The correspondence of the teacher's evaluation activity to the requirements is largely determined by the teacher's available arsenal of means and methods of evaluation. The lack of methods makes it difficult to evaluate systematically and most often underlies the desire of the teacher to quickly switch to the use of a mark that allows you not to think about the variety of value judgments.
However, today there is a whole set of well-established forms and methods of assessment that allows you to implement all the requirements for assessment. Let's dwell on them in more detail.
The simplest assessment option is value judgments based on the criteria of a score. So, evaluating the work of the student, the teacher fixes the level of fulfillment of the requirements:
He coped perfectly, did not make a single mistake, stated logically, completely, attracted additional material;
He coped well, fully and logically opened the question, independently completed it, knows the order of execution, interest is visible. However, I did not notice the error, I did not have time to correct them, next time I need to look for an even more convenient way to solve it, etc.;
Fulfilled the most important requirements, knows the basics, understands the essence, but did not take everything into account, rearranged the logical links, etc.;
Fulfilled all these requirements, it remains to work on this .... Let's see this together...
These judgments show the degree of compliance with the requirements and are easy to use. However, they have a significant drawback - they can be perceived by children as a point score and converted into points. This reduces their teaching and stimulating function. In addition, such value judgments are applicable to evaluating the result of an activity, but when evaluating its process, other value judgments can be used, based on highlighting the steps that the child has obtained and indicated by the next steps that the child needs to take.
The teacher can build such judgments based on the memo:
1) highlight what the child should do;
2) find and underline what he did;
3) praise him for it;
4) find what didn’t work out, determine what you can rely on to make it work;
5) formulate what else needs to be done to make it happen that the child already knows how to do this (find confirmation of this); what needs to be learned, what (who) will help him.
Such value judgments make it possible to reveal to the student the dynamics of the results of his learning activities, analyze its capabilities and diligence. Value judgments clearly fix, first of all, successful results (“Your work can serve as a model”, “What beautiful letters you wrote”, “How quickly you solved the problem”, “You tried very hard today”, etc.). At the same time, the result obtained by the student is compared with his own past results, and thereby the dynamics of his intellectual development is revealed (“What complex example you decided today yourself”, “How well you understood the rule, yesterday it caused you difficulties. I can see that you have done a very good job." The teacher notes and encourages the slightest progress of the student forward, constantly analyzes the reasons that contribute to or hinder this. Therefore, pointing out shortcomings in the work, the teacher, by a value judgment, necessarily determines what can be relied upon so that everything will work out in the future (“You tried to read expressively, but did not take into account all the rules. Remember the rules of the correct, expressive reading, open the memo. Try to read it again, you will surely succeed. “You started solving the problem well, read it correctly, highlighted the data and what you were looking for. Now draw a schematic drawing for the problem, briefly illustrate the condition of the problem and you will find your mistake. “You tried to write neatly. This letter (word, sentence) is written according to all the rules of a beautiful letter. Try to write beautifully everything else. When pointing out flaws in certain stages work is immediately necessary, even minor positive moments are noted (“You pleased that you didn’t make a single mistake, it remains only to make an effort and follow the rules of beautiful writing”).
verbal assessment is a brief description of process and results educational work schoolchildren. This form value judgment allows you to reveal to the student the dynamics of the results of his educational activities, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of the student's work, clear fixation (first of all!) of successful results and disclosure of the reasons for failures, and these reasons should not concern personal characteristics student (“lazy”, “didn’t try”). Value judgments are the main means of evaluation in non-grading learning, but even when a mark is introduced, they do not lose their significance.
A value judgment accompanies any mark as a conclusion on the essence of the work, revealing both its positive and negative sides, as well as ways to eliminate shortcomings and errors.
A special role in the teacher's evaluation activity is given to encouragement. V.A. Sukhomlinsky, considering the possibilities of encouragement, noted that success among children depends on how much the teacher relies on the emotions of the children. He believed that the development of the child largely depends on the ability to influence feelings, the sensual sphere when using rewards (Sukhomlinsky V.A. “I give my heart to children”, Kyiv, 1972. - p. 142-143). The main incentive mechanism is evaluation. This mechanism allows the children to correlate the results of their work with the task. The most important result of the use of encouragement should be the formation of the need for the activity itself as the highest form of encouragement. Thus, encouragement is the fact of recognition and evaluation of the achievements of the child, if necessary - correction of knowledge, a statement of real success, stimulating further actions.
The application of rewards should go from simple to more complex. The systematization of the types of incentives used makes it possible to single out the following means of their expression:
1) mimic and pantomimic (applause, teacher's smile, affectionate approving look, shaking hands, stroking the head, etc.);
2) verbal (“Clever girl”, “You worked best today”, “I was pleased to read your work”, “I was happy when I checked the notebook”, etc.);
3) materialized (consolation prize, badge "Gramoteikin", "Best mathematician", etc.);
4) activity (Today you are acting as a teacher, you are given the right to fulfill the most difficult task; exhibition of the best notebooks; you get the right to write in a magic notebook; today you will do the work with a magic pen).
Moreover, not only success in the educational activities of children is encouraged, but also the efforts of the child (the title "The most diligent", the competition "The most accurate notebook", etc.), the relationship of children in the class (the prize "The most friendly family", the title "The best friend ").
As a result of the successful use of incentives, cognitive activity increases, efficiency increases, the desire for creative activity increases, the general psychological climate in the classroom improves, the guys are not afraid of mistakes, they help each other.
The application of incentives obliges to fulfill the following requirements:
1) encouragement must be objective;
2) incentives should be applied in the system;
3) the most effective use of two or more types of incentives;
4) take into account the individual capabilities and level of development of children, their readiness;
5) go from entertaining rewards based on emotions to complex, most effective forms of encouragement - activities.
