Criteria-based assessment of students' educational achievements is especially relevant as part of the transition of educational institutions to new Federal State Standards.

Federal State Educational Standard

The second generation Federal State Educational Standards imply a significant modernization of modern education. In addition to basic skills and abilities, attention is paid to the independent activities of schoolchildren, creating a reliable foundation for the secondary stage of education.

The first generation standards assessed the degree to which schoolchildren had mastered a certain minimum of knowledge and skills. Criteria-based assessment according to the Federal State Educational Standard is focused on new goals and results and allows you to control the child’s self-development. In the new educational system, assessment is not a minimum criterion; it is used to test mastery of academic skills.

Grades for junior schoolchildren

Monitoring the achievements of junior schoolchildren is a pressing problem of the modern educational system. Let us analyze the main forms and methods of assessment associated with the cumulative rating system, and also highlight the distinctive features of the grade-free option for younger schoolchildren.

Features of the new standards

The leading component in the new educational standards for the results of mastering the basic educational programs is the formation of a harmoniously developed personality.

They install:

1. Directions for the development of the educational system, which determine the main thematic sections.
2. Criteria-based assessment technology allows you to describe the individual achievements of students.
3. The requirements for the organization and content of primary education are determined.

The main direction of assessment in a new approach to education is monitoring the results of activities related to the introduction and development of modern educational programs. The second generation Federal State Educational Standards are aimed at schoolchildren. Criteria-based assessment in mathematics lessons involves taking into account several groups of educational skills.

There are three main options for determining educational outcomes that involve criterion-based assessment:

• meta-subject;
• personal;
• subject.

Personal results in the Federal State Educational Standard are considered as the development of a child’s self-determination, including the formation of his civic identity, improvement of his internal position, formation of meanings and motives for educational and extracurricular activities, improvement of moral and ethical values, feelings, and personal qualities.

Meta-subject skills involve universal types of activity: communicative, cognitive, as well as options for its adjustment:

• control;
• planning;
• correction.

Universal options can be mastered by children on the basis of one or several academic disciplines; they are used by schoolchildren in the cognitive process, during extracurricular activities, to eliminate real life problems, and to find a way out of difficult situations. Criteria-based assessment of students' educational achievements is mainly used in educational activities. Subject learning outcomes imply the material mastered by schoolchildren in the process of studying the subject.

Results of the initial general standard of education

The main results of the Federal State Educational Standard in primary school, which the criteria-based assessment system allows for analysis, are:

• the formation of subject and universal actions that allow continuing education at the second level (in primary school);
• nurturing the ability to learn, develop independently, self-organize, set one’s own goals and objectives, solve educational, practical and educational-cognitive tasks;
• individuality of progress in the development of personal qualities.

Criteria-based assessment in primary grades helps the teacher find an individual approach to each child, choose the optimal methods and forms of teaching. There is a special document that indicates all the planned results for different educational areas (subjects).

The purpose of the assessment according to the Federal State Educational Standard

Criteria-based assessment in elementary school according to second-generation standards analyzes the path to achieving planned educational results. As a result, the following educational, practical and cognitive tasks are solved:

1. Creation of a system of scientific ideas about man, society, nature.
2. Skills and abilities of research, cognitive, practical activities.
3. Communication and information skills.

Criteria-based assessment in elementary school according to the Federal State Educational Standard has some features. The new standards are aimed at organizing joint classroom and extracurricular activities of schoolchildren and teachers, selecting and organizing educational content, and creating a favorable environment.

Criteria-based assessment is not just a teaching tool, but a stable regulator of the educational program. It acts as a valuable fragment of the subject content, a means of increasing the effectiveness of learning and teaching. The place and function of marks in the educational process have changed. Criteria-based assessment of student achievements is based on the following principles:

1. It is an ongoing process that is integrated into normal activities.
2. For each stage of the lesson, the teacher uses his own version of assessment. Diagnostic tests are also suitable for the initial stage of extracurricular activities.
3. Intermediate, final, thematic, milestone, criterion-based assessment is indispensable at the stage of checking the knowledge of knowledge.

Axioms of estimation

There are certain canons that characterize assessment according to the Federal State Educational Standard:

1. Several methods are suitable to achieve any goal.
2. No criteria-based assessment system can adequately assess the individual abilities of schoolchildren.
3. It is necessary to carry out a preliminary check, identifying the possibility of using the selected method for a specific educational program.
4. You should not use all technologies at once; it is important to determine priority areas.
5. Criteria-based assessment is focused on the formation of positive motivation and support for the success of schoolchildren.
6. The Federal State Educational Standard does not imply the transformation of grades into some kind of “whip” for the student.

Criteria-based assessment in mathematics lessons should not be reduced to a huge number of tests and tests, or intimidating students with low grades. Each student should have the right to his own educational trajectory, his own pace of learning educational material.

If the system is criterion-based, students are assessed taking into account their individual abilities and personal results. The Federal State Educational Standard does not imply unsatisfactory grades in moral development and patriotic education. The teacher gets the opportunity to compare each child’s personal results.

The Federal State Educational Standard does not involve teachers comparing the achievements of different students, since the problem of the child’s psychological comfort arises. The teacher sets the final mark as the total result of the grades accumulated by the child during the period under review (quarter, half-year, year).

The new standards require only criterion-based assessment in lessons of the Russian language, mathematics, and the surrounding world. In order not to cause a negative reaction among schoolchildren, all criteria and standards for grades and the specifics of grading are communicated to parents, children, and teachers in advance. The mark is used to monitor the results of the child’s educational activities; it cannot highlight the student’s personal qualities.

The modern education system involves criterion-based assessment. The school is invited to build a special form of control, within the framework of which all students will be included in such activities and will be able to gain self-assessment skills and work in creative groups. This option of work implements the principle of equal distribution of responsibility between all participants in the educational process: teachers, students, parents.

Criteria-based assessment of the Russian language implies voluntary performance of presentations and dictations, tasks of an increased level of complexity. At the first stage of education, the assessment system is used to stimulate the child’s desire to learn:

• the teacher controls the student’s initial knowledge and experience used to study the material;
• group and individual achievements of schoolchildren are taken into account;
• the understanding of the material studied by the child is analyzed;
• The teacher encourages children to think about their own results and contribution to the common cause.

