The federal state educational standard of primary general education sets a qualitatively new idea of ​​what the content of primary education and its educational result should be. Textbooks, requirements for educational programs of institutions and curricula are changing. The idea of ​​the criteria for the professional skills of a teacher, the goals and methods of his work is changing. And, of course, the changes apply to the content and methods of evaluating the result of education. Now the effectiveness is made up of a complex set of indicators that describe both subject, and meta-subject, and even personal achievements of the child. A modern school should teach a child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn”.

Unfortunately, now most of our students show very poor preparation for independent learning, independently obtaining the necessary information, a low level of ability to solve problems, find a way out of a non-standard situation. Graduates are not ready for successful adaptation in the modern world. And as a result - leaving the walls of the school, young people will either remain unsuccessful in life, or get lost, they will not be able to "find themselves."

These issues are intended to be addressed by the Federal State Educational Standard. But there are hidden risks of working according to educational standards.

For the teacher, these are: documentation overload; inability to link theory with practice; abundance and categoricalness of valuable indications; authoritarianism in teaching;

ignorance of the requirements of the standards, their discrepancies; feeling of dissatisfaction due to mistakes in work. All this affects the mood of the teacher.

For a student, these are: inability to work with literature; overload risk;

Helplessness in choosing a way to resolve issues; the habit of being led; overestimated level of claims; inability to formulate goals.

That is why the school is faced with the problem of independent successful assimilation of new knowledge, skills and competencies by students, including the ability to learn. Great opportunities for this are provided by the development of UUD. Therefore, the "Planned Results" of the Education Standards (FSES) determine not only subject, but meta-subject and personal results. The Federal State Educational Standard of Primary General Education prescribes that “the subject of the final assessment of students’ mastering the basic educational program of primary general education should be the achievement of subject and meta-subject results of mastering the basic educational program of primary general education necessary for continuing education ...”

subject are expressed in the assimilation by trainees of specific elements of social experience studied within the framework of a separate academic subject - knowledge, skills and abilities.

Metasubject methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the framework of the educational process and in solving problems in real life situations.

Personal: the system of value relations of students - to themselves, other participants in the educational process, the process itself and its results.

We see that subject results are evaluated through a system of subject knowledge and actions, meta-subject results - through universal learning activities, personal - through meaning formation, self-determination and self-knowledge, as well as moral and ethical guidelines.

The development of UUD is a complex and time-consuming process. Manage this process without answering the questions: “Where are we at? Is everything going as we planned? How far have we come? What are the difficulties? - impossible. So monitoring is needed. The teacher has a new function - to monitor the results of education in the system.

Monitoring is a tool of the one who manages the situation. The process of monitoring research under the new standards solves several pedagogical problems:

Stimulates the desire to evaluate their own pedagogical activity in order to transform it;

Determines the ways of their own development and the development of the student team;

It leads to the effective achievement of qualitatively new results of education, upbringing and development of students and teachers.

Monitoring in elementary school is of particular importance, since without continuous monitoring of the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student, it is difficult to assess the effectiveness of the work of the elementary school.

Monitoring at school is represented by two levels:

First level (individual)- it is carried out by the teacher, the class teacher every day (this is observation, fixing the dynamics of the development of each student);

Second level ( intraschool)- carried out by the school administration (tracking the dynamics of the development of classes, parallels).

Any type of monitoring is carried out in three stages.

At the first stage ( preparatory) the goal, object are determined (the object of monitoring for a primary school teacher is a student, a class, as well as certain areas of the educational process), terms, tools.

Second phase ( practical) - collection of information. Methods for collecting information are varied: observations, surveys, interviews, analysis of documents, attending classes, control sections, questionnaires, testing, etc. The use of certain methods depends on the goals of monitoring.

Third stage ( analytical). The information is processed, analyzed, recommendations are made, ways of correction are determined.

Intra-school monitoring in elementary school is carried out in accordance with the adopted by the teachers' council Regulations on the control and assessment of knowledge students of the first stage of primary general education. Annually, with the help of diagnostic work, the level of formation of learning outcomes is monitored in the form of administrative tests in the Russian language, mathematics, literary reading, the world around:

- input- is carried out in order to determine the degree of stability of students' knowledge, identify the causes of loss of knowledge, eliminate gaps in the process of repetition, predict the possibility of successful learning;

- intermediate- is carried out in order to track the dynamics of students' learning, correction of knowledge among poorly performing students;

- final- is carried out at the exit from primary school in order to determine the level of formation of ZUN, track the dynamics of learning, predict the effectiveness of further education of students.

Achievement subject results provided through the core curriculum. Therefore, the object of evaluation of subject results is "the ability of students to solve educational and cognitive and educational and practical tasks." Evaluation of the achievement of subject results is carried out both in the course of the current and intermediate assessment, and in the course of the final verification work. The results of the accumulated grade obtained during the current and intermediate assessment are recorded in the class journal.

In the educational process, the assessment of subject results is carried out with the help of diagnostic work (intermediate and final), aimed at determining the level of mastering the topic by students. Among the methods for assessing subject results, one can use: observation, testing, a control survey (oral and written), analysis of a control task, interviews (individual, group), analysis of students' research work, etc.). This list of methods is far from exhausting the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program. Possible levels of mastering educational activities: basic and advanced.

Basic level (tasks used for the final assessment of the achievement of planned results and learning situations correspond to the planned results, the achievement of which is expected from the majority of students). They are described in the "Graduate will learn" block. Advanced level (since, depending on the capabilities, interests and needs of students, development may go beyond the framework of the basic knowledge system). They are described both in the “Graduate will learn” block and in the “Graduate will have the opportunity to learn” block.

The main object of evaluation metasubject results the formation of regulative, communicative and cognitive universal educational actions among students serves.

Regulatory: management of their activities, control and correction, initiative and independence.

Communicative: speech activity, cooperation skills.

Cognitive: work with information and training models; use of sign-symbolic means, general solution schemes; execution of logical operations: comparison, analysis, generalization, classification, establishment of analogies, bringing under the concept.

Main the content of the assessment of meta-subject results built around the ability to learn. Assessment of meta-subject results is carried out in the course of various procedures:

Solving problems of a creative and exploratory nature;

Educational design;

Final verification work;

Complex works on an interdisciplinary basis;

Monitoring the formation of basic learning skills;

Portfolio, etc.

Methods for evaluating meta-subject results are:

Observations of certain aspects of the activities of students or their progress in learning;

Evaluation of the process of students performing various kinds of creative work;

Testing;

Evaluation of open and closed responses of students;

Evaluation of the results of students' reflection (various self-analysis sheets, interview protocols, student diaries, etc.)

Student portfolio;

Exhibitions and presentations of large integral completed works.

Monitoring of meta-subject UUD is carried out in the third decade of April.

The main means of control is special diagnostic work:

Tasks for individual universal educational activities;

Complex tasks that require the simultaneous use of various UUDs.

We use special integrated test papers to test some personal and meta-subject results (UUD) for grades 1-4, which were created within the educational system "School of Russia" and published by the publishing house "Planeta" on paper.

Monitoring tasks personal results: assessment of personal results of mastering the BEP IEO; evaluation of the effectiveness of the implementation of the Program by the educational institution. Monitoring allows the teacher and parents to:

Track the dynamics of the moral development of students;

Compare the results of educational activities between other classes (parallels);

Track the dynamics of student development, changes in the educational environment and in the interaction of the school with the families of pupils.

Methods for collecting information are psychological and pedagogical diagnostics, testing tasks, a portfolio of an elementary school student.