Great importance in the evaluation activity has an emotional response of the teacher or other students to the work of the child. At the same time, any, even insignificant progress of the student is noted (“Bravo! This best job!”, “How your letters look like a writing pattern”, “You made me happy”, “I am proud of you”, “You showed that you can work well”). Emotional feedback also assesses shortcomings in work, however, weak personal qualities or abilities in certain areas of knowledge are not indicated (“Your work upset me”, “Is this really your work?”, “I don’t recognize your work”, “Do you like your work?" etc.).
Special place in modern approaches to assess the achievements of younger schoolchildren, methods of visual self-esteem.
Self-esteem - a person's assessment of himself, his qualities and place among other people (which is one of the most important regulators of human behavior). [Dictionary of the Russian language. Volume VI, p. 21; Moscow, "Russian language", 1988]
Here, for example, is one of the self-assessment methods. A ruler that reminds a child of measuring device. With the help of rulers, you can measure anything. For example, in a child's notebook, a cross placed at the very top of the ruler will indicate that not a single letter is missing in the dictation, in the middle - that half of the letters are missing, and at the very bottom - if not a single letter is written. At the same time, on the other ruler, the cross below can mean that all the words in the dictation are written separately, in the middle - that half of the words are written separately, etc. Such an assessment:
Allows any child to see their progress (there is always a criterion by which a child can be assessed as "successful");
Holds the educational function of the mark: the cross on the ruler reflects the real progress in the studied subject content;
It helps to avoid comparing children with each other (since each of them has an evaluation ruler only in his own notebook).
"Magic rulers" described by G.A. Zuckerman are a harmless and meaningful form of mark.
Here's how to evaluate homework In Russian:
handwriting root "b" ending ending gap
noun verbs letters
This means that the work was not written in neat handwriting, but the child was very attentive (not a single omission of letters) and coped with all the previous mistakes, except for errors on “ soft sign". It is clear that this is not just a mark, but a guide to action: tomorrow you need to save all today's achievements, repeat everything about the soft sign and try to improve the handwriting at least a little. Evaluation using rulers is organized as follows. First, the teacher sets the evaluation criteria - the names of the rulers. They should be clear, unambiguous and understandable to children. Each criterion is necessarily discussed with the children, so that everyone understands how to evaluate according to this criterion. The teacher and the children agree, for example, that on the “handwriting” ruler a mark (cross) is placed at the top if it is written neatly: without blots and corrections, all letters comply with the rules of calligraphy, do not go beyond the working line, the slope is observed. A cross is placed at the bottom if the letters “dance” on the line, there are many blots and corrections, the elements of the letters are not written according to the model, the letters are of different sizes, the distance between the elements does not meet the requirements. After each criterion is discussed, the children evaluate their work on their own.
After the self-assessment comes the teacher's assessment.
Having collected notebooks, the teacher puts his pluses on the rulers. The coincidence of the children's and teacher's assessments (regardless of whether the child rated his work low or high) meant: “Well done! You know how to evaluate yourself. In the case of overestimated, and even more so, underestimated self-esteem by the student of his work, the teacher once again reveals the assessment criteria to the child and asks the next time to be kinder or stricter to himself: “Look, your letters swayed in different directions, and today they almost straightened up. Is it possible to put a cross higher today than yesterday? Please praise your fingers: they have become more dexterous. Today, make sure that the letters are on the line.
In addition to working with individual self-assessments, the teacher works to objectify for children their subjective experiences in the lesson. He draws a large general class ruler, on which he makes all the judgments of the children about whether they liked their work (or about whether it was difficult, whether they still want to practice). The next day, such a "thermometer" emotional state class is discussed with the children. The teacher notes the difference of opinions as a sign of trust, sincerity, shows which children's grades help him plan the next lesson.
Let us briefly formulate the most important principles for applying the methods of teaching children self-assessment.
1. If an adult's assessment precedes a child's, then the child either does not critically accept it or rejects it affectively. It is advisable to start teaching reasonable assessment with the child's self-evaluative judgment.
2. The assessment should not be of a generalizing nature. The child is immediately invited to evaluate various aspects of his efforts, to differentiate the assessment.
3. A child's self-assessment should be correlated with an adult's assessment only where there are objective assessment criteria that are equally obligatory for both the teacher and the student (samples of writing letters, addition rules, etc.).
4. Where qualities are evaluated that do not have unambiguous samples - standards, each person has the right to his own opinion and the case of an adult - to acquaint children with each other's opinions, respecting each, not challenging anyone and not imposing either his own opinion or the opinion of the majority.
The next form of assessment can be called a rating assessment. This form of evaluation is rather more complicated. For an elementary school, it seems sufficient to rank teams, pairs of partners, or individual students according to the degree of success of their activities in completing tasks. As one of the methods of applied rating
What assessment method can be used to use a “chain”, the essence of which is that children are asked to line up in a row: the student whose work meets all the requirements (in which all criteria are met) starts the row, followed by the student whose work is different from the sample according to one criterion, etc., and the series ends with the one whose work is completely different from the given criteria. This technique is usually used by the teacher at the end of the lesson. In some cases, one of the children makes up such a "chain", and after he composes it, he himself must find his place in it (naturally, all the children should take turns in this role). In other cases, the construction occurs without anyone's instructions. It is performed by the children themselves collectively. The “chain” technique is performed in the form of a quick warm-up, the grounds for building (assessment criteria) change all the time, and the adult interferes minimally in this “assessment and self-assessment”, mainly making sure that none of the children end up in one and the same place all the time. the same position as leader or trailer. It is necessary to set various criteria so that even the child who failed, for example, to calculate correctly, according to the criterion “corrected the most mistakes”, could be ahead of the chain.
