Grading systems

1. Point system

Students' knowledge is assessed differently in all countries of the world. In Russia - 5 points, in England - 6 points, in Poland - 6 points, in France - 20 points, in Moldova - 12 points, in Ukraine - 12 points, in Belarus - 10 points, in Latvia - 10-point system, in the USA - 100-point system, 100 - score - USE (testing).

In France today they study according to the 20-point system. Moreover, aerobatics is considered to earn 14-16 points, and those who receive 10-14 can safely be called good students.

AT educational system Russia has adopted a system for assessing students' knowledge, which is defined by unified government programs still in the Soviet school.

(G.I. Shchukina “Pedagogy of the school)

The mark "5" ("excellent") is given for a deep understanding of the program material, for the ability to independently explain the provisions being studied, for a logical and literary correct answer, for the persuasiveness and clarity of the answer, when the student does not make mistakes.

The mark "4" ("good") is given for the correct and deep assimilation of the program material, however, inaccuracies and minor errors are allowed in the answer both in the content and in the form of the answer.

The grade "3" ("mediocre") indicates that the student knows the basic, essential provisions educational material, but does not know how to explain them, makes individual mistakes and inaccuracies in the content of knowledge and the form of constructing an answer.

The grade "2" ("bad") is given for poor mastery of the material, and not for lack of knowledge. An unsatisfactory answer shows that the student is familiar with the educational material, but does not highlight the main provisions, makes significant mistakes that distort the meaning of what was learned. He conveys information that he remembered from the words of the teacher or from the textbook, but which is not logically processed in his mind, not brought into the system of scientific provisions, arguments.

Grade "1" (very bad) is given when the student is not familiar with the training material.

10-point scoring system

10 points (5+) deserves a student who has discovered a comprehensive, systematic and deep knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic and additional literature recommended by the program, actively worked in practical, laboratory classes, understands the basic scientific concepts in the discipline under study, has shown Creative skills and a scientific approach in understanding and presenting the educational program material, whose answer is distinguished by the richness and accuracy of the terms used, the material is presented consistently and logically.

9 points (5) deserves a student who has discovered a comprehensive, systematic knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic literature and is familiar with additional literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline, sufficient for further study, as well as the ability to replenish them independently, whose answer is differentaccuracy of the terms used, the material is presented consistently and logically.

8 points (4+) deserves a student who has revealed complete knowledge of the educational program material, who does not allow significant inaccuracies in the answer, who independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline, sufficient for further learning, as well as the ability to replenish them independently.

7 points (4) deserves a student who has revealed a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline sufficient for further study, as well as the ability to replenish them independently.

6 points (4-) deserves a student who has discovered a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed the main tasks provided for by the program, mastered the basic literature recommended by the program, was sufficiently active in practical and laboratory classes, showed the systematic nature of knowledge in discipline, sufficient for further study.

5 points (3+) deserves a student who has found knowledge of the basic educational and program material in the amount necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommendedprogram, who independently completed the main tasks provided for by the program, however, made some errors in their implementation or in the answer to the exam, but possessing the necessary knowledge to eliminate them independently.

4 points (3) deserves a student who has found knowledge of the basic educational and program material to the extent necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommended by the program, who independently completed the main tasks provided for by the program, but made some errors in their implementation or in answering the exam, but having the necessary knowledge to eliminate errors under the guidance of a teacher.

3 points (3-) deserves a student who has discovered knowledge of the basic educational and program material in the amount necessary for further study, who has not been active in practical and laboratory classes, who independently completed the main tasks provided for by the program, but who made errors in their implementation or in answering the exam, but who has the necessary knowledge to eliminate the most significant errors under the guidance of a teacher.

2 points (2) is given to a student who has discovered gaps in knowledge or lack of knowledge in a significant part of the main educational and program material, who has not completed the main tasks provided for by the program on his own, who has made fundamental mistakes in completing the tasks provided for by the program, who has not worked out the main practical, laboratory classes, and who makes significant errors in answering, and who cannot continue their studies without additional classes in the relevant discipline.

1 point - no answer (refusal to answer, the answer presented is completely not on the merits of the questions contained in the assignment).

2 . binary system

A) pass - fail;

B) right or wrong.

In 2003 the Ministry of Education Russian Federation in order to implement the Modernization Concept Russian education proposed to change the assessment system in physical education lessons, visual arts, music. This was explained by the fact that "these subjects require the presence of natural inclinations and individual abilities of students, and the mark in these subjects evaluates not so much the knowledge and skills of students as the possibility of their personal achievements in the field of physical culture and art." Therefore, it was recommended to switch to the pass/fail system.

The rating system for assessing knowledge in one form or another has existed for a long time. It is used in many Western universities, in educational institutions The United States, in African countries, which have preserved the education systems of the former metropolises, as well as in some universities of our country.

The advantages associated with the use of a rating system for knowledge control as a means of successfully mastering various disciplines are obvious, since they can significantly increase the efficiency of both the teacher and the students themselves due to a number of factors.

1. The maximum possible interest of students in this situation is stimulated in a particular topic of the lesson, and, consequently, in the discipline as a whole.
2. The learning process covers all students, their behavior is controlled by the teacher and classmates.
3. The spirit of competition and rivalry, originally inherent in human nature, finds the best way out in a voluntary game form that does not cause a negative repulsive and, most importantly, painful stress reaction.
4. Elements of creativity and introspection develop, additional reserves of the personality are activated, due to the increased motivation of students, which pave the way for the gradual erasure of rigid distance boundaries between the teacher and students. Students tend to rethink certain concepts, taking into account their own experience.
5. There is a turn in the thinking and behavior of the student in the direction of a more productive and active search activity.
6. There is a differentiation of the significance of the marks received by the student for the performance of various types of work (independent, control, "cut", current, etc.), and the current or final assessment reflects the amount of labor invested by the student to a greater extent than his abilities.
7. There is an opportunity to improve the obtained estimate.

Evaluation of knowledge in points does not cause stress, does not offend. A student being graded is like going up or down stairs. The main purpose of the knowledge rating control system is ranking according to the success of mastering the studied material.

You can offer students tests, in which each task has its own score. And then the class sets a rating for mastering the relevant topic.

However, despite all its advantages, the rating system for assessing knowledge has not been widely used, especially at school. There are several reasons for this: the additional burden of registering points and processing them, the lack of didactic material on the application of the system in specific lessons.

1. Determine the list of concepts that students must learn in this topic, and the level of their assimilation.

a) reproductive: the student must reproduce this concept in the form in which it was voiced in the lesson by the teacher, recorded in the textbook, notebook;

b) productive: the student in the lesson must, on the basis of this concept, perform typical exercises, answer questions (that is, understand);

c) partially exploratory - based on the concept, the student not only performs typical exercises, but also transfers this concept to new conditions for solving non-standard tasks;

d) creative: the student discovers new knowledge (concepts) in the course of research, mental or mathematical experiment.

The level of assimilation offered for the most prepared students (as additional tasks) is indicated in brackets. It is also necessary to note the concepts specified in minimum requirements by subject. The marked concepts correspond to the mark "satisfactory" on this topic.

2. Determine the list of skills and abilities that, in accordance with thematic planning must be mastered by the student. Mark the level of assimilation of each of the listed skills, mark the required skills in accordance with the mandatory requirements for the subject.

3. Determine the type of control (oral test or survey, written work, dictation, practical or laboratory work, etc.), as well as the level of complexity of the tasks. For example, the least complex work that requires simple memorization is scored no more than 5 points. Works involving the performance of typical (standard) exercises have a “cost” of 10 points. The control containing elements of creative tasks is estimated at 15 points. Final examinations have a price of 30-50 points (depending on the complexity and size of the topic). Practical work, although considered the most difficult, is estimated at 10 points, as it is performed by students in groups or pairs.

1. One of the mandatory properties of the system is its openness - students must know the "rules of the game": know the "cost" of any activity, understand how you can get points and what you can lose them for, etc. To fulfill this property, students must be cost table available. You can make it in the form of a poster and hang it in the office, you can make printouts of the table for each student.

2. With a tiered approach to assessing knowledge, the same actions performed at different levels are evaluated with a different number of points. For example, points for solving problems of different levels will vary from 3 to 10.

3. "Table of cost" can be changed. So, for example, if a teacher believes that students need to pay more attention to solving problems, points for this activity can be increased. Many students do not know how to correctly format tasks: enter the following line in the score table: “Correct design of the task” - and when setting a mark for tasks, consider completing this action as well. After fixing this skill, it can be excluded from the table.

