Five-point estimation system - criteria. Estimates at school

Developed Methodical Materials. The rate of estimation according to GEF

GEF estimation system

The introduction of the Federal State Standard NEO requires the rethinking of pedagogical activities in general and evaluation practices in particular.

The estimation system occupies a special place in the new GEF. Evaluation is one of the important learning goals.

Working in the implementation of the implementation of GEF, we must take into account the following requirements:

Ability to evaluate the dynamics of training achievements

Criterial Approach to Evaluation

Inclusion of students in the process of self-control and self-assessment

When moving to a new standard, not only knowledge, skills, skills, but meta-delta and subject results are estimated. In assessing the achievement of the latest Standard fixes an important feature: the focus should be the use of knowledge in standard and non-standard situations.

Criterial estimation- This is a process based on comparing learning achievements of students with clearly defined, collectively developed, in advance known to all participants in the process of criteria, relevant to the objectives and content of education, contributing to the formation of educational and cognitive competence of students.

Criterial estimation

(Marinaleksandrovna Pinskandank Candagogus, Leading Researcher, Institute of Education Institute in the Book "New Forms of Estimation" writes: The formative is evaluated to diagnose how the learning process on the initial and intermediate, and not only at the final stage and, if the data is unsatisfactory On the basis of the information received, make the necessary changes to improving the quality of educational activities.

An important condition: the estimation is really forming, it is necessary that its results are used by the teacher to correct the teachings. They must be communicated to the student and used for planning.

The most important stage of the estimation procedure: feedback between evaluating and evaluated.

Not only a teacher, but the child must imagine what he needs to work in the near future.

Evaluating one or another his ability to know, understand or do something, to do the appropriately, the child should always have a sample in front of him - a standard.

The systematic involvement of children in assessment activities makes it possible to form adequate self-esteem, since the answer of others it assesses himself.

In lessons you need to use prognostic and retrospective self-esteem.

Starting work follows with retrospective self-esteem (already performed work)

1 step - a child evaluates work after her teacher checked;
2 Step rate immediately after performing the work.

Prognostic self-esteem - assessment of the upcoming work. This is a "point of growth" of self-confidence of the younger schoolboy.

Evaluation technology for Lineberry is familiar to everyone. Retrospective self-esteem was put before the introduction of GEF, but the prognostic, where, even before the task, the student relates its capabilities with the task and evaluates itself - this is an innovation.

After completing the task again there is an estimation. Thus, a comparison of the prognostic assessment with a retrospective, allows the child to see his successes and difficulties.

Forms
Prognostic assessment

Icons
"+" (I know),
"?" (find it difficult),
"-" (I do not fulfill, I do not know)

"Magic Lines", where the level of self-assessment is shown

Mechanisms for fixing the results of monitoring the assessment of the quality of education at the school level should be as simple as possible and coming down to the following types of evaluation: Palkal assessment; Level assessment; Binary assessment, rating assessment, self-esteem and mutualization, the fact that GEF is provided.

Palkal estimate It assumes a preliminary description of the rates of estimation in points. To do this, the scale (or scales) of estimation (5-Tibalny, 10-point, N-point) is selected for the work; Pallery assessment is traditionally used in school for assessing subject results. This is the fastest in the implementation of the mechanism for assessing subject results of students. However, its essential limitation is a meaningful "coaling" of the evaluation result. Directly points only in generalizably characterizes the estimate object. However, there is a variant of the score, some assessment objects, which provides the possibility of differentiated fixation of the maximum number of points. For example, if only 7 components in the object of assessment in an ideal state, and as a result of the estimation, the presence of only 5 components was found at the time of estimation, then the result of the assessment can be fixed by a baller expression in the format "5 out of 7". This method of evaluating the results of children is most suitable for fixing a whole complex of results (5 of 12 literacy is formed at a high level, 6 of the 15 training modules are mastered at a high level, 7 out of 12 requirements for the conditions are provided in full, etc.)

Level estimate It implies a preliminary meaningful description of the levels that record the status of the estimated object and the description of the symptoms and methods of diagnosis that assigns the state of the estimated object to one of the described levels.
Level estimation is most effectively used to assess the results of education (primarily metap looms).
The final estimation is carried out on the signs of success levels:
-From (insufficient) level - performed correctly less than 50% of the baseline tasks, the outer side of the algorithm, the rules are mastered;
- the basic (required subject) level - the tasks built on the basic educational material are correctly performed, the supporting system of knowledge and methods of action on the subject needed to continue education in the main school;
- Increased (functional) level - students demonstrated to master the supporting system of knowledge at the level of informed arbitrary mastering by educational actions, as well as the ability to use, convert knowledge (method of action) to solve problems in new conditions, new action structures.

To organize the assessment of personal results of students, the most optimal mechanism binary estimation. The binary assessment allows you to fix the state of the estimated object at the level "yes-no", "there is no", "manifested - not manifested", etc.

Also, in accordance with the Regulations on the portfolio of the achievements of younger schoolchildren, a rating estimate was introduced - this is an individual numerical indicator of assessing the achievements of students.

Rating Reflects the participation of schoolchildren in any intellectual, creative and sports competitions held both at school and abroad. These may be subject Olympiads, creative festivals and exhibitions, competitions of research and art projects. For each achievement of a certain level, the student is accrued points in the rating table. If one or another contest was command, then by the score receives every member of the winning team. Further, the scored points are summed up, i.e. Ranking is cumulative.

1. Evaluation - This is a mechanism that provides a teacher with information that is needed to improve training, find the most effective methods, as well as motivate students to more actively engage in their teaching.

