Means of evaluating learning outcomes on the topic. Modern means of assessing learning outcomes plan

from work experiencehistory teachers

The increase in the effectiveness of training is directly related to the improvement in the quality of assessing the success of students. Traditional means of control make it possible to identify the level of assimilation of the required knowledge, skills and abilities. But the traditional means of knowledge control in the system of personal oriented learning, where the student is considered as a subject, and not as an object of learning, is not enough. In the structure of the position of the subject of the study, there are four main competencies: cognitive, regulatory, creative, personal-semantic. The above indicators are usually hidden from direct observation. It is obvious that their implementation requires special tools and the use of more modern tools that help to monitor and evaluate, among other things, the personal achievements and creative success of students.

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from work experience

history teachers

"Traditional and new means of assessing learning outcomes"

Prepared

teacher of history and social studies

Stavropol Territory

Kulieva N.V.

Essentuki-2013

Introduction 3

Chapter 1. Control in the learning process 4

Chapter 2

Monitoring learning outcomes 20

Conclusion 33

References 34

Introduction

The increase in the effectiveness of training is directly related to the improvement in the quality of assessing the success of students. Traditional means of control make it possible to identify the level of assimilation of the required knowledge, skills and abilities. But the traditional means of knowledge control in the system of student-centered learning, where the student is considered as a subject, and not as an object of learning, is not enough. In the structure of the position of the subject of the study, there are four main competencies: cognitive, regulatory, creative, personal-semantic. The above indicators are usually hidden from direct observation. It is obvious that their implementation requires special tools and the use of more modern tools that help to monitor and evaluate, among other things, the personal achievements and creative success of students.

available on this moment The literature contains scattered information about these agents. In addition, of all the available modern means of assessing learning outcomes, the emphasis is only on pedagogical testing, although there is a whole arsenal of no less effective means.

Thus, the identified problems make it difficult to ensure high quality assessment of learning outcomes.

Therefore, it seems appropriate to generalize and systematize the accumulated theoretical material and practical experience on the use of modern means of assessing learning outcomes with the publication of a textbook.

The abstract substantiates the concept of control, evaluation, evaluation, compares the traditional evaluation system with modern approaches to evaluation educational achievements students, various modern means of assessing learning outcomes are considered: pedagogical testing, rating, monitoring, portfolio, unified state exam. Descriptions of modern means of monitoring and evaluating learning outcomes are largely borrowed from well-known publications, the practical experience of leading teachers.

All descriptions are built according to a single plan: the characteristics of the tool, the technology of its use in the educational process, the list of references.

Chapter 1

The essence of control Functions of control Types of control of students' knowledge Forms of control Methods of control Means of control Requirements for the organization of control of knowledge

Essence of control

The need for control in the education system is explained, first of all, by the public need to obtain information about the effectiveness of the functioning of the entire system of educational institutions. Control is an integral element of the educational process, thanks to which feedback is realized in learning, a connection that allows you to quickly regulate and correct the course of learning, set specific tasks for a new lesson. Finally, control performs all the main functions that are characteristic of the educational process at school: educational, educational and developmental.

In the current theory, there is still no established approach to the definition of the concepts of "assessment", "control", "verification", "accounting" and others related to them. Often they are mixed, interchanged, used either in the same or in a different meaning.

The general generic concept is "control", meaning the identification, measurement and evaluation of knowledge, skills of trainees. Identifying and measuring is called verification. In the dictionary of the Russian language S.I. Ozhegov the word "control" [French. contrôle] means - checking, as well as observation for the purpose of checking. The word "check" - 1. Make sure something is correct, examine for the purpose of supervision, control. 2. Put to the test to find out something. Therefore, verification is an integral component of control, the main didactic function of which is to provide feedback between the student and the teacher, the teacher to receive objective information about the degree of assimilation of educational material, and timely identification of shortcomings and gaps in knowledge.

“Assessment”, as a rule, is understood as the result of a check (I.P. Podlasy). "Control" means the identification, measurement and evaluation of knowledge, skills of trainees. Control contains evaluation (as a process) and evaluation (as a result) of the check.

As M.B. Chelyshkov, control is both an object of theoretical research and a sphere of practical activity of a teacher. The concept of "pedagogical control" in relation to the educational process has several interpretations. On the one hand, she believes, pedagogical control is a single didactic and methodological system of verification activities. This interconnected joint activity of teachers and students with the leading and organizing role of teachers is aimed at identifying the results of the educational process and at increasing its effectiveness. On the other hand, in relation to the daily educational process, control is understood as the identification and evaluation of the results of schoolchildren's educational activities. With the help of control, she believes, it is possible to identify the advantages and disadvantages of new teaching methods, establish the relationship between the planned, implemented and achieved levels of education, compare the work of various teachers, evaluate the achievements of the student and identify gaps in his knowledge, give the head of the educational institution objective information for adoption. management decisions and perform a number of other equally important tasks.

According to I.F. Kharlamov, the implementation of control plays a large regulatory and stimulating role in learning for the quality of mastering the material being studied and encouraging students to self-control.It is necessary to achieve, the author notes, that this control be regular and carried out for each topic studied. As for students, they should not only be encouraged to exercise self-control, but also helped them master its techniques.

In the methodological literature, it is generally accepted that control is the so-called “feedback” between the student and the teacher, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject.

Knowledge control is the identification of the conformity of the formed volume of knowledge by students with the requirements of a standard or program, as well as determining the level of proficiency in skills and abilities. This definition cites a dictionary of methodological terms by E.L. Azimov and A.I. Schukin.

According to this, the following goals of control of knowledge and skills are distinguished:

• diagnosing and correcting knowledge and skills;
• taking into account the effectiveness of a separate stage of the learning process;
• determination of the final learning outcomes at different levels.

Having carefully looked at the above goals for monitoring knowledge and skills, you can see that these are the goals of the teacher when conducting control activities. However, the main character in the process of teaching a subject is the student, the learning process itself for him is the acquisition of knowledge and skills, therefore, everything that happens in the classroom, including control activities, should correspond to the goals of the student himself, should be personally important for him. . Control should be perceived by students not as something only the teacher needs, but as a stage at which the student can orient himself about his knowledge, make sure that his knowledge and skills meet the requirements. Therefore, to the goals of the teacher, we must add the goal of the student: to make sure that the acquired knowledge and skills meet the requirements.

Control functions

Control, like all other components of the educational process, performs certain functions. A function is usually understood as the work performed by one or another body, an obligation to be performed. The functions of control are the components of the work that the receptive-comparative actions of the controller are called upon to perform. Knowledge and understanding of control functions will help the teacher to plan and conduct control activities competently, with less time and effort, to achieve the desired effect.Most authors include developing, teaching, educating, prognostic, diagnostic, controlling, orienting and stimulating functions of control among the main ones. The list is quite traditional, as it focuses exclusively on traditional controls.

According to V.A. Slastenina, toControl in the learning process is the most developed procedure, both in theory and methodologically. The author highlights the following features:

• educational,
• developing,
• educational.

The educational and developmental significance of testing knowledge, skills and abilities is expressed in the fact that students not only benefit from listening to the answers of their comrades, but also actively participate in the survey themselves, asking questions, answering them, repeating the material to themselves, preparing for the fact that themselves can be asked at any time.

The teaching role of verification is that students listen to additional explanations or comments from the teacher about a student's poor response or poorly learned previously learned material.

The educational function of control is to accustom students to systematic work, to discipline them and develop their will. The expectation of verification forces students to study lessons regularly, makes it necessary to give up something if it interferes with the preparation of lessons.

The implementation of the prognostic function makes it possible to predict the potential capabilities of the student in mastering new material.As a result of the check, grounds are obtained for predicting the course of a certain segment of the educational process: whether specific knowledge, skills and abilities are sufficiently formed to assimilate the next portion of the educational material (section, topic).

M.B. Chelyshkova also includes among the main functions:

• diagnostic,
• controlling.

Diagnostic functionfollows from the very essence of control, aimed at identifying gaps in the preparation of students and making, based on the results of diagnostics, some managerial decisions necessary to improve the educational process.

The control function is considered one of the main control functions. Its essence is to identify the state of knowledge, skills and abilities of students provided by the program at this stage of education. Often they talk about the corrective or control-corrective function. Indeed, after listening to the student, the teacher can correct his mistakes, i.e. explain or show the correct speech actions.

The essence of the orienting control function is to obtain information about the degree of achievement of the learning goal by individual students and the group as a whole - how much is learned and how deeply the educational material is studied. Control guides students in their difficulties and achievements.

It is known that students prepare specially for the control work, for the exam. In the presence of a teacher, they perform the given exercises. Written works receive more attention if they are checked. In a word, the presence or expectation of control stimulates the learning activities of students, is an additional motive for their learning activities. The foregoing allows us to speak about another function of control: stimulating. The stimulus function is mostly associated with evaluation and is sometimes referred to as the evaluation function.

T.I. Ilyin, noting the purely didactic functions of control, pays Special attention teaching and educational function: “The teaching function is manifested in the class listening to a good student’s answer, active participation in the survey, repeating to oneself, readiness for possible involvement in the survey, listening to the teacher’s additional explanations, repeating and consolidating the learned material by the interviewee, better understanding and assimilation of the material when parsing. The upbringing function consists in disciplining students, accustoming them to systematic work and development of will, promotes objective self-assessment, education of self-esteem.

N.F. Talyzina notes that control in the educational process performs not only the function of feedback, but also the function of reinforcement, it is also associated with the motivational sphere of the student. And further, developing this idea: “The central task is to find the conditions under which the feedback would perform not only its inherent function, but would also help to consolidate the formed actions and create positive motives for learning activities among students. The conducted studies show that feedback performs the function of reinforcement only when its content is related to the motives of the learner's learning activity. Feedback also contributes to positive learning motivation if it is carried out taking into account the student's need to check the correctness of his actions and taking into account the objective success of his work. The author believes that efforts should be directed to further study of the conditions under which feedback contributes to the development of positive motives for learning activities and the consolidation of acquired knowledge.

E.N. Danilin, believing that control in learning should be mainly a means of managing the process of mastering knowledge and skills, notes that at the same time it must be strictly dosed, correct, do not belittle the personality of the controlled. “If the evaluating function of control is well known and widely practiced, then its stimulating function is used to a lesser extent and not always effectively.And, meanwhile, it is the latter, through encouragement, that is of great importance for consolidating and forming the correct motives for the attitude to the teaching and behavior of the student.

V.A. Onischuk, on the contrary, believes that knowledge, skills and abilities are tested at different stages of the educational process, and at each stage the test performs different functions. At the beginning of the study of new material, knowledge of basic concepts and concepts is checked to clarify and deepen them in order to prepare students for mastering new material. The main function of such a check is the actualization of knowledge and methods of performing an action.

In the course of the learning process itself, knowledge is checked in order to determine its level, the effectiveness of the learning process, to detect gaps in perception and awareness, comprehension and memorization, generalization and systematization of knowledge and actions, their application in practice, and also to correct students' activities and methods accordingly. guiding this activity. At the same time, the teacher receives feedback on the course of the process of mastering knowledge and its results and intervenes in the process accordingly: gives individual tasks to students, additionally explains, gives auxiliary examples, in case of identifying erroneous judgments, reports facts that contradict the incorrect judgment, helps to develop The right way reasoning.

After studying the relevant material, the teacher checks the level of assimilation, controls diligence, diligence, attentiveness. The functions of verification in this case are to prevent the backlog and underachievement of individual students, to identify gaps in their knowledge in a timely manner and to decide on ways and means to fill these gaps.

And, finally, testing knowledge, skills and abilities at the end of studying a topic or at the end of studying a topic or at the end of studying a training course helps to identify the degree of mastery of the knowledge system and the complex of mastering skills and abilities, the readiness of students to successfully apply this knowledge and how to perform actions in life situations. This check is carried out in separate lessons, transfer or final exams.

A brief review of the opinions of didactic scientists allows us to conclude that the essencecontrol is thatBased on the information obtained during the control, it is possible to prevent the formation of erroneous skills, draw generalizing conclusions about the teaching method, determine the level of students' preparation, evaluate their work, change teaching methods, correct tasks for lagging students, and much more. Control, as a necessary component of the educational process, should be systematic and implemented in all its functions, not limited to the control itself. The implementation of control functions in practice makes it more efficient, and the educational process itself becomes more efficient. C the object of knowledge and skills controlincreases the responsibility for the work performed not only by students, but also by teachers, accustoms to accuracy, forms positive moral qualities, collectivism.

Types of student knowledge control

The basis for the selection of types of control is the specificity of didactic tasks at different stages of education.V.A. Slastenin distinguishes the following types of control: preliminary, current, thematic and final.

Preliminary controlis aimed at identifying the knowledge, skills and abilities of students in the subject or section that will be studied.It allows you to determine the current (initial) level of knowledge and skills in order to use it as a foundation, focus on the permissible complexity of the educational material.

current controlis carried out in everyday work in order to check the assimilation of the previous material and identify gaps in the knowledge of students.The leading task of current control is the regular management of the educational activities of students and its adjustment. It allows you to get continuous information about the progress and quality of assimilation of educational material and, on the basis of this, promptly make changes to the educational process.

Thematic controlcarried out periodically, as new topic, section, and aims to systematize students' knowledge. This type of control takes place in repetitive-generalizing classes and prepares for control activities: oral and written tests.

Final controlheld at the end of a quarter, half a year, the entire academic year, as well as at the end. It is aimed at testing specific learning outcomes, identifying the degree to which students master the system of knowledge, skills and abilities acquired in the process of studying a particular subject or a number of disciplines.

M.B. Chelyshkova, classifying the types of control, also highlights the current, thematic, final and adds a milestone, or phased. In her opinion, current control is characterized by a consciously set goal to monitor the progress of learning. Conducting current control is the easiest way for a teacher to obtain operational information about the compliance of students' knowledge with the planned standards of assimilation.

Thematic controlreveals the degree of assimilation of a section or topic of the program. Based on the thematic control data, the teacher makes a managerial decision. He concludes that additional development of this topic is necessary if the results of the control are unsatisfactory, or proceeds to the study next topic if the results of the control indicate a good preparation of students.

Functional purpose of boundary control- identification of the results of a certain stage of training. In this case, the level of training of trainees is assessed using credits for sections of the program, exams or tests.

The purpose of the final control - evaluation of students' work after completing the entire training course. One of the important areas for the implementation of the final control is the certification of graduates of educational institutions.

Forms of control

In the learning process, each teacher should strive to apply various forms of control in their classes, from independent work to games. After all, the use and application of such forms of control determines not only a better assimilation of information by students, but also contributes to the development creativity, models the environment, provides additional information, stimulates interest and activates the work of students.

Forms of control of knowledge and skills of students are numerous, because. each teacher has the right to come up with and conduct his own, which seem to him the best, control tasks. According to I.M. Cheredov, for a thorough implementation of the control of knowledge, methods of activity, special lessons are constructed, as well as tests, interviews, tests, and exams.

• Knowledge control lessonis devoted mainly to the implementation of the control functions of education, although it continues the process of systematizing students' knowledge. It is built with the expectation of the independent activity of each student, which makes it possible to identify the level of assimilation of knowledge, the formation of skills and abilities. Depending on the forms of educational work used in the lesson,

• lessons of complex control of knowledge;
• lesson of oral knowledge control;
• a lesson in written control of knowledge.

• Tests as a special form of organization of education, they are built on a combination of individualized, link, individualized-group and frontal forms of education. During the test, students perform control individual tasks. Mutual testing of knowledge in educational units is carried out. A frontal conversation is held with the whole class, which allows to sum up and fix the level of mastery of knowledge by the class as a whole.
• Interviews - this form of organization of learning involves the organization of individual control conversations between the teacher and students in order to more thoroughly reveal their knowledge.

• Test papersare carried out, as a rule, after the completion of the study of topics or key issues that are especially significant for the assimilation of other academic subjects that are most difficult for students to understand. The following types of controls are used:

• theoretical, allowing to check the assimilation by students of the basic theoretical concepts, patterns, the ability to identify characteristic features, features of processes and phenomena;
• practical, with the help of which they check the ability to apply the acquired knowledge to solve specific problems;
• complex, containing tasks of both theoretical and practical nature.

• Examinations are the final form of control aimed at a comprehensive check of the preparation of students, to determine the degree of mastery of knowledge, skills and abilities.

Depending on the specifics of organizational forms, control is distinguished: frontal, group, individual and combined (or compacted) and self-control of students.

With the frontal form of control organization, many students give short answers to the teacher's questions on a relatively small amount of material, usually from the spot. This form of control allows you to successfully combine verification with the tasks of repeating and consolidating the material covered, causing increased activity of students. With the skillful use of a frontal survey in a relatively short time, it is possible to test the knowledge of a significant part of the class.Frontal control can be carried out both orally and in writing. The advantage of frontal control is that it keeps the whole team in suspense, the students know that at any second they can be asked, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, a frontal survey is, of course, a more advanced form of verification. However, it also has disadvantages, which are especially evident in cases where it is required to test students' skills in monologue and dialogic oral speech.

The group form of organization of control is used in cases where it becomes necessary to check the results of educational work or the progress of its implementation by a part of the students in the class who received a certain collective task in the lesson or in the process of extracurricular activities.

