The main function of pedagogical assessment. Pedagogical assessment: essence, problems, types

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).

At present, the number of anxious children, characterized by increased anxiety, uncertainty, emotional instability, has increased. In recent years, compared with the previous period, the number of children with persistent anxiety and constant intense fears has increased significantly in our country. Special experimental studies testify to the increase in anxiety and fears in children. So, the number of children with persistent anxiety (grades 1-3) in the 90s. ranged from 72 to 75% (for comparison, in the 80s there were from 12 to 16% of such children), i.e., if in the 80s. the number of anxious children among younger schoolchildren was close to the age norm, but now it is almost five times more.

The emergence and consolidation of anxiety is associated with dissatisfaction with the age needs of the child. Anxiety becomes a stable personality formation in adolescence, mediated by the features of the "I-concept", attitude towards oneself. Prior to that, it is a derivative of a wide range of disorders. Consolidation and intensification of anxiety occurs according to the mechanism of a "vicious psychological circle" leading to the accumulation and deepening of negative emotional experience, which, in turn, generating negative prognostic assessments and, largely determining the modality of actual experiences, contributes to an increase and persistence of anxiety.

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Introduction
Chapter 1. Pedagogical assessment as a psychological and pedagogical problem.
1.1. The essence of the concept of "pedagogical assessment", types of assessments
1.2. Psychological characteristics of school anxiety
1.3. The influence of pedagogical assessment on the anxiety of a younger student
Conclusions for chapter 1
Chapter 2

2.2. Studying the Peculiarities of Pedagogical Assessment in Primary School and Its Influence on the Anxiety of a Junior School Student
Conclusions on chapter 2
Chapter 3
3.1. Accounting for pedagogical assessment in primary school
3.2. The system of correctional and developmental classes aimed at reducing the level of anxiety in children of primary school age
3.3. Comparative analysis of the results of the study before and after the correctional and developmental work
Conclusions on chapter 3
Conclusion
Bibliography

Introduction

Currently, the number of anxious children, characterized by increased anxiety, insecurity, and emotional instability, has increased. In recent years, compared with the previous period, the number of children with persistent anxiety and constant intense fears has increased significantly in our country. Special experimental studies testify to the increase in anxiety and fears in children. So, the number of children with persistent anxiety (grades 1-3) in the 90s. ranged from 72 to 75% (for comparison, in the 80s there were from 12 to 16% of such children), i.e., if in the 80s. the number of anxious children among younger schoolchildren was close to the age norm, but now it is almost five times more.

Anxiety has a pronounced age specificity, found in its sources, content, forms of manifestation of compensation and protection. For each age period, there are certain areas, objects of reality that cause increased anxiety for most children, regardless of the presence of a real threat or anxiety as a stable education. These "age peaks of anxiety" are the result of the most significant sociogenic needs.

In these "age-related peaks of anxiety" anxiety acts as non-constructive, which causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only educational activities, it begins to destroy personal structures.

But it is necessary to form a creative person, independent, active, able to independently solve various life and professional problems. An important role in the preparation of such a person is played by a primary school teacher. The adaptation of the student to school largely depends on the words of the teacher. In this regard, the issue of pedagogical assessment in elementary school is important.

Pedagogical assessment is the definition and expression in points, as well as in the teacher's evaluative judgments, of the degree of assimilation by students of the knowledge, skills, abilities established by the program.

The ability to correctly apply "assessment pedagogy" is an important pedagogical art. It consists not only in the objectivity of the assessment. Comprehensive consideration of the psychological effect of assessment, the ability to use this effect in order to influence the student desired by the teacher, taking into account his individuality, is another, no less important aspect of this art.

Thus, valuation activity was the subject of research by A.G. Spirin, who noted that evaluative activity becomes a means of orienting a person to vital values, it “separates the useful from the harmful or useless, makes a choice between them, based on human needs, interests, goals, norms and ideals”. (35, p.62)

Ya.A. Comenius, in his work “Great Didactics”, wrote: “There is nothing in human life more disastrous than those perverse judgments when things are given an improper assessment ... from here all sorts of delusions and errors are born in human minds.” True assessment gives the student the opportunity to maximize their potential.

Among psychologists, pedagogical assessment was considered in great detail by B.G. Ananiev. The need to provide teachers with knowledge about the characteristics of the student's personality, the influence of pedagogical assessment on its formation is currently indicated by an increasing number of specialists both in the field of pedagogy and psychology (Sh.A. Amonashvili, I.Yu. Gutnik, G.A. Tsukerman, I. S. Yakimanskaya, V. G. Bespalko, V. P. Shatalov, etc.). A.M.Prikhozhan dealt with the issues of the influence of pedagogical assessment on school anxiety.

Purpose of the study:to identify the features of the influence of pedagogical assessment on the anxiety of a younger student.

Object of study:elementary school students

Subject of study:pedagogical assessment process influencing anxiety in elementary school.

In accordance with the goal, the following research tasks were set:

1. To study the essence of the concept of "pedagogical assessment";

2. Consider the psychological characteristics of school anxiety and the possibility of its correction;

3. To identify the features of pedagogical assessment and anxiety in elementary school;

4. To substantiate the accounting of pedagogical assessment in elementary school.

5. Draw up a system of correctional and developmental classes aimed at reducing school anxiety;

6. Analyze the impact of pedagogical assessment before and after the experiment.

Research hypothesis:pedagogical assessment affects the level of anxiety of a younger student.

Chapter 1. Pedagogical assessment as psychological and pedagogical

problem

1.1. The essence of the concept of "pedagogical assessment", types of assessments.

Evaluation, as a philosophical category, implies a certain attitude to human reality, behavior, this or that activity, establishing their significance, compliance with certain norms and principles accepted in society. A significant place in a person's life falls on the share of evaluation, any person evaluates objects, phenomena, situations, himself or others in one way or another; evaluates his abilities, states, results of his actions (self-assessment), anticipates and takes into account how others can evaluate him (reflexive assessment). It is precisely because of the quality of the assessment and the resulting efforts of the growing person to appropriate them that the values revealed through evaluation become or do not become vital. Evaluation in the broad sense includes not only the axiological (content-value) aspect, but also the level aspect, where, on the one hand, the evaluative word, value judgment, characteristic, mark of the teacher, and on the other hand, the student's emerging self-esteem are of particular importance. (44, p. 172)

The assessment includes the 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 or performance results.

Evaluation of educational and cognitive activity of students is expressed in the 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 quantitative expression of the assessment is the mark. Until now, in the pedagogical and methodological literature, a synonymous understanding of these terms is allowed. Meanwhile, “assessment” and “mark” are concepts, although close, but far from identical.

The mark conditionally expresses a quantitative assessment of the knowledge, skills and abilities of students in numbers or so-called points. In the definition of a marking system, there is great diversity in both principles and specific approaches, the choice of assessment method and marking. In science, the debate about whether it is necessary to abandon the marking system in the lower grades is also not over. So, D.B. Elkonin pointed out: “A child’s understanding of the mark set by the teacher requires a fairly high level of self-esteem, and this does not happen immediately. Without this, the dialogue between a teacher and a student through marks is like a conversation between two deaf people.

However, it is obvious that one cannot do without a clear account of what the student has already mastered and what he has not yet mastered. Therefore, some form of marks must be used. This may not necessarily be the current scoring system, but still there must be a certain system of marks. (3) The essence of the mark as a quantitative component of the assessment can be considered through its following characteristics:

Discreteness - continuity;

Fragmentation - consistency;

Singularity - multiplicity;

Quantity - quality;

Rigidity - flexibility;

Artificiality - naturalness;

Assessment - self-assessment.

Let us consider the listed characteristics of pedagogical assessment in more detail.

Discrete-continuity.If learning is viewed as a discrete process, then this means that it is completed and fixed at the final assessment stage. The main idea of continuity is that learning is recognized as a continuous process and it is proposed to move from understanding the assessment as a measurement of the final result to the evaluation of the process of moving towards the result. Then the student's right to make a mistake becomes apparent, which, when corrected, is considered progress in learning (sometimes more significant than just infallible knowledge).

Fragmentation - systemic.We can talk about fragmentation if the assessment is aimed at determining the level of mastery of subject knowledge and skills: it is, as it were, tied to a particular topic within a separate subject. Most of this knowledge is fragmentary and highly specialized. Accordingly, the traditional assessment tools mainly reflect the “artificial” methods of solving word problems from textbooks. A systematic approach to assessment involves measuring the formation of systemic interdisciplinary knowledge and generalized skills. Evaluation becomes multidimensional and interdisciplinary, aimed at measuring not “bookish”, but life goals. Its toolkit is developed based on the requirements of the practical and applied orientation of knowledge and skills, the need for their application in real life situations.

Singularity - plurality.Singularity: this is either an independent or control work, which are compiled according to the same scheme, or is aimed at measuring any particular type of thinking: for example, verbal-logical, etc. Such an assessment is predominantly individual and does not take into account group educational achievements.

Multiplicity implies the variability of tools and means, the variety of ways to compose assessment tasks, the measurement of various forms of intelligence, the inclusion, along with individual, group and team results of educational activities, etc.

Quantity - quality.Quantification does not always reflect the real creative abilities of students. Moreover, in some cases it gives a distorted picture of the degree of diligence and discipline rather than the level of creative qualities. Such important characteristics as the student's communication skills, ability to work in a team, attitude to the subject, level of effort to master the subject, individual style of mental activity, and much more often fall out of sight. At the same time, qualitative assessment information obtained as a result of observations, conversations, interviews with students, analysis of his educational and cognitive activity, as a rule, is given insignificant importance, and it does not have a special impact on the final grade.

The qualitative component makes it possible to significantly enrich the assessment, reflect "invisible" moments in the student's educational and cognitive activity, and provide a comprehensive vision of his abilities. It involves, in particular, taking into account the emotional attitude to solving the problem that interested the student, the sincerity of his desire and desire to learn better and know more.

The integration of the quantitative and qualitative components of subject assessment will help shift the focus from the student's momentary knowledge as an object of the learning process to his future potential as a subject of continuous self-education.

Rigidity - flexibility.Rigidity of the assessment characterizes its normativity, which helps to unify the assessment and make it more objective. However, at the same time, the rigidity of the assessment gives rise to a number of negative phenomena. Thus, it should be noted that the creative factor always conflicts with the establishment of predetermined limits of activity.

Flexibility of assessments: it is supposed to first of all assess everything that the student knows and can do, and going beyond the established program and standards is widely encouraged. The time factor ceases to be one of the main criteria, especially when performing creative works and projects. It gives way to the factor of educational efficiency. Therefore, the transition to a flexible assessment system will require a rethinking of many traditional organized moments in education (scheduling, the structure of the formation of study groups, the system for assessing intermediate final works, etc.).

Artificiality - naturalness.The artificiality of the assessment lies in the fact that the assessment takes place in conditions artificially created specifically for assessment: there is a regulation of time, place, and is carried out under the increased control of a teacher or commission, which is why the assessment situation acquires a pronounced stressful character. Under such conditions, most students (due to unnecessary excitement, constraint by time and circumstances, etc.) cannot even demonstrate the knowledge and skills that they actually possess.

True assessment should be carried out in natural conditions for the student, relieving stress and tension. It is very important to include in the quantitative and qualitative characteristics of the student's educational and cognitive activity the results of observations of his educational work under normal conditions (joint work on an assignment or project in a group, discussion of a particular issue with classmates, comments and questions that he asks during the frontal discussions, etc.).

Assessment - self-assessment.This characteristic of the essence of assessment makes it possible to notice whether control is completely in the hands of the teacher, or whether mutual assessment of students is encouraged, their right to self-assessment is recognized, the element of their self-control and increased responsibility for the learning process and result are strengthened. In such a situation, the functions of the teacher as a judge and controller are transformed into the actions of a consultant and assistant, his interaction with students is not interrupted during the assessment process, but becomes a natural continuation of cooperation in mastering new knowledge. The student independently and consciously identifies his gaps and works to eliminate them, turning to the teacher for advice and the necessary help.

Assessment is an integral part of many professional activities, and, above all, assessment is one of the structural components of pedagogical activity. Evaluation is a necessary act of the teacher's activity in working with children, where the qualities of the child's personality are evaluated, but not the personality of the child as a whole. Evaluation activity is a form of active interaction between a teacher and a student, aimed at the formation of social norms, attitudes, social position, worldview, helping to make one's own choice among the variety of options. Also, pedagogical assessment affects the change in relations between schoolchildren, asserting or reducing the authority of a particular student in the children's team.

The formation of a child's personality is impossible without the evaluative accuracy and certainty of his actions, as well as the actions of other people, which helps to find the values \u200b\u200bnecessary for oneself. Evaluation of the teacher becomes for the child a kind of means of orientation in the world of many values and anti-values. Evaluative reactions of adults are important for the child, he feels a constant need for them, he is waiting for this assessment of approval or disapproval of his actions and deeds, on which his well-being and activity depend, since the true influence of pedagogical assessment is not limited only to the sphere of the lesson and the relationship of the teacher with him , but affects the immediate environment of the child (school children's team, family, etc.). In elementary school, the child is completely dependent on the assessment of teachers, it is the social orientation of the assessment that acquires special significance for the child, helping him navigate the system of social relations. The teacher transmits to the child a value attitude to the world around him through the prism of his own "I" precisely thanks to the assessment.

Pedagogical assessment is a stimulus that combines the properties of encouragement and punishment, which have tremendous power, reinforce deeds and block unnecessary actions. Pedagogical assessment should be balanced: on the one hand, it should contain a system of incentives that activate the development of positive properties and characteristics in a child, on the other hand, it should include a set of no less effective incentives that prevent the emergence of negative personality traits and abnormal forms of behavior in the same children. children. The complexity of stimulation means the simultaneous use of various incentives: organic, material, moral, individual and socio-psychological. However, according to N.E. Shchurkova, the priority assessment should be a positive assessment, since the mechanism of influence of this assessment is associated with positive emotional experiences of the child, which arise as a result of receiving approval for the right deed, etc. (42) In the process of a child's development, the fulfillment by him of norms and rules of behavior, thanks to this constant connection with positive emotions and experiences, these norms begin to be perceived by him as something positive in itself. And these positive experiences, joy, pleasure are the basis of the socio-psychological connection with the child.