2. Evaluation - This is a feedback. It gives information about what students trained and how to learn at the moment, as well as how the teacher has implemented the educational goals.

The algorithm of self-assessment of younger schoolchildren teaches to remember the purpose of the work, compare the result with the goal, to find and recognize errors, evaluate the work process.

Examples of questions for self-standing:

I liked this work (I did not like it) because ...
It seemed to me the most difficult ...
I think it's because ...
The most interesting was ...
If I once again performed this work, I would have done the following ...
If I once again performed this work, I would have done the following in a different way ...
I would like to ask my teacher ...

3. Evaluation sends a teaching. Having written diagnostic, verification works, students learn how they reached, deciding the next educational, educational and practical task.

4. Evaluation is the speaker, i.e. Individual progress is taken into account when summing up the results of the study of the student for a certain period of time;

5. Evaluation should be technological, i.e. Availability in an educational institution of a common (unified) system of assessing individual educational results, the reasonable use of different estimated scales, procedures, assessment forms and their ratio.

For a clear organization of valuation activities, it is necessary to solve the task complex:

Identify the features of control and evaluation of academic achievements that ensure the implementation of the GEF to develop a provision on the evaluation system, identify the criteria;

Explore scientific and methodological literature on the problem of assessing the achievement of the planned results of the development of the main educational program of general education;

Develop and test tasks for monitoring and evaluating educational advances on subjects, diagnostic tools to determine the level of formation of the Wood;

Develop material necessary for fixing the results of individual achievements of students.

Obligatory self-assessment and evaluation on the reflexive stage of the lesson

At other stages of the lesson, educational situations of the formation of self-assessment actions are planned by the teacher on the basis of appropriateness.

The main object of the assessment system, its substantive and criterion base is the planned results of the development of junior students of the main educational program of primary general education:
- Subsection.
- Meta-submissible results
- Personal results

In elementary school, the material necessary for fixing the results of individual achievements of students was developed, there were tables in which planned results were made with an indication of the skills characterizing this result. This includes:
- estimated sheets in which the quality of the learning of knowledge and the level of formation of skills on each topic are recorded;
- control cards with the results of the mandatory practical part of the program;
- sheets of individual achievements of students on subjects;
- indicators for formation of universal training actions;
- sheet of common cooperative achievements (3-4 class);
The folder is created for:
- a student - allows to gain confidence in its cognitive opportunities and the possibility of successful inclusion in the system of continuing education;
- Teachers - gives information about the success of its own pedagogical activities, on the effectiveness of the training program, on individual progress and achievements of students;
- Parents- can track the process and the result of learning and developing their kid.

To fill this table, we use the 4-color indicator: Red - "I know well and I can help", green- "I know", blue - "I doubt",! Sign - "I do not know." Filling such a table allows generally to see the picture of the success of a child in all the criteria studied by him during the year, the formation of adequacy of self-esteem, awareness of the child of their "growth", visually show the child that he already knows and what he has to learn.

Tracking on these tables, the achievement of planned results can be trained throughout the four years of training, because Only substantive material will change with which the student should produce a particular action. This will make the control system more prompt and, accordingly, better.

As a result, for each training subject (including separately by the section of this subject), it is possible to judge the presence of objective knowledge and actions with the subject matter.

Evaluation in 2-4 classes may be different.
1 option - the system of measurement estimation can be continued;

2 option - a traditional four-point system has been introduced;

3 Option - non-current items are assessed by the estimate "Changed- not credited"

Most items are evaluated by the traditional mark.

Criterial estimate and self-esteem achievements obligatory
The choice of estimated option remains for the school.

Numbers were used from 0 to 5. Zero showed that the student did not fulfill his duties at all; If he received two zero in a row, he was subjected to corporal punishment (until 1864), the unit and two were set when the student disabrectly prepared a lesson; The top three was set for mediocre adjacent; Four - when the student performed his duties well; He received only for excellent knowledge of the lesson. The teacher was obliged to put points in the classroom, characterizing only the knowledge of the lesson given to the House, and did not have the right to take into account the attention or scattering of students during the classes, as well as the temporary or constant adjudication of the student, its age and ability

International knowledge estimation systems

Most countries have their own school assessment system in their schools. Of course, there are also standard international knowledge estimation systems.

International Bachelor.

Currently, the GPA program does not exist separately from the international undergraduate program. IB Diploma and IB MYP systems introduced a single estimator scale from 1 to 7, where 7-higher score, 1-lower. More estimates are always integers.

Russian Empire, USSR, Russia and CIS countries

In the history of Russian education, it was originally as in Europe there was a three-bit estimate system. In the list of students of the Kiev Spiritual Academy (G.), the highest category indicates very good successes: "The teachings of a fair, reliable, kind, honest, good, commendable." The average category indicates the successes of "the teachings of the mediocre, measuring, non-good". The lowest discharge characterizes the successes below average: "The teachings of a weak, gravily, coming, hopeless, lazy."

Gradually, verbal assessment became monotonous and shorter, it was more often replaced by digital, and the direction of the scale was established by the opposite German. At various times, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used in Russia. 5-point passed on them, which was officially established by the Ministry of Folk Enlightenment: "1" - weak successes; "2" - mediocre; "S" - sufficient; "4" - good; "5" - excellent. During the XX century, the estimate "1" gradually came out of use, as a result, the 5-point system was transformed into a modern 4-point. In recent years, in Russia, a 5-point system is returned in some educational institutions ("1" - score for unfulfilled work). This, traditional for Soviet education, is now used everywhere in Russia and many countries of the post-Soviet space, although in recent years a waste from it has noticed:

• The Republic of Belarus has moved to a 10-point scale;
• Ukraine on 12-point;
• Baltic States chose the Anglo-Saxon system (a five-point scale is still used in Estonia, "1" - an assessment for unfulfilled work), etc.;
• Moldova
• Georgia has moved to a 10-point scale.

