“Monitoring and evaluation of learning outcomes in primary school. "modern methods of assessing the educational achievements of junior schoolchildren" Tasks for assessing the achievements of junior schoolchildren

The current stage of school development is characterized by a change in educational values: subject-oriented learning is being replaced by personality-oriented learning, the main goal of which is the formation of an independent personality capable of self-change and self-development. A prerequisite for the development of such a personality is the formation of the skills to adequately evaluate oneself, one’s behavior, the state and results of one’s activities.

In modern primary schools, teachers use various forms and methods of assessing students' educational achievements. Thus, N. M. Kushnir, in the article “Ways for implementing grade-free learning during an experiment to improve the structure and content of education,” proposes his own assessment system. She believes that already from the 1st grade you can begin to build self-esteem in children. Children of this age distinguish between “I am real” and “I am ideal”, although in their self-esteem the assessed qualities are still mixed. According to the author, self-esteem can be significantly developed if the child is given clear means of differentiation and grading of any assessed quality.

In her work, she used: “magic rulers, symbols, electronic supplements to mathematics and Russian language textbooks. She formulated the principles that were used when teaching children assessment:

1. The child’s self-esteem should be primary in relation to the teacher’s.
2. It is necessary to immediately discuss with the children what we will evaluate.
3. An adult evaluates only what can be evaluated by him. For example, the correctness of the work, the accuracy of its execution.
4. Where qualities are assessed that do not have unambiguous examples - standards, each person has the right to his own opinion, and it is the adult’s job to acquaint children with each other’s opinions, respecting each, without challenging anyone and without imposing either his own opinion or the opinion of the majority .

All this provides comprehensive information about the level of preparation of the class and each individual student.

It seems to us that careful planning by the teacher of achievement goals and ways of checking them helps to increase the objectification of the assessment, its comparability with the student’s self-esteem.

The work experience of G.K. is interesting. Parinova and N.Yu. Grishina, who propose to use the rating control method as an assessment method. In their opinion, a student’s rating is an individual, comprehensive assessment of his performance. For completing various tasks, students receive a fixed number of points on a scale developed by the teacher; these points are summed up and serve as the basis for assigning a certain grade.

They believe that the rating system for assessing educational achievements is quite flexible: it can be introduced for one academic subject or for all subjects studied. The rating system, in contrast to the traditional knowledge control scale:

- focuses on ongoing monitoring of academic performance;
- makes it possible to determine the level of preparation of each student at each stage of the educational process;
- allows you to differentiate the significance of grades received for performing various types of work;
- reflects the current and final assessment of the amount of work invested by the student;
- increases the objectivity of knowledge assessment;
- creates conditions for healthy competitiveness, fair competition among students.

According to the method of G.K. Parinova and N.Yu. Grishina, the formation of a child’s success occurs in stages:

The motivational - target stage, during which the child develops a positive attitude towards the proposed activity, a motive for achieving success, and a desire for successful work arises.

Organizational stage. At this stage, it is necessary to organize training, taking into account the individual abilities of the children, so that the work gives them pleasure both in the process and as a result of completing educational tasks.

Corrective stage. Here the preliminary results are summarized and, taking this into account, the initial teaching strategy is changed.

The productive stage involves comparing the expected assessment with the actual one and summing up the results of the work.

The mechanism presented above for assessing educational achievements expands the motivational and semantic basis of learning, attracts children to active creative work, creates success in educational activities, which, in turn, improves the quality of education.

The importance of the student becoming a subject of educational activity is pointed out by E.V. Ishlametyeva. It is interesting that she identifies factors that influence the formation of objective self-esteem in a primary school student and, based on these factors, names possible ways to form objective self-esteem. Consider these factors:

Parents' opinion, home education style.

Availability (absence) of skills in educational activities. Teacher evaluation.

Evaluation of comrades.

Own life experience (teach schoolchildren to analyze the reasons that contributed to their success or failure in a particular situation, draw conclusions).

After analyzing these factors, she identified a set of basic psychological and pedagogical conditions that contribute to the formation of self-esteem, forms of work (work in pairs, work in creative groups, individual work, etc.), as well as various forms of assessment (folders of individual achievements, thematic assessment sheets , achievement diaries).

A diagnosis of the formation of self-esteem was also carried out and positive results were obtained, i.e. this technique is quite acceptable in the formation of self-esteem in younger schoolchildren.

In the secondary school of the Minsk region, “Technology of multi-level control” was developed. Its first component is “Sheets of Individual Achievements.” The levels “high”, “medium”, “low” were reduced to a three-point rating system. The second component, according to the teachers of this school, should be the student’s self-esteem. The student can record his achievements in mastering the knowledge of knowledge on self-assessment sheets.

The dynamics of students’ academic success relative to themselves should be assessed. Therefore, when teaching, it is necessary to gradually introduce means that allow the child himself and his parents to trace the dynamics of educational success, to give relative rather than absolute assessments (graphs of reading speed, the number of errors in dictation in students’ evaluation sheets, notebooks “My achievements in ...”, which can become an alternative to the existing student diary).

Students should have the right to doubt and ignorance, which is framed in a specific way at home and in the classroom. You can introduce a specially organized place in the class space: “Place of doubt”, as opposed to it there can be “Place for assessment”. Special signs may be introduced, the use of which is highly appreciated by the teacher.

For the final assessment of students, a cumulative grading system must be used. Mastering Western technology “learning portfolio” (student’s portfolio). It is not marks for work that are accumulated, but meaningful information about them and even the work itself.

A by-law “Regulations on improving the assessment process” and a “List of assessment safety rules” were developed.

To identify the attitudes of teachers, students and parents towards the new assessment system at school, a survey was conducted.

Thus, elementary school teachers use different forms and methods for assessing students’ educational achievements, but all of them are aimed at developing creative initiative, independence, and self-esteem in younger schoolchildren, and also contribute to the development of the child as a subject of educational activity.

Teachers of secondary school No. 18 in Pinsk, Brest region, just like most teachers, recognize the imperfection of the existing assessment system. The school grade still remains the main criterion for a student’s work, despite attempts to improve the assessment system. Although most teachers are aware of its negative influence not on the child, which is expressed, in our opinion, in the following:

Children literally from the first grade live under the fear of a bad grade. Impressionable children, with an unstable nervous system, can feel so humiliated from a single bad grade that they develop a pronounced negative emotional reaction to the academic subject and even to school and studies in general.

A school mark often serves as a punishment.

The school grade is not very informative. Due to the roughness of the scale used, the mark does not allow recording individual small progress, leaving the child within the same indicator.

The vagueness and, often, arbitrariness of the norms and criteria for marking, the language in which they are formed, incomprehensible to the student, make the assessment system closed to students, which contributes little to the formation and development of self-esteem, makes them dependent on external assessment, on the reaction of others to it

Therefore, the main problem that school teachers see is to find a technologically acceptable replacement for indicators of current and final student achievements.

All this led the secondary school staff to search for and, as a result, change the system for assessing the educational achievements of junior schoolchildren. We came to the conclusion that the assessment system at a certain stage (until the child understands how and why he is given this particular mark) should be grade-free for the child, but the teacher must constantly monitor and control the students’ educational achievements.

We believe that grade-free learning:

- is not traumatic in nature, maintains interest in learning, reduces psychological discomfort and anxiety;
- creates an opportunity for the student to develop evaluative independence;
- promotes the individualization of learning (the teacher has the opportunity to record and positively evaluate the achievements of each child in comparison with the previous results of his education, i.e., teach the child in his zone of proximal development);
- is informative (allows one to judge the actual level of knowledge and determine ways (directions) of further efforts).

To improve the assessment system for junior schoolchildren, the school staff carried out certain work, the purpose of which was to identify the pedagogical possibilities of using diagnostic cards as a means of assessment. The work took place in several stages:

At the school methodological association, an analysis of the content of state programs and standards was carried out and the knowledge, abilities and skills that should be formed at the end of the study course were determined.

Planning was carried out with expected final results at the end of each educational cycle, topic, section.

Based on the work done, diagnostic cards were compiled for each child and thematic applications for each subject.

After this, conditions were discussed that increase the effectiveness of using diagnostic cards. These included: introducing parents to the new assessment system, and considering the transition of transferring the results of ungraded education into traditional ones.

Then, in the first grade, practical work itself was organized using diagnostic cards, which took place both during the lesson and for the purpose of analysis at the end of the lesson.

To track the effectiveness of this assessment system, we used the following indicators:

- development of control and evaluative independence (self-control);
- creativity and initiative of students;
- increasing motivation to learn;
- adaptation to new conditions of school education.

At the beginning of the school year, children were observed in the classroom, the purpose of which was to identify the degree of formation of the indicators defined above.

The results show that creativity and initiative are very poorly developed in most children. Students do not adapt enough to new conditions and many have unstable motivation, that is, children do not know why they came to school. Self-control is practically not developed.

So, we believe that the majority of children in this class need additional work aimed at developing these indicators. Work with diagnostic cards was chosen as the main condition for achieving this goal. It included work directly in the classroom. Thus, at the beginning of the study of each topic (section, course), the teacher carried out initial diagnostic work, the purpose of which was to assess the student’s initial level of preparation. The result was entered into a thematic appendix to the diagnostic chart and recorded as a percentage.

Subsequently, based on the diagnostic results, work was carried out depending on the goals and objectives set for each student (group of students): learning new things, consolidating what was previously learned, etc. During the lesson, the teacher monitored the written and oral work of the group or a specific student. Based on the results of the work, control sections were also prepared. Comparing the results of the initial work with the results at the end of studying the topic (section, course) made it possible to record the personal dynamics (“increase” in skills) of each student. For example, on the topic “Numbering numbers within 10”, at the beginning of studying the topic, Edik had 40% of knowledge assimilation, then after studying the topic - 90%. For many students, the result was less than 50% at the beginning of work and more than 80% at the end of studying a topic.

