In the specialized literature, in the courses of pedagogy and didactics, as well as in school practice, such important concepts for understanding the essence of teaching evaluation as accounting, control, verification, evaluation, mark have not yet been fully disclosed and understood. Sometimes they are identified with each other, applied without prior disclosure of their essence.

Evaluation is a process, an evaluation activity carried out by a person, a mark is the result of this process, this activity (or action), their conditionally - formal reflection. Assimilation of evaluation and marks is tantamount to identifying the process of solving a problem with its result. Based on the evaluation, a mark may appear as its formally logical result. Evaluation is a spiritual phenomenon, but it also has its materialized expression. The design of this form should be thoughtful and careful in the system of social requirements for children.

For several centuries, disputes have arisen around grades and grades. A critical analysis of the assessment system of education is becoming one of the most direct ways for the progressive public to intervene, vitally concerned with the problems of educating the younger generation, interested in improving public education.

The purpose of the pedagogical assessment is to provide the child with help and support in his desire to learn new things, to orient himself in the world of people, things and nature, to understand himself.

The relevance of the research topic is due to the fact that pedagogical assessment acquires a hidden character: it exists, and at the same time it does not exist as an assessment. Such a transformation took place due to the poorly developed range of professional operations of the teacher, allowing him to make an imperceptible, subtle correction of the discipline of children in the classroom.

Problem of this study is to identify how pedagogical assessment affects the discipline of children in the classroom. The solution to this problem is goal our research.

object research favors the educational activities of children in the classroom.

Subject is the effectiveness of pedagogical assessment, which contributes to the education of children's discipline in the classroom.

In accordance with the problem, subject, object and purpose of our study, we set the following tasks:

• To study various approaches in the scientific and methodological literature on this issue.
• To select and test in practice various methods of pedagogical assessment.
• To experimentally prove the influence of pedagogical assessment on the education of discipline in children in educational activities.

Based on tasks, we put forward assumption that the use of pedagogical assessment in educational activities affects the behavior of children in a positive way, since it is the use of various methods of assessment that stimulates the behavior of children.

Assessment as a component of educational activity. Means of stimulating the education and upbringing of children.

Evaluation activity of the teacher according to the theory of learning activity is generated by the activity of the student or teacher, child or educator to obtain information about whether or not the quality of the student's knowledge and skills on the subject of the program requirements.

The purpose of the evaluation activity is to control the progress of children and the formation of adequate self-esteem in them.

The subject of evaluation activity, coinciding with the subject of educational and cognitive activity, is the system of knowledge and skills of the student. The result of the act of evaluation by the teacher of the results of the child's educational activity is an assessment, which, depending on the level and method of reflection of relations, can be expressed by the sign and intensity of emotional experience, its verbal version, value judgment, mark.

The essence and role of assessment in the psychological and pedagogical literature is understood, firstly, as the individual-personal qualities of the student and, secondly, as a result of his educational activities.

One of the leading functions of pedagogical assessment is 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 manageable.” (N.V. Kuzmina. 1980)

Pedagogical assessment is a specific incentive that operates in educational and educational activities determines its success and is complex in nature, including a system of various incentives. The complexity of stimulation means the simultaneous use of various incentives: organic, material, moral, individual, socio-psychological.

The effect of various stimuli on human behavior is situationally and personally mediated. Under the personal mediation of the impact of stimuli, we understand the dependence of this impact on the individual characteristics of children, on their state at a given time. Valence, or value, refers to the value that a stimulus acquires in connection with the satisfaction of a person's need. The greater the need, the greater the valency of the corresponding stimulus. Valence and probability of success relate to the area in which a person perceives the stimuli acting on him in this situation in which they actually occur.

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.

Along with the types of pedagogical assessments, ways of stimulating the educational and educational success of children are distinguished. The main ones are attention, approval, expression of recognition, evaluation, support, reward, increasing the social role, prestige and status of a person. The concept of "pedagogical assessment" in its scope and content is much broader than just "assessment", therefore, in practice, the teacher uses various methods of stimulation that complement each other.

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 personal development activities. The achieved level of intellectual development affects his interests, and personal development affects the desire to have certain personal qualities.

Discipline as one of the basic concepts used by teachers in the process of education.

The behavior of children is associated with one of the basic concepts used by the teacher in the process of education, is discipline. This word translated from Latin means "training, education." Thus, discipline is a process of learning education.

The main goal of discipline is to form ethical and moral standards and develop self-control so that individual behavior meets certain standards, rules that have been established in a given community. The purpose of discipline is more to guide action than to punish error. Correctly applied encouragement reinforces positive ways of behavior, thereby forming in children a readiness for active obedience. Encouragement helps the child to distinguish good from bad, permitted from forbidden.

Punishment is a complex and difficult method of education: it requires great tact, patience and caution. When resorting to it, one must always take into account when and in what situation, as well as in what connection with other methods of influence it is applied; First of all, such punishments should be excluded that cause physical pain, fear, and suppress children's will.

This approach to the child is associated with a greater responsibility of the teacher, since it suggests the need for constant improvisation and change in the usual ways of acting.

Features of the upbringing and development of children 5-6 years old.

Preschool children in the classroom master a number of complex ideas about the phenomena of social life, about moral qualities. Habits of cultural and organized behavior are formed. The requirements for the discipline of children, their relationships with peers are becoming more complicated. Significant shifts are taking place in the field of thinking, voluntary memorization, and moral-volitional development. Growing curiosity, developing differentiation and deepening of feelings allows you to teach children in the classroom to work for a certain time; not only to listen, but also to hear; not only to see but also to observe, notice, compare, analyze.

For the education of discipline, it is important to take into account that at the age of 5-6 years, a child is especially susceptible to the influence of an adult. So, the educator expands the idea of ​​a person, taking the child beyond the perceived situation. For a preschooler, it becomes important for the teacher to assess not his skills, but the personality as a whole, so he tries to do everything right, strive for empathy and mutual understanding with adults. Older preschoolers are able not only to evaluate themselves, but also the dignity of another child.

Assessing positively the activity of children, their achievements, actions and discipline in the classroom in front of all the children, the teacher thereby creates ideas about how to act in such cases. So in the process of vigorous activity, children will gradually master the entire sum of the rules of conduct in the classroom. Summing up the results in the lesson is not a long period of time, but its importance is undoubted, because the educator evaluates both the success of the children and the importance of the problem solved for the future.

It should be noted that in a number of cases, for the formation of knowledge and skills in children, the determining factor is the upbringing of a positive attitude towards learning, attention to peers, to the tasks and instructions of the teacher,

From the material studied above, we single out the main criteria according to which the experimental work will be carried out.

1 criterion: The ability of children to evaluate their own activities. This criterion refers to the personal pedagogical assessment. All classes conducted according to this criterion are designed to teach children to control their behavior, manage it with the help of moral standards of communication between people and the ability to evaluate themselves.

2 criterion: The attitude of children to each other during the lesson. The criteria refer to moral pedagogical assessment. All classes are designed to give an idea of ​​the need to cooperate and empathize, to show care and attention in relation to each other, the ability to express one's opinion about friends, noticing both good and bad deeds.

Experimental work was carried out in three stages: ascertaining, developing, control experiments. The leading form of work with children was the conduct of ethical and moral classes. Each session was designed to teach children:

• Make the right decisions in different life situations;
• Control your behavior in dealing with other people;
• To teach to evaluate their actions and the actions of comrades, to compare them with the characters of literary works, to imitate goodies;
• To form an idea of ​​good and bad deeds, behavior, the ability to correctly evaluate oneself and others;
• To give an idea that not only in fairy tales good conquers evil;
• Learn how to deal with conflict safely.
• To teach the culture of communication, to develop in them a sensitive, benevolent attitude towards peers.