The assessment system according to the Federal State Educational Standard in elementary school involves setting an internal mark, which is determined by the teacher. External assessment is carried out by various services in the form of monitoring studies and certification work. Such criterion-based assessment of mathematics does not affect the quarter (year) mark. The second generation Federal State Educational Standards did not just modernize, they adjusted the requirements for schoolchildren’s training, approaches to learning outcomes, and their diagnosis.

Specifics of assessing meta-subject, subject, personal results

When introducing second-generation standards, teachers faced the question of assessing the maturity of actions, the level of achievement, and recording new learning results. In order to find answers to the questions posed, representatives of the elementary school formulated certain tasks for themselves:

1. To analyze options for pedagogical control, assessment of educational and extracurricular achievements of schoolchildren, taking into account the new standards.
2. Study methodological and scientific literature on the problem of assessing the achievements of planned results, the degree of mastery of the basic curriculum of primary education.
3. Consider criteria for assessing the educational skills of schoolchildren from the point of view of second generation standards.

To implement the Federal State Educational Standard, personal, meta-subject, and subject-specific educational results are assessed. The teacher highlights meaningful (subject-related) lines. In addition to the marks given by the teacher, the child also carries out self-assessment and monitors the dynamics of personal achievements.

A portfolio allows you to accumulate achievements and analyze the individual educational development of a student. In addition to standard written or oral work, the Federal State Educational Standard requires project-based work for students. At the end of the school year, each child individually or as part of a project group defends a project. The form of presentation of work results is chosen by the educational institution and approved by the school council.

Assessment History

Assessment appeared in pedagogy quite a long time ago. It was used to test the level of mastery of new material and control intellectual skills. The teacher tries to allocate a certain period of time in each lesson for assessing students. Among the common methods of testing learning skills, the leading positions belong to: control and independent work, simulators, tests. Also, to check the level of learning, children are offered special homework, for which the teacher gives marks. The classic version of assessment is work in small groups, oral presentations in front of classmates. Examples of assessment methods proposed in the new educational system are:

• test tasks;
• express surveys;
• observations;
• self-assessment exercises;
• game assessment options;
• discussions.

To achieve the goals set by the Ministry of Education of the Russian Federation, the teacher must not only master the assessment system, but also operate with forms and methods of teaching.

In addition to reproductive methods, including the classical explanation of the material and performing exercises according to the scheme, the teacher must also use problematic technologies in his work. They are the leaders in the educational standards of the new generation. A research approach, design, modeling of various situations, including extracurricular education, helps the teacher achieve the goals set by the Ministry of Education.

Assessment methods

Impressive teaching methods involve the formation of social, aesthetic, moral, and scientific values ​​in schoolchildren. Assessment involves taking into account the following facts:

• student activity level;
• level of reproduction of received information.

Expressive methods involve students simulating situations in which they can demonstrate their level of training and education. The Federal State Educational Standard assumes the combination of these two methods, and the analysis is carried out together. Comprehensive assessment involves taking into account all skills, with an emphasis on personal skills.

The school creates an assessment system that will objectively monitor the student’s individual abilities, monitor his mastery of new knowledge, and the acquisition of certain skills. The teacher conducts a comprehensive assessment of the pupils’ achievements and selects their own option for further development for each child. Maintaining a portfolio of students' achievements is a way to constantly monitor the individual growth of children.

Examples of assessment systems

Non-judgmental learning is suitable for first graders:

• the teacher creates a “ladder of achievements”, at each stage of which students are expected to acquire certain skills;
• heroes of fairy tales help kids learn new knowledge and gain the basics of design and research activities;
• sheets of individual achievements are based on painting the cells with different colors, and the shade depends on what skills the students have acquired;
• observation sheets.

All these assessment methods without using points must be supplemented by comprehensive (final) knowledge tests. Among the innovations introduced at the initial stage of education is the writing of test papers by 4th grade graduates. This initiative came from the teachers themselves, who understand the importance and significance of rating testing at the initial stage of education. Such test tasks will help children prepare for the final exams awaiting them at the level of basic education (grade 9) and at the end of secondary school (grade 11).

Portfolio

The rapid development of modern society has left its mark on education. The introduction of new training standards at the primary and secondary levels of education has made significant changes to the assessment system. A rating system has emerged that takes into account not only but also other personal achievements of schoolchildren. Now not only teachers and high school students have a portfolio, but also elementary school students. What can you invest in a portfolio of personal achievements? Everything you can be proud of:

1. Special achievement sheets that reflect the dynamics of educational personal changes, starting from the first year of his studies at an educational institution.
2. Results of various tests, conclusions based on their results. Initial testing is considered as initial testing. It is carried out by a psychologist before the child enters school.
3. The portfolio contains both closed and open answers of the child, which reflect the development of technical skills: reading techniques, computing skills.
4. Certificates, gratitude, diplomas from various Olympiads, competitions, conferences, creative events.

Conclusion

Federal State Educational Standards are aimed at the formation of a developed personality. The ZUN assessment system has been significantly modernized. What comes first is not the score that characterizes the child’s specific learning achievements, but the progress and personal achievements that the student has achieved over the assessed period of time.

This approach stimulates students to self-development and self-improvement. If children are comfortable in the classroom, there is no fear of being assessed, they are not afraid to answer, the desire to gain new knowledge among schoolchildren will increase from year to year. When assessing, using certain criteria that comply with the Federal State Educational Standard helps the teacher develop in his students a sense of responsibility, cooperation,

Diagnostics of knowledge acquisition and the formation of skills plays an extremely important role in the organization of the educational process, since it provides the teacher with the necessary information to manage the educational and cognitive activities of students. The quality of education largely depends on its objectivity, completeness and timeliness, since the statement that management without full-fledged information support is management “blindly” has today been proven by the entire course of development of the modern education system. Traditional forms and means of monitoring student progress are mainly aimed at obtaining information about the results of learning and do not allow the full implementation of the diagnostic function of monitoring, which consists of detecting the causes of certain mistakes of students and identifying factors affecting their performance.