When evaluating the work, the teacher noted positive changes in the work of each student compared to his previous works, not allowing the success of the work of different students to be compared with each other. Each student also evaluated their own work. For example, Anton said that he learned a lot of new things, he was interested in working in the lessons and he believes that he did his job well.

Subsequently, the results of the work were accumulated. Each child saw his own progress in learning the material and tried to evaluate it himself. At the same time, attention was paid to the depth of knowledge acquired, which was recorded in diagnostic cards two months after the first test of assimilation. After work in the lessons, direct work was carried out with diagnostic cards.

The diagnostic card acted as a summary of educational achievements; it reflected the levels of mastery of key skills in the course being studied. The result was recorded as a percentage (the ratio of the correctly completed amount of work to the total amount of knowledge). At the same time, the material of state educational standards was taken as 100% of the volume of knowledge.

Analysis of the results of the work done, observation of the students’ work and their behavior showed that the children retained a steady interest in learning, self-control skills appeared, the children became active, began to show initiative and creativity. The guys fully adapted to the new conditions. We entered the formation of all these indicators at the beginning of the school year and at the end of the school year into the table.

A comparison of the results showed that working with diagnostic cards in the mode of grade-free training for junior schoolchildren gave tangible positive results, which is clearly shown in Table 2.

The results of practical work confirm the effectiveness of our proposed method for assessing the educational achievements of junior schoolchildren. We believe that such an assessment system promotes effective learning and is health-saving. Because there are positive changes in students’ attitudes towards learning.

conclusions

Primary school teachers in their practical activities use various forms and methods of organizing the assessment of students' knowledge and educational achievements.

Many are introducing elements of grade-free training and diagnostics, and are also developing their own assessment systems, which are successfully used in practice to assess the educational achievements of primary schoolchildren. The results of the practical work carried out allow us to conclude that the use of diagnostic cards as a way of assessing educational achievements is quite effective and allows us to track not only the level of educational achievements, but also the development of self-esteem, initiative and creativity, increases interest in learning, and helps maintain motivation.

Organization of assessment of educational achievements of junior schoolchildren.

In a modern school, special attention must be paid to the problem of assessing the educational achievements of younger schoolchildren.

Without changing approaches to the assessment system in the context of educational development, it will be impossible to achieve the set educational goals.

A number of methodological letters from the Ministry of Education of the Russian Federation were devoted to this problem:

Loginova O.B. System for assessing the educational achievements of schoolchildren. Recommendations of the Ministry of Education of the Russian Federation for participants in the experiment on improving the structure and content of general education, 2001.

On the system for assessing the educational achievements of junior schoolchildren in conditions of ungraded education in educational institutions participating in an experiment to improve the structure and content of general education (Methodological letter No. 13-51-120/13 dated 06/03/2003).

These documents discussed:

results of the analysis of the existing five-point assessment system;

justified the need to introduce a new assessment system,

approaches to assessment in grade-free learning;

the conditions for the introduction of a new assessment system in schools in general and in primary schools in particular and the stages of transition to this assessment system were revealed.

Taking into account modern requirements for assessment activities in primary schools, there are two assessment systems: grade-free education and a four-point system of digital marks. The technology of grade-free learning is mandatory in the first grade (based on the requirements of SanPiN) and can be used throughout the entire education in primary school (the choice is made by the educational institution). The grade-free system for assessing the educational achievements of schoolchildren is now widely recognized as an effective system for the formation of educational and personal self-esteem. Instead of a grade expressed quantitatively, meaningful, clearly differentiated assessments are used, based on unambiguous criteria, on the basis of which scores for students’ independent work can be derived. At the same time, it is specifically stated that different types of activities - performing, searching, creative - must be assessed differently.

Along with this, in grades II - IV, a four-point system of digital assessments (marks) is used. The “very bad” rating (mark 1) is canceled. This is due to the fact that the unit is practically not used as a mark in primary school and a “very bad” rating can be equated to a “poor” rating. The “mediocre” rating is canceled and the “satisfactory” rating is introduced.

It should be noted that assessment and mark are not synonymous. Evaluation is a judgment about the quality of an object or process. And a mark in pedagogical literature is interpreted as a quantitative characteristic of an assessment, which can be expressed in points (5, 10, 12, 100), color, or some other symbol.

It must be admitted that assessment based on the analysis of current and final grades remains the most common form. At the same time, attention should be paid to its significant shortcomings: not making full use of the teacher’s value judgments, infatuation with “percentomania,” and the subjectivity of the grades given. From the point of view of many experts, the psychological meaning of a school grade is now completely lost. As A. B. Vorontsov writes, now “the marking system, firstly, causes a feeling of fear in children, secondly, it causes discord between students and adults, thirdly, it introduces envy and discord into the friendly environment, fourthly , contributes to the emergence of a formal attitude to the matter on the part of both students and teachers.” A mark, as psychologists say, is a “stressful” factor.

For the development of children’s self-regulation, it is not the mark as such that is important, but a meaningful assessment - an explanation of why this mark was given, what pros and cons this work has. The development of educational motivation depends on the assessment; it is on this basis that in some cases difficult experiences and school maladjustment arise. The age of 7 years is the age of generalization of experiences (L. S. Vygotsky). It is at this age that a chain of failures or successes, both in learning and in broad communication, experienced by the child, leads to the formation of feelings of inferiority, humiliation, wounded pride or a sense of self-worth, competence, and exclusivity.

By providing informational and regulatory feedback, school assessment should orient the child towards success and promote the development of his self-esteem. Even before the Great Patriotic War, the outstanding Russian psychologist B.A. Ananyev noted that assessment is necessary for the student to develop self-assessment skills.

The tendency to formally “accumulate” marks, or focus on the “average” mark derived by arithmetic calculations, should not be allowed. The final mark cannot be a simple arithmetic average of the data for the current test. It is set taking into account the actual level of training achieved by the student at the end of a certain period. In this case, the student gets the right to correct a bad grade, get higher scores and improve his performance. For example, a student received a “2” for a dictation in the Russian language, because he made serious mistakes when applying the spelling rules he had learned. But in his subsequent work, he learned these rules and did not violate them in the next dictation. This situation means that the first “2” is invalid, corrected and is not taken into account when calculating the final grade.

Thus, it is necessary to combat the fetishization of marks as the only “tool” for the formation of diligence and motives for learning and encourage the rejection of formalism and “percentomania.” It is necessary to improve, first of all, the methodology of ongoing monitoring and strengthen the importance of the educational function.

Already in the first two weeks of a child’s schooling, the teacher must take two important actions: organize work with students’ self-esteem and determine different spaces for the child’s actions, methods and means of control and assessment in the lesson.

When organizing work with students’ self-esteem, it is necessary to take into account that a first-grader tends to mix up the qualities being assessed. For example: “I don’t read well” means “I’m a bad student.” Assessment of academic performance in primary school is essentially an assessment of the individual as a whole and determines the status of the child. This requires the teacher to pay special attention to the means of differentiation and scaling of any evaluative quality. For this purpose, a special scale is invented with children during the lesson - “magic rulers” and criteria are determined by which any action or object can be assessed (correctness of solving a learning task, accuracy, level of complexity, interest, etc.).

Rating scale

This assessment:

allows any child to see their successes, since there is always a criterion by which the student’s success can be assessed;

is informative;

promotes the formation of positive self-esteem.

Current grades, recording students’ progress in mastering all skills, are entered into a special “List of Individual Achievements” (Table 4), which is created for each student. This allows the child (and parents) to track the dynamics of educational success in relation to himself.

Table 4

Individual achievement sheet for alphabet period.

Student __________. School: . Class: _.

Teacher: ___________

№ p/p	Developed skills and abilities		Dates
№ p/p	Developed skills and abilities		Start	Nov.	result
1. Reading skills
	Reading technique	Reading syllables
		Reading words
		Accent
		Reading sentences
		Reading texts
		Reading accuracy
		Reading expressiveness
	Reading Comprehension	Answer to a direct question based on what you read
		Recovering a missing word
		Drawing up an “oral picture”
		Compiling the read text and illustrative series for it
	Retelling	With the help of a teacher or other
	Retelling	Without teacher help Etc. (the list of skills can be continued)

Students try to evaluate, first of all, themselves and their actions according to criteria that either the teacher set or the students developed together. The teacher and students evaluate each solved problem separately, and not the lesson as a whole.

The student’s self-esteem must be differentiated, i.e. consist of assessments of one’s work according to a number of criteria. In this case, the child learns to see his work as the sum of many skills, each of which has its own evaluation criterion.

It must be borne in mind that children have their own assessment criteria. In her research, A.I. Lipkina showed: junior schoolchildren highly evaluate their work if they spent a lot of time on it, invested a lot of effort and effort, regardless of the result obtained.

The student's self-assessment is followed by a teacher's assessment using the same criteria.

The child begins to see that the assessments of different people may not always coincide, and learns to take into account different points of view on the assessment of a particular action. The coincidence of children's and teacher's assessments must be verbally encouraged.

Thus, as a result of the first two weeks of being at school, students master the basic principles of assessment:

– defining criteria before assessing a specific student action;

– first self-assessment, and then teacher assessment;

– correlation of teacher and student assessments according to objective assessment criteria (for assessment and self-assessment, only those tasks are selected where there is an objective, unambiguous assessment criterion - for example, the number of sounds in a word, but not the beauty of writing letters);

– discussion when discrepancies between the teacher’s and the child’s assessments are detected;

– the right of everyone to their own opinion, respect for the opinion of others, the inadmissibility of imposing either one’s own opinion or the opinion of the majority.

The child has the right to choose the part of the work that he wants to present to the teacher for assessment today, and he himself sets the assessment criterion. The teacher has no right to make value judgments about work that the student does not submit for evaluation.

