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Five-point assessment system criteria in elementary school. Point-rating system for assessing students' knowledge

IN educational institutions different countries knowledge assessment systems are different. In Russia, schools, as well as higher and secondary educational institutions, use a five-point assessment system.

In most Russian schools, a five-point grading system has been practiced for decades. It is familiar to both students and parents, teachers. However, there are now more and more questions about the reform of the assessment system.

The five-point system is to determine the knowledge of students using assessments such as: 5 - excellent- is used in case of deep assimilation of the material, a convincing answer, no errors, 4 - good- is put in the case when the material is learned, however, minor inaccuracies were made during the assignment, 3- satisfactory- is used in the presence of some knowledge that the student cannot accurately state, makes mistakes, 2 - unsatisfactory- indicates a poor understanding of the material and 1. In practice, such an assessment as 1 is practically not used, therefore there is no specific definition for it. Theoretically, a score of 1 indicates a lack of understanding of the material.

Also, a feature of such a system is that 1 or 2 cannot be given as a final grade. Often, instead of giving the student an unsatisfactory grade, the teacher suggests correcting it right away. Also, pluses or minuses are often added to the numbers. They are also only used for intermediate grades.

The assessment criteria are the level of knowledge of the student, as well as comparison with the pattern of performing certain tasks. The number of completed tasks, the length of the answer, the subject also affect the determination of the final grade. There are also separate selection criteria for written and oral responses. It is not uncommon for a teacher's personal emotions to influence the assessment.

Advantages of the five-point grading system

Five-point grading system common and familiar to many. Therefore, parents and students do not have questions about the assessment criteria. This is the main advantage of this system.
Also an advantage is sufficient simplicity of evaluation criteria. Unlike other assessment methods that use a larger number of assessments, the five-point scale does not include many criteria by which the depth of understanding of the material is determined. It takes less time for the student to answer, as well as for the teacher to check the work.
In order to determine the correct grade with a ten-point grading system, the teacher needs to ask the student a lot of additional questions. At the same time, the five-point system offers a specific level of knowledge for each assessment.
Availability a large number estimates blur the lines between them. So, for example, in a five-point grading system, there is a big difference between 5 and 3. If we take a ten-point grading system, then the difference between 5 and 7, for example, is difficult to identify not only for the student, but also for the teacher.

Disadvantages of the five-point system

Currently, there is more and more controversy about the need to reform the assessment system. Many educational institutions, primarily private schools, are moving to other systems of knowledge assessment.
The main shortcomings are the non-use in practice of such grades as 2 and Such grades indicate poor mastering of the material, or even a lack of knowledge on some topics. Therefore, it cannot be used as a final score.
The use of scores such as 5-, 3+ reduces the accuracy of the result. Such grades are also not used as final grades, however, they are often given as intermediate grades. A rating scale with a large range of ratings allows for a more specific and objective assessment of knowledge.
The big disadvantage of the five-point scale is the difference from many modern ways knowledge assessment. Most a prime example- Unified State Exam. It is mandatory for graduates of each school, the further education of the child depends on its results. At the same time, the USE assessment scale is 100 point. Therefore, students and parents often have problems with the analysis of the results of the exam, as they are accustomed to a five-point scale.
The disadvantage of all scoring systems, many experts call lack of assessment of student progress. Points are given only for a specific work, strict criteria are used. In this case, the previous level of knowledge of the student is not taken into account. This prevents the teacher from assessing the student's progress. He is forced to evaluate only a specific work, taking into account the same criteria. Also, when grading, often in addition to knowledge, the behavior of the student, his relationship with the teacher is assessed. Therefore, the score does not exact characteristics depth of knowledge of the student.

The education system undergoes many changes every year. Therefore, the five-point system for assessing knowledge is becoming less and less relevant. For many years experts have been arguing about the need to reform it.

Majority foreign countries use other scoring systems, which also have their own advantages and disadvantages. Today, the issue of abolishing any kind of point system, since grades often become a reason for severe stress for students. At the same time, assessments cannot give an accurate description of the level of knowledge of the child, and also do not take into account his progress.

