The problem of assessing the quality of education. Means of monitoring and evaluating the quality of education
Keywords:
- monitoring
- national component
- university component
- regional component
- monitoring
- national component
- regional component
- a high school component
The problem of the quality of education as a problem of control and evaluation of educational activities (abstract, term paper, diploma, control)
pedagogical sciences O. V. Ershova, E. R. Mullina COMPETENCE-BASED APPROACH AS A CONDITION…
COMPETENCE-BASED APPROACH AS CONDITION OF IMPROVEMENT OF QUALITY OF TRAINING OF STUDENTS
O.V. Yershova, candidate of pedagogical sciences, assistant Professor of "Chemistry" E. R. Mullina, candidate of technical sciences, assistant Professor of "Chemistry"
Nosov Magnitogorsk State Technical University, Magnitogorsk (Russia)
abstract. Modern society, based on innovation, requires institutions of vocational education training of competent professionals. Therefore questions the quality of senior graduates is in crucial terms of reforming education. The article provides a theoretical analysis of the definition of "competence", characterized competences. The concept of "competence" is revealed through the specific requirements, the mastery of which spetsialista prepare for professional work. Education based on competencies, is based on the definition, development and demonstration of skills, knowledge, behaviors and attitudes required for a particular work. A key principle of this type of training is to focus on the results that are relevant to the scope of professional activity. It has been shown that learning based on competencies are most effectively implemented in innovative educational process, which involves the use of active learning methods, creation of conditions for the formation of students"- experience of self-help cognitive, communicative, organizational, ethical and other issues of professional activity- evaluation of the results achieved, ie assessment of competence of the student. .
Keywords: quality of education, quality of training, competence, competence, professional model, competence approach, innovative teaching methods, konkurentosposobny specialist.
UDC 372.881.1
THE PROBLEM OF THE QUALITY OF EDUCATION AS A PROBLEM OF CONTROL AND EVALUATION OF EDUCATIONAL ACTIVITIES
I.N. Odarich, post-graduate student Togliatti State University, Togliatti (Russia) Annotation. The article is devoted to the quality of education, which is carried out with the help of monitoring.
Key words: monitoring, national component, university component, regional component.
To date, a fairly large number of countries in Central and Eastern Europe, as well as Russia, have formed within the framework of the global
forms of the education system of their countries monitoring and evaluation policies educational activities. Such countries adopted the definitions of norms (standards) for the development of new training programs, thereby determining the main stage of the Russian policy in the field of education, control and quality, as well as its components. The established norms and standards are necessary to determine the purpose of education, to create a holistic pedagogical space in the country, which will provide a single level general education, which will be received by future bachelors, masters in different types of educational institutions.
Today, Russia has not yet taken the necessary steps to establish a regular performance appraisal system. educational institution and the education system in general. It must be said that in this area there is an important indestructible contradiction: firstly, the autonomy of the educational institution and teaching staff from the state in the field of identifying training programs that have expanded sufficiently; secondly, the autonomy of the educational institution and the teaching staff, which is in conflict with the systematic processes, assessments of the results of their activities by the state. The success of the new policy in the field of education is connected with the social and economic processes that take place in society. Thus, openness, division of responsibility, the right to a variety of proposals related to needs are determined by the principles introduced and implemented in the political and economic sphere, and applied in the field of education. To assess the quality of education, we have identified important provisions:
- to assess the quality of education, it is necessary to use not only testing of students' knowledge -
- in order to assess the quality of education, it is necessary to implement a complex that considers an educational institution from all aspects of its activities.