Main Features personal development primary school students are:

self-determination(formation of the foundations of the civic identity of the individual, the formation of a picture of the world of culture, the development of the self-concept and self-esteem of the individual),

meaning formation(formation of value orientations and meanings of educational activity),

moral and ethical orientation ( formation of a holistic image of the world, knowledge of basic moral norms, formation of moral self-esteem, etc.).

To assess intellectual development, there are such methods as analysis of the current and final certification, group intellectual test, school test of mental development.

Completely new for the mass school is the diagnostics of the results of personal development introduced by the Federal State Educational Standard. It can be carried out in different forms (diagnostic work, observation results). In any case, such a diagnosis involves the manifestation of personal qualities by the student: assessment of actions, designation of one's life position, personal goals. This is a purely personal area, therefore, the rules of personal security, confidentiality require such diagnostics to be carried out only in the form of non-personalized works: the work performed by students, as a rule, should not be signed, and the tables where this data is collected should show results only by class or school in in general, but not for each individual student.

Systematic assessment of subject, meta-subject and personal results is implemented within the framework of an accumulative system - a working Portfolio. The purpose of the portfolio is to act as an individual cumulative assessment, and along with the results of the exams, to determine the rating of the graduates of the basic school. We will have to get used to the formula: certificate + portfolio = educational rating of a school graduate.

Analyzing the results of monitoring studies, developing individual and differentiated programs to help schoolchildren, the teacher improves his professional skills. Monitoring forms a democratic relationship between teacher and student, which helps children to be successful. The introduction of monitoring serves a favorable purpose: the creation of a personality-oriented model of education and contributes to the implementation of our main credo - to create comfortable conditions for each student.

Monitoring as a means of tracking the results of students' ZUN fully justifies itself:

Contributes to the identification of "sinking" topics;

Identifies children in need of individual support, control by the teacher;

Forces the teacher to constantly keep abreast of the progress of the class;

Increases the quality of the teacher's work, his return to work;

It improves the very quality of ZUN students.

The teacher, using the results of monitoring, gets to know each child more fully, his achievements and difficulties, has the opportunity to provide effective assistance to students, ensuring a higher effectiveness of the educational process. The usefulness and qualification of assistance is achieved through the joint work of the teacher and the psychological service: psychologist, sociologist, speech therapist.

Thus, monitoring the results of education will allow you to see the personal progress of each student and will make it possible to further compare the results achieved with subsequent ones. It will also help to adjust their own activities and the content of the educational process.

Many approaches, techniques for the formation of UUD have been actively used by teachers of our school in educational practice before. But with the introduction of new standards, this work should develop into a clear, purposeful system.

And, of course, that such an organized diagnostic system will contribute to the achievement of the desired result to a greater extent - a portrait of a graduate, represented by new educational standards.

Methodological advice on the topic
"Diagnostics of meta-subject results of students"
from 02.11.2015
At present, the school still continues to focus on learning, bringing into life a trained person - a qualified performer, while today's information society requires a trained person who is able to independently learn and relearn many times over a constantly lengthening life, ready for independent actions and decision-making. For life, human activity, it is important not for him to have savings for the future, a stock of some kind of internal baggage of everything learned, but the manifestation and ability to use what is, that is, not structural, but functional, activity qualities.
A measure of a person's ability to engage in activity is a set of competencies. For school educational practice, the following key competencies can be distinguished:
mathematical competence - the ability to work with numbers, numerical information - possession of mathematical skills;
communicative (linguistic) competence - the ability to enter into communication in order to be understood, possession of communication skills;
information competence - knowledge of information technologies - the ability to work with all types of information;
autonomization competence - the ability of self-development - the ability to self-determination, self-education, competitiveness;
social competence - the ability to live and work together with other people, relatives, in a team, in a team;
productive competence - the ability to work and earn money, the ability to create your own product, the ability to make decisions and be responsible for them;
moral competence is the willingness, ability and need to live according to universal moral laws.
In other words, the school should teach the child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “To the New Millennium”).
According to the Federal State Educational Standard, one of the characteristics of the “portrait of a basic school graduate” is formulated as follows:
Section 1, paragraph 6: The standard is focused on the formation of the personal characteristics of the graduate (“portrait of the graduate of the basic school”):
who loves his land and his Fatherland, knows Russian and his native language, respects his people, their culture and spiritual traditions;
aware and accepting the values ​​of human life, family, civil society, the multinational Russian people, humanity;
actively and interestedly knowing the world, realizing the value of labor, science and creativity;
able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice;
socially active, respecting the law and order, commensurate their actions with moral values, aware of their duties to the family, society, the Fatherland;
respecting other people, able to conduct a constructive dialogue, reach mutual understanding, cooperate to achieve common results;
consciously fulfilling the rules of a healthy and environmentally sound lifestyle that is safe for humans and their environment; oriented in the world of professions, understanding the importance of professional activity for a person in the interests of sustainable development of society and nature.
The standard establishes requirements for the results of mastering by students of the main educational program of basic general education: personal, meta-subject, subject. Meta-subject results should be understood as results that include inter-subject concepts mastered by students and universal learning activities (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory. FGOS IEO and LLC regarding the requirements for the meta-subject results of schoolchildren involve ensuring continuity. At all stages of school education, the formation of the personality of students, their mastery of universal methods of educational activity, which ensure success in cognitive activity, are provided. Often teachers erroneously combine the concepts of meta-subject results and inter-subject connections and general educational skills. Undoubtedly, as part of the meta-subject results, there are general educational skills that are formed in various lessons and extracurricular activities, which is explained by such quality as their universality. But they make up only a part of the metasubject results. In addition, they find their application not only in school subjects and extracurricular activities, but most importantly, they are used in everyday life, they form the basis of successful activity.
GEF defines meta-subject results as methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the framework of the educational process and in solving problems in real life situations.
The developers of new generation standards invest in the content of meta-subject results, first of all, the formed ability to use inter-subject concepts and universal educational actions (regulatory, cognitive, communicative) in educational, cognitive and social practice. In elementary school, UUD should ensure the mastery of key competencies that form the basis of the ability to learn, and meta-subject concepts. In the basic school, the following are added: independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory. In high school, it is supplemented by mastering the skills of teaching and research, project and social activities.
The table contains excerpts from the standard on the content of the requirements for meta-subject results, demonstrating the continuity of primary, secondary and high schools.
Requirements for meta-subject results of mastering the main educational program

Primary school Primary school Senior school
mastering the ability to accept and maintain the goals and objectives of educational activity, the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity, the ability to independently determine the goals of activity and draw up activity plans;

Mastering ways to solve problems of a creative and exploratory nature, the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve
formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; to determine the most effective ways to achieve the result, the ability to correlate one’s actions with the planned results, to control one’s activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to independently carry out, control and adjust activities;
use all possible resources to achieve the set goals and implement action plans;
choose successful strategies in different situations;
the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure to adjust their actions in accordance with the changing situation;

Mastering the initial forms of cognitive and personal reflection, the ability to assess the correctness of the implementation of the educational task, one's own ability to solve it; one's actions;
possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities; the ability to independently evaluate and make decisions that determine the strategy of behavior, taking into account civil and moral values;
possession of the skills of cognitive reflection as awareness of the actions and thought processes, their results and grounds, the boundaries of one's knowledge and ignorance, new cognitive tasks and means to achieve them.
mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts, the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification , establish cause-and-effect relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions possession of the skills of cognitive, educational, research and project activities, problem solving skills;
the ability and willingness to independently search for methods for solving practical problems, the use of various methods of cognition;

