Ten-point system at school. "the system of assessment of students in a modern school"

Knowledge assessment system- system for assessing the quality of development educational programs students, the most important element of the educational process.

Currently, there are many scales for assessing knowledge in use around the world. In some scales, it is customary to use numerical designations of categories, and fractional marks are allowed, other scales (for example, in the USA) traditionally deal with letter designations. The American scale also has a numerical interpretation, in which the highest grades A and A + correspond to a score of 5. Letter designations, by the way, are also abbreviations and have their own percentage (used for the rating evaluation system and for maintaining the rank / class of the student and not only), namely:

Grade (Percentage)	Description of the abbreviation	Description	Analogue of the Russian assessment
O(100)	The best of the best/Outland/Prime leader	Best of the Best/Outrageous/First of the Leaders	5+
S(93-99)	Supreme	Higher	5
A(85-92)	Artful	Artfully	4
B(77-84)	Beautiful/Brilliant	Fine/Brilliant	4-
C (70-76)	Creditable	commendable	3+
D(63-69)	Diversly	Various	3
E (50-62)	Enough	Enough	3-
F (1-49)	fail	Failure	2
U(0)	Unhonest/Unfair	Dishonest/Unscrupulous	1

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Subtitles

International knowledge assessment systems

Most countries have national system school grades in their schools. There are also standard international systems for assessing knowledge.

International Baccalaureate

Currently, the GPA program does not exist separately from the International Baccalaureate program. The IB Diploma and IB MYP systems have introduced a single rating scale from 1 to 7, where 7 is the highest mark, 1 is the lowest. Estimates are always integers.

CIS countries, Russian Empire and USSR

In the history of Russian education, initially, as in Europe, there was a three-digit grading system. In the list of students of the Kyiv Theological Academy (city), the highest category means very good progress: "the doctrine of a fair, reliable, kind, honest, good, laudable." The middle rank denotes the successes of the “mediocre, mediocre, not bad teaching”. The lowest category characterizes successes below the average: "teachings of the weak, vile, wicked, hopeless, lazy."

Gradually, the verbal assessment became more monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was set opposite to the German one.

The tradition of designating the diligence and success of students with numbers was established in Russia as early as the beginning of the 19th century. Then in the gymnasiums the numbers from 0 to 5 were used. Zero showed that the student did not fulfill his duties at all; if he received two zeros in a row, then he was subjected to corporal punishment (until 1864). One and two were given when the student prepared the lesson unsatisfactorily; a three was given for mediocre diligence; four - when the student performed his duties well; five he received only for excellent knowledge of the lesson. The teacher was obliged to give points in the class, characterizing only the knowledge of the lesson given at home, and had no right to take into account the attention or absent-mindedness of the students during the lesson, as well as the temporary or permanent diligence of the student, his age and abilities.

IN different time in Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, a 5-point one took root, which was officially established by the Ministry of National Education in 1837: "1" - weak successes; "2" - mediocre; "3" - sufficient; "4" - good; "5" - excellent. During the 20th century, the "1" rating gradually fell into disuse, as a result, the 5-point system was transformed into the modern 4-point system. IN last years in Russia, in some educational institutions, a 5-point system is returned (“1” - a point for outstanding work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space, although in recent years there has been a departure from it:

• The Republic Belarus switched to a 10-point scale;
• Ukraine on 12-point;
• The Baltics preferred the Anglo-Saxon system (in Estonia, a five-point scale is still used, "1" is an assessment for outstanding work), etc.;
• Moldova
• Georgia switched to a 10-point scale.
• Armenia switched to a 10-point scale.

America

In America, a five-point rating scale is used.

Grading by letter system	Digital equivalent	Percentage of points	Assessment according to the traditional system
(at universities)			(in schools and colleges)
A	4,00	95-100	5
A-	3,67	90-94
B+	3,33	85-89	4
B	3,00	80-84
B-	2,67	75-79
C+	2,33	70-74	3
C	2,00	65-69
C-	1,67	60-64
D+	1,33	55-59
D	1,00	50-54
F	0,00	0-49	2

Kyrgyzstan

Moldova

In Moldova, a 10-point scale is used, where 5 is the minimum satisfactory score:

• 10 (excellent)
• 9 (very good)
• 8 (good)
• 6–7 (medium)
• 5 (satisfactory)
• 1–4 (unsatisfactory)

Russia

School knowledge assessment system

Since January 11, 1944, a digital five-point system for assessing student progress has been introduced in Russian schools in accordance with the Decree of the Council of People's Commissars of the RSFSR No. 18 of January 10, 1944 and the Order of the People's Commissar of Education of the RSFSR No. 24 of January 10, 1944.

In accordance with the instructions of the Department of Primary and Secondary Schools of the People's Commissariat for Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, the following criteria for assessing students were established:

Grade	Description
5	A score of "5" is given when the student exhaustively knows all the program material, understands it perfectly and has firmly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks, he is able to independently use the acquired knowledge. In oral answers and written works, he uses literary correct language and does not make mistakes.
4	A score of "4" is given when the student knows all the material required by the program, understands it well and has firmly mastered it. Answers questions (within the program) without difficulty. Able to apply the acquired knowledge in practical tasks. In oral answers, he uses literary language and does not make gross mistakes. Allows only minor errors in written work.
3	A score of "3" is given when the student discovers knowledge of the main program educational material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers, he makes mistakes in the presentation of the material and in the construction of speech. Makes mistakes in writing.
2	A score of "2" is given in the case when the student reveals ignorance of a large part of the program material, answers, as a rule, only to the leading questions of the teacher uncertainly. In written work, he makes frequent and gross errors.
1	A score of "1" is given in the case when the student reveals complete ignorance of the educational material being passed.

According to the Instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, when determining quarter and final (at the end of the school year) marks, it is not allowed to derive them as arithmetic averages. These final grades must correspond to the level of knowledge of the student at the time of his certification.