In modern Russia most often (for the lack of regulatory documents at the level of the Ministry of Education and Science), the estimate for the trimester is derived as the arithmetic average of current (including control) estimates. In this case, the evaluation for the test work is current - as it estimates the knowledge of the student at the time of its writing, and not for the trimester. Therefore, an estimate should be estimated for the trimester by the formula:

((The sum of all estimates) / (number of all estimates))

Europe

The score assessment system was originated in Jesuit schools in the XVI -XVII centuries and had a humane goal to replace the corporal punishment adopted in those times. The first three-point scale of the estimates arose in Germany, it turned out as a result of the separation of all students for three numbered discharges: the best, medium and worst, and the transition from one discharge to a higher marked acquisition of a number of benefits and privileges. Initially, the unit had the value of the highest assessment. Over time, the average discharge, which belonged to the largest number of students, was divided into additional subdirements, so a multi-level ranging scale was formed, with the help of which they began to evaluate the knowledge of students.

Austria

Kazakhstan

British Columbia.

In Columbia Universities F is unsatisfactory assessment. Faculties with universities use different estimation systems in terms of percent and letter-letter estimates.

The only unsatisfactory estimate is F (or e).

Newfownland and Labrador

Middle score in the labor market

Students in college and after college are often thinking about how much their average score will affect the further career. Employers, companies and industry plays a big role in response to this question. Joni Taylor, Senior Vice President of the IAC / Interactive Corp Joint-Stock Company believes that a company in which more than 33,000 employers is the best indicator of the success of the future employer. In accordance with the National College Association and Employers, since 2001, with employers and the increase in their qualifications are carried out according to the available average score from the candidate, in addition, this figure has increased to 75 percent in 2010.

But the average score is not the only factor that determines the success of the future employer. Many employers by other factors determining the success of the future employer called the qualities of personality as leadership, teamwork, flexibility and attitude towards people. They can use their college reputation for another work using their experience in internships.

In addition, the average score plays an important role in the process of hiring employers, other variations may be able to successfully hiring employers. If the middle score of the student is lower than 3.0 or there is a chance to find a job, you will be offered to count your average score to those subjects that will be useful to you in future endeavors.

Middle score as an employment indicator received a large amount of criticism. Armstrong (2012) approved that the ratio between the assessments and quality of work is small, which has shown the latest research.

Notes

1. The history of pedagogy and education. From the origin of education in primitive society until the end of the XX century: a study guide for pedagogical educational institutions Ed. A. I. Piskunova. - M., 2001.
2. WES GRADE CONVERSION GUIDE. Wes. (Inaccessible link - history)
3. University of Calgary: F.2 Undergraduate Graducing System. Ucalgary.ca. Retrieved on 28 September 2011.
4. Grading System Explained - Office of the Registrar - University of Alberta. Registrar.ualberta.ca (1 September 2003). Retrieved on 28 September 2011.
5. http://www.mcgill.ca/files/student- examscords/transcriptskey.pdf.
6. Footnotes error? : Invalid tag ; For footnotes Umontreal1 not specified text
7. http://www.usherbrooke.ca/ccueil/fileadmin/sites/accueil/documents/direction/politiques/2500-008-adm.pdf.
8. GPA - GRADE POINT AVERAGE. RMIT. Retrieved on 28 September 2011.
9. (inaccessible link)

In this article, I suggest you to get acquainted with "The basic requirements for the assessment system under the GEF". The topic is volume, but Churchill spoke correctly: "The shorter it is speech, the longer you need to prepare for it." Read a lot of materials and viewed by webinars on this topic. Sources will be presented in the conclusion of the article. Now I propose to draw your attention to the key points that we must own today when the initial general education FGOS is already in action, and the FGOS of the main general education will have to be implemented since 2015 in grade 5 in compulsory.

The leitmotif of these requirements is the answer to the question "CPSU" - "How to help yourself?". As the student and the teacher should help, so that the educational process gives pleasure and to the other, while improving the quality of knowledge.

I will immediately say that today there are more questions than answers. And we know why: time changes quickly, students - even faster. We admit, we do not have time for our masse for them, teachers, especially my generation and older. Today it is not enough for knowledge translator, it is not enough to master new roles: the role of the teacher-tutor, which relies on the cognitive interests of students, the role of a moderator teacher who encourages the potential opportunities of students organizing the process of free communication, and finally the role of teachers Assistant consultant. Forms and methods of interaction with students will depend on our choice.

In the FGOSA Ltd. new goal education new content, technologies, new learning tools And, of course, new requirements for the evaluation system.

Why did the need to introduce new requirements for the evaluation system and are they really new or well forgotten old? What and whom did the traditional five-point estimation system satisfied? Does this system reflect all the completeness of those knowledge and skills who are owned by students? Does traditional assessment of positive motivation and personal growth of students?

As a methodologist, not only attending, but also analyzing about forty lessons of colleagues in a year, I speak with full confidence that it is the estimation that is one of our weak places with you activities. And we know why.