Ten in the diary. The school will switch to a more fractional assessment of knowledge

A friend complained: “My son has four and five in his diary, and teachers scold him for laziness and poor knowledge. Yes, parents who are accustomed to a five-point system for assessing knowledge are not to be envied: not only is the USE assessed on a 100-point scale, but last fall, Minister of Education and Science Andrei Fursenko announced an experiment on a more fractional assessment of academic performance in Russian schools. True, the final transition to it is expected not earlier than in four to six years.

— Of course, it (a more differentiated scale) is needed. If only because the guys need to be taught that at the end they will have a 100-point scale on the exam. They need to be prepared for a more differentiated assessment of their knowledge,” the minister said. “But there can be no revolutions in this matter. And the guys should recognize the new scale of assessments, and parents and teachers should accurately assess for themselves what is put for what.

Therefore, the minister is waiting for proposals from experts. So far, they consider the most optimal 10-point scale.

In fact, the discussion about the merits and demerits of the 5-point performance scale that we are accustomed to has been going on for ten years, if not more. But the debate was not shaky, until last year, on the eve of Teacher's Day, Russian President Dmitry Medvedev supported the idea of introducing a more fractional system of assessing knowledge at school. It happened during the finals of the "Teacher of the Year" contest. Then a teacher from Noginsk complained that the grading systems in the certificate and the USE certificate are very different. In general, the president decided that "it is necessary to think about a more detailed assessment of knowledge at school," and the officials saluted.

Why is five not enough?

So why didn't the usual "triples", "fours" and "fives" please our teachers? After all, the five-point scale has existed in Russia for almost 170 years, and it seems that everyone has always been happy with it. True, until 1917, teachers also assessed the knowledge of schoolchildren verbally: "1" corresponded to the definition of "weak progress", "2" - "mediocre", "3" - "sufficient", "4" - "good", "5" — "excellent." In 1918, points were canceled, grades were replaced by characteristics that took into account not only academic performance, but also the social activity of the student at school and beyond. But in 1939, verbal grades returned, although teachers now gave "unsatisfactory", "satisfactory", "good" and "excellent". In 1944, the usual fives and threes were added to them.

Alas, it has now become clear that the existing five-point system has actually turned into a three-point system.. In fact, what kind of teacher would put a negligent student in the quarter "1"? "Two", however, can be met, but by no means as a final (annual), but as an intermediate assessment. And, to be honest, no one has been able to clearly explain how a unit differs from a deuce, in my opinion.

As a result, the teacher says: "a little bit did not reach the four" and puts "a solid three". The same three, only "weak" he will put to another student. In the diaries, the same assessments will flaunt - go and figure out who is more diligent, who has more knowledge. And again, for excellent knowledge, a gifted schoolboy - the winner of the Olympiad, and one who just learned a lesson will get a five. With a ten-point scale, the winner of the city Olympiad will receive 10, and the diligent crammer - 8. That's why teachers say that the current system does not stimulate the student and does not allow the teacher to accurately and objectively assess the knowledge of schoolchildren.

"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. For strong children, this mark is more objective, and motivates the weak to further improvement. Thus, the student received a "seven" and understands that he has nothing to do before the "eight". Otherwise, he would have been given a "four". teachers consider.

- The fact that the range of grades will become 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. Fives are also different. One has strained, the other has 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, - says teacher Lyudmila Timchishina from the Moscow region.

In addition, the 10-point system is easier to correlate with the USE scale. I got 80 points - it's the same as at school 8. So, the result is excellent. Received 50 - this is 5 points, that is, a three. And it would never occur to anyone to prove that, having scored 50 points, he successfully passed the exam. True, there is a danger that practically no one will receive tens in the new knowledge assessment system. After all, this assessment can only be obtained for outstanding knowledge that goes beyond school curriculum.

pioneers

In Russia, there is experience in assessing on a 10, 12, and even 100-point scale. But in the certificate, all students of experimental schools have the usual "five" and "four". For example, since 1966 Shalva Amonashvili's school has been experimenting with non-judgmental learning. Several schools in Magnitogorsk work according to the same scheme - there teachers are limited to "passes" and "fails". The Moscow School of 1804 has a 12-point evaluation system ("eight" is already a good score). In individual schools Altai Territory a 100-point system is used (less than 50 points - "unsatisfactory", 50-70 points - "satisfactory", 70-90 points - "good", 90-100 points - "excellent").

