PEDAGOGICAL AND AGE PSYCHOLOGY

EVALUATION ACTIVITY OF THE TEACHER AND THE FORMATION OF SELF-ASSESSMENT OF THE SCHOOLCHILDREN

N. Yu. MAKSIMOVA

It is well known that in our country the Party constantly cares about the younger generation, on whose shoulders in the coming decades the responsibility for the fate of society will fall. “The task of the party organizations, the Komsomol,” states the Decree of the June (1983) Plenum of the Central Committee of the CPSU, “to pay unremitting attention to all social groups and age categories of young people .., to fully take into account their characteristics. To fill the life of Komsomol organizations with great social content.

It is especially important to carry out this work with adolescents, whose behavior and educational activities often do not meet social requirements due to their insufficient assimilation of positive social experience. Sometimes their demonstrative depreciation of generally accepted values ​​acts as a defense mechanism of a person who experiences great difficulties in communicating with others. The educator, on the other hand, often mistakenly considers such behavior of adolescents only as unreasonable resistance to their efforts aimed at the formation of moral norms and behavioral skills. As a result, he may allow pedagogically unjustified actions that exacerbate this resistance, which appeared initially as a result of the student's personal characteristics. Many researchers note that the occurrence of deviations in the behavior of adolescents is associated with the development of inadequate self-esteem in them (,,, etc.). Consequently, overcoming the child's inadequate self-esteem can help to remove adolescents' resistance to pedagogical influence. As shown in the works of A. I. Lipkina, this can be achieved by including a teenager in a specially organized socially useful activity, as well as pedagogically sound assessments of his knowledge and behavior by the teacher.

Reflecting the level of the child's knowledge of educational material, such assessments are at the same time a measure of the social value of the student's activity and the basis for the formation of his own assessment of his educational activity as a socially significant work.

Pedagogical practice shows that some teachers are not always aware of the role of their value judgments in the formation of adolescent self-esteem - one of the most important means of influencing personality development, therefore, improving the teacher's evaluation activity, studying its mechanisms is one of the reserves for increasing the effectiveness of educational work, increasing the social activity of young people. citizens.

The evaluation activity of the teacher is usually carried out in the form of marks in the journal and in verbal form. There is a significant difference between these two forms of evaluation. The grade that the teacher puts in the journal is an official document. Therefore, the teacher puts it on the basis of specially developed criteria and requirements of society. To the verbal value judgments of the teacher, society makes only general, fundamental requirements that are not controlled by strict indicators - they must meet the humanistic tendencies of the people.

education, to promote the development of students. Therefore, verbal assessment is no less responsible for the teacher than assessment in a journal. It allows the teacher to take into account the current situation, to emphasize the diligence of students who find it difficult to study, and vice versa, to express condemnation of the capable, but lazy of them.

As a rule, a teenager's self-assessment of his educational activity is focused on the grades put in the journal, since they are the basis for social control and sanctions. However, verbal assessment can play a dominant role in the formation of a student's self-esteem, if the teacher knows how to use it correctly. This is due to the fact that it is more labile, emotionally colored, and therefore more intelligible to the mind and heart of a teenager.

The purpose of our study was to study the dependence of the formation of a student's self-esteem on the evaluation activity of a teacher. In this regard, it was necessary to reveal the mechanism of the influence of the teacher's evaluative activity on the adolescent's self-esteem, to establish how much the teacher is aware of his evaluative influences, how targeted and effective they are.

The research methodology was designed in such a way that it was possible to compare the actual evaluative relations between the teacher and students and the idea of ​​these relations between teachers and students. The subjective opinion of teachers about their evaluation activities was tested by using a series of questionnaires and in the course of conversations with the teacher, where questions of interest to us were indirectly clarified. An objective study of the teacher's evaluative activity was carried out by observation. The students' opinion about the teacher's evaluative activity was clarified in the course of an experimental conversation (and others) and with the help of an encrypted questionnaire so that the teenagers did not guess who they were evaluating.

As a parameter for studying the personal characteristics of the subjects in this study, their self-esteem was considered, which was determined by applying a number of special methods (self-esteem and mutual evaluation of personality traits that are significant for adolescents, studying the level of a student's claims depending on the results of his activities, sociometric measurements, analysis of independent characteristics). The study was conducted in a number of schools in Kyiv, it covered 296 students and 65 teachers.

Analysis of the data obtained showed that, on the one hand, teachers do not always attach importance to the evaluation component in their relationships with students. Thus, 56% of teachers of the 6th and 7th grades believe that students always agree with their verbal assessments and marks that they put in the journal, therefore, these teachers never analyze their value judgments and do not try to look for the reasons for pedagogical failures in this direction. Describing the difficulties in educating teenagers, the majority of educators cite their personal characteristics or shortcomings in family education as the reason for the negative behavior of students. Only 16% of teachers note that the negative qualities of adolescents were formed due to incorrect pedagogical influences in the course of the educational process.

On the other hand, as shown by our studies (and others), the inadequacy of the adolescent's attitude towards himself is explained by insufficient attention to his difficulties on the part of the teacher. At the same time, among the students of the studied classes there were a significant number of children, the complexity of educational work with which is due to the inadequacy of their self-esteem. It turned out that children sometimes do not agree with the assessments and comments of teachers. Almost every one of them named the names of two or three teachers, with the assessments of which all the guys in the class usually do not agree. Among the teachers, according to the students who were unfair, there were precisely those who were sure that the students agreed with their opinion and assessment.