In certificates and certificates, marks of progress are indicated by numerical points and in brackets by the name: 5 (excellent); 4 (good); 3 (satisfactory).

By average score:

Knowledge assessment system in secondary and higher educational institutions

In universities and colleges of Russia, knowledge assessments were established by Order of the USSR State Committee for Public Education dated June 22, 1990 No. 432 “On Approval of the Regulations on the Forms of Monitoring the Educational Work of Students in Daytime and Evening Departments of Secondary Specialized Educational Institutions”. According to this normative document, the knowledge, skills and abilities of students in all forms of control of educational work, including educational and technological practices, are evaluated in points: 5 (excellent); 4 (good); 3 (satisfactory); 2 (unsatisfactory). Laboratory works, practical classes and pre-diploma practice are evaluated: "passed", "failed". Educational establishments cultures and arts may use other student assessment systems agreed with the higher authority.

Ukraine

Ukraine introduced its new grading scale in autumn 2000, which replaced the Soviet grading scale.

The new grading system is practiced on the basis of the previously existing 5-point grading scale, which correlates with the 12-point grading system. Rating "12" is given only for outstanding achievements or for any creative work.

New scale	old scale
12	5+
11	5
10	5−
9	4+
8	4
7	4−
6	3+
5	3
4	3−
3	2+
2	2
1	1

The fourth level is high (10-12 points). The student's knowledge is deep, solid, systemic; the student knows how to use them to perform creative tasks, his educational activity is distinguished by the ability to independently assess various situations, phenomena and facts, to show and defend his personal position;

The third level is sufficient (7-9 points). The student knows the essential features of concepts, phenomena, the relationship between them, is able to explain the basic patterns, and independently uses knowledge in standard situations, owns mental operations (analysis, abstraction, generalization). The answer is correct, logically justified, but the student lacks his own judgments;

The second level is medium (4-6 points). The student reproduces the main educational material, is able to perform tasks according to the model, owns elementary skills learning activities;

The first level is the initial one (1-3 points). The student's answer is fragmentary, characterized by initial ideas about the subject of study.

Europe

The scoring system originated in Jesuit schools in the 16th-17th centuries and had the humane goal of replacing corporal punishment accepted at that time with rewards. The first three-point grading scale originated in Germany, it resulted from the division of all students into three numbered categories: the best, average and worst, and the transition from one category to a higher one marked the acquisition of a number of advantages and privileges. Initially, the unit had the value of the highest rating. Over time, the middle category, to which the largest number of students belonged, was divided into additional sub-categories, so a multi-level ranking scale was formed, with the help of which they began to assess the knowledge of students.

Austria

The 10-point rating scale provided by the Indian Institute of Technology is as follows:

Grading in high school

For grading in high school an average percentage is used. A score above 90 percent is considered excellent; between 70-89 percent - the first level; between 50-69% - the second level, 40-49% are the minimum passing score; however, this terminology and classification is up to the Board of Education.

History teacher MBOU "OOSH v. Zubochistka"

Second "Khaibullina E.F.

Topic for the History Teachers Seminar:

"The system of assessment of students in modern school»

1. The relevance of studying the issue of modern methods of assessing student success
At the present stage of development of education, when teachers actively introduce innovative (interactive) teaching technologies into the educational process, there arisescontradiction between the process of student-centered learning and the existing system for evaluating learning outcomes. Among teachers, there has long been dissatisfaction with the “five-point”, but in fact “three-point” system, which is not able to reflect the real level of learning and development of students.
The form of setting traditional five-point marks violates the principle of adaptability, that is, the student's ability to adapt, find his place in the educational process at the level of success. Together with the “deuce”, the student receives a setting for failure. This contradicts such a condition of student-centered learning as "motivation for success, reliance on the student's internal motives for learning." In addition, using the traditional five-point scale, it is impossible to assess all the nuances of students' achievements, since the criteria separating "five", "four", "three" are very blurred, they are easy to arbitrarily and subjectively interpret. In addition, they are often closed to the student, so this type of control is contrary to the principle of psychological comfort, which is a necessary condition for student-centered learning.
The marks received by the student do not contain information about what exactly the student has learned to do and what skills he has mastered for this, since the mark received by the student for test, received for the entire control work as a whole, and not for individual tasks. As a result, the qualitative indicator "assessment" is replaced by a quantitative one - "mark". Moreover, marking is the teacher's privilege, so the student will not master self-assessment and objective mutual assessment. This contradicts another principle of student-centered learning - evaluation activities. While the skills of control, self-control and reflection are an integral stage of any activity, without this stage it is impossible to realize whether the planned result of development has been achieved. The current system of monitoring and evaluation does not take into account the personal growth of students, the level of development of students' competencies, excludes self-assessment and mutual assessment, creates stressful situations for students, parents and teachers.
The purpose of developing technologies is the formation of a functionally literate personality. Specific knowledge in student-centered learning is considered as a guideline, the basis for planning and implementation by students of any productive actions. But the goal of developmental education is at odds with the goal of the existing control system (verification, tests, tests), which involves assessing not the skills, but the knowledge of students.
In order to follow the principles of student-centered learning and achieve the goals of developmental learning, new criteria for assessing the success of students' educational activities are needed.

2. Requirements for the new system for assessing student learning achievements:

This system should check how the student has mastered the skills to use knowledge, that is, the real qualities of a functionally literate person;
- the basis of the control material should be productive tasks, not reproductive issues;
- the form of fixing the results of control should provide information about the student's mastery of specific skills (subject and general educational), that is, how the learning goals are achieved;
- a qualitative assessment should prevail over a quantitative mark in the minds of teachers, students and parents;
- the evaluation system should reflect the basic principle at the control stage - the minimax principle;
- new system assessment should focus the student on success, avoid anything that creates an uncomfortable, stressful environment in the classroom.