Classes were held in the form of games, conversations, dramatization games. The following methods were used:

• Game exercises aimed at:
  - Development of the ability to communicate "Magic words".
  -Timely use of words of gratitude: "Gift to a friend."
  -Developing the ability to understand the mood of others.
  - Development of the ability to listen to the interlocutor: "Know yourself", "Pinocchio and children."

• Conversation on the stories: Fomin "Girlfriends", V. Mayakovsky "What is good and what is bad", N. Kalinina "The first day in kindergarten", the story "Vanya's good deed", the story of V. Oseeva "The Magic Word".
• The use of the artistic word: poems, proverbs, sayings.
• Playing situations that enable children not only to talk about a particular problem, but to live it emotionally.
• A productive activity is drawing pictograms (a schematic facial expression with different moods).
• Auxiliary reception - listening to music. Determining the emotional state of a person in accordance with the nature of the music.

From the work carried out, the following conclusions can be drawn. The child's behavior is the result of upbringing. The child shows a willingness to follow the instructions of those whom he loves, whom he trusts, whom he considers fair, kind and strict. The communicative competence of the teacher is important, then his assessment will be heard and meaningful. For this purpose, recommendations were offered to educators on the formation of humane relations between educators and children; recommendations for educators aimed at organizing humane relationships between children; ways to increase the personal significance of pedagogical assessment.

Thus, in order to increase the effectiveness of pedagogical assessment, it is necessary to get an idea of ​​the child's personality, to explore all areas of his development. It is important to remember that child development is a holistic process; the level and direction of development in each of the spheres cannot be considered in isolation, since these spheres are interconnected and influence each other.

Almost every day a student receives marks at school. And on other days - several. A mark is an everyday, habitual, banal phenomenon in the life of a schoolchild, and no matter how surprising it may seem at first glance, it is far from banal for a psychologist who is trying to trace the functions that it actually performs, the various consequences to which it can lead. Suffice it to say that when the author of this work wanted to find out how many functions, judging by the data available in the literature, pedagogical assessment performs, he counted them no more, no less - eleven! True, some of them overlap, the grounds for classification are not always strictly maintained, but the fact itself is expressive. It is quite obvious that the assessment affects very different and sometimes deep psychological layers.

Let's start with such a moment as motivation. And here's why. I think that, in principle, all readers will agree that assessment has an impact on the motivational sphere of students. But not everyone realizes how deep and multifaceted it is. The well-known Soviet specialist Sh. A. Amonashvili analyzed the experiences of schoolchildren when they received different grades. We will try to do this and we will follow him. Consider the so-called "triumphant five" (here and below, the apt characteristics of marks given by Amonashvili are used). First of all, it is a joyful experience of success, that triumph, which is mentioned in the title itself. This emotion is direct and immediate. Further, a deeper, personal layer: a sense of one's own worth - it is very important for children in general and adolescents in particular. Next is the positional layer - moving away from the weak and poorly performing, strengthening a confident position in the eyes of classmates and the teacher. Then - the socio-psychological layer: parents and relatives experience a sense of pride, share it with friends and colleagues, and so on. In the circle of adults with which the student has to come into contact, he is treated with respect. He has a confident position in the family, his rights are expanding.

As you can see, there is a complex, multi-layered positive impact. There is a desire to experience it again, and in a short time it becomes a need. And the need that has arisen begins to stimulate the efforts that are necessary in order to earn an A. Gradually, work with full dedication becomes a feature of the student's personality.

"Hopeful Four". The experiences of the student are very dependent on whether this four is really encouraging, i.e., is the achievement of the student and an application for further success. If yes, then the consequences of this mark are approximately the same as with the “triumphant five”. But if this four follows the five, then this is perceived as a decrease in the result. The student experiences a sense of infringed prestige, parents also sometimes resort to moderate sanctions: they suspend the fulfillment of previously given promises, deprive them of some pleasures, etc. The same deep layers are affected, but with a negative sign.

A completely different picture takes place in the case of the so-called "indifferent trio". First of all, there is no inspiring joy, no experience of success. True, there are no negative experiences. The emotional background is neutral. There is an indifferent attitude towards learning. Whether a feeling of completeness or inferiority appears in this case depends on the level of the student's claims. And it's hard to say which is worse. As they say, "both are worse." With a low level of aspirations, a sense of completeness is preserved, the student will not feel inferior, personal development will go quite normally, but it is unlikely that a need to study well will form. With a high level of claims, a feeling of inferiority will appear, it can lead to a search for recognition somewhere on the side (for teenagers this is a direct path to street companies) or it can give various neurasthenic manifestations, ranging from depression to aggressiveness. The position in the class is also quite definite - the guys get close to those like themselves, with those who have the same attitude towards learning. The position in the family is also mostly neutral: it is not customary to talk about studying there, parents and children avoid this mutually - such a conversation still does not bring joy to anyone, and the absence of deuces allows you to calmly avoid discussing school affairs. There is nothing to praise or encourage, scold too. Indifference. Thus, in this case, as in the previous one, a complex, multi-layered effect occurs. Just don't call it positive. True, and negative too. Over time, this develops into a habit, and then into a need to study just enough to ensure a peaceful existence.

Of course, here we mean schoolchildren, for whom the three has become a stable mark. If it is unstable, then (as in the case of the four) there are differences in attitude, depending on whether the student goes from unsuccessful to average or, conversely, begins to lose his position.

We will not analyze in such detail the last of the marks - the “destroying deuce”. The reader can easily imagine all the negative experiences associated with it, starting with the direct experience of his own failure, oppressed position in the class and ending with conflicts in the family, establishing strict supervision and increasing demands. Unfortunately, all this, as we have noted more than once, most often without real help. School becomes a source of almost exclusively unpleasant experiences for the student. The consequences do not require comment. Thus, teacher assessment captures a number of psychological layers of various depths, starting from superficial, like momentary emotional experiences, and up to deep and acting delayed in time - the impact on personality traits, changes in the socio-psychological situation, etc. This evaluation function is called stimulating.

Using the stimulating function of assessment is a powerful tool in the hands of the teacher, with which you can achieve a lot. But, of course, provided that it is used psychologically competently. First of all, the assessment must be fair. This is understood as both its justification in terms of the quality of the answer (test, etc.), and its comprehensibility for the student. Further, psychological literacy implies the ability to take into account the individual characteristics of the student, to imagine the depth of the psychological layers given by the assessment, and the degree of impact on the student. For example, children of a fragile mental disposition, who have great impressionability, can often be psychologically traumatized by a carelessly expressed value judgment.

Therefore, an important component of the pedagogical skill of the teacher is the ability to find the right tone for expressing your assessment. It is better for one student to express it in a strict, somewhat official and impressive tone, for another with a note of regret, for a third with some surprise, for a fourth with reproach, etc. Of course, the chosen tone must also be situationally justified. The ability to find the right tone comes gradually, but. in order for it to appear at all, one must not forget about its necessity, constantly look for the right tone, and then this skill will definitely come.

Next is a moment. You can speak rather sharply, if necessary, about a specific act, a specific control or answer at the blackboard, but this harsh assessment cannot be extended to the personality of the student. The fact is that often with his remarks that affect the personality of the student, the teacher causes the alienation of this student from the rest of the class. He finds himself in deep isolation, no one evokes sympathy, other guys rejoice at his failures. Here is a sketch, as they say, from nature.

“Here, Petrov, I give you a deuce. Fat two! Look, guys, - the teacher says in a victorious tone, - Petrov, as always, wrote, scribbled a statement for a deuce. Shame on you, Petrov, you are a slacker, a slob. And now you sit and smile. I give you a fat two.