4. It is necessary to use the stimulating role of additional points:

a) Encourage faster completion of tasks in the lesson. For example, when performing written work, a time coefficient should be applied, that is, the earlier you handed over the work, the more additional points you received;

b) encourage faster completion of the program by individual students. For example, if a student is ready to take a test or write an independent work 5 days ahead of the whole class, you can add 1 point to him for each day;

c) Encourage students to help other students and the teacher. For example, exhibit extra points for explaining or checking a topic, etc.

All these additional points are approximate and may vary depending on the activity of students: with a lot of activity, points can be reduced, and vice versa (but changes should be made reasonably and best of all in the new academic year).

For missing lessons without a good reason;

For being late for the lesson;

For late work;

For inaccurate notebook keeping.

1) before any work, the date and its type (home or classroom) must be written;

2) all pages in the notebook must be numbered, have margins;

3) all work must be done carefully.

Creative tasks can be performed in pairs or in a group, but then the points for them must be reduced or divided between students.

Thus, with a rating system for assessing the achievements of students, it is possible to apply a wide variety of forms and methods of organizing educational cognitive activity, but the most important thing is to arouse students' interest in the subject and arouse the desire to engage in it in the future.

2) the attitude to homework has changed: the guys with a great desire began to do homework and get high scores for it;

3) in the case of a small number of points for written work, students came to rewrite them after school hours;

4) the progress of students has increased in comparison with the five-point assessment system.

The rating system gives students the right to choose how to advance through the levels of education. With a rating system, the student has the opportunity to fulfill himself to a greater extent, and this contributes to the motivation of learning. Schoolchildren develop such qualities as independence and collectivism.

The position of the teacher in the educational process is also fundamentally changing. First of all, his role is changing. The task of the teacher is to motivate students, manage their educational and cognitive activities and directly advise students. The teacher, as it were, talks with the student, activates him for reasoning, searching, conjecture, encourages, orients him towards success.

4.Weight rating system

When determining the final mark for a quarter or half a year, one cannot be guided by the arithmetic mean. Each assessment has its own"the weight" and expresses indicators various activities students.

If the marks are denoted as A 1, A 2, A 3 etc., then the “weight” of the mark is determined as the product of its numerical expression by the corresponding coefficient. Final grade A total can be calculated using the formula:

Table of coefficients of significance of marks

	Forms of control	What is checked	Coefficient
	Programmable control	Knowledge	K 1 \u003d 1
	Frontal survey	Knowledge	K 2 \u003d 1
	Solving quality problems	Knowledge	K 3 \u003d 1
	self control	Knowledge	K 4 \u003d 1
	mutual control	Knowledge	K 5 \u003d 1
	Problem solving	Knowledge, skills	K 6 \u003d 2
	Homework	Knowledge, skills	K 7 \u003d 2
	Independent work	Knowledge, skills	K 8 \u003d 2
	Practical work	Skills	K 9 \u003d 2
	Laboratory work	Skills	K 10 \u003d 2
	Dictation	Knowledge	K 11 \u003d 2
	Test	Knowledge, skills	K 12 \u003d 3
	credit work	Knowledge, skills	K 13 \u003d 3
	Exam at the end of the study period	Knowledge, skills, skills	K 14 \u003d 4

5. Unmarked assessment

Gradeless learning is a search for a new approach to the assessment system that would overcome the shortcomings of the existing "grading" assessment system.

The unmarked system is already firmly entrenched in primary school.

The priority goal of education in primary school is the formation learning activities as the desire and ability to learn, the development of cognitive interests and readiness for learning in the main link.

One of the goals of gradeless learning is to make student assessment more meaningful, objective, and differentiated. According to psychologists, this will allow the teacher, firstly, not to harm the emotional health of the child and, secondly, to form knowledge and skills more effectively.

The second important goal of non-marking education is to form and develop children's evaluative activity. Doing pedagogical process humane and focused on the personality of the child. This becomes both a condition and a result of cooperation between the teacher and children, reinforces mutual understanding and interaction.

Principles of gradeless learning (G.A. Zuckerman)

1. Student self-assessment must precede teacher assessment. The discrepancy between these two assessments is the subject of a special discussion, in which the objectification of assessment criteria is born.

2. Self-assessment of students should be gradually differentiated. Already in the first grade, the child must learn to see his work as the sum of many skills, each of which has its own evaluation criterion.

3. Only the achievements of students presented by the children themselves for evaluation should be evaluated, based on the rule “add, not subtract”.

5. Students should have the right to independently choose the complexity of controlled tasks, the complexity and volume of homework.

6. First of all, the dynamics of the educational success of students relative to themselves should be assessed.

7. Students should have the right to doubt and ignorance, which is formalized in the classroom and at home in a special way.

Principles of ungraded learning (A.E. Simanovsky)

1. The principle of grading the difficulty of educational material, which implies in the structure of any educational material to provide for the types of tasks that students of any level of training are able to cope with.

2. The principle of freedom of choice by the student of the difficulty of the educational task, the implementation of which allows him to realize his responsibility for the results of educational activities and form an adequate self-esteem. At the same time, some students can achieve significant educational achievements by completing a large number of simple tasks (showing diligence), while others can complete a small number of complex tasks (showing intelligence and creativity).

3. The principle of gradual accumulation of achievements: students with a low rate of learning will be able to feel successful even at the first stages of the formation of learning skills, if time and forms are not limited academic work to be evaluated.

4. The principle of freedom: at any given time, the student must be able to improve his achievements. To do this, students are offered from time to time to return to the tasks of completed educational topics or to previously assessed skills.

Operation in the mode of ungraded learning requires the presence of certain conditions.

If an educational institution switches to an ungraded system, the following questions should be considered:

1. The ratio of common approaches to assessment between primary and secondary schools.

If the school does not have a unified evaluation system, children will suffer from a sharp drop in the evaluation relationship with teachers.

2. Correlation between the evaluation policy of the school and the family.

Mechanisms for the constant harmonization and coordination of the assessment policy of teachers and parents of the student at all stages of education should be thought out.

Functions of Gradeless Assessment in Primary Education

Health saving -is based on the technology of pedagogical support, which is based on an emotionally friendly background of assessment, cooperation and mutual understanding of all participants in the educational process. Evaluation activities are taught through the personal support of the child.

Psychological -is associated with the development of an adequate self-esteem of the child, which contributes to the successful adaptation and self-realization of the personality of the younger student. In this case, it becomes possible for the student to internally accept the assessment, it begins to help the child learn. The development of adequate self-esteem is possible with meaningful assessment associated with overcoming such problems as fear of punishment, mania of unjust insults, anger, indifference, depression, etc.

Dynamic - is associated with the formation of a holistic concept of evaluation activity, with the assignment of a training effectiveness coefficient, in which the criterion of relative success becomes the basis for evaluation. The idea of ​​students about various models, types and forms of assessment makes it possible to obtain an objective assessment of their own development, since it can be measured in various ways and scales. The assignment of a learning effectiveness coefficient implements individual approach in educationand consists in the fact that today's achievement of the child is evaluated in comparison with what characterized him yesterday.

Implementation of health-saving, psychological and dynamic
cal functions is impossible without the implementationmethodological function
tions.As a central link in the implementation of this function
we consider school administration, methodological and psychologists
services that organize the training of teachers and parents on
all stages of the educational process and act as coordinators of their teachers
logical activity.

When using a gradeless system, it is important to see the growth of each student, his ability to work in the classroom and independently. Can't rate personal qualities student: features of memory, perception, attention. It is necessary to clearly define what can be assessed, which competencies.

In mathematics, the following competencies can be assessed:

Ability to perform arithmetic operations;

Ability to write short notes;

Ability to solve a problem;

Ability to draw a diagram;

With the introduction of gradeless education, special work should be done with parents. With the advent of gradeless assessment in school, parents should not give their child their marks at home, but they should see the successes and failures of their child in order to solve them if possible.

Undoubtedly, the system for assessing the educational achievements of younger students should improve psychological condition children, to eliminate anxiety, to encourage them to correct their previous result, to help the child find himself not only in educational, but also in other activities, to emphasize the individuality of each child.

6.Portfolio

The portfolio should provide a report on the student's education process, see a picture of significant educational results as a whole, provide tracking of the student's individual progress in a broad educational context, and demonstrate his ability to practically apply the acquired knowledge and skills.

A traditional portfolio is a collection of work that aims to showcase a student's educational achievement. Being essentially an alternative to traditional forms (test, exam) assessment method, the portfolio allows you to solve two problems:

1. Track the individual progress of the student, achieved by him in the process of obtaining education, beyond comparison with the achievements of other students.

2. Evaluate his educational achievements and supplement (replace) the results of testing and other forms of control. In this case, the final document of the portfolio can be considered as an analogue of the certificate (as in the American specialized school).

