Norms of grades for living in basic school. Evaluation Criteria for OB
used in assessing the level of training of students.
Knowledge is tested and assessed in the course of the current classes in oral or written form. Written work is carried out on significant issues of the topic or section of the OBZH course. Control written work is carried out after studying the sections of the OBZH course program at the end of the quarter and the academic year. In the OBZh course, a credit test of knowledge can be used.
Teaching life safety, like other subjects, provides for individual - thematic control of students' knowledge. Moreover, when checking the level of mastering the material on each sufficiently large topic, it is mandatory to evaluate two main elements: theoretical knowledge and the ability to apply them when choosing practical ones.
To control the knowledge of life safety, various types of work are used (tests, express polls, independent, verification, control, practical, situational tasks).
Criteria for evaluation
Assessment of students' oral responses.
Rating "5" posed if the student shows a correct understanding of the issues under consideration, gives precise formulations and interpretation of basic concepts, builds an answer according to his own plan, accompanies the story with examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the material studied and previously studied in the course of life safety, as well as with the material learned in the study of other subjects.
Rating "4" is posed if the student's answer meets the basic requirements for the answer to the mark "5", but is given without using his own plan, new examples, without applying knowledge in a new situation, without using connections with previously studied material and material learned in the study of other subjects; if the student made one mistake or no more than two shortcomings and can correct them on their own or with a little help from the teacher.
Rating "3" is posed if the student correctly understands the essence of the question in question, but the answer contains separate gaps in the assimilation of the questions of the OBZH course, which do not interfere with the further assimilation of the program material; knows how to apply the knowledge gained when solving simple problems using stereotyped solutions, but finds it difficult to solve problems that require deeper approaches in assessing phenomena and events; made no more than one gross mistake and two shortcomings, no more than one gross and one non-gross error, no more than two or three non-gross errors, one non-gross error and three shortcomings; made four or five faults.
Rating "2" is put if the student did not master the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than are necessary for grade 3.
When assessing the oral answers of students, it is advisable to conduct an element-by-element analysis of the answer based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of some types of knowledge and skills, the assimilation of which is advisable to be considered as mandatory learning outcomes.
Evaluation of written tests.
Rating "5" is awarded for work done completely without errors and shortcomings.
Rating "4" is awarded for work performed in full, but if there is no more than one blunder and one defect in it, no more than three defects.
Rating "3" is put if the student correctly completed at least 2/3 of the entire work or made no more than one gross mistake and two shortcomings, no more than one gross and one non-gross error, no more than three non-gross errors, one non-gross error and three shortcomings, in the presence of four- five shortcomings.
Rating "2" is put if the number of errors and shortcomings exceeded the norm for grade 3 or less than 2/3 of the entire work was done correctly.
Evaluation of practical work.
Rating "5" is put if the student performs practical work in full, observing the necessary sequence of actions, independently and correctly chooses the necessary equipment; all techniques are carried out in conditions and modes that ensure the receipt of correct results and conclusions; complies with the requirements of safety regulations.
Rating "4" is set if the requirements for grade 5 are met, but two or three shortcomings were made, no more than one major error and one shortcoming.
Rating "3" set if the work is not completed completely, but the volume of the completed part is such that it allows you to get the correct result and conclusion; if mistakes were made during the reception.
Rating "2" is set if the work is not completed in full and the volume of the completed part of the work does not allow making the correct conclusions; if the techniques were performed incorrectly.
In all cases, the score is reduced if the student did not follow the safety rules.
Control and measuring materials are compiled in accordance with the requirements of the state standard for life safety, the level of training of students. Verification works consist of questions and tasks that meet the requirements of the basic level, both in volume and depth.
Characteristics of control and measuring materials,used in assessing the level of training of students.
Knowledge is tested and assessed in the course of the current classes in oral or written form. Written work is carried out on significant issues of the topic or section of the OBZH course. Control written work is carried out after studying the sections of the OBZH course program at the end of the quarter and the academic year. In the OBZh course, a credit test of knowledge can be used.
Teaching life safety, like other subjects, provides for individual - thematic control of students' knowledge. Moreover, when checking the level of mastering the material on each sufficiently large topic, it is mandatory to evaluate two main elements: theoretical knowledge and the ability to apply them when choosing practical ones.
To control the knowledge of life safety, various types of work are used (tests, express polls, independent, verification, control, practical, situational tasks).
Criteria for evaluation
Assessment of students' oral responses.
Rating "5" posed if the student shows a correct understanding of the issues under consideration, gives precise formulations and interpretation of basic concepts, builds an answer according to his own plan, accompanies the story with examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the material studied and previously studied in the course of life safety, as well as with the material learned in the study of other subjects.
Rating "4" is posed if the student's answer meets the basic requirements for the answer to the mark "5", but is given without using his own plan, new examples, without applying knowledge in a new situation, without using connections with previously studied material and material learned in the study of other subjects; if the student made one mistake or no more than two shortcomings and can correct them on their own or with a little help from the teacher.
Rating "3" is posed if the student correctly understands the essence of the question in question, but the answer contains separate gaps in the assimilation of the questions of the OBZH course, which do not interfere with the further assimilation of the program material; knows how to apply the knowledge gained when solving simple problems using stereotyped solutions, but finds it difficult to solve problems that require deeper approaches in assessing phenomena and events; made no more than one gross mistake and two shortcomings, no more than one gross and one non-gross error, no more than two or three non-gross errors, one non-gross error and three shortcomings; made four or five faults.
Rating "2" is put if the student did not master the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than are necessary for grade 3.
When assessing the oral answers of students, it is advisable to conduct an element-by-element analysis of the answer based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of some types of knowledge and skills, the assimilation of which is advisable to be considered as mandatory learning outcomes.
Evaluation of written tests.
Rating "5" is awarded for work done completely without errors and shortcomings.
Rating "4" is awarded for work performed in full, but if there is no more than one blunder and one defect in it, no more than three defects.
Rating "3" is put if the student correctly completed at least 2/3 of the entire work or made no more than one gross mistake and two shortcomings, no more than one gross and one non-gross error, no more than three non-gross errors, one non-gross error and three shortcomings, in the presence of four- five shortcomings.
Rating "2" is put if the number of errors and shortcomings exceeded the norm for grade 3 or less than 2/3 of the entire work was done correctly.
Evaluation of practical work.
Rating "5" is put if the student performs practical work in full, observing the necessary sequence of actions, independently and correctly chooses the necessary equipment; all techniques are carried out in conditions and modes that ensure the receipt of correct results and conclusions; complies with the requirements of safety regulations.