From the very beginning of a child’s entry into school life, it is necessary to assign him several “spaces” of life activity: the space of play, the space of learning (collective forms in which general methods of action are mastered) and the space of training (individual forms of learning, which allows the child to test the boundaries of his own means of action, invented in a group, master certain techniques and techniques (training session)). Each of them has its own purpose, rules, and work results.

In the future, another space should arise - the space of the child’s individual achievements (“achievement board”). Individual achievements are what a child has learned and what he can already do on his own.

This is where the “place for assessment” (a specially designated part of the board) and the “place of doubt” (another, specially designated part of the board) arise in the lesson.

The allocation of such spaces in the first two weeks of the first grade makes it possible to effectively build work in the classroom in the future on the formation of control and assessment actions of students. A good foundation for positive self-esteem is laid and school anxiety is prevented. In the future, children learn to work in different spaces: teaching and training. During lessons and training sessions, the following are used: “place for evaluation”, “place of doubt”, “board of achievements”, “table of assistants”, “table of assignments”.

In the lesson (in collective forms) work is carried out to form the action of self-esteem. Teacher's tasks: creating educational cooperation in the classroom; teaching students self-control techniques and working with diagrams and models as means of control and assessment. The teacher’s task is to develop the ability to cooperate not only with the teacher, but also with parents and other adults.

At this stage, students are taught to be aware of their ignorance - “we teach intelligent ignorance.” For this purpose, the main means are situations of underdetermination specially created by the teacher or tasks with missing data.

At this stage of training, students work: on operational control according to a given algorithm, standard; on highlighting criteria for assessing the completion of individual tasks and based on given standards using magic rulers; over mutual control and mutual assessment; over the ability to record and present your achievements, difficulties, problems to the class. They usually treat the work of other children more critically than their own, and very often “discover” even those mistakes that do not exist. In this regard, younger schoolchildren are taught to evaluate not only their own work, but also the work of their classmates according to criteria previously set for everyone.

Mutual testing and collective discussion of answers have a positive effect in primary school; It is more difficult to begin similar work in the middle grades, since educational activities are not sufficiently developed at this assessment level. Teenagers, focusing more on the opinions of their peers, find it much more difficult to accept general evaluation criteria and how to use them.

Only if at the very beginning all the conditions for the normal development of these abilities and skills of students have been created, most of the means and methods of this work have been specified, and positive motivation for this important area of learning has been created, can we count on success in the subsequent educational activities of students.

Before introducing marks, it is not recommended to use any other marks of assessment - stars, flowers, multi-colored stripes, etc. The teacher should know that in this case the functions of the mark are taken over by this subject sign and the child’s attitude towards it is identical to the attitude towards a digital assessment.

The mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, and counting, and until any specific learning results have been achieved, the mark more evaluates the learning process, the student’s attitude to performing a specific educational task, and records unsettled skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark.

Along with this, as noted earlier, the educational institution uses a four-point assessment system 1.

Characteristics of digital assessment (marks):

– “5” (“excellent”) – the level of fulfillment of requirements is significantly higher than satisfactory: no errors, both in the current and in the previous educational material; no more than one defect; consistency and completeness of presentation.

– “4” (“good”) – the level of fulfillment of the requirements is higher than satisfactory: the use of additional material, the completeness and logic of the disclosure of the issue; independence of judgment, reflection of one’s attitude to the subject of discussion. The presence of 2–3 errors or 4–6 shortcomings (two shortcomings are equal to one error) regarding the current educational material; no more than 2 errors or 4 shortcomings in the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving an educational problem; some inaccuracies in the presentation of the material;

– “3” (“satisfactory”) – a sufficient minimum level of fulfillment of the requirements for a specific job; no more than 4–6 errors or 10 shortcomings in the current educational material; no more than 3–5 errors or no more than 8 shortcomings in the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

– “2” (“poor”) – the level of fulfillment of requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 errors or more than 8 shortcomings in the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or fallacy of its main provisions.

A mark “for the general impression of the written work” is entered. Its essence lies in determining the teacher’s attitude to the appearance of the work (neatness, aesthetic appeal, cleanliness, design, etc.). This mark is placed as an additional mark and is not entered into the journal.

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Modernization of the educational process in primary and secondary schools; solution options; recommendations for organizing a competency-oriented educational process

Abstract of the dissertation

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Document

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Guidelines

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Ministry of General and Professional Education of the Russian Federation

Letter

“Monitoring and evaluation of learning outcomes in primary school”

The methodological letter was developed taking into account modern requirements for the activities of primary school teachers in a four-year primary school to monitor and evaluate learning outcomes, and implements the principles of humanization and individualization of education.

1. The essence of monitoring and assessing learning outcomes in primary school

Checking and assessing the achievements of junior schoolchildren is a very significant component of the learning process and one of the important tasks of a teacher’s pedagogical activity. This component, along with other components of the educational process (content, methods, means, forms of organization) must comply with modern requirements of society, pedagogical and methodological sciences, the main priorities and goals of education in the first level of school.

The control and evaluation system makes it possible to establish the personal responsibility of the teacher and the school as a whole for the quality of the learning process. The result of the teaching staff’s activities is determined primarily by the depth, strength and systematicity of students’ knowledge, the level of their education and development.

The monitoring and evaluation system cannot be limited to a utilitarian goal - checking the assimilation of knowledge and the development of skills in a specific academic subject. It poses a more important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, find mistakes and ways to eliminate them.

Control and assessment in primary school has several functions.

The social function is manifested in the requirements imposed by society on the level of preparation of a child of primary school age. Education in this case is used as a broad concept, including the age level of development, education and awareness of the student, the formation of his cognitive, emotional and volitional spheres of personality.

During the control, the compliance of the knowledge and skills achieved by students with the standards established by the state is checked, and the assessment expresses the reaction to the degree and quality of this compliance (excellent, good, satisfactory, bad). Thus, ultimately, the monitoring and evaluation system for the teacher becomes a tool for alerting the public (class students, teachers, parents, etc.) and the state about the state and problems of education in a given society and at a given stage of its development. This provides a basis for predicting the directions of development of education in the near and distant future, making the necessary adjustments to the education system of the younger generation, and providing the necessary assistance to both students and teachers.

The educational function determines the result of comparing the expected learning effect with the actual one. On the part of the teacher, a statement is made of the quality of students’ assimilation of educational material: completeness and awareness of knowledge, the ability to apply acquired knowledge in non-standard situations, the ability to choose the most appropriate means to complete an educational task; the dynamics of academic performance, the formation (unformation) of personality qualities necessary both for school life and outside it, the degree of development of basic mental operations (analysis, synthesis, comparison, generalization) are established; It becomes possible to identify problem areas in work, record successful methods and techniques, and analyze what content of training should be expanded and what should be excluded from the curriculum.

On the part of the student, it is established what the specific results of his educational activities are; what has been learned firmly and consciously, and what needs to be repeated and deepened; which aspects of educational activity have been formed and which need to be formed.

The educational function is expressed in considering the formation of positive motives for learning and readiness for self-control as a factor in overcoming students’ low self-esteem and anxiety.

Properly organized control and assessment relieves schoolchildren of fear of tests, reduces the level of anxiety, forms the correct goals, and focuses on independence, activity and self-control.

The emotional function is manifested in the fact that any type of assessment (including grades) creates a certain emotional background and causes a corresponding emotional reaction of the student. Indeed, an assessment can inspire, guide one to overcome difficulties, provide support, but it can also upset, place one in the category of “lagging behind,” aggravate low self-esteem, and disrupt contact with adults and peers.

The implementation of this most important function when checking learning outcomes is that the teacher’s emotional reaction must correspond to the student’s emotional reaction (rejoice with him, be upset with him) and orient him towards success, express confidence that these results can be changed to to the best. This provision correlates with one of the main laws of primary education pedagogy - the younger student must learn from success. A situation of success and emotional well-being are prerequisites for the student to calmly accept the teacher’s assessment, analyze mistakes with him and outline ways to eliminate them.

The information function is the basis for diagnosis planning and forecasting. Its main feature is the ability to analyze the reasons for unsuccessful results and outline specific ways to improve the educational process, both on the part of the leader and the follower.

The management function is very important for the development of a student’s self-control, his ability to analyze and correctly evaluate his activities, and to adequately accept the teacher’s assessment. The management function helps the teacher identify gaps and shortcomings in the organization of the pedagogical process, errors in his activities (“what am I doing wrong...”, “what needs to be done in order to...”) and make adjustments to the teaching and educational process. In this way, feedback is established between the teacher and students.

2. Types of monitoring learning outcomes

Current control– the most efficient, dynamic and flexible verification of learning results. Usually it accompanies the process of developing skills and abilities, and therefore is carried out in the first stages of training, when it is still difficult to talk about the formation of students’ skills and abilities. Its main goal is to analyze the progress of students’ knowledge and skills formation. This gives the teacher and student the opportunity to promptly respond to shortcomings, identify their causes and take the necessary measures to eliminate them; return to rules, operations and actions that have not yet been learned. Current control is especially important for a teacher as a means of timely adjustment of his activities, making changes in planning subsequent teaching and preventing failure.

During this period, the student must have the right to make mistakes and to have a detailed analysis of the sequence of educational actions together with the teacher. This determines the pedagogical inappropriateness of haste in the use of digital assessment - a mark that punishes any mistake, and the strengthening of the value of assessment in the form of analytical judgments that explain possible ways to correct errors. This approach supports the situation of success and forms the correct attitude of the student towards control.

Thematic control consists of checking the mastery of program material for each major topic of the course, and the assessment records the result.

Specifics of this type of control:

1) the student is given additional time for preparation and is given the opportunity to retake, complete the material, and correct a previously received mark;

2) when setting the final mark, the teacher does not focus on the average score, but takes into account only the final marks on the topic being passed, which “cancel” the previous, lower ones, which makes the control more objective;

3) the opportunity to obtain a higher assessment of one’s knowledge. Clarification and deepening of knowledge becomes a motivated action of the student, reflecting his desire and interest in learning.

