10-point scoring system. Ten-point system: what does each mark mean? Conscious reproduction of program educational material, including varying degrees of complexity, with minor errors; difficulties in the application of individual sp

I liked Leonid's answer, I completely agree that a score on a 10-point scale is too much, there are too many values.

I myself have been regularly sitting on Kinopoisk since 2012 and mark all the films I have watched. Friends who are also registered there usually overestimate if you look at the film objectively, and underestimate if the film is utter feces. Something in between is rare, meaning the 2-5 range and the 6 score are almost never used, which is sad. People mindlessly rate films, but the authors look at how the people from creation.

Personally, I figuratively divide the scale into 5 parts: 1-slag / garbage, then what should not exist if the film in some way offends the pre-parts or the film is so bad that its only purpose is to raise money for the title, it happens so often with sequels, prequels, remakes...

Range 2-4: for me it is bad movie, which I rate accordingly, although it is bad, but it is not worth unnecessarily underestimating the film, the film is rarely without any highlights, for which you can put a point; 2 - this is already the border, the film almost fell in my eyes.

Range 5-6: Normal movies or just average movies are here. 5 - this is a film that did not impress, and did not particularly like it, almost a bad film, but does not go into the appropriate category, because I evaluate not only on emotions, it's just not my film. 6 is almost good film, which quite a bit did not reach good films, something was not enough and that's it.

Range 7-9: These are already good films that should be recommended to people after which there is no sense of wasted time. 7 is just a good film, everything in it is standard, the balance is maintained in everything, there are no applications for something more, more entertaining cinema. 8 and 9 are almost the same thing, it’s just that in fact, if you liked the film and the next day after watching it, with a fresh mind, you want to go back and review it or discuss it with friends, recommend it, then 8. A if the film turned your life upside down, changed your way of thinking, forced you to reconsider your values, then it is obvious that the film deserves the highest rating.

You should not rely on emotions from the film alone, you should pay attention not only to the plot and the picture as a whole, but also to the acting, do not stupidly admire them, how handsome they are. Watch the props, there are very stylish films that are taken out due to this, because they create such a believable atmosphere that literally envelops you there. You also need to pay attention to the sound, more precisely to the music. These are the simplest things, for ordinary movie lovers.

I hope my system will give something to someone.

Already this year, the country will begin an experiment on a new, more fractional assessment of student performance - a 10-point scale.

This was recently announced by Minister of Education and Science Andrei Fursenko. But, as it turned out, there are already schools in Moscow that did this back in the last century. In one of them - gymnasium N 1587 in Maryino - the correspondent of "RG" went.

Seven in Geometry

Gymnasium N1587 in Maryino has been working for ten years new methodology. I switched to a 10-point system when there was no USE at all. An unusual experiment began here ten years ago. The principal of the school accidentally got to a seminar at the regional pedagogical university and, having learned about the new methodology for assessing knowledge, decided to try it at home. The district authorities did not object, the parents also spoke in favor, but some teachers had to be persuaded. Especially for a long time teachers of senior classes resisted - they were afraid that they could spoil the certificates of medalists. What if you have to correct weak fives for solid fours? If a student does not receive the highest possible score for a year, how can he be given a medal? In the end, they were also convinced.

We developed a rating scale for each subject and type of tasks. For example, 10 points in the Russian language will be given to someone who not only demonstrates excellent knowledge, but also reaches the research level in creative work, "reads artistically, writes without a single mistake, cleanly and accurately."

Let's take physics. Ten will be put only if the student's knowledge goes beyond school curriculum. This is an assessment of knowledge of the Olympiad level. It's not easy to deserve it. But no one here sheds tears about this. All the same, five goes to the certificate, and it doesn’t matter how many points you have - 8, 9 or 10.

According to the director of the gymnasium Nadezhda Timashkova, everything, except for the reverse transfer of points to the certificate, suits them:

"The teacher has more opportunities to objectively assess knowledge, parents like that children are not given twos and ones, students have more incentives to study well - more noticeable achievements. Today you got four points, tomorrow - five, the day after tomorrow - six "...

Proud Four

Russian language teacher Galina Anatolyevna Biryukova - candidate pedagogical sciences. She defended her dissertation according to the new ten-point system and assures that she does not skimp on high marks for her students: “In the last lesson I gave 10 points, but I often give nines. where students are graded on a 12-point system. It's a more objective grading scale."