Diagnostics and assessment of schoolchildren's educational achievements is an obligatory component of the learning process and takes place at all stages of the learning process, but it acquires special importance after studying any section of the program or completing a stage of education. The essence of diagnosing and assessing the educational achievements of schoolchildren is to identify the level of knowledge acquisition by students, which must correspond to the educational standard for a given program or subject. However, didactic concepts of testing knowledge or monitoring learning outcomes have a much larger scope in modern pedagogy. Control and verification of learning outcomes is interpreted by didactics as pedagogical diagnostics, which is associated with the problem of measurement in pedagogy.

Pedagogical diagnostics, according to many scientists, is as old as pedagogical activity, and is understood as a process during which the following are carried out:

• 1) measuring the level of knowledge acquisition and training of students;
• 2) measurement of certain aspects of development and education;
• 3) processing and analysis of the received data;
• 4) generalization and conclusions about adjusting the learning process and promoting students to the next stages of education;
• 5) conclusions about the effectiveness of the work of teachers and the entire educational institution.

The term “pedagogical diagnostics” has limited use in Russian science and is applied rather to the field of education, where it means the measurement and analysis of the level of education, which brings it closer to psychodiagnostics. More traditional is the use of the terms: control, verification, assessment and knowledge accounting. Control of learning as part of the didactic process and the didactic procedure raises problems about the functions of testing and its content, types, methods and forms of control, about measurements and, therefore, about criteria for the quality of knowledge, measuring scales and measurement tools, about the success of learning and the reasons for student failure.

Being an integral part of the learning process, monitoring or diagnostics and assessment of schoolchildren's educational achievements have educational, educational and developmental functions. But the main function of control has always been diagnostic, specified in a number of tasks depending on the type of control. In accordance with what types of control are known in didactics, today they talk about types of diagnostics: current, periodic, final.

Current diagnostics – this is a systematic monitoring of the acquisition of knowledge, skills and abilities in each lesson, this is an assessment of the learning results in the lesson. Systematic control is operational, flexible, diverse in methods and forms, means, and is organically connected with other elements of the lesson (learning new things, repeating old things, training, etc.).

Periodic diagnostics carried out in the form of various forms of control after large sections of the program or a long period of study and is expressed in the conduct of tests on large blocks of the program, tests on sections of the discipline.

Final diagnostics is carried out on the eve of transfer to the next grade or level of education and its main task is to fix the minimum preparation that ensures further learning.

It is obvious that the diagnostic functions carried out by various forms of control measures consist in establishing the level of knowledge acquisition at all stages of training, in measuring the effectiveness of the educational process and academic performance and allow us to identify:

• – identifying learning gaps; the need to correct the learning process;
• – conditions for planning subsequent training;
• – recommendations for preventing academic failure.

Control methods - These are methods of diagnostic activity that provide feedback during the learning process in order to obtain data on the success of learning and the effectiveness of the educational process. They must ensure systematic, complete, accurate and prompt receipt of information about the educational process. If we understand control broadly, as pedagogical diagnostics, then testing methods can also be understood more broadly, as methods of scientific research of the pedagogical process.

Under By assessing knowledge, skills and abilities, didactics understand the process of comparing the level of proficiency achieved by students with the standard concepts described in the curriculum or in special recommendations. As a process, knowledge assessment is implemented during control (verification) of the latter. It is necessary to distinguish between an assessment and a mark, which is a conventional expression of an assessment, a conventional unit of measurement of the level of knowledge development. The word "assessment" in everyday life sometimes has the meaning of a mark. Thus, in English-speaking countries, knowledge is assessed at four levels: A – the highest mark, then accordingly – B, C, D. In domestic schools, in principle, there is a five-point marking system, which in practice, however, is four-point:

• – “5”, “excellent” – fully proficient;
• – “4”, “good” – has sufficient knowledge;
• – “3”, “satisfactory” – proficiency at the minimum acceptable level;
• – “2”, “unsatisfactory” – does not have knowledge according to standard requirements.

There are other scales of marks for knowledge in the world: 9-, 10-, 12-point marking systems. Waldorf and some other schools prefer to do without numerical marks, giving verbal meaningful characteristics of the student’s success.

So, assessment of knowledge is, in essence, the process of measuring the level of assimilation and is one of the fundamental and difficult to solve problems of didactics - the problem of pedagogical measurements. However, in the 20th century. didactics strives to clearly manage the educational process at all its stages, from developing goals and content to checking the results. Therefore, science is actively searching for objective control methods. We are talking about objective control, i.e. such methods of testing knowledge and, more broadly, pedagogical diagnostics, when a teacher or researcher uses a tool that provides accurate and complete information about the level of knowledge and the quality of the educational process. Science considers didactic tests to be such a means.

Didactic tests are a relatively new method of testing learning outcomes. Didactic test (achievement test) – This is a set of standardized tasks on a specific material that determines the degree to which students have mastered it. The very first test samples appeared at the end of the 19th century. They have become widespread in English-speaking countries since the 1920s.

The advantage of tests is their objectivity, i.e. independence of testing and assessment of knowledge from the teacher. However, science makes high demands on the test, considering it as a measuring instrument. It is necessary that the test meets the following requirements: reliability, validity, objectivity. Reliability of a test means that it shows the same results over and over again under similar conditions. Validity means that the test detects and measures the level of learning that the test designer wants to measure. From the above it is clear that the creation of such a device requires special knowledge and time. In modern didactics, two types of tests are known by what they measure: achievement tests, which measure the level of knowledge, and personality tests, which reveal the socio-psychological qualities of an individual.

As you can see, pedagogy makes active attempts to solve the problem of objective control and assessment of knowledge, but at the same time it faces a number of problems, including organizational and psychological.

Preview:

Municipal educational institution "Dolzhanskaya basic secondary school"

Teacher: Svetlana Nikolaevna Glotova

year 2012

Svetlana Nikolaevna Glotova’s presentation at the regional methodological association of primary school teachers in the Valuysky district of the Belgorod region (2012)

Topic: “Assessing the educational achievements of junior schoolchildren”

Slide 1.