Portfolio is a modern form of assessment, meets the spirit of specialized education, allows you to solve the following pedagogical tasks:

Encourage the activity and independence of students, expand opportunities for learning and self-learning;

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

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

To promote the individualization of education for schoolchildren;

To increase the validity of the choice of profile and the effectiveness of its correction.

With regard to the tasks of specialized education, it can be said that the portfolio serves as the basis for making the right choice of profile, an indicator of the student's focus on the chosen direction, his educational activity, readiness to move to the next stages of education and career choice. The portfolio allows for long-term monitoring of individual educational achievements of the student and the development of his sphere of interest at different levels of education.

The portfolio allows you to most fully reflect the methods and results of the student's profiling: it contains information about the subjects and courses taken in the course of profile education, about project and research activities, etc.

Portfolios have many advantages as a form of presentation of student achievement, but there are also disadvantages.

Portfolio Disadvantages

1. There is a problem of mandatory minimum and optional maximum of its corresponding elements.

2. There may be difficulties with the distribution of the "weight" of the assessment between various elements portfolio.

3. It is possible that there is a contradiction between the focus of the portfolio on qualitative and quantitative assessment and the requirement of the school administration to “translate everything into a standard quantitative assessment”.

Portfolio Features(T.G. Novikova)

Diagnostic - captures changes and growth over a certain period of time.

Goal setting - supports learning goals.

Motivational - encourages the results of students, teachers and parents.

Developing - ensures the continuity of the learning process from year to year.

Portfolio types (T.G. Novikova)

Portfolio of documents, or working portfolio

Includes a collection of work collected over a specific period of study that demonstrates the student's progress in a particular area of ​​study. This portfolio can contain any materials, including plans, drafts, which show what success the student has achieved in the learning process from the moment he set himself a certain goal until he achieved it. Therefore, both successful and unsuccessful works can be presented in the portfolio.

Process Portfolio

Reflects all phases and stages of learning. Allows you to show the entire learning process as a whole: how the student integrates special knowledge and skills and makes progress, mastering certain skills, both at the initial and high level. In addition, this portfolio demonstrates the student's process of reflecting on their own learning experiences and includes self-observation diaries and various forms of self-report and self-assessment.

Illustrative Portfolio

Allows you to best assess the student's achievements in the main subjects of the school curriculum. It may include only the best works selected in the course of a joint discussion between the student and the teacher. A mandatory requirement is a complete and comprehensive presentation of the work. As a rule, this portfolio includes a variety of audio and video recordings, photographs, electronic versions of works. Submissions may be accompanied by written comments from the student justifying the choice of submitted work.

During the transition to specialized education in Russia, the following types of portfolios have been developed: a portfolio of documents, a portfolio of works, a portfolio of reviews.

The portfolio assessment procedure is a rather complicated process and requires the involvement of students, teachers, and parents.

Factors that determine the popularity and success of a portfolio in foreign education

1. Portfolio is part of a holistic educational strategy.

2. The portfolio fully gives the student the opportunity for independence and learning initiative.

3. The portfolio is consonant with the idea of ​​"lifelong learning", that is, learning throughout life.

4. Portfolio management is well organized and systematic.

5. The work of schoolchildren with a portfolio is organized and accompanied by both well-functioning teams of specialists and carefully designed training programs and teaching aids.

7.Testing

In pedagogical practice, testing has long been used as an effective procedure for pedagogical certification. Currently, test methods of control are increasingly being introduced into domestic practice.

Analysis of domestic and foreign literature on the Problems of Pedagogical Testing shows that only the pedagogical test that meets the criteria of testing theory, the principles and conditions for organizing pedagogical control can be sufficiently effective.

Traditionally, in testing theory, there are two main requirements for the quality of tests: reliability and validity.

Advantages of the test form:

For a certain, rather limited, period of time, a large amount of various educational material can be tested in a large group of subjects;

High objectivity of the process of measuring and interpreting the results;

It is possible to control at the required, predetermined level; it is allowed to change the degree of difficulty of questions, as answer options are given typical mistakes occurring at this level;

Self-control is possible at a preliminary stage in order to evaluate the results of training;

Obtaining an objective assessment of knowledge, both for the teacher and for the student (with an understanding of their mistakes);

Fixing the attention of students not on the formation of answers, but on comprehending their essence;

The ability to automate the process of checking answers;

The ability to minimize the subjective influence of the teacher on the measurement result; |

Statistical evaluation of the results of control, and hence the learning process itself.

The advantages of test control include the ability to conduct a test at all stages of training (introductory and current, boundary and final control), which allows you to effectively manage the educational process.

However test control has a number of disadvantages:

Significant time spent on the initial preparation of high-quality control and measuring materials (KIMs);

High probability of choosing an answer at random;

Checking only the final results of actions, difficulty on the part of the teacher, and more often the inability to trace the logic of students' reasoning;

Development of textbooks focused on the test form of control;

A small number of testers in the education system, which slows down the transition to modern testing.

Literature

1. Gladkaya I.V. Evaluation of educational results of schoolchildren.

SPb., 2008

Mathematics 2003, no. 33

3. Novikova T.G., Pinskaya M.A., Trubchenkov A.S., Fedorova E.E. Profile school No. 3, 2005

4. Potashnik M.M. The quality of education: problems and management technology.

M.: Pedagogical Society of Russia, 2002

5. Simanovsky A.E. Gradeless learning: opportunities and ways of implementation.

M.: Balass, 2003

6. Tsukerman G.A. Rating without mark.

M., 1999

Application

Evaluation of students' oral responses

Mark "5" put if the student: 1) fully presents the studied material, gives the correct definition of mathematical concepts;

2) shows an understanding of the material, can substantiate his judgments, apply knowledge in practice, give the necessary examples not only from the textbook, but also independently compiled;

3) presents the material consistently and correctly.

Mark "4" it is set if the student gives an answer that meets the same requirements as for the “5” mark, but makes 1-2 mistakes, which he corrects himself, and 1-2 shortcomings not in mathematical content, but in the language of the presentation.

Mark "3" it is set if the student shows knowledge and understanding of the main provisions of this topic, but: 1) presents the material incompletely and makes inaccuracies in the definition of concepts, the formulation of theorems, rules, laws;

2) does not know how to substantiate his judgments in sufficient depth and convincingly and give his own examples;

3) presents the material inconsistently and makes mistakes.

Mark "2" is set if the student shows ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions, rules, theorems, laws that distort their meaning, randomly and uncertainly presents the material. A score of "2" indicates such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of subsequent material.

The mark ("5", "4", "3") can be put not only for a one-time answer

(when a certain time is allotted to check the student’s preparation), but also for dispersed in time, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.

Solution Evaluation written works

intermediate control

To gross mistakesinclude errors that reveal students' ignorance of formulas, rules, basic properties, theorems and the inability to apply them, ignorance of the methods for solving problems considered in teaching aids, as well as computational errors.

To the non-rude errors include: the loss of a root or the preservation of an extraneous root in the answer, the rejection of one of the roots without explanation, and equivalent computational errors.

To the shortcomings include: insufficiency or lack of explanations, justifications in decisions.

If the same error (the same defect) occurs several times, then this is considered as one error (one defect). Strikethroughs in the work (it is desirable that they be accurate) indicate the search for a solution, which should not be considered a mistake.

Mark "5" is set if the work is completed completely and without errors. The number of shortcomings in such work should not exceed two.

Mark "4"

a) the work is completed completely and does not contain gross errors, but contains minor errors or more than two shortcomings, or minor errors and shortcomings;

b) all tasks, except for one, are completed without errors, and one task is either not completed or contains errors.

Mark "3" placed in the following cases:

a) completed tasks that correspond to the mandatory level (LS), the mandatory learning outcomes on the topic;

b) an error was made in the task of the OS, but proceeded to the task of the HC.

Mark "2" is set if less than 50% of the tasks of the OS are completed.

Retrieving final scores

For the academic quarter and academic year, the final mark is put. It is unified and reflects in a generalized form all aspects of the student's preparation in mathematics.

The final mark should not be derived mechanically, as an arithmetic mean of the previous marks. However, in order for students to have a serious attitude towards math classes throughout school year, when deriving final grades, the results of their current academic performance are taken into account.

When deriving the final mark, priority is given to marks for written control (independent, verification) work. Therefore, the final mark in mathematics cannot be positive if during the quarter (year) the majority control works were rated "2".

Evaluation of the oral survey in mathematics

Oral questioning is one of the ways to test theoretical knowledge in mathematics. The student's answer should be a coherent, logicalsequential message on a given topic.