For example, in a gymnasium in the Moscow district of Maryino, such an experiment has been going on for the eleventh year.. 10 points in the Russian language are given here 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." A student gets a ten in physics if his knowledge is wider than the scope of the school curriculum. But because of this, no one is particularly upset. A five will still go to the certificate, and it doesn’t matter how many points you have - 8, 9 or 10.

A 10-point scale for assessing knowledge has been used since 2004 in the Proletarian high school Serpukhov region. It all started with 5 "b". In 2004, such a grading system was introduced in it in all subjects. Parents enthusiastically supported the initiative. Already by the end of the first year of study in the fifth grade, there was an increase in learning motivation, a decrease in anxiety and, as a result, an increase in academic performance and the quality of knowledge. Since 2005, an elementary school has been involved in the experiment on the introduction of a ten-point scale. Now, according to the ten-point system, 14 classes of the school are studying, which is 74% of students. School teachers say that the ten-point system allows the student to predict his quarter mark during the quarter and, if desired, increase it.

But at the same time, the evaluation criteria are described in some detail.. This virtually eliminates teacher errors. True, according to the results of the academic quarters and the year, the assessment is translated into a five-point one.

For the sixth academic year in a row, in the school's diaries in Moscow 1071, the "decimal system" flaunts in the students' diaries. Only "one" remained unchanged. "Two" in this system means three with a minus, three - the usual "three", and four - three with a plus. And instead of "five with a minus" children put eight. Instead of the usual "five" nine. If the student has tried very hard ten. The school is confident that children deserve a variable approach to assessing knowledge.

By the way, for a quarter, children also receive "nines" and "tens". The traditional scale appears only when issuing a certificate. If a student transfers to another school, a sheet with traditional marks is pasted into the statement.

Who is against?

Because 9s and 10s eventually have to be converted to the traditional grading scale, the experiment didn't catch on in some schools. These include the Moscow School of 1968. Five years ago, they also tried to introduce a 10-point rating scale here. But in the diaries, the children were put "tens" and "nines", and at the end of the quarter and year they had to translate these marks into a five-point "format", which puzzled the teachers very much. Let's say a child got an "eight" five with a minus, and according to the traditional scale he had to put a "four". As a result, I had to return to the traditional system.

The Internet is also full of questions from perplexed parents. Understanding what's what is not so easy for them. No wonder my friend for a very long time could not understand the claims of teachers to her son.

The point of view of parents is shared by the president of the All-Russian Education Fund Sergey Komkov:

Moms and dads will not understand what grade their child received. After all, they are accustomed to the traditional scale. Children will not be able to defend their assessment. After all, there are no traditional criteria for what the "seven" is put, and for what the "eight". In addition, 3.5 million teachers will need to be retrained. And if in Moscow and St. Petersburg teachers are more advanced, then in the outback teachers in best case will multiply scores by two. There will be an effect of the absence of odd numbers.
Nor does he understand how the 10-point scale will help students adapt to the exam:

If such a transfer is connected with the state exam, then why not transfer to a 100-point system? Our education system cannot be subjected to structural changes. This will only distract everyone from the problem of the quality of education.

Supporters of the 5-point system consider its main advantages to be "softness" and the usual form of assessments. And so that teachers can more accurately assess knowledge, they suggest putting "4.5" or "4.8" instead of "four plus". A variant of the 5-point scale can also be considered a 10-point scale, which "rounds" the pros and cons to a whole point.

And how are they?

However, the innovation has not so few supporters. Since the president has hinted at 10 points, one can be sure that the experiment will not only begin, but will continue and become mandatory. Remember the history of the exam- and you will immediately understand everything.

Having at his disposal instead of the previous five - ten points, the school teacher will now be able to fix the half-marks, which he always put up in practice anyway. But before the experiment, "five with a minus", "four with a plus" or a saving "C grade" with a huge minus easily drew on a subjective and biased approach to the child, for which persistent and legally savvy parents could spoil the teacher a lot of blood and nerves. With ten points, you can much more accurately take into account both the merits and demerits of both the oral answer and the written assignment. And, for example, in the group of "excellent students" to distinguish between those who perform at least with a mark of "8", from those who are more talented - with a mark of "9". And, finally, just geeks can safely put "10". The "good students" will now have two grades - "6" and "7", the "three" students will have "5" and "4". Anything below is a failure.