For decades, the existing traditional estimation system has a number of shortcomings:

the teacher performs a controlling function;

there are no clear criteria for assessing the achievement of planned learning outcomes, understandable students, parents and teachers;

marks do not provide ideas about the assimilation of specific elements of knowledge, skills and skills on individual sections of the curriculum, which does not allow to determine individual trajectory of learning every student;

the system does not allow the child to control and evaluate itself;

the traditional estimation approach does not allow to see the studentthe dynamics of its own development, success;

such a system has often a traumatic nature, does not contribute to positive motivation, more precisely, wears punish-incentive function.

What is the reason for these shortcomings? She is alone, but essential: the traditional estimation system is based onregulatory approach - Comparison of individual achievements students with the norm, that is, the results of most schoolchildren . And this is at all levels: from the lesson to the exam. With such a system, it is difficult to maintain the cognitive interest of the child, to develop a desire to learn, work and make it successful.

GEF main general education contains clear Requirements for Evaluation System achievement of planned results:

Evaluation should be the constant process, naturally integrated into educational practice. Depending on the learning step, diagnostic (starting, current) and section (thematic, intermediate, referee, final) estimation are used.

Evaluation may be only criteria, i.e. Definition requiredthe degree of individual approach of the student to the expected results education. The main criteria for estimates are the expected results corresponding to educational purposes.

Estimated by marks can only the results of the student's activities, but not his personal qualities.

Evaluate can be evaluated only what is taught.

Criteria for estimation and algorithm for placing a mark in advanceknown and teachers and students. They can produce them together .

The estimation system is built in such a way as students included in the evaluation activities, acquiring skills and habit toself-esteem .

What items are we already doing today in the lessons? From my observations I can say that these are points 1 (we test our students according to plan), 3 (do not allow yourself to evaluate his personal qualities), 4 (we try to evaluate only what they have taught).

It is difficult to deal with criteria assessment and planning of evaluation results (items 2. 5. 6.) key moments of new requirements. What does Gos LLC draw our attention? The planned results of basic general education are the basis for assessing the achievement of the standard and a kind of bridge connecting the requirements of the standard and a specific educational process.

In my task it is not to disclose the concept of each of the results. They can be found in any book for the teacher. It is necessary to understand that the object of assessing personal results It serves the formation of the internal position of the schoolchildren, the basics of civil identity, self-esteem, motivation of educational activities, moral and ethical judgments. (We observe and fix in "Surveillance Diary") These results fully with the requirements of the standard not subject to final assessment.

The object of assessing meta-delta results serves the formation of regulatory Woods (goaling, planning, forecasting, self-regulation, self-assessment), communicative training activities (cooperation, interaction) and cognitive actions (general educational, logical, iconic-symbolic, setting and solving problems). Wishing to get acquainted with the characteristic of each Wood I send to the document "The fundamental core of the main general education" Or I propose to use the printed option (the results of the discussion of the Wood on the GBOU number 330 pedsove)

I draw your attention to the fact that meta-delta and personal results are not evaluated, are not tested and not personally. The presence of such tests today is "internships in the field", as we need a metapared monitor to compile these tests, and there is no place in schools. Only subject results are evaluated. Or rather, in the lesson we we are planning subject results, meta-delta - imply, and personal - design in perspective. An honest teacher will never say that she has brought up the personality as a result of communicative exercises. Today, the creation of personal and meta-conductive meters is under development. There is no instrumental and methodological support, consistent with the final planned results. As Academician Rao Evgeny Yamburg said, "we only harbor, but not going" with the GEF of the main general education. "When conditions are created, you can demand."

The introduction of a new estimation system is the process of long, painstaking and it is important to understand that it will develop. Posted by a good goal:

reduce to a minimum number of "reporting documents" and the timing of their mandatory fill. To do this, use two means :

1) teaching students themselves how to assess and fix their results independently and in selective control of the teacher

2) implement new reports of the report only simultaneously with the computerization of this process.

Offered to your attention 7 rules (steps) of the technology of assessing educational achievements in the framework of the requirements of GEF

1)What is evaluated? Results: subject, personal and meta-delta (inconsonified);

2)Who appreciates? Teacher and pupil togetherdetermine the estimate and mark on the self-assessment algorithm after the task is completed;

3)How much to put marks? In the number of solvable tasks;

4)Where to accumulate estimates and marks? IN "Tables of educational results"And in" Portfolio achievements ";

5) When to put marks? Current - optional, for thematic checks - necessarily;

For tasks solved when studying a new topic, the mark is set optional Student.

For each test work, the mark is set to all students, but the student has the right to revoke at least once.

6) For what criteria to evaluate? In the signs three levels of success

-necessary (basic) - a model of a typical task, "good", but not "excellent.";

- High- the solution of a non-standard task, "excellent", "almost excellent";

- maximum(optional) -making not studied in the class of superfolders. High-quality assessment "excellent";

7)How to determine the final marks?Subject fourth - by subject tables Results (average arithmetic). Total outgoing accumulative valuation system

What else new can be found in the requirements for the estimation system?

Each educational institution can take advantage right to determine the procedure for filling out magazines: set the mark only for test work and for a quarter, but not current, which are fixed only in "Working Journal of the Teacher" and in the "Diary of the Student".

And finally, our students have the right to refuse marks and the right of it According to the new requirements of the standard.

1. Kakova was the purpose of the task (tasks)?

2. There was a results (decide, reply)?

3. Error or errors?

4. Carefully or with someone's help?

5. What will you put a mark?.

6. Why?

7. What was the level of task?

8. What skill has evolved?... (Depending on the learning stage).

The purpose of these new requirements for the evaluation system is to reduce the level of anxiety in the situation of "presentation of themselves" and in relations with teachers, develop the quality of the assessment and evaluation, increase the conscious attitude of students to the goal of training: "From the ability to cooperate with the ability to teach yourself."