This assessment technique was supplemented during the classes, and mainly by the children themselves. It was suggested that in cases where several children coped with something equally well (we emphasize, it is good), they join hands and raise them up, and if everyone does well, a circle is formed (this also applied to those cases when the "chain" was made by the child). An adult in this situation plays the role of coordinator, accomplice. For example, when conducting control at a lesson in natural history in the 3rd grade, the teacher uses a method for quickly checking the quality of students' knowledge (Rakitina M.G.). The teacher distributes cards of programmed control, where there are "windows" for answers to 5 questions (3 possible answers). The student must put a “+” in the “box coinciding with the correct answer”.
A completed card might look like this:
After finishing work, the teacher collects all the cards, puts them together. Then, in front of the students, he puts a card with the correct answer on top and, using an ordinary hole punch, pierces all the work at once in the places where the “+” signs should be. The teacher distributes work to students and asks to evaluate the performance of this work and take a place in the chain in accordance with the correctness of the task. This form of assessment can also be used when conducting group work in the lessons of mathematics, the Russian language, and reading. In this case, at the end of the work, the teacher asks a strong student (team captain) or, conversely, a weak student to build a group in accordance with the activity of each when discussing the problem in the group: first the most active student, then the less active. The most correct assessment takes place according to this form in grades 2 and 3, in the first grade the teacher's help is needed.
Another effective form of assessment is a qualimetric (descriptive) assessment of the level of development of the child in any direction. The qualimetric assessment is built on the basis of clearly defined criteria and indicators of the development of the parameter being assessed. At the same time, the degree of severity of the criteria characterizes a certain level of development of the characteristic under study. High level it is noted if 90-100% of the specified criteria are expressed. The level above the average corresponds to the presence of 79-89% of the specified criteria. Middle level means that 50-74% of the specified criteria are characteristic of the measured characteristic. If less than 50% of the specified criteria are present, then we can talk about a low level of measured quality.
Qualimetric assessment can be applied to all parameters of the teacher's assessment activity. So you can evaluate mental development child, the degree of formation of his educational activity, diligence, the degree of independence, the degree of development of program requirements, the compliance of knowledge, skills and abilities with the standard.
Let us give an example of such an assessment.
The teacher needs to assess the level of development of the student's reading skill. The reading skill is described through 5 main criteria: the type of reading and its way of correctness (error-free), expressiveness, pace and meaningfulness. A qualitative description is built on the basis of the compliance of all criteria with program requirements. The five selected criteria make up 100%. Based on this, we can give the following characteristics of the levels of formation of the reading skill:
High level - smooth reading in whole words, without errors, expressive (with punctuation marks, logical stresses and pauses), at a pace that meets program requirements, with reading comprehension;
Above average level - fluent reading in whole words, without meaningful errors, at a pace that meets the program requirements, with an understanding of the meaning of what was read, but not expressive enough (mistakes in logical stresses) with the admission of no more than 2 errors with distortion of signs, but not content.
Intermediate level - smooth reading in whole words, with no more than 3 technical or one meaningful errors, at a slightly reduced pace;
Low level - intermittent, syllabic reading at a reduced pace with the allowance of more than 2 errors of distortion and meaningful errors, in violation of pronunciation standards with an understanding of the plot of what was read.
Qualimetric assessment allows not only to describe the estimated parameter, but also to measure it quantitatively, which is very important for the teacher. Compliance of the estimated parameter with the specified criteria is measured by special methods. Today, for some assessed parameters, such as the formation of educational activity, independence, cognitive activity, there are measuring methods. Some of them are presented in methodological guide"Diagnosis of learning outcomes in a 4-year primary school» / Edited by N.V. Kalinina, - Ulyanovsk, 2002. For other estimated parameters, and above all the quality of mastering knowledge, skills, such methods are developed by the teachers themselves.
If it is possible to use in practice already developed, tested, proven, proven reproducibility, validity, objectivity methods, then it is necessary to use this. If they are not, then such methods are developed by each teacher independently. First, the criteria for the measured characteristic are determined, then the nomenclature of levels is built: high, medium, low, (ideal, optimal, acceptable, unacceptable). Next, a set of indicators is selected, which together characterizes the level of development of the evaluated, the quality of the parameter, the result. This set must meet the requirements of completeness, integrity, reliability, etc., must be verified in a research and experimental mode.
All of the listed forms and methods of assessment can be used by the teacher throughout all the years of the child's education in primary school. During the period of unmarked learning (grades 1-2), these forms and methods become the main ones for the teacher, but not all of them provide a systematic, objective, quantitative fixation of the learning outcome. The content should reflect the tracking of the processes and results of the student's assimilation of program requirements for each subject studied in the system and on the basis of quantitative indicators. In order for the teacher, the student himself and his parents to systematically see progress in mastering the programs, from our point of view, the most optimal form of organizing assessment is to monitor learning outcomes based on a qualimetric assessment using a map individual development(individual achievements) of the student.
The existing practice of monitoring and evaluating students' knowledge causes great difficulties and complaints among teachers. They believe, not without reason, that the scoring system does not allow accurate measurement and differentiation of students' knowledge, that the motives for learning and the rationality of learning activities are not taken into account when assessing. All this prompted individual teachers and entire teams to search for alternative and more rational approaches - the article is devoted to them.In the experimental teaching of Sh. A. Amonashvili, in the author's "School of Self-Determination" by A. N. Tubelsky, in a number of other schools, instead of traditional marks, detailed evaluation characteristics are used. Some schools use a ten-point system for assessing knowledge (1), while others refuse grades in individual classes (2).