3.New student assessment systems

IN modern world An important priority of society and the education system is the ability of young people entering life to independently solve the problems that confront them, and the result of education is “measured” by the experience of solving such problems. Therefore, in the forefront, along with general literacy, such competencies of the graduate act as, for example, the ability to develop and test hypotheses, the ability to work in a project mode, initiative in decision-making, etc. But the process of forming students' competencies cannot be complete without a well-thought-out system of means for measuring and evaluating them.

The relevance of studying the evaluation process is always noted. Without feedback management of any process cannot be effective. The need for assessment is noted by all participants in the educational process: students, teachers, parents. Grades are an integral part of the learning process.

The current assessment of knowledge with the help of points, according to some teachers, has a number of advantages. This is the simplest and most accessible means to cause competition between children, to encourage them to study systematically. Estimates are convenient for competitions, entrance exams, statistics, reporting, etc.

However, each teacher evaluates students' knowledge based on their intuitive ideas. The school does not have unambiguous evaluation criteria. The teacher is not able to correctly and impartially assess the knowledge and work of the student. Setting points spoils the relationship between the teacher and students, creates the basis for constant clashes and mutual distrust. The student gets used to seeing the teacher not as a source of knowledge, but first of all as a controller, who often makes mistakes and who sometimes manages to deceive. Points are harmful to the teacher himself. They distract him from his main duties and turn the lesson into a boring interrogation.

The main drawback of the existing system of assessments and marks, from the psychologist's point of view, is their possible traumatic effect on the child. Teachers are well aware of the tense silence in the classroom when grades are announced, the dreary flipping of notebooks in search of the points received. All teachers had to observe the reaction that marks cause in children: from undisguised joy to tears.

How to take into account and evaluate the qualitative increment of each student? Of course, quality assessment should not consist in assessing the amount of knowledge gained, but in assessing the level of formation of a set of competencies. When evaluating, it is necessary to take into account the totality of operational actions; what was achieved - the result, how - setting a goal, planning, using sources, processing information, participating in a dialogue; what product is received - its originality, non-standard, demonstration of a personal position.

At all stages of school development, the question of finding effective ways to implement the teacher's evaluation function comes to the fore.

New ways of assessing students are proposed. Such, for example, as:

The purpose of rating education is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.

1) the entire course of study on the subject is divided into thematic sections, control over which is mandatory.

2) upon completion of training for each section, a fairly complete control of the student's knowledge is carried out with an assessment in points.

3) at the end of the training, the sum of the points scored for the entire period is determined and the total mark is set. Students with a total rating score of 86% to 100% may be exempted from tests (exams).

At the stage of preparation for the introduction of the rating system, the teacher and the student conclude an agreement on mutual obligations. For this purpose, a form of the “Teacher-Student” agreement is being developed, which indicates what rights and obligations each of the contracting parties assumes. A map of "control points" (score sheet) is attached to the contract. This is the main rating document. The contract stipulates the conditions for completing the training. The student knows under what conditions he will be exempted from the exam or, on the contrary, not admitted to it.

Rating technology involves the introduction of new organizational forms of education, including special classes to correct the knowledge and skills of students. Based on the results of the student's activities, the teacher adjusts the timing, types and stages various forms control of the level of work of the student, thereby providing the possibility of self-management of educational activities.

The main difficulty in implementing a rating system of control is a significant increase in the teacher's time spent on preparing for lessons and extra classes. However, with the acquisition of experience, the severity of the problem decreases.

Accounting plays an important role in the work on the technology of individual training. From the above, it is clear that the mark loses its meaning, as students choose their level of difficulty. All tasks and tests are evaluated according to the principle: “done - not done” or “passed - not passed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos don't make sense, because a student who has not passed the test learns the material again and passes the test on the topic a second time. Depending on individual characteristics, he can pass the test in whole or in parts.

The total maximum rating mark of progress for the period of study is made up of the maximum rating marks for subjects, and the rating mark for each subject is made up of rating marks for its constituent topics (sections).

So, we can say with confidence that today the rating system for monitoring and evaluating knowledge provides a systematic, maximally motivated work, both for students and teachers.

This is confirmed by the fact that the introduction of a rating system into the educational process creates the following advantages in learning:

Decreases stressful situation in the process of control for both students and teachers;

Learning becomes student-centered;

The rating system excludes any humiliation of the student's personality, allows him to evaluate his own abilities and capabilities, i.e. encourages him to conscientious work during the entire period of study.

Self-esteem

One of the important aspects of assessment is the students' self-assessment of their own classroom and extracurricular activities. The influence of teachers and educators should coincide with the student's own efforts in mastering educational activities, with his activity in "educating" himself.

Self-control is called special actions, the subject of which are the own states and properties of a person as a subject of activity and communication.

Self-control is necessary for different stages learning process, and, accordingly, at different stages of the lesson, students should be taught it.

First of all, students should be taught preliminary (preparatory) self-control, which is carried out before the start of the assignment, that is, at the indicative stage. It is necessary for the student in order to make sure of the correct understanding of the goal, the educational task, the requirements of the teacher. The student must be prompted that he can do this by asking the teacher questions, clarifying the conditions of the task and the initial data from him, and also checking the readiness of his workplace, means of labor.

At the performing stage of independent activity, in the process of solving a learning problem, the teacher should encourage and "provoke" the current (corrective) self-control of students. The specific actions of this type of self-control are tracking, comparing intermediate results with a given standard, fixing the time spent, choosing adequate means to achieve the goal and methods for solving a learning problem, etc.

The final (stating) self-control of students should be aimed after performing a certain type of activity, after independent work.
The teacher can use any type of activity in the lesson to teach children self-control, introspection, self-esteem.

Since the ability to self-control in educational activities acts as the ability to independently track one's own path to achieve the set educational goal, the third important condition for the formation of self-control is the use of academic work plans.