Opponents of the five-point system make an argument: fives, fours, threes are very different. “There are three with a minus and a four with two pluses,” Vadim Muranov, one of the winners of the “Teacher of the Year” contest, noted in an interview with Russian President Dmitry Medvedev. “There are only three positive marks in the school, and the exam is set on a 100-point scale.”

Indeed, under the existing system, for example, for excellent knowledge, both a gifted student - the winner of the Olympiad, and one who simply learned a lesson will receive a five. And in the gymnasium, the choice of three marks is 8, 9, 10. The Olympian will be given a ten, and the diligent student - 8.

It is also true that the 10-point system generally corresponds to the USE scale. Therefore, the transition to the exam in this gymnasium was easier than in other schools. Both students and teachers understood the principle of evaluation: for each skill, ability, correct answer - a point. The USE scale turned out to be very understandable and transparent: I got 80 points - it's the same as 8 in the gymnasium. So, the result is excellent. Received 50 - this is 5 points, that is, a three. And it never occurred to a single student from this gymnasium to prove that, having scored 50 points, he successfully passed the exam.

But there is a danger that unclaimed marks will remain in the ten-point system - for example, dozens. Indeed, even in the gymnasium, where children enter by competition, ten points are rarely given. What can we say about an ordinary school!?

Another nuance - a gold medal is given for outstanding academic achievement. If earlier - for fives, then with the new system, apparently, for tens. Medalists will obviously decrease. Perhaps, when entering universities, the difficult question will arise of converting the grades of those who have already received a five-point certificate into a ten-point system.

Shall we go to chemistry class? - I offer finally to the director of the gymnasium.

There is an explanation in class new topic. In a whisper, I ask a schoolgirl at the first desk: "What was the last grade you got in chemistry?" "Four". Translated into the usual system - a weak three, a three with a minus. But how does it sound - "four"!

And how are they

All schools in Belarus switched to a ten-point system from September 1, 2002. Schools in Moldova use a scale of 10 points, Ukraine - 12 points, France - 20 points.

Help "RG"

What and why (mathematics)

1 score (very weak) the student copied from the board, wrote down under the dictation of the teacher, tried to delve into the material

2 points (weakly) can repeat some of the basic definitions, is not able to independently perform a single practical task with this theory

3 points (mediocre) memorized most of the material, but cannot explain, gets confused in the answers

4 points (satisfactory) remembered everything, performs practical tasks with the help of a teacher

5 points (not good enough) can explain some questions of the theory, solves only those problems where the algorithm is known

6 points (good) answers most questions, shows awareness of theoretical knowledge, rarely makes computational errors

7 points (very good) clearly and logically presents the theoretical material, applies the theory in practice, rarely makes computational errors

8 points (excellent) complete understanding of the essence of the theory, application in practice, manages to complete practical tasks in the allotted time. Can correct his own mistake

9 points (excellent) easily performs practical tasks, solves non-standard tasks

10 points (excellent) non-standard applies the acquired knowledge in practice, can independently acquire additional knowledge, working with literature and a computer.

Lyudmila Timchishina, Candidate of Pedagogical Sciences, Director of Gymnasium No. 11, Korolev, Moscow Region:

The fact that the range of grades becomes wider is better for the school. After all, you can’t put a student with five with a minus or four with two pluses in a magazine or a certificate. Take, for example, excellent students. Golden medal, of course, it is gold, only the sample is different. Fives are also different. At one - strained, at another - honest. Five with a minus turns into a five, four with a minus turns into a four. But there is a difference between these estimates, you see.

Against

Sergei Mendelevich, Honored Teacher of Russia, director of school N 57, Moscow:

The main disadvantage of the ten-point system is the complexity of assessment for the teacher. If now he has a choice of three boundaries - 5/4, 4/3, 3/2, then with a ten-point system, the boundaries will stretch and clear uniform criteria will be needed for each subject and type of tasks, as well as for the lowest grades, for example, for a deuce . We will have to look for answers to the questions: where is the boundary between a satisfactory and unsatisfactory grade, who can be transferred to the next class, and who cannot ...