The specificity of the pedagogical process is such that the teacher usually does not know how the student perceived his assessment. Good socially by adolescence

an adapted student already knows quite clearly what can and cannot be said to the teacher. Thus, most adolescents believe that they should not defend their opinion in case of disagreement with the teacher's assessment. It is no coincidence, therefore, to the question: “What do you usually do if your student does not agree with your assessment of his behavior or academic performance?” - 25% of teachers answered that there are no such situations in their practice, 16% of teachers simply prefer not to react to such statements of students, and 35% of teachers begin to convince the student of the illegality of his statements. Only 6% of teachers noted that in such cases they first check their point of view, then clarify the position of the student, give them the opportunity to defend their opinion or convince them of a mistake.

By giving the student the opportunity to defend his opinion and tactfully directing the child's reasoning, the teacher thereby helps him form his own evaluative activity, develop the ability to analyze the teacher's value judgments (hence, form his own self-esteem). Observations give reason to believe that this way of working as a teacher is very effective not only for educating teenagers (corrects their behavior, prevents the development of arrogance, high self-esteem, or, conversely, self-doubt, a sense of inferiority), but also for the development of his own professional qualities. such as respect for the child, patience, pedagogical tact, empathy. Interviews with teachers showed that many of them (62%) do not think about the causal relationship between their evaluative activity and the formation of students' self-esteem and therefore, apparently, do not try to master the skill of influencing students through verbal evaluation. So, for example, out of 30 novice teachers, 13 practically did not use this technique.

It is known that the best teachers allow some discrepancy between the verbal assessment and the mark that they put in the journal. If a lagging student begins to devote more time to completing educational tasks, while showing diligence, then an experienced teacher increases verbal grades, despite the fact that the grades are still mediocre. This enhances the teenager's interest in learning and at the same time gives him confidence in his abilities. However, the constant discrepancy between the two types of assessments causes conflicting trends in the development of adolescents' self-esteem and gives rise to distrust in the teacher.

In the practice of school work, there are also cases of discrepancy between teachers' ideas about the personal qualities of students and their actual characteristics. This is explained by the fact that the teacher's idea of ​​students, which has developed over a rather long period of communication, changes more slowly than the personal qualities of the same students develop. Positive changes go unnoticed. Errors of this kind are aggravated by the fact that the parents of the students, in order to prevent conflict with the teacher, agree with the teacher's assessment and apply a number of sanctions to the child, reinforcing the effect of the assessment. Adolescents' answers to questions about how parents react if they complain about the teacher's injustice showed that parents do not believe their child (75%) and he is not only punished for a bad grade, but also for trying to deceive, relieve himself of guilt .

Thus, a teenager, receiving negative assessments from adults significant to him, finds himself in a difficult situation of conflict between low self-esteem (derived directly from the assessments of elders) and claims to self-esteem. The way out of this traumatic situation may be the formation of an inadequately low self-esteem (the student becomes, as it were, fixed on his failures, becomes passive, unsure of himself) or the development of a negative attitude towards learning activities. Low self-esteem, combined with a reluctance to learn, gradually leads to lower academic performance. It should be noted that in this case, students explain their poor

academic performance due to the unfriendly attitude of teachers towards them (they believe that teachers underestimate their grades) or the inability of teachers to explain the educational material. In other words, they blame teachers and do not realize their personal characteristics (inattention, poor memory, lack of will, etc.) as the reason for poor progress.

However, as the study showed, the change in the current situation depended mainly on the quality of the educational activities of adolescents. The teachers treated these students with an unbiased attitude, qualifiedly explained the educational material, but the inconsistency of their evaluation activities led to the development of inadequate self-esteem of students. Because of this, adolescents, while recognizing the fact of poor progress, did not recognize it as their own failure. An analysis of the attitude of adolescents to their position in the class team showed that it also depends on the evaluation activities of teachers. This dependence is especially evident in the example of difficult teenagers. They are often characterized by a discrepancy between the idea of ​​their place in the team and the real position in it.

An interesting fact is that adolescents' idea of ​​their place in the team, as a rule, reflects the teacher's verbal assessment of the students' position in the system of interpersonal relations. However, in 72% of cases, teachers considered outcast those students who themselves spoke about their unfavorable position in the team. At the same time, there was a trend of changes in the adolescent's ideas about his position among classmates under the influence of teachers' value judgments: with an increase in grades, the adolescent begins to believe that his position in the team is improving. But since a teacher's positive assessment of a student can strengthen the adolescent's self-confidence, then on this basis the child can reassess his place in the team. Really continuing to occupy the same position, the teenager will evaluate him not so low.

The study of the teacher's assessment of significant personal qualities of adolescents and their self-assessment of these qualities showed that the main reason for the difficulties in educational work with students was their inadequate assessment of their personal qualities. This is confirmed by the fact that the accuracy of the assessment of quality (as well as the statement of its presence or absence) depends not so much on the content side of this quality, but on the level of claims of the subject, his attitude towards himself as a whole.

Assessing his qualities, a teenager proceeds not from an analysis of his actions in which these qualities are manifested, but from an assessment of himself as a whole, from his attitude towards himself as a person. Just as if a child is not liked by classmates, he gets low marks for all his positive qualities (even regardless of their real content), because children evaluate him as “bad” and this generalized assessment determines all their judgments. Consequently, the child evaluates himself and others in a generalized way and, based on this integral assessment (“I am good” or “He is bad”), notes the presence or absence of positive personality traits.

Thus, in our study, in 81% of cases, students highly appreciated the personal qualities of their classmates, despite the fact that they had low marks in certain academic subjects. The observation made makes it possible to explain this phenomenon by the fact that the students have developed a holistic view of themselves and their comrades, which prevents them from isolating particular features.

Overestimation or underestimation by adolescents of their qualities does not affect the accuracy of their assessment of these qualities by classmates. This means that the inadequacy of adolescents in evaluating themselves is not the result of an insufficient understanding of the meaning of the qualities being evaluated or an inability to analyze people's actions. She is conditioned by the aspirations of adolescents to be the best among their peers. Pupils do not want to admit their belonging to the category of "bad". Internally, they equate themselves in their personal qualities with "good" students. That a teenager does not receive confirmation

such an idea about himself on the part of teachers is caused by his affective attitude to the situation that has arisen, which manifests itself in negativism towards the norms of behavior accepted in our society. Negativism is caused not by the negative attitude of the child to the content side of the norms, but by the fact that he himself does not correspond to moral standards.