When evaluating the student's answer, one must be guided by the following criteria, taking into account: the completeness and correctness of the answer; the degree of awareness, understanding of what is being studied; language design

Mark "5" is set if the student:

1) Builds an answer according to his own plan, fully presents the studied material,gives correct definitions.

2) Detects an understanding of the material, can substantiate his judgments, give the necessary examples not only from the textbook, but also independently compiled.

3) Presents the material in a certain logical sequence,mathematical language.

4) Able to apply knowledge in a new situation when performing practical tasks, can establish a connection between the studied and previously studied material in the course of mathematics.

Mark "4" is set if the student's answer satisfies the basicrequirements for answering the mark "5", but

1) Makes one minor mistake or no more than two shortcomings, which he corrects himself or with a little help from the teacher.

2) The answer is given without using your own plan, new examples.

3) The answer is given without the use of links with previously studied material learned in the study of other subjects.

Mark "3" put if the student's answer:
1) Contains a significant error.

2) Not complete, incoherent.
3) Contains gaps in the assimilation of the questions of the mathematics course, not

Interfering with the further assimilation of the material.

4) Able to apply the acquired knowledge in solving the simplest problems, but finds it difficult to solve more complex problems.

5) Made no more than one gross mistake and two shortcomings; no more than one gross and one non-gross error; no more than two - three minor errors; one minor error and three shortcomings; made four or five mistakes.

Mark "2" is set if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes andshortcomings than necessary for the mark "3".

Evaluation of control work

The control work is used in the frontal current and final control in order to test the knowledge and skills of schoolchildren on a fairly large and fully studied topic of the program. The content of work for a written survey can be organized according to single-level and multi-level options that differ in degree of complexity. The instruction offered to schoolchildren explains to them that each
can choose a job of any complexity. At the same time, for the correct implementation of option A, the student will receive a mark no higher than "3", for option B - no higher than the mark "4", and for option C - a mark of "5". If the student wishes, the teacher can assist in choosing a work option.

Level A - these are the tasks that correspond to the required learning outcomes on the topic. Mistakes of any kind are not allowed.

Level B - these are the exercises of the main educational material of the program. They are covered in the classroom, but are not so simple or important that the ability to perform them becomes mandatory for all students. A student may make minor mistakes, shortcomings.

Level B - this is an increased level, which is determined by an increased requirement for the preparation of a student in mathematics. To solve, you need to be able to apply knowledge in a new environment, with unusual combinations of data, and have good technical skills.

Mark "5" is putfor the correct performance of all tasks with 1 or 2 shortcomings. G

Mark "4" is put,if 1 mistake and 2 shortcomings are made; 3 or 4 flaws.

Mark "3" is put,if half of the tasks are completed.

Mark "2" is put,if significant errors are made showing that the student has not mastered the required learning outcomes.

List of errors.

1. Gross mistakes:

Ignorance of the definitions of basic concepts, laws, rules, basic provisions of the theory, formulas, units of measurement of quantities found in mathematics;

Inability to highlight the main thing in the answer;

Inability to apply knowledge to solve problems;

Errors showing a misunderstanding of the condition of the problem, the rules for writing the solution in mathematical language or a misinterpretation of the solution;

2. Non-gross errors:

Inaccuracies in wording, definitions, concepts, laws, caused by incomplete coverage of the main features of the concept being defined;

Ignorance of methods for solving problems similar to those previously solved in the classroom

3. Disadvantages:

Careless record keeping;

Spelling and punctuation errors.

Mathematics portfolio option

Section 1 "Hello, it's me!"

1.1. "Let's Get Acquainted"

1. Surname, name, patronymic

2.Date of birth

3.Place of birth

4.Address

5. Favorite place where you live now

6. Main character traits

7. Leisure activities

8. TV shows

9. Attitude towards reading, books

10. Music preferences

11. Favorite sport

12. Hobby

13. Classes in circles

1.2. "Math Around Me"

1. Calculation of biopotential by date of birth

2. Calculation of character traits by date of birth (Hindu square)

3. Building a graph of the cycle of life

4. Mathematical discoveries, people, scientists connected by the same place of birth with me

5. Interesting observations, coincidences associated with numbers, figures

1.3. "Why do I need math?"

1. Life plans of the student related to mathematics

2. How did mathematics help in life? - Stories from the life of family and friends

3. Mathematical family tree - the biggest achievements in the field of mathematical knowledge among my family members

Section 2 "My progress in mathematics"

2.1. "I'm in the world of numbers"

Documented individual, educational achievements are placed in this chapter. These include the results intellectual development, namely:

Annual final marks in mathematics for each year of study;

Average score for control, test, test work for each year of study;

The average score of the certificate of incomplete secondary education;

Average score of results state exams for previous years of study;

Additional points for participation in various competitions, scientific and practical conferences, olympiads.

2.2. "Official documents"

Here will be stored a kind of "evidence" of the student about the work done by him, learning, both in school and outside of it:

Diploma of a participant or winner of the Olympiads, both at the school level and above;

Certificates of participation in competitions;

Diplomas;

Thanks.

Section 3 "Mathematical activity"

3.1. "Me and Mathematics"

Materials are invested here about what interested the student in this subject, why he decided to make a portfolio on this subject.

By reviewing this course choice, students will be able to:

To form ideas about the main stages and the most significant events in the development of mathematics;

Increase cognitive interest in the study of mathematics, using active methods and modern technical teaching aids.

To develop independence, elements of search activity, searching for information on the Internet on a given topic.

To form the skills and abilities of summarizing information, highlighting the main thing in the studied material, building a message, the ability to make assumptions, explain and justify them, put forward problems and reformulate tasks.

3.2. "I'm in math"

This chapter contains works, projects, models created by students in the subject area "mathematics". Considering that the child can additionally engage in this subject and make progress in studying it not only at the school level, or vice versa: he did not have the opportunity to prove himself outside the school walls, it is proposed to break this chapter into parts:

"I am at school";

"I'm in the area";

"I'm in the city".

Design work. The topic of the project is indicated, a description of the work is given. Perhaps an application in the form of photographs, text of the work in printed or electronic form.

Research papers and abstracts. The studied materials, the title of the abstract, the number of pages, illustrations, etc. are indicated.

Technical creativity: models, layouts, devices. A specific work is indicated, its brief description is given.

Elective courses and electives. A record is made about the name of the course, its duration, the form in which the classes were held.

Classes in institutions of additional education, at various training courses. The name of the institution or organization, the duration of the classes and their results are indicated.

Participation in olympiads and competitions. The type of event, the time of its holding, the result achieved by the student are indicated.

Participation in scientific conferences, training seminars and camps. The topic of the event, the name of the organization that organized it, and the form of student participation in it are indicated.

Other.

Section 4 "Opinions of others"

The section should contain reviews of competent people:

Reviews for research work or project;

Own assessment of the results achieved in the field of mathematics, their abilities and strength for further study, work.

Grade 9 Algebra. Final examination.

Criteria for evaluating tasks with a detailed answer

1. General approaches to the formation of evaluation criteria.The requirements for completing tasks with a detailed answer are as follows: the solution must be mathematically literate and complete, from which the student's reasoning must be clear. The design of the decision must ensure the fulfillment of the above requirements, but otherwise it can be arbitrary.

If the student's solution satisfies these requirements, then the maximum number of points is given for the task: No. 17 - 2 points, No. 18 and 19 - 4 points, No. 20 and 21 - 6 points. If a typo or error is made in the solution that does not affect the correctness of the overall course of the solution (even with an incorrect answer) and allows, despite its presence, to draw a conclusion about the mastery of the material, then the student is credited with a number of points less than the indicated one by 1.

Below are some general items that are the basis for a one-unit deduction.

Task 17 (2 points).For the decision is exposed 1 point if it does not contain errors, but is not complete, for example, there is no answer to an additional question (if any), factorization or fraction reduction is not completed; or there is one typo / error in the solution that does not fundamentally affect the course of the solution, taking into account it, all further steps were performed correctly, the solution was completed.

Tasks 18 and 19 (4 points).For the decision is exposed 3 points if there are no errors in it, but it is not complete, for example, there is no answer to an additional question (if any); or the course of the solution is correct, the answer is received, but there is a typo or a non-principal error (for example, an error in the calculation), and taking into account it, the further steps are performed correctly, the solution is completed.

Tasks 20 and 21 (6 points).For the decision is exposed 5 points, if the work contains a correct, completed solution, but it lacks explanations that are essentially necessary for the task and are a step in the solution, or the existing explanations contain logical errors; or the solution is "almost correct", i.e. the course of the solution is correct, it has been completed, but there is one non-principal computational error / omission, taking into account it, the further steps were performed correctly.