As you know, the ultimate goal of the functioning of any pedagogical system- this is the productive side of training, and the assessment of the level of training, as a problem and need, practice has one invariable goal - to establish the level of assimilation of knowledge at all stages of training, as well as to measure the effectiveness of the educational process and academic performance. It is quite natural that the learning process is more effective when learning is identified with development. cognitive interest, when under its influence the process of cognition is activated, creative activity increases, interest in research activities. It is quite reasonable to assume that more efficient methods cognitive activity, the more accurate the assessment tool, the higher the need for learning and, as a result, the higher academic performance.

The knowledge assessment system is a system for assessing the quality of mastering educational programs by 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 digital designations of categories, and fractional estimates are allowed, other scales (for example, in) traditionally deal with letter designations. The American scale also has a numerical interpretation, in which the highest marks A and A + correspond to a score of 5.

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 (1737), 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 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 successes of students with numbers was established in Russia back in early XIX 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.

At various times 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 Public Education in 1937: "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.

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 responses uses literary language and does not make blunders. 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).

In universities and colleges in Russia, knowledge assessments are 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 Control academic work students of daytime and evening departments of secondary specialized educational institutions. According to this normative document 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 institutions of culture and arts may use other systems for assessing student progress, agreed with a higher authority.

When developing a new assessment system, five levels of learning activities (or degrees of mastery of new material) were identified:
The first level is actions for recognition, recognition of concepts (object), distinction and establishment of similarity.

The second level - actions to reproduce educational material (object of study) at the level of memory, that is, unconscious reproduction.

The third level - actions to reproduce the educational material (the object of study) at the level of understanding (conscious reproduction), description and analysis of the action with the object of study.

The fourth level - actions to apply knowledge in a familiar situation according to the model, performing actions with clearly defined rules, applying knowledge based on a generalized algorithm to solve a new learning problem

The fifth level is the application of knowledge (skills) in an unfamiliar situation to solve a new range of problems, creative transfer of knowledge (independent use of previously acquired knowledge in a new situation, to solve a problem; vision of the problem and ways to solve it, etc.).

The indicated criteria and signs are conditionally structured into three groups:

subject-content (completeness, generalization, consistency, correctness, meaningfulness of knowledge, etc.)

content-activity (strength, effectiveness of knowledge, mental operations, special subject, intellectual, general educational and other non-subject skills);

individual, personal (activity, independence, self-esteem, criticality, motivation for learning and other personality traits that characterize the motivational, emotional, volitional spheres, the sphere of self-regulation, etc.).

The degree of completeness of their manifestation according to the levels of educational activity is a generalized criteria for the educational achievements of students in the form of levels. The expansion of the evaluation scale from 5 to 10 points allows each level to adequately establish a certain range of marks or points, which are characterized by integral indicators.

Integral 10-point scale for assessing the educational achievements of students:

0 No response or no response

1. Low (receptive)

1 Recognition of the object of study, recognition of certain well-known terms and facts; manifestation of the desire to overcome educational difficulties; manifestation of situational interest in the doctrine and subject

2 Recognition of the object of study, distinction between definitions, structural elements of knowledge, manifestation of volitional efforts and motivation for learning

2. Satisfactory (receptive-productive)

3 Incomplete reproduction of program educational material at the memory level; the presence of significant, but eliminated with the help of a teacher, errors; difficulty in applying special, general educational and intellectual skills; the desire to overcome difficulties; situational manifestation of responsibility, self-criticism.

4 Development educational material at the reproductive level and its incomplete reproduction; the presence of correctable errors with additional (leading) questions; difficulties in applying certain special, general educational and intellectual skills or individual skills; manifestation of strong-willed efforts, interest in learning, adequate self-esteem, independence, meaningfulness of actions, etc.

3. Medium (reproductive-productive)

5 Conscious reproduction of program educational material, including varying degrees of complexity, with minor errors; difficulties in applying certain special, general educational and intellectual skills and abilities; interest in learning and achieving results.

6 Complete reproduction of program material with minor errors; application of knowledge in a familiar situation according to the model; the use of special, general educational and intellectual skills with little help from a teacher; perseverance and desire to overcome difficulties; situational manifestation of the desire for creativity.

4. Sufficient (productive)

7 Possession of program educational material, including varying degrees of complexity, operating it in a familiar situation; the presence of single minor errors in the actions; independent application of special, general educational and intellectual skills and abilities; manifestation of aspirations for creative transfer of knowledge, organization, self-criticism, reflection, etc.