Thus, the psychological essence of a violation of a teenager's personal relationships consists in the mismatch of his idea of ​​his relationship with real-life relationships. Inconsistency of relations arises in the absence of proper pedagogical guidance in a traumatic situation for a child, constant failure in areas of activity that are vital for him. For example, a student who does well in the lower grades (having average abilities) begins to study worse when moving to grades V-VI. This may be the result lack of formation He has mental skills. The student increases his efforts, but this does not bring tangible results. In this case, the source of negative emotional experiences of the child is a contradictory situation: he thinks that he is able to study well, and strives for this, and teachers reproach him for an unscrupulous attitude to learning, which, naturally, he perceives as injustice.

This situation is an impetus for the teenager to explain all his failures by the biased attitude of teachers towards him. The thought of the injustice of teachers causes him a feeling of resentment, gives him an inner reason to consider himself undeservedly injured, to be aggressive towards those who lowly evaluate his activities. Inadequate representation of a teenager about the attitude of teachers towards him, becoming fixed, becomes a kind of position that determines all the further development of his personality. Such a student does not seek to overcome difficulties, does not analyze the reasons for his failures, since his opinion about the success of his activity is inadequate to his real achievements.

The difficulty of working with him is that he does not see his negative qualities and therefore does not accept the teacher's demands to change his behavior. Until the teacher succeeds in restoring broken personal relationships, educational influences aimed at overcoming the negative qualities of a teenager's personality will be ineffective. The teacher can overcome the adolescent's resistance to educational influences with the help of verbal assessments, focusing them on positive changes in the development of the student.

Successful application of a positive verbal assessment is possible with the timely detection of violations of the adolescent's personal relationships.

Our studies have shown that a persistent violation of personal relationships is a symptom of difficult education and can be a criterion for determining this phenomenon (, etc.). To measure the degree of discrepancy between the adolescent's ideas about his qualities and the actual manifestation of these qualities, we compared his integral assessment of these qualities and the generalized assessment of them by the students of the class (generalized group assessment):

where To - coefficient of mismatch;

F

S- an integral assessment of their qualities by a teenager

Generalized group personality assessment ( F) and an integral assessment of their personal qualities by a teenager ( S) were determined by the following formulas

where S- total assessment of their qualities by a teenager;

r - self-assessment (in points) for each quality;

N- the number of evaluated qualities;

where fi- generalized group assessment of personality;

i - serial number of each member of the group;

Li- assessment received by the subject from each member of the group (averaged by the number of qualities);

Si - an integral assessment of their personal qualities by the subjects;

R- the number of test subjects.

The degree of mismatch between the student's relations in the field of communication with classmates is determined as a result of comparing the value of the adolescent self-esteem index in communication with the magnitude of his sociometric status.

To determine the inadequacy of adolescents' perception of the results of their educational activities, it is necessary to apply special experimental techniques that could serve as a model of real relationships that a teenager develops in the process of learning. In the course of the study, we determined this indicator on the basis of an analysis of the actual educational activity of a teenager. However, this method alone is not enough for the needs of practical psychodiagnostics. Thus, studying the situation of a teenager's development at school, determining the level of his mental development, the formation of skills in educational work, and collecting anamnestic data make diagnostics cumbersome and time-consuming.

In our work, we used a methodology for selecting tasks of varying degrees of complexity, modified in accordance with the goal of diagnosing the degree of inadequacy of adolescents' assessment of the results of their educational activities. Approbation of this technique showed that the data obtained during the experiment do not statistically differ from the data obtained in the real situation. Hence the definition the adequacy of adolescents' assessment of the results of their educational activities possible not only in a real situation, but also in an experimental situation, which is more appropriate.

The content validity of the proposed method was confirmed by us in the course of the experiment, which consisted in proving the correspondence between the performance indicators of tasks according to this method and the real behavior of adolescents. 76% coincidence of empirical indicators with experimental data was noted, which is evidence of the content validity of the proposed method for diagnosing adolescents with difficult education.

Taking into account the diagnostic results, it is possible to rationally use value judgments to correct adolescents' self-esteem. It is desirable that the evaluative impacts be included in a single plan of pedagogical influences on the student, systematized and individually adjusted in the course of educational work with children. The results of the teacher's evaluative influences should be constantly taken into account, the methods should be refined.

The evaluation activity of the teacher contains great educational opportunities, the use of which will make it possible to consciously manage the process of shaping the child's personality, in particular his self-esteem.

1. Materials of the Plenum of the Central Committee of the CPSU on June 14-15, 1983. - M., 1983 -80 p.

2. Ananiev B. G. Psychology of pedagogical assessment. - L., 1935. - 146 p.

3. Blonsky P. P. Difficult students. - M., 1929.-131 p.

4. Questions of the psychology of the student's personality. - M., 1961 -360 p.

5. Studying the motivation of the behavior of children and adolescents / Ed. L.I. Bozovic, L.V. Blagonadezhina. - M., 1972.- 350 p.

6. Lipkina A. I., Rybak L. A. Criticality and self-assessment in educational activities. - M., 1958.- 140 p.

7. Lipkina A. I. Student self-esteem.- M., 1976. -68 p.

8 Lipkina A. I. On the moral life of a student. - M., 1978. - 48 p.

9 Maksimova N. Yu. Cultivating Humility - Elementary School, 1980, No. 3, p. 32-38 (in Ukrainian).

10. Maksimova N. Yu. Features of personal relationships of difficult-to-educate adolescents: Abstract of the thesis. cand. dis. - Kyiv, 1981. - 22 p.