There are a number of definitions of quality, for example, from the perspective of the World Standards Institute, quality is a set of characteristics of an object that relate to its ability to meet the standards and expected needs of the individual, community, state. A. V. Glichev proposed his own definition of the concept of quality, which is considered as a set of properties and characteristics of an object related to its ability to satisfy established or implied needs. From the point of view of the sociological category of “quality of education”, it reveals the need to analyze the main component, which is interpreted differently in domestic science, but is not sufficiently invested in them at the level modern knowledge about the subject under study. In the understanding of many scientists, the quality of education is revealed through a system of definitions that reflect the unity of the system-structural and value-pragmatic aspects, for example, I. Vyskoch believes that quality is the property of a product to perform the functions for which it is intended. A. Yakushev interprets quality as a set of properties and indicators that determine their suitability to meet certain needs in accordance with the purpose. P. Wasilewski writes that "the quality of a product means the degree to which it meets the requirements of the consumer." G. Mackay adds that "the word" quality "means not only the state of the final product or a relative increase in its level, but also all" quality tasks "for the operations of research, planning, technology, production, control, management, etc. ". In the monograph “Quality Management of the Educational Process”, G. A. Bordovsky argues that attempts to define quality as a set of properties will not be successful, since “the category of quality cannot be reduced to individual properties, it must reflect an integral characteristic of the functional unity of the essential properties of this object” and that "the quality of an object (phenomenon, process) is not reduced to its individual properties, but characterizes it as an integral object."
I.N. Odarich pedagogical THE PROBLEM OF THE QUALITY OF EDUCATION AS A PROBLEM ... of science In our opinion, the “quality of higher education” is understood as a complex character, reflecting not only the objective nature of society, but also the creative creative principle of the individual. In the personal dimension "quality of higher education" is the process of training specialists with higher education, which meets certain educational standards. The existing state educational program for the preparation of bachelors in the field of food production is not able to provide for all these features. The elements of “additional flexibility” incorporated into it in the form of educational disciplines included in the blocks “National-Regional Component” and “University Component” (disciplines and courses of the student’s choice, established by the university), cannot fully guarantee effective training students of the specialty "Food engineering of small enterprises" at the university. In this regard, it is necessary to create an effective system for training students of the specialty "Food Engineering of Small Enterprises" based on a competence-based approach to training a bachelor in the field of food production. Such training is a process of personality formation, focused on high professional achievements, mastery of professionalism and carried out in the self-development of the individual, professional activity and professional interactions. The educational process of professional and personal training provides each student, based on his abilities, inclinations, interests, value orientations and subjective experience, with the opportunity to realize himself in cognition, learning activities, behavior. In such education, the priority is to focus on the ultimate goals of education - obtaining a bachelor's degree highly qualified. However, there is a problem of optimal use of the time allotted for independent work. The situation is such that modern students pay insufficient attention to it and, as a result, the main load is on the student's memory, and not his thinking. In addition, in the course of the educational process, it is not so much the ability to independent decision educational tasks, how much accuracy of reproduction of the received information. In this regard, the problem arises of forming an active student who is able to independently master educational material apply the acquired knowledge and skills in practice and strive for further self-development. The preparation of a bachelor becomes possible as a result of the implementation of the organizational model vocational training, created on the basis of an already existing improved model of the educational program, where much attention should be paid to the formation of the cognitive independence of future specialists. The problem of successful training of qualified bachelors is based on clear ideas about the professionally significant qualities of the future subject of professional activity. The bachelor of food production is a highly qualified professional in the field of formation, organization of the production and technological cycle of the production of finished products, development of a new food product who combines the breadth of general erudition with knowledge of both a specific food industry and the general principles of the food industry sector, able to highlight strategic issues. The image of a bachelor of food production consists of information about the specifics of the work, the functions of the activity, human qualities, the requirements given in the State classifier of professions.
Quality Assurance or Quality Management should be done primarily through the application of quality monitoring. Quality monitoring will help to monitor the process of obtaining a product step by step, as well as be sure of the optimal implementation of each 138
from the production stages, thus, theoretically, the yield of low-quality products will decrease. After analyzing the above, we can say that the identified elements are part of the system for monitoring the quality of education:
- installation and definition of standards -
- operationalization and measurement of the value of standards -
- setting criteria standards -
- data collection and evaluation of results -
— assessment of the action and the adoption of appropriate measures to evaluate the result of the measures taken in accordance with the standards.
In any educational institutions, quality monitoring is carried out directly in the form of self-certification, internal monitoring or external monitoring. To form an educational standard, they are guided by a pluralistic vision of the content, the goals of the standards and the results that students achieve. The norms that ensure the successful implementation of standards are defined as the norms for ensuring the "process" of education. An example of such standards is the availability of the required number of textbooks and qualified teachers, appropriate logistics educational process etc. Consequently, education involves an assessment of the result and process of the activity of each educational institution from the control of the level of knowledge and skills of students, teaching staff and external, state bodies, and from the side of control, evaluation of the activities of teachers.