In the evaluation criteria for each specific task of the second part of the examination paper, given below, these general positions are specified and supplemented taking into account the content of the task. The criteria have been developed for one of the possible solutions, namely the one described in the recommendations. If there are other solutions in the works of students, the criteria are developed by the subject committee, taking into account the general approaches described. Students' decisions may contain shortcomings that are not reflected in the criteria, but which, nevertheless, allow assessing the result of the assignment positively (with the removal of one point). In such cases, the decision on how to qualify such a defect is made by the subject committee.

Thesaurus

Thesaurus – a dictionary of commonly used concepts and terms in any branch of knowledge (education)

Grade - expresses the degree of conformity of the results learning activities student to the norms (patterns) of these actions.

Mark - symbol, external evaluation expression.

Grade - this is an opinion about the quality, dignity of someone.(“ Brief explanatory dictionary”)

Grade - an opinion about the value, level or significance of someone or something(S.I. Ozhegov “ Dictionary")

mark - designation of the assessment of students' knowledge(I.A. Gorodetskaya, T.N. Popovtseva and others.“ Brief explanatory dictionary”)

Formative assessmentis a progressive process that takes place throughout the school year and is designed to improve the system being assessed.

Result is an objective characteristic of the product

Achievement is a subjective experience of the result as a significant positive event

Success - this is the subjective experience of achievement as a significant positive event; represents a subjectively experienced state of joy in a situation where the desired and the achieved coincide.

Self-esteem is the result of constantly comparing what a person observes in himself with what he assumes others see in him. (M.G.Kazakina)

Self-esteem - This is an assessment of oneself, one's achievements and shortcomings. The main meaning of self-assessment lies in the self-control of the student, his self-regulation, self-examination of his own activities. (M.M.Potashnik)

Test - a tool consisting of a statistically verified system of tasks, a standardized procedure for conducting and a pre-designed technology for processing and analyzing results designed to assess the qualities and properties of a person, the change of which is possible as a result of systematic training.

Validity - reasonableness corresponding to reality, suitability

Test- one of the components of the structure of the didactic test, which includes a brief instruction for the subject, a test task, a standard answer

PISA- Program for International Student Assessment - a program of comparative study and evaluation of the success of schoolchildren from different countries, an international study that is carried out by the Organization for Economic Cooperation and Development

Portfolio is a purposeful collection of student work that demonstrates their efforts, progress, or accomplishments in one or more areas. The collection should involve students in the selection of its content, the definition of criteria for its selection; should contain criteria for evaluating the portfolio and a certificate of student reflection. (D. Meyer)

Reflection - one of the types of theoretical human activity, aimed at comprehending by him his own actions and signs

Competence - the ability to carry out complex culturally appropriate types of action based on acquired knowledge and life experience

Skill – automated action devoid of meaningfulness

Intelligence, general intelligence- ability to learn

Creativity - Creative skills

Score - learned unit for assessing the results of a test or task on a specific scale

Diagnostics - precise definition of the results of the didactic process;

a field of psychological science that develops methods for identifying and measuring individual psychological characteristics of a person

Control - monitoring the process of mastering knowledge, skills and abilities

Examination - a system of actions and operations to control the assimilation of knowledge, skills and abilities

The question of whether grades are needed at school and whether it is correct to evaluate children at school in general has been discussed for a long time. Many parents and children would find it easier if there were no grades at all. AT different countries exists different system evaluation. And a 100-point scale, a 10-point school. Somewhere the work of children is evaluated within the framework of a 6-point scale, etc. There are countries where the system of assessing knowledge has been abolished altogether. AT Russian schools basically there is a 5-point grading system, which has been the main system for many decades. Unmarked education is necessarily provided only in the 1st grade. In the 2nd grade, children gradually begin to get used to the fact that their work is evaluated. It can be noted that both for successful children in school and for those who do poorly, assessment can become a traumatic factor. Increased anxiety in children, decreased learning motivation, the formation of attitudes towards the student, depending on what grades he receives at school, can be the result of unsuccessful learning. Questions about student assessment are enshrined in regulations and letters of recommendation from the Ministry of Education of the Russian Federation.

Normative base:

• Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation".
• Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 N 1015 “On approval of the Procedure for organizing and implementing educational activities on the main general educational programs - educational programs of primary general, basic general and secondary general education».
• Order of the Ministry of Education and Science dated October 6, 2009 No. 1897 “On approval of the federal state educational standard elementary general education”.
• Order of the Ministry of Education and Science dated December 17, 2010 No. 1897 "On approval of the federal state educational standard for basic general education."
• Letter of the Ministry of Education of the Russian Federation of 03.06.2003 No. 13-51-120/13 "On the system for assessing the educational achievements of younger students in conditions of ungraded education in general education institutions."
• Letter from the Ministry of General and vocational education RF dated 11/19/98 No. 1561 / 14-15 The Department of General Secondary Education proposes for use in practical work educational institutions methodical letter "Monitoring and evaluation of learning outcomes in primary school."
• Local acts of the school "On the conduct of intermediate certification of students and the implementation of ongoing monitoring of their progress."

Evaluation of development results educational program can be assessed according to the criteria that the Federal State Educational Standard assumes. Within the framework of the Federal State Educational Standard, the teacher must evaluate.

• Standardized oral and written work.
• Projects.
• Practical work.
• Creative work.
• Observations.
• Tests, etc.

The system for assessing the achievement of the planned results of mastering the educational program should include a description of the organization and content of the state final attestation of students, intermediate attestation of students as part of the lesson and extracurricular activities, the final grade in subjects that are not submitted for the state final certification of students, and grades project activities students.

The most common grading system is assessment of students on a 5-point scale.

First of all, it is necessary to take into account psychological features younger child school age: inability to objectively evaluate the results of one's activities, weak control and self-control, inadequacy of acceptance of the teacher's assessment, etc. Any knowledge test should be determined by the nature in the amount of previously studied material and the level general development students.

Equally important is the requirement for objectivity. This is manifested primarily in the fact that the result of the student's activity is evaluated. The personal attitude of the teacher to the student should not be reflected in the assessment. This is especially important because the teacher often divides children into excellent students, good students, three students and, regardless of the specific result of the work, puts a mark in accordance with this division: he overestimates the excellent student, and understates the three student.

The teacher should remember that one of the main requirements for assessment activities is the formation of students' skills to evaluate their results, compare them with the reference ones, see mistakes, and know the requirements for different types of work. The teacher's job is to create a certain public opinion in the class: what requirements does the work meet as "excellent", is this work correctly assessed, what is the general impression of the work, what needs to be done to correct these mistakes? These and other questions become the basis of a collective discussion in the classroom and help the development of the evaluation activity of schoolchildren.

Thus, the monitoring and evaluation system becomes the regulator of relations between the student and learning environment. The student becomes an equal participant in the learning process. He is not only ready, he strives to test his knowledge, to establish what he has achieved and what he still has to overcome.

The teacher uses a digital score (mark) and a value judgment for evaluation.

It is impossible not to recognize that assessment based on the analysis of current and final grades remains the most productive form so far.

Another important problem in the activity of assessment is the different approaches to the use of marks in the first grade. Grades must be waived for 1st grade students for the entire first year. The mark as a digital design of the assessment is entered by the teacher only when the students know the main characteristics of different marks (in which case “5” is put, in which cases the mark is lowered). Before the introduction of marks, it is not recommended to use any other marks of evaluation.- stars, flowers, multi-colored stripes, etc. The teacher must know that in this case This object sign assumes the function of marking, and the child's attitude to it is identical to the attitude to digital assessment.

The mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, counting, until any definite learning outcomes are achieved, the mark more evaluates the learning process, the student's attitude to the completion of a specific educational task, fixes unsettled skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark.

Taking into account modern requirements for valuation activities in elementary school, a four-point system of digital assessments (marks) is introduced. Revoked "very bad" rating(mark 1). This is due to the fact that the unit as a mark in elementary school is practically not used1 and the mark "very bad" can be equated to the mark "bad". The rating "mediocre" is canceled and the rating "satisfactory" is introduced.

Characteristics of the digital assessment (marks).

"5" ("excellent")- the level of fulfillment of the requirements is much higher than satisfactory: the absence of errors both in the current and in the previous training material; no more than one defect; consistency and completeness.

"4" ("good")— the level of fulfillment of the requirements is higher than satisfactory: the use additional material, completeness and consistency of the disclosure of the issue; independence of judgment, reflection of one's attitude; to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material;

"3" ("satisfactory") - a sufficient minimum level of fulfillment of the requirements for a particular job; no more than 4-6 errors or 10 shortcomings on the current educational material; no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

"2" ("bad")- the level of fulfillment of the requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 mistakes or more than 8 shortcomings on the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or the fallacy of its main provisions.