Learning planning is a complex activity and causes certain difficulties for schoolchildren. In cooperation with the teacher, these difficulties can be overcome if children are encouraged to be independent and taught the ability to plan mental and practical actions when performing various tasks.

It is necessary to emphasize the importance of the plan in any business. The teacher explains to the students that making an activity plan means: firstly, highlighting the main points in what you are going to do; secondly, outline the sequence in which you will carry them out, that is, highlight the stages of work; thirdly, decide what methods and techniques you will use; fourth, schedule when the work will be done; how much time it will take, by what time it should be done.

Experience shows that students are more successful in planning (and hence self-controlling) activities if a goal is set and applied work is performed. The practical implementation of the plan, the exact adherence to it, is thus identified with the inculcation of self-control skills.

Another important condition for the formation of self-control is the involvement of schoolchildren in various forms of mutual verification. Mutual assessment is the most important component of assessment activity in the classroom, because this activity encourages the student to be in the classroom in an active active position, to analyze, compare, evaluate, draw conclusions, strive to work better.

Before the start of the peer review, each student gives a self-assessment of their work. And then, under the guidance of the teacher, there is a mutual check. Further, the works are returned to the authors, and they can ask questions if they do not agree with the actions of the inspectors.

Reflective control and evaluation activity in the organization of collective learning activities involves the inclusion of each student in the action of mutual control and mutual evaluation. For this, evaluation cards are used, the purpose of which is to teach how to adequately evaluate yourself and others. Students are encouraged to do short notes- substantiation of the assessment in the form of praise, approval, wishes, etc.

It must be remembered that students' abilities for self-control and self-esteem cannot develop independently of other personality traits and qualities, cannot be unrelated to other components of the personality structure. These abilities are primarily associated with the development of the intellectual sphere and mental abilities in general, since we are talking about comprehending the available information about oneself and other people, "making" conclusions about oneself and other people. In addition, the ability for self-control and self-esteem is also determined by the development of the student's motivational sphere, since they are based on the child's need for recognition, respect, self-improvement, interest in high marks from those around him for his merits and success in educational activities.

Portfolio

Of the huge variety of portfolio types, a portfolio of documents, as well as a portfolio of works, stand out.

In the "portfolio of documents" the student submits certificates officially recognized at the international, federal, regional, municipal level of competitions, competitions, olympiads, documents on participation in grants, on the completion of musical and art schools, test certificates.

"Portfolio of works" is a set of various research, design and other works of the graduate. A portfolio of work may include:

Design work(project topic, description of the work, printed text of the work);

Research papers and abstracts ( research, abstract, used literature);

Technical creativity: models, layouts, devices (practical description of a specific work);

Work on art (a list of works is given, participation in exhibitions, theater, orchestra, choir is recorded);

Various practices: language, social, labor, pedagogical (the type of practice, the place of its passage, duration is fixed);

Classes in institutions of additional education, at various training courses;

Participation in scientific conferences, training seminars and camps;

This type of portfolio involves a qualitative assessment, for example, in terms of the completeness, variety and persuasiveness of materials, the quality of the submitted works, orientation to the chosen educational profile, and more. The materials presented in this section give a broad idea of ​​the dynamics of the student's educational and creative activity, the orientation of his interests, the nature of his pre-profile training.

No less important is the next type of portfolio - "portfolio reviews". It is in it that students are invited to provide feedback on creative work, research and other projects, social practices, participation in conferences and in various areas of application of forces. An important component of this section is the student's self-assessment, his reflection of his own activities. It happens that the child provides good results in some subjects, educational areas or competitions, olympiads, but at the same time performs work with great reluctance, which often no one even suspects. As a result, he can receive recommendations, engage in a profile where he will be successful, but will not experience moral satisfaction. It will be possible to help the child find himself, to correctly build career guidance, using this section of the portfolio, which will present the child's Self-Reflection on a variety of activities performed by him, starting with educational and lesson and ending with a hobby.

The types of educational portfolios are diverse, teachers and students have the right to choose the type that helps organize the activities of students. But the most optimal variant of the portfolio of educational achievements of students is a mixed form, in which their learning outcomes are presented, active social life and moments of self-evaluation of their own results.

Thus, the teacher faces a difficult task - to take into account the many aspects and levels of students' activities in the lesson, to track the effectiveness and productivity of the actions and statements made. At the same time, it is necessary to evaluate the work of each student, to track the degree of its qualitative increment. The way out is seen in the application of a comprehensive assessment, which not only characterizes knowledge, skills, but also takes into account the systematic, independent and creativity in educational work, the degree of manifestation of the formed competencies, worldview depth, citizenship, originality and non-standardness of the received educational products. The end result of the assessment can be presented in an integrated form: teacher assessment, self-assessment and mutual assessment, reflection.

When giving a mark to a child, one should not think about how I will look in the eyes of colleagues, the administration, but think about what the child will do today, tomorrow after this mark: will he take up a book, become more industrious, or will this mark not stimulate him to work, leave indifferent. Today, perhaps, this is precisely the objectivity and fairness of the mark.

Thus, changes in the assessment system at school will be adequate to the directions of modernization of education, if assessment is considered not only as a means of monitoring the achievement of educational results, but also as one of the pedagogical means of realizing the goals of education.

Besides:

The processes of final assessment and current marks will be separated, which will help eradicate “percent mania”;

With the current control, comfortable conditions will be created for the student, his fear of a negative mark will be overcome, which will positively affect the motivation, self-esteem, and responsibility of the graduate;

With current control, first of all, progress in the development of the competence of the individual will be encouraged;

Students will be presented in advance with "open" requirements for the assessment of their assignments and assessment criteria;

The content of the training will include methods of self-control and self-evaluation by the student of their results according to the criteria developed jointly with the teacher and other students;

The procedures for the current and final certification will be adequate to the technology of a single exam, certification and certification of the graduate's knowledge.