Quality control of education as a control of the assimilation of knowledge on the part of teachers can only say a few words about the activities of the teaching staff. It is proved that there is a connection between the educational level of the teacher and the achieved results of his students. It should be borne in mind that teachers and educational institutions are only an element educational system, which is one of the most important, on which students' achievements in the educational process depend. Therefore, when understanding the need to evaluate the activities of a teacher to control the quality of education, it is important to remember that this element has a lesser impact on academic and educational achievements than the family environment or individual characteristics of the student (inclinations, motivation, etc.). Thus, we can say that quality cannot appear suddenly, it must be planned. Such planning is connected with the development of long-term activities of educational institutions. Strategic planning is the main factor in the success of an educational institution in the education system. The main goal of strategic planning is determined by the development general plan development of an educational institution, rethinking the main direction of the educational service provided by this educational institution, in accordance with the needs of the consumer and forecasting the development of society.
The development of the knowledge system, as the most important element in the system of professional competence formed at the university, is knowledge as the fundamental basis of university education. The competence-based approach neither cancels nor underestimates the value and importance of the knowledge acquired by the student, such as professional and general humanitarian knowledge. The complex of knowledge that students acquire creates their cognitive competence, which, along with the existing and received value orientations and acquired skills determines the level of professionalism of graduates.
Improving the quality of education is ensured through the implementation of the following tasks:
— It is possible to improve the quality of education through the provision of
pedagogical sciences I. N. Odarich THE PROBLEM OF THE QUALITY OF EDUCATION AS A PROBLEM ...
of differentiation and individualization of the content of education at different levels.
- Organize extra classes.
– To form a positive attitude of bachelors to the educational process, knowledge, science through the organization of intellectual and cognitive activity in the education system.
– Apply modern pedagogical and educational systems: recognizing as a priority a system with a personal, integrative, information and communication, health-saving, design, cognitive direction.
- To develop the subject-methodical, material and technical base of the educational institution - to improve the system for monitoring the quality of the educational activities of the university - to ensure the reliability of the data of pedagogical and psychological diagnostics -
— Stimulate the educational institution through the introduction of innovative educational programs, as well as a strong teaching staff.
- To ensure organized economic changes in the education system that are adequate to the conditions of society.
— Create a unified educational space.
Involve the public in the educational and upbringing process.
Modern education should be of high quality, affordable, effective, meeting the social, economic situation in a country, region, city.
1. Andreev, A. Knowledge or competencies?// Higher education in Russia / A. Andreev. - 2005. - No. "2. - P.3−11
2. Alekseeva, L.P., Shablykina, N.S. Teaching staff: the state and problems of professional competence / L.P. Alekseeva, N.S. Shablykina. - M .: NIIVO, 1994.
3. Bezrukova, V.S. Dictionary of new pedagogical thinking / V.S. Bezrukov. - Yekaterinburg: Alternative Pedagogy, 2006. - 94 p.
4. Bordovsky, G. A. Management of the quality of the educational process - St. Petersburg: RSPU of the estate of A. I. Herzen / G. A. Bordovsky. - 2001. - p.34.
5. Wasilewski, P. Some formulas for integrative quality assessment Proceedings of the EOCC conference: methods for quantitative assessment of product quality (qualimetry) / P. Wasilewski. - M: Publishing house of standards. - 1972. - p. b2.
6. Vyskoch, I. The role of standardization in the system of public quality management. Proceedings of the EOCC conference: methods for quantitative assessment of product quality (qualimetry) / I. Vyskoch. - M: Publishing house of standards. - 1972. - p.50.
7. Gorb, VG Pedagogical monitoring at the university: methodology, theory, technology / VG Gorb. - Yekaterinburg: Uralsky Publishing House state university, 2003. -387 p.
8. Makai, G. Some trends in quality science Proceedings of the EOCC conference: methods for quantitative assessment of product quality (qualimetry) / G. Makai. - M: Publishing house of standards. - 1972. - p.53.
9. Oleinikova, O. N. European cooperation in the field of vocational education and training. Copenhagen process / O. N. Oleinikova. - M .: Center for the Study of Problems vocational education, 2003. - 70 p.
