. Evaluation is the determination of the degree of assimilation by trainees of knowledge, skills and abilities in accordance with the requirements of training programs and guiding documents of training. Rate - means to establish the level, degree or quality of something.

Assessment is a necessary component of the educational process. Why? Because a person who works, and study is work, needs a certain attitude to ensure that the results of his work are evaluated. And most of all, he needs approval, a positive assessment. He is upset by the negative assessment. But it completely disables, acts depressingly and paralyzes the desire to work indifference, when his work is ignored, not noticed, he is not in demand. When homework is given, but not checked, when a message, report or abstract is evaluated by the teacher without reading, albeit positively. Scientific studies show that encouraged students achieve greater success than those who are not encouraged at all.

However, as practice has revealed, everything happens a little differently. 78% of the teachers surveyed at our school believe that when evaluating a student, they show pedagogical skills, because, when assessing, they take into account all types of student activities in the lesson, the amount of work performed, the individual socio-psychological characteristics of the child, the characteristics sa-my learning activities. But at the same time, a few teachers have a system for evaluating all types of work. 70% of teachers most often use only a face-to-face survey in their work in the classroom. 10% of teachers do not comment on the grades at all or comment at the request of the student himself, and the comments are short, curtailed.
Why is this happening? Maybe because we have some doubts about the appropriateness of grading for this or that type of work in the lesson, we do not clearly represent the functions of grading, we have forgotten the requirements for grading and we do not understand the negative consequences that formalism in grading can lead to.

What are the functions of assessments in the educational process? They are:
. diagnostic
It manifests itself in the requirements imposed by society on the level of preparation of the student. Evaluation is a tool for notifying the public and the state about the state and problems of education in a given society. But there are problems. We have 100% success rate in Russia! Which probably can't be. For example, France gives certificates with positive marks to 70% of students and is proud of this, since before the war and immediately after it there were only 50%. And in Russia we have one underachieving - A.S. Pushkin. After all, he had a "0" when studying at the Lyceum in geometry.
. educational
The assessment determines the completeness and awareness of knowledge, the ability to apply them in practice, shows the degree of development of the main mental operations (analysis, synthesis, comparison, generalization).
. student-centered
It is expressed in the consideration of the formation of positive motives for learning and readiness for self-control as a factor in overcoming a student's low self-esteem and anxiety. Properly organized control and assessment reduce the level of anxiety, form the correct target settings, focus on independence and self-control. Testing among our students shows that we, teachers, sometimes cannot properly organize the survey and control. 60% of students say that they feel fear before the test, 74% of students are worried about waiting for the survey.
. educational
An objectively set assessment should contribute to the formation of the skills of a systematic and conscientious attitude to educational duties, provides mutual understanding and contact between the teacher, student and parents.
. stimulating
Evaluation affects the volitional sphere through the experience of success and failure, and the personality as a whole.
. emotional

Any kind of assessment creates a certain emotional mood. Evaluation can inspire, direct to overcome difficulties, support, inspire, but it can also upset, exacerbate low self-esteem, disrupt contact with adults and peers. So 50% of the students surveyed, having received a bad grade, will experience the whole weekend, 40% will feel shame when an unsatisfactory grade is announced. This means that the implementation of this evaluative function lies in the fact that the emotional reaction of the teacher must correspond to the emotional reaction of the student (joy along with him, chagrin along with him). The student must always be oriented towards success, expressing confidence that this bad result can be changed for the better. The situation of success and emotional well-being is a guarantee that the student will calmly accept the teacher's assessment, analyze mistakes and outline ways to eliminate them.

Social
The teacher must remember that assessment affects interpersonal relationships in the class team. According to questionnaires, 70% of students are worried that their mark is somewhat worse than that of other students in the class, and 30% are concerned about the reaction of their peers to their grade. A positive assessment undoubtedly strengthens the socio-psychological position of the student, and negative assessments often make the student isolated and rejected in the class. This leads to a decrease in motivation, activity and success, and sometimes causes aggression.
. informational

The grades given make it possible to analyze the results and outline specific ways to improve the educational process on both sides, feedback is established between the teacher and the student.
What are the requirements for scoring? First of all, it is necessary to take into account
. psychological characteristics of the student,
. the amount of knowledge in the subject,
. understanding of what has been learned, independence of judgment,
. degree of systematization and depth of knowledge,
. the effectiveness of knowledge, the ability to apply them in practice.
The score should be
. objective and fair;
. perform a stimulating function.