Rating "4" is set if the requirements for grade 5 are met, but two or three shortcomings were made, no more than one major error and one shortcoming.
Rating "3" set if the work is not completed completely, but the volume of the completed part is such that it allows you to get the correct result and conclusion; if mistakes were made during the reception.
Rating "2" is set if the work is not completed in full and the volume of the completed part of the work does not allow making the correct conclusions; if the techniques were performed incorrectly.
In all cases, the score is reduced if the student did not follow the safety rules.
Control and measuring materials are compiled in accordance with the requirements of the state standard for life safety, the level of training of students. Verification works consist of questions and tasks that meet the requirements of the basic level, both in volume and depth.
Content
Introduction 3
Chapter 1. General characteristics of modern methods and means of assessment 7
1.1. Traditional controls 7
1.2. Control and assessment system in modern education 8
Chapter 2. Theoretical foundations of the use of practical tasks as a means of assessment in the teaching and educational process of secondary school in the lessons of life safety 13
2.1. Practical exercises as a means of assessing students 13
2.2. Applying Practical Activities in a Life Safety Fundamentals Course 17
Chapter 3. An empirical study of the application of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety 23
3.1. Goals, objectives and research methods 23
3.2. Analyzing and Performing Experiment 26
Conclusion 39
References 41
Appendices 44
Introduction
Security problems have always existed, however, it is today that they have become especially acute and are in the center of public attention. The issues of preserving safe life and health of people should find their clear expression precisely in the education of the 21st century. Protecting a person from the negative impacts of anthropogenic and natural origin and achieving comfortable living conditions is the main goal of life safety as a science and the primary task of the state. In our time, the problem of security has become even more acute. Society suffers huge losses and losses from accidents, fires, accidents, catastrophes. Much attention is paid to human safety issues in the scientific works of Yu.N. Arsentieva, B.C. Belova, N.N. Maslova, O. N. Rusaka, E. Ya. Sokolov and others. Organizing and methodological work is carried out by the International Academy of Sciences of Ecology and Life Safety.Meanwhile, the target settings of general education do not actualize the formation of students' readiness for safe activities. A unified methodological basis for teaching in school education does not always correspond to the peculiarities of emergencies in different regions. In the state educational standard on the subject "Fundamentals of Life Safety", the emphasis is on the protection of the environment, and not on human safety in any spheres of life and activity. Not all Russian schools study life safety purposefully, and in a number of schools the subject "Fundamentals of Life Safety" is replaced by an integrated course.
The concept of public safety states that modern human activity in all its aspects - social, political, technical, economic, military - does not guarantee the survival of humans as a biological species. In these conditions, the issues of ensuring the safety of life are becoming the main problem of the coming new era in the development of society and, first of all, of the 21st century. In this regard, the need for the formation of a person's qualities that ensure both his own and public safety increases. These qualities become backbone for solving a complex set of problems, and the educational area, which is directly entrusted with the solution of these problems, acquires the role of the main basic component of the educational process. First of all, the sphere of education should become a key link in the formation of a “safe” type of personality, focused on the creation and development of society and realizing the value of his life and health. Currently, there is no doubt about the need for an early, widespread and decisive change in the basic paradigm of all types of human activity - from the maximum utility, as it has always been until now, to the guaranteed minimum of all possible dangers, while maintaining the possible at the same time obtaining the maximum knowledge and skills. The formation of the student's readiness to overcome the unfavorable conditions of natural nature and society is hampered by the lack of consistency in the educational sphere, as well as insufficient attention to the means and methods of forming practical skills of survival.
Based on the foregoing, it is necessary to highlight the contradictions that have arisen in the field of life safety research between the desire of each family to see their child ready to recognize the existence of dangers, predict their manifestation, protect themselves from them and the practical unpreparedness of schools to form a safe life, taking into account the climatic and geographical features of the region; between the real organizational and pedagogical conditions of teaching and upbringing the safe activities of students and the practical implementation of the course "Fundamentals of Life Safety" in schools; between the needs of the educational school in the new system of special training for schoolchildren and the lack of scientific justification for preparing them for safe life.
The object in this study is methods and means of assessing students.
The subject of the research is the features of modern methods and means of assessing students in the lessons of life safety.
The purpose of the study is to analyze modern methods and means of assessing students in the lessons of life safety.
To achieve this goal, it is necessary to solve the following tasks:
- characterize traditional controls;
give a description of the control and assessment system in modern education;
consider practical tasks as a means of assessing students;
indicate the application of practical tasks in the course of the basics of life safety;
to conduct an empirical study of the application of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety.
Base of research: Murmansk Polytechnic Lyceum, grade 8.
Research methods:
- analysis of psychological, pedagogical, methodological literature;
conducting a pedagogical experiment;
observation;
methodology survey (Ch.D. Spielberg);
testing for life safety;
statistical data processing (Fisher's F-test).
The theoretical significance of the work is due to its novelty and lies in the formulation and solution of an important problem for pedagogy: increasing knowledge and the level of emotional attitude to the OBZH course.
The course work consists of an introduction, three chapters, a conclusion and a bibliography.
Chapter 1. General characteristics of modern methods and means of assessment
1.1. Traditional controls
Traditional controls include written or oral lesson quizzes, homework assignments, and exams. Oral lesson interviews are usually used in routine monitoring. They involve getting students to answer the teacher's questions and have advantages because they are organizationally easy to provide operational feedback in the process of correcting student learning, stimulate classroom discussions and develop communication competencies. The disadvantage of oral interviews is the fragmentation of the coverage of students, since a teacher can interview no more than 4-5 people per lesson. Written lesson-based surveys include control works that summarize the results of a certain period of study.A special form of control is homework, the discussion of the results of which in the classroom has a learning effect, especially in cases where tasks allow non-standard solutions. In the final control, oral or written exams are usually used, which cause significant emotional and physical overload in schoolchildren.
The advantages of traditional control and evaluation tools are that their development does not cause difficulties for teachers, since it is based on an extensive methodological base and is easy to implement. Teachers receive the necessary preparation for the use of familiar surveys and exams from their own experience of school years, and also does not require preliminary financial investments, expensive computers, software, tests are not needed.
The disadvantages are that there are no links between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility for students of educational programs, low efficiency in conditions of mass education, subjectivity and incomparability of control results.
The teacher's testing activity ends with the assignment of marks. Traditionally, in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment, in this case the term “assessment” is used.
Assessment is a necessary component of the monitoring process, the results of which are of great importance for students and their parents, since school grades affect to one degree or another the child's future and introduces an element of competition for students. However, grades are often given in a hurry or depends on the personal relationship between teacher and student, class attendance, student behavior in class, etc.