10. Raven, J. Pedagogical testing: problems, misconceptions, perspectives / J. Raven-per. from English. - M .: Kogito - center, 1999. - 144 p.
11. Khutorskoy, A. V. Methodology of student-centered learning / A. V. Khutorskoy. — M.: Vlados-Press, 2005. — 383 p.
12. Yakushev, A. Fundamentals of functional interchangeability and experience of its application to improve the quality of machines Proceedings of the EOCC conference: methods for quantitative assessment of product quality (qualimetry) / A. Yakushev. - M: Standards Publishing House, 1972, p. 106.
PROBLEM OF QUALITY EDUCATION AS A PROBLEM OF CONTROL AND EVALUATION OF EDUCATION
I.N. Odarych, postgraduate
Togliatti State University, Togliatti (Russia)
abstract. The article is dedicated to the quality of education, which is carried out by means of monitoring. Keywords: monitoring, the national component, a high school component, the regional component.
Modern education in Russia has switched to the Federal State Educational Standard of the second generation. And now the elementary school, which is an important link in the system school education is experiencing a new qualitative rebirth. GEF IEO is a fundamentally new approach to many areas of development of a modern school. The GEF of the new generation is based on a new ideology. The standard of primary general education formulates the goal primary education- the development of students, providing such a key competence as the ability to learn. Activity, activity character is a feature of the new standards. Education at this stage refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates real activities.
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THE PROBLEM OF ASSESSING THE QUALITY OF TRAINING
Babayan I.B.
Pavlova S.N.
MBOU "Gymnasium No. 3", Belgorod
Modern education in Russia has switched to the Federal State Educational Standard of the second generation. And at present, the elementary school, which is an important link in the system of school education, is undergoing a new qualitative rebirth. GEF IEO is a fundamentally new approach to many areas of development of a modern school. The GEF of the new generation is based on a new ideology. The standard of primary general education formulates the goal of primary education - the development of students, providing such a key competence as the ability to learn. Activity, activity character is a feature of the new standards. Education at this stage refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates real activities. In order to achieve the set goal, it is necessary to move to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements new standard. Teaching technologies are changing, and with the introduction of information and communication technologies, it becomes possible to expand the educational boundaries in each subject. But the mere presence of technology and equipment in the classroom will not in itself raise the quality of education by initial stage education.
The problems of the Federal State Educational Standard should be treated as a research project, because for the most part, the implementation of new standards is an independent search for teachers primary school and administration of the educational institution. Evaluation of the quality of education turned out to be the most difficult direction in the implementation of new standards. There is a serious problem both with the definition of criteria for assessing the quality of education, and with the development of appropriate tools. Accordingly, for the most part, the usual assessment tools are in use - traditional test papers, dictations, etc.
In the last 2-3 years, when teaching primary school students, there has been a noticeable emphasis on external assessment of the quality of education using test technologies. “This approach can lead
to two risks: the first is related to the fact that in primary school the teacher and the child will focus in their activities on the result, and not on the method of action, which does not correspond to the system-activity approach, which is the methodological basis
new Standard. The second risk is related to the fact that, in practice, when oriented towards external assessment, formative assessment, which is oriented towards assessment, may collapse.
for learning. With this approach, the control and evaluation activities of the teacher may lose such functions as diagnosis and correction of students' actions.(Risks of the introduction of the Federal State educational standard in the first classes and their possible minimization // compiled by A.B. Vorontsov.- M., OIRO, 2012 - p.13.)
Performance evaluation is the most important factor influencing the learning process, therefore, what we evaluate is what we do in the process.
In evaluating meta-subject results, the problem lies in the fact that the existing methods aimed at diagnosing the educational and cognitive sphere of the child require special knowledge, a lot of preparatory work from the teacher and do not reflect all the needs of the educational process. And, therefore, makes them difficult to apply in the process of work.Creation of a single bank of control and measuring materials, which would be equally accessible to everyone educational institutions, would allow to carry out control and evaluation activities at a qualitatively new level. At this stage, teachers and school administrations are forced to develop independently.
Absence modern system assessment of the quality of primary education is an important circumstance that does not allow to properly monitor the success of a student's development, to correctly process the data obtained.