The modern primary school is already in the position of diversity and variability, where an important role is played by the system of work of the teacher and the school as a whole, aimed at maximizing the disclosure and cultivation of the personal qualities of each child. Taking into account the fact that the modern primary school is not a school of skill, but a school of testing the child’s strength, the problem becomes urgentassessing the educational achievements of each student, aimed at personal growth and development, and not at the level of the average student.

The new assessment system shouldnormalize relationsthe student with the teacher, parents and himself;relieve anxiety, reduce the neuroticism of children; increase learning motivation; allow you to track the dynamics of school success.How to organize control and assessment within the framework of student-centered education?

The monitoring and evaluation system makes it possible to establish the personal responsibility of the teacher and the school as a whole for the quality of the learning process. SLIDE 2. The system of control and evaluation of schoolchildren’s educational work poses an important social task:develop in schoolchildren the ability to check and control themselves,critically evaluate your activities, identify errors and find ways to eliminate them.

Thus, a school assessment system focused on the effective learning of a child should, at a minimum, allow:

1. - provide informative and regulated (dosed) feedback, giving to the student information about his implementation of the program, how far he has progressed and about his weaknesses, so that he can pay special attention to this: to the teacher feedback should provide information about whether he has achieved or not his goals;
2. - secondly, use the assessment system as a form of encouragement, but not punishment, to stimulate learning, to focus more on what students know than on what they do not know;
3. - also use it to mark even minor progress of students, allowing them to progress at their own pace;
4. - rely on a broad basis, and not just on the achievements of a limited group of students (class), to promote the formation and development of self-esteem.

Traditionally, the form used to assess the achievements of elementary school students is the total indicators of the completeness and depth of mastery of the school curriculum, expressed in points on a five-point scale.The concept of modernization of Russian education involves a transition to a grade-free education system throughout primary school.

SLIDE 3. The main goals of grade-free education are to make student assessment more meaningful, objective and differentiated. This goal can be achieved if we subordinate grade-free education to the solution of the more important strategic task of modernizing the entire Russian school - educating independent, proactive and responsible young people who are able to quickly and effectively find their place in society in new socio-economic conditions.

In conditions of grade-free learning, it is important to form a positive attitude of the children’s team towards each student, since everyone has their own pace of development and their own successes.

Children cannot be compared: this one is smart, calm, better than others, and this one is weak, lagging behind. What is easy and simple for one may be very difficult for another. In this regard, it is necessary to aim children not at identifying the shortcomings of their classmates, but at identifying the positive aspects.When teaching without grades, it is very important to teach children standards of self-esteem, ways to detect possible errors and correct them..

Slide 4. Children's results can be assessed using

1. Magic rulers
2. Iconic symbolism
3. Evaluation ladder
4. Verbal assessment
5. Traffic light

Slide 5. Iconic symbolism

Slide 6. Evaluation ladder. Students on the steps of the ladder mark how they have mastered the material: the bottom step - I did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can complete the work independently.

Slide 7. Magic ruler.They draw scales in the margins of their notebooks and mark with a cross the level at which, in their opinion, the work was completed. When checking, the teacher, if he agrees with the student’s assessment, circles a cross; if not, then draws his own cross lower or higher

Traffic light. Assessing the completion of tasks using color signals: red – I can do it myself, yellow – I can do it, but I’m not sure, green – I need help.

 In the first grades of primary school, grade-free education can be in the form of a test for each topic.

The student must master each topic by completing a certain amount of tasks in the textbook and independent work. Based on the results of this work, he receives a credit on this topic. Each student must take credit for each topic, but the deadline for receiving credit should not be strictly limited (for example, students must pass all topics by the end of the quarter). This teaches students how to plan their actions.

Slide 8

Evaluation Security Rules

1. We don't skimp on praise.
2. We rejoice for the success of another, and help him in case of failure.
3. “for a fly in the ointment there is a barrel of honey” Even in a sea of ​​failure, you can find an island of success and gain a foothold on it.
4. Set only specific goals for your child. Instead of the incantation: “Try to be careful and don’t miss letters,” the setting “In the last dictation you missed six letters, today – no more than five” is more effective.
5. “chasing two birds with one stone...” There is no need to set several tasks for a first grader at the same time. If today you set the task not to forget about the period at the end of the sentence, forgive him for forgetting how to write the capital letter D.
6. the formula “again you are NOT...” is a surefire way to grow a loser.
7. We don't make fun of you, but joke in a kind way.
8. We praise the performer, criticize the performance.

Slide 9

The assessment and grade should record the student's achievements.Therefore, it is advisable for the teacher to monitoradvancement of the student along the lines of developmentpersonality. Tracking can be carried out both in the form of a general achievements screen andin the form of individual diaries of student achievements.

Current assessment of educational achievements.At the beginning of studying a topic, it is useful to conduct a starting assessment of students' preparation. The results of such an assessment in primary school can be noted using"ladders of achievements"by placing a figurine symbolizing the initial level of proficiency in this skill on one or another step of the ladder.

It should be remembered that when evaluating written work (for example, homework), it is necessary to note not only errors and inaccuracies in the performance of the work, but alsoall successful places of work, make encouraging notes.

Thematic and final controlchecks not educational activities, but educational results (degree of learning).

In this regard, independent and control (test) works in mathematics, Russian language, literary reading, etc. have been created for primary school students.

Independent workare educational in nature. In other words, the student has the right to repeatedly work on his mistakes until he learns. The purpose of this work is to identify and promptly eliminate existing problems in knowledge (training goals). In accordance with the teacher’s comments, students complete those tasks that caused them difficulty. It is recommended to give a mark for independent work (if given) after correcting possible errors. The main criterion for assessing independent work is the quality of the child’s work on himself. The high level of difficulty of independent work allows children to prepare themselves well for taking tests or examinations. Their goal is to control the quality of learning material.

Test paperscheck the basic level of achievement. They have not so much a teaching function (although a retake is possible), but a controlling one.