There are several principles for the development of stimulating evaluation activities:

The principle of objectivity of the assessment - it must be true;

The principle of systematic evaluation: we are talking about a consistent evaluative impact on the child, starting from a very early age;

The principle of the child's independence in assessing reality;

The principle of completeness and comprehensiveness of value judgments. (46, pp. 16-17)

The personal significance of pedagogical assessment tends to change over time. This can happen for at least two reasons: the hierarchy of human needs changes from situation to situation as they are satisfied; with age, significant personal changes in children occur, and those assessments that were previously significant for the child lose their stimulating role, and they are replaced by others that correspond to the child's age interests.

Thus, the psychological and pedagogical essence of assessment has two aspects: firstly, for the child himself, pedagogical assessment acts as both a subjective and an objective criterion of his real skills in organizing and implementing his activities (considered in psychology as the level of actual development); secondly, the competent use of pedagogical assessment stimulates the activation of the potential capabilities of children (work in the mode of the level of the child's proximal development).

With all the variety, pedagogical assessments can be divided into three main groups: positive, negative and ambivalent (dual). VG Ananiev noted that the most stimulating are two opposite types - this is approval and censure. (4) Most assessments, especially in the form of grades, are ambivalent. The current or final grade "4" is dual. For some, it is the ultimate dream, and for another - a bitter disappointment. That is why, when giving a point grade, it should be accompanied by a value judgment oriented to the personality of the student.

Negative pedagogical assessments are a very subtle tool that, if misused, can cause serious injury to students. Denial, remark, censure, punishment - these methods of pedagogical assessment require special discussion.

Let us dwell in more detail on positive pedagogical assessments, the arsenal of which is very diverse: consent, approval, prospective assessment, encouragement.

Consent - assessment, orienting the student on the correctness of the decision, deed. "Everything is done right," the teacher agrees. Consent is the first outcome to approval.

Approval - assessment with the aim of emotional support for the success of the student at some stage of his activity: "Be bolder, and continue on, you are on the right track!". Approval is an assessment that emphasizes the merits, advantages of the student's work results: "Well done, you found an original way to solve the problem."

The most pronounced type of positive assessment is encouragement, which is regarded as an important method of pedagogical influence.

Encouragement as a method of education is directly related to evaluation. If in the educational process, mainly the knowledge, skills, abilities of schoolchildren are subject to assessment, then in the educational process, actions, character and style of behavior are primarily encouraged. It should be remembered that with the help of encouragement, several tasks can be solved: first of all, to show children what is valued in human behavior, to predict the positive, and secondly, to consolidate and stimulate the positive in the behavior of a particular person.

The effectiveness of pedagogical assessment is understood as its stimulating role in the education and upbringing of children. Ideas about the effectiveness of pedagogical assessment have an individual and socially specific character. The individual nature of the ideas 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. The pedagogical assessment that corresponds to what interests the child most of all will be effective. In order to determine in practice the individual nature of the assessment, it is necessary to know well the system of interests and needs of the child, their situational hierarchy, and the dynamics of change over time. It is necessary to adapt the system of incentives as precisely as possible to the interests and needs of the child.

When talking about the socially specific nature of pedagogical assessment, they mean two things:

First, 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.

Secondly, the socio-specific nature of pedagogical assessment is manifested in the fact that such an assessment can be different in its effectiveness depending on the social situation in which it is given. Various pedagogical assessments offered in different situations may have different valence (value, significance for the child) and, with varying degrees of probability, lead to the satisfaction of the needs that are relevant to him. That pedagogical assessment, which in this situation has the greatest valency and provides the highest probability of success, is preferable in this situation.

It should be remembered that the personal significance of pedagogical assessment may change over time. This happens for at least two reasons. First of all, because the hierarchy of human needs changes from situation to situation as they are satisfied. In addition, with age, significant personal changes occur in children, and those assessments that were previously significant for them lose their stimulating role, and instead of them, others come to the fore, which are more in line with the age interests of the child. Finally, there are individual differences between children, whereby what is a stimulus for one child may not be so for another.

Special attention it is necessary to pay attention to increasing the role of socio-psychological incentives, since in certain periods of childhood they can be of decisive importance in motivating educational and educational activities. First of all, this concerns the influence of reference groups on the assimilation of knowledge, skills, and the formation of a child as a person. One of the ways to increase interest in studies and in the personal self-improvement of schoolchildren is to influence them through reference groups.

Pedagogical assessment, its choice and effectiveness depend on the age of the child. The individual characteristics of children determine their susceptibility to various stimuli, as well as the motivation for educational, cognitive and personality-developing activities. The level of intellectual development achieved by the child affects his cognitive interests, and personal development affects the desire to have certain personal qualities.

The main trends in the age-related change in the significance of pedagogical assessment are as follows:

With age, firstly, there is a growing understanding of the need to acquire new knowledge, skills and abilities.

Secondly, in childhood, the importance of possessing certain personality traits increases from year to year.

Thirdly, as they grow older, especially during school years, the role of socio-psychological incentives increases.

Finally, fourthly, there is a trend towards a gradual transition from focusing on external to taking into account internal incentives.

1.2. Psychological characteristics of school

anxiety.

The school is one of the first to open the world of social and social life to the child. In parallel with the family, he takes on one of the main roles in the upbringing of the child. Thus, the school becomes one of the determining factors in the formation of the child's personality. Many of his main properties and personal qualities are formed during this period of life, and how they are laid down largely depends on all his subsequent development.

It is known that the change of social relations presents significant difficulties for the child. Anxiety, emotional tension are mainly associated with the absence of people close to the child, with a change in the environment, familiar conditions and the rhythm of life. Such a mental state of anxiety is usually defined as a generalized feeling of a non-specific, indefinite threat.

The expectation of impending danger is combined with a sense of the unknown: the child, as a rule, is not able to explain what, in essence, he is afraid of. Unlike the emotion of fear, which is similar to it, anxiety does not have a specific source. It is diffuse and behaviorally can manifest itself in the general disorganization of activity, violating its direction and productivity.

By their genetic nature, anxiety reactions are innate mechanisms of preparation for the implementation of acts of self-defense in "crisis" situations. Such mechanisms, characteristic of higher animals, should have played important role in the behavior of the ancestors of modern man, whose survival essentially depends on the ability to "confront".

Modern life, however, takes place in completely different conditions of existence. In some cases, such a mobilization of internal forces and resources is not only not necessary for the process of survival, but also contributes to the development of various pathological conditions, an example of which can be phobias, neuroses.

Two large groups can be distinguishedsigns of anxiety:

the first is physiological signs occurring at the level of somatic symptoms and sensations;
the second - the reactions occurring in the mental sphere.

The complexity of describing these manifestations lies in the fact that all of them individually and even in a certain combination can accompany not only anxiety, but also other states, experiences, such as despair, anger, and even joyful excitement.

Both somatic and mental signs of anxiety are known to everyone from personal experience. Most often, somatic signs are manifested in an increase in the frequency of breathing and heartbeat, an increase in general arousal, and a decrease in sensitivity thresholds. Such familiar sensations as a sudden rush of warmth to the head, cold and wet palms are also accompanying signs of anxiety.

The psychological and behavioral responses to anxiety are even more varied, bizarre, and unexpected. Anxiety, as a rule, entails difficulty in making decisions, impaired coordination of movements. Sometimes the tension of anxious expectation is so great that a person involuntarily inflicts pain on himself. Children, as insufficiently prepared to overcome the anxious situations of the subject, often resort to lies, fantasies, become inattentive, absent-minded, shy.

Usually, anxiety is a transient state, it weakens as soon as a person actually encounters the expected situation and begins to navigate and act. However, it also happens that the expectation that gives rise to anxiety is delayed, and then it already makes sense to talk about anxiety.

Anxiety, as a stable state, prevents clarity of thought, communication efficiency, enterprise, creates difficulties in meeting new people. In general, anxiety is a subjective indicator of a person's troubles. But in order for it to form, a person must accumulate a baggage of unsuccessful, inadequate ways to overcome the state of anxiety. That is why, in order to prevent the anxiety-neurotic type of personality development, it is necessary to help children find effective ways by which they could learn to cope with excitement, insecurity and other manifestations of emotional instability.

A range of hostile factors in the environment can cause a child to become insecure: direct or indirect dominance of other people, excessive admiration or lack thereof, the desire to side with one of the quarreling parents, too little or too much responsibility, isolation from other children, unrestrained communication.

Generally cause for alarmthere can be anything that violates the child's sense of confidence, reliability in his relationship with his parents. As a result of anxiety and anxiety, a personality torn apart by conflicts grows. The child, experiencing a hostile and indifferent attitude towards himself, seized with anxiety, develops his own system of behavior and attitudes towards other people. He becomes angry, aggressive, withdrawn, or tries to gain power over others to compensate for the lack of love. However, this behavior does not lead to success, on the contrary, it further aggravates the conflict and increases helplessness and fear.

Since the world, according to Horney (89), is potentially hostile to a child and to a person in general, fear, as it were, is also pre-installed in a person, and the only thing that can save a person from anxiety is a successful early upbringing experience acquired in the family. Horney derives anxiety from the unfavorable relationship of the individual with a hostile world and understands it as a feeling of isolation and helplessness in this world. In such a situation, one could call it natural if its manifestations were limited only to those situations where there is real hostility. But Horney does not separate adequate anxiety from inadequate anxiety. Since the world is generally hostile to man, it turns out that anxiety is always adequate.

The transformation of anxiety from mother to infant is put forward by Sullivan (79) as a postulate, but it remains unclear to him through what channels this connection is carried out. Sullivan, pointing out the basic interpersonal need - the need for tenderness, which is already inherent in an infant capable of empathy in interpersonal situations, shows the genesis of this need passing through each age period. So, an infant has a need for mother's tenderness, in childhood - a need for an adult who could be an accomplice in his games, in adolescence - a need for communication with peers, in adolescence - a need for love. The subject has a constant desire to communicate with people and the need for interpersonal reliability. If a child encounters unfriendliness, inattention, alienation of close people to whom he aspires, then this causes him anxiety and interferes with normal development. The child develops destructive behavior and attitude towards people. He becomes either embittered, aggressive, or timid, afraid to do what he wants, foreseeing failure, and disobedient. This phenomenon Sullivan calls "hostile transformation", its source is the anxiety caused by trouble in communication.

Each period of development is characterized by its predominantsources of anxiety.Thus, for a two-year-old child, separation from his mother is a source of anxiety; for six-year-old children, the absence of adequate patterns of identification with parents. In adolescence - fear of being rejected by peers. Anxiety pushes the child to such behavior that can save him from trouble and fear.

With the development of the child's imagination, anxiety begins to focus on imaginary dangers. And later, when an understanding of the meaning of competition and success develops, to be ridiculous and rejected. With age, the child undergoes some restructuring in relation to the objects of concern. So, anxiety gradually decreases in response to known and unknown stimuli, but by the age of 10-11, anxiety associated with the possibility of being rejected by peers increases. Much of what is disturbing in these years remains in one form or another in adults.

Thus, in order to free the child from anxiety, anxiety and fears, it is necessary, first of all, to fix attention not on the specific symptoms of anxiety, but on the reasons underlying them - circumstances and conditions. This condition in a child often arises from a feeling of insecurity, from demands that are beyond his strength, from threats, cruel punishments, unstable discipline.

However, for fruitful work, for a harmonious full-fledged life, a certain level of anxiety is simply necessary. The level that does not exhaust a person, but creates the tone of his activity. Such anxiety does not paralyze a person, but, on the contrary, mobilizes him to overcome obstacles and solve problems. Therefore it is called constructive. It is she who performs the adaptive function of the body's vital activity. The most important quality that defines anxiety as constructive is the ability to realize an alarming situation, calmly, without panic, sort it out. Closely related to this is the ability to analyze and plan one's own actions.

As for the pedagogical process, a feeling of anxiety inevitably accompanies the child's learning activities in any, even the most ideal school. Moreover, in general, no active cognitive activity of a person can be accompanied by anxiety. The very situation of learning something new, unknown, the situation of solving a problem, when you need to make an effort to make the incomprehensible clear, always fraught with uncertainty, inconsistency, and, consequently, cause for alarm. It is possible to completely remove the state of anxiety only by eliminating all the difficulties of cognition, which is unrealistic, and not necessary.

However, in most cases we are dealing withdestructive manifestation of anxiety.It is quite difficult to differentiate constructive anxiety from destructive anxiety, and one cannot focus here only on the formal results of educational activity. If anxiety makes a child learn better, this does not at all guarantee the constructiveness of his emotional experiences. It is quite possible that a child dependent on "significant" adults and very attached to them is able to give up independence of actions in order to remain close to these people. Fear of loneliness gives rise to anxiety, which simply whips up the student, forcing him to strain all his strength to meet the expectations of adults and maintain his prestige in their eyes. However, work in a state of significant overstrain of mental strength can bring only a short-term effect, which, in the future, will result in an emotional breakdown, the development of school neurosis, and other undesirable consequences. In place of emotional instability in the lower grades, middle grades 6-8 come lethargy and indifference. An attentive teacher can easily understand how constructive the child's anxiety is by observing him in a situation that requires the maximum activity of all his available possibilities. It is important that the task is non-standard, but, in principle, acceptable for the child. If he falls into a panic, despondency, begins to refuse, without even delving into the task, it means that the level of anxiety is high, anxiety is destructive. If at first he tries to solve the problem in his usual ways, and then refuses with an indifferent look, most likely, his level of anxiety is insufficient. If he carefully understands the situation, begins to sort out possible solutions, including unexpected ones, gets carried away with the task, thinks about it, even if he cannot solve it, then he discovers exactly the level of anxiety that is needed.