The search for new approaches to assessing the educational achievements of students is associated with the transition from the principle of assessment according to compliance with a certain norm to the principle of assessing a child's education based on the results of his own progress, with the need to assess the personal achievements of each student, the development of reflective skills and self-esteem of students.

Bibliographic list

1. Bakhmutsky A.E. School system for assessing the quality of education.// School technologies. - 2004. - No. 1.

2. Vyazova O.V. Organizational rating of the teacher's knowledge assessment system // Information and education. - 2001 - No. 4

3. Gerasimova N. . Assessment of knowledge should educate // Education of schoolchildren. - 2003 - No. 6

4. Gromova T. . Do not evaluate, but motivate // School management. - 2005. - November 16-30 (No. 22).

5. Ksenzova G.Yu. Evaluative activity of the teacher.: M., 1999

6. Kostylev F.V. Teaching in a new way: Do we need grades-points: 2000

7. Novikova T.G. Folder of individual achievements - "portfolio" // Principal of the school.-2004. - No. 7

8. Evaluation in the modern school.// Standards and monitoring in education. - 2002. - No. 5.

9. Payne S. J. Educational portfolio - new form monitoring and evaluation of students' achievements // Director of the school. – 2000.- No. 1.

10. Portfolio of student achievements - a step towards reforming the evaluation system at school // Profile school. - No. 5. - 2004.

11. Russkikh G.A. Technology of rating education// Additional education. – 2004, № 12

12. Formation of students' success by means of rating control.// School technologies. - 2003. - No. 6.

“We are either valued too highly or not highly enough; we are never accepted for our real worth."

M. Ebner-Eschenbach

An important step in self-education was for me - a new, beloved tradition of the Association. Lesson Tatyana Adolfovna Vakhovskaya prompted a different look at the problem of assessing student achievement.

Evaluation of student achievements is a strategic link in education, the correct setting of which largely determines not only the educational success of the student, but also the life success of a person. The normative expression of the evaluation of subject results over the centuries is the school mark.

Each new Minister of Education of the Russian Federation raises the issue on changing the existing five-point system. But everything remains the same. Maybe it's not by chance?

Comparing the evaluation criteria in different historical eras Kuban, Russia, the world, I will assume that a five-point grading system can initially be recognized as sufficient, since long years used by many generations of teachers.

Over time, teachers began to use a four-point, and even a three-point grading system. Thus, behind the scenes "2" was taken out of use: final, examination, annual marks. It was regarded as an extremely low subscore, since the mark "1" was not used, because. was highly emotional. "1" - one might say, emotionally colored "deuce". Thus, "1" has not an evaluative function, but an educational, reprehensible one. In other words, there is nothing behind the "unit"! More often "1" is an indicator that the teacher lost his nerve from the intolerance of the current situation.

According to the majority of teachers in the near abroad, there are difficulties in evaluating the results of children with a multi-point system, and they mentally equate the existing result with a 5-point system, after which they transfer in their minds to a 10-, 20-, 50-, or 100-point system (world practice), i.e. moving away from the 5-point grading system, teachers mentally put 5 points, and then multiplied by the appropriate coefficient.

This also, in my opinion, proves that there is no need for a large number of points. Difficulties even arise: a large number of points very much inclines the teacher to freely, unscrutinously weigh in points the result that he needs to evaluate.
That is why, in the end, in my opinion, for many years the departure from the five-point system either falls silent, then rises again, but does not leave the agenda. BUT the grading system remains the same.

In reality, the five-point system has been replaced by a four-point system, but rather a three-point system. But if we follow the original explanations of what to give to students, if we follow them in full, then we will get a more successful and fair system.
Even using "pass / fail", especially in high school, the teacher is able to accurately determine what a high school student has - knowledge or ignorance, especially if there is a 5-point scale, this can be done very accurately.

I propose to define marks criteria five-point system as follows:

"1" - the student does not discover knowledge for the further implementation of the educational process;

"2" - exhibited in the event that the student reveals disparate knowledge, but it is impossible to continue the program (there are serious gaps, knowledge is extremely insufficient);

"3" - there is separate knowledge that, with the efforts of both sides, the teacher and the student, could lead to the successful completion of the program.
Here I would like to note the difficulty of setting a mark of "three" - which has a different color: "mediocre" or "satisfactory". This circumstance makes the "troika" long-suffering:
"3" - Native sister"2",
"3" is the sister of "4".
No other mark requires such a balanced and thoughtful presentation by the teacher. We can say that "3" is an alarming boundary between the underachieving "2" and the sound "4".

"4" - the correct answer contains minor inaccuracies or errors that cannot ultimately affect the result (I will give an example: not a gross arithmetic error in the problem with the correct solution)

"5" – is as clear as the ideal to which we aspire.

The proposed scoring, when "1" is not the teacher's emotion, but a measurement of the student's learning, is based on a study of the history of school assessment. In my opinion, the attitude to the school mark - meaningful and emotional - today diverged from the original position. And this is bad, because. sharply narrowed the possibilities of evaluation, sharply coarsened the entire educational process. These changes make it possible to talk about the injustice of the school mark.

In my opinion, the development of a responsible, emphatically attentive attitude to "3" will reduce the bias of this very mass assessment and reduce the destructive role of this long-suffering score.

Any grading system has light and shadow. There is no absolute good grading system. An increase in points in the grading system, in my opinion, will lead to new troubles and mistakes.

Any assessment system requires a clear prescribing of criteria, determining from what point failure follows. And most importantly, teachers should follow these criteria. The multi-point system mitigates, but does not eliminate the problem. And here it is important to defeat the traditional views of students, parents, teachers on a five-point grading system.