Individual control is widely used to thoroughly familiarize the teacher with the knowledge, skills and abilities of individual students, who are usually called to the blackboard or to the table with instruments, to the map, although the answer is not excluded from the place, if this does not require notes or graphic images. , which should be followed by the entire audience, visual aids and various educational equipment. With a well-thought-out organization, individual control is perceived by students as a normal element of the educational process and does not cause negative emotions.

In the combined form of control (with the so-called compacted survey), a successful combination of individual control with frontal and group control is achieved. A feature of this form of control is the simultaneous call by the teacher to answer several students, of which one answers orally, 1-2 prepare for the answer by doing the necessary graphic work on the blackboard or writing down the conditions and progress of solving problems, and the rest perform individual written or practical tasks. The advantage of a condensed survey is that it allows you to thoroughly test several students with a relatively small investment of time. But it limits the learning function of checking, since students who independently complete tasks do not take part in frontal work with the group, and the results of their activities are checked by the teacher outside the classroom. The combined form of control provides an opportunity to use programming tools to test the knowledge, skills and abilities of students to a greater extent than with other forms of control.

Self-control of students ensures the functioning of internal feedback in the learning process, students receive information about the completeness and quality of learning program material, the strength of the formed skills and abilities, the difficulties and shortcomings that have arisen. Self-examination is of great psychological importance, it stimulates learning. With its help, the student is really convinced of how he has mastered the knowledge, checks the correctness of the exercises by reverse actions, evaluates the practical significance of the results of the tasks, exercises, experiments, etc.

Control methods

To best ensure timely and comprehensive feedback between teacher and student, various methods control.

Method (from the Greek word metodos - literally a path to something) means a way to achieve a goal, a certain way of ordered activity.

Control methods are the methods of activity of the teacher and students, during which the assimilation of educational material and the mastery of the required knowledge, skills and abilities by students are revealed. Modern didactics distinguishes the followingmethods of control: oral, written, practical (laboratory) control (G.I. Shchukina), some scientists also distinguish didactic tests, methods of machine control and self-control of students.

• Oral control method- the most common method of monitoring students' knowledge. In an oral survey, direct contact is established between the teacher and the student, during which the teacher receives ample opportunities to study the individual characteristics of the students' assimilation of educational material.Typical errors in the application of oral control methods are manifested in the following: the teacher does not always provide the proper completeness of control, checks only factual knowledge and rarely reveals knowledge of worldview ideas.
• Method of written control- along with oral, it is the most important method of controlling the knowledge, skills and abilities of the student. The homogeneity of the work performed by students makes it possible to impose the same requirements on everyone, and increases the objectivity of assessing learning outcomes. The application of this method makes it possible in the shortest possible time to simultaneously check the assimilation of the educational material by all the students of the group, to determine the direction for individual work with each. Written work in content and form, depending on the subject, can be very diverse: dictations (technological, etc.), essays, answers to questions, solving problems and examples, writing abstracts, making various drawings and diagrams, preparing various answers, abstracts. In order to reduce the time for performing certain types of written tests, the use of programmed tools is practiced: manuals with a printed basis, in which students are asked to fill in the gaps available there (with words, letters, signs, numbers), choose one of several answers given to the question asked, emphasizing or marking it, punched cards, etc. The use of such aids greatly facilitates the work of students and the verification of completed tasks by the teacher. Let us note the features of such forms of written verification as independent work, dictations, essays and essays.

Independent work can be carried out for the purpose of current and periodic control. During the current check, independent work, as a rule, is not large in volume, contains tasks mainly on the topic of the lesson. In this case, verification is closely related to the learning process in this lesson, subordinate to it. With periodic control, independent work is usually larger in volume and time of its implementation.

Dictations are widely used for current control. With their help, you can prepare students for the assimilation and application of new material, for the formation of skills and abilities, to generalize what has been learned, to check the independence of doing homework. For dictations, questions are selected that do not require long thinking, to which you can very briefly write down the answer.

Abstracts are useful for repetition and generalization of educational material. They not only allow you to systematize the knowledge of students, test the ability to reveal the topic, but play a special role in shaping the worldview. In the process of preparing an essay, the student mobilizes and updates the existing knowledge, independently acquires new ones necessary for the disclosure of the topic, compares them with his life experience, clearly clarifies his life position. When checking these works, the teacher pays attention to the correspondence of the work to the topic, the completeness of the disclosure of the topic, the sequence of presentation, and the independence of judgments.

Graphic works are a special form of written control. These include drawings, diagrams, diagrams, drawings, etc. Their purpose is to test the ability of students 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 works can be filling in the schemes "sound model of the word", "composition of the sentence", "syntactic analysis of the sentence", "animal - living organism", "wild and cultivated plants"; drawing up a diagram "properties of air"; graphic drawings "formation of a spring", "rivers", etc.

Typical mistakes in conducting written control can be considered: insufficient check during their general educational skills and abilities - skills in drawing up a plan, skills in highlighting the main thing, skills in self-control, skills in writing pace, etc .; poor identification of typical mistakes and shortcomings that need to be actively worked on in subsequent lessons; non-compliance with the unified spelling regime during all written work; weak use of individual tasks for students to work on gaps in knowledge and skills.

• Methods of laboratory control- relatively new type of control. Control laboratory work is carried out with half of the group members, while the other half performs written work.work. The number of control laboratory works includes checking the ability to use a caliper, micrometer, ammeter, voltmeter, thermometer, psychrometer and other measuring instruments that must be studied by now.
• Didactic testsare a relatively new method of testing learning outcomes. A didactic test (achievement test) is a set of standardized tasks for a specific material (or subject), which establishes the degree of mastering it by the student. The advantage of tests is their objectivity, i.e. independence of checking and evaluating knowledge from the teacher.

• Methods of machine control. The practice of teaching gradually includes methods of machine control over the quality of mastering knowledge, especially in subjects of the natural and mathematical cycle. Programs for control are compiled, as a rule, according to the method of control programmed exercises. Answers are typed either in numbers or in the form of formulas. Machine Compliant a high degree objectivity of control, but cannot take into account the psychological characteristics of the student.
• Methods of self-control. An essential feature of the current stage of improving control at school is the comprehensive development of students' skills of self-control over the degree of assimilation of educational material, the ability to independently find mistakes, inaccuracies, and outline ways to eliminate detected gaps.

Means of control

Currently, such tools are being created and distributed that do not require much time to prepare, conduct and process the results. Among them, machine and non-machine means of verification are distinguished:

• Machineless verification tools. Among the machineless means of verification, the most common in the practice of school work are oral questioning of students at the blackboard, checking notebooks with homework by the teacher, mathematical dictation, independent and control work:

Checking homework– the role of homework is practically depreciated if they are not checked. Teachers practice different forms of accounting. This is an oral survey at the blackboard or from a place for homework, and a short written work, but, first of all, this is a direct check of the assignment in notebooks - frontal when bypassing the group at the beginning of the lesson and more thorough, selective after school hours.

Self-examination according to the model is applied in the first lesson after the explanation of the new material. A sample homework solution is written on the board in advance. Students consider the sample solution and comment on it orally, everyone's notebooks are closed. Then the guys open their notebooks and check their work according to the model, highlighting the mistakes.

Peer review with a sample is used in the next lesson. In this case, students check their neighbor's homework, also according to the model. As in the first case, the teacher finally checks the notebooks.

• Machine checks. To control the knowledge of students use a personal computer.Options created using computer programs are checked much faster, since the computer can provide answers to each task. Computer model tasks are convenient for practicing the necessary skills with lagging students (the teacher does not have to spend time selecting tasks of the same type to develop certain skills).

Summarizing all that has been said, we can conclude that each type of control has its place in the verification process and performs certain learning tasks. Forms, techniques, methods and means of control should be flexible and variable. It is impossible to apply standard forms of control, devoting constant time to them in all lessons. Only a specific analysis should lead to the choice of the optimal form of control in the lesson. Control objectives determine the choice of methods. Each control method has its advantages and disadvantages, none of them can be recognized as the only one capable of diagnosing all aspects of the learning process.

Only the correct and pedagogically expedient combination of all types, forms and methods of control contributes to improving the quality of the educational process.

Requirements for the organization of knowledge control

To organize an objective control of students' knowledge, it is necessary to strictly comply with certain requirements. Requirements should be as follows:

• uniqueness, i.e. the goal of education should be clearly understood by all;
• diagnostics, i.e. it should be possible to check whether the goal has been achieved;
• content, i.e. the goal should reflect what the student received in the learning process.

V.A. Slastenin established the following pedagogical requirements for the organization of control over the educational activities of students:

• individual control,requiring control over the work of each student, over his personal educational work, which does not allow the substitution of the results of the teaching of each student by the results of the work of the team (group or class), and vice versa;
• systematic,the regularity of control at all stages of the learning process, its combination with other aspects of the educational activities of students;
• variety of formsthat ensures the fulfillment of the teaching, developing and educating functions of control, increasing the interest of students in its implementation and results;
• comprehensiveness, consisting in the fact that control should cover all sections of the curriculum, ensure the testing of theoretical knowledge, intellectual and practical skills and abilities of students;
• objectivity of control,excluding deliberate, subjective and erroneous value judgments and conclusions of the teacher, based on insufficient study of schoolchildren or a biased attitude towards some of them;
• differentiated approach, taking into account the specific features of each subject, its individual sections, as well as the individual qualities of students, requiring, in accordance with this, the application various techniques and pedagogical tact;
• unity of teachers' demands,supervising the work of students in this class.

The main thing in the organization of control is to ensure its organic entry into all areas of the learning process, i.e. giving control character. Only in this case will the communicative-educational possibilities inherent in control be realized.

This implies the following requirements, which should be strictly followed during the control:

• control should be regular;
• control should cover the maximum number of students per unit of time, so in each individual case it should not take much time;
• the volume of controlled material should be small, but representative enough so that by the degree of its assimilation / non-assimilation, possession / non-possession by students, it can be judged whether they have acquired the necessary skills and abilities;
• Since teaching and control are organically linked, when conducting control, one should start from the specific tasks of the lesson.

Particular attention is paid to such requirements for knowledge control as:

• the requirement for an objective assessment of knowledge by trainees of subject content;
• the requirement of a pedagogically expedient organization and direction of mental actions of trainees.

Monitoring the knowledge and skills of students is one of the essential points in the organization of the lesson. The content of the work essentially depends on how it is organized, what it is aimed at. The work of the student is largely determined by what requirements the teacher imposes on him during the control. Therefore, the achievement by all students of the mandatory results defined by the standard is impossible without their reflection in the control system. It is important to provide for the verification of each student's achievement of the required level of training, as well as the timely identification of possible gaps. Therefore, among the requirements for control, two are especially important for us: the universality of control and its purposefulness.

Focusing on the fundamental didactic possibilities of knowledge control, we will consider the requirements that systems of standardized control procedures must meet in order to be able to solve the following tasks with their help:

a) objectively assess the knowledge of the subject content by the trainees;

b) it is pedagogically expedient to organize and direct the mental actions of trainees.

Speaking about the first task, we note that in order to objectify the assessment of knowledge by students of the subject content, it is necessary to be able to: unambiguously determine what and how the student should learn within each controlled topic; use methods of measuring what has been learned, providing in the future the possibility of an objective assessment of what has been measured.

The first circumstance speaks of the need to clearly formulate the particular didactic goal of teaching on each topic, which requires: analysis of the content of educational information in order to identify the logic of science, of which the subject is a representative, and on this basis to determine those elements of educational content and the links between them that reveal the essence of objects, phenomena and processes characteristic of science (they must be learned). Another requirement is the definition required quality assimilation of the elements of educational content identified during the analysis and the links between them.

The second of these circumstances can be taken into account if success tests are developed as didactic materials for standardized control - tasks for the student to perform an activity of a certain level in combination with a standard for its implementation. This will be discussed in the second chapter. At the same time, in order to objectively measure the quality of students' knowledge on the basis of testing, tasks must meet a number of requirements, and their standards must include all the operations necessary to complete the task, located in the desired sequence, and the correct answer.

The recommendations considered and the results of completed studies give grounds for stating that today there really are all conditions for the implementation of its evaluation function at a sufficiently high level by means of standardized knowledge control.

To solve the problem of control - the pedagogically expedient organization and direction of the mental actions of students in the process of implementing the control procedure (implementing the teaching and educating function) - it is necessary, according to well-known didacticians and psychologists, to compose didactic material for operational (corrective) standardized control in such a way that its content and structure helped to determine in a certain way the thinking and cognitive activity of the trainees.

Focusing on the results of research by M. R. Kudaev, it can be noted that the thinking of students in the control process will be determined if: tasks for students will require the performance of such control operations that will be associated with the need for the student to perform predetermined mental actions (one of the ways to solve the problem predictive thinking modeling); the nature of the tasks, the methods of setting them, as well as the organization of work with tasks will be such that the student will be objectively forced to complete the entire planned volume of mental actions (one of the ways to solve the problem of mobilizing thinking).

Analysis of the content and results of research by P. A. Shevarev and O. K. Tikhomirov, aimed at identifying the main components of the psychological structure of actions, showing their appropriate sequences, substantiating the significance in the thought processes of the “operational meaning of acquired knowledge” provides a basis for the formation of some initial provisions, which the systems of control tasks must satisfy, creating the prerequisites for the implementation of a predictive model of the mental actions of the controlled. In the system of control tasks, each control operation must be the product of one of the possible mental actions that arise when resolving the control situation. Of all the possible mental actions in the development of control operations, only those that at this stage of training have the greatest pedagogical significance should be envisaged. When compiling a system of control tasks, it should be borne in mind that the performance of control operations can only be the result of correct inferences, and student errors can only be due to erroneous conclusions.

Chapter 2

The development of an assessment system of education The concept of assessment, marks, assessment Functions and types of assessment Comparison of the traditional assessment system with modern approaches to assessing student learning achievements

Development of an assessment system of education

The first three-point grading system originated in medieval schools in Germany. Each score denoted the category, the place of the student (in terms of academic performance) among other students in the class (1st - the best, 2nd - average, 3rd - the worst). Later, the middle category, to which the largest number of students belonged, was divided into classes; a five-point scale was obtained, which was borrowed in Russia. The digital knowledge assessment system was introduced by the Ministry of Education Russian Empire in 1837. Points began to attach a different meaning: with their help, they tried to assess the knowledge of students. It was found that 1 point indicates poor success, 2 points assess mediocre knowledge, 3 - sufficient, 4 - good, 5 - excellent. This view of the scores was established under the influence of the twelve-point grading system of I.B. Basedova. Since the introduction of points in school practice, the question arose about their legitimacy, advantages and disadvantages. Penetrating into the practice of schools different countries and taking different forms, grades have acquired social significance, becoming a tool for increasing pressure on students. Through marks, the life of the student was regulated both in school and outside it. The shortcomings of the evaluation system of education, which included marks as stimulants of learning, were already revealed by the middle of the 19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers, who believed that the moral qualities of a person, his labor efforts, cannot be assessed by a score (number). The teacher is obliged not only to determine the level of knowledge and skills of students, but also to explain to each student and his parents all the circumstances that contribute to or hinder the success of learning, to identify the causes of failure.

After 1917 in Russia, the idea of ​​learning without marks was further developed. It corresponded to the concept of the Soviet labor school, in which educational activity was conceived on the basis of the interest of students, focused on the free, creative nature of the lesson, which formed independence and initiative. The old methods of disciplining students with grades were deemed unsuitable. In 1918, marks in points, all types of examinations and individual testing of students in the classroom were canceled. Frontal oral verification and written work of a test character were allowed only as a last resort. Recommended periodic conversations with students on the topic covered, oral and written reports, student reports on books read, keeping working diaries and books, which recorded all types of students' work. To account for the collective work of schoolchildren, cards, circular notebooks, and group diaries were used. The generalization of the acquired knowledge was carried out through a final conversation with students, reporting conferences. Transfer from class to class and the issuance of certificates were made on the basis of feedback from the pedagogical council. However, the teacher did not have time to systematically record the characteristics of students' knowledge, so his written conclusions were often too general, stereotyped. The absence of a certain system of assessments had a negative impact on the entire educational process.

One of the first domestic teachers who tried to solve the problem of assessment in connection with the reform of education in general and developed a system of control and assessment on a truly humane basis was S.T. Shatsky. Speaking against grades and exams, he believed that it was necessary to evaluate not the personality of the child, but his work, taking into account the conditions in which it was carried out, and proposed to systematically monitor and evaluate the results of children's educational work in the form of schoolchildren's reporting speeches to parents, exhibitions of works students, etc. However, during the years of the formation of the Soviet school and the change in the content of education, it turned out to be impossible to introduce a new system of assessments, since it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-accounting and self-control, revealing the result of the collective work of students, and not an individual student. One of the most common forms of self-examination was test tasks. In 1932, the principle of systematic accounting of the knowledge of each student was restored, in 1935 - a differentiated five-point grading system through verbal marks ("excellent", "good", "satisfactory", "bad", "very bad"), in 1944 - a digital five-point system ratings.