The boys, spurred on by the teacher's words, ridiculed Petrov. Oh, how they, children, are merciless to the troubles of another! Petrov himself, a charming boy, bright-eyed, could hardly hold back his tears, hiding them in a forced smile. An incomprehensible joy triumphed in the class - Petrov received a deuce.

I would like it to happen like this:

Petrov (it would be better, of course, to address the boy by name), you, unfortunately, have a deuce. Do not worry. You made fewer mistakes this time than usual. Take it easy, don't get discouraged, keep going. I believe in you."

This is from an article by the teacher V. Linov, published in Moskovskaya Pravda. A little lower we will return to this article, but for now we note that the sketch given in it from nature is quite typical and the corrected monologue of the teacher proposed by the author is psychologically constructed quite correctly.

Psychological literacy implies, further, taking into account the well-known Pestalozzi rule: “Never compare one child to another; each child should be compared with himself. Unfortunately, quite a few teachers neglect this rule, believing again that in this way they achieve a stronger stimulating effect. Take a simple situation. The student, who always made 13-16 mistakes in dictation, made 8. When compared with the work of other children, he was and remained among the worst. And the teacher, if desired, has a reason to once again scold him in front of the whole class. However, this student definitely deserves praise: after all, progress is clearly evident. And it is very important to note this. After all, it is very possible that such a result is not accidental. It is possible that the student began to study grammar a lot. To celebrate progress means to support the efforts made. Not to do this means to cross out his classes in the eyes of the student. Of course, the above does not mean that he needs to overestimate the mark put in the journal: if it is customary to put a deuce for 8 errors, then there is no need to make an exception from this rule. The teacher can maneuver the mark only in borderline cases, when it can be pulled up or down with equal success. But even putting a deuce, it is possible at the same time to “gild the pill” in such a way that the child will not feel its bitterness. Can't believe? Then I will give a fairly competent evidence. “He stood on the threshold of the apartment (he called impatiently, as if a fire had started) with a victorious look, sparkling eyes and, waving his arms, shouted: - Hurrah! I got two!"

This is from the previously mentioned article by V. Linov. In it, he discusses a number of problems caused by a bad grade and tries to show his colleagues that the approval expressed by the teacher can completely neutralize the annoyance caused by a low grade. The article was called: “Hurrah! I got an A...” Let us note for the sake of complete clarity that the boy in question is not a first-grader, who at the beginning of the first quarter sometimes rejoices at the very fact of a mark, no matter which one. He is in the 5th grade, that is, he has already reached the age when both a critical attitude towards school and skepticism about grades begin to appear. And the reason for joy is seven mistakes in the dictation instead of the usual twenty. Well, the reason is the skillful adherence to the Pestalozzi rule by the teacher.

Here we come to another point of psychological literacy. As the reader will probably already understand, pedagogical assessment- it is not only a mark expressed in points. It is also a judgment expressed by the teacher. So, it is necessary to keep in mind that pedagogical judgment and mark in points perform somewhat different psychological functions and therefore cannot replace one another. The first captures the achievements (or, conversely, the lag) of the student in relation to himself. Whether he has advanced compared to his level, which was yesterday, a week, a month ago, or not. The second is how high his current level is in relation to the level of other guys in the class. Where does he end up: among the best? In the middle? Or at the very bottom?

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, so to speak, absolute successes ("me" today in comparison with "me" yesterday) and about relative success ("me" in comparison with other guys). Meanwhile, often the teacher, evaluating the student's answer, is limited to a mark, and if he sometimes expresses any judgments, then only as some "appendage" to the mark. It should, as a rule, be the other way around. First, an explanation of the positive and negative sides of the answer, a description of the success of the promotion (if any), some recommendations, and then, as a conclusion from what has been said, a mark.

To some extent, teachers who give priority to a mark over a value judgment can be understood. The mark is recorded in the journal and in the report card (diary). It is used to judge the performance of students (and the quality of the work of the teacher himself) and parents, and the school administration, and higher authorities, and any inspectors. The judgment is expressed, as a rule, orally, it is not documented anywhere, as they say, “you cannot sew it to the case”. But nevertheless, it must be remembered that his ability to influence the guys is much greater than the mark, although the latter is a convenient reporting indicator.

It is necessary to note one more important point concerning the value judgments expressed by the teacher. In psychology, it has been established that the most effective in their stimulating function are two polar types of evaluation - positive and negative, or, in other words, approval and censure. But at the same time Skillfully applied approval is a much more powerful means of influence than censure. Powerful because of its constructiveness: remember how the "triumphant five" finds its delayed action in what forms the need for repeated success - this need stimulates the efforts expended to achieve it, and over time the habit of performing at a high level becomes a personality trait schoolboy. With the help of a negative assessment, you can force to learn a subject, but not to fall in love. In order for pedagogical assessment to have a positive effect on learning motivation, use encouragement more widely. Find something to praise the student for. Of course, you can't praise him for something he didn't do. But try to praise for the slightest achievement, especially those who have a streak of failures and difficulties in their studies. Try to keep blame to a minimum. Try to develop the power of observation that allows you to distinguish between cases where a bad answer or a job well done was the result of bad faith and when it was also the result of learning difficulties. In the latter case, always try to “gild the pill” with your statements, even if you have to give a student a low mark.

Meanwhile, practice shows that teachers, unfortunately, very often show an inclination towards negative assessments. But what is perhaps even worse is the fact that a significant proportion of the answers (according to some sources, up to 25%) are not evaluated either positively or negatively. Logically, there is, of course, at first glance, a paradox: how else can an answer or work be evaluated, other than positively or negatively? But psychology does not always coincide with logic. It turns out that in such cases the teacher essentially leaves the student without a clearly expressed assessment.

It may be a direct lack of appreciation. The teacher called the student to the board to solve an example. The whole class follows his decision. The teacher too. He does not make any comments. At some point, the student fails. He erases what he has written, writes again, erases again, looks back at the guys, tries to catch the teacher's eye. After some time, the teacher says, looking at the magazine: "Well, the next one will go." The one who worked at the blackboard goes to his place.

This may be a case of indirect evaluation, so to speak. The teacher, listening to the answer, does not say anything about whether it is correct or not. Then he asks the same question to another student. After listening to him, he declares: “Well, this is a completely different matter. Sit down, both of you." Or the student made a mistake, a slip to which the teacher does not respond, but the class does, either with raised hands ("Ask me, I'll fix it!"), or with ironic remarks. The teacher is silent. The teacher did not speak directly, but through the attitude he demonstrated to the answer of another student or the remark of the class, this can be guessed and speculated.

It may be, finally, a case of indeterminate evaluation. It is characterized by the fact that neither the words of the teacher nor the intonation make it possible to understand whether he is satisfied or not, and at the same time allow for a variety of subjective interpretations.

Enough, Chernov, go to your seat.

All right, Konikov, sit down.

Okay, that's enough, Osadchaya, sit down. “No evaluation is the worst kind of evaluation,- writes the famous Soviet psychologist B. G. Ananiev, - since this effect is not orienting, but disorienting, not positively stimulating, but depressing, forcing a person to build his own self-esteem not on the basis of an objective assessment, which reflects his actual knowledge, but on very subjective interpretation of hints, semi-understandable situations, the behavior of the teacher and students. And further: “Non-estimation leads to the formation of uncertainty in one’s own knowledge and actions, to a loss of orientation, and on their basis leads to a certain partial (in this respect) awareness of one’s own low value.”

Thus, we see that the lack of evaluation has a negative effect on motivation (does not stimulate, but depresses; leads to a feeling of low value); and on the formation of educational actions (does not orient, but disorientates); and, finally, on the formation of control and self-esteem (it develops uncertainty in one’s own knowledge and actions; it forces one to build self-esteem not on the basis of sufficiently objective information about one’s own knowledge, but on the basis of a subjective interpretation of little understood situations). It therefore has a bad effect on all components of learning activity that assessment can only influence.