One of the methods for assessing the process of one’s own educational activities and its results by a junior school student can be using the “Tree of Creativity.” The children have a common basket containing fruits, flowers, green and yellow leaves, which the children make together with their parents from colored paper, 5 pieces each week. At the end of the day or lesson, children attach them to the tree: fruits - the matter was useful, fruitful; flower - almost everything worked out, it went pretty well; green leaf - not everything worked out, but I tried; yellow leaf - I couldn’t cope with the task, I still need to work.

The teacher's assessment activity should not be a separate part of the lesson - it should permeate all his work. At the same time, it is important to remember that one should evaluate not only the result of educational work, but especially diligence, diligence, the desire to overcome difficulties, and demonstrate independence. This is precisely what is connected withOne of the problems that the teacher has faced and faces is how to organize the assessment of the educational achievements of younger schoolchildren, so as not to reduce it only to the assessment of knowledge, abilities and skills, but to cover the entire process of educational activity and its results.

Slide 10.

When assessing a child’s oral and written work, it is necessary to formulate a verbal assessment in an emotional form and show satisfaction with success:"Well done! I like how you try”; "Great! You write better than me"; "OK, thank you! It was interesting to listen to you”; “Don’t be upset, everything will work out for you, just let’s do it this way...”; “Look, it turns out you can! It worked out, well done!”In addition, during the assessment process, the teacher shows the student what he has already achieved and what he has to master: “Well done! But...” This can be an important function at all stages, and especially at the stages of updating knowledge and applying new knowledge.

 By the middle - end of primary school, students switch to a cumulative assessment system,which can easily be translated into any form of mark. Let us describe its main features.

1) Purpose The new system is to assess the student’s progress along the lines of development and his achievement of a certain level of education in accordance with the minimax principle. In the process of studying a particular subject, firstly, the student’s progress along the lines of personal development is recorded, and secondly, the student’s progress from the “mini” level to the “maxi” level along each line of development in accordance with the minimax principle.

Required level– orientation towards the national minimum requirements (standard).

A basic level of -program requirements.

Maximum level –a scope of capabilities that goes beyond the general requirements of the program.

2) Instead of negative and positive marks for any successful action, the student receivessuccess points:

1 – 2 points – required level;

3 – 4 points – basic level;

5 – 6 points – maximum level.

3) Success scores are easily converted into five-point marks in the official journal. One point of success (partial mastery of the required level) corresponds to a three, but it is recommended to avoid submitting it to the official journal. Two points of success (full mastery of the required level) correspond to a four. Three points of success (partial mastery of the basic level) correspond to a four plus, four points of success (complete mastery of the basic level) correspond to a five. Five and six success points (reaching the maximum level) correspond to an A plus.

4) Based on the results of studying the topic, each student gains a certain number of success points. If the number of points is equal to the number of lessons, then he receives credit at the required level on the topic. If the number of points exceeds the number of lessons and some of the tasks were completed at the basic level, then the student receives credit at the basic level. If the number of points significantly exceeds the number of lessons and some of the tasks were completed at the maximum level, the student receives credit at the maximum level.

If the sum of points does not allow you to get a pass, the student, before starting a new topic, writes a five-minute work on the cards, which is a choice of one task, either a required or a basic level.

5) During the year, 3 to 5 mandatory control (verification) works must be planned. In them, students must complete tasks along all lines of development for a given subject. Each line must have a choice of difficulty level: required (2 points), basic (4 points) or maximum (6 points).

Thus, based on the results of the assessment by the end of the year, we receive, firstly, a schedule of the student’s progress in studying the course by topics and tests (reflected in the student’s achievement diary), and secondly, a rating (based on tests) for each line of development .

With the correct definition of achievement goals and ways to test themSheets of individual achievements and Sheets of accounting and controlgive the teacher all the necessary information: Slide 11. how the learning process is going, what difficulties individual children have, whether the teacher and the class as a whole have achieved their goals, which should be corrected in the process of subsequent teaching. They also allow for feedback from the student and parents, much more informative than traditional grades allow. This scheme is more labor-intensive than marking, but it better meets the tasks at hand, especially since very often teachers themselves follow this path!

Portfolio as a form of assessment activity.

Slide 11.
A portfolio is usually understood as a way of recording, accumulating and assessing a student’s individual achievements during a certain period of his education. This form of assessment is successfully used in many countries around the world. However, a portfolio is usually defined as “a collection of a student's work and results that demonstrates his efforts, progress and achievements in various areas”, which allows it to be used in a cumulative assessment system.

Checking and assessing the achievements of junior schoolchildren is a very significant component of the learning process and one of the important tasks of a teacher’s pedagogical activity. Careful planning by the teacher of goals to achieve and ways to test them helps to increase the objectification of assessment and the quality of the learning process.

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Therefore, it is necessary not only to abandon the issuing of grades to students in grades 1 and 2, but also to rebuild the entire assessment activity. A mark as a digital form of assessment is entered by the teacher only when students know the main characteristics of different marks. Promoting awareness and acceptance of these characteristics (criteria) should become an essential content of the teacher’s activity. Before introducing marks, it is not recommended to use any other marks of assessment - stars, flowers, multi-colored stripes, etc. When they are used, the function of mark is taken over by this object sign and the child’s attitude towards it is identical to that of a digital assessment. In addition, the mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, and counting, and until any specific learning outcomes have been achieved, the mark more evaluates the learning process, the student’s attitude to performing a specific learning task, and records unsettled skills and poorly understood knowledge. Therefore, it is inappropriate to evaluate this stage of training with a mark. The teacher’s assessment activities here need to be focused around a detailed verbal and descriptive analysis of the student’s learning process and the formation of his self-esteem.

Verbal assessment (value judgment) allows the student to reveal the dynamics of the results of his educational activities, to analyze his capabilities and diligence. The peculiarities of verbal assessment are its content, analysis of work, clear recording of successful results and disclosure of the reasons for failures. At the first stages of training, a value judgment replaces and then accompanies any mark as a conclusion on the merits of the work, revealing both its positive and negative aspects, as well as ways to eliminate shortcomings and errors.