Summary, list the documentation necessary for fixing the complex

For a teacher - this is:

1. Workbook;

2. days of observations;

3. Table of educational results;

4.Article assessment sheet.

For a student, this is:

1.Portfel achievements;

2. Cartoon achievements;

3. Self-assessment;

4. Thematic evaluation sheet.

So, the answer to the question "CPSU" - how to help yourself the following:

1. Choice literature on GEF:

2. Will training seminars in the methodical associations of the school;

3. Encompass seminars of different levels;

4. Register yourself for advanced training courses;

5. Find the lessons of teachers of primary classes already working on GEF;

6. Prompt for the schedule of webiners publishing house "Enlightenment", "All-Russian Internet Pedsovet" and take part in them, by the way, free;

7. On the methodical weeks to give open lessons with the components of the GEF (goal-making, self-control and self-esteem, etc.)

Now the criteria for assessing the activities of the primary class teacher implemented by the GEF NEO (by the way, influencing the stimulating premium) are motivational, technological readiness for the implementation of GEF and readiness for the use of modern methods for assessing educational results (which is waiting for us ).

I wish our students more often told us "Thank you for the lesson." And this happens when they feel satisfied from a worthy assessment of their work.

Literature

1.FGOS LLC (Item No. 12) The system of assessing the achievements of planned results.

2 ". Proceedings of achievements and technology estimation of planned results" (initial general education) D. Danilov.

3. Circums of the assessment of the activities of the teacher implemented by GEF NOO.

4 .. "Planned results and evaluation of their achievements as a structurally forming element of the GEF". Stinar (Webinar .ru) O.B.Logynova, Ph.D. Scientific consultant NCC publishing house "Enlightenment".

5. "What will the teacher bring a new professional standard of the teacher?". Video track ("All-Russian Internet Pedsovets") E. Lamburg, DP. Academician RAO, Director Tson.

6. "New Effective Didactika" N.F. Eleons "Self-controlling and self-assessment of knowledge by students - means of enhancing their cognitive activity."

Educational achievement estimation system

New approaches in education lead new results, and new results require new assessment forms. This complex problem is great interest to me. During the development of the educational program under the GEF, the need for the system of assessing the achievement of planned results is necessary. The purpose of the assessment system is the current, interim and final monitoring of the formation of subject and meta-delicent results at a certain stage of training. The assessment system is aimed at solving the problem of optimizing the development of students.

The forming assessment is, as feedback for students, allowing them to understand what steps they need to be taken to improve their results.

Evaluation system structure:

Instruments forming estimation allow you to move the focus on the teaching and teaching process. An active role in this process is given to the student.

The following methods and forms of formative assessment are effective for individual and collective work for flexible assessment of the student's achievements:

self-confinement sheets in a lesson that play a crucial role in the social adaptation of the student, influence the understanding of their learning purposes, allow you to teach a schoolchildren to analyze the causes of difficulties and ways to overcome them;

relationship - reception used in interpretation of notebooks, verification works, discussing projects and set marks in groups, which becomes one of the tools for flexible assessment of results;

product estimation method educational, research, project, creative activity.

Testing. The method of studying the level of knowledge, skills, skills is such a form of control as a test. From other diagnostic methods, tests are distinguished by the fact that they allow you to check the knowledge of students on a wide range of issues, reduce the temporary costs of testing knowledge, practically exclude the subjectivity of the teacher both in the process of control and the evaluation process.

Oral survey . This method is the most common when checking and evaluating knowledge. The essence of this method is that the teacher sets students questions on the content of the material studied and encourages them to responds, thus identifying the quality and completeness of his assimilation.

Control cuts . This is an effective method of checking and evaluating knowledge, skills and skills of students, as well as their creative abilities. The essence of this method is that after passing large threads or sections of the curriculum, the teacher conducts verification and assessment of knowledge, skills and skills of students.

Oral and Writing . We are most often an individual approach. Since with this approach, the student fully reveals its abilities. I have a large accumulated control and measuring, didactic material, multi-level cards, layouts of figures, etc. in arsenal.

Criteria for assessment in mathematics

I evaluate the knowledge and skills of students, taking into account their individual features, based on the recommendations of the Ministry of Education and Science of the Russian Federation:

2. The main forms of verification of knowledge and skills of students in mathematics are written testing and oral survey.

When evaluating written and oral answers, first of all, we take into account the knowledge and skills shown by students. The assessment also depends on the availability and nature of the errors admitted by students.

3. Among the errors are allocated errors and shortcomings. The error is considered an error if it indicates that the student has not mastered the main knowledge, the skills specified in the program.

The shortcomings include errors, testifying to insufficiently fully or not sufficiently assimilate the main knowledge and skills or the absence of knowledge that are not considered in the Program. The shortcomings are also considered: errors that did not lead to the distortion of the meaning of the assignment received by the student or the method of its implementation; non-accurate entry; Careless drawing performance.

The boundary between errors and shortcomings is to some extent conditional. Under some circumstances, the error made by students may be considered as a teacher as an error, at another time and under other circumstances - as defamines.

4. Tasks for oral and written survey of students consist of theoretical issues and tasks.

The answer to the theoretical question is considered impeccable if it fully complies with its content, contains all the necessary theoretical facts and reasonable conclusions, and its presentation and writing is mathematically literate and differ in sequence and accuracy.