In examining this issue, we have actually already gone beyond the consideration of how pedagogical assessment affects motivation. Let us now move on to the next point of interest to us and see how this assessment influences the formation of learning activities.

Here we will again need to clearly distinguish where we are talking about the teacher's value judgment, and where - about the mark in points, by which he evaluates the student's knowledge.

Let's start with class work. Value judgments have several close, intertwined functions. First of all, this orientation function. The teacher shows the children the correct methods of work and then observes how the student succeeds in them. In other words, he directs them to the necessary learning activities.

Next is regulatory function. With the help of value judgments, the teacher regulates the actions of students, cuts off the wrong methods, and insists on using the right ones. In other words, he strives for the students to get the required result not in any way, but by all means in the one that is correct. Let's take our old example. When teaching mental counting, a first grader does not single out a learning task (learning to count in the mind) and therefore uses the wrong actions - tries to count on the fingers, etc. Seeing this, the teacher points out the incorrectness of this method of solving and suggests using the correct path: actions in the mind with based on a previously developed topic - the composition of the number. Value judgments can also perform a diagnostic function. If a student who has been shown the correct counting techniques many times begins to lag behind the class, the teacher will easily understand that the fact is that the student, working at home, and probably in the classroom, when the teacher does not see, continues to use the same incorrect techniques. The student notices the very fact of the beginning lag very easily: as soon as the teacher asked a question, a forest of hands is already stretching, but he himself has not yet managed to figure anything out. And that the reason for this lies in the stubborn use of the wrong method of work - the student very often does not understand. Having learned the "diagnosis" of his failure from the teacher, in many cases he will try to catch up and forever break with the old wrong methods.

It is possible to single out other functions of value judgments in the lesson, but the main thing is already clear from the above: they play an important role in the formation of educational actions, are closely interconnected and to some extent interchangeable. Everything that is formed with their help is then fixed with a mark. Value judgment thus plays a major constructive role; mark- sanctioning, approving or disapproving of what has been done.

A common mistake of novice teachers is that they place the main emphasis on the mark. They themselves clearly see the connection between a bad answer (or written work) and an incorrect educational action and think that it is just as obvious for a schoolchild. However, many of the guys of this age are simply not capable of this: too many intermediate links need to be restored in the mind for this. Thus, not only in the formation of learning motives, but also in the development of learning actions, it is psychologically correct to focus on the stated judgment, reinforcing it with a mark, and not vice versa.

All of the above referred to the work taking place in the classroom. There is no need to emphasize that it relies on the teacher's observations of the work of his pupils. Let us now dwell on the evaluation of work done at home. In this case, the teacher is deprived of the opportunity to see what techniques the children use when preparing homework. As already mentioned, the teacher here controls the product, not the process: he evaluates the result achieved, and not the way to achieve it. The mark here comes to the fore.

Meanwhile, for the most part, the guys are ready to easily judge, according to the mark, not only whether the task was done well or badly, but also whether they performed it correctly. Examples are well solved, neatly written, the teacher gave five. In the eyes of the student, this is evidence that at home he did everything in the best way. And that at the same time he drew sticks on a blotting paper, although the teacher asked him not to do so, it no longer matters to the child.

But if such a mistake is somehow excusable for a schoolboy, then it is not at all appropriate for a teacher to make it. Even the inexperienced. Meanwhile, it is not uncommon for novice teachers to accompany the mark with judgments like the following:

Here Ira solved both problems correctly and beautifully written. Great job! This is because she is attentive and does everything right both in the classroom and at home.

You learned poetry badly again, Yulia! You don't try at all when you do your homework. Ashamed! You can't be so dishonest!

And you, Seryozha, did a very poor job of writing. It's obvious that you didn't try. See for yourself: only the first two or three letters in each line look like themselves. And then they change in such a way that they cannot be recognized. And all because you turn around in class and don't look at how I write on the blackboard.

In all the above judgments there is one and the same psychological error. Having only a product in front of him (a task well or poorly completed), the teacher nevertheless (where directly, where indirectly) makes judgments about how the process proceeded (that is, about how the student prepared the task). And this is fraught with the threat of disorganization of the student in relation to methods of work.

Here the teacher spoke well that Ira solved the problems. Everything is correct: the tasks are solved correctly. And beautifully recorded. But it was not necessary to add that the girl does everything right both at school and at home, because in reality it turns out that at home Ira makes her mother work instead of herself. No, of course, now the parents are not the same as they were 20-30 years ago, no one will directly dictate the decision to the child. But many of the guys systematically use this trick: they say that the problem is incomprehensible, and ask for an explanation. It seems that it's okay: the explanation is not a hint. Mom eagerly sits next to me. Explained once - it is not clear. Two - again unclear. The child stubbornly continues to “not understand” the task. In my mother's explanations, leading questions begin to appear, then clues, at first more or less hidden, then more and more definite. The child persists in his misunderstanding. Finally, Mom asks a question so clear that the answer is completely obvious. Here the child suddenly “understands”. Of course, he understood not the logic of the task, but the clue that was openly contained in his mother's words. Everyone is happy: the mother fulfilled her duty and “explained the task”, the schoolboy because, step by step, forced her mother to decide instead of herself. If the teacher at the same time said that he worked well at home, in the mind of the child it gets something like this: this is how lessons should be prepared, this is what mom exists for. Many guys achieve truly virtuosity in their ability to make adults work for themselves. And often this is directly facilitated by the psychological mistake of the teacher, which we are now analyzing. Of course, over time, all this will result in the inability to solve problems. And the teacher, along with his mother, will be tormented by guessing why this happened. The situation is no better when the teacher speaks negatively about the way the lessons are prepared. Here Julia learned a poem. And the teacher reproached her for dishonesty and lack of diligence. But in fact, the girl tried very hard. I studied the poem for almost an hour. It’s just that she doesn’t know the simplest method of memorizing: first the first stanza, then the second separately, then once or twice both together, then carefully the third stanza, separately from the others, and after once or twice all three together, etc. She teaches them, always starting from the first stanza. As a result, the beginning of the poem is remembered well, but the end is much worse, and it takes a disproportionate amount of time. How will she react to the teacher's remark? First, resentment, how children (and not only them!) react to any undeserved reproach. Secondly, the only conclusion she will draw will be this: if an hour spent on a poem is considered bad faith, then you need to sit one and a half or two. Isn't it the kind of guys that grow up high school students who (as the reader remembers from the letter cited at the beginning of the book) are sorely lacking time for lessons?

Let's take the third case. The boy has only the first two or three letters similar to those shown in the recipe. The rest are heavily distorted, at the end of the line - beyond recognition. The teacher reproached him for his lack of effort. Moreover, he added that all this was due to inattention in the lesson. And the thing is that, as in previous cases, the student uses the wrong method of work. He looks at the sample in the copybook only when he writes the first letter in the line. He writes the second, “copying” from the first letter he wrote himself. The third - from the second, etc. Is it surprising that with this way of working at the end of the line it is difficult to recognize the letter? What effect will the teacher's remarks have here? First of all, the same resentment: the boy tried very hard, even helped himself with his tongue, and suddenly they told him, he didn’t try! Plus, you can see it right away! And besides, he is suggested a way out of the situation, which is completely inconsistent with his difficulties: no matter how much Seryozha watches what beautiful letters the teacher prints on the blackboard, he himself will not write better from this until he refuses (he will guess or the elders will help ) from mishandling.

So, we see that the influence of pedagogical assessment on the formation of learning activities is somewhat different in the case when the teacher evaluates the work in the class and when he evaluates the task prepared at home. This circumstance cannot be overlooked.