The issues of reforming the education system were considered on August 15 at a working meeting of President of Belarus Alexander Lukashenko with Deputy Prime Minister Vasily Zharko and Minister of Education Igor Karpenko. As one of the proposals voiced at the meeting, there was an initiative to return to five-point system knowledge assessment. This question proposed for public discussion. We asked experts, deputies, athletes, artists and the students themselves about whether to abandon the ten-point system.

Director of the BSU Lyceum Makar Shnip:

If we talk about which system for assessing knowledge is better - five-point or ten-point, then each has its pros and cons. The ten-point scale is already established, the children are used to it. This model is used in many countries. There are many systems for assessing the quality of the educational process. I am more impressed by the ten-point system, because it allows you to more accurately rank knowledge in academic subjects.

Vice-Rector for Academic Affairs of the Belarusian state university informatics and radioelectronics Boris Nikulshin:

I am for a return to a five-point system for assessing knowledge. However, it is more specific. The ten-point system is more vague, as Deputy Prime Minister Vasily Zharko said today. It is sometimes very difficult for a teacher to decide what to give a student - seven or eight, for example. Perhaps we were in vain to follow Western fashion in due time, not everything is good with them.

singer, presenter, mother of many children Larisa Gribaleva:

I studied in Soviet times and, of course, the five-point system is easier and more familiar to me. And if we talk about teachers, then for them returning to it means filling out many papers, they need to reorganize again. They are already doing a lot, for them it is to a certain extent additional trouble. In my opinion, the knowledge assessment system still does not affect the overall performance. Indeed, at school they can give someone a ten, and someone for the same answer a nine. But in general, it is important to focus on knowledge, not grades. As for my eldest child, and he is 14 years old, the knowledge assessment system did not matter to him, there were no subjects for any questions. Much more serious is the fact that the school does not have a profile-oriented education. In high school, children need to be guided where they go to study after school, what profession they want to connect their lives with. Children have to spend a lot of time often on items that they will not need in such a volume. But someone needs much more mathematics, and another - literature.

triple Olympic champion in freestyle wrestling Alexander Medved:

We used to have a five-point system, and I think it's the best. It’s immediately clear when they put it wrong, and when it’s excellent. Then came the ten-point system. And teachers often have questions: what to put - seven, eight, nine. What is there to count? The five-point system is the most objective, simple and effective.

Member of the Standing Committee of the House of Representatives on Ecology, Nature Management and the Chernobyl Disaster Nikolai Ulakhovich:

When I was in school, there was a five-point system for assessing knowledge, so I don’t really have anything to compare with. Naturally, I am for a five-point. This system is run-in, more specific, and it is closer to me personally. When a child comes home and brings a seven, this assessment of knowledge is incomprehensible to me - a weak five or a strong four, if translated into the old system. Hard to understand. In the old way, if a student studies for threes, then he is a three-year student, which means that he studies mediocrely. In a ten-point system, you won’t understand - three marks at once pull on the same three. And it can be difficult for a child himself to explain how he studies - satisfactory, good, almost excellent or excellent. Marks "somewhere between" turn out. There is such a stretch. With a five-point mark, it is clearly defined who learns and how. Just a few categories - very bad, bad, mediocre, good and excellent. In general, this topic should be widely discussed in our country, parents should be directly involved in this. I think grandparents also have their own point of view on this issue.

Member of the Standing Committee of the House of Representatives on Education, Culture and Science Oksana Nekhaychik:

The question is, of course, ambiguous. I graduated from a Soviet school when there was a five-point system, and it suited me. Today's children, who do not know the old system and have been studying with ten points for years, understand and accept this system, have adapted to it. At the same time, when there was a transition from a five-point system to a ten-point system, it was rather painful for parents and teachers, because this is the generation that is used to working only with a five-point system. It was probably easier for the students in this regard.

Today, both children and teachers have fully adapted to the ten-point system, which, in my subjective opinion, still gives more variations for assessing knowledge. This system is quite acceptable for work. Although, of course, one can discuss this topic, listen to public opinion. It seems to me that the answer will be ambiguous. Perhaps it is worth involving in this issue not only parents, educators and specialists involved in the education system, but also psychologists and scientists who are able to fully appreciate the severity of a possible transition. Pluralism of opinions must be ensured.

Silver medalist of the World Championship in Physics, graduate of Lyceum No. 1 named after A.S. Pushkin Brest Nikita Ignatyuk:

The five-point scale, in my opinion, is better, although it also has its pros and cons. I did not study at a time when there was a five-point system for assessing knowledge. According to my parents, then there was less subjectivity. I am going to study at the Moscow Institute of Physics and Technology (MIPT). It uses a ten-point system for assessing knowledge, and it was introduced at the Moscow Institute of Physics and Technology independently and purposefully, although a five-point system operates throughout Russia. The decision on whether to leave the ten-point system in Belarus or return to the five-point system should be taken carefully, after a large-scale discussion.

Polina Tumash, graduate of secondary school No. 5 of Smorgon, winner of the bronze medal of the XXVIII International Olympiad in Biology IBO-2017, held at the end of July in Northern Ireland:

I believe that the ten-point system allows you to more adequately assess the knowledge of the student, since the teacher has more criteria for this. Agree, in the five-point system, we have only three grades - three, four and five. There are many more options in the current system. Subjectivism in assessing a student's knowledge is possible in any case. In order to exclude it, it is necessary to develop clear rules. For example, 9 is excellent knowledge, but not ideal, and 10 is an ideal, and sometimes even a level of training that exceeds the requirements of the school curriculum.

Egor Fatykhov, graduate of secondary school No. 165 in Minsk:

I am a supporter of a ten-point system for assessing knowledge. I think it's more objective. In addition, the transition to a five-point system will take time to get used to new approaches. It seems to me that it is better to focus on improving educational programs. There are many reforms going on in the school as it is.