To give the assessment the maximum objectivity and adequacy of the set control goal, it is necessary to focus on the subject of assessment and minimize the influence of other factors.
1.2. Control and assessment system in modern education
The general idea in a modern control and assessment system is to create a set of methods, procedures, meters, software and pedagogical tools interacting as a whole in the process of checking learning outcomes, assessing the state of control objects, analyzing control data, interpreting them and developing corrective actions in order to improving the quality of education.A modern control and assessment system must have an integral functional and structural structure, combining traditional and innovative methods of control.
The creation of such a system in a school involves the establishment and support of all the necessary information flows to manage the quality of education, the coverage of users with different levels of access, among which are students, their parents, teachers and school administration.
In the course of further research, modern methods of assessing knowledge, skills and abilities were considered:
- Programmed control
However, this method also has its drawbacks. The main one is that with its help it is possible to check only certain aspects of the assimilation of the studied material. This method does not allow to reveal the entire completeness and volume of knowledge. However, each of the above methods of checking and assessing knowledge has its pros and cons. Written tests are useful in that they make it possible to check and evaluate the knowledge of all students in a class or group at the same time, but they are time-consuming and therefore cannot be carried out often. Hence, the conclusion follows: in the system of educational work, all the methods of checking and assessing knowledge considered above should find their application in order to ensure the necessary systematicity and depth of control over the quality of students' progress.
- Rating system for assessing the quality of assimilation of educational material
The rating assessment system takes into account all the active activities of students associated with the acquisition of knowledge, skills and other indicators that form the personal qualities of students. The score obtained with the test is more differentiated. Traditional assessment methods use a four-point scale (excellent, good, satisfactory, unsatisfactory).
The test results, due to the special organization of the tests, can be presented in differentiated scales containing more grades of assessment. At the same time, high accuracy of measuring educational achievements is ensured.
Since rating is a scale of achievement, there must be a standard of measurement. This tool is a well-designed and well-designed test that matches the subject of study.
The rating system is not only an assessment of the level of assimilation of knowledge, but also a method of a systematic approach to the study of the discipline.
- Testing
In the future, to consider modern methods of assessment, a new task of the control and assessment system was considered
These include:
- obtaining objective information about the level and quality of individual educational achievements of students in order to correct the educational process;
obtaining objective current and prognostic information about the quality of education for municipal and other educational authorities;
ensuring the possibility of individualization of the educational process based on the results of control, the implementation of personality-oriented, developmental and other innovative teaching technologies without an unreasonable increase in labor costs on the part of the teacher;
collection and analysis of objective information about the preparedness of students for setting final marks during the transition to the next stage of training;
support for the development of new forms, methods and means of control adequate to the competence-based approach, authentic, balanced and integral assessment of students' educational achievements;
providing opportunities for self-control, self-correction and self-assessment for students;
creation and support of the functioning of the school system for monitoring the quality of education.
Chapter 2. Theoretical foundations of the use of practical tasks as a means of assessment in the educational process of secondary school in the lessons of life safety
2.1. Practical exercises as a means of assessing students
The leading beginning of teaching and upbringing in secondary school is the close connection between learning and work. The all-round development of students' independence and initiative is one of the most important conditions for the correct structure of teaching all school disciplines, including the basics of life safety (OBZH). The solution of these problems requires that students, receiving a general education, have practical training, be able to link theoretical knowledge with practice. In the light of these tasks, correctly organized practical tasks of students acquire particular importance. Life safety programs for secondary schools, in accordance with the restructuring of the work of schools on the basis of the implementation of the connection between learning and life, provide for compulsory practical tasks with the allocation of special time for their implementation.Practical tasks, being one of the means of increasing the activation of the educational process, contribute to the solution of problems of both teaching and the moral development of the personality of students, help to overcome the well-known gap between teaching and upbringing.
The correct organization of practical tasks is an important means of ensuring the development of thinking, mental abilities of students, since comparisons, analysis, and generalizations are widely used in the process of their implementation. These tasks contribute to the assimilation of the essence of the phenomena and concepts of the security of the state, the environment and the individual, studied in the school OBZh courses, the development of a culture of educational work and a creative approach to educational work.
Purposeful and correctly methodically organized practical tasks are a means for a comprehensive disclosure of knowledge, a criterion for the assimilation of knowledge and a means of instilling skills.
The importance of practical assignments was highly appreciated by teachers and prominent methodologists of the pre-revolutionary school.
Practical tasks of students contribute to the development of very important volitional qualities of a student that are necessary in life: perseverance and perseverance in work and in overcoming difficulties encountered, a high sense of responsibility, hard work and diligence. Fulfilling this or that practical task, students master a certain range of knowledge, acquire the skills and abilities to independently solve the task assigned to them, learn more deeply and better the material on which the task was built. In practical tasks, knowledge is concretized: what was only in thoughts becomes material, tangible, visible, real. In the process of their implementation, the development of practical skills and abilities is carried out, the initiative of students, their creativity appears and develops, which is very important in educational terms. Practical tasks prevent the premature onset of overwork, are performed with great desire, interest and efficiency.
The program provides only the main types of practical tasks, but even these, as observations show, are not completely fulfilled by teachers, individual teachers sometimes, only after passing theoretical material, assign special lessons for practical work; the tasks available in the textbooks are not always fulfilled. They must be carried out in direct connection with the studied theoretical material; practical tasks should take place at all stages of the pedagogical process.
The purpose of practical work can be different. Some of them form and improve knowledge, others - develop certain practical skills, skills and help to better comprehend and assimilate the material being studied, but one thing is clear that they must be started from the very beginning of systematic teaching, with a gradual complication of the content of the tasks given and consistent increase in the degree of independence of students in their implementation.
The quality of the knowledge, skills and abilities gained by students from practical work is determined mainly by the nature of its organization and presupposes a great mental activity of students, the tension of their attention, will, attraction of the experience accumulated by students and the use of previously acquired knowledge.
Before embarking on practical tasks, it is necessary to systematically prepare students, conduct educational work on the implementation of these tasks, through detailed instructions, conducting joint preliminary exercises with the whole class. A prerequisite for the preparation and conduct of practical work is the collective and active work of the whole class when explaining new material.
The first practical tasks are semi-independent and are carried out under the direct guidance and supervision of a teacher in the classroom. The teacher monitors the implementation, makes the necessary comments, instructions and provides assistance along the way. Only after the teacher is convinced that the students will be able to cope on their own, it is possible to give practical assignments of an independent nature.