As for the influence of pedagogical assessment on the formation of such a component of educational activity as control and self-assessment, it seems that there is hardly a single reader who would doubt that pedagogical assessment (both in the form of a value judgment and in the form of marks) is in this case the main tool in the hands of the teacher. Here we will only note that pedagogical assessment also performs a number of functions, such as orienting, shaping, informational and corrective, educating, etc. And as a deep layer, it is social.

Perhaps, of all the components of learning activity, control and self-esteem are the most subject to the efforts of the teacher. And yet, in this case, it is advisable for him to involve his parents in the cause as his allies and helpers. First, as we have already said, children easily identify the assessment of the result of work with the assessment of the correctness of the methods of work used. They also talked about why this moment is difficult for a teacher to control and easy for parents. Secondly, by the time the child enters school, under the influence of the family, this or that method of self-assessment has been developed, and it is far from always acceptable at school. Imagine what self-esteem develops, for example, in a child who was allowed to do almost everything he wanted at home; or in a child who is used to the fact that any of his achievements cause only admiration in adults. Both of these moments require the work of the teacher with the parents. Let's dwell on each of them in more detail.

45. Functions of pedagogical assessment:

· educational- this assessment function involves not so much the registration of existing knowledge, the level of students' learning, but the addition, expansion of the knowledge fund;

· educational- formation of skills of a systematic and conscientious attitude to educational duties;

· orientation- impact on the mental work of a student in order to understand the process of this work and understand his own knowledge;

· stimulating- impact on the volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships;

· diagnostic- continuous monitoring of the quality of students' knowledge, measuring the level of knowledge at various stages of education, identifying the causes of deviation from the set goals and timely adjustment of educational activities;

Checking the effectiveness of the teaching activity of the teacher himself. Monitoring and evaluation allow the teacher to obtain information about the quality of the educational process, taking into account which he makes adjustments to his work;

Formation of adequate self-assessment in students as a personal education. Adequate self-esteem of schoolchildren is formed under the influence of grades and value judgments of the teacher. If these influences are negative, they lead to the formation of low self-esteem, instill in the student a lack of self-confidence, resulting in a decrease in learning motivation and loss of interest in learning;

a powerful motive for the educational activity of students;

Changes in interpersonal relations in the class team, assistance in raising the status of students. The positive or negative attitude of classmates to an individual student depends on the extent to which positive or negative pedagogical influences and assessments are applied to him.

Through assessments, the teacher educates schoolchildren, influences their attitude to learning, working capacity and self-demanding. He develops, if he does it right, their attentiveness, perseverance and diligence, allows you to truly evaluate your progress and the progress of others. It brings up their self-awareness to the proper extent, forms the motivation of schoolchildren. Any assessment that the student considers fair, no matter whether it is positive or negative, affects the motives, becomes a stimulus for their activities and behavior in the future.

46. ​​Types of assessments in a survey situation (according to Ananiev)

Partial assessments appear in the form of separate evaluative appeals to students during a survey in a lesson, and do not refer to the student's knowledge system, and not even to the subject as a whole, but to a certain partial knowledge or skill.

B.G. Ananiev defines 3 types of partial estimates:

1) Ambivalent (dual):
- lack of evaluation
- indirect assessment
- indefinite estimate.

2) Negative ratings

3) Positive evaluations.

Ambivalent estimates:

1. Lack of evaluation The teacher does not evaluate the student in any way. Such assessment has a very strong negative impact on the student's learning activities and his self-esteem. This is the worst kind of ped. evaluation, which has a disorienting rather than an orienting function.

2. Indirect evaluation - this is the assessment of one student through another ("Here Dima answered better than Vitya") - this is a traumatic assessment.

Ananiev calls these two types "initial", due to the fact that they do not have an independent meaning and do not have a categorical effect. Often the teacher gives such assessments unconsciously, involuntarily.

3. Uncertain estimate - also initial, but it is already a kind of transition to various specific assessments, consciously set by the teacher. Characteristic of an indefinite assessment, which brings it closer to definite and separates it from the original ones, is its verbal form. The main, often the only expression of it are words or gestures that do not allow the student to understand how he was assessed.

Negative ratings: it is a very delicate instrument.

- Comment- this is only partly an assessment, since it is only an expression of the personal attitude of the teacher. Becomes a grade when systematically falling on the same student.

- Negation- these are words, phrases indicating the incorrectness of the student's answer and stimulating the restructuring of his thoughts, and, accordingly, the course of solving problems and the organization or reorganization of his educational activity ("wrong", "wrong").

- censure- various kinds of punishment, ridicule, which are sarcastic rather than humorous; reproaches, threats, notations. Can be stimulating if the student's shortcomings are not ridiculed.

Positive ratings

- Agreement- these are words and phrases that indicate the correctness of the student's answer, and stimulate the movement of his thoughts in the same direction. The function is to stimulate, encourage the student in his answers, actions.

- OK is a positive assessment of what the student has done or intends to do. The stimulating effect of the assessment prevails over the orienting one. Approval is a true, proven pedagogical technique.

- Confession- represents the selection of certain human merits.

- promotion- can be material, or assessment in words. This is an important pedagogical technique that can be used to solve the following tasks: to show what is valued in a child's behavior; reinforce and encourage positive behavior in the child.

47. Mark and grade

Grade A process is an assessment activity carried out by a teacher.

mark - the result of this process, its conditional reflection. A mark appears based on the grade. In the process of learning activity, the phenomenon of reaction fading is sometimes observed: too frequent use of the same stimuli (positive or negative assessments) leads to a gradual loss of their motivating role. The extreme values ​​​​of marks do not always have the same stimulating power as the cat. have average marks.

The main functions of pedagogical assessment according to Ananiev: 1) Orienting- contributes to the awareness of the students of that activity, the cat. he performs, and awareness of his own decisions. 2) stimulating- affects the emotional-volitional sphere of the teacher through the experience of success or failure

Types of ped. ratings: 1) subject: concerns the content, the subject of study. activities of the teacher, but not his personality.2) Personal ped. estimates: refer to the individual qualities of the teacher (diligence, diligence). 3) Material(attractive things, money, etc.)4) Moral(praise or blame) 5) Productive- relate to the final result of the activity.6) Procedural- refer to the process, not the final result7) quantitative, correlated with the volume of work performed8) Quality related to the quality, accuracy and accuracy of the work performed.

Types of assessments of the survey situation, or partial estimates.

Partial assessments act in the form of separate evaluative appeals to students during a survey in the lesson, and do not refer to the student's knowledge system, and not even to the subject as a whole, but to a certain partial knowledge or skill. B.G. Ananiev defines 3 types of partial assessments:

1) Ambivalent (dual): (Lack of assessment - the teacher does not evaluate the teacher in any way, indirect assessment is the assessment of one teacher through another, an indefinite assessment is often its only expression - words, gestures that do not allow the teacher to understand how he was assessed.) 2) Negative assessments (Remark, denial, censure) 3) Positive assessments (Consent, approval, recognition, encouragement)

Group and individual assessment standards:

group- evaluates the student in comparison with other students; task standardization.

Individual assessment standards - assessment of the student in comparison with previous achievements.

48. The psychological essence of education

Kandybovich, Dyachenko: in the broad sense of the word upbringing - it is an activity to transfer socio-historical experience to new generations.

In the narrow sense of the word upbringing - it is a systematic, purposeful impact on the consciousness and behavior of a person in order to form certain attitudes, principles, value orientations that provide the necessary conditions for its development, preparation for life and work.

Badmaev B.Ts.: upbringing - this is the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment, including specially organized, purposeful activities of parents and a teacher.