A mark is introduced “for the overall impression of the written work”. Its essence lies in determining the attitude of the teacher to the appearance of the work (neatness, "aesthetic appeal, cleanliness, design, etc.). This mark is put as an additional one, it is not entered into the log.

Reducing the mark " for the overall impression of the work» is allowed if:

• there are at least 2 inaccurate corrections in the work;
• the work is framed carelessly, poorly readable, the text has a lot of strikethroughs, blots, unjustified word abbreviations, there are no margins and red lines.

verbal assessment is a brief description of the results of the educational work of schoolchildren. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence.

Features of the current certification

The current certification of students in grades 1 and 2 in the first half of the year is carried out qualitatively without fixing their achievements in class journals in the form of marks on a 5-point scale.

Current certification of students in grade 1 during the year and grade 2 in the first half of the year foreign language carried out qualitatively without fixing their achievements in class magazines in the form of marks on a 5-point scale.

Students enrolled in IEPs are only assessed in the subjects included in that plan.

Students who missed more than half of the study time due to circumstances beyond their control are not certified. The issue of attestation of such students is decided on an individual basis by the school principal in agreement with the student's parents.

Written independent, frontal, group and similar work, laboratory work of students of an educational nature after mandatory analysis and evaluation do not require mandatory transfer of grades to the class journal.

The results of the work of students of a control nature should be reflected in the class journal, as a rule, by the next lesson in this subject.

A student's mark for a quarter or half a year, for a trimester, as a rule, cannot exceed the arithmetic mean of the results of control, laboratory, practical and independent work of a control nature. The mark of the student for a quarter or half a year is set by the teacher if the students have at least 3 marks.

Quarterly (semi-annual), annual grades are given two days before the start of the holidays or the start of the attestation period. Class teachers must bring to the attention of students and their parents the results of the assessment and the decision pedagogical council schools to transfer the student, and in case of unsatisfactory results of the academic year or exams - to writing signed by the student's parents, indicating the date of familiarization.

Gradeless learning

The existing regulatory framework provides for the transition of the school to gradeless education. Numerous experiments on non-grading education or on approbation of another system of assessment have not yet received distribution in Russian schools. Children go to school and one of the stimulating factors, even among preschoolers, is precisely the assessment. Despite this, there is a regulatory framework that implies the transition of the school to ungraded education.

Gradeless learning is a search for a new approach to assessment that would overcome the shortcomings of the existing "grading" assessment system.

It is not only the knowledge, skills and abilities of the student that should be assessed. The assessment of creativity and initiative in all areas of school life should be framed with the same weight as the assessment of the skill side of learning.

It is necessary that the assessment of the creative manifestations of the child be socially framed, presented to teachers, students of different classes, and parents. These can be changing exhibitions, publications in the school newspaper, participation in various competitions. It is extremely important that, along with artistic creativity the intellectual creative and initiative manifestations of the child found social recognition: smart questions, independent search for additional educational material by children, interesting guesses, not necessarily correct (they can be drawn up in a special classroom “Notebook of our guesses, questions and discoveries”).

Evaluation in the classroom should not be subject to the personal qualities of the child (rate of work, features of memory, attention, perception). The work performed is evaluated, not its performer.

Working within the framework of ungraded learning, the teacher, when assessing the knowledge and skill achievements of the student, should not use “substitutes” for the marking system: “asterisks”, “bunnies”, “turtles”, etc. on the one hand, they allow you to record the individual progress of each child, on the other hand, they do not provoke teachers to compare children with each other, ranking students according to their academic performance. These can be conditional scales that record the result of the work performed according to a certain criterion, various forms of graphs, tables, “List of Individual Achievements”, in which the levels of the child’s educational achievements are noted according to a variety of parameters. All these forms of fixing evaluation are the personal property of the child and his parents. The teacher should not make them the subject of comparison - it is unacceptable, for example, to hang out the so-called "Achievement Screen" in the classroom. Grades should not become the reason for punishment or encouragement of the child either by the teacher or by the parents.

A feature of the assessment procedure in non-marking teaching is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two estimates becomes the subject of discussion. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous assessment criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected. The criteria and form of evaluation of each work of students may be different and should be the subject of an agreement between the teacher and students.

The student's self-assessment should be differentiated, that is, it should be made up of assessments of his work according to a number of criteria. In this case, the child will learn to see his work as the sum of many skills, each of which has its own evaluation criterion.

The child himself chooses the part of the work that he wants to present to the teacher for evaluation today, he himself appoints the evaluation criterion. This teaches students the responsibility of evaluative actions. The teacher does not have the right to make value judgments about the draft work that the student does not present for evaluation.

Working in the mode of ungraded learning requires the presence of certain conditions, the most important of which is the voluntary adoption of a single "assessment policy" by all members of the teaching staff. It is important that this "assessment policy" is not only adopted at the school level, but also carefully developed, at least a number of "nodal" issues should be thought out in advance to ensure the functioning of a single assessment "organism" of the school.

The current assessment of educational achievements can be recorded using special conditional scales - "magic rulers" that remind a child measuring device(this self-assessment tool, proposed by T. Dembo and S. Rubinstein, is widely used in psychological diagnostics).

With a ruler, you can measure anything. For example, a teacher explains to first-graders that at the very top of the “ruler” the child who wrote all the words in the dictation separately can put a “cross”, at the very bottom of this ruler - the one who wrote all the words together. Thus, the child puts a “cross” on the conditional scale in accordance with the place that he occupies. given result between the best and worst results for the selected criterion. Then the teacher puts his "cross" on the same "ruler". This form of assessment is convenient for students' written work. The fundamental difference between “magic rulers” and standard marks is that, due to their exceptional conventionality, they are not subject to any statistics, they cannot be accumulated by making them the subject of comparison, and it is almost impossible to translate them into the language of traditional marks.

You can evaluate the intermediate learning outcomes with the help of any other similar conditional meter. The main thing is that these forms of fixation are difficult to translate into standard marks, cannot be summed up and accumulated, and do not leave the possibility of comparing children with each other. Of course, any forms of assessment invented by the teacher must be used in compliance with the “Rules of Evaluation Safety” that have been developed by the teaching staff.

In addition to the traditional 5-point system, there is also a technology for evaluating the results of student achievements as "Portfolio" and Rating system.

Rating system

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.

Rating technology involves the introduction of new organizational forms training, 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.

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 do not 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).

A variety of forms of assessment of students in educational process will allow the most objective assessment of the results of students' activities. The teacher's activity during assessment should be structured in such a way that students are included in the assessment process on their own, acquiring the skills of both assessment and self-assessment. When performing work increased complexity remember about the principle of voluntariness. The system for evaluating the results of a child's achievement in school should involve an objective, integrated approach to the development of a system of knowledge by students.

Methodological materials developed. Assessment system according to the Federal State Educational Standard

GEF grading system

Introduction of the federal state standard IEO needs a rethink pedagogical activity in general and appraisal practice in particular.

The assessment system occupies a special place in the new GEF. Assessment is one of the important goals of learning.

Working in the context of the implementation of the Federal State Educational Standard, we must take into account the following requirements:

Ability to assess the dynamics of educational achievements

Criteria Approach to Evaluation

Including students in the process of self-monitoring and self-assessment

When moving to a new standard, not only knowledge, skills, and skills are evaluated, but meta-subject and subject results. When assessing the achievement of the latter, the standard fixes important feature: The focus should be on the application of knowledge in standard and non-standard situations.

Criteria-based assessment- This is a process based on comparing the educational achievements of students with clearly defined, collectively developed criteria that are known in advance to all participants in the process, corresponding to the goals and content of education, contributing to the formation of educational and cognitive competence of students.

Criteria-based assessment

Formative (current) assessment

Ascertaining (final) assessment

Determination of the current level of assimilation of knowledge and skills in the process of daily work in the classroom. Formative grades do not affect the final grades, and this allows students to remove the fear of mistakes that are inevitable during the initial assimilation of the material. By evaluation we understand the process of comparing the current successes (failures) of a child with his previous successes (failures) and the process of correlating learning outcomes with the norms set by existing learning standards. The process of creating criteria and forms of assessment is carried out jointly with students, and we consider it as a way to form children's self-esteem.

Determination of the level of formation of knowledge and learning skills upon completion of the study of the block educational information. The marks given for ascertaining works are the basis for determining the final marks at the rate for the reporting periods (half year, year).

(Marina Aleksandrovna Pinskaya Ph.D. in Pedagogy, Leading Researcher Institute for the Development of Education in the book "New Forms of Assessment" writes: Formative assessment is necessary in order to diagnose how the learning process is going on at the initial and intermediate, and not just at the final stage, and, if the data turn out to be unsatisfactory, based on the information received, make the necessary changes to improve the quality of educational activities.