So, constructive anxiety gives originality to the decision, uniqueness to the idea, it contributes to the mobilization of the emotional, volitional and intellectual resources of the individual. Destructive anxiety causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only learning activities, it begins to destroy personal structures. Of course, anxiety is not the only cause of behavioral disturbances. There are other mechanisms of deviation in the development of the child's personality. However, counseling psychologists argue that most of the problems that parents turn to them about, most of the obvious violations that impede the normal course of education and upbringing, are basically related to the child's anxiety.

B. Kochubey, E. Novikova (38), A.M. Parishioners (58) consider anxiety related togender characteristics.

It is believed that in preschool and primary school age boys are more anxious than girls. They are more likely to have tics, stuttering, enuresis. At this age, they are more sensitive to the action of adverse psychological factors, which facilitates the formation of various types of neuroses.

At the age of 9-11, the intensity of experiences in both sexes levels off, and after 12 years, the overall level of anxiety in girls generally increases, while in boys it slightly decreases.

It turned out that girls' anxiety differed in content from boys' anxiety, and the older the children, the greater this difference. Girls' anxiety is more often associated with other people; they are worried about the attitude of others, the possibility of a quarrel or separation from them. The main reason for the anxiety of girls aged 15-16 is fear for relatives and friends, fears of causing them trouble, worries about their health, state of mind.

At the age of 11-12, girls are often afraid of all sorts of fantastic "monsters", the dead, and also experience anxiety in situations that are traditionally disturbing for people. These situations are called archaic, because they frightened even our distant ancestors, ancient people: darkness, thunderstorm, fire, height. At the age of 15-16, the severity of such experiences is significantly reduced.

What worries the boys the most can be summed up in one word: violence. Boys are afraid of physical injuries, accidents, as well as punishments, the source of which is parents or authorities outside the family: teachers, school principals.

The age of a person reflects not only the level of his physiological maturity, but also the nature of the connection with the surrounding reality, the features of the inner level, the specifics of the experience. School time is the most important stage in a person's life, during which his psychological appearance fundamentally changes. The nature of anxiety experiences is changing. The intensity of anxiety from the first to the tenth grade more than doubles. According to many psychologists, the level of anxiety begins to rise sharply after 11 years, reaching a climax by the age of 20, and by the age of 30 it gradually decreases.

Cause of anxietyalways there is an internal conflict of the child, his disagreement with himself, the inconsistency of his aspirations, when one of his strong desires contradicts another, one need interferes with another. The most common causes of such an internal conflict are: quarrels between people who are equally close to the child, when he is forced to take the side of one of them against the other; the incompatibility of different systems of requirements for the child, when, for example, what parents allow and encourage is not approved at school, and vice versa; contradictions between inflated claims, often inspired by parents, on the one hand, and the real possibilities of the child, on the other, the dissatisfaction of basic needs, such as the need for love and independence.

The teacher needs to know the situations that can cause children's anxiety, first of all, the situation of rejection by a significant adult or by peers; the child believes that it is his fault that he is not loved, he is bad. The child will strive to earn love with the help of positive results, success in activities. If this desire is not justified, then the anxiety of the child increases.

Anxiety does not always appear in explicit form because it is a rather painful condition. And as soon as it arises, a whole set of mechanisms is activated in the child's soul that "process" this state into something else, even if it is also unpleasant, but not so unbearable. This can unrecognizably change the entire external and internal picture of anxiety.

The refuge of many children, their salvation from anxiety, is the world of fantasy. In fantasies the child resolves his insoluble conflicts, in dreams his unsatisfied needs are satisfied. In itself, fantasy is a wonderful quality inherent in children, allowing a person to go beyond reality in his thoughts, build his inner world, unconstrained by conventional frameworks, and creatively approach the solution of various issues. However, fantasies should not be completely divorced from reality; there should be a constant mutual connection between them. The fantasies of anxious children, as a rule, lack this property. The dream does not continue life, but rather opposes itself to it. In my life I don't know how to run - in my dreams I win a prize at regional competitions; I am not sociable, I have few friends - in my dreams I am the leader of a huge company and perform heroic deeds that cause admiration from everyone. The fact that such children and adolescents, in fact, could achieve the object of their dreams, they are not strangely interested, even if it costs little effort. The same fate awaits their real dignity and victory. In general, they try not to think about what is really there, since everything real for them is filled with anxiety. As a matter of fact, the real and the actual, they change places: they live precisely in the sphere of their dreams, and everything outside this sphere is perceived as a heavy dream. However, such a retreat into one's own illusory world is not reliable enough - sooner or later the demand of the big world will break into the child's world and more effective methods of protection against anxiety will be needed.

Anxious children often come to a simple conclusion - in order not to be afraid of anything, you need to make sure that they are afraid of me. They try to convey their anxiety to others. Therefore, aggressive behavior is often a form of hiding personal anxiety.

Anxiety can be very difficult to discern behind aggressiveness. Self-confident, aggressive, at every opportunity, humiliating others, do not look disturbing at all. His speech and manner are careless, his clothes have a shade of shamelessness and excessive "decomplexing". And yet, often in the depths of their souls, anxiety is hidden in such children. And behavior and appearance are just ways to get rid of a feeling of self-doubt, from the consciousness of one's inability to live as one would like.

Another common outcome of anxiety experiences is passive behavior, lethargy, apathy, lack of initiative. The conflict between conflicting aspirations was resolved by giving up any aspirations. The "mask" of apathy is even more deceptive than the "mask" of aggression. Inertia, the absence of any emotional reactions makes it difficult to recognize the disturbing background, the internal contradiction that led to the development of this state. Passive behavior - "apathy" - often occurs when children are overprotected by their parents, with their "symbiotic" coexistence, when the elders completely fulfill all the desires of the younger ones, receiving in return a completely obedient child, but devoid of will, infantile, not having sufficient experience and social skills . Another reason for passivity is authoritarian upbringing in the family, the requirement of unquestioning obedience to parents, edifying instructions: "Do not do this and that" contribute to the appearance of a source of anxiety in the child due to fear of violating the order.

Apathy is often a consequence of the failure of other ways of adaptation. When neither fantasies, nor rituals, nor even aggression help to cope with anxiety. But apathy and indifference are most often the result of excessive demands and excessive restrictions. If the child does not want to do anything himself, then parents need to carefully reconsider their claims. The way out of apathy is possible only through overcoming conflict experiences. The child should be given complete freedom, the manifestation of any initiative, to encourage any of his activity. You should not be afraid of "negative" consequences in this case.

Anxious children are very sensitive to their failures, react sharply to them, tend to refuse the activity in which they experience difficulties. In these children, you can notice the difference in behavior in the classroom and outside the classroom. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. Teachers answer questions in a low and deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, motor excitation occurs: the child pulls clothes with his hands, manipulates something.

Anxious children are prone to bad habits of a neurotic nature: they bite their nails, suck their fingers, pull out their hair. Manipulations with their own body reduce their emotional stress, calm them down.

It is natural thatwork on the prevention of school anxiety,related to educational activities, should be carried out, first of all. teachers, teachers and parents and begin from the first day of the student's stay at the educational institution.

In this regard, researchers consider the correction of parents' expectations in relation to the educational activities of their child to be extremely important, since, as special studies have shown, it is the increase in parents' expectations that is the main source of anxiety, in particular, among younger schoolchildren (44, p. 26).

The problem of diagnosing childhood anxietydeserves special attention, since the timely detection of anxiety symptoms, the study of the anxiety-forming impact of the child's microsocial environment allows us to adequately assess the individual and age patterns of the child's development, to carry out the necessary work to prevent and overcome the negative manifestations of anxiety.

It should be noted that, starting from primary school age, the behavioral characteristics of a child cannot serve as a reliable means of diagnosing anxiety, since a younger student is already much more socialized than a preschool child. There is a need for reliable methods. All known methods for diagnosing anxiety are divided into special questionnaires and projective methods. Special questionnaires usually measure pronounced, overt anxiety. Projective techniques are aimed at diagnosing deeper, hidden anxiety.

Thus, in understanding the nature of anxiety, different authors can trace two approaches - understanding anxiety as an inherent property of a person and understanding anxiety as reactions to an external world hostile to a person, that is, removing anxiety from social conditions of life.

1.3. Influence of pedagogical assessment on the anxiety of a younger student.

At primary school age, a mark as one of the ways of expressing a pedagogical assessment is not just an assessment of a specific result of an activity, it is subjectively perceived by a child as an assessment of his entire personality. The mark is, therefore, a specific stimulus that acts in educational and educational activities and determines its success. Pedagogical assessment should be aimed at ensuring the maximum motivation of the child in learning activities. In this regard, it is necessary to take into account the following four circumstances: knowledge of the necessary and sufficient variety of stimuli that affect the child's desire for success in learning and education; knowledge of the true motives for the participation of younger students in educational activities; knowledge of individual differences in the motivation of teaching and education; knowledge of situational factors that affect the motivation for learning information, the formation of skills and certain personality traits in younger students.

Pedagogical assessment affects the change in the inner world of the child, including his anxiety, formed before the student enters the learning process. A change (decrease or increase) in the level of anxiety in a student and his relationships within the class under the influence of pedagogical assessment just tells us about the transformation of pedagogical assessment into one of the factors affecting anxiety.

The second modification of evaluation occurs in the family. The study showed that pedagogical assessment produces shifts in relationships here as well. By changing the relationship between the student and the family, pedagogical assessment thereby affects the relationship between the family and the school, in the positive case, cultivating these relationships, in the negative case, introducing collisions between the school and the family. It should be noted that the family also has a great influence on anxiety. It is here that anxiety begins to form, as a stable formation.

The direct impact of pedagogical assessment directly on the student or indirectly through the self-assessment of comrades and family causes an active relationship on the part of the student himself. The consequence of this is the mutual assessment of the teacher, family, comrades by the student himself. This mutual assessment is the reverse side of the most important of the consequences of pedagogical assessment - the student's self-assessment.

In order for assessment to become a reliable tool in the practice of a teacher who is able to improve the educational process, he needs to systematically study his students and their living conditions.

Evaluation is of great importance for managing both the student's learning activity and the teacher's pedagogical activity; it should also serve the purpose of improving the educational process itself and comprehensive, including the moral education of students.

Each student reacts in his own way to what he succeeds in studying and what fails, perceives the assessment of his educational work in his own way. The threat of a bad grade and the troubles that come with it at home oppress weak students, killing their cheerfulness. Negative evaluation is punishment, and punishment never brings joy. And since the educational process is under the guidance of a teacher, all the student's experiences associated with educational work are necessarily reflected in his relationship with the teacher.

Appeals that affect the student's personality in some cases create an unfavorable emotional environment for obtaining the correct answer. For example, a teacher turns to a weak student after an inconclusive response from six strong and average schoolchildren: “Well, maybe at least you, B., will answer” or “You, it seems, 3., don’t think anything.” This affective tension of the situation, unfavorable for the intellectual act, can be resolved both in a dramatic situation and in a comic situation. The teacher involuntarily creates a comic situation with appropriate questions, restructuring the attitude of the class towards the respondent into an ironic plan. It is not the question itself, but the change in relations in the class that it causes for a certain period of time, makes the respondent incapable of a correct answer.

It is very important that the pedagogical assessment concerns the knowledge of the student or this or that act that he has committed, and not the personality of the student as a whole.

So, for example, the teacher addresses from his place at the table through the whole class to the girl sitting on the back desk: “I want to ask Valya K.. How is our weakest mathematician doing? (Walks over to her.) You see, your tasks are not written off. You're thinking about something else..." In this case, it is not the question itself that carries the inspiring negative effect, but only the teacher's appeal that precedes the question.

All these psychological aspects of the survey are details, trifles, which, however, affect the result of the survey, the assessment through a change in the student's answer.

When presenting, the teacher addresses the whole class; in a questioning situation, he addresses an individual student or a group of students, highlighting them as the subject of not only his own, but also class attention. Speech is of a transient, reversible, dialogical nature, linking the teacher, the student, the school class into a single complex of the situation of the survey. Separate evaluative appeals and evaluative influences of the teacher during the survey affect the work process, its content and form, speed and accuracy, rebuilding the intellectual, emotional and volitional mechanisms of work (experiencing success and failure, claim, saturation, etc.).

This assessment does not represent a qualification of the student's success in general, it refers not to the system of knowledge and not even to the subject as a whole, but to a known partial knowledge or skill. Ananiev called such an assessment partial, thereby distinguishing it from a number of assessments such as taking into account success. This partial assessment has not only an effect in the process of work, but also an aftereffect, influencing a change in relations between schoolchildren within the children's team and between teachers and schoolchildren, the formation of interests, self-esteem, etc.

Pedagogical assessments depending on the address should have different objects. An assessment addressed to a student should not concern his personality, but relate to specific actions, deeds, and results. The fact that the student does not solve the problem does not give the teacher the right to express his judgments about his mental abilities. A negative assessment addressed to the person as a whole is always painfully experienced and causes rejection and rejection. In an assessment addressed to parents, the teacher may also touch on some of the child's qualities and outline with the parents a program of action to improve his personality. For himself, the teacher must evaluate both the personality of the student as a whole and his individual qualities, which should become the basis for assessing the actions of the child and developing a program for correcting his behavior.

Conclusions on chapter 1.

Often in psychological and especially pedagogical literature, the concepts of "assessment" and "mark" are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the evaluation activities of teachers.

First of all, evaluation is a process, an activity (or action) of evaluation carried out by a person. All our tentative and in general any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of moving towards the goal.

Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is one of the effective means at the disposal of the teacher, stimulating learning, positive motivation, and influencing the personality. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment and the diversity of its functions require the search for indicators that would reflect all aspects of schoolchildren's educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity.

A mark (score) is the result of the evaluation process, activity or action of evaluation, their conditionally formal reflection. Identification of evaluation and grade from a psychological point of view will be tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formally logical result. But, in addition, the mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is an encouragement, and a bad mark is a punishment in "crisis" situations. Such mechanisms, characteristic of higher animals, must have played an important role in the behavior of the ancestors of modern man, whose survival essentially depends on the ability to "oppose".