The final control is carried out as an assessment of learning results for a certain, fairly large period of educational time - a quarter, half a year, a year. Thus, final tests are carried out four times a year: for the 1st, 2nd, 3rd academic quarters and at the end of the year. When assigning transfer marks (to the next quarter, to the next grade), preference is given to higher ones.

For example, a student completes the final test with a “4”, while during the current control the ratio between “4” and “Z” was in favor of “Z”. This circumstance does not give the teacher the right to lower the final grade, and the student ultimately receives a “4”. At the same time, another student, who had a solid "4" during the school year, wrote the final test with a "3". The assessment of his previous performance leaves the teacher the right to increase his final grade to “4”.

3. Methods and forms of organizing control

An oral survey requires an oral presentation by the student of the studied material, a coherent narrative about a specific object in the surrounding world. Such a survey can be structured as a conversation, a student’s story, an explanation, a reading of a text, or a report of an observation or experience.

An oral survey as a dialogue between a teacher and one student or with the whole class (answers on the spot) is carried out mainly in the first stages of education, when systematization and clarification of students’ knowledge is required, checking what has been learned at this stage of education, which requires additional study time or other ways of educational work. For educational dialogue, a well-thought-out system of questions is very important, which test not only (and not so much) the ability of students to remember and reproduce information, but also the awareness of assimilation, the ability to reason, express their opinions, construct a reasoned answer, actively participate in a general conversation, and the ability to specify general concepts.

The monologue form of oral response is not common for elementary schools. This is due to the fact that the material offered for reproduction by students is, as a rule, small in volume and easy to remember, therefore it is advisable for students’ monologue answers at the blackboard to choose accessible problematic questions that require the student to be creative, independent, and quick-witted, rather than repeating the text learned at home textbook articles. For example, compiling thematic creative stories based on the use of several sources, etc.

The written survey consists of conducting various independent and control work.

Independent work is a short (15–20 min.) written test of students’ knowledge and skills on a small (not yet completed) course topic. One of the main goals of this work is to test students’ mastery of ways to solve educational problems; awareness of concepts; orientation in specific rules and patterns. If independent work is carried out at the initial stage of developing a skill, then it is not assessed with a mark. Instead, the teacher gives a reasoned analysis of the students’ work, which he conducts together with the students. If the skill is at the stage of consolidation, automation, then independent work can be assessed with a mark.

Independent work can be carried out frontally, in small groups and individually. The purpose of such control is determined by individual characteristics and the pace of students’ progress in mastering knowledge. So, for example, a student who has missed many school days, has not mastered some section of the program, or is working at a slow or accelerated pace can receive individual independent work. It is advisable to use individual independent work for shy, timid students who feel discomfort when answering at the board. In this case, a job well done becomes the basis for open support of the student and instilling self-confidence.

It is also proposed to carry out dynamic independent work, designed for a short time (5–10 minutes). This is a way of testing knowledge and skills on certain essential issues of the course, which allows you to permanently monitor and correct the progress of learning the educational material and the correct choice of teaching methods for schoolchildren. For such work, the teacher uses individual cards, educational texts, test tasks, and tables. For example, students studied the topic "Water". The teacher suggests filling out a table as an independent test task - noting the properties of water, steam and ice. If such independent work is carried out in the first period of studying the topic, then it is advisable to mark only successful, correctly completed ones. The rest of the work is analyzed by the teacher together with the students.

Test work - used for frontal current and final control in order to test the knowledge and skills of schoolchildren on a fairly large and fully studied topic of the program. Conducted throughout the year and mainly in those subjects for which skills related to written work and graphic skills (Russian language, mathematics) are important, as well as those requiring the ability to express thoughts, apply the rules of language and writing (Russian language, environment, natural history). The test work is assessed with a mark.

The content of work for a written survey can be organized according to single-level or multi-level options, differing in degree of complexity. Thus, for the development of self-control and self-esteem of students, it is advisable to select independent and test work according to multi-level options. The instructions offered to children explain to them that everyone can choose a work option of any complexity. In this case, for correct execution of option A the student will receive a mark no higher than “3”, for option B – no higher than “4”, and for option C – “5”. If desired, the student can consult with the teacher. This form of control is little used in elementary school and requires serious preliminary preparation.

Standardized methods for checking academic performance include test tasks. They attract attention primarily because they provide an accurate quantitative description of not only the level of a student’s achievements in a specific subject, but can also reveal the level of general development: the ability to apply knowledge in a non-standard situation, find a way to construct a learning task, compare correct and incorrect answers, etc. P.

Standardized methods make it possible to obtain a general picture of the development of a class or school quite accurately and objectively with a minimum amount of time; collect data on the state of the education system as a whole.

A special form of written control is graphic work. These include drawings, diagrams, diagrams, drawings, etc. Such works can be used in lessons in any subject. Their goal is to test students’ ability to use knowledge in a non-standard situation, use the modeling method, work in a spatial perspective, briefly summarize and generalize knowledge.

For example, control graphic work may include filling out the diagrams “sound model of a word”, “composition of a sentence”, “syntactic parsing of a sentence”, “animal is a living organism”, “wild and cultivated plants”; drawing up a diagram of “air properties”; graphic drawings “formation of a spring”, “river”, etc.

4. Evaluation of the results of educational and cognitive activities junior schoolchildren

Assessment is a determination of the quality of learning outcomes achieved by a student. At the present stage of development of primary school, when the priority goal of education is the development of the student’s personality, the following parameters of the teacher’s assessment activity are determined:

The quality of mastering subject knowledge and skills, their compliance with the requirements of the state standard of primary education;

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

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

Level of development of cognitive activity, interests and attitude towards educational activities; degree of diligence and diligence.

The first parameter is assessed by a mark for the learning outcome, the rest - by verbal judgments (characteristics of the student). Particular attention should be paid to the need to strengthen the role of constant monitoring of the level of cognitive interests and independence of the student.

Assessment Requirements

First of all, it is necessary to take into account the psychological characteristics of a child of primary school age: the inability to objectively evaluate the results of one’s activities, poor control and self-control, inadequacy of accepting the teacher’s assessment, etc. Any test of knowledge should be determined by the nature and volume of previously studied material and the level of general development of students.

No less important is the requirement of objectivity of the assessment. This is manifested primarily in the fact that the result of the student’s activities is assessed. The teacher’s personal attitude towards the student should not be reflected in the grade. This is especially important because the teacher often divides children into excellent students, good students, and C students and, regardless of the specific result of the work, puts a mark in accordance with this division: he overestimates the grade for an excellent student, and understates the grade for a C student.

The nature of students’ acceptance of a teacher’s assessment depends on the degree to which their self-esteem is formed. The implementation of this requirement is of particular importance in the development of the child’s educational and cognitive motivation and his attitude towards learning. The negative side of the teacher’s monitoring and evaluation activities is his self-centeredness. He stands, as it were, above the children, only he himself has the right to evaluate, praise, and correct mistakes. The student does not participate in this activity. Moreover, his participation is often punished (“don’t tell me” - and he found a mistake on his neighbor; “correct” - and he found a mistake on his own...). This approach forms in the student the belief that assessment is a manifestation of the teacher’s attitude not to his activities, but to himself.

The teacher should remember that one of the main requirements for assessment activities is to develop in schoolchildren the ability to evaluate their results, compare them with standard ones, see errors, and know the requirements for various types of work. The teacher’s job is to create a certain public opinion in the class: what requirements does the work meet “excellently”, is this work assessed correctly, what is the general impression of the work, what needs to be done to correct these mistakes? These and other questions become the basis for collective discussion in the class and help develop students’ assessment activities.

Let's give an example. The teacher conducts a dictation and offers to check it before taking it. The student finds errors in his work and corrects them. In accordance with the instructions, the teacher reduces the grade by a point. Let's analyze this situation. The student found the mistakes himself, which means he has the skill of self-control. Naturally, in this case, what is required is not punishment, but encouragement. But there is a teacher who will say: “The student must immediately write without errors.” However, the process of transforming a skill into a skill (and this is what the teacher requires) is quite difficult and uneven, so the fact that the student cannot yet immediately apply the writing rule is rather his misfortune, not his fault." And until the student has developed one or another skill, he must have the right to correct mistakes, to analyze the reasons for his failures together with the teacher. In addition, this situation is also unpedagogical because the student develops a negative attitude towards the action of self-control, an indifferent attitude towards assessment (“Why look for mistakes in yourself. , if the teacher will still lower the grade?"). The contradiction that arises in such a situation has a negative impact on the entire educational process, as it brings discomfort to the relationship between the student and the teacher, between classmates, children and parents.

In the process of implementing the educational function, conditions are created for the formation of those personality qualities that become a stimulus for a positive attitude towards learning. This concerns, first of all, the ability and desire to exercise self-control. These include: the ability to compare the results of one’s activities with a standard; the ability to analyze the correctness (incorrectness) of the choice of method of educational action, the means of achieving the goal; searching for errors in someone else’s and one’s own work, analyzing their causes and identifying ways to correct them.

Thus, the monitoring and evaluation system becomes a regulator of the relationship between the student and the learning environment. The student becomes an equal participant in the learning process. He is not only ready, but eager to test his knowledge, to establish what he has achieved and what he still has to overcome.

The teacher uses a digital score (mark) and a value judgment for assessment.

Characteristics of digital marks and verbal assessments

It must be admitted that assessment based on the analysis of current and final grades remains the most productive form. At the same time, attention should be paid to its significant shortcomings: underestimation of the teacher’s value judgments, infatuation with “percentomania,” and the subjectivity of the grades assigned.