From the late 50's - early 60's. in connection with the transition to universal secondary education and the new content of education for all levels of education, the improvement of the assessment component of education has become one of the most urgent problems. The score hides the object of assessment and without a qualitative analysis it is impossible to objectively judge the progress of the student. With an equal average score, students' knowledge may be different, because in one case, a mark can be obtained for retelling the textbook, and in another - for applying knowledge according to the model, in the third - for a non-standard, creative solution to a problem or problem. Therefore, the mark cannot be displayed as an arithmetic mean, especially in those subjects where there is a strong connection between new and old knowledge (for example, in Russian and foreign languages, mathematics). When summing up the final mark, it is necessary to be guided by the actual level of knowledge achieved, take into account the student's attitude to learning activities. In the domestic school, the practice of developing "Approximate assessment standards" has developed, which indicates what requirements a student's oral or written answer must meet in order to be certified with the appropriate score, as well as typical shortcomings of the answer, for which the score is reduced. A differentiated mark can be set for a number of subjects - knowledge of theoretical material, problem solving, assimilation of new material, etc. are separately assessed. Various marks can be used to evaluate different aspects of an oral answer or written work; for example, in an essay on literature - the depth and completeness of the coverage of the topic, style and spelling. To obtain a comprehensive mark, it is necessary to select all the elements of the answer and establish their relative weight by expert means. Then the weight of each component is multiplied by the teacher's mark for it, the results are added up and the resulting amount is divided by the number of components. A complex mark can also be used to derive the final - quarterly or annual. When setting each mark, the teacher must comment on it, give a meaningful assessment of the student's work.

Nowadays, the vast majority of teachers are sure that we must finally part with the usual "five points". It is believed that this system does not correspond to the modern type of student, the spirit of the democratization of the school. From the very concept of "score" teachers have not yet abandoned, but only fill it with a different meaning, devoid of negative expression. In pedagogical circles, several options for assessing knowledge are widely discussed: a 3-point system, a 7-point system, a 10-point system, and even a 100-point system. The latter, more flexible and accurate, became possible with the introduction of a unified state exam for school graduates.

The concept of evaluation, marks

Assessment of students' knowledge and skills is an important part of the educational process, the correct formulation of which largely determines the success of education. In the methodological literature, it is generally accepted that assessment is the so-called “feedback” between the teacher and the student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following goals for assessing the knowledge and skills of students are distinguished:

Diagnosis and correction of knowledge and skills of students;

Accounting for the effectiveness of a separate stage of the learning process;

Determination of the final learning outcomes at different levels.

Grade - this is the process of evaluation, expressed in a detailed value judgment, expressed in verbal form. Evaluation is the process of relating real results to planned goals.

L.I. Bozhovich, N.G. Morozova, L.S. Slavina understand the school assessment of knowledge as the objective criterion that determines the public judgment about the student. K.A. Albukhanova-Slavskaya writes that the social aspect of assessment is determined by the fact that assessment "meets the need for communication, knowledge of one's "I" through the eyes of others."

According to N.V. Selezneva, "pedagogical assessment expresses ... the interests of society, performs the functions of meaningful supervision of students", because “It is society that controls, not the teacher.” The author points out that the presence of an assessment in the educational process is dictated by "the needs of society in certain type personalities."

R.F. Krivoshapova and O.F. Silyutina understands assessment as a detailed, deeply motivated attitude of the teacher and the class team to the results of the achievements of each student. ON THE. Baturin believes that evaluation is a mental process of reflecting object-object, subject-subject and subject-object relations of superiority and preference, which is realized in the course of comparing the subject of evaluation and the evaluation basis. With all the variety of interpretations of the essence and role of assessment, in the psychological and pedagogical literature there is an understanding of the subject of assessment, firstly, as the student's individual personal qualities and, secondly, as the results of his educational activities.

So, assessment is the definition and expression in conventional signs-points, as well as in the teacher's evaluative judgments of the degree of students' assimilation of knowledge, skills and abilities established by the program, the level of diligence and the state of discipline.

Evaluation can be varied, variable depending on the type of educational institutions, their specifics and focus. The main task of assessment is to establish the depth and scope of individual knowledge. The score must precede the mark.

Evaluation is the most obvious indicator of the level school education, the main indicator for diagnosing learning problems and a means of providing feedback.

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 diversity of its functions require the search for indicators that would reflect all aspects of schoolchildren's educational activities 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.

mark - this is a digital expression of students' knowledge, fixing the level of their learning, expressed in points. The grade is derived from the grade.

A mark (score) is the result of the evaluation process, activity or action of evaluation, their conditionally formal reflection. Identification of evaluation and grade from a psychological point of view will be tantamount to identifying the process of solving a 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.

Unlike other assessment methods, students' marks are recorded in school documentation - class journals, exam protocols, statements, as well as in students' personal documentation - diaries, certificates, certificates, specially issued certificates.

Historical analysis has shown that often a mark in Russian education was understood as an assessment and vice versa. The scale of marks is both rigid and formal. Its main task is to establish the level (degree) of assimilation by the student of the uniform state program of the educational standard. It is easy to use, understandable to all subjects of the educational process.

Evaluation can be as diverse as possible, variable. The main task of the assessment (and this is its main difference from the mark) is to determine the nature of the personal efforts of students, to establish the depth and volume individual lessons, to help correct the motivational-need sphere of a student who compares himself with a certain standard of a student, the achievements of other students, himself some time ago. The mark does not solve this problem.

Evaluation is always directed "inside" the student's personality, and the mark is turned outward, into society. The assessment is emotional, the mark is emphatically formalized.

The assessment must meet the following requirements:

• objectivity - the assessment should not depend on who exposes it;
• accuracy - the assessment should correspond to the true quality of the student's knowledge;
• accessibility - the assessment should be understandable to the student.

Functions and types of evaluation

In the educational process, we can talk about the difference in partial (partial, evaluating a part) assessments (B. G. Ananiev) and assessment of success, which most fully and objectively reflects the level of mastering the subject in general.

Partial assessments appear in the form of separate evaluative appeals and evaluative influences of the teacher on students during the survey, although they do not represent a qualification of the student's success in general. Partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal - in the form of a score - the nature of the mark, the assessment can be given in the form of detailed verbal judgments, explaining to the student the meaning of the then "folded" assessment - the mark.

Meaningful assessment is the process of correlating the progress or result of an activity with an intended benchmark to: a) establish the level and quality of the student's progress in learning and b) identify and accept tasks for further progress. Such an assessment simultaneously becomes stimulating for the student, because. strengthens, strengthens, concretizes the motives of his educational and cognitive activity, fills him with faith in his own strength and hope for success. Meaningful assessment is external when it is carried out by a teacher or another student, and internal when it is given by the student himself. Evaluation and control operations are carried out on the basis of the standard. The standard is an example of the process of educational and cognitive activity, its steps and results. Set and formed first from the outside, the standards are further defined in the form of knowledge, experience, skills, thus becoming the basis of internal assessment. The standard must have clarity, reality, accuracy and completeness.

Due to the fact that the impact of assessment on the development of the student is multifaceted, it can have many functions.

1. Tutorial:

• makes it possible to determine how successfully the educational material is mastered, a practical skill is formed;

• contributes to the addition, expansion of the fund of knowledge.

1. Educational:

• provides mutual understanding and contact between the teacher, student, parents and class teacher;

• contributes to the formationskills of a systematic and conscientious attitude to educational duties.

3. Orienting:

• influences mental work in order to realize the process of this work and understand one's own knowledge(Ananiev B.G.);
• forms the skill of assessment itself, reflection by the student of everything that happens to him in the lesson.

4. Stimulant:

• renders impact on the affective-volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships; assessment affects the personality as a whole;
• under its direct influence, the pace of mental work is accelerated or slowed down(Ananiev B.G.).

5. Diagnostic:

• fixes both the general level of preparedness and the dynamics of the student's success in various areas of cognitive activity;
• involves continuoustracking the quality of students' knowledge, measuring the level of knowledge on various stages learning;
• allows you to identify the reasons for the deviation from the set goals and objectives.

Comparison of the traditional assessment system with modern approaches to the assessment of student learning

In the last 10-15 years in Western pedagogy, there has been a process of radical rethinking of the traditional system of assessing student learning achievements. Among the new approaches to this problem, the following types of assessments can be distinguished:

Based on the learning outcomes;

Based on learning standards;

Built on the concept of competence;

Based on the level of performance.

The main difference between the above approaches lies in the orientation of the assessment system either on the product of educational activity or on the assessment process, although all of them are organic links of the same educational chain "standard - competence - performance skills - result". The artificial separation of these approaches and their disparate consideration sin with the same "vices" as the traditional system: the discreteness of the evaluation process, the fragmentation and partiality of the evaluated qualities, the rigidity and quantitative orientation of the evaluation, understanding it as a subject-object interaction, the artificiality of the conditions in which it carried out, etc.

The ultimate goal of the assessment will be to strengthen and, in the future, to achieve the full responsibility of the learner for the process and the result of continuous self-education. This will require a radical change in the overall vector of the traditional philosophy of evaluation by next system projections:

Discreteness - continuity;

Fragmentation - consistency;

Singularity - multiplicity;

Quantity - quality;

Rigidity - flexibility;

Artificiality - naturalness;

Assessment - self-assessment.

We will reveal the content of each of the projections separately.

Discreteness - continuity.In the traditional assessment system, learning is viewed as a discrete process: it is completed and fixed at the final assessment stage. The main idea of ​​the new approach is that learning is recognized as a continuous process and it is proposed to move from the traditional understanding of evaluation as a measurement of the final result to the evaluation of the process of movement towards the result. Then the student's right to make a mistake becomes apparent, which, when corrected, is considered progress in learning (sometimes more significant than just infallible knowledge).

Fragmentation - systemic.Traditional assessment, as a rule, is aimed at determining the level of mastery of subject knowledge and skills: it is, as it were, tied to a particular topic within a separate subject. Most of this knowledge is fragmentary and highly specialized. Accordingly, the traditional assessment tools mainly reflect "artificial" methods for solving text problems from textbooks (for example, methods for identically transforming algebraic expressions in a mathematics course). A new approach to assessment involves measuring the formation of systemic interdisciplinary knowledge and generalized skills. Evaluation becomes multidimensional and interdisciplinary, aimed at measuring not "book", but life knowledge. Its toolkit is developed based on the requirements of the practical and applied orientation of knowledge and skills, the need for their application in real life situations.

Singularity - plurality.The tools of the traditional assessment system are mostly limited: this is either an independent or control work (in the USA and some other countries, as a rule, they are limited to testing), which are compiled according to the same scheme - with a rationale for the decision or with a choice of an answer from the given set of them. . In addition, practice shows that the traditional assessment is aimed at measuring any particular type of intelligence: for example, logical-mathematical - when teaching mathematics, linguistic - when teaching a language, etc. The assessment is predominantly individual and does not take into account group educational achievements. The new approach assumes a plurality of assessment procedures and methods: the variability of tools and means, the variety of methods for compiling assessment tasks, measuring various forms of intelligence, including, along with individual, group and team results of educational activities, etc.

Quantity - quality.Traditional quantitative assessment does not always reflect the real creative abilities of students. Moreover, in some cases, it gives a distorted picture of the degree of diligence and discipline rather than the level of creative qualities (for example, ingenuity and resourcefulness). Often overlooked are such important characteristics as the student's communication skills, ability to work in a team, attitude to the subject, the level of effort made to master the subject, individual style mental activity and much more. At the same time, qualitative evaluation information obtained in the process of observations, conversations, interviews with a student, analysis of his educational and cognitive activity, as a rule, is given insignificant importance, and it does not special influence for the final grade. The qualitative component will significantly enrich the assessment, reflect "invisible" moments in the student's educational and cognitive activity, and provide a comprehensive vision of his abilities. Is it possible to measure the sparkle in the eyes of a child, his emotional attitude to the solution of a problem that interests him, the sincerity of his desires and aspirations to learn better and know more with quantitative indicators?
The integration of the quantitative and qualitative components of the subject assessment will help shift the focus from the student's momentary knowledge as an object of the learning process to his future potential as a subject of the process of continuous self-education.

Rigidity - flexibility.The traditional system is rigidly determined by directive norms (standards, evaluation tools, time factor, etc.). Of course, there are many positive aspects in this: in particular, they help to unify the assessment and make it more objective. At the same time, the rigidity of the assessment gives rise to a number of negative phenomena. So, students develop a "dependent" mentality: what is assessed - that should be taught; the one who does everything quickly wins (sometimes at the expense of quality). It is not taken into account that the creative factor always conflicts with the establishment of predetermined limits of activity. In the new approach, first of all, it is supposed to assess everything that the student knows and can do, and going beyond the established program and standards is widely encouraged. The time factor ceases to be one of the main criteria, especially when performing creative works and projects. It gives way to the factor of educational efficiency. Therefore, the transition to a flexible assessment system will require a rethinking of many traditional organizational aspects in education (scheduling, the structure of the formation of study groups, the system for assessing intermediate and final works, etc.).

Artificiality - naturalness. The procedure of most traditional forms of assessment is artificial and, moreover, is of a pronounced stressful nature for trainees. As a rule, it is strictly regulated by the place, time and is carried out under the increased control of the teacher or the commission. Experience shows that under such conditions, most students (due to excessive excitement, constraint by time and circumstances, etc.) cannot even demonstrate the knowledge and skills that they actually possess. True assessment should be carried out in natural conditions for the student, relieving stress and tension. Therefore, with the new approach, non-traditional forms of assessment-conversation, assessment-interview, assessment-dialogue, etc. occupy a large place. It is very important to include in the quantitative and qualitative characteristics of the student's educational and cognitive activity the results of observations of his educational work under normal conditions (joint work on an assignment or project in a group, discussion of a particular issue with classmates, comments and questions that he asks during the frontal discussions, etc.). From the same point of view, informal notes or student diary entries on a given subject can be quite informative and useful.

Evaluation - self-assessment. In traditional assessment, all the threads of control are completely in the hands of the teacher: he points out the shortcomings and gaps in the knowledge of the student. When performing independent and control work, in most cases, the interaction between the teacher and the student is completely excluded. The new approach encourages mutual assessment of students, recognizes their right to self-assessment, strengthens the element of their self-control and increased responsibility for the process and learning outcomes. The functions of the teacher as a judge and controller are transformed into the actions of a consultant and assistant, his interaction with students is not interrupted during the assessment process, but becomes a natural continuation of cooperation in mastering new knowledge. The student independently and consciously identifies his gaps and works to eliminate them, turning to the teacher for advice and the necessary help.

Comparative analysis of the traditional and new vision of the assessment system

Traditional grading system

A new vision for the assessment system

1. Evaluation as a process of subject-object interaction 2. The final result is evaluated 3. Evaluation is carried out discretely 4. The result of the assessment - a quantitative mark 5. The assessment is focused on a single subject and topic 6. Fragmented knowledge and highly specialized skills are assessed 7. The teacher acts as a judge and controller 8. The interaction of the teacher and the student is excluded during the assessment process (control or final work) 9. Evaluation is predominantly done by the teacher 10. The main emphasis is on the objectivity of the assessment 11. Evaluation is rigidly structured by external factors 12. Attention is focused on what the student does not know and cannot 13. Evaluation is often comparative within a class (group) 14. One type of intelligence is assessed within a given subject 15. Assessment is limited to a separate means (test, test, etc.) 16. When assessing, tasks with one predetermined correct answer predominate 17. Fixed learning achievements are assessed 18. Predominantly individual assessment 19. Essence of assessment - demonstration of error 20. Assessment is carried out in artificial, stressful conditions for students 21. The threads of control and evaluation are in the hands of the teacher 22. The teacher points out mistakes and gaps in the knowledge and skills of the student 23. Priority of time factor in evaluation 24. Rigidity as a consequence of the quantitative assessment 25. Qualitative evaluation information (observations, conversation, interviews...) is not essential in the evaluation 26. Assessment is disconnected from the context of learning 27. A "dependent" mentality is formed in the student: what is assessed, then it must be taught 28. Quantitative external evaluation - a measure of knowledge 29. The value of clean workers as the final version of the work 30. Emphasis on achievement as an end measure of learning effectiveness 31. Evaluation as a function of one variable

1. Evaluation as a process of subject-subject cooperation 2. The process of moving towards the result is evaluated 3. Evaluation is carried out continuously 4. The result of assessment is a quantitative and qualitative multidimensional characteristic of educational achievements 5. Assessment - systemic and interdisciplinary 6. The breadth and depth of applied (life) knowledge and skills are assessed 7. The teacher acts as an advocate and consultant 8. The interaction between the teacher and the student is not interrupted, moreover, it is encouraged in the assessment process. 9. Self-assessment and mutual assessment of students are strongly encouraged 10. The main focus is shifting to a flexible combination of assessment and self-assessment 11. Evaluation is flexibly structured and is an open system 12. Focuses on what the student knows and can do 13. The individual unique characteristics of the student are assessed, regardless of the achievements of other students. 14. Various types of intelligence are evaluated, its multiplicity 15. Assessment involves the use of a variety of tools (learning portfolios) 16. When assessing, the use of "open" tasks with possible answers is encouraged. 17. The efforts made to achieve the learning outcome are taken into account 18. Along with the individual, group, team assessment is encouraged. 19. The Essence of Evaluation is Mistake Prevention and Learning from Mistakes 20. Assessment is conducted in a natural environment for students to help relieve stress and tension 21. Part of the threads of control passes to the student, transforming into self-control and self-esteem 22. The student independently and consciously identifies his gaps and, together with the teacher, works to eliminate them. 23. Flexibility of time frames in the process of continuous learning 24. The quality of the assessment requires the flexibility of organizational structures (forms of training, schedules, layout of study groups, schedule of intermediate and final works ...) 25. The importance of qualitative information (emotional factor, initiative, attitude to the subject ...) in assessing 26. Sustainable mutual influence: continuous learning - continuous assessment 27. Encouraged to go beyond the curriculum and standards 28. Objective self-assessment - an indicator of knowledge 29. The value of not only clean drafts, but also drafts as a working version 30. Emphasis on student development as a continuous process of self-education 31. Estimation as a resultant of functions of several variables

CONCLUSION.