Honored teacher of Belarus, director of gymnasium No. 1 in Vitebsk Valentina Shirokova:

There is no need to change the current ten-point system. The main problem that is associated with it and needs to be addressed concerns the need to develop clearer criteria for assessing students' knowledge. For some subjects they are, for others they are more blurred. IN individual cases to put 10 points, you must complete an additional creative task. But why should I give it if the child fully owns the knowledge required by the curriculum and can apply it in practice? We shouldn't talk about subjectivism either: 4 or 5, 9 or 10? Whatever the system, there is no difference, because the assessment is determined by the approved criteria. If they are clear - everything is in order. If not, questions arise. Therefore, the most important thing is to have a clear regulatory framework. As you remember, the introduction of a ten-point system of education was due to the clear position of teachers, they believed in it and supported it. In addition, 10 years is not such a long time to really assess which grading system is better.

Natalya Tsilinskaya, Director of the RCOP for Cycling, Chairman of the Belarusian Cycling Federation:

It is difficult for a non-specialist to judge whether it is right or wrong to introduce certain innovations in education. But from her experience as a student in the past and now as an indirect student (Natalia Tsilinskaya has four children. - Approx. BelTA) - with a five-point system, it was more and more clear. Now it has become more difficult to understand what 8, 9 and 10 are and why they give such marks. Everyone has their own interpretation of even these three top marks. And which of them 5 in the old way is still unclear to me. It is easier for a child, for example, to adapt to a ten-point system, because he does not know how to study according to a five-point system. It doesn't make much difference to him which system operates. And it’s more difficult for parents: I still don’t quite understand the criteria for evaluating knowledge on a ten-point scale. But still, it’s not for us to learn, but for our children, so you should first of all listen to their opinion.

Mikhail Makoed, teacher of physics at the Brest Lyceum No. A.S. Pushkin:

The current ten-point system for assessing knowledge does not need to be adjusted. In my opinion, it doesn’t matter what rating scale to deal with: five or ten points. Both systems make it possible to objectively evaluate students' knowledge. There is no need for any adjustments. Our children look good at the international level, they win various competitions.

How parents can tell if their child is doing well [we invite discussion!]

Photo: Ekaterina MARTINOVICH

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The ten-point system in the Belarusian school has existed for almost 15 years. But until now, most parents and grandparents are not very well versed in it: is six a good mark? And why do some teachers claim that 10 is only for geeks?

At the beginning of the next academic year, we tried to sort out school marks together with specialists from the National Institute of Education - the head of the education quality monitoring department Valentina Ginchuk and the heads of the laboratory for mathematical and natural science education Natalia Kostyukovich, the laboratory of primary education Elena Guletskaya. We asked our experts naive questions about the ten-point system.

IS IT POSSIBLE TO COMPARE THE MARKS OF THE 10-POINT AND FIVE-POINT SYSTEMS?

Experts insist that this should not be done. And all because the principles of evaluation are completely different.

The ten-point grading system is based on the levels of assimilation of educational material, - explains Valentina Vasilievna.

There are five levels in total:

The first level, low (1 - 2 points) - involves only the recognition of educational material.

The second level, satisfactory (3 - 4 points) - the reproduction of educational material from memory.

Third, medium (5 - 6 points) - conscious reproduction educational material (at the level of understanding).

Fourth, sufficient (7 - 8 points) - the application of knowledge in a familiar situation according to the model.

Fifth, high (9 - 10 points) - the application of acquired knowledge and skills in an unfamiliar situation, to solve new non-standard tasks.

With a ten-point system, even a paragraph of a textbook memorized does not guarantee a ten, says Valentina Ginchuk. - However, the ten-point system allows a more objective assessment of the knowledge of schoolchildren. With a five-point system, one student answered the question perfectly, used additional literature and expressed his point of view. He got a five. Another student clearly reproduced the text of the paragraph and no more! And got the same five.

WHY DO SOME TEACHERS DO NOT GIVE 10 POINTS?

The teacher should use the entire set of marks, says Valentina Ginchuk. - And he must create conditions, compose or select appropriate tasks that will allow the student to answer 10 points. Putting a ten for tasks of the third level (retelling the learned material from the textbook) is unprofessional, you can also not limit the opportunity to get a ten.

CAN THE VERIFICATION ASSUME A MAXIMUM OF 7 POINTS?

The teacher can conduct lesson and thematic control when he checks and evaluates the knowledge of students in a separate lesson or the whole topic which can be studied and several lessons. This means that the teacher can put marks both at individual lessons and after studying the entire topic. By the way, the regulatory documents determine the number of mandatory tests for the entire academic year in the subjects “Belarusian language”, “Belarusian literature”, “Russian language”, “Russian literature”, “Mathematics”, “Informatics”, “Physics”, “Astronomy” ", "Chemistry and biology".

With lesson control, the teacher evaluates not only the level of assimilation of educational material, but also the student's diligence, his motivation, and the desire to achieve the goal. But with thematic control, only the result is usually evaluated.

Tests for which the teacher is going to put a mark in the journal should be designed in such a way that they contain tasks for all five levels. Indeed, for the control, in which there are no tasks of the fifth level, you cannot put 10 points, even if it is solved correctly and completely.

Each teacher independently determines the frequency of assessment of the achievements of each student. A professional teacher understands that it is necessary to check and evaluate knowledge at every lesson. Before studying new material, it is worth diagnosing the already acquired knowledge that is necessary for studying a new topic. At the end of the lesson, evaluate the knowledge learned in the lesson. To do this, the teacher can make assignments, tests that do not correspond to the five levels. The purpose of such an assessment is to identify whether the main elements of the new educational material have been learned in the lesson and, if necessary, to correct their work. However, it is not worth putting marks for the results of such tasks and tests in the journal, Valentina Vasilievna explains. - Especially if the opportunity to get 10 points was not given.

HOW ARE QUARTERLY AND ANNUAL MARKINGS DISPLAYED?