The fact that the five-point system is used by fewer and fewer countries, including those in the post-Soviet space, adds to the enthusiasm of the supporters of the innovation. For example, in Ukraine, by the decision of the Verkhovna Rada, a 12-point system for assessing knowledge was introduced - a student who studies at "10", "11" and "12" is considered an excellent student. And in Belarus, schools switched to a ten-point system as early as September 1, 2002. The 10-point system is used in both Moldova and Latvia. In France, excellent students get 14-16 points out of 20 possible, in the USA - 91-99 points out of a maximum of 100. In Angola, a student can get from 0 to 20 points, and in Mozambique - from 1 to 20. But what about Mozambique, what in Angola, good grades start with a "nine".

Analyzing the existing innovative processes in education, which relate to virtually all of its aspects, one cannot ignore the problem of assessing the achievements of students, which must also undergo changes. In my work, I tried to show how to painlessly move from the existing grading system to a more productive one - ten points. On initial stage I familiarized the students with new system assessment and grading criteria. Together with the guys, we analyzed some types of activities and put marks on both a 5-point and a 10-point scale.

This scoring system allows you to:

expand the existing framework for tracking students' knowledge;

more objectively evaluate the achievements of students;

promotes the formation and development of introspection and self-esteem;

· more clearly to carry out the differentiation and individualization of training;

orient students towards success

Build an interest in learning.

The problem of assessing knowledge, skills and abilities throughout the formation and development of the school was dealt with by both scientists and policymakers, but the problem of teacher's value judgments was rarely singled out as an independent one.

The problem of a reliable assessment of students' ZUNs is extremely important and significant for the educational system.

The problem of assessing the ZUNs of students is presented in the works of such methodologists as Zaitsev V., Simonov V.P., Cherenkov E.G.

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

Evaluative judgments in the form of verbal assessments are rather scanty and dry, which does not allow assessing the diversity of the student's educational work.

I tried to display the imperfection of the existing five-point system (although in fact only three positive marks are used in the certificates), how to distinguish between such indicators “the whole knows program material"," knows the message of the required program material.

As well as the possibility of using a ten-point rating scale, where the marks "1", "2", "3" are positive.

The possibility of stimulating ZUNs when using a more accurate, in value judgments, ten-point evaluation system.

Checking and evaluating the achievements of schoolchildren is a very essential component of the learning process in one of the important tasks pedagogical activity teachers. This component, along with other components of the educational process (content, methods, means, forms of organization) must meet the modern requirements of society, pedagogical and methodological sciences, the main priorities and goals of education.

A reliable assessment of the results of the educational and cognitive activity of students and the teacher's corresponding value judgment is impossible when using an actual three-point scale, but at least either the entire five-point scale or another, more detailed one is required. Otherwise, teachers are forced to use a surrogate scale (points of a three-point scale supplemented by plus and minus signs) and evaluate different levels of learning with the same points.

Points "3", "4", "5" and the corresponding value judgments are evaluated: students of gymnastic classes and classes for gifted children; students of general education classes and students of classes of correctional and developmental education. As practice shows, it is simply impossible to distinguish between these grades given in education documents, which is a serious contradiction. The consequence of this is the unreliability of the assessment of a person's learning as a whole.

10 point scale	The main indicators of SDA (the degree of student learning)	Training in %
1 point - very weak	He was present at the lesson, listened, watched, wrote down under the dictation of the teacher and comrades, copied from the blackboard.		Difference, recognition (level of familiarity)
2 points - weak	Distinguishes any process or object from their analogues when they are presented to him in finished form.		Difference, recognition (level of familiarity)
3 points - mediocre	Remembered most of the text, rules, definitions, formulations, laws, but cannot explain anything (mechanical memorization)		Memorization (unconscious reproduction)
4 points - satisfactory	Demonstrates a complete reproduction of the studied rules, laws, mathematical and other formulas, but finds it difficult to explain anything.	From 10% to 16%	Memorization (unconscious reproduction)