The tendency to formally “accumulate” marks and focus on the “average” mark derived by arithmetic calculations should be avoided. The final mark cannot be a simple arithmetic average of the data for the current test. It is set taking into account the actual level of training achieved by the student at the end of a certain period. In this case, the student gets the right to correct a bad grade, get higher scores and improve his performance. For example, a student received a “2” for a dictation in the Russian language, because he made serious mistakes when applying the spelling rules he had learned. But in his subsequent work, he learned these rules and did not violate them in the next dictation. This situation means that the first “2” is invalid, corrected and is not taken into account when calculating the final mark.

Another important problem in assessment activities is the different approaches to using grades in first grade. It is necessary to stop marking 1st grade students for the entire first year. A mark as a digital form of assessment is entered by the teacher only when students know the main characteristics of different marks (in which case a “5” is given, in which cases the mark is reduced). Before introducing marks, it is not recommended to use any other marks of assessment: stars, flowers, multi-colored stripes, etc. The teacher should know that in this case the functions of the mark are taken over by this subject sign and the child’s attitude towards it is identical to the attitude towards a digital assessment.

Taking into account modern requirements for assessment activities in primary schools, a four-point system of digital assessments (marks) is being introduced. The rating “very bad” (mark 1) is canceled.

This is due to the fact that the unit is practically not used as a mark in primary school and a “very bad” rating can be equated to a “bad” rating. The “mediocre” rating is canceled and the “satisfactory” rating is introduced.

Characteristics of digital assessment (marks)

“5” (“excellent”) – the level of fulfillment of the requirements is significantly higher than satisfactory: no errors in both the current and previous educational material; no more than one defect; consistency and completeness of presentation.
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Two shortcomings are equal to one mistake.

“4” (“good”) – the level of fulfillment of the requirements is higher than satisfactory: the use of additional material, the completeness and logic of the disclosure of the issue; independence of judgment, reflection of one’s attitude to the subject of discussion. The presence of 2–3 errors or 4–6 shortcomings in the current educational material; no more than 2 errors or 4 shortcomings in the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving an educational problem; some inaccuracies in the presentation of the material;

“Z” (“satisfactory”) – a sufficient minimum level of fulfillment of the requirements for a specific job; no more than 4–6 errors or 10 shortcomings in the current educational material; no more than 3-5 errors or no more than 8 shortcomings in the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

“2” (“poor”) – the level of fulfillment of requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 errors or more than 8 shortcomings in the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or fallacy of its main provisions.

A grade is introduced “for the overall impression of the written work.” Its essence lies in determining the teacher’s attitude to the appearance of the work (neatness, aesthetic appeal, cleanliness, design, etc.). This mark is placed as an additional mark and is not entered into the journal.

Thus, in the notebook (and in the diary), the teacher gives two marks (for example, 5/3): for the correct completion of the educational task (mark in the numerator) and for the general impression of the work (mark in the denominator). A reduction in the mark “for overall impression of work” is allowed if:

There are at least 2 sloppy corrections in the work;

The work is formatted carelessly, is difficult to read, the text contains a lot of strikethroughs, blots, unjustified abbreviations of words, there are no margins and red lines.

This position of the teacher in assessment activities will make it possible to more objectively evaluate learning results and “divide” the answers to the questions “what have students achieved in mastering subject knowledge?” and “what is his diligence and diligence?”

Characteristics of verbal assessment (value judgment)

Verbal assessment is a brief description of the results of schoolchildren’s educational work. This form of evaluative judgment allows the student to reveal the dynamics of the results of his educational activities, to analyze his capabilities and diligence. The peculiarity of verbal assessment is its content, analysis of the student’s work, clear recording (first of all!) of successful results and disclosure of the reasons for failures. Moreover, these reasons should not relate to the student’s personal characteristics (“lazy,” “inattentive,” “didn’t try”).

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

Features of control and assessment in individual academic subjects

Russian language

Monitoring the level of students' achievements in their native language is carried out in the form of written work: dictations, grammar tasks, test copying, presentations, test tasks.

Dictation serves as a means of testing spelling and punctuation skills.

Grammatical analysis is a means of checking the degree of students’ understanding of the grammatical phenomena being studied, the ability to carry out the simplest linguistic analysis of words and sentences.

Test copying, like dictation, is a way to check learned spelling and punctuation rules and the maturity of skills and abilities. It also tests the ability to copy from printed text, detect spelling, find sentence boundaries, identify parts of the text, write out this or that part of the text.

Presentation (educational) checks how the development of writing skills is progressing; the ability to understand and convey the main content of the text without omitting essential points; the ability to organize a written retelling, observing the rules of the native language.

Test tasks are a dynamic form of testing aimed at establishing the level of development of the ability to use one’s knowledge in non-standard learning situations.

Errors:

Violation of the rules of spelling words, including gross cases of omission, rearrangement, replacement and insertion of extra letters in words; .

Incorrect spelling of words not regulated by rules, the circle of which is outlined by the program of each class (words with unchecked spellings);

Lack of studied punctuation marks in the text (at the end of a sentence and capital letters at the beginning of a sentence);

The presence of errors in the studied spelling rules;

Absence of the main part of the presentation, omission of important events reflected in the author’s text;

The use of words in a meaning that is unusual for them (in presentation).

Disadvantages:

Lack of punctuation at the end of a sentence if the next sentence is capitalized;

No "red" line;

Incorrect spelling of one word (if there are several such words in the work) for the same rule;

Minor violations of the logic of events of the author's text when writing the presentation.

When assessing the presentation, it is necessary to pay attention to the completeness of the transmission of the main content of the text, to the presence of omissions of significant points in the text, to distortions in the transmission of the author's intention, to the absence of the main part of the narrative.

The standards for assessments for tests in the Russian language correspond to the general requirements specified in this document.

Features of organizing control in the Russian language

Dictation texts are selected of medium difficulty with the expectation that all children can complete them. Each text includes a sufficient number of studied spellings (approximately 60% of the total number of all words in the dictation). The text should not contain words on rules that have not yet been studied, or such words should be written out on the board in advance. It is not advisable to include in dictations words whose spelling is at the stage of study.

Coherent texts are offered as dictations - either original ones, adapted to the children’s abilities, or compiled by the teacher. The topic of the text should be close and interesting to children: about nature, friendship, children’s lives, home country, travel, etc. Sentences should be simple in structure, varied in purpose of expression and consist of 2-8 words with the inclusion of syntactic categories that are studied in elementary school (homogeneous members of a sentence).

To check the performance of grammatical analysis, tests are used, the content of which includes no more than 2 types of grammatical analysis.

For well-performing students, it is advisable to offer an additional task of increased difficulty, requiring language development, ingenuity and erudition.

For control copying, connected texts with missing punctuation marks are offered; For presentation, texts of a narrative nature with a clear storyline are offered. Gradually, you can use texts with simple descriptions - landscapes, portraits, etc.

Reading and reading activities

In elementary school, the following abilities and skills related to reading activity are tested: the skill of conscious reading at a certain pace (aloud and silently); the ability to expressively read and retell a text, learn a poem or prose work by heart.

When testing the ability to retell the text of a work, special attention is paid to the correct transmission of the main content of the text, the sequence and completeness of the development of the plot, and expressiveness in characterizing images.

In addition to reading techniques, the teacher also controls the student’s reading activity: the ability to navigate a book, knowledge of literary works, their genres and features, knowledge of the names of children’s writers and poets and their genre priorities (wrote fairy tales, poems about nature, etc.).

Reading and reading activity in different grades of elementary school has specific characteristics. If in the first grade reading is an object of assimilation (reading methods are mastered, work is done on understanding the words, sentences and small texts read), then in the second to fourth grades reading gradually becomes a general academic skill. One indicator of this is a change in the ratio of reading silently to aloud. In addition, in the first grade, the main teaching time is occupied by reading aloud, while as the skills of fast, conscious reading are mastered, the share of silent reading increases (from 10–5% in the first grade to 80–85% in the fourth grade).

Taking into account the peculiarities of the level of development of schoolchildren’s reading skills, the teacher sets specific tasks for monitoring activities:

In the first grade, the formation of the syllabic reading method is checked; awareness of the general meaning of the text being read at a reading rate of at least 25–30 words per minute (at the end of the year); understanding the meaning of individual words and sentences;

In the second grade, the development of the ability to read whole words and phrases is tested; awareness of the general meaning and content of the text read at a rate of reading aloud of at least 45–50 words per minute (at the end of the year); the ability to use pauses that correspond to punctuation marks, intonations that convey the characteristics of the characters;

In the third grade, along with checking the development of the ability to read whole words, the main tasks of control are to achieve comprehension of the text read at a reading pace of at least 65–70 words per minute (aloud) and 85–90 words per minute (silently); checking the expressiveness of reading the prepared text of prose works and poems, using the basic means of expressiveness: pauses, logical stresses, intonation pattern;

In the fourth grade, the development of the ability to read phrases and syntagmas is tested; achieving comprehension of a text read at an approximate pace of 80–90 words per minute (aloud) and 115–120 words per minute (silently); expressiveness of reading from a book and by heart of both prepared and unprepared text, independent choice of elementary means of expressiveness depending on the nature of the work.

Classification of errors and shortcomings that affect the reduction of the rating

Errors:

Distortions of readable words (replacement, rearrangement, omission or addition of letters, syllables, words);

Incorrect placement of accents (more than 2);

Reading the entire text without semantic pauses, violation of the pace and clarity of pronunciation of words when reading aloud;

Failure to understand the general meaning of the text read within the prescribed reading time;

Incorrect answers to questions about the content of the text;

Inability to highlight the main idea of what you read; inability to find words and expressions in the text that confirm understanding of the main content of what was read;

Violation when retelling the sequence of events in the work;

Uncertain knowledge of the prepared text by heart;

Monotonous reading, lack of means of expression.