The task solution is considered impeccable if the solution is correctly selected, the decision itself is accompanied by the necessary explanations, the necessary calculations and transformations are true, the correct response is obtained, the solution is also sequentially recorded.

5. Assessment of the student's response with an oral and written survey is carried out on a five-point system, that is, one of the marks is set: 1 (bad), 2 (unsatisfactory), 3 (satisfactory), 4 (good), 5 (excellent) .

6. The teacher may increase the mark for the original answer to the question or the original solution of the problem, which indicate the high mathematical development of the student; For solving a more difficult task or response to a more complex issue, proposed by an additionally suggested by the tasks.

Error criteria:

Mistakes include errors that find ignorance by students of formulas, rules, basic properties, theorems and inability to apply them; ignorance of techniques for solving tasks considered in textbooks, as well as computational errors, if they are not opa;

Nebye errors include: the loss of the root or maintaining a foreign root in response; discarding without explanation of one of them and equivalent to them;

Democrata include: an irrational decision, description, insufficiency or lack of explanations, justification in decisions

Evaluation of oral responses of students in mathematics

The answer is estimated marker "5", If the student:

fully revealed the content of the material in the amount provided by the program and the textbook,

outlined material as a competent language in a certain logical sequence, accurately using mathematical terminology and symbolism;

correctly performed drawings, drawings, graphics, accompanying answers;

showed the ability to illustrate theoretical provisions with specific examples, apply them in a new situation when performing a practical task;

demonstrated the assimilation of previously studied related issues, the formation and sustainability of skills used in the development of skills and skills;

he answered independently without leading teacher issues. One is possible - two inaccuracies when illuminating secondary questions or calculated that the student easily corrected according to the teacher's remark.

The answer is estimated marker "4", if it satisfies basically the requirements for "5", but it has one of the shortcomings:

in the presentation, small gaps, not distorting the mathematical content of the response, were admitted;

one is one - two shortcomings when illuminating the main content of the response, corrected according to the teacher's remark;

an error or more than two shortcomings are made when illuminating secondary questions or calculated, easily corrected according to the teacher's remark.

Mark "3"

the content of the material is incomplete or inconsistently disclosed, but the general understanding of the issue is shown and the skills are shown sufficient to further assimilate the software (defined by the "requirements for mathematical training of students");

there were difficulties or mistakes in determining the concepts, use of mathematical terminology, drawings, calculations, corrected after several issues of the teacher;

the student did not cope with the use of the theory in the new situation when performing a practical task, but fulfilled the tasks of the mandatory level of complexity on this topic;

with the knowledge of the theoretical material, a lack of formation of basic skills and skills was revealed.

Mark "2" put in the following cases:

the main content of the educational material is not disclosed;

disclaimer was found or misunderstanding the student of the greater or most important part of the educational material;

errors are allowed in determining concepts, when using mathematical terminology, in drawings, drawings or charts, calculated, which are not corrected after a few leading teacher issues.

Mark "1" put if:

the student has discovered complete ignorance and misunderstanding of the educational material being studied or could not respond to any of the issues raised on the material being studied.

Evaluation of written checks of students

mathematics

Mark "5" put if:

the work is fully completed;

in logical reasoning and justification, there are no gaps and errors;

there are no mathematical errors in the decision (one inaccuracy, a search, is not a consequence of ignorance or misunderstanding of educational material).

Mark "four" put if:

the work was fully implemented, but the substantiation of the steps of the decision is insufficient (if the ability to justify the reasoning was not a special object of verification);

one error is made or two or three shortcomings, drawings, drawings or graphs (if these types of work were not a special check object).

Mark "3" put if:

more than one error or more than two or three shortcomings are made on display, drawings or graphs, but the student owns mandatory skills on the topic being checked.

Mark "2" put if:

significant errors have been allowed, which showed that the student does not own

compulsory skills on this topic fully

Mark "1" put if:

the work showed the complete absence of a student of mandatory knowledge and skills on the topic checked or a significant part of the work was not independently.

In Russia, the National Project "Education" started, during the implementation of which a change in learning goals (the formation of an initiative, creative personality), the importance of the final result (the competence of the graduate) was also a change in the improvement of approaches, methods and techniques of learning. Changing the training strategy is accompanied by the improvement of ways to assess the achievements of schoolchildren. In other words, the task of each teacher is to create favorable conditions for manifestation and stimulating the personal potential of all participants in educational interaction.

The rating system of evaluating learning achievements of schoolchildren can be considered as one of the possible ways of responsible task. Given the need for modern society in a "comprehensive education", I believe that the transition to the rating system of evaluation in the older (profile) school is necessary. The rating makes it possible to get an objective and complete picture of educational results: the development of knowledge, skills and skills on the subject, the formation of competencies and even the formation of personal characteristics.

The accumulated experience convinced me that from all estimation systems: traditional (five-point), test, "portfolio", rating system allows you to more objectively assess the individual achievements of schoolchildren in educational and extracurricular activities, stimulates them to independently search for materials, to the beginning of an independent research and development Activities. The rating system of estimation allows in accordance with individual characteristics to make a selection of possible options and forms of mastering the subject, helps the teacher to expand communication, better focus in the interests and needs of students, know and take into account their individual characteristics.