LITERATURE
- Evaluation of the achievement of planned results in primary school. Edited by Kovaleva G. S., Loginova O. B. - M .: Education, 2009.
- Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. – M.: Enlightenment, 2009.
- Risks of introducing the Federal State Educational Standard in the first grades and their possible minimization // compiled by A.B. Vorontsov.- M., OIRO, 2012.
The problem of the quality of education as a problem of control and evaluation of educational activities
Today, most of the countries of Central and Eastern Europe, including Russia, have developed the framework for a policy of monitoring and evaluating educational activities as part of a global reform of their countries' education systems. These countries have begun to define norms (standards) in the development of training programs, which is an important stage in the national policy in the field of education and quality control as an integral part. These norms (standards) are the necessary basis for determining the goals of education, creating a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types of educational institutions.
However, in general, the necessary measures have not yet been taken in Russia to create a regular system for evaluating the work of educational institutions and the education system as a whole. It should be noted that there is a fundamental contradiction in this area: on the one hand, the autonomy of educational institutions and the teaching corps from the state in the field of determining training programs is significantly expanding; on the other hand, the autonomy of educational institutions and teachers may conflict with the systematic process of assessing the results of their activities by the state.
The successes of the new policy in the field of education are connected with the socio-economic processes taking place in society. Indeed, openness, sharing of responsibility, the right to diversity and matching supply to needs are principles that must first be introduced and implemented in the political and economic sectors in order to be applied then in the field of education.
Quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education).
The assessment of the quality of education is carried out comprehensively, considering the educational institution in all areas of its activity.
Ateducation quality assessmentthe following provisions should be highlighted:
Quality assurance or quality management, addressed primarily through the use of quality monitoring, means step-by-step monitoring of the process of obtaining a result to make sure that each step is optimally performed, which in turn theoretically prevents the output of an incompetent student.
Monitoring the quality of education can be carried out directly in an educational institution (self-certification, internal monitoring) or through a service external to the educational institution, approved, as a rule, by state bodies (external monitoring).
Thus, education is expected to be assessed as a result and process of the activities of each educational institution from the side of monitoring the level of knowledge and skills of students (simultaneously by the teaching staff and external government bodies), and from the side of monitoring and evaluating the activities of teachers.
We will speak separately about the quality control of education as the control of the assimilation of knowledge by teachers. Let's just say a few words aboutassessment of the performance of the teaching staff.
There is no doubt that there is a connection between the educational level of a teacher and the results achieved by his students; moreover, this is the easiest, most simplified and at the same time dangerous way to determine the suitability of a teacher for a position. It must be borne in mind that teachers and educational institutions are just an element of the educational system, and, quite possibly, not the most influential among the many others on which the educational achievements of the student depend. Therefore, when understanding the need to evaluate the activities of a teacher to control the quality of education, it is important to remember that this element has a lesser impact on academic and educational achievements than the family environment or individual characteristics of the student (inclinations, motivation, etc.).
The most important principles for monitoring learning(achievement) of students - as one of the main components of the quality of education - are:
objectivity,
systematic,
visibility (publicity).
Objectivityis scientifically based content control tasks, questions, equal, friendly attitude of the teacher to all students, accurate, adequate to the established criteria for evaluating knowledge and skills. In practice, the objectivity of the controlling, or, as they often say in recent times, diagnostic procedures, means that the marks given are the same regardless of the methods and means of control and teachers.
The principle of systematicrequires an integrated approach to diagnosing, in which various forms, methods and means of monitoring, verification, evaluation are used in close interconnection and unity, subject to one goal.
Answers that cannot be justified by students at the time of testing cannot be included.
Wrong answers should be constructed based on common mistakes and must be believable.
The correct answers among all the proposed answers must be placed in random order.
Questions should not repeat the wording of the textbook.
The answers to some questions should not be clues to the answers to others.
Questions should not contain "traps".
When preparing materials for test control, it is necessary to adhere to the following basic rules:
Each subject of the educational process (teacher, students, parents, administration, etc.) is interested in ensuring the quality of education.
The rejection of a unified state education system, many long-established traditions and the introduction of new ones (testing for admission to universities instead of traditional exams, lengthening the time spent at school, intensive development of the non-state education system, etc.) brings the problem of the quality of education into a number of priority state and social problems.