How the assignment is structured and how it is presented to students is also of great importance. Tasks performed mechanically, without the necessary understanding and active mental work, are pedagogically inexpedient. Any practical work should be feasible and difficult enough. It is important to cultivate the ability to spend no more time on work than is necessary, and for this the teacher must do the work himself and know how much time is needed for it and, accordingly, correlate with the time for the students. A delay in completing assignments indicates that the student either does not have a good command of the method for completing it or does not understand the given assignment.
When organizing and conducting practical tasks, it is necessary that:
- Students were prepared to complete them.
The assignments were based on the students' knowledge, i.e. were available.
There were no difficulties in understanding and completing the assignment.
The attention of students was drawn to the main thing.
Students were stimulated to new efforts in work, to overcome difficulties on their own.
The works were carefully checked by the teacher, and the results of the check served as material for correcting mistakes when performing them in the future.
In the pedagogical and methodological literature, the value of practical tasks of students is highly appreciated. They are seen as a necessary link in the educational process and an effective means of mastering strong and deep knowledge, skills and abilities. The correct formulation of practical tasks not only contributes to a better understanding and assimilation of the studied material, but also awakens the creative thought of students, raises new questions. Conducting practical work at all stages of the lesson is justified by the provisions of the Marxist-Leninist theory of inquiry, data from psychology, the materialist doctrine of the higher nervous activity of man and Soviet pedagogy.
The degree of independence of students in the learning process can be very different. So, when conducting a conversation in the lesson and at the stage of teaching the methods of performing practical tasks, the students, depending on their knowledge, answer the questions posed to them in different ways, and here the leading role of the teacher is enormous, the general course of mental operations of each depends on him. student.
When carrying out practical work, each student independently studies the task and performs the work indicated in it, drawing appropriate conclusions, although the leading role of the teacher is not excluded here either. In the process of performing such works, knowledge is not only concretized, consolidated, but new ones are acquired, thinking develops.
The conscious acquisition of knowledge by the students themselves improves the quality of learning. With the skills to perform practical tasks, students show their initiative in a certain sequence of completing the task, but when determining the content of practical work, the initiative belongs only to the teacher. Therefore, when drawing up an assignment, it is necessary to clearly indicate the order of its implementation: a) the topic; b) questions to be answered; c) the content of the tasks and the sequence of their implementation; d) lesson equipment; e) time to complete the work. The degree of independence of students in this case depends on the general level of development and training of students and should change both throughout the year and from class to class.
Practical work in the experience of schools has not yet received mass distribution. Due to the large volume of program material, teachers do not find time for practical work.
The question of practical assignments in many disciplines has not yet been sufficiently developed theoretically, and in the struggle for the conscious and lasting assimilation of knowledge, it acquires exceptionally great importance. The problem of organization, content and methodology of practical assignments remains unresolved, and there are serious gaps in carrying out these works.
2.2. Applying hands-on exercises in a life safety basics course
The main goal of organizing the educational process on the basics of life safety at school: to enable participants in the educational process to expand their cognitive capabilities and skills in ensuring the safety of the individual, society and the state, preserving and strengthening their health through the most acceptable and effective forms of classes, in which the organizers- practical tasks are used by teachers.The main goal of training students in the basics of life safety (OBZH) is to prepare a person for successful actions to ensure the safety of the individual, society, and the state.
The subject "Fundamentals of Life Safety" must not only be studied, but also actively, purposefully develop practical skills in children and young people. Students must acquire not just knowledge, but a sum of competencies that will make their life as safe as possible.
OBZH is not a set of skills or a list of questions. This is a list of effective responses to a wide range of modern threats - an innovative area of rapidly evolving interconnected technologies, including legal and other regulatory requirements that cannot be studied in separate courses in different subjects.
Important tasks in the practical activities of students are: the formation of habits, skills, abilities that ensure successful actions in solving issues of personal and public safety, the ability to systematize knowledge on life safety issues and effectively apply them in everyday life.
The project proposed by the Ministry of Education and Science of the Russian Federation makes it possible to provide an activity-based approach to learning, as to the process of developing a person of a safe type, gaining spiritual and moral experience and social competence.
The active approach of the OBZH teacher should ensure the transition from defining the learning objectives for the OBZH course as the assimilation of knowledge, skills, skills to the definition of the goal of forming students' ability to learn, to adequately respond to emergencies of a natural, technogenic and social nature.
As a result of the study by students of the system of scientific concepts that make up the content of the life safety course, the activity approach should provide them with the solution of significant life problems, recognition of the decisive role of educational cooperation in achieving learning goals.
The active approach of students to the study of the OBZH course will give them the opportunity to:
- To form a conscious and responsible attitude to the issues of personal safety and the safety of others.
Provide instillation of fundamental knowledge and skills to recognize and assess dangerous situations, harmful factors of the human environment, to determine ways of protection against them.
Ensure the instilling skills in the elimination of the consequences of emergencies, in the provision of self-and mutual assistance in the event of any danger.
Acquire knowledge, abilities and skills, physical and psychological qualities of a person, necessary to accelerate adaptation to environmental conditions.
Be internally prepared for the most potentially hazardous activities, including military service.
When developing and planning an OBZH, it is necessary to take into account the specifics of this course. Not all educational areas, such as fire safety and rules of conduct in the event of a fire, safety in a forced autonomous existence, safety in changing climatic and geographical conditions, safety on the water lend itself to detailed practical study, the acquisition of skills and training of these skills in natural conditions for this section. Activities for the implementation of the acquisition of practical skills in such areas are carried out, as a rule, in classrooms and are implemented through practical tasks, such as modeling dangerous and extreme situations, solving situational problems.
To ensure the effectiveness of the educational process on life safety, it is necessary to use all types of organization of training sessions; all types of educational activities of students, including game, project, research with the use of practical tasks.
The content of the subject of life safety provides for the compulsory study of topics related to fire safety issues. At the same time, practice shows that the time allotted by the federal basic curriculum is not enough for a complete theoretical and practical coverage of fire safety problems and practicing practical actions in the event of a fire.
The formation of systemic knowledge, skills and abilities in the field of fire safety among students in general education institutions requires additional extracurricular time and should be carried out not only within the framework of training hours provided for the study of life safety, but also through practical extracurricular activities (workshops, round tables, quizzes, sports days, didactic games on fire safety, Fire Safety Day, etc.) throughout the school year and, in particular, at the end of the quarters before the vacation, when it is extremely important for students to be reminded of the basic rules of fire safety, the causes and consequences of fires , as well as actions when they occur.