5 points - not good enough	Explains certain provisions of the learned theory, sometimes performs such mental operations as analysis and synthesis.	From 17% to 25%	Understanding (conscious reproduction)
6 points - good	Answers most questions on the content of the theory, awareness of the acquired theoretical knowledge, the ability to make independent conclusions.	From 26% to 36%	Understanding (conscious reproduction)
7 points - very good	Presents clearly and logically theoretical material, fluent in concepts and terminology, capable of generalizing the stated theory, well sees the connection between theory and practice, knows how to apply in simple cases.	37% to 49%	Elementary skills (reproductive level)
8 points - excellent	Demonstrates a thorough understanding of the essence of the theory studied and applies it in practice easily. Performs almost all practical tasks, sometimes making minor mistakes, which he corrects himself.		Elementary skills (reproductive level)

1. More effectively use the whole variety of value judgments as a factor of stimulation and positive motivation of students for educational activities.

2. Overcome the syndrome of fear of negative value judgments and the corresponding negative scores of the type "1" and "2", because in this scale they are also positive and they must be “earned” in a certain way.

3. To create more comfortable conditions for "weak" and "difficult" students in educational institutions.

4. Eliminate the unreasonable claims of students and parents to assess the learning of their children on the basis of a simple and understandable assessment methodology.

Difficulties in the transition period from a three-point scale to a ten-point scale arise only when documents on education are issued, but they are easily overcome.

Ten-point scale	Surrogate scale	Five-point scale
1 point - very weak	"2+" (very weak)	3 points (satisfactory)
2 points - weak	"3-" (weak)
3 points - mediocre	"3" (mediocre)
4 points - satisfactory	"3+" (satisfactory)
5 points - not good enough	"4-" (not good enough)	4 points (good)
6 points - good	"4" (good)
7 points - very good	"4+" (very good)
8 points - excellent	"5-" (excellent with a minus)	5 points (excellent)
9 points - great	"5" (excellent)
10 points - excellent	"5+" (fine, as an exception)

This table allows (as long as there is a five-point, but actually a three-point scale) to set the final grades in the certificates in accordance with it, i.e. in accordance with the currently existing state standard. [Zaitsev V. Does the mark stimulate // Public education-1991 No. 11 p. 32-33.]

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The problem of assessing educational achievements

Analyzing the existing innovative processes in education, which relate to virtually all of its aspects, one cannot ignore the problem of assessing the achievements of students, which must also undergo changes. In my work, I tried to show how to painlessly move from the existing grading system to a more productive one - ten points. At the initial stage, I familiarized the students in detail with the new grading system and the criteria for grading. Together with the guys, we analyzed some types of activities and put marks on both a 5-point and a 10-point scale.

This scoring system allows you to:

expand the existing framework for tracking students' knowledge;
more objectively assess the achievements of students;
promotes the formation and development of introspection and self-esteem;
more clearly to carry out the differentiation and individualization of training;
orient students towards success;
generate interest in learning.

The problem of a reliable assessment of students' ZUNs is extremely important and significant for the educational system.

The problem of assessing the ZUNs of students is presented in the works of such methodologists as Zaitsev V., Simonov V.P., Cherenkov E.G.

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

Evaluative judgments in the form of verbal assessments are rather scanty and dry, which does not allow assessing the diversity of the student's educational work.

I tried to display the imperfection of the existing five-point system (although in fact only three positive marks are used in the certificates), how to distinguish between such indicators as “knows all the program material”, “knows all the required program material”.

As well as the possibility of using a ten-point rating scale, where the marks "1", "2", "3" are positive.

The possibility of stimulating ZUNs when using a more accurate, in value judgments, ten-point evaluation system.

Checking and evaluating the achievements of schoolchildren is a very essential component of the learning process in one of the important tasks of the teacher's pedagogical activity. This component, along with other components of the educational process (content, methods, means, forms of organization) must meet the modern requirements of society, pedagogical and methodological sciences, the main priorities and goals of education.

The structure and content of a ten-point system for assessing the degree of student learning, which serves as the basis for the development of such scales for various academic subjects.