The use of sign-symbolic means of representing information to create models of objects and processes under study, schemes for solving educational and practical problems, the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems
mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives; semantic reading
willingness to listen to the interlocutor and conduct a dialogue;
readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
definition of a common goal and ways to achieve it;
the ability to agree on the distribution of functions and roles in joint activities;
exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others; the ability to organize educational cooperation and joint activities with the teacher and peers;
work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; the ability to communicate productively in the process of joint activities, to take into account the positions of other participants in the activity, to effectively resolve conflicts;
express your opinion and argue your point of view and evaluate events formulate, argue and defend your opinion planning and regulating your activities;

Active use of speech and ICT tools for solving communicative and cognitive tasks; formation and development of competence in the use of information and communication technologies (ICT) the ability to use the means of information and communication technologies (hereinafter referred to as ICT) in solving cognitive, communicative and organizational tasks in compliance with the requirements of ergonomics, safety, hygiene, resource supply, legal and ethical standards, information security standards;
the ability to work in the material and information environment of primary general education (including with educational models) in accordance with the content of a particular academic subject
continuing to consciously build a speech statement in accordance with the tasks of communication and compose texts in oral and written form, the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; proficiency in linguistic means - the ability to clearly, logically and accurately express one's point of view, to use adequate linguistic means;
the use of various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the subject, including the ability to enter text using keyboards, record (record) measured values ​​in digital form and analyze images, sounds, prepare your speech and perform with audio, video and graphic accompaniment; comply with the norms of information selectivity, ethics and etiquette proficiency in oral and written speech, monologue and contextual speech readiness and ability for independent information-responsible activities, including the ability to navigate various sources of information, critically evaluate and interpret information received from various sources;

Mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social cultural, technical, etc.) in accordance with the content of a particular subject, the formation and development of environmental thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation determine the purpose and functions of various social institutions;
mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes. Features of the assessment of meta-subject results are associated with the nature of universal learning activities. To achieve meta-subject results, the content of the main educational program of the MOAU secondary school No. 1 of Svobodny included the "Program for the development of universal educational activities", including the formation of students' competencies in the use of information and communication technologies, educational, research and project activities. This program provides:
development of students' ability to self-development and self-improvement;
the formation of personal value-semantic guidelines and attitudes, regulatory, cognitive, communicative universal educational activities;
the formation of the experience of transferring and applying UUD in life situations to solve the problems of general cultural, personal and cognitive development of students;
increasing the efficiency of students' assimilation of knowledge and learning activities, the formation of competencies and competencies in subject areas, teaching, research and project activities;
formation of skills of participation in various forms of organization of educational, research and project activities;
mastering the methods of educational cooperation and social interaction with peers. senior schoolchildren and adults in joint educational, research and project activities;
formation and development of students' competence in the use of information and communication technologies.
The goal of the UUD development program is to provide organizational and methodological conditions for the implementation of the system-activity approach, which is the basis of the Federal State Educational Standard, in order to form the ability of primary school students for independent educational goal-setting and educational cooperation.
The achievement of meta-subject results is ensured by the main components of the educational process - academic subjects. Assessment of meta-subject results can be carried out in the course of various procedures (during the final verification or complex work on subjects; current, thematic or intermediate assessment, etc.). Based on the fact that in adolescence the activity of interpersonal communication becomes the leading one, communicative learning activities acquire priority in the development of UUD during this period. In this sense, the task of the elementary school "to teach the student to learn" is transformed into a new task for the main school - "to initiate educational cooperation." The teacher today must become a constructor of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating by students their own products in the development of knowledge. V.A. Sukhomlinsky noted: “All our plans, all searches and constructions turn into dust if the student has no desire to learn.”
By virtue of their nature, being essentially orienting actions, metasubject actions form the psychological basis and are an important condition for the success of students in solving learning problems. Accordingly, the level of their formation can be qualitatively assessed and measured. First, the achievement of meta-subject results can be checked as a result of performing specially designed diagnostic tasks aimed at assessing the level of formation of a particular type of UUD. Secondly, the achievement of meta-subject results can be considered as an instrumental basis (or as a means of solution) and as a condition for the successful completion of educational and educational-practical tasks by means of educational subjects. That is, depending on the success of the test tasks in the Russian language, mathematics, literature, geography and other subjects, taking into account the mistakes made, we can conclude that a number of cognitive and regulatory actions of students have been formed. And finally, the achievement of meta-subject results can be manifested in the success of complex tasks on an inter-subject basis. Of course, a number of communicative and regulatory actions are difficult or impossible to evaluate in the course of standardized work. For example, the ability to work in a group, listen and hear the interlocutor, coordinate their actions with partners, etc. In this case, in the course of internal assessment, recorded in the portfolio in the form of assessment sheets for the observation of a teacher or a school psychologist, the achievement of such actions can also be assessed.
In order to track the progress of each child along the path of his development and the effectiveness of his own pedagogical work, monitoring is needed, which allows you to evaluate the effectiveness of the activities carried out and make timely and informed decisions. It needs to be done regularly. There are a number of forms, methods, tools for monitoring meta-subject results that I would like to introduce you to. Among the methods of control are observation, design, testing. Forms of control: individual, group, frontal forms; oral and written questioning; personalized and non-personalized. Control tools: UUD tasks, observation map, test, monitoring map, self-assessment sheet or diary.
In accordance with the OOP LLC, the main procedure for the final assessment of the achievement of metasubject results is the defense of the final individual project. According to the school regulation, such a defense involves a public speech with a presentation of your project. The meta-subject universal educational actions include “the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech. Speech-presentation is a public speech-representation of a product of intellectual / creative activity independently created by the student. The presentation of the student should be an oral message on a specific topic and be presented in a free form, without reading a written prepared text. In the process of speaking, you can use pre-prepared supporting materials: a speech plan or abstracts. In Internet resources, you can find many different forms of evaluating a student's performance. I offer one of the options.
Evaluation sheet of oral public speaking
General assessment criterion Refined assessment criterion Number of points
Score for criterion Total
1. The content of the speech The content of the speech corresponds to the stated topic, goals and objectives 15 30
The necessary examples and arguments are given 15 2. Speech design of the speech Free, without reading the prepared written reading, presentation of the material (it is possible to rely on a plan or theses) 15 35
3-part composition (introduction, main part, conclusion) 10 Clearness of pronunciation, selection of necessary speech means 10 3. Efficiency of speech Interest and attention from those present in the audience (cheers, questions, comments, applause, head nods) 10 35
Originality, brightness, unusual performance 10 Compliance with the rules (from 3 to 5 minutes) 5 Self-assessment 10 Total 100 points
Before the performance, as a preparation, students can be offered a technical task in the form of 3 memos, which are written in a language understandable to the student:
1. "How to prepare an oral public presentation?"
2. "How to make a speech successful?"
3. "How to evaluate your performance?"
Memo #1
How to prepare an oral public presentation?
1. Think over the topic and goals of your public speech, select the necessary material, make a selection of the necessary information. Strictly ensure that the content of the statement does not deviate from its topic and goals.
2. Think over the composition of the speech, consisting of 3 parts (there should be an introduction, main part, conclusion). Prepare and learn the first phrase in advance, prepare the linking words of sentences in your oral text.
3. Create a written text of the speech or draw up its plan (you can abstract). It is advisable to prepare the accompanying electronic materials or diagrams and tables in chalk on a blackboard.
4. Pick up interesting examples and strong arguments that prove your thoughts and judgments.
5. At home, conduct a practice presentation (one or more) based on the created theses or plan. Try not to read the written text, but to express it in a free form.
Memo #2
How to make a presentation successful?
1. Introduce yourself if necessary.
2. Clearly formulate the topic and goals of your presentation. Make sure that the content of your speech is consistent with the stated topic and goals.
3. If necessary, use a pointer or accompanying electronic materials prepared in advance during the presentation.
4. Avoid words that clog our speech, such as "as if", "means", "well", "so to speak", etc. Use the right words in formal business and scientific style. 5. Speak each word of the speech distinctly, clearly, legibly, with the necessary logical pauses and at an average pace.
6. State the prepared material enthusiastically, freely, without reading it from the written text.
7. Be tactful and respectful towards your listeners. Watch how carefully they listen to you.
8. Keep the time allotted for your presentation: spend 3 to 5 minutes in your presentation.
9. Be sure to note the strengths and weaknesses of your presentation and voice your self-assessment.
Memo #3
How to evaluate your performance?
1. Mark the positive aspects of your presentation (you can use the suggested criteria).
2. Point out the shortcomings of your presentation, what didn't work out.
3. Think about what made you successful and what caused your disadvantages.
4. Rate your performance on a 10-point scale.
An additional source of data on the achievement of individual meta-subject results can be the results of the performance of test work compiled by the teacher, taking into account the meta-subject, in all subjects. The developers of the Federal State Educational Standard identify several meta-subjects that can be used in organizing the educational activities of schoolchildren: "Knowledge", "Sign", "Problem", "Task". Within the framework of the “Knowledge” meta-subject, the child learns to work with knowledge systems; in the classes of the “Sign” meta-subject, schoolchildren develop the ability to schematize, they learn to express with the help of diagrams what they understand, what they want to say, what they are trying to think or think, what they want to do; studying the meta-subject "Problem", schoolchildren learn to discuss issues that are in the nature of open, to this day insoluble problems, students master the techniques of positional analysis, the ability to organize and conduct a polypositional dialogue, they develop the ability to problematize, goal-setting, self-determination; within the framework of the “Task” meta-subject, schoolchildren develop the ability to understand and schematize conditions, model the object of the task, design methods for solving, and build activity procedures for achieving the goal. The universality of meta-objects consists in teaching schoolchildren general techniques, techniques, schemes, patterns of mental work that lie above objects, but at the same time are reproduced when working with any subject material. The principle of meta-subjectivity is to focus students on the ways of presenting and processing information when studying a sufficiently large number of academic disciplines based on generalized methods, techniques and methods, as well as organizational forms of students and teachers. The key competence should be considered the ability to learn, the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines.
Evaluation of the correctness of the implementation of the educational task in the framework of the application of the meta-subject "task". We set educational tasks: 1. establish correspondence 2. Insert missing words 3. Complete the sentence 4. Complete the table. 5. Distribute into groups.
Evaluation criteria:
1 criterion: self-test according to the standard (correctly made “+”, incorrectly “-”);
Criterion 2: analysis of your mistakes (what you need to work on)
Criterion 3: identifying the causes of errors
Filling out diagnostic sheets. Annex 2 presentation
As part of the use of the meta-subject "knowledge", "meaning", you can use the following tools. Appendix 3 presentation.
As part of the application of the meta-subject "problem", the method of conducting the experiment is very effective, it is possible to use it in the lessons of the natural science cycle. Annex 4 presentation.
Self-assessment of students in public speaking in the classroom. Self-assessment sheet. Annex 5 presentation
Evaluation of the achievement of the results of semantic reading. Annex 6 presentation
Evaluation of skills to organize joint activities with the teacher and peers Appendix 7 presentation
Conclusion
Achieving modern educational results is possible only if they are integrated (integrative). In order to more or less adequately assess educational results, the assessment of individual educational achievements of students should have the following general requirements:
1. The evaluation must be integrative, i.e. take into account the ratio of different aspects of educational results (subject, competence-based (universal methods of activity), social experience (out-of-school and out-of-school achievements) 2. Dynamic, i.e. take into account individual progress when summing up the results of a student's education over a certain period of time;
3. Support the initiative and responsibility of students, i.e. create conditions for the possibility of presenting children's work for evaluation to another (adult, classmates) on their own initiative;
4. Be presentable, i.e. have special places (natural and/or virtual) for public presentation of their educational achievements by students;
5. Be technological, i.e. use in the lessons of different assessment scales, procedures, forms of assessment and their correlation.
6. Be open, i.e. the possibility of participation of all subjects of the educational process in the assessment of individual results and the quality of education of schoolchildren.
Let's go back to OOP OOO. Tasks for the use of UUD can be based both on the material of educational subjects and on practical situations that occur in the life of a student and are important to him (ecology, youth subcultures, everyday practice-oriented situations, logistics, etc.). There are two types of tasks, related to UUD:
tasks that allow within the framework of the educational process
form UUD;
tasks that allow diagnosing the level of formation
UUD.
In the first case, the task can be aimed at forming a whole group of interconnected universal learning activities. Actions can belong to one category (for example, regulatory) or to different ones.
In the second case, the task can be designed in such a way as to show the student's ability to apply some specific universal learning action.
In the primary school, it is possible to use, among other things, the following types of tasks:
1. Tasks that form communicative UUD:
taking into account the position of the partner;
organization and implementation of cooperation;
on the transfer of information and the display of subject content;
communication skills training;
role-playing games.
2. Tasks that form cognitive UUD:
projects for building a strategy for finding solutions to problems;
tasks for seriation, comparison, evaluation;
conducting an empirical study;
conducting a theoretical study;
semantic reading.
3. Tasks that form the regulatory UUD:
for planning;
for orientation in the situation;
for forecasting;
for goal setting;
to make a decision;
for self-control.
The development of regulatory UUD is also facilitated by the use in the educational process of a system of such individual or group learning tasks that give students the functions of organizing their implementation: planning the stages of work, tracking progress in completing the task, following the schedule for preparing and providing materials, finding the necessary resources, distributing responsibilities and quality control of work performance, while minimizing step-by-step control by the teacher. The distribution of material and typical tasks in various subjects is not rigid, the initial mastery of the same UUD and the consolidation of what has been mastered can occur during classes in different subjects. The distribution of typical tasks within the subject should be aimed at achieving a balance between the time of mastering and the time of using the corresponding actions.
Tasks for the use of UUD can be both open and closed. When working with tasks for the use of UUD for performance evaluation, it is possible to practice the technologies of "formative evaluation", including binary and criteria-based evaluation.

Since registration for diagnostics in Moscow is carried out on a voluntary basis, the choice of types of diagnostics by schools, the data on which is given in the diagram, may be of interest.
According to the Federal State Educational Standard, meta-subject learning outcomes should reflect the mastering by students of universal learning activities (cognitive, regulatory, personal and communicative) and interdisciplinary concepts that reproduce significant connections and relationships between objects and processes.
Measuring materials for assessing mastery of interdisciplinary concepts, competence in the field of problem solving and diagnosing reading literacy are the components of the toolkit for assessing metasubject learning outcomes. Mastering interdisciplinary concepts is assessed separately within two educational areas: natural science subjects (biology, physics and chemistry) and social and humanitarian subjects (literature, history, social studies). Diagnostics of reading literacy checks the formation of skills in working with artistic and cognitive texts. Diagnostics of competence in the field of problem solving affects an important meta-subject result, which is formed within the framework of all academic subjects and is in demand in everyday life. The development of measuring materials in these areas is based on the experience of international comparative studies PIRLS, TIMSS and PISA. Let us dwell on the main results of these new types of diagnostics.