Disadvantages:

No more than two incorrect accents;

Individual violations of semantic pauses, tempo and clarity of pronunciation of words when reading aloud;

Comprehension of the text read in a time slightly exceeding the established one; ;

Inaccuracies in the formulation of the main idea of the work;

Inappropriate use of means of expression, insufficient expressiveness in conveying the character of the character.

Assessment standards for reading and reading activities correspond to the general requirements specified in this document.

Features of organizing reading control

Current reading control takes place at each lesson in the form of an individual or frontal oral survey: reading a text, retelling the content of a work (full, brief, selective), expressive reading by heart or from sight. It is carried out on the material of the studied program works, mainly orally. Written works are also possible - small in volume (answers to questions, description of a character or event), as well as independent work with a book, illustrations and table of contents. For this purpose, it is advisable to use test tasks such as “finish the sentence”, “find the correct answer”, “find the mistake”, etc.

Thematic control is carried out after studying a specific topic and can take place both orally and in writing. Written work can also be carried out in the form of test tasks, designed taking into account the subject of reading.

The final test of reading aloud is carried out individually. For testing, unfamiliar texts that are accessible in terms of vocabulary and content are selected. When selecting text, the number of words is counted (a word of “average” length is 6 characters; characters include both a letter and a space between words). To check understanding of the text, the teacher asks questions after reading. The silent reading skill test is carried out frontally or in groups. For testing, the teacher prepares individual cards, which each student receives. The tasks on the cards can be general or differentiated. To take into account the results of the reading skill test, the teacher uses the appropriate scheme.

Scheme for recording reading skills in 1st grade:


Student's last name	Reading method	Reading pace at which one understands the text	Reading without errors	Reading Mindfulness	Overall rating

Scheme for recording reading skills in grades 2-4:


Student's last name	Reading pace at which one understands the main idea of the text	Reading without errors	Express. readings (prepared in advance)	Overall rating

Mathematics

Assessment of written work

This assessment is based on the following indicators: correctness of execution and volume of completed task.

Classification of errors and shortcomings that affect the reduction of the rating

Errors:

Ignorance or incorrect application of properties, rules, algorithms, existing dependencies underlying the execution of a task or used during its execution;

Wrong choice of actions, operations;

Incorrect calculations when the purpose of the task is to test computational skills;

Skipping some mathematical calculations, actions, operations that significantly affect obtaining the correct answer;

Inconsistency of the explanatory text, task answer, names of quantities with the actions performed and the results obtained;

Inconsistency of measurements and geometric constructions with the specified parameters.

Disadvantages:

Incorrect writing of data (numbers, signs, symbols, quantities);

Errors in recording mathematical terms and symbols when preparing mathematical calculations;

Incorrect calculations when the purpose of the task is not related to testing computational skills;

Availability of action records;

Lack of answer to the task or errors in recording the answer.

A reduction in the mark for the overall impression of the work is allowed in the cases indicated above.

Scoring of oral responses

The assessment of students’ oral responses is based on the following indicators: correctness, validity, independence, completeness.

Errors:

Incorrect answer to the question asked;

Inability to answer a question or complete a task without the help of a teacher;

When completing a task correctly, the inability to give appropriate explanations.

Disadvantages:

Inaccurate or incomplete answer to the question asked;

If the answer is correct, the inability to independently or fully substantiate and illustrate it;

Inability to accurately formulate the answer to a solved problem;

Slow pace of task completion, which is not an individual characteristic of the student;

Incorrect pronunciation of mathematical terms.

Features of organizing control in mathematics

Current control in mathematics can be carried out both in written and oral form. It is recommended to carry out written work for ongoing monitoring at least once a week in the form of independent work or mathematical dictation. It is desirable that the work for routine control consist of several tasks of the same type, with the help of which a comprehensive test of only one specific skill is carried out (for example, the ability to compare natural numbers, the ability to find the area of a rectangle, etc.).

Thematic control in mathematics in primary school is carried out mainly in written form. For thematic checks, key questions of the program are selected: methods of mental calculations, operations with multi-digit numbers, measurement of quantities, etc.

Among thematic testing works, a special place is occupied by works that test knowledge of tabular cases of addition, subtraction, multiplication and division. To ensure students' independence, several options for work are selected, each of which contains 30 examples (15 for addition and subtraction or multiplication and division, respectively). 5-6 minutes of the lesson are allotted to complete this work.

The final test in mathematics is carried out in the form of tests of a combined nature (they contain arithmetic problems, examples, tasks of a geometric nature, etc.). In these works, the completion of tasks, examples, and geometric tasks is first separately assessed, and then a final mark is given for the entire work.

In this case, the final mark is not set as an average score, but is determined taking into account those types of tasks that are basic for this work.

The assessment standards for final tests correspond to the general requirements specified in this document.

The world around us (natural science and social science)

The specificity of the content of the subjects that make up the educational field "The World around us" influences the content and forms of control. The main purpose of control is to check knowledge of the facts of educational material, the ability of children to draw simple conclusions, express generalized judgments, give examples from additional sources, and apply complex knowledge.

Classification of errors and shortcomings that affect the reduction of the rating

Errors:

Incorrect definition of a concept, replacement of an essential characteristic of a concept with an unimportant one;

Violation of consistency in the description of an object (phenomenon) in cases where it is significant;

Incorrect disclosure (in a story-reasoning) of the causes, patterns, conditions for the occurrence of one or another studied phenomenon;

Errors in object comparison; their classification into groups according to essential characteristics;

Ignorance of factual material, inability to give independent examples confirming the expressed judgment;

Lack of ability to complete a drawing, diagram, incorrect filling of a table; inability to support your answer with a diagram, drawing, or illustrative material;

Errors in setting up an experiment leading to an incorrect result;

Inability to navigate on a map and plan, difficulties in correctly displaying studied objects (natural history and historical).

Disadvantages:

The predominance of its non-essential features when describing an object;

Inaccuracies in the execution of drawings, diagrams, tables that do not negatively affect the result of the work; lack of markings and signatures;

Individual violations of the sequence of operations during the experiment that do not lead to an incorrect result;

Inaccuracies in determining the purpose of the device, its use is carried out after leading questions;

Inaccuracies when locating an object on the map.

Peculiarities of organizing control over the “World around us”

To control and evaluate knowledge and skills in subjects of this educational field, individual and frontal oral tests, various written works that do not require a detailed answer with a lot of time, as well as independent practical work with maps, instruments, models, and laboratory equipment are used.

The frontal survey is conducted as a polylogue conversation in which students from the entire class participate. The teacher prepares a series of questions on a specific course topic, to which students give short, reasoned answers. Since the main purpose of such control conversations is to check the awareness of mastering the curriculum, this determines the need to select questions that test not only knowledge of factual material (repeat a textbook article, list, remember, etc.), but also the ability to compare facts and choose an alternative , compare, analyze, find the cause of the phenomenon, etc.

Individual oral questioning also has its own specific features in lessons in subjects of a given educational field. The following forms of individual questioning can be distinguished: story-description and story-reasoning.

Description story. The student gives a consistent, logical description of an object or phenomenon in the surrounding world, revealing their essential features and properties. When assessing this type of story, the completeness of the disclosure of the issue, the identification of the most significant features of the object, the logic of the presentation, and the conveyance of one’s attitude to the described subject are taken into account. The student’s desire to deviate from the text of the textbook, not to repeat it verbatim, but to express an idea in his own words and give his own examples from life experience deserves a positive assessment. The use of additional literature and illustrative material, independently made drawings and diagrams is especially noted.

The reasoning story tests the student’s ability to independently summarize acquired knowledge, correctly establish cause-and-effect, spatial and temporal relationships, and use acquired knowledge in a non-standard situation using diagrams, tables, diagrams, etc. This type of survey is very important for checking the level of development of the student, the formation of logical thinking, imagination, and coherent speech and reasoning.

When testing knowledge in writing in natural science and social science subjects, tests are used that do not require a complete, detailed written answer, which is due to the insufficient written language capabilities of younger schoolchildren. Therefore, test tasks with several options to find an error, select an answer, continue or correct a statement, etc. are advisable. Working with individual task cards is also of great importance: children fill out tables, draw or complete diagrams, diagrams, choose the correct date, etc. . It is advisable to construct these tasks as differentiated ones, which will make it possible to check and take into account in further work the individual pace of children’s progress.

An interesting form of written control of the formation of ideas about the world around us is graphic work. Here the teacher tests the meaningfulness of the student’s existing knowledge, the ability to convey an idea not in words, but in an image, a model, a drawing-scheme.

A specific form of control, combining elements of both oral and written questioning, is work with instruments, laboratory equipment, and models. This form of control is used mainly in lessons that form children's natural science concepts. The main purpose of these testing works is to determine the level of development of schoolchildren’s skills to work with equipment, plan observations or experiments, and conduct independent practical work.

The standards for assessments for all types of test work in subjects of the educational field "The World around us" correspond to the general requirements specified in this document.

Technology for assessing the educational achievements of junior schoolchildren.

Unmarked training.

A grade-free education system is a system for reflecting the qualitative result of the student learning process without using a quantitative expression of the result of assessment activities.

The five-point assessment system used by schools serves as an external control of the student’s learning success on the part of the teacher. This system does not allow one to see the student’s individual “growth”: the teacher gives the same mark for three and five errors, and for some child, the presence of three errors can be a very good indicator compared to past works, where there were many more errors . Due to the hiddenness of the criteria, it is very often impossible to judge the actual level of knowledge based on the mark; accordingly, it is difficult to build a further program of action (what needs to be worked on, what needs to be improved, etc.).

The introduction of a grade-free assessment system will help make student assessment more meaningful, objective and differentiated. The main principles of grade-free learning are: criteria, priority of self-assessment, flexibility and variability, the ability to reflect all the important characteristics of students’ abilities (quality), the ability to compare today’s achievements with their successes some time ago (quantitativeness). The combination of quantitative and qualitative components of the assessment provides the most complete and general picture of the dynamics of the development of each student, taking into account his individual characteristics.