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 has a purely pedagogical purpose within the framework of the activities of an educational institution, belongs to the 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.

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, there has been a more cautious approach to the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will discuss later.

In order to be used for any purpose, assessment results must have three qualities: they must be "valid" (clearly consistent with the teaching programs), rigidly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner) , "available" (i.e. time, scientific forces and means for their development and implementation should be available to this state). Antropova M.V. Pedagogy: Textbook. - M.: Enlightenment, 2008. - 16 p.

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TRADITIONAL AND INNOVATIVE TOOLS FOR ASSESSING LEARNING OUTCOMES

Plan

Introduction to the discipline "Modern means of assessing learning outcomes".

The concept of the quality of education.

Evaluation as an element of quality management.

Traditional and new means of assessing learning outcomes.

Introduction in the discipline "Modern means of assessing learning outcomes"

The problem of measuring and evaluating learning outcomes is one of the most important in pedagogical theory and practice. The solution of this problem is necessary to assess the effectiveness of pedagogical innovations and technologies.

The complexity of pedagogical phenomena, as well as the presence of a large number of factors, including random ones, that affect the pedagogical process and its results, lead to the fact that the pedagogical process cannot be considered as completely deterministic. With the most perfect organization of the pedagogical process, we cannot unequivocally predict what the learning outcomes will be for each individual student.

In this regard, the modern education system puts forward a requirement: every teacher should strive to increase the objectivity of assessment, use along with traditional means of control and innovative achievements of pedagogical science.

Purpose of the discipline "Modern means of assessing learning outcomes" - to introduce students to modern means of assessing learning outcomes, methodological and theoretical foundations of test control, the procedure for organizing and conducting a unified state exam (USE).

Tasks of the discipline :

consider the methods of designing and using homogeneous pedagogical tests; methods of scaling and interpretation of the obtained results; computer technologies used in testing;

determine the psychological and pedagogical aspects of using tests to control students' knowledge;

develop the ability to compose and evaluate the results of test tasks in their subject.

Having studied the discipline, you learn :

history and current state of the testing system in Russia and abroad;

traditional and modern approaches to the assessment of educational achievements;

features of test technologies, types and types of tests, forms of pre-test tasks;

various methods for evaluating test results;

regulatory documents governing the conduct of the exam,

the structure and content of control and measuring materials for the exam in their subject;

testing procedure;

learn :

give an expert assessment of pre-test tasks, use tests of various types in practice;

conduct testing and analyze the data obtained within the framework of the classical and modern theory of test creation;

master :

methods for developing classes to prepare students for the USE in their subject;

skills in processing test results.

The concept of "quality of education"

The word "quality" is derived from the words "how", "what", "having what properties". In practice, one of two interpretations of this concept is usually used - philosophical or industrial.

The concept of "quality of education" in its philosophical interpretation can be applied to various models of educational practice and does not carry any assessments (which is worse, which is better), it fixes different quality, different properties. In philosophy, this category is not of an evaluative nature, and therefore it makes no sense to raise the question of measuring or otherwise evaluating quality, low, high, etc. in the philosophical interpretation of quality.

As a pedagogical problem, the quality of education is considered from the standpoint of qualitology - a triune science that includes the theory of quality, the theory of quality assessment (qualimetry) and the theory of quality management. The quality of education as a complex category and a multifaceted problem can be revealed through the categories of property, structure, system, quantity, efficiency, evaluation, management, etc. In this case, V. Panasyuk proposes to disclose the category "quality" through the following definitions:

a) quality is a set of properties (aspect of property);

b) quality is structural: it is a system of properties or qualities of parts of an object or process (an aspect of structurality);

c) quality is dynamic (the aspect of dynamism);

d) quality is an essential certainty of an object or process, an internal moment, expressed in a natural connection of constituent parts, elements (aspect of certainty);

e) quality is the basis for the existence of an object or process. In this aspect, it is revealed through the categories of property, structure, system, boundaries, integrity, variability, quantity (the aspect of external and internal conditioning);

f) the quality of objects and processes created by man has value (axiological aspect).

Taking into account the above definitions, the quality of education can be represented as a set of properties that determines the adaptability of education to the implementation of social goals for the formation and development of a personality in terms of its training, upbringing, and the severity of social, mental and physical properties.

The concept of education quality appears already at the stage of formation of religious educational systems. It was during this era that the formation of ideas about education as a special kind of spiritual practice, the merits of which are determined by the measure of the presence of the spiritual principle in the educational environment. Accordingly, the quality of religious education was determined by the degree of conformity of individual spiritual practice to the ideas of the religious ideal fixed in certain metaphysical texts. The means of identifying this correspondence were tests which made gaining recognition in a new capacity not only prestigious, but also dangerous.

Gradually, the development of society and the state was accompanied by a gradual desacralization and, in a certain sense, "democratization" of religious knowledge. These processes accelerated many times after a series of schisms in the Church that took place inXIV – XVIIcenturies, one of the results of which was the establishment of the Reformation. It is in the context of this social and cultural process that the individual ability to read, understand and interpret the Bible became a universal and mandatory norm. At the same time, the ideas of universality and compulsory education that have become so familiar to us are being formed in the European public consciousness.

The phenomenon of "quality of education" in that period can be represented by the concept of "literacy". Regardless of the origin and intended occupation, the ability to read, write, perform simple mathematical operations become a prerequisite for any professional career. Thus, “literacy” is associated not so much with the “simplest” level of education, but with the achievement of public agreement regarding the “educational qualification” of each legally capable citizen.

It was during this period that a five-point system appeared, focused on assessing individual achievements in individual subjects.

In parallel with this line of development of education in the Middle Ages, a whole series of relatively independent educational practices took shape, ensuring the reproduction of the guild and class organization of society. In the modern sense, we can talk about "professional education", realizing that the very concept of "profession" belongs to a much later historical period (not earlier thanXIX century).

If we try to determine the most significant aspect of the quality of educational practice in the conditions of the guild division of labor, then the measure of the quality of education of this kind is"mastery" as a special kind of fusion of spiritual traditions, the secrets of successful and effective activity, individual abilities and the social need to preserve the corresponding production.

The category of mastery turns out to be backbone in relation to the methods of diagnosing the quality of education: the most appropriate form of professional testing is a specially organized competition, within which the ideal is not known but created in conditions of rivalry between representatives of the workshop.

All of the above approaches to determining the quality of education, to one degree or another, participated in the formation of modern ideas about the quality of education in the system of professional teacher education.

The concept of "quality of education" is dynamic in nature: it is changeable over time, differs in levels of education, types and types of educational institutions, is understood differently by subjects educational activities, consumers and customers.

In pedagogical theory, various aspects of the quality of education have been studied: the quality of knowledge, the quality of education, the results of educational activities; interpretations are given this concept from the point of view of didactics, pedagogy, psychology, methodology; new categories are introduced that define quality - functional literacy, education, competence.

Thus, we can talk about the multidimensional nature of this concept, both in relation to human education and in relation to the levels of quality management.

The concept of “quality of education” has been discussed for many years. The result of all these discussions was the conclusion that it is simply impossible to give an unambiguous definition of the concept of "quality of education". However, for practical purposes, it was decided to understand the quality of education as changes in the educational process and in the environment surrounding the student, which can be identified as an improvement in the knowledge, skills and values ​​acquired by the student upon completion of a certain stage.

Existing approaches to determining the quality of education G.V. Gutnick proposes to classify as follows:

empirical definition the quality of education (it is used, for example, by parents when choosing an educational institution for their child);

formal reporting definition percentage of “4” and “5” achievers in the overall level of academic achievement (this definition often appears in many representative data of an educational institution);

didactic (determining the level of training based on test technologies);

psychological and didactic (psychological tests are added to the subject tests);

pedagogical (determination of the quality of education includes an assessment of the level of upbringing);

procedural (assessment of the quality of education according to the parameters of the educational process);

comprehensive (the assessment of the quality of education includes the material base, personnel, programs, forms and methods of work, etc.);

multiparametric definition quality of education (used to assess university education and regional educational systems);

methodological definition (the quality of education is the ratio of the operationally set goal and result).

According to A.G. Bermusa, quality of education outcomesimplies the presence of several systems of ideas about performance. Quality can be defined in terms of

states(compliance of education results with normative documents);

societies(correspondence of the result of education to the needs of the labor market);

personalities(correspondence of the result of education with expectations).

Some misunderstanding of the meaning of quality is reinforced by the fact that it can be used both as an absolute and as a relative concept. Quality in the ordinary, everyday sense is used mainly as an absolute concept. People use it, for example, when describing expensive restaurants (quality of service) and luxury items (quality of products).

When used in a domestic context, items that are given a qualitative assessment in terms ofabsolute concept, represent the highest standard that is supposedly impossible to surpass. Quality products include perfect items, made without limiting the cost of them. Rarity and high cost are two distinguishing features of this definition. In this sense, quality is used to reflect status and superiority. Possession of "quality" items distinguishes their owners from those who cannot afford to own them.

When used in an educational context, the concept of "quality" acquires a significantly different meaning. The absolute concept of "high quality" has nothing to do with the quality management system in education. However, in the course of discussions on quality management, the question of its absolute significance often comes up, having an aura of luxury and high status. This idealized use of the concept can be useful for public relations, can help the educational institution to improve its image. It also demonstrates the importance of quality improvement as a commitment to the highest standards.

Quality is also used as a relative concept. In this case, the qualityis not attribute of a product or service. It is something that is attributed to him. Quality can be judged when a product or service meets the requirements of its respective standards or specifications.

Quality as a relative concept has two aspects: the first is compliance with standards or specifications, the second is compliance with consumer needs.

The first "fit" often means "fit for purpose or application". Sometimes it is called quality from the point of view of the manufacturer. Under the quality of a product or service, the manufacturer understands the product or service it produces or the service it provides that constantly meets the requirements of standards or specifications. Quality is demonstrated by the manufacturer in the form of a system known as a quality assurance system, which makes it possible to consistently produce products, services that meet a certain standard or specification. Products demonstrate quality for as long as the manufacturer requires from it.

Due to the fact that the views of the producer and the consumer do not always coincide, the question arises of who should decide whether the services of the university are of high quality. It often happens that excellent and useful products or services are not perceived by consumers as having quality. This problem is especially acute in the field 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.

Each university needs to plan the quality of education . 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 for the success of any institution in the education system.

Evaluation as an element of quality management

Knowledge control is one of the main elements of education quality assessment. Teachers daily monitor the learning activities of their students through oral surveys during classes and by evaluating various written works.

This informal assessment, which has a purely pedagogical purpose within the framework of the activities of an educational institution, belongs to the natural norms, given that the results of each student should be at least average. In other words, the grade given by the teacher almost always shows an acceptable level, which obviously limits its value.

The modern approach to assessing the results of higher education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, they began to approach the possibility of using assessment results for the purpose of pedagogical diagnostics more cautiously.

To be used for any purpose, evaluation results must have three qualities:

clearly comply with the teaching programs;

be objective and stable (i.e. not subject to change, independent of time or the nature of the examiner);

be cost-effective (i.e., the time, scientific forces and funds for their development and implementation should be available to this state).

The Law of the Russian Federation "On Education" proclaims as one of the main principles of state policy the adaptability of the education system to the levels and characteristics of the development of students. Pedagogical control is an essential component of the pedagogical system and part of the educational process. Until now, its result is unconditionally considered the assessment of student achievement. Evaluation determines the compliance of students' activities with the requirements of a particular pedagogical system and the entire education system.

In the practice of traditional education, significant negative aspects of the grading system are found. Analysis traditional methods checks showed that the system for assessing the quality of education is not based on objective methods of pedagogical measurements, therefore “quality” is interpreted today quite arbitrarily, each teacher develops his own system of test tasks. The purpose of measurement in pedagogy is to obtain numerical equivalents of knowledge levels. Measuring instruments are the means and methods of identifying, according to predetermined parameters, the qualitative and quantitative characteristics of students' achievement of the level of academic training. By studying scientific works on the quantitative study of learning and its effectiveness, we can reveal that different researchers approach learning from different points of view, the possibility of mathematical evaluation of the results obtained is clarified, and the application of quantitative criteria for determining its effectiveness is discussed.

The subjectivity of knowledge assessment is connected to a certain extent with the insufficient development of methods for controlling the knowledge system. Often, the assessment of a topic, a course or its parts occurs by checking individual, often secondary elements, the assimilation of which may not reflect the mastery of the entire system of formed knowledge, skills and abilities. The quality and sequence of questions is determined by each teacher intuitively, and often not in the best way. Questions remain unanswered about how many questions should be asked to test the entire topic and how to compare tasks for their diagnostic value.

Checking and evaluating knowledge in the established forms remain an unproductive link in the learning process, not only because the feedback channels are insufficient. It cannot solve all the tasks that are put before it, also because a very small amount of useful and necessary information passes through these channels in a two-way exchange between a student and a teacher.

With the current system of education, the teacher has great opportunities to immediately convey a large amount of information to a large student group. But at the same time, the possibility of obtaining the necessary amount of information about how students assimilate this information is very limited.

The teacher can obtain this information, for example, by conducting a test. But he cannot immediately process the received data and, moreover, quickly use them to guide the cognitive activity of students.

It is important to note that this information is also lacking for students. Teaching can be effective only when the educational work is systematically and deeply controlled, when the students themselves constantly see the result of their work. In the absence of such control in the process of assimilation of educational material, students do not know the true level of their knowledge, they poorly represent their shortcomings.

Without a systematic and sufficient implementation of the feedback principle, there can be no serious talk about the effective management of the learning process. Unfortunately, so far in the practice of higher education, this principle is implemented very weakly and in a very imperfect form.

We agree with the point of view of N.G. Markverdt that the main fundamental drawback of the training systems used, in the language of cybernetics, is that the learning process is a system with very weak or in some cases no feedback.

With some certainty, it can be argued that insufficient attention to the development of the problem of daily monitoring of the educational work of students is one of the reasons for the low effectiveness of the learning process at the university. Life urgently requires the search for more perfect ways and means of current verification and evaluation of students' progress. The task is to make current accounting one of the effective means of improving the quality of education.

Each of the applied methods and forms of checking the level of students' knowledge has its advantages and disadvantages, its limitations. In addition, the shortcomings of the existing practice of testing and assessing knowledge include spontaneity, irrational use of methods and forms, lack of didactic focus, ignoring the characteristic features of the material of the subject and working conditions in the classroom, and the lack of systematic conduct in its implementation.

Many authors subject the system of current and entrance examinations to fair criticism.A small number of questions does not allow you to objectively check the entire course; questions are often not a reflection of the knowledge, skills and abilities that need to be formed.Each of the examiners has his own opinion about the knowledge of the respondent, his own methods and evaluation criteria. The number of additional questions and their complexity depend on the examiner, which also affects the overall result. As a result of the exam, the teacher can judge with greater or lesser certainty that the student is familiar with some object of the studied material at the time of passing the exam. He can judge the assimilation of the rest of the material only presumably. This problem cannot be solved when answering two or three questions in 15-20 minutes of the exam, even for an experienced teacher.

The role of psychological factors, the general and special training of the teacher, his personal qualities (principledness, sense of responsibility) cannot be ignored. 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. Consequently, the problem of exclusion of subjectivity in the assessment and testing of knowledge requires a very in-depth study.

Regarding the procedure for setting marks, which is commonly called control or testing of knowledge, skills and abilities, we tend to support researchers who rightly note that confusion of concepts is allowed, since we are dealing with two different processes:

the process of determining levels of knowledge;

the process of establishing the value of this level.

Only the second of these is, strictly speaking, an estimate, while the first is a measurement carried out in comparison. At the same time, the initial level is compared with the achieved one and with the standard. An estimate is chosen for the resulting increase. However, as we can see, the first of these operations remains the most vulnerable point in knowledge testing. From the foregoing, it follows that in the practice of teaching not only arose, but is becoming increasingly acute, the problem of determining the various levels of learning, as well as the problem of measuring the results of learning activities included in it.

Poor organization of knowledge control can be one of the reasons for the decline in the quality of education in general. All attempts known in the world to improve the quality of education, not supported by an effective reform of the knowledge testing system, as a rule, did not bring the desired results. Eliminating the subjective element is extremely difficult due to various circumstances. Firstly, the designation of learning outcomes is very conditional: knowledge, skills, assimilation, academic performance, etc. All these concepts do not have a quantitative form of expression. Secondly, publicly available methods of direct measurement of learning activity have not yet been developed, and it is judged indirectly by the answers or actions of students.

It is extremely important that the evaluation activity of the teacher be carried out by him in the interests of the socio-psychological development of the individual.

Besides, it is important that the assessment is adequate, fair and objective. A number of typical subjective tendencies or errors in pedagogical assessment in school monitoring are widely known. S.E. Shishov, V.A. Kalney in his work “Monitoring the quality of education in schools” gives examples of such errors:

generosity mistakes,

halo,

central trend,

contrast,

closeness,

logical errors.