Interdisciplinary diagnostics
The development of interdisciplinary concepts and patterns within the framework of the natural science cycle is aimed at understanding by students the unity of matter, the forms of its movement, as well as the general laws of the development of the material world. Three blocks of concepts were submitted for diagnostics: energy, transformation and conservation of energy; mass and dimensions of bodies, the law of conservation of mass; substance, structure and properties of substances, as well as the ability to use the mathematical apparatus in situations of a natural scientific nature.
The subject of verification within the framework of diagnostics based on the social and humanitarian block was the concepts of a high level of generalization that require specification (for example, “freedom”, “society”, “personality”, “enlightenment”, “traditions”); polysemous concepts that require the distinction of their meanings in the contexts used; as well as concepts, the contribution to the formation of which is made by each of the humanitarian subjects.
Table 1 provides generalized information about the participants in interdisciplinary diagnostics.
In diagnostics based on subjects of the natural science cycle, the successful mastering of individual skills was recorded: the ability to distinguish between the names of types of energy, determine the approximate size and mass of various objects, distinguish models of the structure of a substance in various states of aggregation, and apply the law of conservation of mass. But at the same time, serious deficits were revealed in the performance of tasks designed on an interdisciplinary context compared to tasks of similar expert difficulty, but created using the context of only one subject. This fact allows us to speak about both weak interdisciplinary connections in the used educational and methodological sets of subjects of the natural science cycle, and about insufficiently effective interdisciplinary interaction within educational institutions.
An analysis of the results of diagnostics shows that within the framework of the subjects of the natural science cycle, it is necessary to pay the attention of methodological associations to the joint work of teachers of physics, chemistry and biology in analyzing the teaching and methodological kits used and ensuring interaction in the study of interdisciplinary concepts. The advanced training system should also not remain aloof from solving these interdisciplinary problems. The introduction of a special module on the problems of interaction between teachers of the natural science cycle in order to implement the requirements for the formation of meta-subject learning outcomes would be a very timely step today.
In diagnostics based on subjects of the social and humanitarian cycle, students demonstrated an understanding of the content of the proposed texts, the ability to detail, correctly interpret the text. They freely operate with basic concepts when working with literary and popular science texts at the level of general understanding and simple logical operations with concepts. Problematic tasks were tasks that require a detailed statement, disclosure of the specific historical and universal content of the studied concepts, formulation and argumentation of independent value judgments, explanations, conclusions, expression of one's own point of view in relation to social realities that concretize the concept.
From the results obtained, it is obvious that within the framework of the subjects of the social and humanitarian cycle, measures are needed to strengthen the consistency of the content of education in individual subjects, since interdisciplinary integration is the most important condition for the realization of the cognitive needs of schoolchildren, the development of their personal qualities and a means of enhancing their cognitive activity.

Diagnosis of Competence in Problem Solving
8596 tenth-graders from 429 classes of 347 Moscow schools participated in this diagnostic. Problem-solving competence is understood as the ability of students to use cognitive skills to solve cross-disciplinary real-life problems in which the way to solve at a glance is not clearly defined. In the conditions of modern life, when the development of science, technology, various spheres of human activity occurs at a faster pace, the competence of students in the field of problem solving serves as the basis for further learning. This gives them the opportunity to more effectively organize personal activities, navigate a wide range of life tasks and social relationships.
To assess this competence, tasks were offered in which students had to apply their abilities and skills in a new context, develop optimal approaches to solving the problems posed, and show flexibility of thinking. Students completed tasks to solve three different types of problems:
1) system analysis of the situation and process planning;
2) analysis of the operation of the device, following the instructions and diagnosing problems;
3) selection of the optimal solution based on a combination of several conditions.
According to the results of the test, three groups were distinguished according to the level of mastery of the tested competence: low, medium and high. The group of students who, according to the results of the diagnostics, demonstrated a low level of competence in the field of problem solving, amounted to 17% of the total number of participants. Tenth-graders with such a level of training could not fully cope with any group of tasks for solving problems of various types. This group most successfully performs tasks to determine the variables present in the problem and the relationship between them; gets a decision which of the variables are related to the problem and which are not related to it. In separate tasks, students of this group can integrate information presented in different forms (diagram, table, text), but they have difficulty planning actions. In addition, these students are able to simultaneously take into account no more than two or three independent conditions. For problems related to process planning and troubleshooting, this group showed only the ability to perform basic level tasks to identify specific aspects of problems by analyzing text or flowcharts.
Based on the results of diagnostics, students mastered the methods of solving two types of problems: the choice of the optimal solution, system analysis, and process planning. Significant difficulties are caused by tenth-graders to complete tasks that test the ability to evaluate the proposed algorithm of actions from various points of view; draw up an algorithm of actions when determining the cause of a failure in the operation of the device and how to eliminate it.
The proportion of students who demonstrated a high level was 13% of the total number of diagnostic participants. This group successfully solved all types of problems proposed in diagnostics: situation analysis and process planning, selection of the optimal solution based on a combination of several conditions, analysis of device operation, and problem diagnosis. At the same time, they successfully analyze problems in which the solution method is not clearly defined at first glance: they identify relationships between three or four variables present in the problem, integrate information presented in various forms, plan a sequence of actions and present the results in the form of a table or block. scheme. The most difficult task for this group was also to analyze the problems of technical devices.
The diagnostic results show the need to expand the range of use of task models that test skills in problem solving for diagnosing individual skills at earlier stages of learning, as well as the introduction of tasks that test the mastery of skills related to solving various types of solutions in diagnostic work carried out as part of intraschool control. problems.

Diagnostics of reading literacy
Reading literacy is understood as the ability of a person to understand and use written texts, to reflect on them, to engage in purposeful reading to expand their knowledge and opportunities, to participate in social life. The acquisition of reading skills by students is the most significant of all meta-subject learning outcomes. In the diagnostic work, on the basis of a literary and cognitive text, three blocks of skills were tested: information search and general understanding of the text (the ability to highlight the main idea of ​​the text, answer questions using explicitly given information, understand the figurative meaning of words), transformation and interpretation of information (the ability to structure the text , transform information from one sign system to another, form a system of arguments based on the text), as well as critical analysis and evaluation of information (the ability to find arguments in defense of one’s own point of view, question the reliability of information, make value judgments).
Table 2 summarizes the participants in the diagnostics.
When interpreting the test results, three levels of students' mastery of reading skills were identified - high, medium and low. The group of students who demonstrated a low level of training based on the results of diagnostics was 13%. For them, the achievement of the level of assimilation in none of the reading skills was noted. It can be noted that only individual tasks were successfully completed, usually in the form of an answer to a question using the information presented in the text explicitly. Comparatively better than others, this group of students performed tasks for building a sequence of events described.
Students who have reached a high level of reading proficiency (10%) have demonstrated mastery of all meta-subject skills tested in this diagnostic, not only at the basic, but also at an advanced level of complexity. This group of sixth-graders is able not only to find arguments in the text in support of the theses put forward, but also to form a system of arguments based on the text to substantiate the judgment, apply information from the text to solve educational, cognitive and educational and practical problems, evaluate the statements made in the text, based on from their ideas about the world. Only students with a high level of training showed the ability to design their own text according to the given parameters.
Comparing the results of diagnostic work in the 5th and 6th grades, it can be stated that the increase in reading skills is observed when determining the main topic of the text, building a sequence of events in the text, working with information to identify the meaning of unknown words.
Based on the results of the diagnostic work, the following skills were identified that were not sufficiently mastered by students: the ability to compare textual and non-textual components, apply information from the text (texts) to solve educational, cognitive and educational and practical tasks, evaluate statements made in the text, construct their own text that reflects the meaning read text.
To overcome the identified shortcomings, it seems appropriate to form a special module in the professional development programs for teachers of various subjects aimed at teaching effective strategies for working with text; to include the problems of the formation of reading skills in the lessons of various subject areas in intra-school control; improve the activities of school libraries and extracurricular activities of class teachers to promote reading and increase motivation for leisure reading.