Self-esteem plays a special role in assessing the educational activities of beginning students. Self-esteem, as one of the components of activity, is also associated not with giving marks to oneself, but with the assessment procedure. During self-assessment, the student gives himself a meaningful and detailed description of his results according to given criteria, analyzes his strengths and weaknesses, and also looks for ways to eliminate the latter. The importance of self-assessment lies not only in the fact that it allows the child to see the strengths and weaknesses of his work, but also in the fact that, based on understanding these results, he gets the opportunity to build his own program for future activities.

It is impossible to introduce a self-assessment procedure into the pedagogical process by simple order. Its application requires painstaking, thorough, fairly lengthy professional work on the part of the teacher. The child’s self-esteem must be taught through specially organized assessment activities. From the first day of study in the system, the teacher needs to organize this activity based on clear criteria, involving each student. At the same time, for each type of activity, for each stage of the lesson, it is necessary to select its own, most appropriate methods of assessment.

Organization of assessment in conditions

without grade training

The child’s activities are assessed by the teacher from the first days of schooling. The main requirement of its organization at first is to rely on success. The teacher begins the assessment activity by assessing the children’s readiness for the lesson, their compliance with the rules of school life, and the manifestation of cultural communication skills and behavior. The teacher must emphasize how ok kids are ready for lesson, highlighting what “well prepared for the lesson” means.

Children's attention is fixed on those moments when are being carried out rules of conduct and complied with communication culture. It is important to highlight successes as they help children's emotional well-being and enable them to better understand the demands of school life. The teacher needs to ensure that he sees and emphasizes successes every child every day.

Already in the second week of training, the scope of the teacher’s assessment activities expands. It includes successes in the educational work of young students. Correctness, accuracy, diligence in performing work, and compliance of the results of work with the sample are subject to evaluation. Expanding the assessment activity, the teacher must each time introduce clear assessment criteria: what does it mean accurately, correctly... And only at the third stage of the assessment activity, after the children have mastered the criteria of correctness and the criteria for meeting the requirements, the teacher can introduce recording of the child’s difficulties (and here you still needs work). At the same time, the priority remains to rely on success and highlight the positive. Fixing difficulties involves, first of all, outlining the child’s prospects, showing exactly what needs to be done and how. By recording difficulties, the teacher instills in the child the belief that he will definitely succeed and gives him as much help as possible to make it work. The main content of assessment in conditions of grade-free education, in our opinion, is highlighting successes and outlining the prospects for a child’s learning. As the main parameters of assessment activities, the instructional and methodological letter of the Ministry of Education of the Russian Federation “Monitoring and evaluation of learning results in primary schools” No. 000/14-15 dated November 19, 1998. highlighted:

1) the quality of acquisition of knowledge, skills and abilities, their compliance with the requirements of the state standard of primary education;

2) the degree of formation of the educational activity of a junior schoolchild (communication, reading, labor, artistic);

3) the degree of development of the basic qualities of mental activity (the ability to observe, analyze, compare, classify, generalize, express thoughts coherently, creatively solve an educational problem, etc.);

4) level of development of cognitive activity, interests and attitudes towards educational activities; degree of diligence and diligence.

Only the first parameter of this list can be assessed over time by a mark for the learning outcome, the rest - by verbal judgments (characteristics of the student). At the very first stages of learning, the mark is not used at all.

When assessing, the teacher highlights the successes and outlines the child’s prospects not only in the acquisition of knowledge, skills and abilities, but also in his mental development, cognitive activity, the formation of his educational activities, general academic skills, his diligence and diligence.

The success of assessment is determined by its systematicity. It is important that every type of child’s activity is assessed at every stage. Traditionally, the teacher evaluates the results of the child’s activities (answered a question, solved a problem, highlighted a spelling pattern, etc.). Systematic assessment involves not only an assessment of the result, but also an assessment of the acceptance of instructions (did I understand what to do correctly), an assessment of planning (whether I correctly identified the sequence of actions), an assessment of the progress of execution (whether it is moving in the right direction when carried out).

It is systematic assessment that ensures understanding of the criteria and creates the basis for children’s self-assessment of their work. Systematicity also involves organizing assessment at all stages of the lesson. It is optimal to evaluate at each stage: goal setting (how the goal was accepted and what to pay attention to), repetition (what has been learned well, what else to work on and how), learning new things (what has been learned, where is it difficult and why), consolidation (what works and where help is needed), summing up (what is successful and where there are difficulties).

Thus, the organization of assessment in conditions of grade-free training is based on the following requirements:

1) assessment should begin from the first day of training;

2) when assessing, it is necessary to rely on the child’s success;

3) assessment should be carried out sequentially from the assessment of the organizational side of the activity to the assessment of its content;

4) the assessment must necessarily outline the prospects for the child;

5) the assessment should be carried out on the basis of clear criteria that are understandable to the child;

6) assessment activities should extend not only to subject knowledge, but also educational activities, general educational skills, the child’s cognitive activity, his diligence and diligence;

7) assessment must be carried out in the system.

The most important condition for organizing effective assessment of children's achievements in conditions of grade-free education is the effective choice of forms and methods of assessment.

Forms and methods of assessment

The compliance of a teacher’s assessment activities with the requirements is largely determined by the arsenal of assessment tools and methods available to him. The lack of methods makes systematic assessment difficult and most often underlies the teacher’s desire to quickly move to using a mark that allows one not to think about the variety of value judgments.

However, today there is a whole set of well-proven forms and methods of assessment that make it possible to implement all assessment requirements. Let's look at them in more detail.

The simplest assessment option is value judgments based on scoring criteria. Thus, when assessing a student’s work, the teacher records the level of fulfillment of the requirements:

He did an excellent job, didn’t make a single mistake, presented it logically, completely, and used additional material;

He did a good job, explained the question fully and logically, completed it independently, knows the order of execution, and shows interest. However, I didn’t notice the errors, didn’t have time to correct them, next time I need to look for an even more convenient solution, etc.;

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

I have fulfilled all these requirements, all that remains is to work on this…. Let's look at this together...

These judgments indicate the degree of compliance 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 assessing the result of an activity, but when assessing its process, other value judgments can be used, based on identifying the steps that the child has completed and indicated by the next steps that the child needs to take.

The teacher can make such judgments based on the memo:

1) highlight what the child should do;

2) find and highlight 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 ensure that the child already knows how to do this (find confirmation of this); what he needs to learn, what (who) will help him.