Chapter 2

2.1. Description of research methods

In the first phase of the study, we studied pedagogical assessments in elementary school. When studying pedagogical assessment, we relied on the classification of B.G. Ananiev. He singled out 3 groups of partial assessments:

1. Negative assessments: remark, denial, censure, sarcasm, reproach, threat, notation;

2. Positive assessments: consent, encouragement, approval;

3. No assessment, indirect assessment, indefinite assessment. According to this classification, we built our observation. First, all lessons were recorded, and then transferred to the protocols for monitoring the use of pedagogical assessment.

Observation was carried out at 10 lessons in each class, that is, at the end we received transcripts and protocols of 20 lessons.

In the process of observing and establishing contact with the children, a small conversation was held, the purpose of which was to study the opinion of the children about their teacher and about the pedagogical assessments that she uses.

Questionnaire text:

1. Do you like school or not?

2. When a teacher reprimands you, do you change your behavior?

3. Do you like it when you cancel some classes?

4. Would you like to have a less strict teacher?

5. Would you like only certain subjects to remain in the school?

6. When you give a good answer, do you expect your answer to be praised?

7. If the teacher said that tomorrow it is not necessary for all students to come to school, would you go to school?

8. When a teacher scolds you, do you feel guilty or do you not care?

9. When you wake up in the morning, are you always happy to go to school or do you feel like staying at home?

10. What would you prefer: that the teacher does not give grades at all, or that his grades are fair?

Results processing: Attitude to learning: 1+, 3-, 5-, 7+, 9+.

Attitude towards interaction with the teacher: 2+, 4-, 6+, 8+, 10-2. The maximum number of points on each scale is 5. Children who score high on the “attitude to learning” scale are characterized by learning interest, they really like school, and they like lessons and learning activities no less than communication with peers.

Children who scored high on the “attitude to interaction with the teacher” scale are characterized by sensitivity to the actions of the teacher, expecting praise or punishment from him if they deserve it. Such children recognize the authority of the teacher and are interested in his opinion, it is very important for them that the pedagogical assessment is fair, and the teacher's opinion is objective.

At the third stage of the study, the anxiety of the younger schoolchild was studied. The Phillips School Anxiety Test was used to identify children with severe anxiety (45, 133-139). This technique allows us to study the level and nature of anxiety associated with school in children of primary school age.

The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered unequivocally "Yes" or "No".

When processing the results, questions are selected, the answers to which do not match the test key. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of mismatches for the entire test. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety facts identified in the test. The level of anxiety is determined in the same way as in the first case. The general emotional internal state of the schoolchild is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

1. General anxiety at school - the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success - an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities.

6. Fear of not meeting the expectations of others - focus on the significance of others in assessing their results of actions and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.

7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate destructive response to an alarming environmental factor.

8. Problems and fears in relations with teachers - a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

2.2. The study of the features of pedagogical assessment in elementary school and its influence on the anxiety of a younger student.

The study of pedagogical assessment was carried out on the basis of gymnasium No. 6 of the Krasnoarmeysky district of Volgograd in the second grade. The experiment involved 32 people.

Identification of the types of pedagogical assessment was carried out by observing the assessment activities of teachers during the lesson. Let's present the data that we received for one of the teachers. In total, 172 assessments were recorded during the observation.

Table 1. Pedagogical assessment in primary school

Kind of ped. estimates	Orientation of pedagogical assessment			Total
	Personality	For an act	Evaluation of ZUN
Positive				24% (40)
negative				41% (70)
Ambivalent				36% (62)
Total:	24,4%		18,6%	100%

According to the results presented in Table 1, we can conclude that most often this teacher used a negative pedagogical assessment (41%), an ambivalent pedagogical assessment takes the second place (36%) and, finally, 24% belongs to a positive pedagogical assessment.

Moreover, one can pay attention to the fact that in most cases the teacher assessed the actions of students (concerning discipline, being late, readiness for lessons, behavior during recess and extracurricular activities, etc.). Such estimates - 57%. In second place is an assessment of the student's personality, that is, a pedagogical assessment that somehow characterizes personal qualities, such as diligence, independence, responsibility, responsiveness, friendliness or unfriendliness, etc. Such estimates - 24.4%. And, finally, the pedagogical assessment, aimed at assessing the knowledge, skills and abilities of students, occupies the third position, such assessments - 18.6%.

Thus, we can draw the following conclusions:

1. A large number of ambivalent assessments can have a disorienting effect on students, which may result in inadequate self-esteem. That is, the self-esteem of younger students may differ from the assessment of teachers.

2. The low number of pedagogical assessments aimed at assessing knowledge, skills and abilities indicates the need to increase the effectiveness of the application of pedagogical assessment in these classes, since the main purpose of pedagogical assessment - the student's orientation in their own knowledge and gaps - is not fulfilled, which will also negatively affect on the formation of self-esteem of students.

As a second technique for studying the characteristics of pedagogical assessment, we used a survey of students. The question was formulated as follows: Do you agree with the grade you received for the quarter? Grades were considered in two main subjects: Russian language and mathematics, which are conducted by the class teacher.

It turned out that the number of students who do not agree with their assessment for the quarter is: in mathematics - 25%, in the Russian language: 34.2%. This is a fairly large part of younger students, which the teacher should pay attention to. Moreover, a more detailed analysis shows that the most "disagreeing" groups are students who received "4" and students who received "2". This proves the assertion made in the first chapter that the rating “4” is ambivalent: for some it is a joy, but for someone it is a disappointment. Disagreement with the assessment of "2" rather indicates a negative emotional reaction on the part of students, especially since a negative assessment is very poorly perceived by both parents and peers.

We used the Phillips School Anxiety Test to determine levels of anxiety.

Then we found out how anxiety factors are expressed as a percentage. Analyzing the results of this study, we noticed that in the largest number of children of primary school age, the factor of high anxiety turned out to be "fear of not meeting the expectations of others" (35%). This indicates that for this group of children, the most significant are the assessments of others, while a negative assessment is expected. This means that our further work should be primarily aimed at overcoming anxiety, expectations of impending failure, tension in relationships with other people. It is necessary to develop in children self-confidence, a sense of their own competence in communication.

In second place is the "fear of a situation of knowledge testing" (25%). This means that children experience a negative attitude and experience anxiety in a situation of testing knowledge, achievements, and opportunities. In this case, we need to work not only in the "student-peer" system, but also in the "teacher-student" system. This can be realized with the help of lectures with teachers about anxiety and its prevention in younger students. In addition, recommendations should be given to the teaching staff on working with anxious children.

In third place are "fear of self-expression" and "low physiological resistance to stress" (20% each). This suggests that this group of schoolchildren is experiencing negative national experiences of situations associated with the need for self-disclosure, demonstrating their capabilities. They are also poorly adapted to situations of a stressful nature, which increases the likelihood of an inadequate response to an alarming factor. Our task here is to prepare children for new situations, to reduce their uncertainty through a preliminary acquaintance with the content and conditions of these situations, a discussion of possible difficulties, constructive ways of behaving in them.

In fourth place are: "general anxiety at school", "experiencing social stress" and "problems and fears in relations with teachers" (15% each). This indicates that these children do not have communicative means of communication, some of them experience a negative emotional relationship with adults at school, which reduces their educational success. In this situation, we need to pay special attention to the formation of the right attitude towards mistakes, the development of arbitrariness as one of the main conditions that contribute to the success of the child in school, the expansion and enrichment of communication skills with peers and adults.

And, finally, "frustration of the need to achieve success" has the lowest indicators (7.5%), which indicates a rather favorable psychological background that allows the child to develop his needs for success, in achieving high results.

It was also found that in the second grade, the majority of children with increased anxiety. This can be judged by the total number of mismatches on the test, indicating levels of anxiety:

Table No. 2, Levels of anxiety according to the Phillips method.

The next stage of our work was to compare the data obtained by all three methods. The results obtained are presented in table No. 3.

Table number 3. Comparison of the results of the ascertaining experiment.

		Research methods
p/p	Phillips School Anxiety Test	Student survey	Monitoring the process of pedagogical assessment
			OTR
			AMBV
			FLOOR

The table shows that a high level of school anxiety corresponds to the above “Poll” method of assessment, such as 2-3, the average level - 4 and the low level - 5. The table also shows that a negative assessment in most cases refers to children with a high level of anxiety, ambivalent - the average level and low corresponds to the predominance of a positive assessment.

Thus, we can say that the level of anxiety of a younger student depends on the pedagogical assessment.

Conclusions on chapter 2.

At the stage of the ascertaining experiment, anxious children of primary school age were identified. Analyzing the results of this study, we noticed that in the largest number of children of primary school age, the factor of high anxiety turned out to be "fear of not meeting the expectations of others" (35%). This indicates that for this group of children, the most significant are the assessments of others, while a negative assessment is expected. In second place is the "fear of a situation of knowledge testing" (25%). This means that children experience a negative attitude and experience anxiety in a situation of testing knowledge, achievements, and opportunities. In third place are "fear of self-expression" and "low physiological resistance to stress" (20% each). This suggests that this group of schoolchildren experiences negative emotional experiences of situations associated with the need for self-disclosure, demonstration of their capabilities. They are also poorly adapted to situations of a stressful nature, which increases the likelihood of an inadequate response to an alarming factor. In fourth place are: "general anxiety at school", "experiencing social stress" and "problems and fears in relations with teachers" (15% each). This indicates that these children do not have communicative means of communication, some of them experience a negative emotional relationship with adults at school, which reduces their educational success. The lowest indicators (7.5%) are for "frustration of the need to achieve success", which indicates a rather favorable psychological background that allows the child to develop his needs for success, in achieving high results.

Chapter 3

3.1. Accounting for pedagogical assessment in elementary school.

The problem of monitoring and evaluation cannot be solved by separating it from the problems of restructuring education as a whole. It is necessary on the basis of the results of psychological and didactic studies of the pedagogical process, including its control and evaluation stage, conducted by teams of scientists led by A.V. Zaporozhets, L.V. Zankova, P.Ya. Galperin, D.B. Elkonin and V.V. Davydova, N.F. Talyzina, G.D. Kirillova, I.S. Yakimanskaya and other specialists, to seek and create pedagogical control and evaluation technologies that would meet the goals and objectives of modern education through the transformation of the qualitative characteristics of the learning process.

The renewing school faces a very definite task: to organize the learning process in such a way that learning becomes one of the leading personal needs for the student, determined by his inner motive. This internal motive cannot be formed without changing the entire learning process, including the nature of the control and evaluation activity.) (24, p. 20)

In this regard, the place and role of assessment in the educational process should change in two directions:

In the direction of the gradual transfer of control and evaluation mechanisms from the teacher to the students;

In the direction of transition from ascertaining control to diagnosing, procedural control.

Let's consider these areas in more detail.

1st direction - the formation of children's assessment actions in this direction, there is a fairly noticeable gap between pedagogical science and school practice.

A natural question arises why school practice does not use the results of research conducted in domestic pedagogical science?

The analysis of this issue led to the following proposal.

It is impossible to solve the problem of promoting the formation of a person who is able to teach himself, change himself and the world around him, etc., by introducing separate methodological, didactic techniques into the field of control and evaluation activities. It is possible to achieve the goals of education only when we can restructure not only the content of education, but also, taking into account the continuity between the levels of education, create a holistic pedagogical technology in which both the place, the content, and the forms of control and evaluation activities of the teacher and student will be determined.

One more gap can be noted in the consideration of control and evaluation in modern pedagogical literature. This problem is often considered irrespective of the age of students. There are not enough studies that study the control and evaluation actions of a teacher, and even more so of a child, taking into account different stages of education (primary, basic, complete secondary school). For example, the question arises: when is it necessary to begin the “transfer” of the control and evaluation mechanism from the hands of the teacher to the hands of the students? According to D.B. Elkonina, V.V. Repkina, G.A. Zuckerman, is an elementary school in which the main emphasis in all teacher activities (and not just control and evaluation) should be on the formation and development of self-control and self-esteem. “There are reasons to think,” wrote D.B. Elkonin, - that it is most rational in elementary school to start with the formation of independent control. Children, first of all, must learn to control each other and themselves. There is reason to believe that the formation of control goes from controlling the actions of others to controlling one's own actions. The second action, which should be transferred to the students themselves for independent performance, is assessment, i.e. determination of whether a particular educational action has been mastered. Within the initial stage of training, the formation of the two named elements of educational activity is the main task. (41, p.276) Thus, according to the hypothesis of D.B. Elkonin, in elementary school, one of the objects of control and evaluation by the teacher is the process of forming the actions of self-control and self-esteem in students. For forty years, this hypothesis has been experimentally tested in the laboratory, and since the beginning of the 90s - in the mass practice of developmental education classes.

2 direction - the transition from ascertaining to procedural, diagnosing control and evaluation.

As already noted, recently in the literature and scientific research (Likhachev B.T., 1998; Podlasy I.P., 1999; etc.), the terms “diagnostics of the educational process”, “pedagogical diagnostics” are increasingly common. So, B.T. Likhachev believes that “the final element of the structure of the learning process is pedagogical diagnostics. It is provided by a set of special methods, methods and techniques aimed at identifying the quality of knowledge, skills and abilities of students, obtaining feedback on the effectiveness of their educational interaction with students. “Diagnosis is the clarification of all the circumstances of the didactic process, the precise determination of its results. Without diagnostics, it is impossible to manage the didactic process, to achieve optimal results for the existing conditions. (30, p.544-545)

As can be seen from the above quotations, a broader and deeper meaning is invested in diagnostics than in the traditional test of knowledge and skills of trainees. Verification only states the results without explaining their origin. Diagnostics considers the results in connection with the ways, ways to achieve them, reveals trends, the dynamics of the formation of learning products. Diagnosis, according to I.P. Podlasogo, "should include control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting of further developments." (30, p. 545) Thus, control, evaluation of knowledge and skills of trainees are included in the diagnosis as necessary components. However, in most private methods for teaching subjects, the traditional set of types of control remains: preliminary, current, thematic, final. These types of control are used in pedagogical practice solely as a control over the learning outcome.