Mistakes of "generosity" or "indulgence", are manifested in the teacher's overestimation of marks.

"halo" error associated with the well-known bias of teachers and manifests itself in the tendency to evaluate positively those students to whom they personally have a positive attitude, respectively, negatively evaluate those who have a personal dislike.

Errors of the "central trend" manifested by teachers in an effort to avoid extreme assessments. For example, some teachers tend not to put twos and fives.

"Contrast" errors when evaluating other people, they consist in the fact that the knowledge, personality traits and behavior of the student are rated higher or lower, depending on whether the same characteristics are expressed higher or lower in the teacher himself. For example, a less collected and organized teacher will give a higher rating to students who are highly organized, accurate and diligent.

"proximity" error finds its expression in the fact that it is difficult for the teacher to immediately put the five after the deuce, with an unsatisfactory answer from the “excellent student”, the teacher is inclined to revise his mark towards overestimation.

"Logic" errors manifest themselves in making similar assessments of different psychological properties and characteristics that seem to them logically related. A typical situation is when, for the same answers in a subject, a violator of discipline and an exemplary student are given different grades.

The listed subjective tendencies in the assessment of students in social psychology are often called mistakes that are unconsciously made by all people.

The teacher, when making an assessment, must justify it every time, guided by logic and existing criteria.

It is pedagogical subjectivism that is the main reason why students 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 he is being graded.

Another reason for biased pedagogical assessment is the insufficient development of assessment criteria. It is important to note that the main advantage of the five-point scale is simplicity and familiarity, which explains its widespread use for many years (in our country, this scale has been adopted since 1944). However, it also has a number of significant drawbacks: subjectivity and weak differentiating ability. With its help, you can only make a rough division into four groups ("losers", "threes", "good" and "excellent students"). A more subtle classification, especially necessary for admission to universities, the five-point scale does not give. Therefore, there is a need to introduce more flexible scales when grading, for example, one hundred points.

Until a transition to a more flexible scale has been made in our country, teachers are looking for ways to increase the stimulating role of the five-point scale. There are several such ways:

grading with plus and minus signs;

addition of a digital score in a verbal or written form, in the form of evaluative statements, records;

the use of reliance on the communicative motives of students (everyone is not indifferent to how his comrades treat him, what they think);

the use of performance screens (although if not properly aimed at getting the information right, this method can lead to arrogance in high achievers and indifference in underperformers).

Traditional and new means of assessing learning outcomes

In pedagogical theory and practice, the following types of control are distinguished: current, intermediate and final.

current control - the main type of testing knowledge, skills and abilities of students. Its task is to regularly manage the educational activities of students and its adjustment. It allows you to receive primary information about the progress and quality of mastering the educational material, as well as stimulate the regular, intense and purposeful work of students. This control is an organic part of the entire educational process, it is closely related to the presentation of fixed repetition and the use of educational material.

Current control is designed to perform a prognostic (or diagnostic) function. This verification function serves to obtain advanced information in the educational process. As a result of the test, the teacher receives grounds for predicting the progress of learning new material at a certain segment of the educational process: whether certain knowledge, skills and abilities are sufficiently formed to master the next portion of the educational material.

The results of the forecast are used to create a model for the further behavior of a student who today makes mistakes of this type or has certain problems in the system of knowledge, skills and abilities of cognitive activity. Diagnostics helps to obtain reliable conclusions for further planning and implementation of the educational process.

Large intervals in the control of each student should not be allowed. Otherwise, students cease to regularly prepare for classes, and, therefore, systematically consolidate the material they have studied.

To conduct current control, various forms of its organization are used. The most common are written test papers (independent work).

According to I.E. Unt, the most important feature that distinguishes independent work from other concepts that are close in meaning is the independence of work in the organizational sense, i.e. “Independent work of students is such a way of educational work, where:

students are offered learning tasks and guidance for their implementation;

work is carried out without the direct participation of the teacher, but under his guidance;

the performance of work requires mental effort from students.

Independent work is one of the forms of organization of educational activities of students, which contributes to the development of their independence and activity in learning. It can be performed in the classroom and outside of school hours (including when performing educational tasks) on the instructions of the teacher and on the basis of instructions and consultations.

Independent work is a means of organizing and managing students' independent activities.

Independent work is a short-term (15-20 min.) written test of students' knowledge and skills on a small topic of the course. One of the main goals of this work is to test the assimilation of methods for solving problems; understanding of concepts; focus on specific rules and patterns. If independent work is carried out at the initial stage of the formation of skills and abilities, then it is not evaluated by a mark. Instead, the teacher gives a reasoned analysis of the work of students, which he conducts together with them. If the skill is at the stage of consolidation, automation, then independent work can be evaluated with a mark.

It is proposed to carry out dynamic independent work, designed for a short time (5-10 minutes). In the case of the systematic conduct of such work, this method of testing knowledge and skills on certain essential issues of the course allows you to continuously monitor and adjust the course of assimilation of educational material and the correct choice of teaching methods. The application of this method makes it possible in the shortest possible time to simultaneously check the assimilation of educational material by all students of the group, to determine directions for individual work with each.

Periodic (terminal) control allows you to determine the quality of students' study of educational material by sections, topics, subjects. Usually such control is carried out several times in half a year. Control works can serve as an example of such control.

Milestone control, as a rule, covers students of the whole class and is carried out in the form of an oral survey or written work. Consider the features of the written examinations.

Written verification is used in all types of control and is carried out both in classroom and extracurricular work (homework). Home tests, which take 10-15 days to complete, cover a large section of the curriculum, require work with literature and other materials.

Mandatory examinations are carried out, as a rule, after the completion of the study of a topic or section (module). The dates of their holding must be determined in such a way as to avoid overloading students. It is advisable to draw up a schedule, rationally distributing all the work planned by the curriculum during the semester.

In practice, the following types of examinations are most often used:

Theoretical (check the assimilation of the main theoretical provisions of the studied section);

practical (test the ability to apply the acquired knowledge to solve specific problems);

complex (contain tasks of a theoretical and practical nature).

When checking tests, the teacher mustto correct every a mistake and determine the completeness of the presentation of the issue, the quality and accuracy of the calculation and graphic part, taking into account the development writing, clarity and consistency of presentation of thoughts.

During the verification and evaluation of control written work, an analysis of the results of their implementation is carried out, typical errors are identified, as well as the reasons for their occurrence. In the methodology of teaching mathematics, it is strongly recommended to analyze any test work at the next practical lesson after it has been passed. With a large number of errors of the same type, indicating insufficient assimilation by many students of a particular section (topic), the lesson should analyze the poorly learned material. However, the analysis should not be limited only to the consideration of errors. Of great importance for the education and upbringing of students is the analysis of tests performed on "good" and "excellent", in terms of completeness and originality of the proposed solution or answer.

For example, in laboratory and practical work, the teacher has the opportunity to test not only knowledge of the theoretical provisions necessary to complete tasks. In the process of monitoring the progress of such work, consistency, confidence in actions - the formation of skills to handle instruments, make measurements, perform calculations, analyze the results, draw conclusions, draw up a report on the work done is revealed.

Final control is aimed at checking the final results of training, identifying the degree of assimilation by students of the system of knowledge, skills and abilities obtained as a result of studying a particular subject.

The final control is an integrating control and it is it that allows you to judge the overall achievements of students. In preparation for it, a more in-depth generalization and systematization of the learned material takes place, which allows raising knowledge and skills to a new level. When systematizing and generalizing the knowledge and skills of students, the developmental effect of learning is also manifested to a greater extent, since at this stage intellectual skills and abilities are especially intensively formed.

The final check should always provide control over the assimilation of a system of knowledge and skills. This means the selection of such tasks or questions, the answers to which require the assimilation of the maximum number of initial concepts and actions. The final control provides that the tasks should ensure the productive work of students. To this end, it is advisable to pose questions so that they reveal knowledge of the methods and conditions of activity. Skills are tested with the help of practical tasks. In the process of performing such tasks, the student will give a rationale for his decision, which allows you to establish how much he owns the theoretical knowledge underlying this mode of activity, i.e. Simultaneously with the test of skills, a test of knowledge is carried out.

An oral survey during the final control establishes direct contact between the teacher and the student, during which the teacher receives information about the assimilation of educational material by students. When conducting a final test of knowledge and skills, it is most advisable to conduct an individual survey, which involves the formulation of questions requiring a detailed answer. Questions should be clear, specific, applied in nature, cover the main material studied.

The final part of the oral survey is a detailed analysis of the answers, where positive aspects are noted, shortcomings are indicated, and a conclusion is made about how the material was studied.

Today asinnovative means use testing, modular and rating systems for assessing the quality of knowledge, quality monitoring, educational portfolios.

Testing is one of the most technologically advanced forms of automated control with controlled quality parameters. In this sense, none of the known forms of student knowledge control can compare with testing. Learning tests are applied at all stages of the didactic process. With their help, preliminary, current, thematic and final control of knowledge, skills, accounting for academic performance, educational achievements are effectively provided.

However, not all tests can give the desired result. It is necessary to use appropriate test meters, developed and analyzed in accordance with the rules and requirements of testology, at the level of world standards. At the same time, there are still too few such test products. In our country, certification services for test materials are just being created. There are not enough qualified specialists capable of ensuring the high quality of the tests being created. In this connection, it is advisable for each teacher, school to create their own test bank based on the requirements of the Testing Center of the Ministry of Education and Science of the Russian Federation for conducting internal test control of knowledge in all subjects and areas of graduate training.

The modular system aims to put students in front of the need for regular academic work throughout the school year.

Rating (from English "rating”) is an assessment, some numerical characteristic of a qualitative concept. Rating is usually understood as "cumulative score" or "historical score". In university practice, a rating is a certain numerical value, usually expressed on a multi-point scale (for example, 20-point or 100-point) and integrally characterizing the student's progress and knowledge level in one or several subjects during a certain period of study (semester, year, etc.).

The process of introducing a rating system in the universities of our country is associated with a change in education in accordance with the modern demands of society, which should be accompanied by a change in the teaching strategy, and ways of assessing the achievements of students. In other words, today it is necessary to create favorable conditions for the manifestation and stimulation of the personal potential of all participants in educational interaction, which will be facilitated by the rating system for assessing knowledge, which can be considered as one of the possible ways to meet the tasks.

takes into account the current progress of the student and thereby significantly activates his independent and uniform work throughout the semester;

more objectively and accurately evaluates the student's knowledge through the use of a fractional 100-point rating scale;

creates the basis for the differentiation of students, which is especially important in the transition to a multi-level system of education;

allows you to get detailed information about the progress of knowledge acquisition by each student.

This system allows:

determine the level of preparation of each student at each stage of the educational process;

track the objective dynamics of knowledge acquisition not only during the academic year, but throughout the entire period of study;

to differentiate the significance of the grades received by students for the implementation various kinds work (independent work, current, final control, home, creative and other work);

reflect the current and final assessment of the amount of work invested by the student;

increase the objectivity of knowledge assessment.

Educational portfolio. In the most general sense, an educational portfolio is a form and process of organizing (collection, selection and analysis) samples and products of the student's educational and cognitive activity, as well as relevant information materials from external sources (from classmates, teachers, parents, test centers, public organizations ... ), intended for their subsequent analysis, a comprehensive quantitative and qualitative assessment of the level of learning of a given student and further correction of the learning process.

a collection of student work that comprehensively demonstrates not only their learning outcomes, but also the efforts made to achieve them, as well as demonstrable progress in the student's knowledge and skills compared to his previous results;

an exhibition of the student's educational achievements in a given subject (or several subjects) for a given period of study (quarter, half year, year);

a form of purposeful, systematic and continuous assessment and self-assessment of the student's learning outcomes;

an anthology of the student's work, involving his direct participation in the selection of works submitted for evaluation, as well as their self-analysis and self-assessment.

For many authors, the ultimate goal of compiling an educational portfolio is reduced to proving progress in learning based on the results, efforts made, materialized products of educational and cognitive activity, etc.

The main point of a study portfolio is to show everything that you are capable of. The pedagogical philosophy of this form of assessment is to shift the emphasis from what the student does not know and does not know how to what he knows and can do on a given topic, given subject, in the integration of qualitative assessment, and, finally, in the transfer of pedagogical emphasis from assessment self-esteem training.

Main task: to trace the dynamics of educational progress

Firstly, there is no clear list of items and the number of items that must be included in the educational portfolio; it depends entirely on the particular teacher, group of teachers or methodological committee.

Secondly, practice shows that there is a so-called open "price list" from which you can choose certain items. New elements are encouraged.

Thirdly, the composition of the educational portfolio directly depends on the specific goals of teaching this subject. If this is, for example, teaching mathematics with specifically formulated goals, such as the development of mathematical thinking and applied mathematical skills, the formation of the ability to solve problems, then the following categories and names of products of educational and cognitive activity can be included in the educational portfolio:

Firstly, the work of the student himself - both cool independent and homemade. Then applied mathematical projects (both individual and group); solving complex entertaining problems on a given topic (at the student's choice), solving problems and exercises from the textbook, completed in excess of the curriculum; mathematical essay on complex issues of this topic; mathematical abstract with historical content, visual aids on the topic, wall materials, models; copies of articles from magazines and books read by students on the topic; student's mathematical autobiography; mathematical diary; work on the mistakes made in the classroom and at home; tasks compiled by the student himself on this topic; originals, photographs or sketches of mathematical models and objects on a given topic, made by a student or a group of students; copies of texts and files from Internet sites, computer programs and encyclopedias read on this topic; graphic works performed on this topic; descriptions of experiments and laboratory work for students (performed both individually, independently, and in a small group); options for work performed by students in pairs or in the process of mutual learning; audio, video cassettes with a recording of a student's speech on a given topic in a lesson (school conference, seminar ...); self-control sheets describing what the student does not understand on this topic, why and what kind of help he needs; works from related disciplines and practical situations in which the student used his knowledge and skills on this topic; a list of goals that the student would like to achieve after studying this topic, the level of actual achievement and a description of the reasons for not achieving the goals; copies of the student's work made in mathematical circles, at various levels of mathematical tournaments and olympiads related to this topic, and copies of electronic notes that he exchanged with classmates, a teacher, etc. when completing projects and creative tasks; diplomas, promotions, awards in this subject.

Secondly, the portfolio includes notes of the teacher, classmates, parents, containing a description of the results of the teacher's observations of this student in mathematics lessons; description of interviews, conversations between the teacher and the student; checklists of the teacher with comments (attendance, participation in the class, the level and quality of independent and control work); copies of the teacher's notes to the student's parents, other teachers, etc.; a sheet of marks and comments of the teacher on the work of the student; mathematical characteristics, including both quantitative results and qualitative indicators of the student's educational and cognitive activity; reviews of other teachers, school administration, classmates, parents, public organizations, etc. about this student.

Obviously, the above points are far from exhaustive of a possible study portfolio, but they give a more or less complete idea of ​​what can be included in it. As you can see, everything that can be evidence of the efforts, achievements and progress in teaching a given student on a given topic (section, subject) is included. Each element must be dated so that the dynamics of educational progress can be traced.

It is desirable that when making final version the study portfolio included three mandatory elements: a cover letter from the “owner” describing the purpose, purpose and short description portfolio the content (or table of contents) of the portfolio, listing its main elements; introspection and a look into the future. This will give the educational portfolio orderliness and ease of use by potential readers (teachers, classmates, parents, representatives of the school administration, etc.). Externally, educational portfolios can be designed in the form of special folders, file cabinets, small boxes for storing papers, etc. There is full scope for the initiative of the teacher and students. The only requirement is ease of storage.

The experience of using this form of assessment shows that it is advisable to use two types of educational portfolio for each student: work and assessment. In the first - working - the student adds up all the products of his educational and cognitive activity on this topic, and then selects from it those elements that are either mandatory in the assessment portfolio at the request of the teacher, or, in the opinion of the student, most fully reflect his efforts and progress in learning. He can also make special notes in the margins of individual works, for example, in cases where he wants to highlight one or another of his work: “my most successful work”, “my favorite article on this topic”, “my favorite task”, etc. . The student marks the works independently selected in the evaluation portfolio in the upper right corner with the letter "U", which means - selected by him. After that, the teacher carries out a similar procedure: from the working portfolio, in addition to the necessary elements, he selects those works that he considers original, interesting and worthy of appreciation. The teacher designates his choice with a letter, for example, "P" (teacher's choice).

Monitoring. IN Lately instead of the traditional concept of "control", in addition to the concept of "diagnostics", the concept of "monitoring" is increasingly used.

Under monitoring The “teacher-student” system refers to a set of monitoring and diagnosing measures determined by the goal-setting of the learning process and providing for the dynamics of the levels of assimilation by students of the material and its adjustment.

In other words, monitoring is continuous control actions in the “teacher-student” system that allow you to observe and, if necessary, correct the progress of the student from ignorance to knowledge. Monitoring is a regular monitoring of the quality of knowledge assimilation and the formation of skills in the educational process.

In pedagogical science, there are six monitoring functions.