8 Possession of program educational material and operating it in familiar and unfamiliar situations; the presence of single minor errors in actions that are independently corrected by the student; the presence of a certain experience of creative activity; manifestation of conscientiousness, responsibility, self-esteem, reflection, etc.

5. High (productive creative)

9 Free operation of program educational material of varying degrees of complexity in an unfamiliar situation; performance of tasks of a creative nature; high level of independence and erudition.

10 Free operation of program educational material of varying degrees of complexity using information from other training courses and disciplines; the ability to consciously and quickly transform the acquired knowledge to solve problems in non-standard situations; manifestation of purposefulness, responsibility, cognitive activity, creative attitude to learning.

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

NATIONAL INSTITUTE OF EDUCATION

ten point system estimates
results learning activities students
in institutions that provide
general secondary education

General provisions

1. In accordance with the Law "On Education in the Republic of Belarus" (as amended by the Law of March 19, 2002 No. 95-3), the Rules for Attestation, Transfer, Organization of Final Examinations and Graduation of Students of Institutions Providing General Secondary Education (as amended Decree of the Ministry of Education of the Republic of Belarus dated November 1, 2002 No. 49) in institutions providing general secondary education, certification of students is carried out in order to determine the level of assimilation of educational material for a certain period of study.

The current, intermediate and final attestation of students are established. Certification can be carried out in oral, written and practical forms.

The procedure for attestation, transfer, organization of final exams and graduation of students from institutions providing general secondary education is determined by the relevant Rules approved by the Ministry of Education of the Republic of Belarus.

2. Attestation for each academic subject is carried out in accordance with the standards for assessing the results of educational activities of students.

The results of students' learning activities are evaluated in points on a 10-point scale of marks: 1 (one), 2 (two), 3 (three), 4 (four), 5 (five), 6 (six), 7 (seven), 8 (eight), 9 (nine), 10 (ten).

The mark "0" (zero) is set if there are no results of the student's educational activity at the time of certification.

3. Evaluation activity consists in determining the degree of fulfillment (solution) by students of the tasks assigned to them in the learning process, based on a comparison of the real results of their educational activities with the planned goals, requirements of curricula, educational standards.

A quantitative indicator of the evaluation of the results of educational activities of students is a mark.

A mark is the result of the evaluation process, its conditionally formal (sign) expression in points.

4. A 10-point system for assessing the results of students' educational activities is formed by interrelated and interdependent types, forms, methods of control, with the help of which, in accordance with established rules, requirements and norms, the results of students' educational activities are determined and their certification is carried out.

5. The main functions of the 10-point system for assessing the results of educational activities of students are:

educational, guiding the teacher to use a variety of forms, methods and means of monitoring learning outcomes, contributing to the promotion of students to achieve more high levels assimilation of educational material;

stimulating, which consists in establishing the dynamics of students' achievements in the assimilation of knowledge, the nature of cognitive activity and the development of individual qualities and personality traits at all stages of educational activity;

diagnostic, providing analysis, operational-functional regulation and correction of the educational process and educational activities;

controlling, expressed in determining the level of assimilation of educational material with various types control and certification of students;

social, manifested in a differentiated approach to monitoring and evaluating the results of students' educational activities, taking into account their individual capabilities and needs in accordance with the social order of society and the state.

6. To assess the results of educational activities of students, five levels of assimilation of educational material are distinguished.

First level(short)- actions to recognize, recognize and distinguish between concepts (objects of study).

Second level(satisfactory)- actions to reproduce educational material (objects of study) at the memory level.

Third level(average)- actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Fourth level(sufficient)- actions to apply knowledge in a familiar situation according to the model; explanation of the essence of the objects of study; performing actions with clearly defined rules; application of knowledge based on a generalized algorithm to solve a new learning problem.

Fifth level(high)- actions to apply knowledge in unfamiliar, non-standard situations to solve qualitatively new problems; independent actions to describe, explain and transform the objects of study.

7. The established levels of assimilation of educational material in order to carry out control and evaluation activities are correlated with the main functions of the educational process - recognition, description, explanation and transformation of real and ideal objects of study.

The main results of students' learning activity in recognizing objects of study presented in finished form are manifested in their recognition, detection, identification, distinction according to essential features and properties and can be expressed verbally, figuratively, in action.