Upbringing - it is the acquisition by an individual of social values, moral and legal norms, quality and patterns of behavior of educational processes that are socially recognized and approved by this community.

Kondratieva S.V.: upbringing - it is the formation of a holistic personality structure.

49. Psychological conditions for success education

1) Knowledge and understanding by the teacher, educator of the psychology of the child. This refers to the interests of the child, his value orientations, needs, self-esteem, the level of claims, the content of claims, temperament, specific age characteristics, which mental mechanism is leading at a given age (suggestion, imitation, identification).

2) Inclusion of the student in the activity, i.e. formation of motives and ways of behavior in one's own activity.

3) Establishing contact with pupils and overcoming semantic barriers:

Contact - establishing relationships that result in mutual understanding and cooperation.

The semantic barrier this is a negative reaction of the child to the demand of the teacher, educator, caused by the fact that they put different meanings into this demand.

Different 3 options for the semantic barrier

1. A child has a different view of some things than adults.

2. When the teacher's demands are perceived by the student as ridicule, nit-picking

3. The semantic barrier arises to the requirements of individual teachers

4) Prevention and overcoming the affect of inadequacy. inadequacy is a severe emotional state, which is the result of the increased claims of the individual, which do not coincide with its real capabilities; such a student has a stable self-esteem higher than real achievements, than the assessment that others give him.

Causes of the affect of inadequacy: undeservedly high marks from others, inflated claims and self-esteem, dominance of focus on oneself.

(Kozhina K.A. GBOU secondary school No. 349, St. Petersburg)

Assessment functions in the modern educational process

The problem of evaluation and evaluation activity is one of the most urgent problems, both in pedagogical theory and in pedagogical practice. At various periods in the life of society, measuring the quality of education and upbringing of schoolchildren, as well as expressing the results of these measurements, has always aroused a keen interest of teachers..

The assessment can be as diverse as possible, variable depending on the types and types of educational institutions, their specificity and focus, and the tasks of each of the educational levels. The main task of the assessment (and this is its main difference from the mark) is to determine the nature of the students' personal efforts; establish the depth and scope of individual knowledge; to help correct the motivation of a student who compares himself with a certain standard of a student, the achievements of other students, himself some time ago. Evaluation is always directed "inward", the student's personality is emotional.

“Only when the teacher masters the highest wisdom of human knowledge - the ability to respect children's ignorance, will the deuce be the sharpest, most subtle, but never used tool”

V.A. Sukhomlinsky

1. The concept of evaluation in the educational process.

In textbooks on pedagogy, assessment refers to the process, activity (or action) of assessment carried out by a person; the mark is the result of this process. Based on the evaluation, a sign expression of this process appears in the form of a mark. However, what it will turn into in the future, what it will bring to the student is an activity that does not depend on assessment. The mark, which is attributed to the innocent role of a simple reflection and fixation of the results of evaluation, in practice becomes a source of joy or serious shocks for the child. Not noticing this reality means making a serious psychological miscalculation in the analysis of the teacher's evaluative activity and the entire system of teaching at school.

The next concept closely related to assessment is knowledge testing. Under the test of knowledge of students is understood as the identification and comparison at a particular stage of learning the result of educational activity with the requirements specified by the program or standards. Therefore, verification is a reconciliation of the student's educational achievements with the standard (standard, standard, requirements). It establishes the level of student learning, the quality of his knowledge. Based on the analysis of the student's knowledge level, found as a result of the test, the teacher compares it with a 5-point scale. The result of the comparison is expressed in the form of verbal judgments or a mark (a symbolic expression of this judgment).

Having stated a certain level of knowledge of students, the teacher has the opportunity to adjust the further learning process, provide assistance in the form of advice, recommendations, consultations, and show their attitude to his efforts and successes. The student's knowledge and the skills and abilities shown by them are assessed. The objectivity of assessment in the traditional school is considered precisely from this position. At the same time, the efforts and efforts of the child are left aside. They are usually ignored. The rationality of his educational activity is also not taken into account. The motive that made him learn the educational material is not taken into account.

Unfortunately, in a traditional school, the assessment process is not affected by the quality of the education itself (meaning the process that the teacher built), as a result of which the student had to learn this material. For example: After a control dictation or test, the teacher discovers that most of the students did not cope well with the task, “2” and “3” prevail. He tells them the results and points out typical mistakes. At the same time, after analyzing the learning process, he comes to the conclusion that methodological miscalculations were made. And now the teacher plans to correct his miscalculations, but the marks have already been set, they are entered in the journal and begin to influence the lives and relationships of children. This is an example when a teacher was critical of his pedagogical work. In practice, we often observe a different attitude of the teacher to this situation. The teacher shifts all the blame for the results of the test onto the shoulders of the student, accusing him of negligence and poor preparation at home. Questions of the quality of the learning process built by the teacher remain aside and do not become the subject of analysis and the cause of this situation. It can be concluded that one of the reasons for the poor preparedness of the student for the lesson, negative marks on tests and other results of training and education is the quality of the educational process organized by the teacher.

In the practice of schools, concepts such as “diagnostics” and “monitoring” are increasingly encountered. If the first concept is a process of establishing the cause of a pedagogical phenomenon, then according to the second, in relation to pedagogy, it is necessary not only to control, but also to respond to certain deviations from existing norms in training and education. In this regard, we talk about pedagogical monitoring.

In modern pedagogical literature, this concept is understood as:

1. regular monitoring of the quality of assimilation of knowledge and skills, skills of students in the educational process;
2. observation, measurement and formulation of conclusions based on them in order to model, predict and make appropriate decisions.

Perhaps this list could be continued. The essence of this concept is that if the verification and control of knowledge involve one-time activities, then monitoring expresses the systematic, sequence and duration of the actions of the inspectors in order not only to measure the level of knowledge, but also to establish the causes of deviations, to predict the possible degrees of educational achievements of the student (learner, self-learner).

1.1. Approaches to assessing student knowledge.

Pedagogical science has developed various approaches to solving this problem. So, E. Perovsky, one of the researchers of this problem, compares two extreme positions: a point system for assessing knowledge (digital system) and non-evaluative learning. The point system is considered extremely economical and easy to use. Along with this, the shortcomings of this system are also noted: “abstractness” and “conventionality”. Although, according to E. Perovsky, "... if you combine a digital score with a teacher's value judgment, then these shortcomings can be avoided." The following conclusion of the author deserves attention: “In order for the assessment scores to become indicators of the level of knowledge of students, it is necessary that the same score everywhere have the same value, be assigned for the same level of knowledge. A very fair remark, but practically impossible, because the author does not take into account the factor that the level of knowledge of the student is determined by the teacher, and he has the right to make mistakes.

Undoubtedly, the objectivity of the assessment is closely related to the development of criteria, and for this it is necessary to establish which qualities of the evaluated work of students are to be evaluated, then determine what measure or degree of each quality should be evaluated by one or another point.

This issue has always been in the focus of attention of educational authorities, methodological services, and school management. However, the relevant recommendations on assessment standards suffered from a significant drawback - they could be interpreted by teachers in a way that could be beneficial to them. Consequently, much depends on the skill of the teacher, on his understanding of the function of evaluation, its role in the student's later life, readiness to evaluate not the student's qualities, but the quality of his answer (oral or written).