Scheme 1 shows the structure of the learning process according to B.T. Likhachev. And here "the final element of the structure of the learning process is pedagogical diagnostics." In the presented scheme, control and evaluation are separated from all other components of the learning process; according to it, it is difficult to understand the role of pedagogical diagnostics in the educational process, but, on the other hand, the place is determined precisely, again, at the end of the educational process.

Scheme 1

The analysis of materials on private methods and pedagogical technologies also relies on the same structure of education traditionally built. So, V.A. Bukhvalov writes: “The methodology for studying any topic has the following structure: 1) setting the objectives of the topic; 2) familiarizing students with new educational information and building its model; 3) formation of knowledge and reproductive skills of students; 4) the formation of students' beliefs and creative skills in the process of creative activity; 5) development and correction of beliefs and research skills in the process of research work; 6) monitoring the results of students' work on the topic. (10, p.82-83)

In school practice, control and evaluation are considered as the final link in the educational process, aimed exclusively at the productive side of education. The reason for such an attitude to the action of control and evaluation in the educational process, first of all, lies in the fact that in the theoretical developments of the problem of the learning process, the stages and links of this process are not always distinguished. Often in the didactic literature we are talking about the links of the learning process, understood as stages. The problem of the stages of the learning process has long attracted the attention of didactic students. The contribution to its development made by the classics of pedagogy (G. Herbart, Ya.A. Komensky, K.D. Ushinsky and others) is known. Attention is paid to this issue in modern didactics. V.V. Kraevsky, I.Ya. Lerner, M.I. Skatkin and a number of other authors consider it necessary to distinguish between these concepts: stages are segments of the learning process that naturally follow each other; links are essential elements of a holistic process. Stages and links may or may not coincide. So, control, being a link in the learning process, may be included in any stage, or may not be included. However, school practice continues to perceive the structure of the learning process as a set of its individual elements, sequentially connected to each other.

Thus, the sequence of learning is as follows: With a problem-based learning structure: (26, p. 186)

1. Introduction of students to the problem;

2. Creative construction of a solution to the problem;

3. Improving the result obtained (here both consolidation and control);

With the traditional approach:

1. Initial acquaintance with the material;

2. Formation of new concepts, knowledge in the minds of students;

3. Improving the result obtained (including control). In programmed learning:

1. Information;

2. Closed loop operation;

3. Control.

Thus, one of the main problems that needs to be solved is to determine the place of assessment actions in the integral structure of the learning process during the transition from control by result to diagnostic, procedural control both on the part of the child himself and on the part of teachers.

Next, we present a number of strategies for pedagogical assessment in elementary school that contribute to the formation of intellectual consistency and adequate self-esteem of younger students. These strategies were derived by us on the basis of an analysis of the best practices of primary school teachers.

Fear of making a mistake greatly reduces the level of "I can." When this fear disappears, the student has a breakthrough of consciousness and begins to feel much greater possibilities. In order to overcome the fear of making mistakes, you must:

Talk about mistakes, showing that everyone makes mistakes, there are no people who do not make mistakes;

Show the value of a mistake as an attempt: more mistakes are made by active people rather than passive people, highlight any improvements;

Minimize the consequences of your mistakes. Strategy 2. Build faith in success.

Students must believe that success is possible. You need to help them build this confidence through the following techniques, the main benefit of which is positive feedback:

Highlight any improvements. It is necessary to pay more attention to the decision process than to the result and notice every small step forward;

Announce any contributions - not only in written work, but also in oral responses and class discussions - students satisfy the need to contribute to the collective work in the best way they can;

Reveal student strengths. As soon as you notice something valuable in a student, you need to directly tell him about it or write it in his notebook;

Demonstrate faith in students, which is manifested in the expectations of the teacher - high expectations reflect confidence in the student's abilities, low ones are explained by distrust;

Recognize the difficulty of tasks: if students cannot do what the teacher called "easy", they. naturally consider themselves stupid;

Limit the time to complete the task: if the teacher sees that the student is losing hope, it is better for him to say “stop”, so that the student thinks that he has not decided, not because he is unable, but because “time is over”.

It is necessary to focus the attention of students on past successes. This can be done with:

Analysis of past success. We need to help students understand that the most important components of success are faith in their own abilities and the amount of effort;

Repetition and consolidation of successes. If progress towards new learning objectives has slowed down, it is better to return to successful tasks and repeat today's achievements.

It is necessary to make the learning process tangible, as it is very important for primary school students to feel progress. This can be achieved in the following ways:

“I can” stickers: you can make stickers out of sticky paper that write skills that the student has already learned (“read”, “divide”, “spell words”, etc.);

Achievement albums that can be divided into topics, such as: "Math problems that I was able to solve", "My best compositions", etc. Students should not compare their albums - it must be emphasized that this is their personal growth.

Stories about yesterday, today and tomorrow. For example, the teacher says, “Remember when you couldn't translate a single word into English? Now, look how many "I can" stickers you have with English words. Or: “Look how many words you have learned in the past month. How many words do you think you can master next month?

Recognition of achievements.

Applause. It is best to describe the situation and the student's place in it according to the principle of "here and now", "applause" must be expressed aloud.

Stars and stickers: younger students love recognition expressed in stars, stickers, stripes;

Awards and medals: all kinds of awards and certificates for all achievements are good;

Exhibitions: students' achievements - essays, drawings, reports - can be hung on a board or stand;

Positive isolation to receive recognition of their achievements from the school administration. A class teacher, librarian or psychologist can confirm and evaluate the achievement of any student. You can also talk one-on-one with the student at the end of the lesson to confirm their success;

Self-recognition: It is necessary to teach younger students self-approval. One way is to ask everyone to determine what his personal achievement is worth in order to be approved, recognized.

3.2. The system of correctional and developmental classes aimed at reducing anxiety in children of primary school age.

In order to reduce anxiety in the behavior of children of primary school age, an attempt was made to compile a correctional and developmental program aimed at developing constructive ways of interacting anxious children, their interpersonal relationships, as well as relationships in the "teacher - student - parent" system.

To achieve this goal, the following tasks were put forward:

1. Draw up a correctional and developmental program aimed at working out situations with children of primary school age that allow them to interact more effectively and achieve positive results;

2. Include this program in the system of educational lessons. The methodological basis of the formative experiment was the methodological recommendations of the authors of the books: N.V. Klyueva, Yu.V. Kasatkina (32), R.V. Ovcharova (50) and Petrusinsky V.V. (27)

Formative work had several directions.

First directionincluded work with the teaching staff of the gymnasium directly involved with children of the 2nd grade. At the pedagogical council, the following reports were read to teachers:

1. "Causes of anxiety in children of primary school age"

2. "Dependence of the manifestation of anxiety on the assessment of the teacher in the group in children of primary school age"

During the presentation of the material, the teachers were shown the significance of the problem under consideration, i.e. the main emphasis was placed on the fact that in primary school age one of the main causes of inappropriate behavior of a child is anxiety. Next, the role of anxiety was shown. For fruitful work, for a full-fledged harmonious life, a certain level of anxiety is necessary.

The level that does not exhaust the child, but creates the tone of his activity is called constructive anxiety. In turn, destructive anxiety causes states of panic, despondency. It disorganizes not only educational activities, but also destroys personal structures. An attempt was made to show teachers that the main goal of helping an adult child is to make the child feel confident in his abilities, learn to respect his individuality.

In the process of conducting the pedagogical council, the teachers were acquainted with the results of the ascertaining experiment. Teachers had the opportunity to ask questions related to the peculiarities of working with identified groups of children, and they were also given recommendations that improve the efficiency of working with children, help reduce anxiety and help them build their behavior adequately to the situation in which they are.

Second directionIt was a system of corrective and developmental classes, took place in the conditions of specially modeled collective exercises and included three stages:

I. Indicative (2 lessons)

P. Reconstructive (6 lessons)

III. Fixing (2 lessons)

Each stage involves work on the main blocks:

1. Cohesion of the group, development of rules of conduct in the classroom.

2. Development of ideas about the value of another person and oneself, development of communication skills, awareness of problems in relationships with other people, the formation of positive interaction strategies,

3. Acquisition of the skill of activity in a conflict situation, assimilation of ways to resolve one's own problems, awareness of the motives of interpersonal relationships.

The program is also aimed at developing the means of self-knowledge of anxious children, at increasing ideas of one's own value, at developing motives for interpersonal relationships, at developing self-confidence, as well as the ability to most successfully realize oneself in behavior and interaction. This is necessary in order to provide the child with the means to most effectively engage in interactions and solve everyday tasks that confront him. Junior school age is a favorable period for such work, because. the motivational-semantic system has not yet been formed and is open to positive changes, the possibility for which is created in group psychotherapy. The problems that were analyzed by children in the course of group sessions are quite typical for this age. An important point that must be taken into account when working with a group is the special, specific attitude of anxious children to success, failure, evaluation and results. As you know, such children are extremely sensitive to the results of their own activities, are painfully afraid, and avoid failure. At the same time, it is very difficult for them to evaluate the results of their activities themselves, they cannot decide for themselves whether they have done something right or wrong, but they are waiting for this assessment from an adult.

Such a special attitude to success and failure, on the one hand, increases the traumatic likelihood of failures, and failures, which, as noted, children with high school anxiety mainly explain their own inferiority, lack of abilities. On the other hand, it makes a child extremely dependent on an adult, exaggerates the figure of an adult, a teacher, in his eyes. This is reflected, as was shown above, in the motivation of teaching, which is based on the desire to "do everything as the teacher says, for the sake of his praise."

This program consists of 10 lessons and is designed for a period of 5 weeks. Classes were held on the principle of socio-psychological training in the classroom, where you can freely sit and move around. Their duration did not exceed one school lesson. Classes were held twice a week. The training group consisted of 15 people. Each child was given the opportunity to express themselves, be open and not be afraid of mistakes.

Conducting the program with children of primary school age did not require special materials. All that was needed was notebooks for drawing and writing (the leader kept them for the break between classes), sets of colored pencils, sheets of paper with pins for name plates.

The work was carried out with the help of gaming methods, the method of group discussion, projective methods of "behavior rehearsal" and elements of psycho-gymnastics. More details of the content of the program are presented in Appendix 1.

3.3. Comparative analysis of the results of the study of anxiety before and after the correctional and developmental work.

The purpose of the next stage of the pilot study is to identify anxiety in children of primary school age and to establish the causes using the Philips School Anxiety Test after corrective measures have been taken (44, pp. 133-139).

Therefore, we suggested that correctional and developmental work should not only be about getting rid of anxiety, but also be focused on personal development and increasing the efficiency of children's activities. The main goal in this case should be the formation of communication skills, the development of trust in others and the ability to work smoothly in a group, the development of non-verbal ways of communication and self-confidence.

In order to test the effectiveness of correctional and developmental work aimed at reducing anxiety in children of primary school age, a repeated diagnosis was carried out, which made it possible to trace the dynamics of reducing anxiety in children of primary school age in the experimental group. The task of the control experiment:

1. Conduct a psychodiagnostic study to identify the level of anxiety in children of primary school age in the experimental group;

2. Compare the obtained results with the results of the ascertaining experiment;

3. Establish the effectiveness of correctional and developmental work aimed at reducing anxiety in children of primary school age in the experimental group.

The Phillips School Anxiety Test (44, pp. 133-139) was also used to re-diagnose in children of primary school age. According to the total number of mismatches on the test, the following results were obtained: 70% of children had low levels of anxiety, and 30% of children had low levels of anxiety, but remained high. In our opinion, this can be explained by the fact that these children require more extensive correctional and developmental work. It should include psychological education not only for teachers, but also for parents. This work must be carried out jointly by teachers, psychologists and parents. Thus, such work should be aimed at ensuring the practical implementation of new skills and abilities in real life, carried out with the help and support of a psychologist outside the learning situation.

Thus, in 70% of children, behavioral anxiety decreased to an optimal level.

After the group correctional and developmental work, the indicators for all factors decreased. So, 15% of children showed "fear of a situation of testing knowledge"; 12.5% showed "low physiological resistance to stress"; "fear of not meeting the expectations of others" and "fear of self-expression" appeared in 10% of children; 7.5% - "experiencing social stress" and "problems and fears in relations with teachers; and, finally, 5% of children showed "general anxiety at school" and "frustration in the need to achieve success."

Using the obtained data, below is a diagram.

Diagram 1. Comparison of diagnostic results at the stage of ascertaining and controlling experiment.

The chart shows that "frustration in the need to achieve success" decreased by 67%; "low physiological resistance to stress" - by 62.5%; "fear of a situation of knowledge testing" - by 60%; "fear of self-expression", "experiencing social stress" and "problems and fears in ethnic relations with teachers" - by 50%; "general anxiety at school" fell by a third; "fear of not meeting the expectations of others" decreased by 28.5%.

Thus, the difference in percentage between the indicators of school anxiety before and after correctional and developmental work was established. Since they really differ (in the control experiment, the indicators decreased by several percent), we can conclude that the group correctional and developmental work carried out contributed to a decrease in anxiety in children of primary school age. In addition, it can be stated that such types of games and exercises as "The Blind Man and the Guide", "I'm not like that , like everyone else, and we are all different", "My portrait in the rays of the sun". Such games and exercises as "Typewriter", "Let's write a story", "Continue", "Winds blow on ...", as well as work with the teaching staff contribute to the reduction of negative attitudes and anxiety in a situation of testing knowledge, achievements, abilities. schools (educational work in the form of lectures and recommendations on this issue). The formation of the correct attitude to mistakes and communicative means of communication, the development of arbitrariness are facilitated by such games and exercises as "Hello, I'm glad to meet you", "Monster", "List of feelings", "Customs", "Round dance".