11. Nevsky I. A."Difficult" childhood, its causes, signs and forms of manifestation. - In the book: Issues of studying and preventing juvenile delinquency. Ch. I. M., 1980, p. 5-17.

Received in editorial 13.XII. 1982

Grade allows you to determine to what extent the method of solving a learning problem is mastered and how the result of learning actions corresponds to their ultimate goal. Evaluation "informs" the student whether he has solved the given educational task or not. The teacher should pay special attention to the problem of evaluation, since evaluation is essential for the development of the personality of a younger student.

Grading is not the same as grade. Their distinction is an important condition for the psychologically competent construction and organization of educational activities. Grade is a process of evaluation carried out by a person; mark is the result of this process, its conditionally formal reflection in points

In school practice, the assessment process usually takes the form of a detailed judgment, in which the teacher justifies the mark, or in a reduced form, as a direct mark.

Extended value judgments may have, for example, the following content: “Well done, you did your best today. The dictation was written very well: without a single mistake, neatly, without blots, in beautiful handwriting. And you know the grammar rules, you completed all the tasks correctly. I give you five.

“But you, Petya, unfortunately, got a “deuce.” But don’t be upset. This time you made much fewer mistakes than usual. Today you really deserve your “deuce.” You have become more engaged and trying, it is very noticeable. Keep practicing. I believe you will succeed."

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

Unfortunately, in the practice of teaching, the teacher most often limits the assessment process by “announcing” a grade, and if any judgment is sometimes expressed, it is only as an optional addition to it. This approach to assessment is, of course, easier for the teacher, but reduces his work "to the application of a few well-known patterns and largely frees the teacher from subtle and rather complex mental work, from understanding the individual characteristics of children"

Often the child's answer is not appreciated at all: “Well, all right, sit down. The next one will answer. Often, the intonations, gestures of the teacher, his facial expression, attitude to the answers of other students allow us to make some assumptions about whether he is satisfied with the answer or not. But it happens that the student is deprived even of this circumstantial information.

B.G. Ananiev wrote about this: “The absence of an assessment is the worst kind of assessment, since this effect is not orienting, but disorienting, not positively stimulating, but depressing, forcing a person to build his own self-esteem not on the basis of an objective assessment, which reflects his actual knowledge, but based on very subjective interpretations of hints, semi-understandable situations, the behavior of a teacher and students ... Non-evaluation leads to the formation of uncertainty in one's own knowledge and actions, to a loss of orientation and, on their basis, leads to a well-known ... awareness of one's own low value.

In the traditional practice of school education, the function of assessment is completely entrusted to the teacher: he checks the work of the student, compares it with the model, finds errors, points out them, makes a judgment about the results of educational activities, etc. The student, as a rule, is freed from this, and his own evaluative activity is not formed.

Therefore, younger students often find it difficult to judge why the teacher put this or that mark. In most cases, children of this age do not see the connection between the mark and their own knowledge and skills. Thus, if the child does not participate in evaluating the results of his educational activity, the connection between the mark and mastering the content of educational activity remains closed to him. A mark deprived of its basis (meaningful assessment) acquires an independent, self-sufficient meaning for the child. In the lower grades (especially among girls), “collecting” marks is often observed: it is calculated how many “fives”, “fours”, etc. have been received.

As mentioned above, the mark becomes the most important motive for educational activity for younger students. In fact, many children study for the sake of grades. Strengthening the motivational role of marks occurs to the detriment of the development of cognitive motives proper. This is convincingly proved by a number of experiments. So, one group of students was asked to choose and solve tasks of varying complexity as a game. In the other group, the choice and solution of similar tasks was carried out on the mark. It turned out that children who were marked for a solution chose easier tasks, in addition, they experienced a stronger fear of failure. Thus, the mark inhibits intellectual activity and contributes to the development of avoidance motivation. Becoming a strong factor of external motivation, the mark displaces the true cognitive interest of the child. (External motivation (including a mark) can be effective only in those activities that are not interesting to the child in themselves).

School mark as a powerful motivational factor affects not only cognitive activity, stimulating or inhibiting it. Marking deeply affects all areas of a child's life. Acquiring special significance in the eyes of others, it turns into a characteristic of the child's personality, affects his self-esteem, and largely determines the system of his social relations in the family and school. For the people around the child - parents, relatives, teachers, classmates - it is very important whether the child is an "excellent student" or, say, a "C" student, while the prestige of the first is not comparable to the calm indifference to the second. The psychological meaning and social essence of the marks: the triumphant "five", the encouraging "four", the usual "three" and the depressing "two" are clearly presented in the work of Sh.A. Amonashvili.

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

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

However, the rejection of grades in elementary school, solving some problems, gives rise to others. In elementary grades, one often encounters the fact that children beg for grades for non-academic tasks they have completed (psychological tests, drawings, etc.): “What will you give me? Please mark me." At the same time, they are not always satisfied with a meaningful assessment of what has been done. Children's need for feedback is natural and logical. But the mark as the only form of satisfaction of this need may indicate that the meaningful way of evaluation is not familiar to children.

From what has been said, it follows that learning without marks does not cancel the meaningful assessment, without which it is impossible to form a full-fledged educational activity. It is the assessment that gives the child an understanding of what he has already achieved, what he has mastered, and what he is still not doing well enough, what still needs to be worked on, what to learn. Ungraded teaching at school makes high demands on the teacher's ability to give a detailed meaningful assessment of the work of each student. Practice shows that even experienced teachers should learn this skill, developing a mindset for seeing the individual capabilities and abilities of children.

Evaluation as a necessary component of independent learning activity is formed in the child gradually, in the process of assimilation of models of educational actions and the gradual transition of the action of evaluation from the teacher to the students. The formation of an assessment in younger students, the ability to analyze the content of their own actions and their reasons from the point of view of their compliance with the required result (along with control) are an important condition for the development of reflection.