The traditional system of monitoring and evaluating knowledge actually has very serious shortcomings, since it does not sufficiently implement teaching, educational, diagnostic and stimulating functions. Since this is so, is it not advisable to abandon it or replace it with a more perfect one? Perhaps students, freed from the punitive function of the mark, would begin to study better and be more conscientious about their academic duties.
Learning without marks
To supporters of ungraded education, I want to recall the history of grades in the Soviet school. On May 31, 1918, the People's Commissar of Education A. V. Lunacharsky signed a decree abolishing the use of a point system for assessing knowledge. All types of exams were canceled, it was forbidden to ask students in the classroom, to conduct written, control work. Differentiated assessment was seen as a means of undermining the unity of the children's team and generating competition among students. However, this practice led to a decrease in the quality of knowledge, an increase in indiscipline, and poor attendance. Therefore, in 1935, the school restored a differentiated five-point system for assessing knowledge through verbal marks (“very bad”, “bad”, “satisfactory”, “good”, “excellent”). However, this measure did not help either. In 1944, the school returned to the five-point system for assessing progress: 5, 4, 3, 2, 1, which remains to this day (3).
The hope that the abolition of grades would stimulate interest in learning and the formation of internal motivation for learning did not come true. How do students feel about grades these days? 98 percent of schoolchildren primary school are in favor of retaining the grades. I believe that the percentage of middle and high school students who are in favor of evaluation of their educational performance is the same as in elementary school, although the motivation may be different. The results of one interesting psychological study speak of the inappropriateness of cancellation. American psychologists decided to identify the impact of assessment on student learning outcomes. In accordance with the design of the experiment, in one class, students were only approved for a certain time, regardless of the accuracy and completeness of their answers, in another they were only condemned, and in the third they were not evaluated at all. The results of the study showed that the best successes were demonstrated in the class where cognitive activity was approved. But the most interesting thing was that the worst results were shown not in the class where students were reprimanded, but in the one where cognitive activity was not evaluated in any way. At one time, V. A. Sukhomlinsky wrote: “The absence of an assessment for a child is an incomparably greater trouble than a deuce. In the mind of the child, the thought is affirmed: if I don’t have an assessment yet, then I haven’t worked hard enough yet ”(4). No matter how high the student's interest in learning, no matter how the internal motives of cognitive activity are formed, he always needs external motivation, praise and approval from the outside. The more significant, we respect the teacher in the eyes of the child, the more valuable and significant is his praise, which is expressed at school mainly in grades and marks.
Pedagogical assessment not only measures knowledge by relating it to program requirements and educational standard, but also motivates and stimulates the cognitive activity of students, contributes to the formation adequate self-esteem. The foregoing allows us to conclude that the abolition of grades is not justified either pedagogically or psychologically. With all the shortcomings, it has not yet been possible to find an alternative to the five-point system. Therefore, it seems to me, we should talk about its improvement, avoiding mistakes in assessing students' knowledge. And, unfortunately, they are quite common.
Teacher Mistakes
A serious mistake teachers make when assessing knowledge is a subjective approach to different groups of students. This is manifested in the divergence of grades given by the teacher to different students for the same answer, for the same work. Differences sometimes reach up to two points. It has been noticed that over the years the teacher develops a certain idea and a corresponding attitude towards different groups of students, this is most clearly manifested in the attitude towards successful and unsuccessful students. Teachers often praise some students (performers) and scold others (poor performers), and the latter, as a rule, are scolded more often and in a sharper form than their successful classmates. The biased attitude is also manifested in the fact that teachers are less likely to invite weak performers to answer, give them less time to think about the answer than well-performing students (5). Imagine the situation. A weak student stands at the blackboard and answers. He speaks uncertainly, out of place. What is the teacher's reaction? He cuts him off, puts a deuce and puts him in his place, always accompanying with value judgments: “You are not ready again”, “You are incorrigible”, “Do work with you, do not do it, but everything is useless.” Now imagine a different situation. At the blackboard, a well-performing student, who is also not ready for today's lesson, answers just as uncertainly. How does the teacher behave in this situation? He either prompts him, or gives him time to think of an answer. In two identical situations, the teacher behaves differently, depending on who is in front of him - a poorly performing or a well-performing student. This attitude towards different students is a manifestation of a pre-existing idea. The given example is an example of a subjective approach. And such an approach reduces the teaching, educational and stimulating functions of the school mark.
The American teacher Bloom believes that even the pace of students' speech affects the teacher's assessment. This was confirmed by a special study. The same geography material was retold by the student twice: the first time in 16 minutes, the second time in 24 minutes. The responses were videotaped. Then 81 geography teachers rated either the slow or the fast answer. For the faster option, the average score was 3.38 points, while for the option with a slower rate of speech - 2.5 points. The authors of the study conclude that a higher speech rate is associated for many teachers with deeper knowledge and greater abilities (6).
Teachers are unaware that a student's fast or slow pace of speech is not an indicator of knowledge or ignorance of the material, but indicates that the child belongs to one type or another. nervous system. A student with a phlegmatic temperament, which is characterized by inertia, weak switching from one type of work to another, needs more time to accept the question and answer it. Such a student needs more time to respond than an impulsive choleric. And the teacher regards the slowness of the phlegmatic in a completely different way. Error towards students belonging to various types temperament, is not a shortcoming of the grading system, but the teacher's own (subjective) mistake, namely, ignorance of the typological characteristics of students. In school practice, very often students are compared with each other, setting the academic success of one as an example to the other “Look how Sasha studies well,” the teacher says reproachfully and hopefully, turning to Petya, naively believing that Petya will reach for Sasha and will also become well to study.