An important means of developing skills for safe behavior in case of fires is training with trainees to work out an evacuation plan in case of a fire in an educational institution, which are recommended to be carried out at least once every six months.
Approbation of new practical tasks has been going on for a long time. Practical lessons are a way to enhance cognitive activity, develop interest in an educational lesson and, as a result, increase motivation.
Of great methodological importance is the idea of such a structure of teaching, which would take into account the zone of proximal development of the individual, i.e. it is necessary to focus not on the level of development available today, but on a somewhat higher one, which the student can achieve under the guidance and with the help of a teacher.
The quality of training students in the basics of life safety is largely determined by the forms and methods of teaching the course. The practice of the professional activities of OBZH teachers using various types of practical tasks shows that this noticeably intensifies the activities of the trainees, helps them to better assimilate the educational material.
In the domestic school, there was a tendency towards a decrease in the interest of schoolchildren in classes. The teachers tried to stop the alienation of students from cognitive work in various ways. The overwhelming majority of teachers reacted to the aggravation of the problem by actively using practical lessons, aimed at arousing and retaining students' interest in educational work. The search for new practical tasks that were not included in the program of the OBZH course is aimed at making the educational process more flexible, efficient, freeing it from clichés, over-organization.
The analysis of the pedagogical literature made it possible to single out several types of practical tasks. Their names give some idea of the goals, objectives, methods of conducting such classes. Let's list the most common types of practical tasks:
- brainstorm;
modeling of dangerous and extreme situations;
solving situational tasks;
self-filling tables;
skills training;
laboratory work, etc.
The key component of the course is the practice-oriented component, which manifests itself in the conduct of a system of practical tasks for the main sections of the OBZH course.
It is necessary to include situational tasks in the lessons of the educational process using practical tasks, which expands the pedagogical possibilities of the workshop in the formation of skills and abilities among students.
The task of any education is to familiarize a person with the cultural values of science, art, morality, law, economy, and life safety. The problem of the goals of fostering a safety culture is reflected in the pedagogy and methods of teaching the basics of safety. One of the main goals of education is the readiness for survival, the upbringing of a safe person, i.e. a person who is not capable of harming people, nature, or himself. Safety culture, as a component of culture, exists in various forms, includes the main elements of the spiritual life of society and the structural components of spiritual activity. Regardless of the form of implementation of one or another component of safety culture, their common function is to prevent and overcome harmful and dangerous factors in the life of a person and society.
Chapter 3. An empirical study of the application of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety
3.1. Goals, objectives and research methods
Purpose of the work: to theoretically substantiate and experimentally prove the influence of the use of a complex of modern methods and means of assessment in the course of the basics of life safety on the level of knowledge and emotional attitude to educational activities.Object: the process of teaching life safety schoolchildren using a set of practical tasks.
Subject: the role of practical tasks in assessing schoolchildren "Fundamentals of life safety".
Hypothesis: If a special complex of modern methods and means of assessment is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to educational activities is formed.
In accordance with the set goal, the following tasks are put forward in the work:
- On the basis of theoretical literature, make an analysis on the problem of using practical tasks in the lessons of life safety.
Develop a set of lessons using practical assignments.
Conduct a pedagogical experiment.
Analyze and statistically process the research results.
Methodology for diagnosing learning motivation and emotional attitude to learning in middle and high school (Appendix 1, 2, 3).
The proposed method for diagnosing learning motivation and emotional attitude to learning is based on the questionnaire of Ch.D. Spielberger, aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits.
Test purpose:
The questionnaire allows you to identify the level of cognitive activity, anxiety and anger as a present state. The technique is a modification of the Ch.D. questionnaire. Spielberger, adapted by A.D. Andreeva in 1988.
Cognitive activity here means curiosity inherent in a person (as opposed to curiosity at the level of perception), direct interest in the world around, activating the cognitive activity of the subject. Anger and anxiety are emotions that depend on hierarchically organized structures of the brain, they enhance the effect of emotiogenic stimuli, and this enhancement is externally manifested in the form of a difficult adaptation of the subject to vital situations.
Experimental material: method form, instruction and task (Appendix 3).
Order of conduct:
The technique is carried out frontally - with the whole class or a group of students. After the distribution of the forms, students are asked to read the instructions, then the teacher must answer all the questions they ask. It is necessary to check how each of the students completed the task, whether he understood the instructions accurately, and again answer the questions. After that, the students work independently, and the teacher does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.
Test description:
The questionnaire combines the scales of cognitive activity, anxiety and negative emotional experiences that characterize the state of a person at a particular moment. In accordance with the task of diagnosing the emotional attitude to learning, the questionnaire reflects the state of students in the lesson, in the course of educational work in the classroom. This technique allows you to determine how the learning process affects the characteristics of the emotional experiences of the student. In addition, the questionnaire can be used to study the emotional attitude of students to a particular subject.
The questionnaire is most expedient to use in the course of individual work with a child experiencing difficulties in mastering a certain educational material.
Key to the test:
Anxiety: 1, 4, 7, 10, 13, 16, 19, 22, 25, 28.
Cognitive activity: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29.
Negative emotional experiences: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
When answering, the subjects use a four-point rating scale: “Almost never” (1 point), “Sometimes” (2 points), “Often” (3 points), “Almost always” (4 points).
Processing of the results: The scales of cognitive activity, anxiety and negative emotions included in the questionnaire consist of 10 items arranged in a certain order.
Some of the items on the questionnaire are formulated in such a way that a score of "4" reflects a high level of anxiety, cognitive activity, or negative emotional experiences (for example, "I am angry"). Others (for example, "I am calm", "I am bored") are formulated in such a way that a high rating expresses the absence of anxiety or cognitive activity; there are no such items on the scales of negative emotional experiences. Point weights for items on the scales in which a high score expresses the presence of a high level of emotion are calculated in accordance with how they are marked on the form. For points on the scales in which a high score reflects a lack of emotion, the weights are counted in reverse order:
- the form is marked with 1, 2, 3, 4.
counting weight: 4, 3, 2.1.
On the scale of anxiety: 1.7, 19, 25.
On a scale of cognitive activity: 23, 29.
To obtain a score for any condition or property, the sum of the weights is calculated for all 10 points of the corresponding scale. The minimum score for each scale is 10 points, the maximum is 40 points. If 1 point out of 10 is missing, you can calculate the average mark for those 9 points to which the subject answered, then multiply this number by 10; the score will be the average following this result. If two or more points are missed, the reliability and validity of the scale will be considered relative.