No less serious work, in which the idea was again voiced that the traditional assessment system still has many reserves, and has far from exhausted its capabilities, is the work of V.M. Polonsky “Assessment of schoolchildren's knowledge”. It very convincingly proves that "... the scoring system, despite its shortcomings, has not yet found a worthy replacement for itself." Thus, the well-known teacher V.F. Shatalov introduced an “open knowledge record sheet” to control knowledge. The essence of such sheets is that each mark received at the lesson or after school hours is entered on a special form, which is then hung out for public viewing. In contrast to the grades posted in the class journal and remaining a secret for the class, the grade put up in this way has an incomparably greater educational effect. The sheet of open accounting of knowledge turns into a "track record" of each student. Shatalov's method is devoid of another drawback, when a student's poor grade obscures the prospect of obtaining a high quarter or annual score. The prospect of getting a high quarter score remains throughout the year. Now, everything depends on the student himself, on his knowledge and diligence.Another example: A student's knowledge can be compared in terms of volume, completeness, level, and indicate a greater or lesser level. In this case, the score correlates with the number of tasks solved or exercises performed. Depending on the number of black answers, each student is assigned a rank that he occupies in his class based on the results of the test. Those. the numbers here, as in the scale of names, refer to specific issues, but show a greater or lesser level of knowledge (rank scale). In this case, a higher score reflects higher knowledge. The intervals between scores are not equal, but the order can be planned. These can be assessments on one topic, but showing a different level of its assimilation. With careful selection of questions and tasks of equal difficulty, it is possible to ensure that the points given for the answers of schoolchildren correspond to the level of their knowledge. Moreover, each subsequent score shows some increase in knowledge. Therefore, with the same scores, their interpretation depends on the school in which the measurement takes place.

Individual teachers practice receptioncommenting on the score: “A wonderful story, you expressed your thoughts very clearly and figuratively”, “Your solution of the problem turned out to be the most rational”, “Unfortunately, the answer is incomplete, the logical presentation of the material is violated”, “Today you have not presented the educational material enough, you have something Didn't understand?". Their effectiveness is obvious, although in practice they are still of limited use.

When assigning marks, the teacher cannot always remember for which material he gave this or that point: for answering a theoretical question or for solving a problem. Many teachers practicedifferentiatedmarks - separately for theoretical material and separately - for solving the problem. For convenience of distinction, a special form of notation is introduced. Recording 5/4 means that the student in one lesson received 5 for theoretical material and 4 for practical. By the way, this assessment practice is used when checking essays.

In the traditional grading system, there is a conceptintegrated assessment. The procedure for setting a complex mark consists of the following steps: - all elements of the student's answer are highlighted; - set relative the weight each element of the answer. For example, when evaluating the content of an essay, the correctness of literary analysis, style, form of presentation, etc. are highlighted. The first component is assigned a weight equal to 1, and the second -0.8. To derive a complex mark, the weight of each element is multiplied by the mark set by the teacher, then the sum of the weights and marks obtained is added up, and divided by the number of answer elements. In practice, teachers display quarterly, annual and attestation marks as the arithmetic average of all points. However, the last marks often carry more weight than the previous ones, as reflect a higher level of understanding of the topic. At the end of the year, the student could begin to study better and fully master the program; meanwhile, the average mark does not reflect this trend. To derive the final mark, it is more expedient to use a complex mark. In this case, each quarter assessment is assigned a different weight. The final assessment will then be more objective, and schoolchildren will have a good incentive for intensive studies. A low score in the first quarter will not be an insurmountable obstacle to a high annual score. Considering the reserves of the traditional grading system, it should be noted that the digital mark is not the only possible form. Of great interest is the approach of Sh.A. Amonashvili. One of those teachers who in elementary school went touncompromising learning.He theoretically developed and practically applied the content-evaluative basis of education. He believes that the student gradually acquires knowledge, acquires skills and develops skills. This process consists of a number of steps.

Awareness and acceptance by the student of tasks;

Building a plan for its solution, control over the process of its solution;

Evaluation of the result in accordance with the standard;

Setting goals for further improvement of the acquired knowledge, skills and abilities.

The essence of a meaningful assessment as a process of correlation of the course and result of activity with the standard outlined in the task. The next version of unmarked learning was described by V.F. Kostylev in the book "To teach in a new way". Here, pedagogical assessment is considered as “... an expression of the achieved level of knowledge, skills and abilities to that which the student must master. This is the result of the teacher's analysis of the progress of students' independent work in order to help them, stimulate their further efforts. The principal basis in this technique is the independent work of the student under the guidance of the teacher. Students learn the material in the process of performing special tasks aimed at mastering theoretical knowledge and practical skills. The results are judged by the quantity and quality of tasks performed. Consequently, the development of appropriate tasks (questions, exercises, problems, tasks, etc.) becomes the most important condition and means of assessment. But it is not so easy - creating a bank of such tasks for each topic of a school subject is a complicated matter. At the first stage of applying this technique, teachers who have not completely abandoned the marking can use thematic assessment. In the class journal, the number of tasks completed by the student at school and at home is entered in numbers. The mark on the topic is not displayed until the student has mastered the established minimum of tasks.

The five-point grading system of the school is a kind of ranking school, and therefore can be considered as an approximate example of a rating system, but not very perfect. Student ratings can be obtained by collecting points (points) for those types of work that should be completed within a certain period of time or in order to assimilate some educational material. At the end of the assessment period, all scores are added up and the student's rating is obtained. You can then rank students by their ranking. When using the rating system, quarterly grades or annual grades are given not by the traditional method, when stable groups of “triples”, “good students”, “excellent students” appear, but by compiling a general list of the class in which the best are at the beginning of the list, and the losers are at the end. At the same time, the student has a completely justified feeling that he needs not so much effort at all to move from 16th place to 14th, and success is quite possible.

Verification and evaluation of learning outcomes with an introduction standards is changing. The standard provides for only one level of training - the minimum and mandatory for all. It must be assimilated, otherwise the student is considered unsuccessful, and the teacher who allowed this is not performing his functions. Therefore, the results of achieving standards are evaluated only by two marks: “5” or “1” (according to our 5-point scale), there should not be another. The standard cannot be assimilated to “3” or “4”, it either exists or it does not exist. Here one cannot be guided by the old norms that have developed in the long-term practice of normalized assessment, when 70% of the assimilation of educational material was considered an acceptable indicator. Checking and evaluating the fulfillment of the requirements of the standard is carried out in order to find out whether each student has mastered or has not mastered the minimum of knowledge, skills and abilities that is fixed in the standard. In doing so, we are dealing withcriteria-oriented approach.

Under the conditions of this approach, the level of assimilation of each object of control (a topic, a separate concept, a specific mode of activity, etc.) is planned in advance, then it is communicated to students and becomes the standard below which it is impossible to teach or learn. The question arises, what are the criteria for assessing the knowledge and skills of schoolchildren in the context of the introduction of general educational standards? In other words, how to evaluate the knowledge of schoolchildren, why put “5”, “4”. "3". Here, of course, it is desirable to use a different approach. It should be built on other grounds, and be accompanied by verbal comments. For example, “this material (topic, section) was learned at a minimum level” or “this material was learned at the level of application of knowledge in a non-standard situation”, etc. All this allows reaching a 3-point system for assessing students' knowledge and skills. It has practically already taken shape, but with a different content of traditional marks: “3” - the standard on the topic was mastered by the student at a fairly good level; “4” - the student mastered the topic at a higher level than provided by the standard and “5” - the student mastered the topic at the level of creative application of knowledge (it is supposed to solve problems of increased complexity, perform creative and research tasks, and others). The mark "3" personifies a certain intimidating factor and in the minds is associated with serious problems in learning. In addition, the past pedagogical practice of parents indicates that "3" can be obtained, and without much effort. And suddenly their child, after long and hard work on mastering a minimum of educational material, brings "3". This approach does not stimulate the student and his parents to obtain full knowledge of the basics of science, there is a removal of the motivating factor in the educational process. If the minimum level is assessed, for example, with the mark “pass”, and all other achievements of the student are assessed with “4” and “5”, then in this case we remove the problem of the “triple student”. This approach is being tested experimentally in a number of schools in Kazan (geography, mathematics, history, and others). Having studied the standards and the program in the subject, teachers make up the educational program and thematic planning. Further, compulsory educational material (standard on topics), additional and enriched material are distinguished. The teacher's work methodology is based on the technology of intra-class differentiation. There are several levels in the educational material: standard, additional and enriched material. Level 1 - is represented by mandatory knowledge and skills on this topic; Level 2 - additional material that contributes to the formation and satisfaction of the cognitive interest of individual students and Level 3 educational material is designed to form the experience of creative activity within the framework of this subject.