The verification activity of the teacher ends with grading. According to the established tradition in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment. Assessment is a necessary component of the control process, the results of which are of great importance for students and their parents, since school grades influence the future of the child to one degree or another and introduce an element of competition in the relations of students. It would seem that such arguments should cause the teacher to strive for maximum objectivity and impartiality. However, this often does not happen, for example, in cases where grades are given in a hurry or depend on the personal relationship between the teacher and the student, class attendance, student behavior in the classroom, etc. To give the assessment maximum objectivity and adequacy of the goal of control, it is necessary to focus on the subject of assessment and minimize the influence of other factors that bias value judgments. Of course, in reality, each assessment given in the traditional way is influenced by various factors, so such assessments cannot be used to compare the results of teachers' work, and they cannot be interpreted in education quality management. Pedagogical assessments are often mistakenly identified with grades. ( Modern facilities evaluation results learning, Zvonnikov V.I., Chelyshkova M.B., 2007. The textbook is devoted to the history, methods and funds pedagogical control.)

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"Assessment: concept, functions."

Assessment: concept, functions Relationship between assessment and self-assessment

Executor:

Gladkikh A.A.

« Grade" - this is the process of evaluation, expressed in a detailed value judgment, expressed in verbal form.

"Grade"- is the process of correlation of real results with the planned goals.

"Grade" can be varied, variable depending on the type of educational institutions, their specifics and focus.

"Again deuce" F. Reshetnikov

R.F. Krivoshapova and O.F. Silyutina evaluation is understood as a detailed, deeply motivated attitude of the teacher and the class team to the results of the achievements of each student.

ON THE. Baturin believes that the assessment - this is a mental process of reflecting object-object, subject-subject and subject-object relations of superiority and preference, which is realized in the course of comparing the subject of assessment and the estimated basis.

"Again deuce" F. Reshetnikov

• Evaluation is an element of pedagogical technology .

• Evaluation is the definition and expression in conventional signs-points, as well as in the teacher's evaluative judgments of the degree of mastering by students of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline.
• Evaluation is a process or activity associated with the evaluation of the intellectual, mnemonic, perceptual and motor activity of a student (problem solving). A mark is a formal and logical result of evaluation activities

Evaluation expresses the result, and the mark serves to establish numerical analogues of value judgments

• Mark - a way of expressing pedagogical assessment

• A grade is a scoring expression of a pedagogical assessment in accordance with program standards for academic subjects.

"Five Again" (1954) N. Zabolotsky

Unlike other methods of assessment, students' marks are recorded in school documentation - class journals, exam protocols, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates.

"Re-examination" F. Reshetnikov

Evaluation functions

• orientation of the student about the level of his knowledge and the degree of compliance with the standard;
• informing about successes and failures in studies;
• expression of the general judgment of the teacher about the student;
• stimulation of active educational activity.

According to B.G. Ananiev score can be:

• orienting, influencing the mental work of the student, contributing to the student's awareness of the process of this work and understanding of his own knowledge;
• stimulating, influencing the affective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships;
• educating - under the direct influence of the mark, there is an "acceleration or slowdown in the pace of mental work, qualitative changes (changes in working methods), changes in the structure of apperception, transformation of intellectual mechanisms."

There are several ways to evaluate

• Comparative or Comparative. (The teacher compares the actions, skills and knowledge of one student with another.)
• Normative. (In this way, the results are evaluated based on the requirements of the education standard and program requirements.)
• Personal. (The student's response is compared with his actions, skills, knowledge and answers in the past, correlated with the student's personal potential.)

Types of pedagogical assessment

in 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.

Types of pedagogical assessment

• Subject grades
• Personal pedagogical assessments
• Material
• Moral
• Productive
• Procedural
• quantitative
• quality

Ananiev B.G. considers assessment as a dynamic system and highlights the levels of its development:

• 1) partial estimates(they exist in the form of separate statements of the teacher about the qualities of the student's personality and his achievements in the situation of the survey);
• 2) fixed grades(exist in the form of marks as evaluation marks);
• 3) integrated assessments(they exist in the form of pedagogical characteristics; a pedagogical characteristic is not just a set of teacher’s statements, but a certain connection between them, that is, a combination and correlation of the qualities of a student’s personality).

Psychologist and teacher B.G. Ananiev singled out the types of assessments in a survey situation:

indirect, indefinite assessment, remark, denial, agreement, encouragement,

censure, approval, reinforcement and punishment

"Arrived for the holidays" F. Reshetnikov

Self-esteem

• Heightened self-esteem - it is a tendency of a person to exaggerate his own abilities and achievements, often downplaying the abilities of others.

• Low self-esteem - this is a person's tendency to not quite objectively evaluate ourselves and our abilities, downplaying their significance.

“I am far from intending to expel the mark from school life altogether. No, you can't do without a mark"(V.A. Sukhomlinsky)

The correspondence of the teacher's evaluation activity to the requirements is largely determined by the teacher's available arsenal of means and methods of evaluation. The lack of methods makes it difficult to evaluate systematically and most often underlies the desire of the teacher to quickly switch to the use of a mark that allows you not to think about the variety of value judgments.

However, today there is a whole set of well-established forms and methods of assessment that allows you to implement all the requirements for assessment. Let's dwell on them in more detail.

The simplest assessment option is value judgments based on the criteria of a score. So, evaluating the work of the student, the teacher fixes the level of fulfillment of the requirements:

He coped perfectly, did not make a single mistake, stated logically, completely, attracted additional material;

He coped well, fully and logically opened the question, independently completed it, knows the order of execution, interest is visible. However, I did not notice the error, I did not have time to correct them, next time I need to look for an even more convenient way to solve it, etc.;

Fulfilled the most important requirements, knows the basics, understands the essence, but did not take everything into account, rearranged the logical links, etc.;

Fulfilled all these requirements, it remains to work on this .... Let's see this together...