The mastery of the description function is manifested in the reproduction by students of certain aspects of the content being assimilated, the connections between its various objects, and on this basis they are enumerated, ordered, grouped, classified and demonstrated by narration, storytelling, performing exercises, tasks and assignments according to known rules or patterns. Description of how a function of the learning process includes and wide circle types of educational activities based on the mental operations of observation, comparison, analysis and synthesis.

The function of explanation is to reveal the essence of the object of study, requires students to describe it in advance and manifests itself in establishing and substantiating regular connections and relationships, formulating statements, demonstrating evidence through arguments and arguments, logical conclusions, performing various tasks based on known rules, regulations, schemes. , algorithms.

Mastering the explanation procedure by students indicates that they are able to apply previously acquired knowledge, use different sources knowledge and apply their content to solve cognitive and educational problems, design the results of work - they own and operate program educational material in a familiar situation.

The formation of the transformative function is manifested in the possession and operation by students of the learned educational material both on the basis of given conditions, guidelines, known rules and regulations, and in the independent design of new ways of solving educational problems, modifying the object of study, building algorithms for completing tasks, obtaining practical results. associated with a specific situation, the degree of familiarity with which may be different.

8. The main indicators of the compliance of the results of students' learning activities with the established levels of assimilation of educational material are mental, verbal-logical, sign and objective actions and operations to recognize, describe, explain and transform real and ideal objects of study.

At the same time, recognition, reproduction of program educational material, possession and operation of it in familiar and unfamiliar situations are characterized by completeness, awareness, consistency, strength, mobility of knowledge, as well as the degree of cognitive independence of students in the performance of educational tasks.

9. The established levels characterize the degree of assimilation of knowledge, the development of mental and practical actions, general educational, special subject and other skills, cognitive independence of students.

At each level, marks are graded by two points in ascending order from 1 to 10 points in the form of a 10-point scale for assessing the results of students' learning activities (Table 1).

Based on the presented 10-point scale for evaluating the results of educational activities of students, appropriate assessment standards are established for all subjects.

Table 1

Ten-point scale for assessing the results of students' learning activities

	Assessment indicators
	Recognition of individual objects of study of the program educational material presented in finished form (facts, terms, phenomena, instructions, actions, etc.)
	Distinguishing the objects of study of the program educational material presented in finished form, and the implementation of appropriate practical actions
	Reproduction of part of the program educational material from memory (fragmentary retelling and enumeration of objects of study), the implementation of mental and practical actions according to the model
	Reproduction of most of the program educational material from memory (definitions, description in oral or written forms of objects of study indicating common and distinctive external features without explaining them), the implementation of mental and practical actions according to the model
	Conscious reproduction of a significant part of the program educational material (description of the objects of study indicating common and distinctive essential features without explaining them), the implementation of mental and practical actions according to known rules or patterns
	Conscious reproduction in full of program educational material (description of objects of study with elements of explanation that reveal structural connections and relationships), application of knowledge in a familiar situation according to the model by performing oral, written or practical exercises, tasks, assignments
	Possession of program educational material in a familiar situation (description and explanation of objects of study, identification and justification of regular connections, giving examples from practice, performing exercises of tasks and tasks according to the model, based on prescriptions)
	Possession and operation of program educational material in a familiar situation (detailed description and explanation of the objects of study, disclosure of the essence, substantiation and proof, confirmation by arguments and facts, formulation of conclusions, independent execution assignments)
	Operating program educational material in a partially changed situation (the use of educational material both on the basis of known rules, regulations, and the search for new knowledge, a way to solve educational problems, putting forward assumptions and hypotheses, the presence of actions and operations of a creative nature when performing tasks)
	Free operation of program educational material, application of knowledge and skills in an unfamiliar situation (independent actions to describe, explain objects of study, formulate rules, build algorithms for performing tasks, demonstrate rational ways of solving problems, perform creative works and tasks)

10. Attestation is carried out based on the results of the educational activities of students by monitoring the level of assimilation of educational material in the subject.

Control in the pedagogical process is considered as a procedure for evaluative activity, which includes actions using a variety of pedagogical measures and measurement methods to obtain information about the progress and results of learning.

The main types of control of the results of educational activities of students are established: lesson, thematic, intermediate, final.

11. The main types of control over the results of educational activities of students are carried out in oral, written, practical forms and in their combination. The choice of the form of control depends on the content and specifics of the material of the subject, the number of hours allotted for its study, the stage of training and planned results, the age and individual characteristics of students.