Such value judgments make it possible to reveal to the student the dynamics of the results of his educational activities, to analyze his capabilities and diligence. Evaluative judgments clearly record, 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 past results, and thereby the dynamics of his intellectual development are revealed (“What a complex example did you solve yourself today?”, “How well did you understand the rule, yesterday it caused you difficulties. I see that you did a very good job."). The teacher notes and encourages the slightest progress of the student forward, constantly analyzes the reasons that contribute to or hinder this. Therefore, pointing out shortcomings in the work, the teacher, with an evaluative judgment, necessarily determines what can be relied on so that everything works out in the future (“You tried to read expressively, but did not take into account all the rules. Remember the rules of correct, expressive reading, open the memo. Try to read again Once, you will definitely succeed.” “You started solving the problem well, read it correctly, highlighted the data and what you were looking for. Now draw a schematic diagram for the problem, briefly illustrate the condition of the problem and you will find your mistake.” the letter (word, sentence) is written according to all the rules of beautiful writing. Try to write everything else beautifully.”). When pointing out shortcomings at certain stages of work, even minor positive aspects are immediately noted (“You pleased me that you didn’t make a single mistake, all that’s left is to make an effort and follow the rules of beautiful writing”).

Verbal assessment is a brief description of the process and results of schoolchildren’s educational work. This form of evaluative judgment allows the student to reveal the dynamics of the results of his educational activities, to analyze his capabilities and diligence. The peculiarity of verbal assessment is its content, analysis of the student’s work, clear recording (first of all!) of successful results and disclosure of the reasons for failure, and these reasons should not concern the student’s personal characteristics (“lazy”, “didn’t try”). Value judgments are the main means of assessment in non-graded education, but even with the introduction of a grade, they do not lose their meaning.

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

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

The use of incentives should go from simpler to more complex. Systematization of the types of incentives used allows us to identify the following means of their expression:

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

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

3) materialized (encouragement prize, badge “Gramoteikin”, “Best Mathematician”, etc.);

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

Moreover, not only successes in children’s educational activities are encouraged, but also the child’s efforts (the title “The Most Diligent”, the competition “The Neatest Notebook”, etc.), the relationships of children in the class (the prize “The Friendliest Family”, the title “The Best Friend” are awarded) ").

As a result of the successful use of incentives, cognitive activity increases, performance increases, the desire for creative activity increases, the general psychological climate in the class improves, the children are not afraid of mistakes, and help each other.

The use of incentives requires the following requirements:

1) encouragement must be objective;

2) incentives must 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 preparedness;

5) move from entertaining incentives based on emotions to complex, most effective forms of incentives - activities.

The emotional response of the teacher or other students to the child’s work is of great importance in assessment activities. At the same time, any, even minor, progress of the student is noted (“Bravo! This is the best work!”, “How your letters are similar to the writing sample,” “You made me happy,” “I’m proud of you,” “You showed that you can work well.” ). Emotional feedback also evaluates shortcomings in work, but does not indicate weak personal qualities or abilities in certain areas of knowledge (“Your work upsets me,” “Is this really your job?” “I don’t recognize your work,” “Do you like your work?” work? ", etc.).

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

Self-esteem is 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, page 21; Moscow, “Russian language”, 1988]

Here, for example, is one of the methods of self-assessment. A ruler that reminds a child of a measuring device can be a convenient assessment tool. With 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 another line, a cross at the bottom may 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 successes (there is always a criterion by which a child can be assessed as “successful”);

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

Helps avoid comparing children with each other (since each of them has an evaluation line only in their own notebook).

The “magic rulers” described are a harmless and meaningful form of marking.

Here's how to grade Russian homework:

handwriting root "b" endings endings skip

noun verbs letters

This means that the work was not written in neat handwriting, but the child was very attentive (not a single letter was missed) and coped with all the previous mistakes, except for the “soft sign” errors. 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 your handwriting at least a little. Evaluation using rulers is organized as follows. First, the teacher sets assessment criteria - the names of the rulers. They should be clear, unambiguous and understandable to children. Each criterion must be discussed with the children so that everyone understands how to evaluate according to this criterion. The teacher and children agree, for example, that on the “handwriting” ruler, a mark (cross) is placed at the top if it is written accurately: without blots or corrections, all letters comply with the rules of calligraphy, do not go beyond the working line, and the slope is observed. A cross is placed at the bottom if the letters “dance” on the line, there are a lot of blots and corrections, the elements of the letters are not written according to the pattern, the letters are of different sizes, the distance between the elements does not meet the requirements. After each criterion has been discussed, children evaluate their work independently.

After self-assessment, it is time for teacher assessment.

Having collected the notebooks, the teacher puts his pluses on the rulers. The coincidence of the child’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 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 him to be kinder or stricter to himself next time: “Look, your letters were swaying in different directions, but today they have almost straightened out. Can I place the cross higher today than yesterday? Please praise your fingers: they have become more dexterous. Today, make sure the letters are on the line.”

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

Let us briefly formulate the most important principles for using techniques for teaching children self-esteem.

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

2. The assessment should not be general in nature. The child is immediately asked to evaluate various aspects of his efforts and differentiate the assessment.

3. A child’s self-esteem should be correlated with an adult’s assessment only where there are objective assessment criteria that are equally mandatory for both the teacher and the student (letter writing patterns, addition rules, etc.).

4. Where qualities are assessed that do not have unambiguous examples - standards, each person has the right to his own opinion and it is the adult’s job to introduce children to each other’s opinions, respecting each, without challenging anyone and without 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 assessment is quite complex. For elementary school, ranking teams, pairs of partners, or individual students according to the degree of success of their activities in completing tasks seems sufficient. As one of the methods used for rating assessment

As an assessment technique, you can use a “chain”, the essence of which is that children are asked to line up in a row: the row starts with the student whose work meets all the requirements (in which all the criteria are met), followed by the student whose work is different from the sample according to one criterion, etc., and the row ends with the one whose work is completely different from the given criteria. The teacher usually uses this technique at the end of the lesson. In some cases, one of the children makes up such a “chain”, and after he makes it up, he must find his place in it himself (naturally, all the children should take turns in this role). In other cases, 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 basis for construction (evaluation criteria) changes all the time, and the adult minimally interferes with this “assessment and self-esteem”, making sure that none of the children find themselves in the same place all the time. in the same position as a leader or trailing one. It is necessary to set various criteria so that even the child who failed, for example, to count correctly, according to the criterion “corrected the most errors” could be ahead of the chain.