From the first day of school life, control and assessment actions for both students and teachers are included in the context of all educational work and are aimed at developing self-assessment and self-control mechanisms in students.

The child encounters the effects of self-esteem and control already in the first lesson. He is offered staircase of 10 steps. Each of the children draws himself on the level at which he considers necessary. Such work is the child’s first experience of self-esteem, which will subsequently be formed and improved in each lesson. Most often, children put themselves on the top steps.

In the 1st grade, a child is able to evaluate himself according to criteria developed jointly with the teacher, compare his assessment with the teacher’s assessment, and find out the reasons for the disagreement. At this stage, individual work of the teacher with the child to correct the formation of skills is important.

You can enter, having previously discussed with the children, three-color indicator: red – “I don’t know, I’m asking for help”; yellow – “I doubt it, I’m not sure”; green – “I know, I can.”

Mathematics sample paper with mark sheet.

Subject: “Using diagrams to solve problems”

Target: check the level of development of skills to solve problems in

diagrams, draw up a diagram for a problem, diagrams using formulas.

Text of work

1. Make diagrams for the problems and write down the formulas.

a) Rope length A meters. What will it become if it is reduced?

by B meters?

b) Mom is A years old, and her son is B years old. How old will he be in 3

2. Turn formulas into diagrams for problems (make up all possible

B + C = D K – E = B

Below is an evaluation sheet for the work. The first column indicates the main skills defined by this job: I can solve a problem according to a diagram; I can draw up a diagram for a task; I can draw up all possible schemes using the formula. The second column contains task numbers corresponding to the main skills. The third column indicates the prognostic score. In the fourth column, the child himself gives his final grade. This table shows that the student is still hesitant, doubtful, and draws up diagrams according to the formula.

Evaluation sheet for work:

Basic skills	№ tasks	Prognostic assessment	final grade
I can solve a problem according to a diagram
I can draw up a diagram for a task
I can draw up all possible schemes using the formula

The result of the work on the assessment sheet is a joint conversation between the teacher and the student about the adequacy of the child’s self-esteem.

In the 3rd grade, a student can determine the compliance of his knowledge with the stated level and identify the criteria that he could not meet in this or that type of activity. Based on the text of the work, the student can determine which skills the work tests, and select material for practicing those skills whose assessment level does not correspond to a high level. After analyzing the work, he can create an individual schedule for working on mistakes.

Another effective form of assessment is "PRICE" of the task(from the test work, the easiest task is determined and a “price” is assigned to it - 1 point; the class agrees on the “price” of the remaining tasks and individual actions to solve them).

The maximum number of points (calculated, circled and displayed on the work field).

Personal result (the student independently evaluates his result and records it under the maximum number of points).

The student’s personal results are recorded in the “portfolio”.

Memo for evaluating performance results

“price” of the task;

maximum number of points;

personal result;

fixation in the “portfolio”.

Fourth graders have the opportunity to see their “growth,” which indicates the improvement of the child’s control and assessment activities.

Introduction of a diary using a drawing of a man with different facial expressions - “emoticons” in the sections: “How the reader grows” and “How I think.” These sections are designed to test the dynamics of growth in reading and numeracy skills throughout the year.

Sample diary for the section “How a Reader Grows.”

The final certification of students is based on an analysis of the assessments of all criteria for the academic year (cumulative system). With such a system, it is not marks for students’ work that are accumulated, but meaningful information about them . All this makes up the “Student Portfolio”.

Level approach.

One of the options for grade-free learning is a leveled approach to the formation and assessment of learning outcomes.

Level 1 – factual(primitive)

At this level:

The child recognizes and names objects or phenomena (subjects or processes);

Selects objects from a number of homogeneous and heterogeneous (For example, underline only the numbers);

Gives a definition from memory.

This level is based on one single process - memorization. This knowledge is fragile and short-lived. But this is the foundation, the base, this level is necessary, because... the next level will be fact-based.

What is the name of... (by definition)?
Select it, write it down. Give a definition.

Level 2 – descriptive

At this level:

The child begins to analyze and identify parts of an object;

Compares objects or phenomena by their parts, finds similarities and differences;

Establishes analogies, i.e. similarities in parts.

This level can be identified and assessed using the following questions:

What does it consist of?

How does it happen?

Describe it. Compare.

What does it look like?

Give your own examples.

Level 3– evidentiary(formed on the basis of the previous two)

At this level:

The child identifies essential and non-essential features;

Establishes cause-and-effect relationships;

Predicts process changes when conditions change;

Tries to give his own definition, i.e. name the essential features of the object.

This level can be identified and assessed using the following questions:

Highlight the main thing.
What does it depend on?
What will happen if...?
Give your definition.

Level 4– creative

For its formation, it is necessary to create appropriate conditions, to free the child from the framework of correctness. The formation of a creative level occurs in elementary school.

At this level:

the child depicts a process or object as he understands, not according to a model, but according to his own opinion, the main thing is that it is correct.

This level can be identified and assessed using the following questions:

Depict how you understand?

Explain how you understand?

Exist universal questions , which allow you to get three options for correct answers and identify the first three levels.

Who are the animals?

Drawing of the 1st animal.

This is a wolf. (I level)

The mechanism of transition from this system to the accepted five-point system can be traced in the following table.

	F (factual)
	O (descriptive)
	D (evidential)
	T (creative)

Some schools already use this grading system; in journals they put letters instead of grades.

L.G. Rozhkova

Report of a primary school teacher: “SYSTEM FOR EVALUATING THE ACHIEVEMENT OF PLANNED RESULTS IN PRIMARY SCHOOL”

1. The place of the assessment system in pedagogical technologies for achieving the standard.
It is quite obvious that the assessment system occupies a special place in pedagogical technologies for achieving the Requirements of the standards and the planned results of mastering primary education programs that specify them.
It functions as one of the main components of the program and its regulator. In fact, it is the assessment system that ensures the unity of approaches existing in the variable system of general education.
Assessing both the process of cognition itself and its results is considered as one of the independent important goals of learning, designed to help the teacher choose the most effective techniques and means of teaching that would encourage students to develop and further advance in knowledge.
2.Basic requirements for the assessment system.
The basic requirements for the assessment system, its goals and objectives can be formulated as follows. The assessment system should be designed so that it can be used to:
- establish what students know and understand about the world in which they live,
- provide general and differentiated information about the teaching process and the learning process,
- monitor individual progress of students in achieving the Requirements of the standard and, in particular, in achieving the planned results of mastering primary education programs,
- provide feedback to teachers, students and parents,
- monitor the effectiveness of the implemented training program.
In accordance with these goals, the assessment system aims to obtain information that allows:
- students – to gain confidence in the possibility of successful inclusion in the system of continuous education,
- parents – to monitor the process of learning and development of their child,
- teachers to make judgments about the effectiveness of the curriculum, about the individual progress and achievements of students, and, in particular, about:
o Is there a development in the educational needs of students, do they strive for deeper and more thorough knowledge,
o do students begin to recognize that real-world problems require the integration of knowledge from different subject areas,
o do students improve their acquired educational skills and abilities, increase their knowledge in order to more successfully progress in their studies, find solutions to educational problems,
o whether children demonstrate both the ability to work individually and the ability to engage in collaborative learning activities.
In primary school, assessment is designed to stimulate learning by:
- assessment of the child’s background knowledge, the experience that he/she brought to the task or to the study of the topic,
- taking into account individual or group needs in the educational process,
- taking into account the peculiarities of ways of demonstrating understanding of what has been studied at a given stage of the educational process and by a given child,
- encouraging children to reflect on their learning, on evaluating their own work and the process of doing it.
3. Principles for constructing an assessment system.
The assessment system is based on the following principles common to all primary education programs:
1) Assessment is an ongoing process, naturally integrated into educational practice. Depending on the stage of training, diagnostic (starting, current) and cross-sectional (thematic, intermediate, milestone, final) assessments are used.
2) Evaluation can only be criteria-based. The main assessment criteria are expected results that correspond to educational goals.
3) Only the results of a student’s activities, but not his personal qualities, can be assessed using a grade.
4) You can only evaluate what is taught.
5) The assessment criteria and the marking algorithm are known in advance to both teachers and students. They can be produced jointly.
6) The assessment system is structured in such a way that students are involved in control and assessment activities, acquiring skills and the habit of self-assessment.

4. Correlation between internal and external assessment.

The assessment system in primary school uses internal and external assessment.