Thus, for each individual, data is obtained on the level of basic emotional processes in the course of learning activities, such as anxiety, cognitive activity and negative emotional experiences. Based on individual data, it is possible to calculate the average values of anxiety, cognitive activity and negative emotions for a specific group of students (for example, a class). This allows you to determine the indicators of the levels of cognitive activity, anxiety and negative emotional experiences in the classroom in different age groups. Data for different age groups are shown in the table. (Appendix 2).
3.2. Analyze and conduct an experiment
The main way of organizing students' activities in practice is the group form of work.Main steps:
- communication of the topic, purpose and objectives of the workshop;
updating the basic knowledge and skills of students;
motivation of students' learning activities;
familiarizing students with the instructions;
selection of the necessary didactic materials, teaching aids and equipment;
performance of work by students under the guidance of a teacher;
discussion and theoretical interpretation of the obtained results of the work.
To study the quality of assimilation of knowledge through practical tasks in the lessons of life safety, we have chosen two groups, control - 8A grade and experimental - 8B grade.
The ascertaining experiment.
In the EG and the CG, the current cross section of knowledge was made. The students were offered a test in 2 versions, each with 7 questions (Appendix # 1). Test tasks were developed by S.S. Soloviev according to the textbook by I.K. Toporov. The topic of the test was determined by the topic of the previous lesson according to a given program.
Correct performance of one task was equated to 1 point. For correctly solved 13 tasks the mark is "excellent", 10 tasks - "good", 7 tasks - "satisfactory", 5 tasks - "unsatisfactory". Students were given 20-25 minutes to complete the test work. Test control makes it possible, at a small cost of class time, to check all students. The main disadvantage of this control is its limited application: it can only check the reproductive activity of a student (acquaintance with educational material and its reproduction. the control group is approximately equal (table No. 1). The number of pupils who completed the "5" in the CG 28% (b ) in the EG 36% (8 people), who coped with the "3" - in the CG 24% (5 people), in the EG 32% (7 people), and those who coped with the "2" - in the CG 5% (1 person .), in the EG 0% (0 pers.).
Table 1
The results of the verification work of the ascertaining experiment
According to the results of the table, a diagram was drawn up (Fig. 1), from which it can be seen that the level of theoretical knowledge in the experimental and control groups does not differ significantly.
Rice. 1. The results of the verification work of the ascertaining experiment
The formative experiment included a series of lessons.
In the control group, classes were conducted in the usual way according to the traditional system in accordance with the curriculum. In addition, the classes we developed were not conducted there. In the experimental group, the presentation of new material was in the form of practical work on the same topic as in the control group using practical tasks. The number of lessons on life safety in the formative experiment was 5.
In the classroom, the subjects from the EG were offered various types of practical work. In practice, we used the method of brainstorming, self-filling tables, solving situational problems, writing solutions to an intellectual question (Appendix 4).
At this stage of the experiment, we created the necessary conditions for equipping the developing environment of students in the educational process. The implementation of the practical part of the program required a close intertwining of the practical and theoretical activities of schoolchildren, the completion of most of the work in the course of learning new material. Conducting each practical and independent work follows careful planning. At each lesson, we clearly formulated the goals of the upcoming work, determined its volume and forms of recording the results in accordance with the requirements of normalizing the academic load, and also identified the sources of information necessary for the work to be performed.
It is necessary to distinguish three fundamental stages within which the activities of students were organized:
Stage 1 - preparatory.
Preparing for the lesson, the students got acquainted with the theory on this material, watched various videos and programs, studied the material of the textbook and additional literature, prepared for a conversation with the teacher on the main issues (presented in the textbook), using additional literature if desired.
Stage 2 - the direct implementation of practical tasks.
In a practical lesson, the teacher set a goal and main tasks. During the conversation with schoolchildren, the teacher paid attention to the theoretical and practical significance of the work, noted the feasible level of complexity of practical tasks, thereby contributing to the creation of positive motivation for work.
Stage 3 - the final control stage.
The students made the results of the work in the form of tables, examples of which were offered at the beginning of the lesson in the methodological description. Thus, ordering, awareness of the actions performed by students was achieved. At the end of the assignments, the students analyzed the results obtained and compared them with theoretical material.
Control experiment.
The main goal of the control stage was the following: to identify the level of knowledge of middle-level students and the effectiveness of the use of a special set of practical tasks after a series of lessons in the EC and in the system of traditional education in the CG. The main tasks at this stage were:
- Determine the level of formation of knowledge, skills and abilities of students.
To establish the difficulties that arise when performing practical independent work.
Students were asked to answer 13 test questions (Appendix 5). The test was developed by S.S. Soloviev according to the textbook by I.K. Toporov. The work was carried out in the context of a school lesson, all students completed assignments individually. The teacher monitored the work of the group and the order of the testing. The time set for the execution of the work is 25-30 minutes. For correctly completed 11 tasks, the score is 5 "excellent", 9 tasks - 4 "good", 7 tasks - 3 "satisfactory", 5 tasks - 2 "unsatisfactory".
Comparing the results of the control group (grade 8 A) and the experimental group (grade 8 B), it can be seen that the level of knowledge in the CG (control group) remained approximately the same as in the control group, where practical work was carried out according to the school curriculum, we did not marked significant changes in the level of existing knowledge of schoolchildren. This can be judged by analyzing their overall result: those who performed at "5" - 29%, at "4" - 38%, at "3" - 28%, at "2" - 5% (Table 2).
The results of educational achievements after the research in the experimental group (EG), which used practical tasks with the use of various forms of carrying out, gave significant differences with the primary ones and amounted to: 50% mastered the knowledge excellently, 41% well, and only 9% satisfactorily ( Appendix 6).
This is due to the fact that in this case, this form of the lesson determines the students' independent search for information and the manifestation of their existing knowledge.
The application of a practical lesson in the course Fundamentals of Life Safety on the topic "Emergencies of a natural and man-made character" turned out to be much more effective than the traditional presentation of theoretical information. After conducting a series of lessons, we found out that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work (table 2).
table 2
Comparative data of the results of the test work in 8th graders after the formative experiment
Comparative results of the verification work after the formative experiment are presented in the diagram in Fig. 2.
Rice. 2. The results of the verification work after the formative experiment
The diagram shows that the constituent levels of knowledge of students in the experimental group have increased markedly. In the control group, according to the results of diagnostics, the level of knowledge practically did not change.
To confirm the reliability of the above conclusions, it is necessary to carry out mathematical processing. To check the presence of a positive effect in the application of practical tasks, we chose the method of solving by the angular f - Fisher's criterion.
Solution:
- Let us check the satisfiability of the constraints (n 1 = 21> 5 and n 2 = 22> 5).