This method of assessment was supplemented during the lessons, mainly by the children themselves. It was suggested that in cases where several children did something equally well (we emphasize, well), they take their 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 a child). An adult in this situation plays the role of a coordinator, an accomplice. For example, when conducting control in a 3rd grade natural history lesson, the teacher uses a technique for quickly checking the quality of students’ knowledge (). The teacher distributes programmed control cards, which contain “windows” for answers to 5 questions (3 answer options). The student must put “+” in the “box that matches the correct answer.”

The completed card may look like this:

After finishing the work, the teacher collects all the cards and puts them together. Next, 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 there should be “+” signs. The teacher distributes work to students and asks them to evaluate the completion 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 mathematics, Russian, and reading lessons. 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 person when discussing the problem in the group: first the most active student, then the less active one. Assessment using this form occurs most correctly in grades 2 and 3; in the first grade, teacher assistance is necessary.

Lesson plan:

Name the requirements for the system for assessing the achievement of planned results.

Highlight the main advantage of the proposed results evaluation system.

What changes have occurred in assessment tools (forms and methods of assessment)?

What does diagnostics of personal development results involve?

What changes have been made to the traditional grading scale?

How to ensure a comprehensive assessment of all educational results (subject, meta-subject and personal)?

What are the boundaries and scope of application of the new assessment system?

Describe 7 (seven) rules that determine the order of actions in different control and assessment situations.

1st rule. WHAT DO WE EVALUATE?

2nd rule. WHO ASSESSES?

3rd rule. HOW MANY MARKS SHOULD I PUT?

4th rule. WHERE DO I ACCUMULATE GRADES AND MARKS?

5th rule. WHEN TO PUT MARKS?

6th rule. BY WHAT CRITERIA TO EVALUATE?

7th rule. HOW TO DETERMINE FINAL GRADES?

What does a student’s portfolio of achievements (portfolio) include?

Materials for the lesson:

Rating system

achieving planned results

mastering the basic educational program

primary general education

at School 2100

(technology for assessing educational achievements (academic success)

D.D. Danilov

I. INTRODUCTION:

What does the new system of assessing educational results change in schools?

The Federal State Educational Standard contains clear requirements for the system for assessing the achievement of planned results (clause 4.1.8). According to them the assessment system should:

1. Fix the goals of assessment activities:

a) focus on achieving results

spiritual and moral development and education (personal results),

formation of universal educational actions (meta-subject results),

b) provide an integrated approach to assessing all of the above results education (subject, meta-subject and personal);

c) ensure the possibility of regulating the education system based on the information received about the achievement of planned results; in other words, the possibility of taking pedagogical measures to improve and improve the educational processes in each class, at school, in the regional and federal education systems.

2. Record criteria, procedures, assessment tools and forms for presenting its results.

3. Fix the conditions and boundaries of application of the assessment system.

The approximate basic educational program (addition to the Federal State Educational Standard) proposes a system for assessing results. Its main advantage is that it actually switches control and assessment (and therefore the entire activity of educational institutions) from the old educational result to the new one. Instead of reproducing knowledge, we will now evaluate different areas of student activity, that is, what they need in life while solving various practical problems.

What new forms and methods of assessment are needed?

First of all you need change tools - assessment forms and methods. Let's list the main changes.

The priority in diagnostics (tests, etc.) is not reproductive tasks (reproducing information), but productive tasks(tasks) on the application of knowledge and skills, involving the creation by the student in the course of solving his own information product: conclusion, assessment, etc.

In addition to the usual subject tests, it is now necessary to carry out meta-subject diagnostic work, composed of competency-based tasks that require the student not only cognitive, but also regulatory and communicative actions). The diagnosis of meta-subject results proposed by School 2100 is pedagogical. Any teacher can use it (unlike psychological and pedagogical diagnostics, which is carried out by a school psychologist).

The introduced Federal State Educational Standard is completely new for mass schools. diagnostics of personal development results. It can be carried out in different forms (diagnostic work, observation results, etc.). In any case, such a diagnosis requires the student to demonstrate the qualities of his personality: evaluation of actions, designation of his life position, cultural choice, motives, personal goals. This is a purely personal area, therefore the rules of personal safety and confidentiality require such diagnostics to be carried out only in the form of non-personalized work. In other words, the work completed by students should generally not be signed, and the tables where this data is collected should show results only for the class or school as a whole, and not for each specific student.

The usual form of written test work is now supplemented by such new forms of monitoring results as:

targeted observation (recording of actions and qualities exhibited by students according to given parameters),

student self-assessment using accepted forms (for example, a sheet with questions on self-reflection of a specific activity),

results of educational projects,

results of various extracurricular and extracurricular activities, student achievements.

Offered fundamentally rethink, and essentially change the traditional rating scale(the so-called “five-point”). Currently, it is built on the principle of “subtraction”: the student’s solution to an educational problem is compared with a certain sample of the “ideal solution”, errors are looked for - discrepancies with the sample in order to lower the grade (“don’t give everyone an A!”). This approach focuses on the search for failure and has a negative impact on the student’s motivation and personal self-esteem. Instead, it is proposed to rethink the scale according to the principle of “adding” and “level approach”– the student’s solution of even a simple educational task, part of the task is assessed as unconditional success, but at an elementary level, followed by a higher level, the student can strive for it.

Instead of the official class register, the main means of accumulating information about a student’s educational results should now be portfolio of achievements (portfolio). The official class register, of course, is not abolished, but the final grade for primary school (the decision to transfer to the next level of education) will now be made not on the basis of annual subject grades in the magazine, but on the basis of all results (subject, meta-subject, personal, educational and extracurricular), accumulated in a student’s portfolio of achievements over four years of study in primary school.