1.2. Assessment functions in the modern educational process

Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is the only means at the disposal of the teacher to stimulate learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that students develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment, the diversity of its functions require the search for such indicators that would reflect all aspects of the educational activities of female students 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.

According to S.I. Arkhangelsky, pedagogical assessment is a sequence of teacher actions, including setting a goal, developing a control task (question), organizing, conducting and analyzing the results of activities, the implementation of which in the educational process leads to a conclusion that determines the goals of the test and its final conclusion - a mark in student's record book. Therefore, a mark is a conclusion about the results (successes) of a student's education and upbringing, made on the basis of the teacher's evaluation activity and expressed in the accepted gradation system (rank or functional).

Evaluation is designed to reflect in the unity of its quantitative and qualitative aspects. Qualitative assessment should be understood as such actions of the teacher, which are aimed at identifying and identifying the essential characteristics of the object, their analysis. The quantitative assessment in this procedure acts as if the second action. It deals with the same qualitative characteristics, but already endows them with traditional properties: it gives them a measure, forms the principle of discreteness (method of division), defines norms and standards, assigns a division value of the “measurement” scale, etc.

Considering pedagogical assessment as the result of comparison, comparison and generalization in the unity of the qualitative and quantitative aspects of the object under study, one cannot oppose one of its facets to another. We can only talk about the expediency of supplementing and deepening each individual characteristic with more subtle traditions. And in this part, a quantitative assessment in relation to a qualitative one always acts as a secondary one and is a derivative of the first one.

In essence, qualitative and quantitative assessments form a certain image - a copy of the object under study, which is most often achieved not directly, but indirectly. Mediation is an integral part of any assessment, since the process of obtaining conclusions is associated with the abstraction of the signs of interest to us and the generalization of the information that meets the goals and objectives of the test.

object pedagogical assessment in the educational process is the activity of students, subject - the results of this activity, expressed in various qualitative characteristics. The most representative of them are education and upbringing. As an indirect criterion, the development of students' abilities can act.

Pedagogical assessment has a number of fundamental properties: objectivity, comprehensiveness, qualitative and quantitative certainty (determination), accuracy, reliability, modernity, effectiveness, etc.

The evaluation serves to:

- determining the level of compliance with the goals set for

student, and the results achieved;

Identification of the difficulties of the student and the class as a whole for the organization of individual and group correctional work;

Determining the quality of the teacher's work by the level of success of students;

Creating a psychologically comfortable educational environment to motivate the child to succeed.

Assessments in training perform the following functions:

Educational - this assessment function involves not so much the registration of existing knowledge, the level of training, but the addition, expansion of the knowledge fund;

Educational - the formation of skills for a systematic and conscientious attitude to educational duties;

Orienting - the impact on the mental work of the student in order to understand the process of this work and understand his own knowledge;

Stimulating - the impact on the volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships;

Diagnostic - continuous monitoring of the quality of students' knowledge, measuring the level of knowledge at various stages of education, identifying the causes of deviation from the set goals and timely adjustment of educational activities;

Formation of adequate self-esteem in students as a personal education;

A powerful motive for the learning activities of students;

Change of interpersonal relations in the class team, assistance in raising the status of students.

2. Evaluation in the child's school life.

The school life of a child is filled with various activities and communication. In his communication with others, the child acts almost unconsciously, impulsively, emotionally.

Over time, the child begins to understand the dependence of his position on the results of his educational activities, on grades. The more the student begins to realize the importance and necessity of learning, the more attention is paid to him by his own successes and failures in learning, because public opinion is created about him, which further regulates relations between him and others. Also, in case of lagging behind in teaching, the student hopes to equalize the situation, catch up with his comrades, he believes in his own strength. The teacher should strive to organize the educational process in such a way that communication with the student is not made dependent on his failures or achievements in learning.

The impact of assessment on the change in collective ties is enormous, the mark is not only an indicator of the level of success, but also affects relationships in the class team.

Without suspecting it, with the help of marks, students begin to divide into certain levels of knowledge acquisition, the so-called tiers: excellent students, three students and two students.

And over time, students of different tiers begin to differentiate in their communications with each other. Responsible assignments are more and more assigned to "excellent students", rarely to "triple students". And the “losers” are given such instructions only if another attempt is planned to “correct” them. "Excellent students" get used to looking down on their "average" and "lagging behind" comrades. Unfortunately, or fortunately, but "excellent students" always make up a minority in the class team. The main core of students is a group of so-called average students.

The unequal progress of students poses a problem for the teacher to equalize it. However, under the conditions of the usual teaching methodology, designed for the average student, it is practically impossible to solve it.

2.1. Evaluation in the family life of a student.

Evaluation acts as the basis for the development of family relations with the child.

By assessment, parents judge not only the child's attitude to learning, but also about himself: whether he began to study harder or completely abandoned the lessons; whether he became kinder, more sympathetic or behaves boorishly. When a child receives a grade below "five", an adult feels that the child does not know something, is not able to do something, cannot, and that he needs help. But in what and how, he is unable to unravel, since in the assessment all this is obscured. Therefore, forms of assistance to the child sometimes turn out to be extremely contradictory and ineffective.

Any changes in family relationships cause painful experiences in the child. Since a child, for a number of reasons, cannot always maintain a good attitude towards his loved ones due to learning failures, he often looks for other ways to prevent the expected complications in the family. We list some of them: get the desired mark (for example, by cheating), create the desired mark (for example, by unauthorized entry in a diary and class journal), hide a bad mark, prevent a low mark from being given (for example, by informing the teacher in advance about imaginary illness of the mother). Skipping lessons, being late is not a lesson, but at home saying that there was nothing new today. The immorality of such actions is obvious. If at first he was afraid of the consequences of receiving an undesired mark and therefore he lied, now he rightly fears a heavier punishment, since his guilt has increased.

There are other consequences of the mark on the position of the child in the family: for example, seeing that the mark acquires special significance for parents, the student can dictate his own conditions, which must be satisfied as a payment for good grades.

Thus, the assessment, which is intended only conditionally to express the level of knowledge, skills and abilities of students, actually turns into a characteristic of his personality as a whole, influencing all areas of his life and regulating his relationships and communication. Evaluation affects the mind and feelings of the student. The child, who at first sought evaluation in the hope of dealing only with the highest of them, soon becomes convinced by his own experience how they complicate and define his life. Thus, evaluation becomes a means of social pressure on students.

Conclusion.

The rich experience of many generations of teachers suggests that in order for students to acquire solid knowledge and skills, it is necessary to monitor and evaluate them. Through assessments, the teacher educates schoolchildren, influences their attitude to learning, working capacity and self-demanding. He develops, if he does it right, their attentiveness, perseverance and diligence, allows you to truly evaluate your progress and the progress of others. It brings up their self-awareness to the proper extent, forms the motivation of schoolchildren. Any assessment that the student considers fair, no matter whether it is positive or negative, affects the motives, becomes a stimulus for their activities and behavior in the future.

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, relate 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 effect of assessment to be pedagogically targeted, it is first of all necessary to single out its predominant functions in relation to correctional and developmental education and 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 by the largest measure, should 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 that 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 proceeding to the assessment of 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 evaluation 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 do not put food on the 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.