The main goal of the rating system of assessment is the impact on the activity of students in obtaining knowledge, as well as estimate the dynamics of the level of knowledge at each stage of their assimilation. The rating system of assessment implements in practice a lecture-seminar, modular, problematic, differentiated training, game, design, information and communicative technologies at the stage of checking and evaluating the achievements of a schoolboy using an individual numerical indicator - rating. This estimation system allows you to create the most comfortable environment of training and education, transfer learning activities of students from the need for an internal need.

Rating is a cumulative type assessment system, which reflects the performance of schoolchildren, their creative potential, psychological and pedagogical characteristics. The rate of the rating system of knowledge control is a complex of motivational incentives, among which the timely and systematic assessment of the student's labor results in accordance with its real achievements, the system of promoting students' successive.

• expand the competence of schoolchildren in the field of study of discipline;
• develop independence of thinking and self-education and self-development;
• create conditions that take into account individual abilities, the possibilities of students, for the successful implementation of common, uniform learning objectives;
• increase the responsibility of schoolchildren for the results of their learning.

The rating system for assessing learning achievements of students is based on the accounting of accumulated points for the current results of training. To ensure continuous control of schoolchildren's learning activities, I chose a simple rating rating model. Each type of students' activity is estimated by appropriate scores on the developed rating scale, i.e. Together with the familiar five-point system, the student's work is also estimated on the "rating" system. Ranking - the individual coefficient of the high school student is determined by the results of all types of classes, control options, is calculated as the total amount of points at the referee stage, the final control. At the same time, the entire profile rate of 10 and 11 classes is divided into thematic modules. In each module, the current control system is planned, the number of points for the executed task is determined, the maximum and minimum number of points for each type of activity, the number and shape of the frontier control. In the first lesson, the profile rate will introduce students with a rating system, its conditions, a rating score of rating points to a traditional evaluation system.

Development of an evaluation scale on the topic (module), taking into account the requirements for knowledge, skills and skills in accordance with the software and textbook.

Acquaintance with the estimated scale and the sum of the points of students and parents.

Studying material on the topic, enhancing results in a student rating sheet.

Translation of the amount of points in the assessment and logging.

When developing an estimated scale, apply the following types of rating:

• starter rating is the definition of the initial level of knowledge;
• the current rating includes an appreciation of the work of the student in the lessons;
• the disciplinary rating includes current, intermediate, final control;
• creative rating is an independent student's student at extra-hour time.

Mandatory and additional points are introduced to determine the rating. Commitable points are estimated to perform independent, test, tests, testing, tasks, etc. Additional points are used to promote students when they are fulfilled by creative tasks (writing abstracts, project implementation), for participating in the Olympics, conferences, competitions, for solving problems of increased complexity. Additional points also encourages active participation in practical and seminars, work as a consultant, assistant on credit, conducting classes with a student who missed lessons (5-20 points). If the student was absent in the lesson, then the missed work receives "0" points. If the student is gaining not satisfying his number of points, he has the right to "peck" the missing scores (close the gaps in knowledge). Such work student can be performed in a special time. The total number of points for each module is determined depending on the hours allocated to the study, as well as the significance of this topic compared to others.

The rating score according to the studied module is translated into the assessment and is issued in the log. Students with 86-100% of the total points are evaluating "excellent", 71 - 85% - the rating "good", and 56 - 70% - the rating "satisfactory".

Starting from September 1, until the end of the school year, the points received for all types of student's training activities are summarized. In the number of scored points, semi-annual and annual estimates are exhibited. Pupils that scored 86% - 100% of the total amount of points for the first half of the year are exempted over the year, from the final test work.

The study of the topic takes 22 hours.

I begin to use the rating assessment of knowledge from the 5th grade, for example, when conducting lessons-competitions, travel lessons, game lessons, tests, when implementing projects. The use of a creative rating from the 5th grade activates the cognitive activity of students, develops their creative abilities, interest in mathematics. The activity of students in the lessons is increasing, children cease to experience fear of the survey, as they understand that the assessment on the subject depends on their abilities, opportunities and hard work.

Scheme of a lesson in mathematics using the rating assessment of knowledge

Objectives lesson:

• create conditions for the practical application of the material studied, detecting
• mastering the system of knowledge and skills, creative experience;
• develop the ability to independently apply knowledge in practice, taking into account the levels of mastering the material, develop the ability to analyze, compare; form the skills of creative, cognitive activity, abilities for valuation activities;
• form self-control skills, self-esteem, mutual assistance; Develop the initiative, independence, self-confidence.

Technology: Level differentiation using a rating assessment of knowledge.

Equipment:

• differentiated tasks to each student;
• ship diary to each student (rating list).

The structure of the lesson.

Organizational stage. What is a "regatta". Message of the themes, regatta goals, rules for filling the ship diary.

Stage of actualization of reference knowledge.

Checking equipment. Oral work: Solution of examples, equations.

For the correct task, 1 point.

Stage of application of knowledge, skills in similar and new situations:

Bay of equations. Solving equations of different levels of complexity: from 1 to 3 points.

Self-test according to the sample.

Island of Skalki. Oral work: Tasks for the smelter (1 point for the right answer).

Task bay. Solving problems of different levels of complexity: from 2 to 4 points.

Work in pairs. Self-test, self-control.

Fizkultminutka.

Semafortal report (decipher the word).

Stage of control and self-control.

Cape of Success. Independent differentiated work:

I Level: Equation - 1 point, task - 2 points;

II level: equation - 2 score, task - 2 points;

III Level: Equation - 2 score, task - 3 points.

Check for answers, self-control.

Information about the homework (differentiated homework).

Creative task: To make a condition and solve the problem on the topic of regatta in the same way as tasks that solved in the class.