In addition, it was confirmed that one of the most important ways to reduce anxiety is the social support of the child by the immediate environment, approval, encouragement, respect. And, therefore, an important place in the correction of anxiety is given to work with adults surrounding the child (parents and teachers). The task that is given to the child must correspond to his capabilities. It is necessary to increase the self-esteem of an anxious child, for which any activity offered to him should be preceded by words expressing confidence in his success ("You will succeed", You know how to do it well"). When performing tasks, a general positive emotional background is necessary. It is unacceptable to compare child with someone, especially if this comparison is not in his favor.The comparison should only be with the child's own successes and failures ("Look, today you tried less, so you did worse than last time. But I think tomorrow you can do better"). Optimistic forecasts "for tomorrow" do not give the child a reason to consider himself hopeless and contribute to an increase in self-confidence. It is advisable not to put an anxious child in a situation of competition, public speaking. It is not recommended to give anxious children tasks like "who is the first ". The situation of public speaking is also stressful, so you should not insist that the child respond in front of the whole group: his answers can be listened to individually. Children's anxiety is often caused by the unknown. Therefore, when offering a child a task, it is necessary to build in detail the ways of its implementation, draw up a plan: what are we doing now, what will be done later, etc. Such children are very dependent on the opinions of significant adults for them, and this dependence makes them extremely insecure, dependent. They follow the detailed orders of adults, but are lost and worried when they are given the right to make an independent decision ("What if I do it wrong?"). To overcome self-doubt and fear of making independent decisions, it is necessary to give such children strictly unregulated instructions, more often to provide the opportunity for creativity. But the child must at the same time know that adults are nearby and will always come to the rescue.

In general, it can be said that, despite the noticeable differences between the children, all the members of the group still showed certain shifts in behavior and in learning activities. The most noticeable were positive shifts in communication with peers - i.e. now each of them had friends in the class. Children became more free, open, self-confidence appeared in their behavior.

A qualitative analysis of the results of the control experiment gave grounds for concluding that it is possible to reduce anxiety in children of primary school age through a system of corrective and developmental measures aimed at developing constructive ways of interaction, working out situations with children that allow them to interact effectively and achieve positive results in joint activities. .

This suggests that corrective and developmental exercises aimed at reducing the anxiety of primary school children are effective. Consequently, the correctional and developmental work carried out with the children of the experimental group and aimed at reducing anxiety is effective.

Conclusions on chapter 3.

The formative experiment, whose tasks included drawing up a correctional and developmental program aimed at reducing anxiety in children of primary school age, was carried out in two stages: work with the teaching staff and group correctional and developmental work with children of primary school age, which was carried out in conditions specially modeled collective lessons, which was also part of the tasks of this stage of the experimental work. So the development of self-confidence, feelings of one's own competence in communication, overcoming anxiety, tension in relationships with other people and expectations of impending failure were facilitated by such types of games and exercises as "The Blind Man and the Guide", "I am not like everyone else, and everyone we are different", "My portrait in the rays of the sun". Such games and exercises as "Typewriter", "Let's compose a story", "Continue", "Winds blow on...", as well as work with the teaching staff contributed to the reduction of negative attitudes and anxiety in a situation of testing knowledge, achievements, abilities schools (educational work in the form of lectures and recommendations on this issue). The formation of the correct attitude to mistakes and communicative means of communication, the development of arbitrariness were facilitated by such games and exercises as "Hello, I'm glad to meet you", "Monster", "List of feelings", "Customs", "Round dance". An important factor when working with anxious children was that one of the most important ways to reduce anxiety is the social support of the child's immediate environment.

The control experiment made it possible to trace the dynamics of the decrease in anxiety in children of primary school age in the experimental group. Thus, "frustration in the need to achieve success" decreased by 67%; "low physiological resistance to stress" - by 62.5%; "fear of a situation of knowledge testing" - by 60%; "fear of self-expression", "experiencing social stress" and "problems and fears in relationships with teachers" - by 50%; "general anxiety at school" fell by a third; "fear of not meeting the expectations of others" decreased by 28.5%. Also, in 70% of children, behavioral anxiety decreased to an optimal level.

At this stage, the effectiveness of the proposed corrective and developmental program was confirmed, i.e. correctional and developmental work aimed at developing communication skills, as well as constructive ways of interaction, contributed to the reduction of anxiety in children of primary school age. This was achieved through the joint efforts of the group leader, teachers and psychologists. Particular attention was paid to the social support of the child by the immediate environment, approval, encouragement, respect, acceptance of the child as he is. Such children were given strictly unregulated assignments, they were given the opportunity to create; the ways of accomplishing this or that task were lined up in detail; any activity was preceded by words expressing confidence in success. Consequently, the correctional and developmental work carried out with the children of the experimental group and aimed at reducing anxiety is effective.

Conclusion

In conclusion, we note that, in general, the tasks set have been achieved. At the stage of the ascertaining experiment, anxious children of primary school age were identified, which made it possible to draw up a correctional and developmental program, taking as a basis the formation of the ability to use communication skills in children of primary school age.

The formative experiment, whose tasks included the preparation and implementation of a correctional and developmental program aimed at reducing anxiety in children of primary school age, was carried out in two stages: work with the teaching staff and group correctional and developmental work with children of primary school age, which was carried out in conditions, specially modeled collective lessons, which was also part of the tasks of this stage of the experimental work.

The control experiment made it possible to trace the dynamics of the decrease in anxiety in children of primary school age in the experimental group. At this stage, the effectiveness of the proposed corrective and developmental program was confirmed, i.e. correctional and developmental work aimed at developing communication skills, as well as constructive ways of interaction, contributed to the reduction of anxiety in children of primary school age. How, the more means a child has to overcome difficulties, the more means that allow him to effectively interact with other children, the easier it is for him to find a way out of a conflict situation and achieve positive results, the less disturbing his behavior becomes.

The study allowed us to draw the following general conclusions:

firstly, the hypothesis put forward in the study that the level of school anxiety depends on the process of pedagogical assessment was confirmed;

secondly, an attempt to create a correctional and developmental program aimed at developing communication skills, as well as constructive ways of interaction and reducing the anxiety of primary school students in the “teacher-student-parent” system, justified itself;

thirdly, on this basis, we can assume that the study has received experimental development of some aspects of a large and complex work of providing, by means of specially created correctional and developmental classes included in the system of general education lessons, real psychological assistance to children of primary school age;

fourthly, the performed experimental research has a pronounced general practical (applied) orientation. The principles developed in the program for the development of communication skills, constructive ways of interaction, as well as the development of the ability to most successfully realize oneself in the behavior of interaction, can be used in the mass practice of working with children of primary school age;

fifthly, the analysis of literary sources on the issue of improving the actions of control and evaluation in the educational process of different pedagogical systems at the present stage of school development made it possible to classify research in this area in several directions:

1. Improvement of the control and evaluation activities of the teacher as methods, forms of tracking the activities of students within the framework of the existing (traditional) education system (E.K. Artishcheva, M.M. Balashov, V.P. Bespalko, N.P. Guzik, D. S. Gorbatov, V. K. Dyachenko, M. B. Kravchenko, A. G. Rivin, I. M. Cheredov, V. P. Shatalov, P. M. Erdniev, etc.).

2. Restructuring the entire learning process and, accordingly, the control and evaluation component as one of the links (stages) of the educational process on a fundamentally new conceptual basis for developing and student-centered learning (D.B. Elkonin - V.V. Davydov, L.V. Zankov, A.V. Zaporozhets, P.Ya. Galperin - N.F. Talyzina, G.D. Krillova, I.S. Yakimanskaya).

3. Creation of conditions that limit the influence of grades and their negative consequences on the formation of a student's personality (Sh.A. Amonashvili, I.V. Gladkaya, A.K. Dusavitsky, S.Yu. Kurganov, G.A. Tsukerman, etc.).

4. Exploring the possibilities of replacing marks with other forms of assessment (G.Yu. Ksenzova, V.P. Mizintsev, A.N. Mayorov, V.Ya. Pilipovsky, G.A. Tsukerman, etc.).

5. Gradual transfer of control and evaluation mechanisms from the teacher to the students;

6. Transition from ascertaining control to diagnosing, procedural control.

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16. The essence and functions of pedagogical assessments

The essence of evaluation is understood by various authors ambiguously. So, S. L. Rubinstein, giving special importance to the problem of evaluation in the pedagogical process, he notes that the relationship between a teacher and students is “saturated with evaluative moments” and that “evaluation is made on the basis of the results of activity, its achievements and failures, advantages and disadvantages, and therefore it should itself be a result, and not the purpose of the activity."

B. G. Ananiev in the fundamental work "Psychology of Pedagogical Evaluation" writes: "The mental development of the child in school is carried out by the teacher not only through the subject and teaching methods, but also through assessment, which is the fact of the most direct guidance of the student."

The essence of assessing the success of a student's learning, according to L. S. Vygotsky , lies in the fact that "every act should return to the child in the form of an impression of his action on others."

Sh. A. Amonashvili understands evaluation as "the process of correlating the course or result of an activity with the standard outlined in the task."

^ So, the mark is an integral part of education and training, being itself a process that has its own role and expression.

Due to the fact that the impact of assessment on the development of the student is multifaceted, it can have many functions.

According to B. G. Ananiev, the estimate can be

a) orienting, influencing 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;

b) stimulating, influencing the affective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships.

c) educative - 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."

Thanks to this, the assessment affects the intellectual and affective-volitional spheres, that is, the personality of the student as a whole.

Under the influence of evaluative influences, such important personality traits as self-esteem and the level of claims are formed in children. B. G. Ananiev believes that the different level of requirements of the teacher to students with different academic performance forms a different level of claims in them.

In the psychological and pedagogical literature on the problem of assessing the success of students' educational activities, such evaluation functions as: educational, upbringing, informational, guiding, motivational, instructive and others.

Pedagogical assessment is a fairly broad concept, including assessments given to the child not only by the teacher, but also by parents or any other persons involved in the upbringing and development of children.

According to James grade- "This is the return of the reflected impression, a powerful tool in the hands of the teacher."

Pedagogical assessment in a broad sense should be distinguished from the school mark, which characterizes the relative and absolute success of the student in points. The mark is a pedagogical stimulus that combines the means of encouragement and punishment. Moreover, the extreme values of the marks do not always have such a stimulating power that the average marks have. Pedagogical assessment is a special kind of incentive. It plays a particularly important role in childhood and during the period of primary school age, as it is directly related to the formation in the child of an appropriate attitude towards himself. With the help of assessments given to the child by significant adults, it is very easy to destroy his correct ideas about himself due to the fact that emotional factors are mixed in here. Restoring an adequate attitude towards oneself is many times more difficult.

Pedagogical assessments are of several types:

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

– personal- relate to the subject and note 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.

Normative assessments are used 1-2 times per topic in the course of written examinations. Here are the psychological requirements for such control: 1) it is advisable to conduct them in a double lesson in order to provide normal conditions for students with low work rates; 2) the composition of the control work should include questions only on this topic, divided into a sequence of elements (learning units) so that each element corresponds to one or two tasks. In ordinary test papers, as a rule, tasks are offered from different topics, which makes it difficult to assess overall, since it is not clear which topics the student has learned and which not.
Types of pedagogical assessments

There are different types of pedagogical assessments: subject, personal, material, moral, productive, procedural, quantitative and qualitative. Also in pedagogy, assessments are distinguished in a survey situation: indirect, indefinite, remark, denial, consent, approval, reprimand, irony, reproaches, notation, approval, reinforcement and punishment. Let's consider them in more detail.

1. Subject assessments - concern what the child is doing 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. The child is stimulated to improve learning and to personal growth through the evaluation of what he does.

2. Personal 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.

3. Material assessments - include various ways of material incentives for children 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.

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

5. Effective evaluation - 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.

6. Process assessment - relate to the process. Here attention is drawn to how the result was achieved, which was the basis of the motivation aimed at achieving the corresponding result.

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

8. Quality - relate to the quality of the work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

The famous psychologist and teacher B.G. Ananiev singled out assessment types in a survey situation: indirect, indefinite assessment, remark, denial, agreement, encouragement, censure, approval, reinforcement and punishment

1. Indirect evaluation (the class evaluates the student together with the teacher). Evaluation of one student directly, but indirectly due to the evaluation of another. The teacher calls a student or a student, addresses them with a question, listens to the answer, without expressing his thoughts about the correctness or incorrectness of it. Then, without saying anything to this student, he calls another and asks him the same question again. During the answer of another student, the teacher begins to express his opinion. In this case, the first student is not evaluated in any way, except that another student was called and then approved. The student does not receive direct evaluation, but such a challenge to another student with further direct evaluation is for him convincing evidence of his own defeat. Often this situation is associated with another kind of indirect assessment. When the teacher, without giving any direct assessment of the work of the student called for the survey, does not object to the assessment that is given to the called student by the class and individual students

2. Indefinite estimate (it allows for many bases). This assessment is a transition to various specific assessments, consciously used by the teacher. Characteristic of an indefinite assessment is its verbal form, which brings it closer to certain and moves it away from the output assessments. However, this verbal form itself does not give a direct interpretation, allowing many subjective interpretations at the same time.

3. Remark (evaluation of the teacher to the student. Formation of a certain evaluation situation). Among the influences in the lesson, with the help of which the teacher regulates the state of the class and individual students, the remark stands out first of all, which is only partly an assessment. A remark is a single assessment not of the student's knowledge and skills, but only of the behavior and degree of diligence. Remarks become a negative influence only when they systematically fall on one student. In itself, a separate remark is not so much of an evaluative and stimulating value as it plays the role of a regulator of behavior in the lesson.

4. Denial (head nodding, gestures. Denial affects any educational material) - words and phrases that indicate the incorrectness of the student's answer and stimulate the rebuilding of the solution. Negation does not so much stimulate as it orients the student in the state of his knowledge and in those ways in which they can be rationally expounded.

In this sense, negation plays a positive role, stimulating the restructuring of thinking and knowledge in accordance with the real logic of the subject. This applies only to those types of denial that are motivated and enable the student to navigate not only what should not be done, but what he should do in these circumstances.

5. Consent (the teacher expresses his agreement with the opinion of the student). Its function is to guide the student in the correctness of his own act, to consolidate the success of the student along this path, to stimulate his movement in that very direction.