Is it reasonable to compare children with each other? Does such a comparison contribute to the stimulation of interest in the teaching of low-performing schoolchildren? Here is a psychological experiment that was conducted on this subject. in class during school year each student was compared with himself, only the teacher informed him about the degree of progress, about his progress. In another class, the successes of one student were compared with the successes or failures of another, equal in abilities, but due to personal qualities achieve other results. In the third grade, the children were not compared at all. At the end of the school year, the most favorable picture was found in the class in which students with approximately the same abilities were compared, but who achieved different results in educational activities due to a different attitude to learning. The comparison here did not belittle the child, but, on the contrary, opened up a perspective for him. Positive results were also achieved in the class where the student was compared only with himself. A completely different picture emerged in that class. where successful and unsuccessful students were compared. The experiment allowed the author to come to the conclusion: “Children should be compared in such a way as not to elevate some and belittle others, but to stimulate children to achieve better results and improve their personality” (7). Proving the unjustification of comparing children in educational and cognitive activity, K. D. Ushinsky wrote: “The educator should never praise the child in comparison with others, but only in comparison with his former imperfection or, even better, in comparison with the norm of that perfection, which achieved." To compare children with each other, to set some as an example to others - this, remember, is not justified either for pedagogical or ethical reasons. A woman does not like being compared to someone, she does not want to be like anyone. The same is true with schoolchildren. Humanistic approach in education involves the acceptance of the child as he is, and the creation of conditions for his self-development and self-improvement. Mistakes made by teachers in evaluating students' knowledge lead to deformations not only of the evaluation component, but of the entire educational and cognitive activity. They reinforce the shortcomings objectively inherent in this system and make it unproductive and unattractive.
The student evaluates himself
Disputes around the issue of monitoring and evaluating students' knowledge, the search for new forms of their improvement, it seems to me, are being led in the wrong direction. You can, of course, introduce a ten-point grading system or completely abandon marks, practice various forms control - offset, exam, testing, but the essence remains the same: the student and his cognitive activity remain the object of the teacher's assessment. It seems to me that the most productive approach to improving school assessment is to turn the student into an active subject of the control and assessment component, in the transition from teacher assessment to student self-assessment, or, even better, a combination of these two types of assessment. Only the formation of control and evaluation skills make the student the subject of educational activity. It is, therefore, about the fact that the student himself assessed his learning activities. What are the techniques that ensure the formation of self-esteem? To develop an adequate self-esteem of schoolchildren, first of all, it is necessary to include them in the process of evaluating their cognitive activity. A. I. Lipkina believes that the formation of self-esteem occurs using the following methods:
1. Evaluation by a student of work done by another, i.e. mutual evaluation. According to the author, the availability of information about the work of a friend is a condition for the emergence of self-evaluative activity.
2. The student who has completed the work puts an assessment on himself. Then his work is evaluated by the teacher, both assessments are compared, and the degree of objectivity of the first assessment is revealed.* The following method can also be suggested. After an oral response, the teacher asks the responding student what grade he would give himself. Then he turns to the class with a request to evaluate the answer of his friend in points. However, for the formation of self-esteem, it is not enough to include students in assessment activities. Another thing is important, namely, to equip students with those criteria, guided by which students will carry out assessment and self-assessment. The student must be able to correlate (try on) knowledge (his own, comrades) with a given model, standard. By comparing his actions or the final result of his work with the standard, he learns to evaluate his activities. It is this approach to the formation of the evaluation component that underlies the experimental learning of Sh. A. Amonashvili. The transition from teacher assessment to self-assessment is important for turning the student into an active subject of learning. One of the main functions of a teacher in teaching is to manage the cognitive activity of students. Based on it, he plans educational and cognitive activity, sets goals, motivates it, exercises control, regulation and evaluation. At different stages of learning, the student must act as a teacher. In our case, this means that he himself, based on certain criteria, evaluates his cognitive activity. And the more often the student engages in self-assessment, the more confident he becomes the subject of learning.
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1 public education//1997. No. 6. - S. 61-62.
2 Headmaster//1998. No. 5. - S. 37-40.
3 Public education in the USSR. Collection of documents. /9/7- 1973 - M.. 1974.-S. 133, 171. 179.
4 R. Berne. Development of self-concept and education.
5 K. Ingenkamp. Pedagogical diagnostics. - M.: Progress. 1996.
6 M.: Pedagogy. 1991. - S. 110-111.
7 A. I. Lipkina. Self-assessment of a schoolchild M .: 1976.- S. 54.
Relationship between teacher assessment and student self-assessment
- The evaluation activity of the teacher is usually carried out in the form of a mark in the journal and in verbal form. There is a significant difference between them. The assessment that the teacher puts in the journal is official, based on specially developed criteria. Verbal assessments are not controlled by strict indicators, but they must be humane, must contribute to the development of students.
The student's self-assessment is mainly focused on the grades given in the journal. However, verbal assessments can play a dominant role in the formation of a student's self-esteem, if the teacher knows how to use them correctly. This is due to the fact that these assessments are more labile, emotionally colored, and more intelligible to students.
The vast majority of teachers believe that middle school students always agree with their assessments, so teachers do not analyze their value judgments and do not try to look for reasons for pedagogical failures in this direction.
Meanwhile, by giving the student the opportunity to defend his opinion and tactfully directing the child’s reasoning, the teacher thereby helps him form his own evaluative activity, develop the ability to analyze the teacher’s value judgments and thereby form self-esteem.