The Moscow Center for the Quality of Education, in accordance with the order of the Department of Education dated August 17, 2012 No. 225 r, in September 2012, for educational institutions that are transitioning to the Federal State Educational Standard, LLC, as soon as they are ready, a starting diagnostics of educational achievements of primary school graduates was organized. Diagnostics according to the Federal State Educational Standard was carried out in order to fix the level of training in mathematics, the Russian language and to assess the formation of cognitive meta-subject skills, the possession of which is a necessary condition for continuing education in the main school.

270 educational institutions in the amount of 17,201 students took part in the diagnostics according to the Federal State Educational Standard. Students in the same grade could be tested multiple times as requested by the schools.

The presented analytical materials based on the results of the entire sample of diagnostic participants are designed to help schools analyze their results and adjust the educational process in order to improve the quality of education.

Diagnostics according to GEFcognitive metasubject skills for 5 grades

Characteristics of the toolkit

The content of the diagnostic work on meta-subject skills was determined by the Codifier of cognitive meta-subject skills for primary general education, which was compiled on the basis of the section of the Federal Component of the State Standard for Primary General Education in 2004 "General educational skills, skills and methods of activity" (Order of the Ministry of Defense of March 5, 2004 No. No. 1089) taking into account the materials from the section "Planned results of the development of interdisciplinary programs" of the Second Generation Standard (2009, www.standart.edu.ru). In connection with the transition to new standards, changes have been made to approaches to the design of tools that are focused on the requirements for learning outcomes published in the exemplary core curriculum for primary school.

To carry out the diagnostics, 4 test variants, equivalent in terms of average difficulty, were prepared, the execution of which was calculated for 60 minutes (with a five-minute break).

Tasks combined into groups and differing in context were aimed at testing the main blocks of cognitive metasubject skills:

• skills underlying reading competence (reading and understanding written texts);
• skills in working with information (understanding information presented in various forms, converting information from one sign system to another);
• skills related to the development of general logical methods of cognition (comparison, modeling, classification, etc.);
• skills associated with mastering various methods of cognition.

Each of the four variants of the test for initial diagnostics consisted of 25 tasks that differed in the form of presentation (13 tasks with a choice of answers, 6 tasks with a short answer and 6 tasks with a detailed answer), the level of complexity, which was characterized by the degree of mastery of the method of activity (mastery of the method of activity, application and transformation of the mode of activity). Correct performance of tasks was estimated at 1 or 2 points. The maximum score for completing all 25 tasks was 33 points.

Table 1 shows the content structure of each of the test options: the distribution of tasks by groups of skills being tested, the level of complexity and the maximum score for this group of tasks.

Table 1

Content structure of diagnostic work options

The code	Tested group of cognitive metasubject skills	Number of tasks				Maximum score
		Total	I level	II level	III level
1	Methods of knowledge	5	2	2	1	8
2	General logical skills	7	2	3	2	11
3	Reading Skills	10	5	3	2	11
4	Working with information	3	2	1	—	3
	Total	25	11	9	5
	Maximum score		13	12	8	33

Levels of complexity of tasks (degree of mastery of the method of activity):

Level 1 - mastering the way of activity (recognition of the algorithm, following the pattern, etc.)

Level 2 - application of the method of activity (use of known algorithms, combination of algorithms)

Level 3 - transformation of the way of activity (change of the known algorithm, independent establishment of the sequence of actions when solving a learning problem).

This structure of diagnostic work provided the following opportunities:

• identifying the individual level of formation of cognitive meta-subject skills (each option included tasks to test all blocks of skills);
• determining the average level of LPA formation both for a particular educational institution and for the entire sample as a whole.

In addition, according to the results of the diagnostics, three levels of students' mastery of the range of tested cognitive meta-subject skills were determined - high, medium and low.

The main results of the starting diagnostics

13,668 students from 251 educational institutions that are transitioning to FGOS LLC took part in the initial diagnostics of meta-subject skills.

The majority of students (68%) received from 10 to 22 points (average level) according to the results of assignments. Less than 10 points (low level) were received by 15% of the tested students, from 23 to 33 points (high level) were received by 17% of students. At the same time, 4% of those tested coped only with individual tasks, receiving from 1 to 6 points, and 6% received from 26 to 33 points for completing tasks. The diagram shows that the majority of those tested (59%) completed the tasks, scoring from 14 to 24 points (medium and high level).

The generalized results of the initial diagnostics for the entire sample of participants are presented in Table 2.

table 2

Levels of mastery of metasubjects skills			% of students who demonstrated this level of proficiency
High (from 23 to 33 points)			17%
Medium (from 10 to 22 points)			68%
Low (less than 10 points)			15%
The structure of mastery by students of LPU			Average percentage of completion of a group of tasks
1. Methodological skills			47%
2. Logic skills			44%
3. Working with text			53%
4. Working with information			62%
Average percentage of tasks completed
All test items	Level 1 tasks	Level 2 tasks		Level 3 tasks
49%	66%	47%		27%

When interpreting the test results, the ICAC experts singled out three levels of students' mastery of the range of tested meta-subject skills - high, medium and low. In international studies of the quality of education, when analyzing the results, four to seven levels of mastery of functional literacy are used.

Low level shows that the student recognizes the individual methods of action studied within the framework of the primary (basic) level of education, but is able to apply them only to known typical situations, i.e. operates at the level of simple reproduction of the action. A student with a low level of MPA mastery may experience serious difficulties in the further learning process, he needs compensatory classes to master the entire range of general educational skills.

Middle level indicates that the student copes with the application of the tested methods of activity in simple situations, meaningfully uses the studied algorithms of actions at the level of their application. When fixing this level, it is necessary to analyze the performance of each group of tasks by the student in order to identify difficulties in mastering certain methods of action and to carry out appropriate targeted correction.

High level shows that students are quite fluent in the tested methods of activity, can combine the studied algorithms in accordance with the requirements of the new situation, and draw up their own plans for solving educational problems.

Below is an analysis of the results of completing tasks by groups of skills being tested.

1. Methodological skills

At present, the task of forming an even elementary, but holistic idea of ​​the process of scientific knowledge is very relevant for elementary school. A student graduating from elementary school should have an elementary understanding of all empirical methods of cognition (observation, experience, measurement). But he can not use the whole method on his own, but only individual methods of these methods.

Each version of the initial diagnostics included five tasks to test methodological skills. One of the tasks with a detailed answer tested the ability to independently describe the studied objects according to a given plan. Four tasks were constructed on the basis of a text describing the course of the experiment and its results.

One of the propaedeutic tasks of the surrounding world is the formation of methods of research activity, which are directly related to the students' understanding of the individual stages of experiments and observations. That is why in the initial diagnostics of grade 5, each option included tasks to determine the level of formation of the specified skill among students at the time of graduation from elementary school. Below is an example of a group of tasks for testing methodological skills based on a description of the experience.

The first of the multiple-choice tasks proposed for the description of the experiment tested the ability to identify the goal of the experiment, the other two tasks (with a short answer and with a choice of answers) controlled the ability to navigate during the experiment. The most successful task was to determine the property, the verification of which is aimed at conducting an experiment or highlighting a hypothesis of an experiment. In general, more than half of the fifth-graders were able to successfully identify individual stages in the course of the experiment, identify actions that contradict the course of the experiment, or summarize information about the features of the experiment from the text part of the instruction and from the illustrations given. Here, difficulties were caused by tasks to determine the purpose of one of the elements of the experimental setup.