6. Encouragement (a type of assessment is necessary for timid students, but encouragement does not provide an opportunity to overestimate the student) Approval acts as a positive assessment of what the child has done or intends to do. When they talk about approval, they mean a verbal or non-verbal positive assessment of a person’s actions and deeds. Verbal assessment includes verbal statements containing appropriate value judgments, and non-verbal assessment includes gestures, facial expressions and pantomimes that perform a similar evaluative role. Often verbal and non-verbal ways of expressing approval go hand in hand.

7. Reprimand (impact on the volitional sphere of the student. Reprimand entails a decrease in the success of the student). Ascertains the level of knowledge and the degree of compliance of the question with the logic of the subject, regulates and corrects the student's intellectual work during the survey and influences his emotional-volitional sphere with the help of the characteristics of both knowledge and the student's personality.

8. Approval (emphasizing his active ability leads to an increase in self-esteem) is a direct form of positive evaluation of the work process in the lesson in a survey situation. Approval is a form of defining a person, which emphasizes the advantages of the sides of this person - her abilities, performance, activity, interest, her value as a model in a certain way. Thus, approval is a form of showing personality, highlighting it from the class. As a result, approval simultaneously affects not only the object, but also the attitude towards the children's group, the growth of the level of efforts, self-esteem, and causes the experience of success.

9. Reinforcement and punishment.

A special area of manifestation of the ability for pedagogical communication is the use of reinforcements and punishments by the teacher. They stimulate the success of the student, especially when reinforcements and punishments are deserved and fair. Their stimulating role depends on the pedagogical justification of reinforcements and punishments. In this regard, we present detailed characteristics of effective and ineffective reinforcements from a pedagogical point of view.

Effective reinforcement:

1. Implemented systematically.

2. Accompanied by the teacher's explanation of what exactly in the student's actions deserves encouragement.

3. Associated with the personal interest of the teacher in the success of the student.

4. Corresponds to the achievement of certain results by the student.

5. Involves informing the student about the significance of the results he has achieved;

6. Develops the student's ability to organize his work with the expectation of achieving good results;

7. Compares past and present achievements of the student;

8. In proportion to the efforts expended by the student;

9. Compares what the student has achieved with the efforts made on his part, showing that, if desired, the student can achieve success in the future.

10. Influences the motivational sphere of the student, based on internal incentives and interest, self-development goals, satisfaction with learning, etc.

11. Concentrates the student's attention on the fact that his success depends on himself, on his own abilities and capabilities.

12. Promotes the student's interest in new tasks when the previous tasks have already been completed.

Ineffective reinforcement:

1. Carried out from time to time.

2. It is done in general, without special explanations.

3. Associated with a formal attitude to reinforcement, in which the teacher is not interested in the success of the student.

4. Only the general participation of the student in the work is noted.

5. Informs the student about his results, without emphasizing their significance.

6. Directs the student to compare their results with the results of the work of other students, to compete with them.

7. Compares the achievement of this student with the achievements of other students.

8. Does not match student effort.

9. Compares the result achieved by the student only with the presence of his abilities or shows that the result was achieved due to a fortunate combination of circumstances.

10. Relies on external incentives: praise, the expectation of winning the competition, receiving an award, etc.

11. Draws the attention of the student to the fact that his progress in learning depends on the efforts made by the teacher or someone else from outsiders.

12. Interferes with the work of the student, distracting him, introduces new tasks even before the previous ones are completed.

A teacher can positively influence many aspects of children's behavior if he encourages them for good deeds, and does not punish and pay too close attention to their mistakes.

^ 17. CONDITIONS FOR THE EFFICIENCY OF PEDAGOGICAL ASSESSMENT.

The effectiveness of pedagogical assessment is understood as its stimulating role in the education and upbringing of children. Pedagogically effective is such an assessment that creates in the child the desire for self-improvement, the acquisition of knowledge, skills, and the development of valuable positive personality traits, socially useful forms of cultural behavior. Motivation for intellectual and personal-behavioral development in a child can be external and internal. Under the external motivation for teaching and educational activities are understood incentives that encourage, direct and support its activity externally, i.e. such stimuli that come from the environment of the child and force him to behave in a certain way. If the action of such stimuli ceases, then the activity of learning and communication of children, pursuing educational and educational goals, sharply decreases or even disappears. Internal incentives, unlike external ones, are capable of generating, directing and supporting this kind of activity. In order to distinguish such incentives from external stimuli of behavior, they are called motives, believing that the motive is its own, independent of random external circumstances, internal source of activity, the presence of which is sufficient for a person to always and everywhere behave in a certain way.

^ intrinsic motivation educational activity is considered stronger than external stimulation. Therefore, a more effective pedagogical assessment is usually understood as one that creates and maintains the child's internal motivation for learning and education. 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 self-improvement is reinforced by the creation of favorable external conditions for this.

Ideas about the effectiveness of pedagogical assessment have an individual and socially specific character.

Individual the nature of the ideas 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. The pedagogical assessment that relates to those that are most interested in the child will be effective. If, for example, this interest consists in obtaining approval from a particular person, then pedagogical assessment should be guided in the first place by it. In order to determine in practice the individual nature of the assessment, it is necessary to know well the system of interests and needs of the child, their situational hierarchy, the dynamics of change over time. It is necessary to adapt the system of incentives as accurately as possible to the interests and needs of the child.

^ AGE CHARACTERISTICS OF THE CHILD AND

EDUCATIONAL ASSESSMENT

The main trends in the age-related change in the significance of pedagogical assessment are as follows. With age, firstly, there is a growing understanding of the need to acquire new knowledge, skills and abilities. Secondly, in childhood, the importance of possessing certain personality traits increases from year to year. Thirdly, as they grow older, especially during school years, the role of socio-psychological incentives increases. Finally, fourthly, there is a trend towards a gradual transition from focusing on external incentives to taking into account internal ones. Consider the optimal conditions and methods of pedagogical assessment of children of different ages.

AT infancy and early childhood up to the time when the child learns verbal speech, begins to understand and use it, the most effective form of pedagogical assessment is emotionally expressive transmitted through gestures, facial expressions and pantomime. With the help of reactions that evoke positive emotions in a child, an adult lets him know that he approves of a particular form of behavior. Through reactions that generate negative emotions in the child, the adult informs him that the actions taken by the child are not approved by him. Starting from about a year and a half, when the child understands speech and, in particular, the meaning of such evaluative words as “good”, “bad”, “possible”, “impossible”, as well as the meaning of a number of definitions derived from them, it becomes possible to enter direct evaluation of actions. Here, the emotionally expressive reactions of an adult to the behavior of a child are supplemented and refined. verbal assessments. As a result, the child gets the opportunity to more accurately differentiate assessments, correlate them with specific actions and forms of behavior. It becomes possible through pedagogical assessments to develop more complex forms of behavior, reinforcing some and eliminating others.

Stimulation of activities and communication of children in junior and senior preschool age can be supplemented socio-psychological factors, since children at this time have self-esteem, the level of claims, the motivation to achieve success, group forms of activity. Incentives associated with the desire to win competition with other children, to receive public approval, to attract attention become effective. All this can be successfully used by a teacher involved in the education and upbringing of children of this age. At the same time, one should not forget about the emotional and evaluative stimuli that were used when working with young children. During these years, they retain their positive significance and even surpass socio-psychological assessments in terms of effectiveness.

At senior preschool age to those methods of stimulation that were used at previous age stages, pedagogical assessments related to compliance with the rules of conduct, as well as with demonstration of knowledge, skills and abilities. Favorable opportunities for this are opened up by the emergence of role-playing games with rules along with elementary forms of conscious learning at the senior preschool age. Children's response to this kind of praise is one of the psychological signs of their readiness for schooling. However, at this age, various types of pedagogical stimulation of children are still equivalent. Preschool children react in the same way to emotionally expressive expressions of approval and disapproval from adults, and to their assessments offered in the categories of “good” and “bad”, and to socio-psychological stimuli, and to encouragement related to the ones they demonstrate. knowledge, skills and abilities. Conscious preferences of some types of pedagogical stimuli over others have not yet been observed.

Otherwise, the case is younger school age. Here, incentives related to their knowledge, skills and abilities, compliance with disciplinary requirements, as well as socio-psychological incentives, come to the fore and acquire special value in the eyes of children. The dominance of these forms of evaluative motivation is one of the evidence of the child's personal age maturity. A characteristic feature of this age in stimulating the education and upbringing of children is that the most effective are pedagogical assessments given not by all, but by significant adults, teachers and parents.

In adolescence, the situation changes. The former methods of stimulation, which appeared in earlier years, retain their role, except for the fact that socio-psychological assessments occupy one of the first places in the hierarchy of pedagogical incentives. But the main thing that happens at this age is that children begin to respond more to the assessments given by their peers and friends, than the grades received from parents and teachers.

At senior school age, the importance of pedagogical assessments offered by adults increases again, and along with this, the hierarchy also changes. Personal assessments become more significant than assessments relating to knowledge, skills and abilities, as well as external forms of behavior. Pedagogical assessments received from adults, at this age, as a rule, are refracted through self-assessment, and one's own perception of oneself becomes more significant than assessments received from the outside. This is a sign of the transition to the highest level of personal maturity and self-actualization personality.
18. Interpretations of the concept of "learning activity"

"Learning activity" (LE) is a rather ambiguous concept. There are three main interpretations of this concept, accepted both in psychology and in pedagogy.
1. Sometimes UD is considered as a synonym for learning, teaching, learning.
2. In "classical" Soviet psychology and pedagogy, SD is defined as the leading type of activity in primary school age. It is understood as a special form of social activity, manifesting itself with the help of objective and cognitive actions.
3. In the interpretation of the direction of D.B. Elkonina - V.V. Davydov educational activity is one of the activities of schoolchildren and students, aimed at mastering by them through dialogues (polylogues) and discussions of theoretical knowledge and related skills in such areas of public consciousness as science, art, morality, law and religion.
The interpretation of educational activity according to Elkonin - Davydov is considered below.

The essence of learning activity

The concept of learning activity in psychology is one of the approaches to the learning process that implements the position on the socio-historical conditionality of mental development. It developed on the basis of the fundamental dialectical materialist principle psychology - the principle of the unity of the psyche and activity in the context of psychological activity (A.N. Leontiev) and in close connection with the theory of the gradual formation of mental activity and types of teaching (P.Ya. Galperin, N.F. Talyzina).

How should training be organized, solving two main tasks:

providing knowledge;
ensuring mental development?

This problem faced L.S. Vygotsky, who defined it as "the ratio of learning and development". However, the scientist only outlined ways to solve it. This problem is most fully developed in the concept of educational activity by D.B. Elkonin, V.V. Davydov.
Remaining within the framework of the cognitive paradigm, the authors of this concept developed an idea of the reference LE as cognitive, built on a theoretical type. Its implementation is achieved through the formation of students' theoretical thinking through a special construction of the subject, a special organization of learning.

According to this concept, a student as a subject of knowledge should be able to master scientific concepts organized according to a theoretical type; reproduce in their own activities the logic of scientific knowledge; climb from abstract to specific.

In other words, the subjectivity of the student is manifested in his ability to reproduce the content, path, method of theoretical (scientific) knowledge.
The concept of UD (as opposed to didactic concepts) contains the prerequisites for understanding the student as a subject of cognition. Myself the educational process is interpreted not as the transmission of scientific knowledge, their assimilation, reproduction, but as the development of cognitive abilities, basic mental neoplasms. It is not knowledge itself that develops, but its special construction, modeling the content of the scientific field, methods of its cognition.
The academic subject not only contains a system of knowledge, but in a special way (through the construction of subject content) organizes the child's cognition of the genetically initial, theoretically essential properties and relations of objects, the conditions of their origin and transformations. The subjective activity of the student (its orientation, the nature of the manifestation) is set by the method of organizing cognitive activity, as if from the outside. The main source of the formation and development of cognitive activity is not the student himself, but organized learning. The student is assigned the role of knowing the world in specially organized conditions for this. The better the learning conditions are created, the better the student will develop. Recognizing the student's right to be a subject of cognition, the authors of this concept transfer the realization of this right to the organizers of learning, who determine all forms of cognitive activity.
The organization of training, built on a theoretical type, according to. V.V. Davydov and his followers, is most favorable for the mental development of the child, therefore, such training is called developing(Davydov V.V., 1986; abstract). The source of this development lies outside the child himself - in training, and specifically designed for these purposes.

Types of pedagogical assessments.

There are several types of pedagogical assessments that form different classifications: assessments can be subject and personal, material and moral, productive and procedural, quantitative and qualitative. Subject assessments concern what the child is doing or has already done - the content, subject, process and result of the activity, but not the child himself. Personal assessments, on the contrary, refer to the individual, note individual qualities, efforts, skills, diligence, etc. Material pedagogical assessments include various ways of material incentives for children for success in activities: money, attractive things, etc. Moral pedagogical assessments contain praise or blame characterizing the child's actions in terms of their compliance with accepted moral standards. Effective pedagogical assessments refer to the final result of the activity, focusing mainly on it, without taking into account the ways to achieve this result and other features of the activity. Procedural assessments, on the contrary, relate to the process of activity, emphasize 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, the number of tasks solved, exercises done, etc. Qualitative assessments relate to the quality of work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

In order for the assessment effect to be pedagogically targeted, it is first of all necessary to single out its predominant functions in relation to correctional and developmental education and to substantiate the pedagogical conditions in which their implementation is carried out with the greatest completeness.

In any education, the most important task is to educate children in a positive attitude to learning activities, to school, to the learning process. The entire system of teaching and upbringing work must be subordinated to this task, and, of course, pedagogical evaluation must be subordinated to it first of all. Its main function at the initial stage of education is a stimulating function that encourages children to master a new type of activity for them - learning.

The initial stage of training is a very important stage in the development and formation of a person's personality. It is very important in this work that the formation of the main components of educational activity, its awareness and arbitrariness, which, in fact, characterize the conscious attitude of schoolchildren to learning to the greatest extent, be accepted by the teacher not only as an important task of teaching, but also as a special task of pedagogical estimates. After all, it is the pedagogical assessment that brings, as already mentioned, the requirements of the teacher to the consciousness of children, makes it possible to assimilate these requirements, which, ultimately, is the main goal of education. It is known that the demands of adults only then become reliable regulators of the child's behavior when they turn into his demands on himself, i.e. into self-regulators, which the child follows regardless of whether he is under the control of other people or not.