We need to create a rating system. It should be the same in relation to a particular class within the framework of a single educational process. It is desirable to fix changes in the general level of preparedness of the student and the dynamics of his success. It is necessary to introduce a mechanism that develops students' assessment of their achievements.

Ratings must be commented on. The teacher must, firstly, indicate the most typical mistakes in the work of students; secondly, to stimulate interest in learning, opening up prospects if the topic is qualitatively studied; thirdly, commenting should ensure that the student agrees with the grade, if necessary, giving the student the opportunity to defend his point of view.

Looking into a student's notebook or diary, one can sometimes find a teacher's verbal assessment. It is also very important and necessary. But for some reason, things don’t go beyond the words “well done” and “clever”. And how many necessary sincere words could be written:
. Good!
. Marvelous!
. Fabulous!
. Wonderful!
. Grandiose!
. Unforgettably!
. Excellent!
. Talented!
. Extra class!
. The beauty!
. It touches me to the core.
. This is exactly what I've been waiting for!
. You are gifted.
. Awesome!
. Wonderful!
. Inimitable!
. It's like a fairytale!
. You are on the right track.
. Great!
. Congratulations!
. Wow!
. I'm proud of you.
. Working with you is just a joy.
. I knew you could do it.
. Much better than I expected.
. Better than everyone I know.
. I'm proud that you made it.
. I am so happy!
Sukhomlinsky said: "Evaluation is a reward for work, not a punishment for the day." When preparing for a lesson, the teacher needs to remember that the search for the necessary forms of assessment and its organization is an important task for the teacher.

LITERATURE AND LINKS
1. Century H., "Estimates and marks", Moscow, "Prosveshchenie", 1984
2. Burtsev K., “On grades, grades and values: school grade as a means of pedagogical support”// Modern Humanitarian Gymnasium, Moscow, “Prosveshchenie”, 1996.
3. http://www.coolreferat.com

Collection of reports of the 13th All-Russian Internet Pedagogical Council

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The impact of assessment on the development of the student is multifaceted, so it has many functions. According to B.G. Ananiev, the score can be:

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

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

– nurturing- under the direct influence of the mark, there is an "acceleration or slowdown in the pace of mental work, qualitative changes (changes in working methods), a change in the structure of apperception, a transformation of intellectual mechanisms." Due to this, the assessment affects the intellectual and affective-volitional spheres, i.e. on the personality of the student as a whole.

Pedagogical assessment affects the changing attitudes and opinions that exist in the school between the class and the student. “Changing opinions about the student and relations within the class under the influence of pedagogical assessment is the first transformation of pedagogical assessment into a new form of assessment. The second change occurs in the family. Pedagogical assessment influences the relationship between family and school.”

Under the influence of evaluative influences, children develop such important personality traits as self-esteem and the level of claims.

The general trend of many works on the problem of assessing the success of students' educational activities is that one of the leading functions of assessment is called control as a condition for the formation of knowledge and skills in students. “Without control, without feedback, without information about what and why the actual result was obtained, without subsequent correction of erroneous actions, training becomes “blind”, unmanageable, or rather, simply ceases to be control,” says N. V. Kuzmina. With implementation supervisory function assessment opens up the possibility of effective management of the process of teaching and educating students.

In "Pedagogical Encyclopedia" grade is considered as determining the degree of assimilation of knowledge, skills and abilities by students in accordance with the requirements imposed on them by school programs.

At the present stage of school development, when the priority goal of education is the development of the student's personality, the following parameters of the teacher's evaluation activity are determined:

- the quality of assimilation of subject knowledge, skills, their compliance with the requirements of the state standard of primary education;

- the degree of formation of the student's educational activity (communicative, reading, labor, artistic);

- 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);

- the level of development of cognitive activity, interests and attitudes towards learning activities; degree of diligence and effort.

The first parameter is evaluated by a mark for the learning result, the rest - by verbal judgments (student characteristics). Particular attention should be paid to the need to strengthen the role of constant monitoring of the level of cognitive interests and independence of the student.

Evaluation and mark in the educational process are characterized by their own characteristics. Evaluation is a process of activity (or action) of evaluation carried out by a person; the mark is the result of this process. Based on the assessment, a mark may appear as its formal-logical result.