These judgments show the degree of compliance with the requirements and are easy to use. However, they have a significant drawback - they can be perceived by children as a point score and converted into points. This reduces their teaching and stimulating function. In addition, such value judgments are applicable to evaluating the result of an activity, but when evaluating its process, other value judgments can be used, based on highlighting the steps that the child has obtained and indicated by the next steps that the child needs to take.

The teacher can build such judgments based on the memo:

1) highlight what the child should do;

2) find and underline what he did;

3) praise him for it;

4) find what didn’t work out, determine what you can rely on to make it work;

5) formulate what else needs to be done to make it happen that the child already knows how to do this (find confirmation of this); what needs to be learned, what (who) will help him.

Such value judgments make it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. Value judgments clearly fix, first of all, successful results (“Your work can serve as a model”, “What beautiful letters you wrote”, “How quickly you solved the problem”, “You tried very hard today”, etc.). At the same time, the result obtained by the student is compared with his own past results, and thus the dynamics of his intellectual development is revealed (“What a difficult example did you decide today yourself”, “How well you understood the rule, yesterday it caused you difficulties. I see you did a very good job." The teacher notes and encourages the slightest progress of the student forward, constantly analyzes the reasons that contribute to or hinder this. Therefore, pointing out shortcomings in the work, the teacher, by a value judgment, necessarily determines what can be relied upon so that everything will work out in the future (“You tried to read expressively, but did not take into account all the rules. Remember the rules for correct, expressive reading, open the memo. Try to read more once, you will definitely succeed." "You started solving the problem well, read it correctly, highlighted the data and what you were looking for. Now draw a schematic drawing for the problem, briefly illustrate the condition of the problem and you will find your mistake." "You tried to write neatly. Here is this letter (word, sentence) is written according to all the rules of beautiful writing. Try to write everything else beautifully."). When pointing out shortcomings at certain stages of work, even minor positive points are immediately noted (“You pleased that you did not make a single mistake, it remains only to make an effort and follow the rules of beautiful writing”).

Verbal assessment is a brief description of the process and results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of the student's work, clear fixation (first of all!) of successful results and disclosure of the reasons for failures, and these reasons should not concern the student's personal characteristics ("lazy", "did not try"). Value judgments are the main means of evaluation in non-grading learning, but even when a mark is introduced, they do not lose their significance.

A value judgment accompanies any mark as a conclusion on the essence of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.

A special role in the teacher's evaluation activity is given to encouragement. V.A. Sukhomlinsky, considering the possibilities of encouragement, noted that success among children depends on how much the teacher relies on the emotions of the children. He believed that the development of the child largely depends on the ability to influence feelings, the sensual sphere when using rewards (Sukhomlinsky V.A. “I give my heart to children”, Kyiv, 1972. - p. 142-143). The main incentive mechanism is evaluation. This mechanism allows the children to correlate the results of their work with the task. The most important result of the use of encouragement should be the formation of the need for the activity itself as the highest form of encouragement. Thus, encouragement is the fact of recognition and evaluation of the achievements of the child, if necessary - correction of knowledge, a statement of real success, stimulating further actions.

The application of rewards should go from simple to more complex. The systematization of the types of incentives used makes it possible to single out the following means of their expression:

1) mimic and pantomimic (applause, teacher's smile, affectionate approving look, shaking hands, stroking the head, etc.);

2) verbal (“Clever girl”, “You worked best today”, “I was pleased to read your work”, “I was happy when I checked the notebook”, etc.);

3) materialized (consolation prize, badge "Gramoteikin", "Best mathematician", etc.);

4) activity (Today you are acting as a teacher, you are given the right to complete the most difficult task; an exhibition of the best notebooks; you get the right to write in a magic notebook; today you will do the work with a magic pen).

Moreover, not only success in the educational activities of children is encouraged, but also the efforts of the child (the title "The most diligent", the competition "The most accurate notebook", etc.), the relationship of children in the class (the prize "The most friendly family", the title "The best friend ").

As a result of the successful use of incentives, cognitive activity increases, efficiency increases, the desire for creative activity increases, the general psychological climate in the classroom improves, the guys are not afraid of mistakes, they help each other.

The application of incentives obliges to fulfill the following requirements:

1) encouragement must be objective;

2) incentives should be applied in the system;

3) the most effective use of two or more types of incentives;

4) take into account the individual capabilities and level of development of children, their readiness;

5) go from entertaining rewards based on emotions to complex, most effective forms of encouragement - activities.

Of great importance in the assessment activity is the emotional response of the teacher or other students to the work of the child. At the same time, any, even insignificant progress of the student is noted (“Bravo! This is the best work!”, “How your letters look like a writing pattern”, “You made me happy”, “I am proud of you”, “You showed that you can work well” ). Emotional feedback also assesses shortcomings in work, however, weak personal qualities or abilities in certain areas of knowledge are not indicated (“Your work upset me”, “Is this really your work?”, “I don’t recognize your work”, “Do you like your work?" etc.).

A special place in modern approaches to assessing the achievements of younger students is occupied by visual methods. self-esteem.

Self-esteem - a person's assessment of himself, his qualities and place among other people (which is one of the most important regulators of human behavior). [Dictionary of the Russian language. Volume VI, p. 21; Moscow, "Russian language", 1988]

Here, for example, is one of the self-assessment methods. A ruler that reminds a child of a measuring device can become a convenient assessment tool. With the help of rulers, you can measure anything. For example, in a child's notebook, a cross placed at the very top of the ruler will indicate that not a single letter is missing in the dictation, in the middle - that half of the letters are missing, and at the very bottom - if not a single letter is written. At the same time, on the other ruler, the cross below can mean that all the words in the dictation are written separately, in the middle - that half of the words are written separately, etc. Such an assessment:

Allows any child to see their progress (there is always a criterion by which a child can be assessed as "successful");

Holds the educational function of the mark: the cross on the ruler reflects the real progress in the studied subject content;

It helps to avoid comparing children with each other (since each of them has an evaluation ruler only in his own notebook).