For teachers of correctional and developmental education, the law should be the rule: before moving on to assessing the results of educational activities, it is necessary to teach children how to learn. In the lower grades, especially at the beginning of learning, the very process of schoolchildren's educational work, the ability to rationally organize it, should be considered as the main and main object of pedagogical assessment. This quality, being formed, ensures the success of the teaching of children both in primary school and in the future.

Student Assessment Functions

Control, like all other components of the educational process, performs certain functions. A function is usually understood as the work performed by one or another body, an obligation to be performed, etc. In short, the functions of control are the components of the work that the receptive-comparative actions of the controller are called upon to perform. In this regard, it makes sense to analyze the control functions identified by some methodologists.

Teaching function

So, most often they talk about the learning function of control.

There is an opinion that by checking we teach, and by correcting mistakes, we suggest the correct course of action. But if we want to conduct a truly scientific analysis and not call learning everything that includes the learning process (in this case, the learning function will absorb all the others), then the learning function should be limited to the transfer of knowledge and the actions of the teacher in the formation of skills and abilities. The organization of the learning activities of students, inducing them to such actions will already be related to the organizing or stimulating functions of the teacher.

As you know, knowledge is transferred in the process of explanation or demonstration, and skills are formed by repeated reinforcement. This is where the teaching functions of the teacher end, since further skills and abilities are formed in the repeated actions of students who master the relevant skills in the exercises organized by the teacher. Therefore, we can talk about the learning functions of explanation, demonstration or reinforcement, about the learning functions of exercises, during which such learning methods as repetition and search are implemented, but we cannot talk about the learning function of control. In his receptive educational actions, the teacher has no opportunity either to transfer knowledge to students or to evaluate his actions (reinforcement). And he will be able to transfer knowledge to students and evaluate his actions after the control is over, although on the basis of the information that he received in the process of control. So, control cannot perform the learning function.

Educational function

The educational function of control as a whole is concomitant, but it can also be dominant when, for example, a teacher seeks to accustom individual students to systematic work, tries to influence their psychological characteristics (to develop will, memory, etc.), stimulating them with an assessment, if excessive self-confidence carried out a more rigorous approach to evaluation.

Corrective function

Often they talk about a corrective or control-corrective function. Indeed, after listening to the student, the teacher can correct his mistakes, that is, explain or show the correct speech actions. But the adjustment occurs after the control, based on the information that is obtained in the control process, and is a function of showing or explaining (one of the ways of learning), and not control.

Based on the information obtained during the control, it is possible to prevent the formation of erroneous skills, draw generalizing conclusions about the teaching method, determine the level of students' preparation, evaluate their work, change teaching methods, correct tasks for lagging students, and much more, but this does not mean that adjustment, generalization, diagnostics, evaluation, management - all these are control functions. In all these cases, the control has already fulfilled its role: it provided information about the student's state at a given time interval. If we imagine a student as a controlled system, which the control system (teacher) is trying to transfer from one state to another, then we can say that the information received during control is a feedback. Therefore, the control function, which consists in obtaining information about the level of students' preparation, can be called a feedback function.

At preschool age, two functions of pedagogical assessment can be distinguished - orienting and stimulating.

Assessment as an incentive is widely used by all educators ("My smart girl, you will do a good job", "I'm sure you know this", "You are polite and therefore you will not forget to thank!", etc.).

The orienting function of assessment is used much less frequently in practice, although, in our opinion, the pedagogical effect of its impact is much more significant. Therefore, we try to resort to this method of evaluation. For example: “Marina is a cultured girl, because she covers her mouth when she coughs and asks forgiveness from everyone at the same time”, “Pavlik is well done, he knows that we don’t put food on a fork with a knife, but only use it as a barrier”, "Slava is a clever girl, he remembered that it is easier to shade the background with the side surface of the crayon", "Zhanna is a caring girl, she did not forget that before dressing herself, you need to help the baby dress." Such remarks allow not only to praise a particular child, but also to help other children navigate the correctness of their actions and deeds.

1.3 Pedagogical assessment

In principle, assessment is not a reward or punishment, but a measure of knowledge, but practically none of the teachers manages to get away from using assessment as a stimulating tool, and therefore one should strive to do it in the best way. Pedagogically effective is the assessment that creates in the child a desire for self-improvement, for acquiring knowledge, skills and abilities, for developing valuable positive personality traits, socially useful forms of cultural behavior.

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 assessments concern what the child is doing or has already done, but not his personality. In this case, the content, subject, process and results of activity are subject to pedagogical assessment, but not the subject itself. Personal pedagogical assessments, on the contrary, 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 subjective assessments, the child is stimulated to improve learning and to personal growth through an assessment of what he does, and in the case of subjective assessments, through an assessment of how he does it and what properties he shows.

Material pedagogical assessments include various ways of material incentives for children 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 censure that characterizes the child's actions in terms of their compliance with accepted moral standards.

Effective 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, it is estimated what happened in the end, and net, how it was achieved. Procedural pedagogical assessments, on the contrary, refer 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 are correlated with the object of the work performed, 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.

Along with the types of pedagogical assessments, there are ways to stimulate the educational and educational success of children. The main ones are: attention, approval, expression of recognition, evaluation, support, reward, increasing the social role, prestige and status of a person. Let’s take a look at each of these incentives one by one.

Benevolent attention to a person has always been considered one of the most effective forms of his encouragement. The teacher, who pays special benevolent attention to the student, showing sincere genuine interest in him, thus, as it were, encourages him, drawing the attention of the people around him to him. Children, in turn, appreciate attention from adults, especially teachers or educators, and try to achieve it by resorting to various types of techniques. Often attention is accompanied by approval, which in turn enhances its stimulating role.

Approval acts as a positive assessment of what the child has done or intends to do. When they talk about approval, they mean a verbal or non-verbal positive assessment of a person’s actions and deeds. Verbal assessment includes verbal statements containing value judgments, and non-verbal assessment includes gestures, facial expressions and pantomimes that perform a similar evaluative role. Often these methods are combined with each other.

Recognition is the allocation of certain merits of the evaluative person and their high assessment, shows what they are specifically valued for. Recognition at the same time acts as the allocation and evaluation of those merits by which the person being evaluated differs from others, including the one who characterizes him.

The assessment includes the classification 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. They characterize in points the absolute and relative successes of the student.

Support as a way of stimulation is manifested in the fact that the teacher approves the specific actions of the student, encourages him to repeat or successfully complete these actions. Most often, support as a means of stimulation appears when the child needs help from outside.

The reward is understood and 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.

All other methods of stimulation are assessments given to the behavior, actions, intentions, actions, behavior, results of children's activities. Traditional school assessments act as one of these methods, and far from being sufficient to provide full-fledged motivation for learning and raising children. The concept of "pedagogical assessment" in its scope and content is much broader than just "assessments" or "marks", therefore, in practice, one cannot be limited to only the last two methods of stimulation.

3. The use of stimulation methods in the modern school

The pedagogical process is characterized by versatility of content, exceptional richness and mobility of organized forms. This is directly related to the variety of methods for the implementation of the pedagogical process. There are methods that reflect the content and specifics of training, as well as education; there are methods directly focused on working with younger and older preschoolers; there are methods of work in some specific conditions. But there are also general methods for implementing a holistic pedagogical process. They are called general because the scope of their application extends to the entire pedagogical process.

Situations of encouragement and punishment are methods that are special cases of complex psychological and pedagogical situations, characterized by the need to adjust relations, introduce certain precisely dosed changes into them, in other words, their pedagogical correction.

When using rewards and punishments, the main thing is to avoid extremes. Judgment and understanding of the individual qualities of the child will help to navigate the use of disciplinary measures. If only punishment awaits a child, he will not learn the right behavior. In addition, he will be afraid of the one who punishes, seek to deceive him in order to avoid punishment. For example, no amount of reproaches and punishments will make school more attractive for a child, but if every little success is praised and encouraged, there will be hope that he will study with pleasure.

In order to navigate in this world, the child needs an assessment of his actions. That is, without a system of rewards and punishments, in any case, you can’t do without. The teacher must competently and timely apply stimulation methods, taking into account the individual characteristics of each child. Skillful application of punishments and rewards requires pedagogical tact and a certain skill from the teacher. Any action must be accompanied by an analysis of the causes and conditions that gave rise to the application of a particular method. To analyze your actions, you can offer a questionnaire to teachers (Appendix B).

An important condition for the development of self-stimulation in the use of rewards and punishments is compliance with the measure. It is even difficult to say what is more harmful in education: praise, abuse of encouragement, or, on the contrary, punishment for any reason.

In the modern school there are no uniform requirements for the use of incentive methods, but it can be said that the effect of the use of rewards and punishments is inversely proportional to the frequency of their use. Only in those cases when the need for encouragement or punishment is rigidly and unambiguously dictated by a specific situation, it is necessary to resort to them. (Appendix C shows the results of the survey and questioning of teachers and students.)

Conclusion

Many teachers of the past and our compatriots, who dealt with the problem of reward and punishment in the upbringing of children, liked to repeat K.D. Ushinsky: “If we still use rewards and punishments, then this shows the imperfection of our art of education. It is better if the educator achieves that rewards and punishments become unnecessary.

In the term paper, we examined in detail the reasons for the emergence of such a point of view, noted that for its time it was largely progressive. The author is aware that this dispute will ultimately be decided by time. One thing is indisputable: today in education one cannot do without these means, and the task is to ensure that their use is at least elementary literate in pedagogical terms.

Mastering the art of applying rewards and punishments requires considerable effort from both teachers and parents. “Punishment is a very difficult thing; it requires great tact and caution from the educator, ”stressed A.S. Makarenko. The same should be said for incentives. That is why A.S. Makarenko advised teachers, and especially parents, to use rewards infrequently, and not to resort to punishment at all without special need.

It can be assumed that with the improvement of the educational process, the growth of the pedagogical qualifications of teachers, their skills in schools, there will be less and less cases of inept, sometimes contrary to elementary norms of ethics and law, the use of rewards and punishments. On the contrary, encouragement and punishment will be used more and more as a pedagogical correction, precisely calculated and finely implemented influence of the teacher and public opinion team. However, this will not happen by itself.

Glossary

No. p / p	concept	Definition
1.	Verbal evaluation	these are our words, sounds, joyful exclamations or expressions of surprise, etc.
2.	Upbringing	a purposeful process of transferring social experience from the older generation to the younger.
3.	Personality	manifestation of the social essence of man.
4.	Measure	action or set of actions, means for the implementation, achievement of something.
5.	Teaching method	an ordered way of interconnected activities of a teacher and a student, aimed at solving the problems of education, upbringing and development in the learning process.
6.	Punishment	a method of pedagogical influence, which should prevent undesirable actions, slow them down, cause a feeling of guilt in front of oneself and other people.
7.	Non-verbal evaluation	these are glances, gestures, body movements, facial expressions.
8.	Piety	desire and readiness to express respect (including religious) to someone or something.
9.	promotion	this is recognition, a positive assessment of the behavior or quality of the student on the part of a teacher or a team of comrades, which are expressed publicly or in a personal form.
10.	Learning activities	It is a joint activity of the teacher and the activity of the student.
11.	Caliphate	form of government

List of sources used

1. "Lyceum and gymnasium education" No. 8, 2004

2. Ivashchenko F. Psychology of education of schoolchildren. Textbook for students of higher pedagogical educational institutions. – Ed.: Belarus. Top school. 2006-189 p.

3. Ksenzova G.Yu. Innovative technologies for teaching and educating schoolchildren. - Publishing house "Pedagogical Society of Russia" 2008.-128 p.

4. Makarenko A.S. A book for parents.- M.: Lenizdat, 1981.-319 p.

5. Maslenkova L.I. Theory and methods of education / Ed. P.I. Pidkasistogo.- M .: Pedagogical Society of Russia. 2004.-480 p.

6. Nikolaeva E.I. Whip or gingerbread? Encouragement and punishment as methods of raising a child.- St. Petersburg: Speech, 2010.-155

7. Rozhkov M.I., Baiborodova L.V. Organization of the educational process at school: A textbook for students of higher pedagogical educational institutions. - M .: Humanitarian Publishing Center VLADOS, 2000-256 p.

8. Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: Textbook for students of higher pedagogical educational institutions. Ed. V.A. Slastenina-M.: Publishing Center "Academy"; 2002.-576 p.

9. Stepanov E.N., Luzina L.M. The teacher about modern approaches and concepts of education. -M.: TC Sphere 2005/02-160 p.

10. Shurkova N.E. Workshop on pedagogical technology.- M.: Pedagogical Society of Russia, 1988.-250 p.

11. http://detstvo.ru/psychology/1250.html

12. http://www.pedklass.narod.ru/files/Poocsrenie_i_nakazanie.

13. http://www.nravstvennost.info/library/news_detail.php?ID=2434

Annex A

Instructions on the use of rewards and punishments in schools. (1944)

Developed by the Department of Primary and Secondary Schools on the basis of the order of the People's Commissariat of Education of the RSFSR N 205 dated March 21, 1944 "On strengthening discipline in the school."

1. The discipline of students is brought up by the whole content of the work of the school and its general way of life: the skillful teaching of school subjects, the strict regime of the entire school life, the steadfast observance by each student of the "Rules for Students", the cohesive organization of the children's team, reasonably applied incentives and punishments. The leading role in this matter belongs to the teacher.

Thus, rewards and punishments are considered as means of education, used only in combination with others, while the moral influence of the personality of the teacher himself is given decisive importance.

About the use of incentives.

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Groups were made by teenagers of a comprehensive school in the amount of 17 people. The objectives at this stage of the study are to: 1. Reveal the real state of the use of rewards and punishments in the educational process. 2. Determine the conditions necessary for the reasonable application of these methods. In order to identify methods of encouragement and punishment for the emotional state of students,...

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