Evaluation of educational achievements of schoolchildren can be expressed in value judgments and conclusions of the teacher, which can be made both orally and in writing. These judgments give a brief description (in qualitative terms) of the successes and shortcomings in the educational activity of the student, as well as ways to improve it. The mark also expresses a quantitative assessment of the knowledge, skills and abilities of students in numbers or points. At the same time, the evaluation-pedagogical judgment and the mark in points perform different psychological functions and therefore cannot replace one another. The first captures the achievement (or lag) of the student in relation to himself. The second is how high his current level is in relation to the level of other students in the class. From a psychological point of view, both information is necessary for the child. In order to adequately evaluate the results of his efforts, he must have an idea of ​​​​absolute success (Me-today and Me-yesterday) and relative success (Me and other guys).

Types of pedagogical assessment

The classification of grades, which together determine the progress of students, can be made according to different criteria (reasons). So, in the psychological and pedagogical literature allocate estimates on sign(positive and negative); on time(anticipatory, ascertaining, delayed); on workload(for part of the work, for fully completed work); on breadth of personality(as a whole or individual manifestations); on form(value judgment, mark, behavior towards the student), etc.

Traditionally, in domestic pedagogical psychology, the following types of pedagogical assessment.

Subject grades concern what the student does or has already done, but not his personality. In this case, the content, subject, process and results of activity, but not the subject itself, are subject to pedagogical assessment.

Personal pedagogical assessments refer to the subject of the activity, and not to its attributes, note the individual qualities of a person manifested in the activity, his diligence, skills, diligence, etc. In the case of subject assessments, the child is stimulated to improve learning and to personal growth through the assessment that he does, and in the case of personal - through the evaluation of how he does it and what properties it shows.

material pedagogical assessments include various ways of material incentives for students for success in educational and educational work. Money, things attractive to the child, and many other things that serve or can act as a means of satisfying the material needs of children can act as material incentives.

Moral pedagogical assessment contains praise or reproach that characterizes the child's actions from the point of view of their compliance with accepted moral standards.

Productive pedagogical assessments refer to the final result of the activity, focusing mainly on it, not taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is evaluated, and not how it was achieved.

Procedural Pedagogical assessments, on the contrary, refer to the process, not to the final result of the activity. Here attention is drawn to how the result was achieved, which was the basis of the motivation aimed at achieving the corresponding result.

quantitative pedagogical grades are related to the amount of work done, for example, the number of tasks solved, exercises done, etc.

quality pedagogical assessments relate to the quality of the work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

In the American education system, according to Guy Lefrancois, the following types of assessments are used. Process assessment- assessment of the current achievements of students in learning situations. Authentic score – assessment procedures designed to enable students to demonstrate their full learning abilities in real life situations. final grade – produced at the end of the training period, designed to determine the level of achievement. Formative assessment– evaluation before and during training is designed to help students identify their strengths and weaknesses. Formative assessment is a fundamental part of the learning process.

By level of generalization B. G. Ananiev subdivides pedagogical assessment into partial, fixed and integral.

Partial evaluation- this is the original form of pedagogical assessment, which is related to private knowledge, ability, skill or a separate act of behavior. Partial assessments are always expressed in a verbal, verbal evaluative form of judgment. In partial assessments, three groups are distinguished, which have their own special forms of manifestation: initial(no estimate, indirect estimate, uncertain estimate), negative(remark, denial, censure, reproach, threats, notations), positive(consent, approval, encouragement). As B. G. Ananiev notes, the partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal - in the form of a score - the nature of the mark, the assessment is broadcast in the form of detailed verbal judgments, explaining to the student the meaning of the "folded" assessment - mark.

Sh. A. Amonashvili, emphasizing the power of the social significance of grades and the imperativeness of the assessment process, points to the “secret” means of obtaining the desired grades by students: this is cheating, prompting, cramming, cheat sheets, etc. Researchers have found that teacher assessment leads to a favorable educational effect only when the learner internally agrees with it. The educational effect of the assessment will be much higher if the students understand the requirements placed on them by teachers.

According to B.G. Ananiev, pedagogical assessment has two main functions - orienting and stimulating. In its first function, pedagogical assessment acts as an indicator of certain results and the level of achievements that one or another student has achieved in his educational work. The stimulating function of pedagogical assessment, associated with the stimulating effect on the affective-volitional sphere of the student's personality, contributes to the acceleration or slowdown of the pace of mental work, the qualitative transformation of the structure of the intellect, personality and cognitive activity.