IN normative documents it is written that the mark for a quarter is the arithmetic average of marks received for thematic control, taking into account the prevailing or highest (at the discretion of the teacher) score obtained in the lessons.

Annual mark - the arithmetic average of quarter marks, taking into account the dynamics of the student's educational achievements at the end of the academic year. For example, for a quarter the student received 6, 6, 9, 9, the arithmetic mean - 7.5. The dynamics is positive, so the annual mark will be 8 points. And if the student received marks in the reverse order - 9, 9, 6, 6, then the teacher is more likely to put a seven in a year. After all, by the end of the year, the child began to study worse.

IS THERE IN THE 10-point system FAIL?

In a ten-point system, all marks are positive. Each mark means a certain level of educational achievement. And you also need to earn a unit.

In the absence of educational achievements and results, the student is given 0 points.

WHAT WILL A STUDENT RECEIVE FOR ONE SOLVED PROBLEM OF THE THIRD LEVEL?

Let's imagine a control work of 10 tasks, where there are tasks of all five levels. Then, for the solution of only the first task, the student will receive 1 point, - explains Natalya Vladimirovna Kostyukovich.

And if he solved only the sixth problem? It turns out that each task is worth a certain amount of points. Teachers have scales that determine the maximum number of points for each task, and scales for converting these points into a mark. For example, for a correctly completed single sixth task (in a test of 10 tasks), the student will receive 5 points.

CAN I GET 10 POINTS IN PRIMARY SCHOOL?

In the first two grades, children are not marked at all. But how to apply knowledge in an unfamiliar situation, solve non-standard tasks at 8-9 years old?

In fact, in elementary school there is a slightly different grading system, - Elena Guletskaya explains.

In Russian and Belarusian languages, for example, there are different types written tests: cheating (grades 1 - 2), control dictation, control dictation with a grammar task, vocabulary control dictation, thematic test, thematic multi-level test. Essays and presentations in elementary school are exclusively educational in nature, that is, marks for them do not affect the final score.

Each type of written work is evaluated in its own way.

To get 10 points for class (home) work, control dictation, you need to write them without errors or with one or two corrections in place of minor errors. Vocabulary dictation, thematic control work are estimated at 10 points if they are written without errors and corrections.

BY THE WAY

Parents can also take tests

At the national educational portal adu.by in the "E-learning" section there are electronic educational resources in all academic subjects for grades 1 - 11, including control and measuring materials: tests, assignments, tests on all topics. These materials can be used by teachers. But both parents and students can also look into this section. An electronic resource allows you to prepare for the upcoming test: solve a similar (in terms of complexity, structure, number of tasks) test on the studied topic the day before, identify gaps and repeat the necessary educational material.

STAY IN TOUCH

HOW ARE SPECIFIC POINTS ALLOCATED?

We will try to explain this with the example of history and mathematics.

1 point - the student recognizes the studied concepts, events among the proposed answers. For example, among the four dates, he recognizes the date of the beginning of the Great Patriotic War, and among the proposed geometric shapes- parallelogram.

2 points- Distinguishes the studied objects. For example, in the list of historical events proposed by the teacher, he will find out which of them relate to the First World War, and which to the Great Patriotic War.

In mathematics, learns, for example, the formula of motion among other formulas.

If the student uses the textbook only under the guidance of a teacher, he gets 1 or 2 points.

3 points- the student mechanically (not always understanding) memorized a small part of the material and reproduces it, names individual events, historical figures, retells individual fragments. It can make mistakes, be inconsistent.

Knows a mathematical formula, but cannot apply it to solve an example or equation.

4 points- reproduces from memory the learned part of the educational material, does it quite independently, without the prompts of the teacher. But he does not answer the clarifying question, because he memorized the text mechanically.

Knows that a parallelogram has two pairs of parallel sides. But he cannot prove it.

If a student needs a teacher's help with a textbook, they will get 3 or 4 points.

5 points- retells a significant part of the material, can characterize the studied event, phenomenon according to the proposed plan. At the same time, it can make minor errors, errors that do not lead to distortion of the content.

It can, for example, find the area of ​​a parallelogram, but with errors.

6 points- without errors reproduces the studied material in full; uses terminology correctly. ( IN Soviet times I would give it a five for that. - Ed.).

Can solve typical simple tasks, equations according to a known algorithm.

If the student can independently use the textbook and complete tasks according to the model from the textbook, he will receive 5 or 6 points.

7 points- operates educational material in a familiar situation. For example, he is able to concretize the studied concepts and conclusions with examples, analyze historical facts and explain the conclusions contained in the textbook. At the same time, it can make minor errors, give an incomplete answer.

In mathematics, he solves problems not in one, but in two steps. Explains why a parallelogram has equal sides.

8 points- the same as for 7 points, but without errors and complete. The student can summarize the studied material, draw a conclusion. Uses previously studied material on the subject to answer.

Independently solves typical problems in three or four steps, gives the correct answer with a full justification for each step.

If the student independently performs tasks according to the learned algorithm, he can get 7 or 8 points.

9 points- applies acquired knowledge and skills in a new, atypical situation. For example, it evaluates historical facts using knowledge, including in other academic subjects. Performs tasks of a problematic and transformative nature.

Can solve non-standard non-standard tasks, applies the acquired knowledge in an unfamiliar situation, that is, can independently build an algorithm for solving the problem.

10 points- independently performs creative tasks of a problematic and transformative nature, which involve independently constructing a method for solving a task, searching and working with several sources; freely operates with the studied material; formulates and argues his point of view historical events; prepares messages, essays. That is, downloading material from the Internet and simply reading it in front of the class for dozens is not enough.

He owns the techniques of mathematical modeling, finds rational ways to solve problems, solves creative problems. Such a student will solve any test, but he will do it in such a way that even the teacher will be amazed.