This way the teacher works is very effective not only for educating students (corrects their behavior, prevents the development of arrogance, high self-esteem, or, conversely, self-doubt, a sense of inferiority), but also for the development of his own professional qualities, such as respect for the child. , patience, pedagogical tact, empathy.
The main reason for the difficulty in educational work with students is an inadequate assessment by students of their personal qualities. The accuracy of quality assessment depends not so much on the actual level of his development, but on the level of aspirations of a teenager, his attitude towards himself as a whole. Assessing his qualities, a teenager proceeds not from an analysis of his actions in which these qualities are manifested, but from an assessment of himself as a whole, from his attitude towards himself as a person. The child evaluates himself and others in a generalized way and, based on this integral assessment(or), marks the presence or absence positive qualities personality.
Overestimation or underestimation by adolescents of their qualities does not affect the accuracy of their assessment of these qualities by classmates. This means that the inadequacy of adolescents in evaluating themselves is not the result of an insufficient understanding of the meaning of the qualities being evaluated or an inability to analyze the actions of others. It is due to the claims of teenagers to be the best among their peers, they do not want to be.
Introduction
Currently, the number of homeless children, children who do not regularly attend school is increasing, the relationship between students and teachers is violated at school. The school is dominated by the traditional teaching methods that have developed over a number of decades. The traditional methodology includes a five-point evaluation system, which determines the level of knowledge, skills and abilities of the student.
In the letter of the Ministry of Education of the Russian Federation "On the organization of education in the first grade of a four-year elementary school" dated September 25, 2000. it is written that “in the first grade of a four-year elementary school, the system of point (marking) assessment is excluded. It is also unacceptable to use any sign symbolism that replaces a digital mark (asterisks, airplanes, suns, etc.). Only a verbal explanatory assessment is allowed. In addition, it is impossible to say “didn’t think”, “didn’t try” if the student’s answer is wrong, it’s better to get by with the replicas “this is your opinion”, “let's listen to others”, etc.”. In the law of the Russian Federation "On Education" of 1999 No. Article 15 " General requirements to the organization educational process”It is stated in paragraph 6 that “discipline in an educational institution is maintained on the basis of respect for the human dignity of students. The use of physical and mental violence against students and pupils is not allowed.” In the letter “On the organization of training ...” it is written that “the following are not subject to any assessment: the pace of the student’s work; personal qualities of schoolchildren, the originality of mental processes. This is written in the documents of the Russian Federation, but in practice, already in the first quarter of grade 1, symbols are placed that replace marks (clouds, flags, faces, etc.), and in some schools a digital mark appears already in the second quarter of grade 1. This leads to a violation of the mental balance of the child, disorders, neuroses; conflict behavior in the teacher-student area.
It is also important that at school such concepts as “grade” and “assessment” are used as synonyms, often replacing “grade” with the word “assessment”. This lack of discrimination is not limited to teachers. So, in the diaries of students, in the column where marks are set, there is a heading "assessment".
Thus, these two concepts are initially identified for students and their parents. But there is no mark in any type of activity, except for school, and evaluation is inherent in any human activity.
The problem of the research is to study the influence of marks and marks on the child, and how, in accordance with it, the teacher needs to evaluate the work of students and give them marks.
The purpose of the study is to identify how the mark and assessment affect the personality of the child, his relationship with others, and how the teacher needs to evaluate the work of students.
Hypothesis: reaction elementary school student the assessment situation is characterized by non-differentiation and generates increased psychological tension; the definition of evaluation criteria and marks, familiarization of students with them and emotional support from the teacher significantly reduce the level of psychological tension.
Research objectives:
1. Show the deep roots of the evaluation system.
2. Identify options for the evaluation system on the part of the teacher (styles of evaluation activities).
3. To identify options for children's perception of the teacher's evaluation activities.
4. Determine the conditions for organizing the evaluation situation.
The object of the study is the evaluation activity of the teacher; the subject of the study is the perception of evaluation activities by younger students.
Research methods:
1. Student survey
a) an open questionnaire for students in grades 2-3;
b) the methodology of unfinished sentences for students in grades 2-3.
2. Questioning of parents (method of unfinished sentences).
Chapter 1
Psychological essence of appraisal activity.
Evaluative human activity is complex and contradictory; it has long attracted researchers. At the beginning of the XX century. Kurt Lewin noted the existence of an “objective scale of values” and “subjective evaluative activity” in a person’s evaluative act. He suggested that "there may be connections between them, but at times they may not coincide at all with each other." (quoted from 2.C.155)
V.N. Myasishchev defines evaluative activity as the result of a person’s internal comparison of his actions and deeds with the “patterns” contained in public assessments. social processes, i.e. given from outside. (2.C.155)
Subjective evaluation criteria are determined by the needs, aspirations of the individual, the mood of the person, i.e. internal position of a person. Objective evaluation criteria are determined by the psychological atmosphere, communication style, position and worldview of the team, i.e. external factors independent of the person. From the position of the child, any objective assessment of the teacher will be subjective; an adequate assessment arises when subjective criteria are correlated with objective ones. From the position of a teacher, an objective assessment will be an assessment without bias, without the teacher's attitude to the student, as "good" or "bad", and the subjective assessment will be taking into account all the characteristics of the student, his attitude to learning, the attitude of the teacher to the student.
When they talk about control and evaluation activities, they primarily mean the activities of the teacher. The evaluation activity of a teacher is a special kind of activity that includes control, verification, evaluation and the final result - a mark directed by the teacher to the student in order to determine the level of knowledge of the student and the impact on him from positive side. Depending on the personal qualities of the teacher, on the direction of his activity, on the style and manner of teaching the subject, each teacher has his own forms of control, evaluation criteria and marks.