Types of pedagogical assessments:

- subject - relate to what the child is doing or has already done, but not his personality;

- personal - relate to the subject and mark the individual qualities of a person;

- material - include material incentives for children for success (money, things, entertainment, etc.);

- moral - contain a description of the child's actions in terms of their compliance with accepted moral standards;

- effective - refer to the final result of the activity (what happened);

- procedural - relate to the process of activity itself (how it is done);

- quantitative - correlated with the amount of work performed;

- qualitative - relate to the quality, accuracy, accuracy and other indicators of the excellence of the work.

In a more general form, three main groups of assessments can be distinguished (according to A.I. Lunkov):

- personal - when the progress of the student is assessed in relation to his average level of knowledge, skills, thinking, i.e. the child is compared with himself;

- comparative - when students are compared with each other;

- normative - when the child's achievements are evaluated relative to some impersonal norm for completing the task.

The effectiveness of pedagogical influence depends on the position of the teacher in relation to the child. Principles of pedagogical influence:

pedagogical optimism,

respect for the student

understanding the state of mind of the student,

interest in the fate of the student,

Methods of psychological and pedagogical influence ( V.N. Kulikov):

Belief - psychological impact addressed to the consciousness, the will of the child. This is a logically reasoned impact of one person: or a group of people, which is accepted critically and carried out consciously.

Purpose of Persuasion- the desire to ensure that the pupil consciously accepts views, attitudes and follows them in his activities.

Suggestion - psychological impact, which is characterized by reduced argumentation, is accepted with a reduced degree of awareness and criticality. essence- an attitude is introduced into the psyche of the suggested person, aimed at changing mental activity, which becomes his internal attitude, regulating mental and physical activity with varying degrees of automatism.

Imitation- this is the repetition and reproduction of actions, deeds, intentions, thoughts and feelings. It is important that the student, imitating, realizes that his actions and thoughts are derived from the actions and thoughts of the teacher. Imitation is not absolute repetition, not simple copying.

Infections- impact through the direct transmission of the emotional state.

( A.A. Gorelova, E.A. Petrova) means of transmitting information:

Verbal communication- Communication through speech.

Non-verbal communication- does not use sound speech, but facial expressions, gestures, pantomime, direct sensory or bodily contacts act as means of communication. These are tactile, visual, auditory, olfactory and other sensations and images received from another person.

Techniques of active listening (N.I. Kozlov) A.S. - process hearings, characterized by deliberately increased activity of perception and subjective participation of the individual in the situation of communication.

Active listening techniques:

Paraphrasing- this is a formulation of the same thought, but in your own words: "In your opinion ...", "In other words, you think ...".

Summary- this is a short message of the main ideas and feelings of the speaker, as if a conclusion from everything that was said by the person. This technique is applicable in long conversations. “To sum up what you said, then...”, “Based on what you said, it turns out that...”.

Method of reflection of feelings means that the words convey the feelings of the speaker, which, in your opinion, he is experiencing. “I think you feel…” You are somewhat upset (very, slightly).

The Psychology of Pedagogical Assessment

Any assessment includes qualification of the degree of development of a certain property in the assessed person, as well as a quantitative and qualitative assessment of his actions and performance results. Pedagogical assessment determines the compliance of students' activities with the requirements of a particular educational program. It is necessary to distinguish between the concepts of ʼʼevaluationʼʼ and ʼʼmarkʼʼ. Grade , first of all, - is a process, activity (or action) of assessment carried out by a person. mark (score) is the result of the evaluation process, its conditionally formal reflection. The mark given must be accompanied by a justification given in the form of detailed verbal judgments that explain the meaning of the mark to the student. This rationale involves comparing student achievement with clear educational criteria.

Evaluation functions:

1) a statement of the level of education of students;

2) stimulation of learning, positive motivation;

3) promoting the formation of adequate self-esteem in students, a critical attitude towards their successes;

4) reflecting the prospects for working with each student (assessment allows you to outline ways for both the teacher and the student to improve knowledge, skills and abilities).

The complex nature of stimulating student success

in training and education

Success in teaching and raising children directly depends on motivation. The presence of abilities is not a guarantee of a child's success, since in the case of a lack of motivation, intellectual and personal development is much slower than it could be under favorable conditions. There are significant reserves in the education and upbringing of children, but in practice they are not fully used due to insufficient motivation.