Table 1

Functions of pedagogical monitoring

Function

Characteristic
integrative	provides a comprehensive description of the processes taking place in the education system
diagnostic	assessment of the state of the education system and the changes taking place in it
expert	implementation of the examination of the state, concepts, forms, methods of development of the education system
informational	regular receipt of information on the state and development of the education system
experimental	search and development of diagnostic materials and testing them for validity, manufacturability, reliability
educational	study and satisfaction of the educational needs of teachers on the problems of control and evaluation activities

The monitoring of the quality of education is intended to play a special role in the management of the quality of education. 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).

Modern world educational practice proceeds from several fundamental approaches to the construction, description and analysis of educational processes, each of which determines the main features of the procedural content. Let's consider three basic concepts of the theory of quality management of educational processes: assessment, diagnostics and monitoring.

Grade - is a one-time action or interaction between a teacher and a student, the result of which is a quantitative or qualitative result, reflecting the achievements of the subject at a certain stage of education.

Diagnostics , unlike assessment, involves not only an assessment, but also a comparison of this assessment with some standardized norms. Accordingly, diagnostics, as a rule, are applied no more than twice during one course: at the beginning of the study (diagnosis of residual knowledge or input level of competence) and at the end of the study (diagnosis of the level of achievement).

Monitoring includes both assessments and diagnostics, but is not limited to either one or the other. The task of monitoring is to organize an integral system of assessment and diagnostics, which allows not only to obtain objective information about the progress and results of education, but also about the state and dynamics of all educational factors, including content, technologies, results and methods for their evaluation.

In the theory of social management, monitoring is seen as a mechanism for monitoring and monitoring the quality of education. In the process of monitoring, trends in the development of the education system, correlated over time, as well as the consequences of decisions taken, are revealed. In other words, within the framework of monitoring, the pedagogical actions carried out are identified and evaluated. At the same time, feedback is provided, informing about the compliance of the actual results of the pedagogical system with its ultimate goals.

The description of any monitoring system should include clarification of the following points:

name of the monitoring model;

a brief description of how the methodology is applied;

context of the model (where and under what conditions the model is effective);

internal possibilities of model optimization;

management (instructions for the development and implementation of the methodology);

requirements for students involved in the monitoring system;

requirements for the material and technical support of the educational institution, on the basis of which the developed system will be applied;

an integrative assessment model (instructions on the use of current grades at an intermediate or final assessment);

principal advantages and disadvantages of the model.

Avanesov B. C. Composition of test tasks. - M., 2002.

Mayorov A.N. Theory and practice of creating tests for the education system. - M., 2000.

Chelyshkova M.B. Theory and practice of constructing pedagogical tests. - M., 2002.

1. Pedagogical control as a necessary condition for assessing the quality of educational achievements of students

3. Cumulative evaluation of "Portfolio"

Bibliography

1. Pedagogical control as a necessary condition for assessing the quality of educational achievements of students

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 has a purely pedagogical purpose within the framework of the activities of an educational institution, belongs to the 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.

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, there has been a more cautious approach to the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will discuss later.

In order to be used for any purpose, assessment results must have three qualities: they must be "valid" (clearly consistent with the teaching programs), rigidly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner) , "available" (i.e. time, scientific forces and means for their development and implementation should be available to this state).

In most countries, the transition from one class to another today is based on a system of constant control carried out by class teachers or teachers of a particular discipline. Classical examinations at the end of the academic year practically no longer exist, they are considered as certain additions to the constant monitoring of students' activities. 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.

Pedagogical control is an essential component of the pedagogical system and part of the educational process. Until now, the result of pedagogical control is unconditionally considered the assessment of student performance. Evaluation determines the compliance of students' activities with the requirements of a particular pedagogical system and the entire education system.

Analyzing the features of the state of the problem of checking and evaluating knowledge, it should be noted that this problem is multifaceted and was considered by researchers in various aspects. A large number of works have been published in our country concerning the functions, methods, principles of testing and evaluating knowledge, general and particular issues of evaluation. There are several main directions in the study of this problem.

A large group is represented by works in which the functions of checking and assessing knowledge in the educational process, the requirements for the formed knowledge, skills, methods of controlling students, types of knowledge accounting in the traditional education system (M.I. Zaretsky, I.I. Kulibaba, I. Ya. Lerner, E. I. Perovsky, S. I. Runovsky, M. N. Skatkin, V. P. Strezikozin, etc.). The published works show the controlling, teaching and educating functions of checking and evaluating knowledge, revealing the methodology for conducting written, oral, graphic and practical control of knowledge, individual, frontal, thematic and final surveys, formulating requirements for the quality of schoolchildren's knowledge, for assessing their oral and written answers in various academic subjects.

Gradually, the conviction is formed that the educational system should correctly set the didactic task and, with the help of pedagogical technologies, be able to solve it. At the same time, interpretation should be subjected not to single grades, and even more so not to a student's average score, but to values ​​that reflect the dynamics of changes in some measurable quality, for example, students' mastery of educational material.

The scientific basis for assessing learning outcomes means that judgments are made that are based on facts that are recognized as true, and that contain a characteristic of significant relationships, and not any externally observable signs.

In the practice of traditional education, significant negative aspects of the grading system are found. An analysis of traditional methods of testing showed that the system for assessing the quality of education is not based on objective methods of pedagogical measurements, therefore "quality" is interpreted today quite arbitrarily, each teacher develops his own system of testing tasks. The purpose of measurement in pedagogy is to obtain numerical equivalents of knowledge levels. Measuring instruments are the means and methods of identifying, according to predetermined parameters, the qualitative and quantitative characteristics of students' achievement of the level of academic training. Consider a group of studies on the quantitative study of learning and its effectiveness. In these works, learning is approached from different points of view, as an information process, the possibility of mathematical evaluation of the results obtained is clarified, and the application of quantitative criteria for determining its effectiveness is discussed.

All authors agree that before operating with certain mathematical concepts and formulas, which is to a certain extent a technical issue, the specificity of pedagogical phenomena must first be established, for which it is necessary to meaningfully interpret the observed phenomena, meaningful criteria are needed, which can be obtained by pedagogical analysis. Approaching the learning process as a complex multilevel process, they tend to apply to it various variants of cybernetic methods and methods of mathematical statistics. The quantitative formulation of pedagogical patterns, in their opinion, opens up new opportunities for controlling pedagogical hypotheses, for a reasonable prediction of the nature of pedagogical phenomena occurring in various conditions, and creating on this basis the necessary recommendations for the full and effective management of the pedagogical process. The problem of the effectiveness of teaching is sometimes identified with the problem of the success of mastering knowledge, for which quantitative methods new to pedagogy are being developed.

The subjectivity of knowledge assessment is connected to a certain extent with the insufficient development of methods for controlling the knowledge system. Often, the evaluation of a topic, course or its parts occurs by checking individual, often secondary elements, the assimilation of which may not reflect the mastery of the entire system of knowledge, skills, and abilities being formed. The quality and sequence of questions is determined by each teacher intuitively, and often not in the best way. It is not clear how many questions should be asked to test the entire topic, how to compare tasks in terms of their diagnostic value.

Each of the applied methods and forms of verification has its advantages and disadvantages, its limitations. In addition, the shortcomings of the existing practice of testing and assessing knowledge include spontaneity, irrational use of methods and forms, lack of didactic focus, ignoring the characteristic features of the material of the subject and working conditions in the classroom, and the lack of systematic conduct in its implementation.

Many authors subject the system of current and entrance examinations to fair criticism. A small number of questions does not allow you to objectively check the entire course, questions often do not reflect the knowledge, skills that need to be formed, each of the examiners has his own opinion about the knowledge of the respondent, his own methods and criteria; the number of additional questions and their complexity depend on the examiner, which also affects the overall result.

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 will certainly manifest themselves both in the nature of teaching and in the process of testing and evaluating knowledge, which we will discuss in more detail later. Therefore, as already emphasized above, the problem of excluding subjectivity in the assessment and testing of knowledge requires a more in-depth study.

Another direction in the study of this problem is connected with the study of the educational functions of assessment, with the study of the influence of assessment on the formation of students' self-esteem, on the interest and attitude of schoolchildren to the subject (B.G. Ananiev, L.I. Bozhovich, A.I. Lipkina. L. A. Rybak and others).

In the 60-70s. In connection with the development of programmed learning and the widespread introduction of technical teaching aids into the educational process, new aspects have appeared in the study of the problem. In programmed learning, assessment is a necessary component of management and carries information for correcting the learning process. This increases the requirements for the accuracy and reliability of control, the validity of its criteria. In this regard, the qualitative and quantitative aspects of the assessment, information and statistical methods of measurement, the reliability and effectiveness of various types of verification tasks, methods of verification using technical means and computers are considered. (S.I. Arkhangelsky, V.P. Bespalko, T.A. Ilyina, A.G. Molibog, N.M. Rozenberg, N.F. Talyzina, N.M. Shakhmaev, etc.). The researchers of these problems formulated clearer requirements for the quality of planned knowledge, criteria and standards for assessments, identified the advantages and disadvantages of various types of questions, and developed knowledge control methods.

Thus, checking and evaluating schoolchildren's knowledge as a form of pedagogical control over mastering the content of education depends on many objective and subjective factors.

2. Point-rating system for evaluating learning outcomes

The introduction of a point system is the first step towards a full-scale transition to teaching a credit system. In addition, a mandatory condition for attestation and accreditation of absolutely all universities will be the provision of results for this experiment.

The transition to a new system of education will not qualitatively change the content of academic disciplines: the number of hours, lectures and seminars remains the same.

This system should be used in the educational process in all disciplines of the curriculum, including disciplines of the federal and university components, as well as disciplines of students' choice.

The point-rating technology for assessing knowledge is used for the purpose of student-oriented learning, stimulating the systematic work of students, revealing their creative abilities, and differentiating the assessment of knowledge.

The point-rating technology for assessing knowledge is designed to increase the objectivity and reliability of assessing the level of students' preparation and is used as one of the elements of managing the educational process at a university.

understand the system of formation of grades for disciplines and other types of employment in order to obtain final grades;

to realize the need for systematic work on the implementation of the curriculum based on knowledge of their current rating score for each discipline and its change due to untimely mastering of the material;

timely assess the state of their work on the study of the discipline, the implementation of all types of academic load before the start of the examination session;

during the semester to make adjustments to the organization of current independent work.

plan (in detail) the educational process in a particular discipline and stimulate the work of students for systematic work;

make timely adjustments to the organization of the educational process based on the results of the current rating control;

objectively determine the final grade in the discipline, taking into account systematic work;

provide a gradation of assessment of the level of knowledge in comparison with the traditional system.

The point-rating technology allows you to ensure the continuity of monitoring and assessing the quality of knowledge, both in a separate discipline and throughout the semester, at the current stage of education (all past semesters) and the period of study at this level of higher education vocational education(VPO).

When developing a scoring system for assessing the progress of the department and individual teachers, take into account the following points:

departments, depending on the specifics of the disciplines taught, establish the types of current control and their cost in points;

the cost of attending each lesson is calculated as a quotient of dividing the amount of points established for attending classes by the number of planned training sessions;

for each type of educational work, the maximum number of points is set, provided that it is performed as "excellent";

in case of unsatisfactory assessment for the performance of any type of current control, points are not awarded;

The department has the right to declare the performance of any tasks mandatory. In case of failure to complete or receive an unsatisfactory grade for the implementation of such mandatory tasks, the final grade will be unsatisfactory, regardless of the amount of points scored in other types of current control.

The accumulated points are used to determine the final grade. As a final assessment scale, it is proposed to use the five-point scale adopted in Russia and a slightly modified ECTS system, adopted in most European countries.

theoretical material - attending lectures;

practical skills - performance and defense of laboratory work, seminars;

performance of independent works (abstracts, creative assignments, settlement and graphic works, term papers and projects) and their defense;

educational, industrial and other practices.

The point-rating technology should be clearly described for each discipline and brought to the attention of each student at the beginning of classes, as a component of the discipline study program, which is included in the educational and methodological complex (TMC).

When studying one discipline, a student can receive no more than 100 points. At the same time, the student receives most of the points during the semester, about 1/3 - the final certification.

Classes missed for a good reason are worked out at the initiative of the student in the direction of the dean's office; Points received during training go to the rating.

By decision of the department, students with a high rating in the discipline (from 90%) can be (with their consent) exempted from taking the exam. Passing an exam is required to obtain an "excellent" grade.

The laboriousness of studying the discipline (the number of hours or credit units according to the curriculum) is taken into account by the coefficient in the assessment according to the average performance indicator (OSPU):

Where O1, O 2, On are the numerical equivalents of grades in the discipline;

K1, K2, Kn - accounting credit units of the corresponding discipline.

Table 1

The scoring system for assessing progress control provides not only a differentiated assessment of various types of educational work, but also compliance with the deadlines for their implementation. The following deadlines for the submission by departments (teachers) of reports on the current progress of students are established:

By these terms, each teacher submits to the dean's offices reports on the current progress of students in the groups where he conducts training sessions.

If a student who has not scored or scored few points by the time the report is submitted has a documented valid reason (illness, departure for training camps, competitions), the dean's office extends the deadline for submitting control orders for the dean's office with the obligatory notification of the student and the corresponding teacher (department ).

A student who, without a valid reason, did not complete the control tasks and did not score the minimum number of points required to receive a credit or an examination mark at the end of the study of the discipline, can only be allowed to re-study it on a compensatory basis. If he refuses to do so, or if he repeatedly receives an unsatisfactory grade, he is expelled from the university.

Thus, the use of rating control and evaluation can increase the level of motivation to study the subject. The results can be counted as a final grade for the semester test and, as a result, as a final examination grade. And when using the point-rating system, you can monitor the dynamics of progress and the group as a whole and each student, voicing the results of the rating will increase the activity of students and introduce a moment of competition into the learning process, identifying the best and lagging behind students.

3. Cumulative evaluation of "Portfolio"

Today, in Russian educational practice, there is a growing understanding that the standard examination procedure does not allow assessing the individual abilities and inclinations of students necessary for them to successfully implement life and professional strategies after graduation.

In this regard, it became necessary to develop new forms of diagnostics of educational results, with the help of which it is possible to assess the individual profile of the achievements of schoolchildren obtained by them in the course of educational, creative, social and other activities.

An effective tool for solving such educational problems is a portfolio of individual educational achievements ("portfolio") of a student.

Portfolio - a set of certified (documented) individual educational achievements, which acts as an individual cumulative assessment and, along with the results of exams, determines the educational rating of basic school graduates.

The main purpose of the portfolio is to provide tracking of the student's individual achievements in the educational process, to demonstrate his ability to practically apply the acquired knowledge and skills.

The main meaning of a portfolio is "to show everything that you are capable of." The pedagogical philosophy of the portfolio involves a shift in emphasis from what the student does not know and is not able to, to what he knows and is able to do on a given topic, section, subject.

The portfolio solves important pedagogical tasks:

Supports high learning motivation of schoolchildren;

Encourages their activity, independence in mastering educational programs different levels and orientations, stimulates self-education;

Develops the skills of reflective and evaluative (self-evaluative) activities of students;

Forms the ability to learn, set goals, plan and organize their own learning activities.

The portfolio allows you to determine the educational rating of a graduate of the basic school and allows him to enter the competitive selection for specialized education at the senior level of the school. In the absence of competition for specialized classes or in the conditions of an ungraded rural school, the portfolio serves as a material that makes it possible to more reasonably suggest the direction (profile) of education, depending on the nature of the materials presented.

In a senior profile school, the portfolio allows you to most fully reflect the methods and results of profiling a student in grades 10-11: it contains information about subjects and courses taken in the course of profile education, about the results of olympiads, design and research activities, social practices, etc.

A graduate's portfolio can serve as an addition to the results of the USE - or any other form of exams - when entering a university, since as a cumulative grade it reflects stable and long-term educational results, compensating for the effect of random success or failure in an exam situation.

In general, the portfolio meets the interests of the student, the school, the university and the system of additional education and can become a means of communication and interaction for them, in fact, one of the central documents reflecting the network forms of education for schoolchildren.

At the same time, some difficulties in introducing a portfolio should be noted:

A high level of subjectivity in the evaluation, associated with the difficulty of formalizing the criteria for evaluating a number of portfolio materials;

Unwillingness of teachers to approve and accept this innovation in connection with the expansion of their functionality;

The need for systematic work to improve the skills of teachers.

Despite the real difficulties and contradictions in the implementation of this innovation in the educational process, it should be noted that the introduction of a portfolio for assessing the individual achievements of students is one of the directions for updating the traditional system for assessing educational results, forming a new understanding of the learning process itself.

Portfolio of documents;

Portfolio of works;

Review portfolio.

Portfolio of documents. The portfolio of documents includes certified (documented) results of individual educational achievements of the student:

Copies of diplomas of olympiads, competitions, competitions, grants (international, federal, republican, municipal, city, school levels),

Copies of extracts, certificates, certificates,

Certificates of institutions of additional education, etc.

Such a model assumes the possibility of both qualitative and quantitative evaluation of portfolio materials.

The advantage of this type of portfolio is the possibility of calculating the final score, which can become a component of the student's educational rating (along with the marks obtained during the final certification).

The limitations of using this option are related to the fact that it gives an idea of ​​the results, but does not describe the process of the individual development of the student, the diversity of his creative activity, his learning style, interests, etc.

The maximum total portfolio score can correspond to the maximum score for one exam - 5; for two exams -10, or in some other way (which may be established by the municipal or regional education authority). The final score of a portfolio may be determined by the maximum score for one of its components; it can be integral, including the maximum scores of the components of block A and block B, one from each, or otherwise. When compiling this section of the portfolio of students in grades 10-11, it is possible to take into account materials without their evaluation within the school.