An important condition: for assessment to be truly formative, it is necessary that its results be used by the teacher to correct the teaching. They must be communicated to the student and used for planning.

The most important stage of the evaluation procedure: Feedback between assessor and assessee.

Not only the teacher, but also the child must imagine what he needs to work on in the near future.

Assessing one or another of his ability to know, understand or do something, to act accordingly, the child must always have a model in front of him - a standard.

The systematic involvement of children in evaluative activities makes it possible to form an adequate self-esteem, since he evaluates the response of others relative to himself.

In class, you must use predictive and retrospective self-assessment.

Work should begin with a retrospective self-assessment (work already completed)

Step 1 - the child evaluates the work after the teacher has checked it;
Step 2 - assessment immediately after the work is done.

Predictive self-assessment - assessment of future work. This is the "growth point" of self-esteem of the younger student.

The technology of evaluation by ruler is familiar to everyone. Retrospective self-assessment was set even before the introduction of the Federal State Educational Standard, but prognostic, where even before completing the task, the student correlates his abilities with the task and evaluates himself - this is an innovation.

Once the task is completed, the assessment is repeated. Thus, comparing the predictive assessment with the retrospective one allows the child to see his successes and difficulties.

Forms
predictive assessment

Badges
"+" (I know),
"?" (difficult)
"-" (I won't do it, I don't know)

"magic rulers", which shows the level of self-esteem

Mechanisms for fixing the results of monitoring the assessment of the quality of education at the school level should be as simple as possible and be reduced to the following types of assessment: scoring; level assessment; binary assessment, rating assessment, self-assessment and mutual assessment, what is provided for by the Federal State Educational Standard.

Score involves a preliminary description of the norms of evaluation in points. To do this, an assessment scale (or scales) is selected for the work (5-point, 10-point, n-point); scoring is traditionally used in the school to assess the subject results of students. This is the fastest mechanism for evaluating the subject results of students. However, its significant limitation is the content "contraction" of the evaluation result. The score directly characterizes the object of assessment only in a generalized way. However, there is a variant of scoring of some objects of assessment, which provides the possibility of differentiated fixation of the maximum number of points. For example, if the total components in the object of assessment in perfect condition only 7, and as a result of the assessment, the presence of only 5 components was revealed at the time of assessment, then the result of the assessment can be recorded by a scoring expression in the format “5 out of 7”. This method of assessing the results of children is most suitable for fixing a whole range of results (5 out of 12 literacy skills are formed at a high level, 6 out of 15 training modules are mastered at a high level, 7 out of 12 requirements for conditions are fully provided, etc.)

Level assessment implies a preliminary meaningful description of the levels that fix the state of the assessed object and a description of the signs and methods of diagnosing, ensuring that the status of the assessed object is assigned to one of the described levels.
Level assessment is most effectively used to assess the results of education (primarily meta-subject results).
The final assessment is carried out on the basis of success levels:
- low (insufficient) level - less than 50% of the tasks of the basic level were completed correctly, the outer side of the algorithm, the rules were mastered;
- basic (required subject) level - the tasks built on the basic educational material were correctly completed, the basic system of knowledge and methods of action on the subject, necessary for continuing education in the main school, was mastered;
- advanced (functional) level - students demonstrated mastery of the basic knowledge system at the level of conscious voluntary mastery of educational actions, as well as the ability to use, transform knowledge (method of action) to solve problems in new conditions, new structures of action.

To organize the assessment of personal results of students, the most optimal mechanism is binary evaluation. Binary assessment allows you to fix the state of the assessed object at the level of "Yes-No", "Yes - no", "Manifested - not manifested", etc.

Also, in accordance with the Regulations on the Portfolio of Achievements of Junior School Students, a rating score has been introduced - this is an individual numerical indicator for assessing the achievements of students.

Rating reflects the participation of schoolchildren in any intellectual, creative and sports competitions held both at school and outside it. These can be subject Olympiads, creative festivals and exhibitions, competitions for research and art projects. For each achievement of a certain level, the student is awarded points in the rating table. If this or that competition was a team competition, then each member of the winning team receives a point. In the future, the points scored are summed up, i.e. rating is cumulative.

1. Evaluation is a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective methods of teaching, and also motivate students to become more actively involved in their teaching.

2. Evaluation is feedback. It provides information about what students have learned and how they are learning at the moment, as well as the extent to which the teacher has realized the learning goals.

The self-assessment algorithm of younger students teaches them to remember the purpose of the work, compare the result with the goal, find and admit mistakes, and evaluate the work process.

Sample questions for self-assessment:

I liked (disliked) this work because…
I found it the most difficult...
I think it's because...
The most interesting was...
If I were to do this job again, I would do the following...
If I were to do this job again, I would do the following differently...
I would like to ask my teacher...

3. Evaluation guides learning. Having written diagnostic, test papers, students will learn about what level they have reached by solving the next educational, educational and practical task.

4. Evaluation is a dynamic, i.e. individual progress is taken into account when summing up the results of a student's education over a certain period of time;

5. Assessment should be technological, i.e. availability in educational institution a common (unified) system for assessing individual educational results, the reasonable use of different assessment scales, procedures, forms of assessment and their correlation.

For a clear organization of valuation activities, it is necessary to solve a set of tasks:

To identify the features of monitoring and evaluating educational achievements that ensure the implementation of the Federal State Educational Standard - to develop a Regulation on the assessment system, to determine the criteria;

study scientific and methodical literature on the problem of assessing the achievement of the planned results of mastering the basic educational program of general education;

Develop and test tasks for monitoring and evaluating educational achievements in subjects, diagnostic tools for determining the level of formation of UUD;

To develop the material necessary to fix the results of individual achievements of students.

Mandatory self-assessment and assessment at the reflective stage of the lesson

At other stages of the lesson, educational situations for the formation of self-assessment actions are planned by the teacher based on the expediency

The main object of the assessment system, its content and criteria base are the planned results of mastering the basic educational program of primary general education by younger students:
- subject results.
- metasubject results
- personal results

In elementary school, the material necessary for fixing the results of individual achievements of students has been developed, tables have been created in which the planned results are entered, indicating the skills that characterize this result. This includes:
- evaluation sheets, which record the quality of knowledge acquisition and the level of skills development in each topic;
- control charts with the results of the obligatory practical part of the program;
- sheets of individual achievements of students in subjects;
- indicators of the formation of universal educational activities;
- a list of general educational achievements (grades 3-4);
The folder is created for:
- student - allows you to gain confidence in your cognitive abilities and the possibility of successful inclusion in the system continuing education;
- teachers - provides information about the success of their own teaching activities, the effectiveness of the training program, the individual progress and achievements of students;
- parents - can track the process and result of their child's education and development

To fill in this table, we use a 4-color indicator: red - "I know well and can help", green - "I know", blue - "I doubt", ! The sign is "I don't know". Filling in such a table allows you to generally see the picture of the child’s success according to all the criteria studied by him during the year, the formation of the adequacy of self-esteem, the child’s awareness of his “growth”, clearly show the child what he already knows and what he has to learn.

You can track the achievement of the planned results using these tables throughout all four years of study, because only the subject material with which the student must perform this or that action will change. This will make the control system more efficient and, accordingly, better.

As a result, for each academic subject (including separately for the section of this subject), one can judge whether the student has subject knowledge and actions with subject content.

Grading in grades 2-4 may vary.
Option 1 - the system of unmarked assessment can be continued;

Option 2 - introduced the traditional four-point system;

Option 3 - some subjects are assessed with a “pass-fail” rating

Most items are graded by the traditional mark

Criteria assessment and self-assessment of achievements obligatory
The choice of assessment option remains with the school.

Educational Achievement Assessment System

New approaches in education lead to new results, and new results require new forms of assessment. This complex problem is of great interest to me. In the course of mastering an educational program within the framework of the Federal State Educational Standard, there is an urgent need for a system for assessing the achievement of planned results. The purpose of the assessment system is the current, intermediate and final monitoring of the formation of subject and meta-subject results at a certain stage of education. The assessment system is aimed at solving the problem of optimizing the development of students.

Formative assessment is like feedback to students, allowing them to understand what steps they need to take to improve their performance.

Structure of the assessment system:

Tools formative assessment allow shifting the focus to the process of teaching and learning. The student plays an active role in this process.

The following methods and forms of formative assessment become effective ways of individual and team work for the flexible assessment of student achievements:

self-assessment sheets in the lesson who play decisive role in social adaptation student, influence their understanding of educational goals, allow teaching the student to analyze the causes of difficulties and ways to overcome them;

mutual evaluation - a technique used in the interchange of notebooks, verification work, discussing projects and putting marks in groups, which becomes one of the tools for flexible evaluation of results;

product evaluation method educational, research, design, creative activities.