Let us divide the groups of children into parts using the sign “coped with the task” (those who received 5 and 4 points for the test work) and “did not cope with the task” (those who received 3 and 2 points for the test work).
Let's calculate the percentage of the number of children “coped with the task” and “failed to complete the task” in the experimental and control groups.
We see that none of the percentages are equal to zero.
- Formulating hypotheses
H 1: The proportion of subjects in the experimental group who "have an effect" exceeds the proportion of the same subjects in the control group.
- According to Table 5 of Appendix III, we find the values? 1 and? 2 by the percentage of those subjects who "have an effect":
- Let's calculate:
? emp = (2.532 - 0.609) v (21X22 / (21 + 22)) = 1.923v (462/43) = 1.923X3.278 =
6,304
- According to table 6 of Appendix III, we find the level of significance of the difference in percentages:
Compare
Emp with? cr. (R< 0,05) = 1,64 и? кр. (р < 0,01) = 2,31
(they can also be found in Table 6).
We have the following on the axis of significance:
Because? emp>? cr (p< 0,05) и подавно? эмп
>? cr (p< 0,01), то принимается
H 1 с вероятностью > 99%.
The proportion of children in the experimental group who coped with the task is higher than the proportion of such children in the control group. Statistically, this percentage of differences is sufficient.
Answer: The differences in the results of the groups of subjects are statistically significant.
At the last lesson in our experimental research, we asked the students from the EG and CG to answer the questions of the questionnaire using the CH.D method. Spielberg, aimed at identifying the level of emotional attitude to learning (Appendix 3). This level is identified using the scales of cognitive activity, anxiety and negative emotions. We have chosen the method of Ch.D. Spielberg because the positive indicators of these scales determine a deeper study of the subject and, as a consequence, a better assimilation of knowledge and an increase in educational achievements.
The results of diagnostics of the level of emotional attitude to learning in the control group after the program are presented in Table 3:
Table 3
The results of diagnostics of the level of emotional attitude to learning in the control group after the program
| № |
Cognitive |
Negative |
Anxiety |
| student |
activity |
emotional |
|
| p / p |
experiences |
||
| 1 |
12 |
33 |
25 |
| 2 |
13 |
30 |
26 |
| 3 |
12 |
32 |
28 |
| 4 |
14 |
32 |
22 |
| 5 |
12 |
31 |
25 |
| 6 |
13 |
38 |
22 |
| 7 |
11 |
35 |
23 |
| 8 |
13 |
38 |
22 |
| 9 |
11 |
35 |
24 |
| 10 |
12 |
26 |
25 |
| 11 |
13 |
30 |
26 |
| 12 |
12 |
32 |
28 |
| 13 |
13 |
32 |
28 |
| 14 |
11 |
31 |
25 |
| 15 |
10 |
30 |
26 |
| 16 |
12 |
32 |
18 |
| 17 |
13 |
33 |
28 |
| 18 |
11 |
31 |
25 |
| 19 |
13 |
33 |
28 |
| 20 |
11 |
25 |
21 |
| 21 |
10 |
26 |
28 |
The results of diagnostics of the level of emotional attitude to learning in the experimental group after the program are listed in Table 4:
Table 4
The results of diagnostics of the level of emotional attitude to learning in the experimental group after the program
| Student number, p / p |
Cognitive activity |
Negative emotional experiences |
Anxiety |
| 1 |
35 |
13 |
14 |
| 2 |
24 |
12 |
18 |
| 3 |
33 |
12 |
12 |
| 4 |
27 |
10 |
15 |
| 5 |
32 |
13 |
12 |
| 6 |
24 |
14 |
13 |
| 7 |
26 |
14 |
11 |
| 8 |
31 |
15 |
10 |
| 9 |
27 |
13 |
12 |
| 10 |
26 |
10 |
15 |
| 11 |
28 |
10 |
14 |
| 12 |
35 |
14 |
13 |
| 13 |
28 |
10 |
16 |
| 14 |
26 |
13 |
14 |
| 15 |
23 |
10 |
12 |
| 16 |
14 |
11 |
10 |
| 17 |
21 |
13 |
11 |
| 18 |
23 |
14 |
12 |
| 19 |
25 |
14 |
13 |
| 20 |
23 |
10 |
11 |
| 21 |
26 |
10 |
11 |
| 22 |
24 |
16 |
10 |
Based on the results of the average values, we will draw up a table (table 5) and a diagram (figure 3).
Table 5
Table of average values of the results of the methodology for determining the level of emotional attitude to learning after the study
Rice. 3. Results of mean values
From the results of the questionnaire it can be seen that in the EG the average score of cognitive activity, which, first of all, contributes to the improvement of academic performance, is equal to 28 and refers to the 2nd level of motivation to study (Appendix 2), which, according to the methodology, is interpreted as productive motivation to acquire knowledge, a positive attitude to teaching. In the CG, the average score is 12 and refers it to the 3rd level of motivation to study and is defined as a level with a slightly reduced cognitive motivation and a negative attitude towards learning.
After analyzing the data on the normative indicators (Appendix 2), we can say that in the CG the emotional attitude to learning is interpreted as the experience of "school boredom", in the EG the indicators testify to the internal psychological calmness of the group and a positive emotional attitude to learning.
conclusions
Thus, our hypothesis is confirmed.
If in the lessons of the basics of life safety, a special complex of modern methods and means of assessment is used, then the level of knowledge increases and a positive emotional attitude to educational activities is formed. The use of practical tasks in the Basics of Life Safety course turned out to be much more effective than the traditional presentation of theoretical literature. During the experimental research, we found out that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work.
After the end of the formative stage, using similar techniques as at the ascertaining stage (testing, observation, analysis of the products of students 'activity), we analyzed the dynamics of changes in the level of students' knowledge.
If at the initial stage of the experiment many schoolchildren had difficulties in completing tasks, then gradually less and less unsolved tasks and erroneous answers appeared when performing test work, difficulties were overcome by activating the knowledge gained in practical lessons.
The greatest difficulties were caused by:
- tasks, with a choice of several answers;
tasks requiring the determination of the correct sequence of actions;
definition of terms.
It should be noted that the students performed practical tasks with great interest. They tried to understand the essence of the tasks themselves, find answers to questions, solve the proposed situational tasks.
Summing up, it is necessary to note the positive influence of practical tasks on the level of educational achievements. When performing tasks, the desire to achieve their goal, concentration was noted.