The assessment of the portfolio of a graduate of a complete secondary school can be carried out by the university or any other addressee of the portfolio at the place of presentation.

Portfolio of works - is a collection of various creative, design, research works of the student, as well as a description of the main forms and directions of his educational and creative activity: participation in scientific conferences, competitions, training camps, passing elective courses, various kinds of practices, sports and artistic achievements and etc.

This version of the portfolio involves a qualitative assessment, for example, in terms of the completeness, diversity and persuasiveness of materials, the quality of the submitted works, focus on the chosen field of study, etc. Quantitative assessment requires the development of a clear criteria base and its adoption at the level of the municipal (or regional) educational network.

The advantage of this type is the idea of ​​the dynamics of the student's educational and creative activity, the direction of his interests, the nature of pre-profile training.

Limitations - a qualitative assessment of the portfolio complements the results of the final assessment, but cannot be included in the student's educational rating as a total component. However, in some cases it can be pedagogically very significant, since there are many students for whom the "portfolio of work" serves as an additional form of expression of the success, "consistency" of a teenager in his educational career.

A portfolio of reviews is a characteristic of a student's attitude to various activities. Documents are provided by teachers, parents, teachers or heads of institutions of additional education, third-party organizations, etc.

This part of the portfolio also includes an analysis of the attitude of the student himself to his activities and its results: the student's autobiography and his life plans, self-assessment materials.

The advantages of this form of portfolio include the ability to include student self-assessment mechanisms. The scope of this option is limited by the complexity of formalizing and accounting for the collected information.

A student's portfolio is a so-called cumulative assessment or "folder", which contains documents, diplomas, diplomas and other evidence of a student's progress at school and beyond, which helps the latter to assess their capabilities and further realize them in a higher educational institution .

Portfolio material is collected not for one year, but during the entire period of study. A portfolio is a form of authentic assessment of educational results based on a product created by a student in the course of educational, creative, social and other activities. Thus, the portfolio corresponds to the goals, objectives and ideology of practice-oriented learning.

Thus, the portfolio helps to solve the following important pedagogical tasks:

Support and stimulate the learning motivation of schoolchildren;

To develop the skills of reflective and evaluative activity of students;

To form the ability to learn - set goals, plan and organize their own learning activities;

Lay additional prerequisites and opportunities for successful specialization.

pedagogical control assessment training

Bibliography

1. Antropova M.V. Pedagogy: Textbook. - M.: Enlightenment, 2008. - 176 p.

Apanasenko G.A. Pedagogical control // Pedagogy, 2008. - No. 4. - p. 23-25

Baevsky R.M. Portfolio: pros and cons // Modern School, 2009. - No. 8. - p. 33-38

Beletskaya V.I. Pedagogy: Textbook. - M.: Enlightenment, 2005. - 260 p.

Kanevskaya L.Ya. Pedagogy: Textbook. - M.: - Enlightenment, 2006. - 164p.

Klimova V.I. Pedagogy: Textbook. - M.: Knowledge, 2008. - 192 p.

Kolbanov V.V. Pedagogy: Textbook. - St. Petersburg: DEAM, 2008. - 232 p.

Kuzmina M.F. Pedagogy: Textbook. - M.: Pedagogy, 2009. - 288 p.

The manual includes information that allows you to get an idea of ​​modern means of assessing learning outcomes. It contains theoretical material that reveals the features of compiling tests, introducing a rating system of assessment, conducting monitoring studies, developing a portfolio, using services for creating mental maps, chronological tapes, interactive exercises, control and measuring materials, as well as writing scientific articles. Online and offline services are considered that make it possible to create the listed modern means of evaluating learning outcomes and work with them.
The publication is addressed to students and undergraduates studying the disciplines "Modern Means of Evaluating Learning Outcomes", "Modern Information and Communication Technologies in the Educational Process", "Information Technologies in Education". It may be of interest to school teachers and university professors who conduct research in the search for modern means of evaluating learning outcomes.

The emergence of testing.
The time of the birth of testology is attributed to the second half of the 19th century, when psychologists began to study individual differences in the physical, physiological and mental characteristics of a person.

In the middle of the 19th century, special attention was paid to the study of mental retardation, which in this period was first considered as a disease. The French doctor E. Seguin developed his own methodology and founded the first school for teaching the mentally retarded. Subsequently, many of the techniques he developed were included in tests to identify the level of intelligence.

One of the first to use test technologies to measure individual characteristics was the English biologist Francis Galton. He dealt with the issue of heredity, while developing a number of methods for determining visual, auditory and tactile sensitivity, as well as for determining muscle strength, reaction speed, etc.

TABLE OF CONTENTS
ADMINISTERED
1. TESTS AS A MODERN TOOL FOR ASSESSING LEARNING OUTCOMES
1.1. The history of the development of the testing system in Russia and abroad
1.2. The concept of "quality of education"
1.3. Types, forms and organization of quality control of education
1.4. Basic concepts and types of tests, test tasks
1.5. Psychological and pedagogical tests
1.6. Online and offline shells for creating tests
Issues for discussion
2. RATING SYSTEM OF EVALUATION AND MONITORING STUDIES
2.1. Rating as a field for self-development of competencies
2.2. Monitoring studies in the assessment system
Issues for discussion
Tasks for independent work
3. PORTFOLIO AS AN ALTERNATIVE EVALUATION METHOD
3.1. Basic concepts
3.2. Portfolio structure and types
3.3. Portfolio place in the grading system
3.4. Alternative Portfolios as Valuation Methods
Issues for discussion
Tasks for independent work
4. MENTAL MAP AND CHRONOLOGICAL TAPE AS WAYS OF DEMONSTRATION OF EDUCATIONAL ACHIEVEMENTS. INTERACTIVE EXERCISES
4.1. mental maps
4.2. Chronological tapes
4.3. Services for creating mind maps and timelines
4.4. Interactive exercises in LearningApps
Issues for discussion
Tasks for independent work
5. CONTROL AND MEASURING MATERIALS: CONTENT AND ORGANIZATIONAL AND TECHNOLOGICAL SUPPORT
5.1. Organizational bases of the Unified State Examination. GEF
5.2. The structure of KIMs USE
Issues for discussion
Tasks for independent work
6. SCIENTIFIC ARTICLE AS A MEANS OF REFLECTING THE RESULTS OF RESEARCH ACTIVITIES
6.1. Structure of a scientific article
Issues for discussion
Tasks for independent work
The list of questions for preparing for the test
Tasks
Topics of abstracts
Essay topics
Test
CONCLUSION
BIBLIOGRAPHICAL LIST.

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• Modern trends in the development of information culture of the student's personality, Shulika N.A., Tabachuk N.P., Kazinets V.A., 2017

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Department of Informatics

COURSE WORK

in the discipline "Technology for the development of computer learning tools"

EUP "MODERN TOOL FOR ASSESSING LEARNING OUTCOMES"

1Analysis of the testing literature on the creation of the EMS………7

1.1 Organization of the social process in terms of the use of ICT ........ 7

1.2 Modern means of evaluating test results…………10

1.2.1 Basic ideas and concepts…………………………………………….10

1.2.2 Modern means of teaching educational and cognitive activity of students…………………… 14

1.2.3 Control and assessment system in modern education…….18

2 Design and development of the EPM "Modern tool for assessing learning outcomes"…………22

2.1 The structure of the established CSR ………………22

2.2 Choosing a tool for creating CSR………23

2.3 Development and demonstration of the EUM…………………27

Conclusion………………………………34

List of used literature……………35

Introduction
The possibilities of information and communication technologies have grown rapidly and increased with the advent of the global Internet and its penetration into all spheres of human activity, including the field of education. The use of electronic learning tools, educational electronic resources related to them, including those posted on the Internet, begins to noticeably influence modern Russian education and culture, creates conditions for the development of new ways of learning. The introduction of electronic means into the educational process is proceeding at a rapid pace. At present, it is impossible to name a discipline in the teaching of which, one way or another, electronic publications or resources would not be used.

The accelerated development of scientific and technological progress affects the use of electronic form by most scientific and educational materials. Scientific and educational material in the form of an electronic textbook is available to everyone in modern times. That is why this work is relevant in the requirements of the modern world.

An electronic textbook (EMS) is an electronic publication that partially or completely replaces or supplements a textbook and is officially approved as this type of publication.

The use of electronic textbooks in the educational process allows you to better study the material, get acquainted in more detail with interesting or difficult topics.
It is very important that the student has the opportunity to use the same electronic resource both in lectures and in practical classes, and in the process of independent work, the use of which in the educational process forms a holistic image of the subject being studied.

Relevance of this topic lies in the fact that control in modern means of assessing the results of students in one form or another is always present in learning. In the process of the historical development of educational practice, only the forms and means of carrying out inspections, the priorities in assessments and the methods of their presentation, the intensity of control measures, the measures of influence on students, as well as the emphasis in interpreting the results of control in education, have changed.

The study revealed that the test as a method of study arose relatively recently. The time of its occurrence is considered to be the end of the 19th and beginning of the 20th centuries, when psychology tried to apply various methods of measurement to determine the physical, physiological and mental characteristics of a person.

Object of study: organization of the educational process in terms of the use of ICT.

Subject of study: modern means of test results and control and evaluation materials

Goal of the work: development of an electronic training manual "Modern means of assessing learning outcomes"

Research objectives:

1) analysis of scientific and pedagogical literature on the evaluation of learning outcomes;

2) development of the structure of the EUP;

3) analysis and selection development software package EUP;

4) development of criteria for evaluating results;

5) development of control and evaluation materials

Research methods: analysis, comparison, classification algorithmization, design.

The practical significance of the work lies in the possibility of using the developed control and measuring materials in the practice of teaching and testing the knowledge, skills and abilities of students.

1 Analysis of the testing literature on the creation of the EPM

1.1 Organization of the educational process in terms of the use of ICT

Constant progress in the field of creating and introducing ICT tools into the education system is the main impetus for the development and intensification of open education, the ideas and specifics of which continue to influence the development of the concept of distance education. Through the introduction of new information and communication technologies, access to education is expanding, and the expansion of educational use of ICT tools facilitates interaction between different types of educational institutions, various sources of educational materials, and also provides highly effective support for the remote location of the teacher and students.

There are several types of controls. Traditional means of control include written or oral lesson surveys, homework assignments and exams. Oral lesson surveys are usually used in the current control. They involve getting students' answers to the teacher's questions and have advantages, because they are easy in organizational terms, provide prompt feedback in the process of correcting the assimilation of knowledge by students, stimulate discussions in the class and develop communicative competencies. The disadvantage of oral surveys is the fragmentation of the coverage of students, since a teacher can interview no more than 4-5 people per lesson. Written lesson surveys include tests that sum up the results of a certain period of study.

A special form of control is Homework, the discussion of the results of which in the class has a learning effect, especially in cases where tasks allow non-standard solutions. In the final control, oral or written exams are usually used, which cause significant emotional and physical overload in schoolchildren.

The advantages of traditional control and evaluation tools are that their development does not cause difficulties for teachers, since it is based on an extensive methodological base and is easily implemented. Teachers receive the necessary preparation for the use of the usual surveys and exams from their own experience of school years, and also does not require preliminary financial investments, expensive computers, software, and tests are not needed.

The disadvantages are that there are no links between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in mass education, subjectivity and incompatibility of control results.

The verification activity of the teacher ends with grading. Traditionally, in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment, in this case the term “assessment” is used.

Assessment is a necessary component of the control process, the results of which are of great importance for students and their parents, since school grades affect the future of the child to one degree or another and introduces an element of competition in relation to students. However, often grades are given in a hurry or depend on the personal relationship between the teacher and the student, class attendance, student behavior in the classroom, etc.

In the course of searching for an effective option for evaluating learning outcomes, it is necessary to study the control and evaluation system in modern education.

1.1 Modern means of evaluating test results

1.2.1 Basic ideas and concepts.

Electronic textbook (ETU)- this is an electronic publication that partially or completely replaces or supplements the textbook and is officially approved as this type of publication. It is an independent multimedia learning tool, so the structure of the electronic textbook should be presented at a qualitatively new level.

There are many definitions of EUP. Some of them are presented:

a) an educational publication containing a systematic presentation of the academic discipline or its section;

b) this is a text presented in electronic form and equipped with an extensive system of links that allows you to instantly move from one of its fragments to another.

The course work presents the type of EUP - test.

The test is outwardly the simplest form of an electronic textbook. The main difficulty is the selection and formulation of questions, as well as the interpretation of answers to questions. good test allows you to get an objective picture of the knowledge, skills and abilities that a student has in a particular subject area.

An analysis of the scientific work of scientists, teachers and psychologists shows that not every task can become a test: it must meet a number of requirements and relevant criteria. In testology, in classical and modern testing theory, the following main criteria for test quality are identified: reliability, validity, objectivity

The theory and practice of testing in its modern sense has more than a century of history. The time of the birth of testology is attributed to the end of the 19th century, when psychologists began to study individual differences in the physical, physiological and mental characteristics of a person.

One of the first who began to use test technologies to measure individual characteristics was an English biologist Francis Galton. He dealt with the issue of heredity, while developing a number of methods for determining visual, auditory and tactile sensitivity, as well as for determining muscle strength, reaction speed, etc. F. Galton formulated three principles of testing, these conclusions remain relevant to this day:

1) application of a series of identical tests to a large number test subjects;

2) the need to accumulate and process statistical results;

3) establishment of evaluation standards.

A new stage in the development of testology is associated with the activities of the French psychologist Alfred Binet (1857-1911). He develops original methods for measuring intelligence.

At the beginning of its emergence and development, the test as a measuring tool was used only within the framework of the experiment, it was intended exclusively for individual measurement.

At the beginning of the 20th century, the idea of ​​using testing to measure the level of educational achievement also arose. American psychologist V.A. McCall proposes to divide tests into psychological (determining the level of mental development) and pedagogical (measuring the success of students in subjects for a certain period of study). The purpose of pedagogical testing, according to McCall, should be to identify and combine students with similar indicators of the level of learning.

In the second half of the 20th century, a more advanced model for analyzing the results obtained was developed - the modern theory of tests (IRT). IRT is a kind of latent structural analysis (LSA) methodology (P.F. Lasersfeld method). During this period, the theory of tests from a descriptive science, busy collecting and systematizing factual material, begins to turn into a science about relationships, about the laws of functioning and evaluating the behavior of subjects.

Testology in Russia

In Russia, interest in the development of tests and the practice of their use is formed in the 20s. XX century. Prominent Russian psychologists and educators dealt with this problem. Among them, S.G. Gellerstein, P.P. Blonsky, A.P. Boltunov, M.S. Bernstein, L.S. Vygotsky, G.I. Zalkind and others.

In 1970-1980. the traditional system of knowledge control was criticized. In the former Soviet Union, the development of didactic testology is associated with the works of N.F. Talyzina on programmed learning and V.P. Bespalko on the problems of pedagogical technology.

Noting that educational control methods are suitable for direct communication between a teacher and schoolchildren in a lesson on specific issues studied in a lesson, since they do not include the necessary diagnostics, accuracy and reproducibility of results. The usual written tests also suffer from similar shortcomings. Therefore, it is necessary to develop special test materials focused on the levels of solving certain educational problems. Now this approach is shared by many teachers.

At present, several centers have appeared in our country, in which they professionally work with test technologies. Among the most active, it should be noted: the Testing Center of the Ministry of Education of the Russian Federation, which tests graduates of general educational institutions, the Testing Center for Vocational Education, the Center for Psychological and Vocational Testing of Moscow State University and a number of others.

By means of presentation pedagogical tests are divided into:

1) blank(subjects mark or enter the correct answers on the form);

2) computer(tasks are displayed on the computer monitor).

According to the degree of homogeneity of tasks:

1) homogeneous(control of knowledge and skills in one subject, discipline);

2) heterogeneous ( measuring the level of preparedness in several academic subjects).

Test types

I. About open(subject himself writes down the correct answer)

Forms of test tasks of an open type

a) assignments for addition (short answer: formula, numerical expression, word, etc.).

b) tasks with freely constructed answers (an answer in a free, expanded form: a solution to a problem with explanations, a short essay. The completeness of the answer should be stipulated to obtain the maximum score).

II. Closed(they assume the choice of the correct answer from the proposed options. The optimal number of alternative answers is 4-5. Wrong, but plausible answers, that is, similar to the correct ones, are called distractors (from the English distract - to distract).

Forms of test tasks of a closed type

a) tasks of alternative answers (tasks with two answers: yes - no, right - wrong). They have a very high percentage of guessing (50%), their single use in the test is considered ineffective;

b) tasks with a choice of several correct answers;

c) assignments for establishing compliance;

d) tasks to establish the correct sequence.

1.2.2 Modern means of teaching educational and cognitive activity of students

An important condition for increasing the effectiveness of the educational process is the systematic receipt by the teacher of objective information about the course of educational and cognitive activity of students. The teacher receives this information in the process of monitoring the educational and cognitive activity of students.

Control - identifying, establishing and evaluating students' knowledge, i.e., determining the volume, level and quality of assimilation of educational material, identifying academic success, gaps in knowledge, skills and abilities of individual students and the entire group to make the necessary adjustments to the learning process, to improve its content, methods, means and forms of organization.