10 point scale	The main indicators of SDA (the degree of student learning)	Training in %	Levels.
1 point - very weak	He was present at the lesson, listened, watched, wrote down under the dictation of the teacher and comrades, copied from the blackboard.	About 1%	Difference, recognition (level of familiarity)
2 points - weak	Distinguishes any process or object from their analogues when they are presented to him in finished form.	From 2% to 4%
3 points - mediocre	Remembered most of the text, rules, definitions, formulations, laws, but cannot explain anything (mechanical memorization)	From 5% to 9%	Memorization (unconscious reproduction)
4 points - satisfactory	Demonstrates a complete reproduction of the studied rules, laws, mathematical and other formulas, but finds it difficult to explain anything.	From 10% to 16%

5 points - not good enough	Explains certain provisions of the learned theory, sometimes performs such mental operations as analysis and synthesis.	From 17% to 25%	Understanding (conscious reproduction)
6 points - good	Answers most questions on the content of the theory, awareness of the acquired theoretical knowledge, the ability to make independent conclusions.	From 26% to 36%
7 points - very good	Clearly and logically presents theoretical material, is fluent in concepts and terminology, is able to generalize the stated theory, sees well the connection between theory and practice, knows how to apply in simple cases.	37% to 49%	Elementary skills (reproductive level)
8 points - excellent	Demonstrates a thorough understanding of the essence of the theory studied and applies it in practice easily. Performs almost all practical tasks, sometimes making minor mistakes, which he corrects himself.

Using a ten-point scale in practice allows you to:

It is more efficient to use the whole variety of value judgments as a factor in stimulating and positively motivating students for educational activities.
Overcome the syndrome of fear of negative value judgments and the corresponding negative scores of the type "1" and "2", because in this scale they are also positive and they must be “earned” in a certain way.
To create more comfortable conditions for “weak” and “difficult” students in educational institutions.
Eliminate the unreasonable claims of students and parents to assess the learning of their children on the basis of a simple and understandable assessment methodology.

Difficulties in the transition period from a three-point scale to a ten-point scale arise only when documents on education are issued, but they are easily overcome.

The relationship of the ten-point scale with the existing and surrogate scales.

Ten-point scale	Surrogate scale	Five-point scale
1 point - very weak	"2+" (very weak)	3 points (satisfactory)
2 points - weak	"3-" (weak)
3 points - mediocre	"3" (mediocre)
4 points - satisfactory	"3+" (satisfactory)
5 points - not good enough	"4-" (not good enough)	4 points (good)
6 points - good	"4" (good)
7 points - very good	"4+" (very good)
8 points - excellent	"5-" (excellent with a minus)	5 points (excellent)
9 points - great	"5" (excellent)
10 points - excellent	"5+" (fine, as an exception)

I studied the official documents and is ready to explain what each mark is for.

First level (low): 1-2 points

Recognizing, recognizing and distinguishing concepts are requirements for the lowest marks.Yes, yes, no zero knowledge.

Second level (satisfactory): 3-4 points

Marks 3 and 4 are given to students who present educational material from memory, that is, a memorized theory is enough for satisfactory scores.

Third level (intermediate): 5-6 points

To get 5 or 6 points, the educational material must not only be reproduced, but understood. Plus, be able to describe and analyze actions with objects of study.

Fourth level (sufficient): 7-8 points

A student who claims to be of a sufficient level easily applies knowledge in practice and gives his own examples, similar to those given in the textbook. On the basis of a generalized algorithm, it also solves new learning problems. Another requirement is the ability to understand the essence of the objects being studied and perform actions with clearly defined rules.

Fifth level (high): 9-10 points

Applicants for "9" and "10" apply knowledge in unfamiliar, non-standard situations. And to solve qualitatively new problems. They independently describe, explain and transform the objects of study.

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We are used to the fact that in our schools the grades from time immemorial have been set according to a 5-point system. Whether it's good or bad, it's hard to say. However, in Lately many Russian educational institutions began to practice other coordinate systems, and each has its pros and cons. Let's take a look at what grading systems your child might encounter and what are the positive and negative sides they have.

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Photo gallery: School grading systems: pros and cons

Suns, stars, bunnies
pros. They do not exert negative psychological pressure that harms learning, like real (in points) assessments. Children gradually get used to the fact that from now on everything they do is taken into account and evaluated.

Minuses. Very quickly they begin to be perceived as analogues of conventional digital assessments. But since they are mostly of an encouraging nature, they do not allow a realistic assessment of the level of knowledge and progress of the student.