"Magic rulers" described by G.A. Zuckerman are a harmless and meaningful form of mark.

Here's how you can evaluate Russian homework:

handwriting root "b" ending ending gap

noun verbs letters

This means that the work was not written in neat handwriting, but the child was very attentive (not a single omission of letters) and coped with all the previous mistakes, except for the mistakes on the “soft sign”. It is clear that this is not just a mark, but a guide to action: tomorrow you need to save all today's achievements, repeat everything about the soft sign and try to improve the handwriting at least a little. Evaluation using rulers is organized as follows. First, the teacher sets the evaluation criteria - the names of the rulers. They should be clear, unambiguous and understandable to children. Each criterion is necessarily discussed with the children, so that everyone understands how to evaluate according to this criterion. The teacher and the children agree, for example, that on the “handwriting” ruler a mark (cross) is placed at the top if it is written neatly: without blots and corrections, all letters comply with the rules of calligraphy, do not go beyond the working line, the slope is observed. A cross is placed at the bottom if the letters “dance” on the line, there are many blots and corrections, the elements of the letters are not written according to the model, the letters are of different sizes, the distance between the elements does not meet the requirements. After each criterion is discussed, the children evaluate their work on their own.

After the self-assessment comes the teacher's assessment.

Having collected notebooks, the teacher puts his pluses on the rulers. The coincidence of the children's and teacher's assessments (regardless of whether the child rated his work low or high) meant: “Well done! You know how to evaluate yourself. In the case of overestimated, and even more so, underestimated self-esteem by the student of his work, the teacher once again reveals the assessment criteria to the child and asks the next time to be kinder or stricter to himself: “Look, your letters swayed in different directions, and today they almost straightened up. Is it possible to put a cross higher today than yesterday? Please praise your fingers: they have become more dexterous. Today, make sure that the letters are on the line.

In addition to working with individual self-assessments, the teacher works to objectify for children their subjective experiences in the lesson. He draws a large general class ruler, on which he makes all the judgments of the children about whether they liked their work (or whether it was difficult, whether they still want to practice). The next day, such a "thermometer" of the emotional state of the class is discussed with the children. The teacher notes the difference of opinions as a sign of trust, sincerity, shows which children's grades help him plan the next lesson.

Let us briefly formulate the most important principles for applying the methods of teaching children self-assessment.

1. If an adult's assessment precedes a child's, then the child either does not critically accept it or rejects it affectively. It is advisable to start teaching reasonable assessment with the child's self-evaluative judgment.

2. The assessment should not be of a generalizing nature. The child is immediately invited to evaluate various aspects of his efforts, to differentiate the assessment.

3. A child's self-assessment should be correlated with an adult's assessment only where there are objective assessment criteria that are equally obligatory for both the teacher and the student (samples of writing letters, addition rules, etc.).

4. Where qualities are evaluated that do not have unambiguous samples - standards, each person has the right to his own opinion and the case of an adult - to acquaint children with each other's opinions, respecting each, not challenging anyone and not imposing either his own opinion or the opinion of the majority.

The next form of assessment can be called a rating assessment. This form of evaluation is rather more complicated. For an elementary school, it seems sufficient to rank teams, pairs of partners, or individual students according to the degree of success of their activities in completing tasks. As one of the methods of applied rating

What assessment method can be used to use a “chain”, the essence of which is that children are asked to line up in a row: the student whose work meets all the requirements (in which all criteria are met) starts the row, followed by the student whose work is different from the sample according to one criterion, etc., and the series ends with the one whose work is completely different from the given criteria. This technique is usually used by the teacher at the end of the lesson. In some cases, one of the children makes up such a "chain", and after he composes it, he himself must find his place in it (naturally, all the children should take turns in this role). In other cases, the construction occurs without anyone's instructions. It is performed by the children themselves collectively. The “chain” technique is performed in the form of a quick warm-up, the grounds for building (assessment criteria) change all the time, and the adult interferes minimally in this “assessment and self-assessment”, mainly making sure that none of the children end up in one and the same place all the time. the same position as leader or trailer. It is necessary to set various criteria so that even the child who failed, for example, to calculate correctly, according to the criterion “corrected the most mistakes”, could be ahead of the chain.

This assessment technique was supplemented during the classes, and mainly by the children themselves. It was suggested that in cases where several children coped with something equally well (we emphasize, it is good), they join hands and raise them up, and if everyone does well, a circle is formed (this also applied to those cases when the "chain" was made by the child). An adult in this situation plays the role of coordinator, accomplice. For example, when conducting control at a lesson in natural history in the 3rd grade, the teacher uses a method for quickly checking the quality of students' knowledge (Rakitina M.G.). The teacher distributes cards of programmed control, where there are "windows" for answers to 5 questions (3 possible answers). The student must put a “+” in the “box coinciding with the correct answer”.

A completed card might look like this:

After finishing work, the teacher collects all the cards, puts them together. Then, in front of the students, he puts a card with the correct answer on top and, using an ordinary hole punch, pierces all the work at once in the places where the “+” signs should be. The teacher distributes the work to the students and asks to evaluate the performance of this work and take a place in the chain in accordance with the correctness of the task. This form of assessment can also be used when conducting group work in the lessons of mathematics, the Russian language, and reading. In this case, at the end of the work, the teacher asks a strong student (team captain) or, conversely, a weak student to build a group in accordance with the activity of each when discussing the problem in the group: first the most active student, then the less active. The most correct assessment takes place according to this form in grades 2 and 3, in the first grade the teacher's help is needed.