Performing the function of managing the educational and cognitive activities of students, control is not always accompanied by grading. It can act as a way to prepare students for the perception of new material, to identify students' readiness to master knowledge, skills and abilities, to generalize and systematize them. Control has an important educational and developmental value.

Checking students' knowledge is the most important objective form of teacher's self-control. A teacher's self-assessment will be truly objective if the knowledge test is organized in such a way that it ensures the most complete identification of this knowledge.

In an educational institution, a special place is occupied by such forms of classes that ensure the active participation in the lesson of each student, increase the authority of knowledge and individual responsibility of students for the results of educational work. These tasks can be successfully solved through the technology of using active forms of learning.

The need for active learning lies in the fact that with the help of its forms and methods it is possible to effectively solve a number of problems that are difficult to achieve in traditional learning: to form not only cognitive, but also professional ones; to teach collective mental and practical work, to form social skills and skills of interaction and communication, individual and joint decision-making, to cultivate a responsible attitude to business, social values ​​and attitudes, both of the team and society as a whole.

Education is the most important and reliable way receive systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the personality, the unity of the content and procedural aspects), training at the same time has specific qualitative differences.

Cognitive activity is unity sensory perception, theoretical thinking and practical activities. It is carried out at every step in life, in all types of activities and social relationships of students, as well as by performing various subject-practical actions in the educational process (experimenting, designing, solving research problems, etc.). But only in the process of learning, knowledge acquires a clear form in a special educational and cognitive activity or teaching inherent only to a person.

Learning always takes place in communication and is based on a verbal-activity approach. The word is at the same time a means of expressing and cognizing the essence of the phenomenon under study, an instrument of communication and organization of practical cognitive activity of students.

Learning, like any other process, is associated with movement. It, like a holistic pedagogical process, has a task structure, therefore, the movement in the learning process goes from solving one educational problem to another, moving the student along the path of cognition: from ignorance to knowledge, then incomplete knowledge to more complete and accurate. Education is not limited to a mechanical "transfer" of knowledge, skills and abilities, because learning is a two-way process in which teachers and students closely interact: teaching and learning.

Table 1 - Interrelation of types, methods, forms and means of control

control
input	intermediate	final	residual knowledge
interview, questioning, test, testing (input HOT)	interview, questioning, test, survey, homework, seminar session, laboratory work. testing (formative, diagnostic CAT),	testing thematic, milestone, final CAT), monitoring	testing (final CAT)

Assessment and its functions

The results of the control of educational and cognitive activity of students are expressed in its assessment. Estimate means to establish the level, degree or quality of something.

Grade- a qualitative indicator (for example, "You are well done!").

Mark - quantitative indicator (five or ten point scale, percent

As you know, the pedagogical functions of control consist in identifying shortcomings in the work of students, establishing their nature and causes in order to eliminate these shortcomings. It is important for the teacher to have information both about the assimilation of knowledge by students and about how they were obtained.

Control also plays an important educational role in the learning process. It helps to increase the responsibility for the work performed not only by the student, but also by the teacher.

In general, testing knowledge is a form of consolidation, clarification. Comprehension and systematization of students' knowledge. Listening to the answering comrade, the students at the same time, as it were, repeat again what they themselves learned the day before. And the better the check is organized, the more conditions for such consolidation.

Testing knowledge is a form of pedagogical control over the educational activities of students. If we take into account that the main educational task of the teacher is to ensure that the entire program volume of knowledge is mastered by the children, it becomes clear that one cannot do without a special knowledge test. Moreover, it must be organized in such a way that real knowledge is revealed as deeply and fully as possible.

Modern teaching aids, along with the living word of the teacher, are an important component of the educational process and an element of the educational and material base of any educational institution. Being a component of the educational process, teaching aids have a great influence on all its other components - goals, content, forms, methods.

The most effective impact on students is provided by modern audiovisual and multimedia teaching aids (electronic educational resources). Audiovisual means, as well as multimedia means, are the most effective means of education and upbringing.

1.2.1 Control and evaluation system in modern education

One of the most important areas of modernization in educational institutions is the revision of the existing control and evaluation system, since the latter does not correspond to the personality-oriented paradigm of education, conflicting with the fundamental principles of modern pedagogy. The traditional control and evaluation system to a greater extent performs the function of an external controller of the student's learning success on the part of the teacher, not assuming either the student's assessment of his own actions, or comparing his internal assessment with the external one (assessment of the teacher, other students). Within the framework of the traditional control and evaluation system, the teacher has to maneuver between fixing the success of the student's result, comparing this result with some average statistical norm.

The control and evaluation system is as follows:

Firstly, transferring the main assessment actions and responsibility for the formation of the assessment to the students, thereby ensuring their assessment independence and the development of reflective skills and abilities;

Secondly, taking into account the overall assessment of performance results and other objects that were not previously taken into account in the evaluation process.
a new approach to assessment (in relation to physical culture).

The changes taking place in the field of education at the present stage are caused by the society's need for independent, enterprising and responsible specialists who are able to learn - i.e. manage their own learning activities. In this regard, there is a special need for the formation of educational independence among schoolchildren as the ability to expand knowledge, improve skills, and develop abilities on their own initiative.

It is impossible to organize any activity, including educational, without evaluation, since evaluation is one of its components, as well as a regulator and indicator of effectiveness. But the preservation of the former system of evaluation of educational work, in which there is practically no consideration of the opinions of the students themselves, makes it difficult to switch to student-centered learning.

Thus, a contradiction is revealed between the existing orientation of control and evaluation activities to determine the extent to which students have mastered educational information, and the orientation of this activity, which is really in demand in modern education, is to identify the ability of students to use the mastered content to solve practical problems. There is a problem of building a control and evaluation system using various tools unmarked assessment in accordance with existing types of control.

It is systematicity that provides an understanding of the evaluation criteria and creates the basis for children's self-assessment of their work. Systematicity also implies the organization of assessment at all stages of the lesson: goal setting (how the students accepted the goal and what the teacher should pay attention to); repetition (what is well learned, what and how else should be worked on); learning new things (what and how much is learned, where and why difficulties arose); consolidation (what is obtained and what help is needed); summing up (what is successful and where there are difficulties). Most important condition organizing an effective assessment of the achievements of schoolchildren in ungraded learning is an effective choice of forms and methods of assessment. Verbal assessment is a brief description of the process and results of educational work. This form of value judgment allows the student to reveal the dynamics of the results of his activities, to analyze his capabilities and the degree of diligence.

by the most simple option evaluation can be considered value judgments based on the criteria of the score. So, evaluating the student's work, the teacher fixes the level of fulfillment of the requirements: he did an excellent job, did not make a single mistake, presented the material logically, completely, attracted additional information;

– coped well, fully and logically opened the question, independently completed the task, knows the order of execution, interest is visible, but did not notice the error, did not have time to correct them, next time you need to look for more convenient way decisions, etc.;

- fulfilled the basic requirements, understands the essence, but did not take everything into account, rearranged logical links, etc.;

- fulfilled all the requirements, but it remains to work on this;

Such value judgments are applicable to evaluating the result of an activity, and when evaluating its process, other value judgments can be used, built on the allocation of completed stages and indicated by the “next steps” that the student needs to take.

At present, the most important task of the modern assessment system is the formation of a set of "universal educational activities", which mainly ensure the development of professional, specific subject knowledge and skills.

Evaluation tools - a fund of control tasks, as well as descriptions of forms and procedures designed to determine the quality of mastering by a student (student) of educational material - an integral part of the main educational program.

In the triad of ZUNs - knowledge, skills and abilities - the main attention is

given to knowledge. Accordingly, traditional forms of control are built, which mainly test knowledge (less often skills) acquired as a result of studying specific academic disciplines. Hence the priority of such assessment procedures as testing, credit and examination

With the help of evaluation tools, control and management of the process of acquiring the necessary knowledge, skills and abilities by students is carried out.

2 Design and development of the EPM "Modern tool for assessing learning outcomes"

2.1 The structure of the electronic textbook

In the structure of the electronic textbook, the most important blocks are the block of theoretical material and the block practical material.

The information in the theoretical material is divided into chapters, you can also move from one chapter to another, return to an unstudied chapter, which greatly facilitates the work of the student. The student in this block can get useful information. In the practical material block, you can test your knowledge. He can pass the general final test for all chapters, which is very convenient.

When studying the material, the student can use the reference book, where he can find the meanings of some definitions. This is very convenient, since when reading the material, he may have questions, he may encounter incomprehensible definitions. He can find all this in the reference book (glossary). A list of additional literature is also provided.

The interface and communication block implies that we must create a certain design for our CSR, the background, font style, colors must be in harmony. There is no need to clutter up the pages with bright pictures and animations that prevent the student from working. It is necessary to create all conditions for convenient operation student.

Structure of the e-tutorial

Figure 1 - The structure of the EUP

2.2 Choosing a tool for creating CSR

IN modern world exists great amount various ready-made tools necessary for the implementation of computer training tools. They provide an environment for processing and editing elements of multimedia products, including graphics, sound elements, animation and video clips; multimedia pedagogical software as a whole, including the structural representation of the scenario and its implementation.

Tool - a software tool designed to design software tools (systems) for educational purposes, prepare or generate educational, methodological and organizational materials, create graphic or musical inclusions, service "add-ons" of the program.

In order to choose a tool in which we will create an electronic textbook, it is necessary to compare well-known programs.

The table compared 5 software packages: Microsoft FrontPage, Delphi, Macromedia Flash, Adobe Authorware, Macromedia Dreamweaver.

Table 2 - Comparative analysis of tools

Name	Main advantages	Main purpose
Microsoft Front Page	Microsoft Office FrontPage is a powerful web document editor that allows you to place	With the help of Frontpage, even a person can create a fully functional web site or EUP
	on Web pages, textual and graphic information, as well as multimedia effects (sound, video, animation). Microsoft FrontPage makes it easy and convenient to create e-tutorials.	Not familiar with HTML markup language. In the hands of an experienced user, Frontpage becomes a powerful tool with which to build web-sites of different levels of complexity.
	Delphi is an object-oriented environment for the visual design of Windows applications with advanced mechanisms reuse program code.	The most significant difference between Delphi and its closest analogues lies in the really rapid development of applications with complex user interfaces, especially those with strong relationships between controls located in the program windows.
Macromedia Flash	Macromedia Flash is a professional software product originally focused on creating interactive animations for the World Wide Web.	Functional, multimedia features: Versatility; possibility of integration into other applications; Availability of advanced multimedia capabilities: tools for creating animations, demonstrations, laboratory work; Ability to create cartoons, educational games,
Adobe Authorware	Adobe Authorware is a powerful application for creating educational programs with multimedia content for use on corporate networks, burning to discs and distributing over the Internet.	Adobe Authorware develops interactive applications that are compatible with the Learning Management System standards. Flexible interface due to the intuitive interface of the program, learning the program takes minimal time.
Macromedia Dreamweaver	Software environment for the implementation of electronic documents and Web-pages. The Web project developer is offered a convenient and powerful site management toolkit, including a built-in full-fledged FTP client tool, visual site maps and link control.	Dreamweaver - a tool for creating websites, e-learning tools helps in building bright, interactive and effective interfaces. Dreamweaver lets you create objects and pages using the DHTML language

Table 3 - Comparison of tools on a 10-point system

Microsoft Front Page
Macromedia Flash
Adobe Authorware
Macromedia Dreamweaver

Thus, from all the listed programs, we have chosen a tool - Microsoft FrontPage. This software product is one of the most relevant, desktop programs for creating e-learning aids. The main and important advantage of using FrontPage is the convenience and simplicity of the program.

Let's take a closer look at the chosen tool.

Microsoft Office FrontPage is a powerful Web document editor that allows you to place text and graphics information, as well as multimedia effects (sound, video, animation) on Web pages. With Microsoft FrontPage, you can easily create various electronic manuals. During the implementation and editing of documents, the software product itself automatically generates and adds symbols (tags) of the HTML language to the code description of the page (when entering and formatting text, adding graphics, tables, links and other page elements).

With the help of FrontPage, even a beginner who is completely unfamiliar with the markup language of electronic documents HTML can construct a fully functional web site or EUP. In the hands of an experienced user, Frontpage becomes a powerful tool that allows you to build web sites of various levels of complexity. It should also be noted that Microsoft FrontPage provides professional tools for developing and designing, preparing and publishing data that are required to create dynamic Web sites for various purposes.

Advantages of Microsoft FrontPage:

1) FrontPage allows you to quickly create Internet sites, and without going into the details, details and complexities of the HTML hypertext markup language. FrontPage creates sites according to the proposed templates embedded in it;

2) Simple and intuitive organization of the program;

3) Frontpage provides a convenient display of the map of the site being designed and provides the ability to visually edit page links. This avoids simple mistakes at the development stage and will ensure the speed of development and tracking of navigation errors on the site, which will facilitate and speed up site debugging.

2.3 Development and demonstration of the created EUP

IN Microsoft program FrontPage we have created an EMS (Electronic Tutorial).

To implement an electronic textbook in FrontPage, you do not need too much knowledge of this program, you can only have some idea about it. In order to implement our computer learning tool, you need to create in FrontPage a certain amount of pages. To do this, click the "Create a new regular page" icon on the toolbar. The index.htm page will be our main page on which we will place all hyperlinks. On the remaining pages, we will arrange the theoretical material in the form of chapters and paragraphs. Between the pages we will make the transition using the buttons "Forward", "Back", "Menu".

Graphic images are added to pages by clicking on the "Add image from file" icon located on the toolbar. If necessary, you can add various animations, pictures, audio recordings, etc.

Benefit design in restrained colors, light. The test font style is Times New Roman. The font size is 14. The font color matches the background image. The spacing between lines is one and a half.

The pages of the electronic textbook are accompanied by bright and colorful pictures, making the electronic textbook more interesting.

The program has a navigation system. Jump through the pages of chapters, paragraphs and go to the main page. The student can independently build a trajectory for studying the material. If necessary, you can go back to the unstudied material.

Referring to the previous material contributes to the consolidation of acquired knowledge by establishing semantic links between it and previously acquired knowledge. The navigation mechanism is shown in Figure 2.

Figure 2 - Navigation buttons

The main page of the EUP will look like this (Figure 3):

Figure 3 - Main page of the EUP

Figure 4 - Acquaintance

A reference book on basic concepts will help the student to deal with definitions and terms that are incomprehensible to him (glossary) (Figure 5):

Figure 5 - Reference on basic concepts

The electronic textbook contains a list of additional literature (Figure 6):

Figure 6 - Further Reading

Implementation of test programs in EUP.

A test is a tool consisting of a qualimetrically verified system of test tasks, a standardized procedure and a pre-designed technology for processing and analyzing results, designed to measure the quality and properties of a person, which can be changed in the process of systematic learning.

The main goal of testing is to detect the inconsistency of these models, to assess the level of their inconsistency in a quantitative form.

In the course work, a test was presented using the Indigo testing program.

INDIGO testing system is a universal tool for automating the testing process and processing results that can be used to solve a wide range tasks:

1) testing and control of knowledge of schoolchildren and students.

2) selection of candidates for employment.

3) determination of the professional level of employees (attestations, certifications, personnel changes).

4) conducting psychological tests (for example, IQ tests).

5) conducting surveys (sociological, marketing, identifying the dominant point of view, etc.).

6) automation of competitions and olympiads.

The INDIGO test maker has already shown its effectiveness as a result of successful application both in the educational process in educational institutions and in commercial organizations, providing:

Efficient test automation due to wide functionality.

Ease of use with a modern user interface.

We have registered and created our own test (Figure 8)

Figure 8 - Home page

Figure 9 - Result

Conclusion

When using electronic teaching aids, not only the reproductive activity of students takes place, but also abstract-logical, which contributes to a better understanding and assimilation of the material presented.

Obviously, electronic teaching aids and any other means are an alternative activity of the teacher, they involve peculiar forms of presenting material, performing exercises and controlling knowledge.

In my course work, I relied on the clarity and accuracy of the presentation of the material. In this paper, several tools for creating CSR were touched upon. But at work, I used Microsoft Office to show the effectiveness of this tool. Also, thanks to the works of Krasnova G.A., Petrovsky A.V., Krasilnikova V.A., I was able to accurately state and provide material on the creation of my work.

List of used literature

1 Krasnova, G.A. Technologies for creating electronic learning tools / M.I. Belyaev, A.V. Solovov - M.: MGIU, 2002. - 304 p.

2 Petrovsky, A.V. Fundamentals of pedagogy and psychology of higher education

/ M.: Moscow University Publishing House, 1986. - 304 p.

3 Zainutdinova, L.Kh. Creation and application of electronic textbooks (on the example of general technical disciplines) / - Astrakhan: TsNEP Publishing House, 1999. - 364 p.

4 Krasilnikova, V.A. The use of information and communication technologies in education: a textbook

/ V.A. Krasilnikov; un-t. - 2nd ed. revised and additional 2012. - 291 s

5 Krasilnikova, V.A. Theory and technologies of computer training and testing. Monograph / V.A. Krasilnikov. - Moscow: House of Pedagogy, IPK GOU OSU, 2009. - 33 p.

6 Bashmakov, I.A. Development of computer textbooks and training systems / I.A. Bashmakov, / M .: IID "Filin" - 2003, 616 p.

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