12. Depending on the type of control, the stage of training and the set goals, methods are determined by which one or another form of control allows you to obtain the most objective information about the quality of the process and the results of students' learning activities: conversation, survey, observation, independent and control work, didactic tests, laboratory and practical work, dictations, essays, essays, tests, exams, etc.

13. Lesson controllearning activities students is carried out in order to check the assimilation of the program material by students. It has a stimulating, educational and corrective value.

When exercising lesson control, it is important to evaluate the process of learning activity of students, their mental operations, cognitive and general educational skills, their use of rational ways to complete a task, taking into account the manifestation of interest in learning, the desire to achieve the goal, strong-willed efforts and other individual and personal qualities. The teacher, along with the given requirements, also takes into account the previous achievements of the students.

The mark given during lesson control must necessarily be integral in nature as an indicator that collectively reflects and characterizes the results of the student's educational activities.

Provided that students master the educational material in accordance with the goals set in the lesson, the results of their educational activities are evaluated by marks from 1 to 10 points inclusive.

14. Thematic control is carried out to check the degree of assimilation by students of the educational material of a particular topic of the program.

With thematic control, the requirements for evaluating the results of students' learning activities increase, since in this case we are talking on the evaluation of results in relation to the completed stage of training.

Depending on the specifics of the subject, the curriculum determines the number of measurements, oral, written, practical or combined forms and the most appropriate methods of verification.

Number of mandatory control works for the implementation of thematic control, it is established by the Unified speech regime of the institution of general secondary education, approved by the Ministry of Education.

The results of thematic control are decisive when setting a mark for the academic quarter.

15. intermediate control is carried out in order to check the level of assimilation of educational material by students over a long period of time and, if necessary, can be carried out at the end of a quarter (trimester or half a year) in accordance with the requirements of the Unified Speech Mode of an Institution of General Secondary Education.

16. Marking for a quarter (trimester or half year) is carried out on the basis of the results of thematic and intermediate control, taking into account the prevailing or highest (at the discretion of the teacher) lesson score as the arithmetic mean of marks. This takes into account the dynamics of individual educational achievements of the student at the end of the quarter (trimester or half year).

For academic subjects, the study of which is given one hour a week, the mark can be set for a trimester or half a year.

17. Holding finalcontrol, is carried out in accordance with the requirements of the Unified Speech Mode of an Institution of General Secondary Education, the Rules for Attestation, Transfer, Organization of Final Examinations and Graduation of Students of Institutions Providing General Secondary Education.

18. Year mark is set as the arithmetic average of grades for quarters (trimesters, semesters), taking into account the dynamics of individual educational achievements of students at the end of the academic year.

19. Final mark graduate students in those subjects that are submitted for final exams, is set on the basis of annual and examination marks in accordance with the Rules for Attestation, Transfer, Organization of Final Exams and Graduation of Students of Institutions Providing General Secondary Education.

20. The results of students' learning activities are evaluated from the lowest to the highest score, regardless of the type of control and the level of study. subjects(basic, advanced or advanced).

The knowledge assessment system is an integral element of the educational process. In fact, this is the basic criterion for determining the level of assimilation of educational material. Most Russian parents the 5-point system is familiar and understandable, because we remember it from our childhood. Abroad, new systems are relevant - 10-, 12- and even 100-point. This trend has not bypassed domestic education: some schools, in addition to the usual 5-point system, have introduced an assessment system on a scale of 10 points.

Which system is better? What to look for when choosing between the old and the new format of knowledge assessment? And how do children react to evaluation of their progress in general? Let's talk about it below.

Evaluation as a factor influencing the formation of personality

From early childhood, we go through the process of socialization, that is, integration into the existing society. The role of connecting links between the individual and society is performed by the so-called agents of socialization: first it is their own family, and then a kindergarten, school, university, work team. But if the family, as a rule, loves us for who we are, then the location of other agents still needs to be earned. Moreover, these agents are constantly evaluating us.

IN kindergarten the educator evaluates the behavior and success of the child: how he spends time, how he contacts other children and staff, how easy it is for him to play collective games, tasks and exercises. So children get used to the assessment - they begin to understand that their behavior is constantly compared with some reference values ​​("rather smart", "not too obedient", "very sociable"). Then they are evaluated at school, but here the emphasis is already on the level of assimilation of knowledge from the curriculum - the student receives low or high marks. This experience is extrapolated to the rest of the social life. At the university, a former student becomes an excellent student, a loser or an average student, and at work, respectively, a good, bad or mediocre employee.