There are several reasons for this state of affairs. First of all, all motives are not fully known, due to which children of different ages with different individual characteristics are included in learning, communication and are interested in acquiring new personal qualities, knowledge, skills and abilities. Secondly, having become adults and engaged in pedagogical activity, we for the first time begin to think about the motives of the teaching of children, and this happens already when we have long gone beyond childhood and can only guess about the true motives of children. There is no guarantee that our guesses are correct. It must be that we attribute to children what they really don’t have, and we don’t realize what is really significant for them, can truly motivate them in teaching and educating. Thirdly, among the children themselves there are great individual differences, due to which what is significant for one child may not be of interest to another. Finally, fourth, motivation itself, understood as a set of actually acting motives, turns out to be situationally changeable. For this reason, what is quite suitable for stimulating educational and educational interests in some situations should be inadequate for others. One of the main tasks in the education and upbringing of children is to ensure that, keeping in mind all the four named possible causes of a change in motivation, learn how to practically influence it and try to minimize the factors that reduce motivation.

Stimulation of the educational and educational activities of children should be of a complex nature, include a system of various incentives, each of which is used infrequently and based on what interests and needs of the child are relevant at a given time. The complexity of stimulation means the simultaneous use of various incentives: organic, material and moral, individual and socio-psychological. organic- ϶ᴛᴏ incentives associated with the satisfaction of the organic needs of the child (something physically pleasant, sweet, tasty). material incentives are associated with the acquisition for their own use of any attractive, interesting and desirable things for the child. Moral incentives are addressed to the feelings of the child and are associated with the satisfaction of his spiritual needs. These include the pleasure derived from the realization of a duty fulfilled, from helping other children, from the conformity of committed actions with moral goals and values. Socio-psychological incentives contain motives associated with the system of human relations. These include those that are focused on increasing attention to a person, respect for him, assigning him a prestigious and significant role, etc. Individual incentives contain something personal, essential for a given person, which has a special meaning for him.

Ways to stimulate the educational and educational success of children

The main ones are ϶ᴛᴏ attention, approval, expressions of recognition, support, reward, increasing the social role, prestige and status of a person.

benevolent Attention to a person has always been considered one of the most effective forms of his encouragement. A person is pleased when he arouses increased interest from the people around him, especially significant for him when he enjoys attention. Such attention means that he is appreciated, distinguished from the people around him. And, on the contrary, when they do not pay attention to a person, when they do not notice him, this causes him an unpleasant feeling. Children really appreciate the attention to themselves from adults, they try to achieve it by resorting to various kinds of tricks. Sometimes children deliberately do something unusual, do certain things and even misdemeanors, just to get attention. Often attention is accompanied by approval, which in turn enhances its stimulating role.

OK acts as a verbal or non-verbal positive assessment of what the child has done or intends to do.

Confession represents the allocation of certain merits in the person being evaluated and their high assessment. Unlike attention, ĸᴏᴛᴏᴩᴏᴇ is not associated with the awareness of what specifically caused it, or approval, which also does not specifically emphasize the subject of evaluation, recognition defines it and makes it clear to the person being evaluated why he is specifically valued. Recognition, at the same time, acts as a selection and evaluation of those merits by which the person being evaluated differs from others, incl. and who characterizes it.

Support as a way of stimulation, it is manifested in the fact that the teacher approves the specific actions of the student, stimulates him to repeat or successfully complete these actions. Support should be offered in the form of sympathy, morally reinforcing the child or assistance, that is, the implementation by adults of such practical actions that contribute to the revitalization of the child's activities. More often, support as a means of stimulation is manifested when the child needs outside help.

Reward It is customary to understand and is perceived as a way of material support or evaluation of the child's actions. The reward becomes an incentive for activity when it is deserved and corresponds to both the efforts made and the real result. If one or the other is not taken into account in the nature of the award, then its stimulating role is reduced.

The following incentives are strengthening the social role, prestige and status- are socio-psychological means of stimulating the actions of students and pupils. Οʜᴎ are associated with an increase in the authority of the child in the eyes of the significant people around him. The roles that children play in life have different value and attraction for them. For example, the role of a leader is usually highly valued among children, and the role of an outcast, whom no one likes, respects and makes fun of, is one of the least attractive. Under prestige it is customary to understand the degree of respect, recognition that a child enjoys among significant people for him. The status is usually called the actual position of the child in the system of interpersonal relations (sociometric status, for example). It can be changed using the methods described above.