AT special literature, in the courses of pedagogy and didactics, in school practice, such concepts as “accounting”, “control”, “check”, “evaluation”, “mark” are not yet fully disclosed and comprehended and comprehended. Often these concepts are identified with each other, applied without prior disclosure of their essence; this is especially true of the concepts of "assessments" and "marks". In the current domestic system of education, “assessment” and “mark” are interpreted, as a rule, as identical terms, with the proviso that “assessment” appears in the form of marks (points), but the reasoning does not go beyond this reservation about marks and marks. The distinction between the essence of the concepts of "assessment" and "mark" is very important for a deeper consideration of the psychological, didactic, educational and pedagogical aspects of the evaluation side of traditional education.
According to F.V. Kostylev, “assessment” “in any activity there is always an expression of the relation of the level achieved to what should be done (to the ideal, model, template). It is in the essence human behavior and any of his activities. This is how self-regulation, self-management based on self-esteem arises. (4.C. 83)
Sh.A. Amonashvili, points out that “assessment is a process, activity (or action) of assessment carried out by a person”; "A mark is the result of this process, this activity (or action), their conditionally formal reflection." (1.C.17). According to Amonashvili, checking and evaluating the knowledge, skills and abilities of students “is understood as the identification and comparison at one stage or another of the learning activity results with the requirements set by the program. The check establishes whether it is correctly performed study task whether there are deviations in the formation of ideas and concepts, what are the level and quality of skills and abilities. The accuracy and completeness of the assessment determine the rationality of moving towards the goal. ZUNs should be evaluated for the sole purpose of identifying ways to improve, deepen, refine them for the active inclusion of schoolchildren in the multilateral labor and creative activity aimed at the knowledge and transformation of reality. (1.C.20). However, it is not difficult to see the subtext of the assessment system of education, which consists in encouraging and forcing students to learn. Such a "evaluation function reaches its apex when a mark is given". (1.C.20). The teacher uses assessment with marks not only to determine the level of progress of students in the assimilation of knowledge and orientation in their quality, but also to maintain discipline and influence students. Based on the analysis of the level of knowledge and skills of each individual student found by the test, the teacher can evaluate this level in the form of verbal judgments and marks. Based on this, the teacher gives the necessary advice and instructions to the student and shows his attitude towards his personality and educational efforts. (1.C.18). Sh.A. Amonashvili believes that “the assimilation of an assessment and a mark is tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal logical result. (1.C.17).
The “Pedagogical Encyclopedia” of 1964 edition says: “Evaluation of schoolchildren's progress is expressed in points, as well as in the teacher's value judgments” (p. 243), here the concepts of “assessment” and “mark” are considered as synonyms.
E.I. Perovsky, like Sh.A. Amonashvili, is against the identification of the concepts of "assessment" and "mark". He believes that “marks, or points, are one of the forms of expressing attitudes, i.e. ratings". (quoted from 4.C.54).
N.F. Talyzina in her works does not separate the concepts of "assessment" and "mark", she uses only the term "assessment". (6.C.152).
The history of the development of marks is calculated for centuries, and the system of control and verification - for millennia. Instead of marks and along with them, corporal punishment was used, but there were also such systems that did not involve marks and punishments, but the development of the child's personality, enriching him with solid knowledge, skills and abilities.
In ancient China, Egypt, Greece, Rome, among the Slavs and other peoples, education was structured as follows: wealthy parents hired a teacher who dealt with one child, i.e. individual or tutoring sessions. This form was considered optimal, became widespread and has survived to this day. The children of ordinary and poor people studied in schools where education was based on the fear of physical punishment for academic failure and bad behavior.
First of all, it is necessary to take into account the psychological characteristics of a child of primary school age: the inability to objectively evaluate the results of one's activities, weak control and self-control, inadequacy of accepting a teacher's assessment, etc. Any knowledge test should be determined by the nature and volume of previously studied material and the level of general development of students. Equally important is the requirement for objectivity. This is manifested primarily in that evaluates the performance of the student. The personal attitude of the teacher to the student should not be reflected in the assessment. This is especially important because the teacher often divides children into excellent students, good students, three students and, regardless of the specific result of the work, puts mark in accordance with this division: an excellent student is overestimated, and a three-year student is underestimated. The nature of schoolchildren's acceptance of the teacher's assessment depends on the degree of self-esteem formation in them. The implementation of this requirement is of particular importance in the development of the educational and cognitive motivation of the child and his attitude to learning. The negative side of the teacher's activity in monitoring and evaluation is his self-centeredness. He stands as if above the children, only he himself has the right to evaluate, praise, correct mistakes. The student does not take part in this activity. Moreover, his participation is often punished ("don't prompt" - and he found a mistake in a neighbor; "corrected" - and he found a mistake in himself ...). This approach forms the student's conviction that assessment is a manifestation of the teacher's attitude not to his activity, but to himself. The teacher should remember that one of the main requirements for evaluation activities is the formation of students' skills to evaluate their results, compare them with the reference ones, see errors, know the requirements for different types of work. The teacher's job is to create a certain public opinion in the classroom: what requirements does the work meet as "excellent", is this work rated correctly, what is the general impression of the work, what needs to be done to correct mistakes? These and others questions become the basis collective discussions in the class and help the development of the evaluation activity of schoolchildren. Let's take an example. The teacher conducts a dictation, before passing offers to check it. The student finds errors in his work and corrects them. In accordance with the instructions, the teacher reduces the grade by a point. Let's analyze this situation. The student himself found the mistakes, which means that he has the skill of self-control. Naturally, in this case, not punishment is required, but encouragement. But there is a teacher who will say: "The student must immediately write without errors." However, the process of transferring a skill into a skill (namely, this is what the teacher requires) is quite difficult and uneven, so the fact that the student cannot immediately apply the spelling rule is rather his misfortune, not his fault. And until the student has developed one or another skill, he should have the right to correct the mistake, to analyze the reasons for his failures together with the teacher. In addition, this situation is also non-pedagogical because at the schoolboy a negative attitude towards the action of self-control, an indifferent attitude towards assessment is formed (“Why look for mistakes in yourself if the teacher will lower the mark anyway?”). The contradiction that arises in such a situation negatively affects the entire educational process, as it introduces discomfort into the relationship between the student and the teacher, between classmates, children and parents. In the process of implementing the educational function, conditions are created for the formation of those personality traits that become an incentive for a positive attitude towards learning. This concerns, first of all, skills and desire to exercise self-control. These include: the ability to compare the result of their activities with the standard; the ability to analyze the correctness (incorrectness) of the choice of the method of educational action, the means of achieving the goal; search for errors in someone else's and their own work, analysis of their causes and identification of ways to correct them. Thus, the monitoring and evaluation system becomes the regulator of relations student and learning environment. The student becomes an equal participant in the learning process. He is not only ready, he strives to test his knowledge, to establish what he has achieved and what he still has to overcome. The teacher uses a digital score (mark) and a value judgment for evaluation.