The pubertal period of development falls just on school years Therefore, it is the assessment system at school that has a special influence on the development of the child. Today the situation in schools is ambiguous: some educational establishments use the traditional 5-point system for Russia, others are gradually moving to a 10-point system, and some even use them in parallel. For example, in elementary grades, students are given grades from 1 to 5, and in middle and senior grades, from 1 to 10.

5-point system: pros and cons

As planned, the scale from 1 to 5 shows how the student has mastered the educational material. At the same time, each quantitative assessment corresponds to a certain semantic characteristic.

Grade	Student characteristics
	Does not know or understand the material at all
	Doesn't know much of the material. Answers oral questions uncertainly, makes gross mistakes in written works
	Knows the basic material, but cannot use the acquired knowledge correctly in practice without outside help. Makes mistakes in oral and written responses
	Knows the required material, answers questions without difficulty, applies the acquired knowledge in practice. Does not make blunders in verbal responses, but only minor errors in writing
	He knows the program material in full, demonstrates an excellent understanding of the topic, answers the teacher's questions correctly and confidently, is able to independently solve practical problems using the acquired knowledge. Does not make mistakes in oral and written answers

Pros:

• the system is traditional and familiar, and therefore understandable to both students and parents;
• good grades (in particular, fives) significantly increase the student's self-esteem.

Minuses:

• assessment criteria do not make it possible to accurately and objectively assess the student's knowledge (hence the widespread use of non-existent in principle grades like "4+", "3-", etc.);
• the system does not objectively determine the student's educational progress (even if the student made fewer mistakes than the last time, or answered correctly, but made a mistake in writing, his grade will not change);
• poor grades negatively affect the student's self-esteem and can cause serious psychological trauma;
• very often the assessment is determined not by the academic success and real achievements of the child, but by the behavior and subjective attitude of the teacher.

10-point system: pros and cons

The main difference of this system is a deeper classification and detailing of the student's educational achievements. In addition to the level of assimilation of the material, such a scale also shows the qualitative characteristics of educational activities.

Grade	Characteristic	Level of learning activity
	Complete absence learning activity
	unsatisfactory	Discrimination, recognition, superficial acquaintance with the subject
	Almost Satisfactory
	Satisfactorily	Memorization and unconscious reproduction
	Very satisfactory
		Understanding the theory, awareness
	Quite good
	Very good	Full ownership theoretical material
	Almost perfect
		Non-standard creative approach to the application of acquired knowledge
	Perfect

The system was called a 10-point system, although in fact it contains 11 marks - from 0 to 10. The mark "0" is provided for those cases when the student simply refuses to answer the question or complete the task. But at the same time, the assessment cannot characterize the level of assimilation of the material, which is why it was not displayed in the name of the scale.

Pros:

• extended gradation allows you to more clearly and objectively determine the current level of knowledge;
• the scale allows you to analyze the mental abilities of the student, assess the involvement in the educational process and detect it weak spots;
• the system is psychologically comfortable - scores from 5 points are already positive;
• the gap between excellent students and poor students, which is uncomfortable for students, is reduced: all students who receive from 7 to 10 points are successful by definition.

Minuses:

• the system does not solve the traditional problems of school education: psychological trauma Losers, the subjective attitude of teachers, etc.;
• parents get confused in new scores and do not always understand what this or that score indicates.

Both systems cannot be called ideal, but it is obvious that the 10-point scale is still more comfortable for students and makes the process of assessing knowledge at least a little, but more adequate. Therefore, if there is a choice, it is better to send the child to a school where grades are given from 1 to 10. It is optimal if the child gets used to such a system already from the first grade and studies according to it until graduation. A sharp transition from one scale to another, which is sometimes practiced in domestic schools, brings children only additional discomfort.

An interesting fact: the Finnish school system, which is considered the best in the whole world, has abandoned grades altogether. According to employees of the Finnish Ministry of Education, children study in order to acquire and use knowledge, and not for the sake of getting good grades. The innovative approach has already proved its effectiveness: Finnish graduates are breaking all records of success, and their parents are calm about the psychological health of their children.