Today, most of the countries of Central and Eastern Europe, including Russia, have developed the framework for a policy of monitoring and evaluating educational activities as part of a global reform of their countries' education systems. These countries have begun to define norms (standards) in the development of training programs, which is an important stage in the national policy in the field of education and quality control as an integral part. These norms (standards) are the necessary basis for determining the goals of education, creating a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types of educational institutions.
When assessing the quality of education, the following provisions should be highlighted:
1) quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education);
2) the assessment of the quality of education is carried out comprehensively, considering the educational institution in all areas of its activity.
Part of the education quality monitoring system are:
Standard setting and operationalization: defining standards;
Operationalization of standards in indicators (measured values);
establishing a criterion by which it is possible to judge the achievement of standards:
Data collection and evaluation: data collection, evaluation of results;
Actions: taking appropriate measures, evaluating the results of the measures taken in accordance with the standards.
Monitoring the quality of education can be carried out directly in an educational institution (self-certification, internal monitoring) or through an external service in relation to an educational institution, approved, as a rule, by state bodies (external monitoring).
The norms relating to the conditions that ensure the successful implementation of the standards are defined as the norms for ensuring the "process" of education. An example of such standards is the availability of the required number of textbooks and qualified teachers, the appropriate material and technical support for the educational process, etc.
Thus, education is expected to be evaluated as a result and process of the activities of each educational institution, both from the side of monitoring the level of knowledge and skills of students (simultaneously by the teaching staff and external, state bodies), and from the side of monitoring, evaluating the activities of teachers.
The control of students' knowledge is one of the main elements of education quality assessment. Teachers monitor students' learning activities on a daily basis through oral questioning in the classroom and through assessment written works.
In most countries, the transition from one class to another today is based on a system of constant control exercised class teachers or teachers of a particular discipline. Classical exams at the end school year practically no longer exist, they are seen as certain additions to the constant monitoring of the activities of students. In many cases, constant monitoring is also supplemented by such forms as tests, tests, organized outside the educational institution regularly and throughout the academic year.
The problem of the quality of education as a problem of control and evaluation of educational activities
Each subject of the educational process (teacher, students, parents, administration, etc.) is interested in ensuring the quality of education.
Various, often contradictory, meanings are attributed to quality:
- parents, for example, may relate the quality of education to the development of their children's personality.
- quality for teachers can mean having quality curriculum provided with educational materials.
- for students, the quality of education is undoubtedly associated with the climate within the school.
- for society, quality is associated with those value orientations and, more broadly, with the values of students, which will find their expression, for example, in a civic position, in the technocratic or humanistic orientation of their professional activities.
Quality alone cannot be the end result. It is only a means by which the conformity of the final product to the standard is revealed.
When assessing the quality of education, the following provisions should be highlighted:
1) Quality assessment is not limited to testing students' knowledge (although this remains one of the indicators of the quality of education).
2) is carried out comprehensively, considering the educational institution in all areas of its activities
It must be borne in mind that teachers and educational institutions are just an element of the educational system, and, quite possibly, not the most influential among the many others on which the educational achievements of the student depend. Therefore, when understanding the need to evaluate the activities of a teacher in order to control the quality of education, it is important to remember that this element has a lesser influence on educational achievements than the family environment or the individual characteristics of the student (inclinations, motivation, etc.). Quality does not appear suddenly. It needs to be planned. Planning the quality of education is associated with the development of a long-term direction of activity of an educational institution. Strong strategic planning is one of the most important factors in the success of any institution in the education system.
The leading goals of strategic planning are determined not only by the development of a general plan for the development of an educational institution for a certain time period, but also by the comprehension and revision of the main directions of educational services provided by this educational institution, and their compliance with consumer needs and forecasting the development of society in the near future.
The control of students' knowledge is one of the main elements of education quality assessment. Teachers monitor the learning activities of students on a daily basis through oral surveys in the classroom and by evaluating written work.
This informal assessment, which pursues purely pedagogical goal within the framework of the activities of an educational institution, refers to natural norms, given that the results of each student should be at least average. In other words, a teacher's grade almost always shows "ok", which obviously limits its value.