Characteristics of the digital mark and verbal assessment
It must be admitted that assessment based on the analysis of current and final grades remains the most productive form so far. At the same time, attention should be paid to its significant shortcomings: underestimation of the teacher's value judgments, passion for "percent mania", subjectivity of the grades given. It is necessary to prevent the tendency of formal "accumulation" of marks, orientation to the "average" mark, derived by arithmetic calculations. The final mark cannot be a simple arithmetic mean of the current test. It is set taking into account the actual level of preparation achieved by the student by the end of a certain period. At the same time, the student gets the right to correct a bad mark, get more high scores and improve your performance. For example, a student received for dictation on Russian language "2", as he made gross mistakes when applying the passed spelling rules. But in his subsequent work, he learned these rules and did not violate them in the next dictation. This provision means that the first "2" is invalid, corrected and not taken into account when deriving the final mark. Thus, the fetishization of the mark as the only "tool" for the formation of diligence and motives for learning should be combated and encouraged refusal from formalism and "percentmania". It is necessary to improve, first of all, the method of current control, to strengthen the importance of educational functions. Another important problem of activity evaluation are different approaches to using mark in the first class. Grades must be waived for first grade students for the entire first year. The mark as a digital design of the assessment is entered by the teacher only when the students know the main characteristics of different marks (in which case "5" is put, in which cases the mark is lowered). Before the introduction of marks, it is not recommended to apply any other evaluation marks - stars, flowers, multi-colored stripes, etc. The teacher must know that in this case This object sign assumes the function of marking, and the child's attitude to it is identical to the attitude to digital assessment. The mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, letters, counting, until any definite learning outcomes are achieved, the mark evaluates the learning process more, attitude student to implementation specific learning task, fixes not well-established skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark. Taking into account modern requirements for evaluation activities in elementary school, a four-point system of digital assessments (marks) is being introduced. The rating "very bad" (mark 1) is cancelled. This is due to the fact that the unit as a mark in elementary school is practically not used and the mark "very bad" can be equated to the mark "bad". The rating "mediocre" is canceled and the rating "satisfactory" is introduced. Characteristics of the digital assessment (marks) "5" ("excellent") - the level of compliance with the requirements is much higher Satisfactory: absence of errors both for the current and for the previous learning material; no more than one defect (two defects are equal to one error); consistency and completeness of presentation. "4" ("good") - the level of fulfillment of the requirements is above satisfactory: the use of additional material, the completeness and consistency of the disclosure of the issue; independence of judgments, a reflection of one's attitude to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material; "3" ("satisfactory") - a sufficient minimum level of fulfillment of the requirements for a particular job; no more than 4-6 mistakes or 10 shortcomings on the current educational material; no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;
"2" ("bad") - the level of fulfillment of the requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 errors or more 8 shortcomings on passed material; on the breaking logic, incompleteness, incompleteness issue under discussion, absence argumentation or the fallacy of its main provisions.
The rating is introduced for general impression from written work". Its essence lies in the definition relations teachers to the appearance of the work (neatness, aesthetic appeal, cleanliness, design, etc.). This mark is put as an additional one, it is not entered into the log. Thus, in the notebook (and in the diary), the teacher puts two marks (for example, 5/3): for the correct execution of the educational task (mark in the numerator) and for the overall impression of the work (mark in the denominator). Reducing the mark "for the overall impression of the work" is allowed if:
There are at least 2 inaccurate corrections in the work - the work is framed carelessly, poorly readable, the text has a lot of strikethroughs, blots, unjustified abbreviations of words, missing fields and red lines.
This position teachers in appraisal activities will allow more objectively assess learning outcomes and "divorce" the answers to the questions "what did the student achieve in mastering subject knowledge?" and "what is his diligence and diligence?"
Characteristics of verbal evaluation (value judgment)
Verbal assessment is a brief description of the results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence. A feature of verbal assessment is its content, analysis of work student, clear fixation (above all!) of successful results and revealing the reasons for failure. Moreover, these reasons should not concern personal characteristics student ("lazy", "inattentive", "did not try"). A value judgment accompanies any mark as a conclusion on the merits of the work, revealing how positive, and its negative sides, as well as ways to eliminate shortcomings and errors.