5 point system
pros. It is traditional, familiar, understandable to both parents and students, besides, good grades increase the student's self-esteem.

Minuses. It does not accurately evaluate the result (hence the triples with a plus and the fours with a minus). It does not allow marking progress, which reduces the motivation to study (if you made 30 mistakes, and then improved the result by 2 times, the mark is still "2"). Bad grades can stigmatize and cause psychological trauma for life. Often, the assessment is determined not only by knowledge, but also by behavior, diligence, which means that it is not the student who is assessed, but the person, the personality.

10-, 12-point system
pros. A finer gradation allows you to more clearly define the level of knowledge. Psychologically more comfortable: "six" sounds encouraging than "troika".

Minuses. Does not solve the basic psychological and educational problems of the traditional system. Children do not study better, and parents get confused in incomprehensible scores.

100 point system
pros. There is no conflict with the USE, also assessed on a 100-point scale. It allows you to understand how much is missing from the ideal and visually see progress if you study better.

Minuses. May create a sense of unfairness when evaluating creative assignments. Like other assessment systems, it is not aimed at ensuring that all students perform tasks only well and excellently, which, of course, is unrealistic in principle.

System with the award of places (ratings)
pros. Thanks to the competitive spirit, it gives a powerful incentive to get a good education. It has a relative character (this month the first one is one student, next number one may already be another). Climbing the rating steps, the child increases his self-esteem. By using rating system you can easily determine the result, identify and encourage even a slight progress of the student.

Minuses. It creates serious competition among schoolchildren, does not push students to communicate and interact, does not form the skill of working in a team. It becomes simply not profitable for students to cooperate. Constantly in the team there are obvious outsiders.

criteria system(for each completed task or work, the student is given several different points at the same time according to different criteria)
pros. Foreign language, for example, can be evaluated according to seven criteria, mathematics - according to four. In this way, it is clear in which areas success has been achieved and where there are gaps. The system does not form perfectionism, as well as complexes ("I'm bad, stupid, weak").

Minuses. With such a system, the emotional component is lost. Criteria system does not give the feeling "I'm an excellent student." Because the more differentiated it is, the more difficult it is to get upper and lower scores for all criteria. And emotions, not only positive, but also negative, are a strong stimulus in learning.

Pass / fail (satisfactory / unsatisfactory)
pros. It does not create unnecessary rivalry between students, it aims children at getting results.

Minuses. There is a very thin line between positive and negative. There is no motivation for self-improvement (to learn, to do better, better). This approach can be transferred to other areas of life, which leads to a decrease in its quality.

Not marked at all
pros. Creates psychological comfort. It allows you to realize: you need to chase not for grades, but for knowledge, and concentrate on your studies. Without experiencing evaluative neurosis, some children begin to learn noticeably better. No need to cheat, cheat out of fear of getting a bad mark, lie to your parents and hide the diary if you get an unsatisfactory mark.

Minuses. For many students, there is less incentive to study well. It is difficult for both them and their parents to objectively assess how the material is learned.

How are grades set abroad?
Marks were and are in schools all over the world, and since ancient times they have not changed much. For example, children in Ancient Egypt they gave one stick for a mediocre answer and two for a good one. Then the sticks were simply drawn on student parchment. This is exactly what is happening now. What is the grading system in other countries today? Maybe we have something to learn from them?

Germany . 6-point scale. In the German system, 1 is the best grade and 6 is the worst.

France . 20-point system. It should be noted that, with rare exceptions, French students are not given above 17-18 points. The French even have a corresponding saying: only the Lord himself can earn a mark of 20 points, and 19 is due to the teacher. So the French good students have to be satisfied with only 11-15 points.

Italy . 30-point system. The most differentiated scale among European countries. The best students have solid "thirties" in their notebooks.

Great Britain . Word system. In some English schools, instead of a digital mark in a student's notebook or diary, you can see an entry like "answered in class mostly without errors", " homework done medium", " test Overall, it's well written."

USA . Letter system (A-F). American students receive a "quality index" from A to F. The mark "A" is set if the student has correctly completed more than 90% of the task, in part it corresponds to the usual "5" points for us.

Japan . 100-point scale. Surprisingly, in Japan there are often situations when a mark is given not to one specific student for a completed task or a solved example, but to the whole class at once - one collective mark.

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