When completing the last task from this group (with a detailed answer), the students had to independently describe the procedure for conducting the experiment according to the proposed modified hypothesis or draw a conclusion about the results of the experiment with changed conditions. On average, only about 5% of participants were able to fully answer the question, formulating a conclusion based on the results of the described experience. So in the above example of task C, the answer had to specify two elements:

1) The air in the jar will compress

2) The balloon will increase in size.

16% of students correctly indicated one of the two elements of the answer, and only 2% of students correctly indicated two elements.

By the fifth grade, students should know that air decreases in volume when cooled, and after carefully reading the description of the experiment, it was necessary to come to an analogy of this experiment with the case of expansion of the ball described in the text when the film is stretched.

Tasks that tested the skills associated with mastering the description method consisted in independently compiling a description according to the specified characteristics. In elementary school, a description is required according to a given plan. Each option included a task in which it was proposed to compose a story from 3-4 sentences based on these photographs according to the proposed plan.

Write a 3-4 sentence story about man as a special being. Be sure to include in your story:

- features that characterize a person as a representative of wildlife;

- features that distinguish a person from wildlife;

- Changes that man has brought to wildlife.

Much to our dismay, very many student responses contained not a complete story of 3-4 sentences, but a description of what is depicted in each photo.

Only 11% of students gave a complete answer containing a description of the plan, receiving two points for this. 30% of students completed the task partially correctly and received 1 point.

In general, the results of this task depended significantly on the described object. Thus, the students coped most successfully with the description of the features of spring changes in nature, the descriptions of the features of natural zones turned out to be a little more difficult. These results show that within the framework of teaching the subject "the world around us" undoubtedly, attention is paid to the formation of the ability to describe the objects being studied. However, students experience serious difficulties in transferring this skill to objects for which this activity was not organized in the classroom.

At the same time, it should also be taken into account that skills 3 and 4 (see Table 4) were tested in tasks with a detailed answer, in contrast to skills 1 and 2, which were controlled by tasks with a choice of answers and a short answer. This may partly explain the sharp difference in task performance. It should be noted, in general, the insufficient level of fulfillment of tasks for testing methods of cognition. This is most likely due to the fact that there are few demonstration and laboratory experiments in the lessons of the surrounding world that help to form this group of skills.

1. General logical skills

To test general logical skills, seven tasks were included in the diagnostic tests. Tasks with a short answer tested the ability to identify a common feature for grouping objects, to analyze objects with the selection of essential and non-essential features, and to use sign-symbolic means in solving practice-oriented problems. Tasks with a detailed answer tested the ability to compare objects according to the most characteristic features and formulate conclusions based on the results of the comparison, as well as the ability to correlate or suggest an object corresponding to a given model.

Table 5 below shows the average results of completing tasks for diagnosing general logical skills.

Table 5

Tested Skills	Average percentagefulfillment
1. Systematization of objects according to the specified attribute. Classification according to specified criteria	50%
2. Analysis of objects with the allocation of essential and non-essential features	30%
3. Comparison of objects according to the most characteristic features, formulation of conclusions based on the results of comparison	40%
4. Recognition of the model corresponding to a given object Independent construction of an object for a given model	70% 50%
5. Ability to navigate in a variety of ways to solve problems	26%
General logical skills	44%

As objects for choosing general classification features, students were offered groups of plants, animals, substances or natural phenomena. At the same time, all the proposed objects and their main features were studied in the lessons of the surrounding world. Below is an example of one of these tasks.

Example 3

For each of the groups of natural phenomena from the first column, select from the second column a feature by which these phenomena can be combined into a group.

Write down your chosen numbers.

BUT	B

Correct answer: 5 2, 4 0% performance, while partially correctly performed, having received 1 point - 33%, completely (2 points) - 23%.

In this group of tasks, the performance results differed slightly, but the most difficult task for fifth graders was to identify common features for a group of phenomena, and the simplest was the same operation for animals. In general, taking into account the form of the proposed tasks, we can talk about the formation of this skill.

To test the general logical ability to analyze objects with the selection of essential and non-essential features, tasks were included in the diagnostic tests, in which a list of statements was given that described this object (in three versions - plants or animals, and in one version - the hardening procedure known to students). The students had to single out from the general list of features only the essential ones that would describe the indicated features of this object. A total of 8 statements were proposed, it was necessary to make a choice of three correct signs. Below is an example of one of these tasks.

Example 4

It is known that bone perennial herbaceous shade tolerant plant .

Choose from the list below statements that describe data signs of this plant and circle the corresponding numbers.

1. Birds and small animals like to feast on bones.
2. The plant has a lignified trunk and a powerful root system.
3. The bramble has a straight green stem, trifoliate leaves and white flowers.
4. In the first year, the plant forms a rosette of leaves. The following year, flowers form on green stems, and then seeds, after which the plant dies.
5. It grows best in deciduous and pine forests under dense tree crowns.
6. In folk medicine, a decoction of leaves and stems is used for diseases of the gastrointestinal tract.
7. In the first year after seed germination, only a rosette of leaves is formed. In subsequent years, the plant blooms, forms fruits and seeds. For the winter, the aerial part dies off, and in the spring the leaves grow back.
8. It occurs in open sunny places along the edges and in meadows.

Write the circled numbers in your answer without separating them with commas.

Correct answer: 3 5 7performance was 25%, while partially correctly performed, having received 1 point, - 33%, completely (2 points) - 9%.

To make the right choice of traits, students had to understand that these traits describe the stone as a perennial, herbaceous, shade-tolerant plant (these concepts are given in the lessons of the world around and the level of their assimilation is an important factor in the success of this task). In fact, the task requires the disclosure of a generalized concept studied in the lessons using particular examples. For example, item 7 of the task describes a perennial plant, and item 5 describes a shade-tolerant plant.

Most errors were associated with the choice of statements that did not fit the concepts declared for selection, for example, in the above example - statement 1.

In general, this group of tasks stands out as having caused the greatest difficulties. It can be recommended to teachers to include in the current control tasks for the assimilation of generalized concepts through their disclosure in particular features of certain objects.

The ability to compare objects was tested by tasks with a detailed answer based on the text. All the features of the objects necessary for comparison were described in the text. The students had to independently select four features to compare these objects, highlighting two similar and two different features. In the tasks it was not required to formulate a conclusion for comparison, that is, the comparison operation as a whole was not affected, taking into account the generalization of information on individual features. An example of one of the tasks is shown below.

Example 5

Read the description of two natural phenomena.

frost - these are deposits of ice crystals formed in frosty foggy weather and with a weak wind on thin long objects - branches and branches of trees, wires. Droplets of fog solidify, forming a continuous ice cover on objects. It looks extremely beautiful, gives the forest or park a striking elegance.

Frost - These are very small ice crystals, similar to tiny snowflakes that cover loose soil, window glass, rough walls of the house, benches. Hoarfrost is a beautiful white ice patches with bizarre patterns of tropical leaves or flowers. It is formed on frosty clear nights and with a weak wind from the water vapor contained in the air.

Compare frost and frost. In your answer, indicate two signs that are the same for both natural phenomena, and two signs in which they differ from each other.

Write down the answer on the back of the test form, be sure to indicate the task number - C3, and note which features are similar and which are different.

The performance of this task was 29%, while partially correctly completed, having received 1 point - 35%, completely (2 points) - 11%. The number of points received by students for completing the task was determined by the number of correct features they found to compare two objects. Most students were able to successfully identify two features for comparison, while the distinguishing features are traditionally simpler than similar ones. The increase in the number of correctly chosen features turned out to be significantly dependent on the nature of the compared objects.