It is impossible to pass over in silence the role of psychological factors, the general and special training of the teacher, his personal qualities (principledness, sense of responsibility). All this in one way or another affects the result of testing and evaluating knowledge. The personal qualities of a teacher are certainly manifested both in the nature of teaching and in the process of testing and evaluating knowledge.
DIFFERENCES BETWEEN GRADE, GRADE AND SCORE
The assessment includes the qualification of the degree of development of a certain property in the assessed person, as well as a quantitative and qualitative assessment of his actions or performance results. Such are, for example, school grades. They characterize in points the absolute and relative successes of the student: absolute in the sense that the mark itself indicates the quality of the knowledge or behavior of the student, and relative because, using marks, you can compare them with different children.
Often in psychological and especially pedagogical literature, the concepts of "assessment" and "mark" are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the evaluation activities of teachers.
First of all, evaluation is a process, an activity (or action) of evaluation carried out by a person. All our tentative and in general any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of moving towards the goal.
Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is one of the effective means at the disposal of the teacher, stimulating learning, positive motivation, and influencing the personality. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment and the variety of its functions require the search for indicators that would reflect all aspects of the educational activity of schoolchildren and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity.
A mark (score) is the result of the evaluation process, activity or action of evaluation, their conditionally formal reflection. Identification of grade and mark with psychological point vision will be tantamount to identifying the process of solving the problem with its result. Based on the assessment, a mark may appear as its formal-logical result. But, in addition, the mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is an encouragement, and a bad mark is a punishment.
FUNCTIONS AND TYPES OF ASSESSMENT
Assessment is usually subject to the available knowledge of schoolchildren and the knowledge and skills they have shown. Knowledge, skills and abilities should be assessed primarily in order to outline ways for both the teacher and the student to improve, deepen, and refine them. It is important that the assessment (mark) of the student reflects the prospects for working with this student and for the teacher, which is not always realized by the teachers themselves, who consider the mark only as an assessment of the student's activity. In many countries, student grades as a basis for evaluating educational performance are one of the the most important parameters quality of education, which we talked about at the very beginning of the lecture.
Researchers have found that a teacher's assessment leads to a favorable educational effect only when the student internally agrees with it. For well-performing schoolchildren, a coincidence between their own assessment and the assessment that the teacher gave them happens in 46% of cases. And for those with poor progress - in 11% of cases. According to other researchers, the coincidence between the teacher's and the student's own assessment occurs in 50% of cases. It is clear that the educational effect of the assessment will be much higher if the students understand the requirements imposed on them by teachers.
It is extremely important that the evaluation activity of the teacher is carried out by him in the interests of the socio-psychological development of the child. To do this, it must be adequate, fair and objective. A number of typical subjective tendencies or estimation errors are widely known, the most common of which include:
- generosity mistakes,
- halo,
- central trend,
- contrast,
- closeness,
- logical errors
The teacher, when making an assessment, must justify it every time, guided by logic and existing criteria. Experienced teachers know this and constantly refer to this rationale, which keeps them from conflicting with their students.
It is also interesting that teachers, as it turned out, involuntarily turn to those students who sit at the first desks, and tend to give them higher scores. Much depends on the subjective inclinations of the teacher. It turned out, for example, that teachers with good handwriting prefer "calligraphers", i.e. students with beautiful handwriting. teachers who are sensitive to correct pronunciation often unfairly punish students with speech defects.
It is pedagogical subjectivism that is main reason, according to which today's schoolchildren prefer computer and test forms of control with minimal participation of teachers.
The teacher should consciously strive for an objective and real assessment of the work done by the student. In addition, it is necessary to explain to students every time what, why and for what the mark is given.
Another reason for biased pedagogical assessment is the insufficient development of assessment criteria. Therefore, teachers are looking for ways to increase the stimulating role of the five-point scale.
There are several such ways:
- the first is grading with plus and minus signs,
- the second way is that the digital score is supplemented by a verbal or written form, in the form of evaluative statements, records,
- the third way is to rely on the communicative motives of students. It turns out that everyone is not indifferent to how his comrades treat him, what they think,
- Another way is to use progress screens. This method has disadvantages, as it can contribute to the education of arrogance among excellent students and indifference among those who are lagging behind, if students are not properly aimed at the correct perception of information.