Another effective form of assessment is a qualimetric (descriptive) assessment of the level of development of the child in any direction. The qualimetric assessment is built on the basis of clearly defined criteria and indicators of the development of the parameter being assessed. At the same time, the degree of severity of the criteria characterizes a certain level of development of the characteristic under study. A high level is noted if 90-100% of the specified criteria are expressed. The level above the average corresponds to the presence of 79-89% of the specified criteria. The average level means that 50-74% of the specified criteria are characteristic of the measured characteristic. If less than 50% of the specified criteria are present, then we can talk about a low level of measured quality.

Qualimetric assessment can be applied to all parameters of the teacher's assessment activity. So you can evaluate the mental development of the child, the degree of formation of his educational activity, diligence, the degree of independence, the degree of development of program requirements, the compliance of knowledge, skills and abilities with the standard.

Let us give an example of such an assessment.

The teacher needs to assess the level of development of the student's reading skill. The reading skill is described through 5 main criteria: the type of reading and its way of correctness (error-free), expressiveness, pace and meaningfulness. A qualitative description is built on the basis of the compliance of all criteria with program requirements. The five selected criteria make up 100%. Based on this, we can give the following characteristics of the levels of formation of the reading skill:

High level - smooth reading in whole words, without errors, expressive (with punctuation marks, logical stresses and pauses), at a pace that meets program requirements, with reading comprehension;

Above average level - smooth reading in whole words, without meaningful errors, at a pace that meets the program requirements, with an understanding of the meaning of what was read, but not expressive enough (errors in logical stresses) with no more than 2 errors with distortion of signs, but not content.

Intermediate level - smooth reading in whole words, with no more than 3 technical or one meaningful errors, at a slightly reduced pace;

Low level - intermittent, syllabic reading at a reduced pace with the allowance of more than 2 errors of distortion and meaningful errors, in violation of pronunciation standards with an understanding of the plot of what was read.

Qualimetric assessment allows not only to describe the estimated parameter, but also to measure it quantitatively, which is very important for the teacher. Compliance of the estimated parameter with the specified criteria is measured by special methods. Today, for some assessed parameters, such as the formation of educational activity, independence, cognitive activity, there are measuring methods. Some of them are presented in the methodological manual "Diagnostics of learning outcomes in a 4-year primary school" / Edited by N.V. Kalinina, - Ulyanovsk, 2002. For other estimated parameters, and above all the quality of mastering knowledge, skills, such methods are developed by the teachers themselves.

If it is possible to use in practice already developed, tested, proven, proven reproducibility, validity, objectivity methods, then it is necessary to use this. If they are not, then such methods are developed by each teacher independently. First, the criteria for the measured characteristic are determined, then the nomenclature of levels is built: high, medium, low, (ideal, optimal, acceptable, unacceptable). Next, a set of indicators is selected, which together characterizes the level of development of the evaluated, the quality of the parameter, the result. This set must meet the requirements of completeness, integrity, reliability, etc., must be verified in a research and experimental mode.

All of the listed forms and methods of assessment can be used by the teacher throughout all the years of the child's education in primary school. During the period of unmarked learning (grades 1-2), these forms and methods become the main ones for the teacher, but not all of them provide a systematic, objective, quantitative fixation of the learning outcome. The content, on the other hand, should reflect the tracking of the processes and results of the student's assimilation of the program requirements for each subject studied in the system and on the basis of quantitative indicators. In order for the teacher, the student himself and his parents to systematically see progress in mastering the programs, from our point of view, the most optimal form of organizing assessment is to monitor learning outcomes based on a qualimetric assessment using a map of individual development (individual achievements) of the student.

Relationship between teacher assessment and student self-assessment - The evaluation activity of the teacher is usually carried out in the form of a mark in the journal and in verbal form. There is a significant difference between them. The assessment that the teacher puts in the journal is official, based on specially developed criteria. Verbal assessments are not controlled by strict indicators, but they must be humane, must contribute to the development of students.

The student's self-assessment is mainly focused on the grades given in the journal. However, verbal assessments can play a dominant role in the formation of a student's self-esteem, if the teacher knows how to use them correctly. This is due to the fact that these assessments are more labile, emotionally colored, and more intelligible to students.

The vast majority of teachers believe that middle school students always agree with their assessments, so teachers do not analyze their value judgments and do not try to look for reasons for pedagogical failures in this direction.

Meanwhile, by giving the student the opportunity to defend his opinion and tactfully directing the child’s reasoning, the teacher thereby helps him form his own evaluative activity, develop the ability to analyze the teacher’s value judgments and thereby form self-esteem.

This way the teacher works is very effective not only for educating students (corrects their behavior, prevents the development of arrogance, high self-esteem, or, conversely, self-doubt, a sense of inferiority), but also for the development of his own professional qualities, such as respect for the child. , patience, pedagogical tact, empathy.

The main reason for the difficulties in educational work with students is inadequate assessment by students of their personal qualities. The accuracy of quality assessment depends not so much on the actual level of his development, but on the level of aspirations of a teenager, his attitude towards himself as a whole. Assessing his qualities, a teenager proceeds not from an analysis of his actions in which these qualities are manifested, but from an assessment of himself as a whole, from his attitude towards himself as a person. The child evaluates himself and others in a generalized way and, based on this integral assessment (or), notes the presence or absence of positive personality traits.

Overestimation or underestimation by adolescents of their qualities does not affect the accuracy of their assessment of these qualities by classmates. This means that the inadequacy of adolescents in evaluating themselves is not the result of an insufficient understanding of the meaning of the qualities being evaluated or an inability to analyze the actions of others. It is due to the claims of teenagers to be the best among their peers, they do not want to be.