So for two plants or two aquarium fish, all four features were identified by an average of about 30% of students, for two minerals - 19%, and for natural phenomena (see example 5) - only 11%.

When highlighting features for comparison, the students preferred to use their own knowledge about the objects, rather than the information that was offered in the text, which indicates a misunderstanding of the way the task was performed.

The results of the assignments show that the fifth graders coped very well with the task of choosing a word parsing scheme for the specified word (89%). The completion of the task with a detailed answer was 40%. Only 32% of the tested students successfully completed the task, fulfilling two conditions:

• they picked up a plural noun (the answers often included both verbs and adjectives, many also forgot about the plural);
• the chosen word corresponded to the scheme of parsing the word by composition.

I was also surprised by the "richness" of the vocabulary of the fifth graders, who sometimes constructed words that are not used in the Russian language.

As can be seen from Table 5, students of the 5th grade showed the lowest results when completing tasks to test the ability to navigate in a variety of ways to solve problems, which in this test was tested on the basis of mathematics. In these tasks, it was necessary not only to solve the problem, but also to use data from the table, i.e. the ability to work with graphic information was an integral part of the success of these tasks. Students had to isolate the relationship between the information presented in different columns of the table, choose a way to solve the problem (different from the algorithms known to them) and demonstrate understanding by performing the appropriate calculation. The probability of a mathematical error in the calculations was reduced, since students were allowed to use a calculator during testing. Unfortunately, only a third of the fifth-graders were able to fully cope with these tasks, while most of the errors are associated precisely with the wrong choice of the solution method.

1. Working with information

The work for the initial diagnostics included 3 tasks that tested this group of skills. One of the tasks controlled the ability to choose the approximate content of a book by its title, and two tasks controlled the work with tabular information. At the same time, tasks for understanding tabular information and converting a table into a bar chart were complicated by the use of additional computational operations. Table 6 shows the average percentages of completion of the corresponding groups of tasks by fifth-graders.

Table 6

Below is an example of tasks for working with tabular data, which caused the most difficulties.

Example 7

Malvina opened a laundry. The cost of electricity consumed by the laundry depends on the day of the week and the time. The table shows the cost of electricity for 1 hour, provided that one washing machine is running continuously.

In the first task, the students experienced obvious difficulties not so much with identifying information from the table, but with counting the number of hours of operation of the washing machine. In the second task, the main mistake was that the fifth graders forgot to take into account the work of two washing machines on Friday and chose the third answer (22%) instead of the correct first answer.

In general, we can note a sufficient level of formation of skills in working with information, while recommending that more often use contexts related to practice-oriented situations in mathematics lessons.

1. Reading Skills

Table 7

Tested Skills	Average percentagefulfillment
1. Determining the main topic of the text	60%
2. Finding information, facts explicitly given in the text	66%
3. Drawing up a simple plan for the text	64%
4. Formulation of conclusions on the content of the text	66%
5. Understanding the information presented in the text in an implicit form	57%
6. Finding examples in the text that explain the meaning of unknown words Elementary justification of the stated judgment	54%
7. Formulation of simple value judgments based on the text	25%
Work with text	53%

According to the diagnostic results, we can talk about the formation of the primary school graduates' skills to highlight the main topic of the text, draw simple conclusions on the content of the text, restore the text plan and answer questions that require the search for explicitly given information. For all these skills, the results of the tasks exceed 60%.

On average, half of primary school graduates (54%) demonstrated the ability to independently explain the meaning of unknown words (or expressions), based on the content of the text. Here, the greatest difficulties were caused by tasks in which words were offered, one of the meanings of which is often used in everyday speech, but in the text this word has a different meaning. An example of one of these tasks is shown below.

Example 8 (text "Not confused")

While reading, you came across words that are not used often, but their meaning in this text is quite clear.

For each word from the first column, find the correct interpretation of its meaning from the second column, indicated by a letter.

Specify the correct answer.

1)

BG

2)

AB — 47%

3)

BV — 21%

4)

AG

In the text, the word “threshold” occurs in the meaning of a river rapid, which should be noted. However, answer No. 2 (AV), in which the word “threshold” was interpreted in the usual everyday sense, was more common than the correct answer No. 3 (BV).

The lowest in this group is the performance of tasks with a detailed answer (the last task in the test). In two versions of these tasks, it was required to choose from the three indicated proverbs the one that most accurately reflected the main idea of ​​the text, and provide a justification for your choice. Below is an example of one of these tasks.

Example 9 (text "Not confused")

C6. (1 point - 28%, 2 points - 16%)

Which of the following folk proverbs most accurately reflects the main idea of ​​the text?

Indicate the number of the proverb you have chosen. Explain why.

Only 16% of students managed to choose the proverb “Who seeks, he will find” as the correct answer and give a related justification. 28% of fifth-graders, having chosen the correct proverb, could not justify their choice.

Many students took the proverb “As it comes around, it will respond” as the correct answer, as, most likely, more familiar to them.

In the other two options, these tasks contained a question on the proposed text, to which it was necessary to provide a coherent justification for the statement of 2-3 sentences, for which two points were given. Below is an example of such a task.

Example 10 (text "Wonder Island")

Why do you think this miracle happened, and Alyosha and his father found so many vigorous aspen mushrooms?

It was assumed that from the text the students understood the purpose for which Alyosha and his father, overcoming the difficulties of the path, ended up on the island. The answer could contain the statement “They made their way to the island to please their mother with beautiful branches. Nature has rewarded them." (Of course, other formulations were allowed that did not distort the meaning). Fully substantiated answer (2 points) was given by 8% of students, partially (1 point) - 16%. In many cases, justification was given in the form of fragmentary phrases or judgments, or was absent altogether.

For the successful formation of the ability to make value judgments, it is necessary to discuss with students the understanding of the author's position during the lessons with the text, to form the ability to express their own value judgments, to compare the author's position with their own point of view, to focus on linguistic features and structure of the text, etc.

A comparative analysis of the results of completing assignments that test mastery of the method of activity at the second level allows us to conclude that only fifth-graders, who study at school mostly with excellent marks, have mastered the controlled skills at this level (a high level of school performance: they have four main subjects no more than one "four").

findings

The initial diagnostics for assessing the level of formation of cognitive meta-subject skills showed that the majority of primary school graduates (85%) possess the skills being tested at an average and high level, which is mainly confirmed by the level of school performance (87% of students in four main subjects have no more than one "3").

The results of the diagnostic work testify to the mastery of elementary school graduates at the first level of mastering the method of activity (recognition of the algorithm, following the pattern, etc.) with such skills as:

• identification of an idea (assumption), which is verified in the course of observation or experience;
• recognition of the model corresponding to the given object;
• determining the theme of the book by its title;
• finding information, facts specified in the text explicitly;
• formulating conclusions on the content of the text;
• drawing up a simple plan for the text;
• definition of the main theme of the text.

At the level of application of the method of activity (using known algorithms, combining algorithms), students with a high level of school performance demonstrated possession of the tested skills in all four groups (methodological, logical, working with information and text).

Only 6% of students with a high level of school performance, who scored more than 26 points when performing diagnostic work, demonstrated mastery of skills at the level of transformation of the mode of activity:

• finding and formulating rules, patterns, conclusions based on the results of observations, experiments;
• analysis of objects with the allocation of essential and non-essential features;
• elementary substantiation of the stated judgment;
• formulating simple value judgments based on the text.

15% of 5th grade students demonstrated a low level of formation of cognitive meta-subject skills and need to organize appropriate corrective work, without which their further education is impossible.