Types of pedagogical assessment

Pedagogical assessment can be of several types, which can be divided into classes: subject and personal, material and moral, productive and procedural, quantitative and qualitative.

Subject grades concern what the child is doing or has already done, but not his personality. In this case, the content, content, process and result of the activity, but not the subject itself, are subject to pedagogical assessment.

Personal pedagogical assessments, on the contrary, they refer to the subject of the activity, and not to its attributes, they note the individual qualities of a person, manifested in the activity, his diligence, skills, diligence, etc.

In the case of subject assessments, the child is stimulated to improve learning and to personal growth through an assessment of what he is doing, and in the case of personal, subjective assessments, through an assessment of how he does it and what qualities he shows.

Material pedagogical assessments include different ways to stimulate children for success in educational and educational work. Money, things that are attractive to the child, and many other things that serve or can act as a means of satisfying the material needs of children can act as material incentives.

Moral pedagogical assessment contains praise or censure that characterizes the child's actions in terms of their compliance with accepted moral standards.

Effective pedagogical assessments relate to the final result of the activity, focus mainly on it, not taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is evaluated, and not how it was achieved.

Procedural pedagogical assessments, on the contrary, they relate to the process, and not to the final result of the activity. Here attention is drawn to how the result was achieved, which was the basis of the motivation aimed at achieving the corresponding result.

Quantitative pedagogical assessments correlate with the amount of work done, for example, with the number of tasks solved, exercises done, etc.

Qualitative pedagogical assessments relate to the quality of the work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

More generally, one can distinguish three main groups of assessments(according to A.I. Lunkov):

- personal- when the progress of the student is assessed in relation to his average level of knowledge, skills, thinking, i.e. the child is compared with himself;

- comparative- when students compare with each other;

- normative- when the child's achievements are evaluated relative to some impersonal hole in the task.

Conditions for the effectiveness of pedagogical assessment

Under the effectiveness of pedagogical assessment, it is customary to understand its stimulating role in training and education. Pedagogically effective is such an assessment that creates in the child a desire for self-improvement, for the acquisition of knowledge, skills and abilities, for the development of valuable positive personality traits, socially useful forms of cultural behavior. Motivation for intellectual and personal-behavioral development in a child should be external and internal. Intrinsic motivation is considered to be stronger than extrinsic; therefore, a more effective pedagogical assessment is usually understood as one that creates and maintains a child's intrinsic motivation for learning and upbringing. The best, however, is such a psychological and pedagogical situation, which, while generating internal motivation, simultaneously supports it with appropriate external stimulation, i.e., when the child’s desire for psychological improvement is reinforced by the creation of external conditions favorable for this.

Ideas about the effectiveness of pedagogical assessment have an individual and socially specific character.
Hosted on ref.rf
individual character perceptions and actions of pedagogical assessment is manifested in the fact that its effectiveness depends on the individual characteristics of the child, on his actual needs. That pedagogical assessment will be effective, which correlates with what interests the child most of all. In order to determine in practice the individual nature of the assessment, it is extremely important to know the system of interests and needs of the child, their situational hierarchy, and the dynamics of change over time.

When talking about socially specific character pedagogical evaluation, have in mind two circumstances. First of all, the fact that in the conditions of different cultures in the system of education and upbringing, preference is given to different types of pedagogical assessments. For example: in modern societies of the North American type, the most effective are material incentives, in the conditions of Asian cultures - moral and religious ones. Secondly, the socio-specific nature of pedagogical assessment is manifested in the fact that such an assessment should be different in its effectiveness based on the social situation in which it is given. This allows us to formulate the following ways to increase the personal significance of pedagogical assessment:

1) systematic study and consideration of the individual interests and needs of each child;

2) actualization of those needs and interests of the student that correspond to the incentives available to the teacher;

3) varying the nature of pedagogical assessments in order to avoid the child getting used to them;

4) the use of pedagogical assessments that give the child significant people for him - those whom he respects and whom he trusts.

Psychology of pedagogical assessment - concept and types. Classification and features of the category "Psychology of pedagogical assessment" 2017, 2018.