Comparing the results, we can state that the organization of classes in the traditional form has a lower result than the use of a special set of practical tasks. The CG results confirm this. The use of special practical tasks in the lessons of life safety contributes to a better assimilation of knowledge and the growth of cognitive activity.
life safety
The system of control and assessment of the quality of knowledge in the lessons of life safety.
For a teacher-organizer of life safety at school, the problem of assessing the quality of students' knowledge is relevant for the reason that there are no clearly defined criteria for this subject. There are general requirements for the oral answer of students, requirements for the verification of written works.
However, the specificity of the OBZH course lies in the fact that with a lack of hours, and this is exactly the case, the question arises of introducing express control methods, such as tests, dictations and others.
When carrying out quality control of knowledge in OBZH lessons, I use various forms of control:
preliminary;
auxiliary;
current;
thematic
final.
Preliminary control- allows you to identify the knowledge that will be emphasized in the future when presenting new material
Auxiliary control- carried out by the teacher to establish the most difficult to learn elements of the lesson.
Current control- is carried out at the end of each separate topic and covers the knowledge of the previous ones. to secure the material.
Thematic control- is carried out to check the assimilation of the material of the section
Final control- after completing a course consisting of several sections or the entire course as a whole.
When carrying out quality control of knowledge, I use its various methods.
Verbal control
student's monologue answer in question-and-answer form
the requirements for this type of control are a correctly asked question, listening to the answer to the end.
It can be performed as current in individual, frontal or combined form.
When carrying out this type of control, various survey techniques can be used, the choice of which depends on the level of preparedness of the students, the degree of proficiency in their monologue speech, and the psychological characteristics of each child.
I use oral questioning when the question does not require spending time on long deliberation, thus only knowledge of the first (reproductive) level is verified.
cards with questions, (held in the case when it takes time to think about a question, as a rule, these are questions of all levels, preparation for such a survey technique may or may not be given time to think about the answer, it is better to use when it is necessary to establish the cause investigative connections of the second and higher order)
work with supporting notes, (used when checking knowledge on the basis of a previously given supporting outline with the restoration of its individual parts or its full / partial retelling, used for children with well-developed visual memory and to consolidate visual images and signs)
documents with their analysis, (it is used as a survey of the second and third levels of complexity, while the ability to highlight the main thing is formed on the basis of already acquired knowledge)
ticket system (most often used for examinations and tests, requires a well-developed monologue speech, and is carried out at the end of a large section, or the entire course as a whole, when drawing up a ticket survey form, the subject of each of them should cover all topics in one ticket)
The main disadvantage of oral questioning is the subjective attitude of the teacher to the student.
Written control
The written answer of the student, which most fully reveals the essence of the question in a logical sequence, can be carried out both in an individual and frontal form. The main requirement for a written survey is sufficient time for writing an answer, which depends on the individual characteristics of the students.
Written survey techniques:
survey on cards (test), this survey technique is carried out, as a rule, when knowledge is revealed in two directions of deep assimilation of a separately passed topic or as a control slice for the assimilation of individual concepts of a whole section, cards can contain questions of all levels,
dictation is a technique in which express diagnostics of the assimilation of the passed material is possible. The peculiarity is that the number of answer options is quite limited, as a rule, no more than 5, and does not give a full assessment of the depth of the acquired knowledge, in addition to this, the sentences of dictations should be made up of no more than 9 words, which is due to the psychological characteristics of a person, here they are quite high requirements for the very compilation of the question, which should not be drawn up in the form of a complex or even more difficult subordinate sentence, when using this type of survey, the maximum level of questions is the second. The most primitive dictation is a dictation with yes no answers.
test when using this control technique, it is necessary to fulfill the following requirements: reliability - that the test will show the same results repeatedly in similar conditions, and validity - that the test detects and measures the level of assimilation of exactly the knowledge that the teacher wants to test. The advantage of tests is that they can include questions of various levels, and the simplicity of processing the results., And also the possibility of subjective assessment of the student's knowledge disappears. At the same time, several more requirements should be presented to the test itself. This is a clear formulation of questions, really verified unambiguous answers, falling into one category by their nature, can be used in the control of knowledge as a separately passed topic, a section of the final control. When assessing the correctness of the answers and the tasks themselves, the level of complexity of the questions should be taken into account, which are distinguished by 3:
reproductive level 1 - questions that require an unambiguous answer or an unambiguous answer, or a simple reproduction of already passed material
work on the algorithm Level 2 - application of the knowledge gained in solving the question posed according to the already known algorithm of actions.
Creative level 3 - independently search, the use of previously obtained knowledge in solving non-algorithmized tasks using knowledge not only in the studied section and topic, but also in other subjects, the ability to establish cause-and-effect relationships, patterns.
Abstract, a feature of this type of work is that the student partially performs search work when working with several primary sources, highlighting the main generalization of the materials under study, the use of already acquired knowledge when covering this issue, the advantage is that as a result of independent work, the chosen topic for the abstract. Often, an abstract is confused with messages on the topic, despite the fact that rather stringent requirements are imposed on them, which are as follows, for school essays, the volume of the student's own conclusions and conclusions. The analysis of the question to be disclosed should be at least 20% of the total volume of the abstract, when writing the abstract, they should use primary sources that are not textbooks, teaching / methodological manuals, in the worst case, this is popular science literature. However, when checking abstracts, the difficulty is that the teacher, in principle, must know almost all the literature that can be used when writing an abstract. As a rule, an abstract is a work that must meet the 3rd level of difficulty.
The criteria for evaluating works in all literature when checking the quality of students' knowledge are based on the following criteria.
5 - fully proficient, posed subject to solving problems of all levels of complexity and receiving over 80% reliable (correct)
information in the presence of tasks of all levels or 95% when completing tasks of level 1, respectively, the percentage of correct answers will change from the complexity of the tasks; in the presence of tasks of 1 and 2 levels, the number of correct answers, respectively, will be from 87 to 90%
provided that in the tasks containing three levels the ratio of the levels is 50:30:20, the first and second levels are 60/65: 40/35, with an oral questioning the answer is exhaustive and does not require additions and clarifications from the teacher
4 - owns enough, is posed subject to solving problems of 1 and 2 levels in a three-level task and receiving from 65 to 70% of correct information or 75% when solving problems of 1 level, with oral questioning, the answer contains small omissions that are restored by students with leading questions teachers in small numbers.
3- does not know enough, is put on the condition that the tasks of the first level in multi-level tasks are solved in the amount of at least 75% or with 505 correct answers to the questions of a single-level task. The oral answer contains factual errors that are corrected with additional questions from the teacher, the answer is incomplete, illogical construction of the answer, unrelated story, weak monologue, the answer with the help of the teacher.
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