Internal assessment,

set by the teacher and the school, is expressed in the current marks given by teachers, in the results of student self-assessment, in the results of observations carried out by teachers and the school psychologist, in the intermediate and final assessments of students and, finally, in the decision of the school’s pedagogical council to transfer the graduate to the next class or to the next level of education.
The effectiveness of internal assessment depends on the extent to which the school's chosen means contribute to its two main functions.
First, provide feedback by informing:
students and their parents about progress in mastering the program (and at a certain stage about the general level of mastery), about their strengths and weaknesses;
teachers about the effectiveness of their teaching activities.
Secondly, provide positive motivation for learning, stimulate student learning: focus on success, celebrate even minor progress, encourage students, celebrate strengths, allow them to progress at their own pace, etc.
External assessment is carried out, as a rule, in the form of non-personalized (regulated) procedures (monitoring studies, certification of educational institutions, state final certification of graduates, certification of educators, accreditation of educational institutions, etc.)
The “point of contact” of internal and external assessment is the final assessment, therefore the degree of influence of external assessment on the educational process (through the internal assessment system) is greater, the more pronounced the connection between external assessment procedures and the final assessment of graduates is.
The final grade of a graduate and its use in the education system.
This puts forward certain requirements for the structure of the final assessment. In the final assessment of a graduate, it is necessary to distinguish two components: cumulative assessments, characterizing the dynamics of individual educational achievements of students, their progress in mastering planned results in all academic subjects, and assessments for standardized final works, characterizing the level of mastery of the basic knowledge system at the time of graduation from primary school. In this case, the results of at least three works are taken into account (in the Russian language, mathematics and complex work on an interdisciplinary basis).
At the same time, the cumulative assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of educational achievements of students during the period of study. And grades for final papers characterize the level of students’ assimilation of the core knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject actions.
Based on these assessments for each subject and for the program for the formation of universal actions, the following conclusions are drawn about the achievement of the planned results:
1) The graduate has mastered the supporting system of knowledge and educational actions necessary to continue education at the next level, and is able to use them to solve simple educational-cognitive and educational-practical problems using the means of this subject. This conclusion is made if the materials of the cumulative assessment system record the achievement of planned results in all main sections of the curriculum, at least with a grade of “pass” (or “satisfactory”), and the results of the final work indicate the correct completion of at least 50% of the tasks basic level.
2) The graduate has mastered the supporting system of knowledge and educational activities necessary to continue education at the next level, at the level of conscious voluntary mastery of educational activities. This conclusion is made if the materials of the cumulative assessment system record the achievement of the planned results in all main sections of the curriculum, with at least half of the sections rated “good” and “excellent”, and the results of the final work indicate the correct completion of at least 65% of basic level tasks and receiving at least 50% of the maximum score for completing advanced level tasks.
3) The graduate has not mastered the basic knowledge system and educational activities necessary to continue education at the next level. This conclusion is made if the materials of the cumulative assessment system do not record the achievement of planned results in all main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks at the basic level.
The decision on successful completion of the primary education program and the transfer of the graduate to the next level of general education is made by the pedagogical council of the educational institution on the basis of the conclusions drawn about the achievement of the planned results of mastering the basic educational program of primary education.
The decision of the pedagogical council to transfer a graduate is made simultaneously with the consideration and approval of the characteristics of a primary school graduate, in which:
- The educational achievements and positive qualities of the graduate are noted;
- Priority tasks in the direction of personal development are determined, taking into account both achievements and psychological problems of the child’s development;
- Psychological and pedagogical recommendations are given to ensure the successful implementation of the intended tasks at the next stage of education.
All conclusions and assessments included in the characteristics must be confirmed by portfolio materials and other objective indicators.

Methodology for internal assessment of student achievements

Sources of information for assessing the achieved educational results, the process of their formation and measures of each student’s awareness of the features of the development of his own learning process, as well as for assessing the progress of learning are:
- student work completed during the course of training (homework, mini-projects and presentations, formalized written assignments - various texts, reports on observations and experiments, various dictionaries, memos, diaries, collected data sets, collections of information materials, greeting cards, etc. etc., as well as a variety of initiative creative works - illustrated essays, posters, posters, crafts, etc.);
- individual and joint activities of students in the course of work;
- statistical data based on clearly defined indicators and obtained through targeted observations or mini-studies;
- test results (results of oral and written tests).
In primary schools, it is recommended to use three types of assessment:
- initial diagnostics
- ongoing assessment (closely related to the learning process)
- final assessment.
Initial diagnostics in the first grades are based on the results of monitoring the general readiness of first-graders to study at school and the results of assessing their readiness to study this course.
These indicators determine the starting conditions for children's education in primary school. Experience and the results of ongoing research show that the majority of children 6–7 years old confidently demonstrate the achievement of the described level of readiness, which, of course, makes the task of a primary school teacher easier. It should, however, be remembered that the partial or even complete absence of certain knowledge and/or skills in a child is not the basis for any discriminatory decisions, but only indicates the need for individual correctional work with this child during the adaptation period and the direction of this work. In the future, after experimental testing, it is planned to introduce these indicators into the system of planned results of mastering primary school programs, which will help level out the starting preparation of students through the targeted organization of the preschool education system.
Final assessment occurs at the end of training and can be carried out in the form of an accumulated assessment (synthesis of available information), as well as in forms of data collection (including through final tests) or demonstration of examples of the application of acquired knowledge and mastered methods of activity; Any combination of these forms is also possible.
Final graduate assessment and its use
in the education system
The final grade of the graduate is formed on the basis of the accumulated grade in all academic subjects and grades for completing at least three final papers (in the Russian language, mathematics and complex work on an interdisciplinary basis).
At the same time, the accumulated assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of students’ educational achievements during the period of study. And grades for final papers characterize, at a minimum, the level of students’ assimilation of the core knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject activities.
Based on these assessments for each subject and for the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results.
This conclusion is made if the materials of the cumulative assessment system do not record the achievement of planned results in all main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks at the basic level.
MEASUREMENT MATERIALS FOR FINAL ASSESSMENT
The final grade is formed on the basis of the accumulated grade, which characterizes the dynamics of the individual educational achievements of students over the years of study in primary school, and the results of the final test work.
At the same time, final testing is carried out within the framework of regulated procedures in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).
It is advisable to introduce the following two levels of achieving the planned results: basic (or basic) and advanced (or functional).
Assessment procedures and mechanisms
1 class. Determine the purpose of the lesson with the help of the teacher. Discuss the procedure for the lesson. Express your assumption (version). Evaluate the work of the class during the lesson. It is incorrect to distinguish a correctly completed task from a completed one.
2nd grade. Determine the purpose of the lesson with the help of the teacher, independently find and formulate the problem of the lesson together with the teacher. Plan your work in class. Express your version, suggesting a way to check it. Work according to plan, use a textbook, simple devices and tools. In a dialogue with the teacher, determine how successfully the task was completed.
3 – 4 grade. Formulate lesson goals independently after preliminary discussion. Learn to identify and formulate a learning problem together with the teacher. Make a plan for solving a problem (task) together with the teacher. Work according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of the teacher. In dialogue with the teacher, evaluate the performance of your work.
Qualitative assessment Mark – success points (B.U.) 5 – point system
Not even the required level has been achieved. The empty circle is a mandatory task that was never completed 2 (unsatisfactory). Opportunity to fix it!
Required level 1 used. – partial mastery 3 (satisfactory). Opportunity to fix it!
2 used – complete mastery 4 (good). The right to change!
Program level 3 used – partial mastery 4+ (close to excellent). The right to change!
4 used – complete mastery 5 (excellent)
Maximum level 5 b. u. – approaching or reaching the maximum level 5+ or 5 and 5 (excellent)
Evaluation procedure
1. Any, especially successful, action is evaluated, and only the solution of a full-fledged problem is recorded with a mark.
2. The student and teacher, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student has the right to challenge the assigned grade with reason.
3. For each learning task or group of tasks that demonstrate mastery of a separate skill, its own separate mark is given.
4. For each task of the test (control) work based on the results of the topic, marks are given to all students. The student cannot refuse to give this mark, but has the right to retake the test.
For problems solved while studying a new topic, a mark is given only at the request of the student.
. Organization of a cumulative assessment system
Portfolio

Another component of the final grade is the cumulative grade. The optimal way to organize a cumulative assessment system is a student's portfolio, understood as a collection of student's work and results that demonstrates his efforts, progress and
achievements in various fields. At the same time, portfolio materials must allow for independent external assessment, for example, when conducting certification of teachers.
A portfolio is not only a modern effective form of assessment, but also an effective means for solving a number of important pedagogical problems, allowing:
maintain high educational motivation of schoolchildren;
encourage their activity and independence, expand opportunities for learning and self-education
develop the ability to learn - set goals, plan and organize your own learning activities.
The portfolio may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical education and health, labor activities, taking place both within the framework of everyday school practice and beyond. .
It is advisable to include the following materials in the portfolio of primary school students, which is used to assess the achievement of the planned results of primary general education.
1. Samples of children's works - formal and creative, completed during compulsory classes in all subjects studied, as well as during elective classes attended by students, implemented as part of the school's educational program (both its general education component and the additional program
education).
A mandatory component of the portfolio is materials from initial diagnostics, intermediate and final standardized work in individual subjects. The rest of the work should be selected so that their totality demonstrates increasing success,
volume and depth of knowledge, achievement of higher levels of formed educational actions.
2. Systematized observation materials (evaluation sheets, materials and observation sheets, etc.) of the process of mastering universal educational activities, which are conducted by primary school teachers (acting both as a subject teacher and as a class teacher), other subject teachers, school psychologist, organizer
educational work and other direct participants in the educational process.
3. Materials characterizing the achievements of students in extracurricular (school and extracurricular) and leisure activities.
Analysis, interpretation and evaluation of individual components
the portfolio and the portfolio as a whole are maintained from the standpoint of achieving the planned results, taking into account the main results of primary education established by the requirements of the standard.
All components of the portfolio, due to the undeveloped tools, can only be assessed qualitatively.
Therefore, in current assessment activities and when assessing individual components of a portfolio, it is advisable to correlate the results demonstrated by the student with assessments like:
“pass/fail” (“satisfactory/unsatisfactory”) - i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material;
“good”, “excellent” - assessments indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational activities, as well as the horizons and breadth (or selectivity) of interests.
This does not exclude the possibility of using the traditional system of marks on a 5-point scale, but requires clarification and rethinking of their content. In particular, achieving the reference level in this assessment system is interpreted as the child’s unconditional academic success, as his fulfillment of the requirements of the standard, and is correlated with a “satisfactory” (“pass”) rating.

“Monitoring and evaluation of learning outcomes in primary school. "modern methods of assessing the educational achievements of junior schoolchildren" Tasks for assessing the achievements of junior schoolchildren

Student ______________. School: ________. Class: _____.

Teacher: ___________

Modernization of the educational process in primary and secondary schools; solution options; recommendations for organizing a competency-oriented educational process

“formation of universal educational actions of junior schoolchildren using project technology”

Student __________. School: . Class: _.