The outcome of the lesson. Students calculate points in the ship's diary, transfer to the assessment.

The winners of the regatta are determined (students with high rating points).

Reflection (for example, with the help of "Sun and Tuchka").

In 7-9 classes, the rating assessment system I use not only separate lessons, but also when studying some of those. For example, grade 7: "polynomials"; Grade 8: "Functions", "Square Equations"; Grade 9: "inequalities and inequality systems", "system of equations", "numerical functions". The rating system for assessing the academic achievements of schoolchildren is effectively used during the study of additional courses. For example, we use a creative rating when studying the optional course "Additional issues of the course of the algebra of grade 8, an electrical course" Elements of financial mathematics "(within the framework of prefigure training in grade 9). With the help of the rating, the position of this student is always visible against the background of the whole class, and it is easy to determine how "close" or "far" at the moment to evaluate the quarter or a year to which the student is counting on.

Profile 10-11 classes are trained through a test system using rating technology for assessing schoolchildren's academic achievements. The lessons are mainly given the tasks of the basic and elevated level, and on the elective, the tasks of higher level are considered. After passing the topic, the thematic offset is carried out, which uses differentiated tasks. At the end of the first half of the year, the final standings are held. Pupils who have handled the current tests have a high rating, are exempt from final tests. Students are aware of this, thus increasing the motivation of students for learning knowledge, the quality of knowledge increases. Such a training system is a good preparation for study in higher educational institutions.

The rating system of assessment largely meets the conditions for the formation of the success of student profile classes. Thanks to the rating, the contradiction is erased between the volume of invested labor and the results, the assessment of this work. The more effort spent, the more guaranteed the high result, the higher the level of satisfaction from the successful implementation of the educational task set to the student. The level of schoolboy's self-assessment changes, a desire to achieve new victories. And this is a wonderful stimulus to active, conscious, creative work.

• determine the level of preparation of each studying at each stage of the educational process;
• get an objective dynamics of knowledge learning during the school year;
• differentiation of the significance of estimates obtained by students for the implementation of various types of work (independent work, current, final control, homemade, creative, etc. work);
• reflect the current and final assessment of the number of student invested by a student;
• increase the objectivity of knowledge assessment.

The advantages associated with the use of a rating system for assessing training achievements as a means of successful development of schoolchildren competence are obvious, as they allow you to significantly increase the effectiveness of students' training activities due to a number of factors.

First, the interest of students to a particular topic in this situation is stimulated, and, consequently, to the subject in general.

Secondly, the learning process and control covers all students, their training is controlled by a teacher and classmates.

Thirdly, the spirit of competitions and rivalry, initially laid in human nature, finds the optimal output in a voluntary game form, which does not cause a stressful situation.

Fourthly, elements of creativity, self-analysis skills develop, additional personal reserves are included, due to increased motivation of students.

Fifth, there is a turn of thinking and behavior of schoolchildren in the direction of more productive and active cognitive activity.

The rating system helps high school students when building an individual educational trajectory, when planning and achieving learning outcomes in accordance with the abilities, inclinations and interests. The rating system of knowledge estimation makes the student to engage in the subject systematically, to be attentive in the lesson, to do it yourself, use additional literature, which contributes to the intensification of the mental activity of students, an increase in learning motivation, the development of interest in the subject studied. This system develops analytical and critical thinking, communicative abilities, allows psychologically to translate students with the role of passive "viewers" into the role of active participants in the pedagogical process. Rating estimates contribute to the control of a holistic system of universal knowledge, skills and skills, as well as the formation of independent activities and personal responsibility of students, i.e. key competencies. My students are happy to perform various creative work on mathematics: informational, research projects, abstracts, reports, compile fairy tales make up crosswords, rebuses, charads. Lyceumov take an active part in intellectual competitions, Olympiads. They are aimed at creativity, self-realization, success.

The effectiveness of the use of the rating system for estimating training achievements is confirmed by the increase in the "quality of knowledge" of students (over the past three years - an increase of 15%). There is a stable positive dynamics of the mathematical competence of graduates according to the results of an independent assessment of their educational achievements (the quality of graduates has increased by 20%).

In the domestic pedagogy, this method conquers more and more popularity and is used not only in universities, but also in many schools.

Modern approaches in education requires a refusal not from controlling and evaluating knowledge, skills, but from traditional forms of encouraging to teach with the help of assessments. Search for new ways to stimulate educational labor of students, the principle of personal interest, gaining strength in training and education, determine new approaches. I am supplemented by the principle of voluntary in the choice of the level of learning (and therefore controls), the assessment can turn into a method for rational definition of a personal rating - the indicator of the significance (weight) of a person in a civilized society.

Attachment 1 . Individual rated list of student.

Appendix 3. The lesson on algebra and the principle of analysis using the rating system for assessing knowledge in the 11th grade.

Literature:

1. UMK A. Mordkovich, P. V. Semenov "Algebra and the beginning of the analysis". Grade 10, grade 11. Profile level. 2007
2. Programs. Algebra and beginning of mathematical analysis. 10-11 classes / Avt. Sost. I. I. Zubareva, A. Mordkovich. M. 2009
3. M.V. Kaluzhskaya "Implementation of ratings in high school." M. "Handbook of Deputy Director of the School." 2008
4. Internet resources:
5. http://pedsovet.org/component/optioncouve_mtree/task.viewlink/link_id "Rating system for assessing students' knowledge in modern educational space."
6. http://festival.1september.ru/ - Festival of pedagogical ideas "Open Lesson" 2008-2009 of the school year.