Testing. The method of studying the level of knowledge, skills and abilities is such a form of control as a test. Tests differ from other diagnostic methods in that they allow students to test their knowledge on a wide range of issues, reduce the time spent on testing knowledge, and practically eliminate teacher subjectivity both in the control process and in the evaluation process.

oral questioning . This method is the most common in testing and assessing knowledge. The essence of this method lies in the fact that the teacher asks students questions about the content of the studied material and encourages them to answer, thus revealing the quality and completeness of its assimilation.

Control slices . it effective method checking and evaluating the knowledge, skills and abilities of students, as well as their creative abilities. The essence of this method is that after passing through large topics or sections curriculum teacher spends in writing verification and assessment of knowledge, skills and abilities of students.

Oral and written tests . Most often they wear an individual approach. Since with this approach, the student reveals his abilities more fully. I have in my arsenal a large accumulated control and measuring, didactic material, multi-level cards, models of figures, etc.

Mathematics Assessment Criteria

I evaluate the knowledge and skills of students, taking into account their individual characteristics, based on the recommendations of the Ministry of Education and Science of the Russian Federation:

2. The main forms of testing students' knowledge and skills in mathematics are a written test and an oral survey.

When evaluating written and oral answers, first of all, I take into account the knowledge and skills shown by students. The assessment also depends on the presence and nature of the errors made by the students.

3. Among the errors, errors and shortcomings stand out. An error is considered an error if it indicates that the student has not mastered the basic knowledge and skills specified in the program.

The shortcomings include errors that indicate an insufficiently complete or insufficiently strong assimilation of basic knowledge and skills or a lack of knowledge that is not considered basic in the program. The following are also considered shortcomings: errors that did not lead to a distortion of the meaning of the task received by the student or the way it was performed; sloppy recording; careless drawing.

The boundary between errors and shortcomings is to some extent conditional. Under some circumstances, the error made by the students can be considered by the teacher as a mistake, at another time and under other circumstances - as a defect.

4. Tasks for oral and written survey of students consist of theoretical questions and tasks.

An answer to a theoretical question is considered flawless if its content fully corresponds to the question, contains all the necessary theoretical facts and substantiated conclusions, and its presentation and written record are mathematically literate and distinguished by consistency and accuracy.

The solution of a problem is considered flawless if the solution method is chosen correctly, the solution itself is accompanied by the necessary explanations, the necessary calculations and transformations are correctly performed, the correct answer is received, the solution is written consistently and accurately.

5. Evaluation of the student's response during oral and written surveys is carried out according to a five-point system, i.e. one of the marks is given for the answer: 1 (bad), 2 (unsatisfactory), 3 (satisfactory), 4 (good), 5 (excellent) .

6. The teacher can increase the mark for an original answer to a question or an original solution to a problem, which indicates a high mathematical development of the student; for solving a more complex problem or answering more complex issue additionally offered to the student after completing the assignments.

Error Criteria:

Gross errors include errors that reveal students' ignorance of formulas, rules, basic properties, theorems and inability to apply them; ignorance of the methods of solving problems considered in textbooks, as well as computational errors, if they are not a typo;

Non-gross errors include: loss of a root or preservation of an extraneous root in the response; rejection without explanation of one of them and equivalent to them;

Shortcomings include: irrational decision, typos, insufficiency or lack of explanations, justifications in decisions

Evaluation of students' oral answers in mathematics

Answer is evaluated mark "5", if student:

fully disclosed the content of the material in the amount provided for by the program and the textbook,

presented the material in a literate language in a certain logical sequence, accurately using mathematical terminology and symbolism;

correctly completed the drawings, drawings, graphs accompanying the answer;

showed the ability to illustrate the theoretical provisions with specific examples, to apply them in a new situation when performing a practical task;

demonstrated the assimilation of previously studied related issues, the formation and stability of the skills and abilities used in the development;

answered independently without leading questions from the teacher. One or two inaccuracies are possible when covering secondary issues or in calculations, which the student easily corrected at the teacher's remark.

Answer is evaluated mark "4", if it mostly satisfies the requirements for a rating of "5", but at the same time has one of the disadvantages:

there are small gaps in the presentation that did not distort the mathematical content of the answer;

one or two shortcomings were made in covering the main content of the answer, corrected according to the teacher's remark;

an error was made or more than two shortcomings were made when covering secondary issues or in calculations, easily corrected at the teacher's remark.

Mark "3"

the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material are demonstrated (defined by the "Requirements for the mathematical preparation of students");

there were difficulties or errors in the definition of concepts, the use of mathematical terminology, drawings, calculations, corrected after several leading questions from the teacher;

the student did not cope with the application of the theory in a new situation when performing a practical task, but completed the tasks of the required level of complexity on this topic;

with knowledge of the theoretical material, insufficient formation of basic skills and abilities was revealed.

Mark "2" placed in the following cases:

the main content of the educational material is not disclosed;

ignorance or misunderstanding by the student of the most or most important part of the educational material is detected;

errors were made in the definition of concepts, when using mathematical terminology, in drawings, drawings or graphs, in calculations that were not corrected after several leading questions from the teacher.

Mark "1" set if:

the student revealed complete ignorance and misunderstanding of the studied educational material or could not answer any of the questions posed on the studied material.

Evaluation of written tests of students

mathematics

Mark "5" set if:

the work is completed;

there are no gaps and errors in logical reasoning and justification of the decision;

there are no mathematical errors in the solution (one inaccuracy is possible, a typo that is not the result of ignorance or misunderstanding of the educational material).

mark "four" set if:

the work has been completed, but the rationale for the solution steps is insufficient (if the ability to justify reasoning was not a special object of verification);

one mistake or two or three shortcomings were made in the calculations, drawings, drawings or graphs (if these types of work were not a special object of verification).

Mark "3" set if:

more than one mistake or more than two or three shortcomings in calculations, drawings or graphs were made, but the student has the required skills on the topic being tested.

Mark "2" set if:

Significant errors were made that showed that the student does not know

required skills in this topic to the fullest

Mark "1" set if:

the work showed the student's complete lack of required knowledge and skills on the topic being tested, or a significant part of the work was not done independently.

In Russia, the national project "Education" was launched, during the implementation of which a change in the goals of education (the formation of an enterprising, creative personality), the importance of the final result (the competence of a graduate) led to a change, improvement of approaches, methods and techniques of training. The change in the teaching strategy is also accompanied by the improvement of methods for assessing the achievements of schoolchildren. In other words, the task of each teacher is to create favorable conditions for the manifestation and stimulation of the personal potential of all participants in educational interaction.

The rating system for evaluating the educational achievements of schoolchildren can be considered as one of the possible ways that meet the task. Considering the need of modern society for "comprehensive education", I believe that the transition to a rating system of assessment in the senior (profile) school is necessary. The rating provides an opportunity to get an objective and complete picture of educational results: the development of knowledge, skills in the subject, the formation of competencies and even the formation of personal characteristics.

The accumulated experience convinced me that of all the assessment systems: traditional (five-point), test, "portfolio", the rating system allows a more objective assessment of the individual achievements of schoolchildren in educational and extracurricular activities, encourages them to independently search for materials, to start independent research activities. The rating system of assessment allows, in accordance with individual characteristics, the student to choose possible options and forms of mastering the subject, helps the teacher to expand communication, better navigate the interests and needs of students, know and take into account their individual characteristics.

The main goal of the rating system of assessment is to influence the activity of students in obtaining knowledge, as well as to assess the dynamics of the level of knowledge at each stage of their assimilation. The rating system of evaluation puts into practice lecture-seminar, modular, problem-based, differentiated learning, game, project, information and communication technologies at the stage of checking and evaluating the achievements of a student using an individual numerical indicator - rating. This assessment system allows you to create the most comfortable environment for learning and education, to transfer the learning activities of students from necessity to internal need.

Rating is a cumulative assessment system that reflects the performance of schoolchildren, their creative potential, psychological and pedagogical characteristics. The rating system of knowledge control is based on a set of motivational incentives, including timely and systematic assessment of the results of a student's work in accordance with his real achievements, a system for encouraging successful students.

• to expand the competence of schoolchildren in the field of studying the discipline;
• to develop students' independence of thinking and the ability for self-education and self-development;
• create conditions that take into account the individual abilities, capabilities of students, for the successful implementation of common, common learning goals;
• increase the responsibility of students for the results of their learning.

The rating system for assessing students' educational achievements is based on the accumulation of points for current learning outcomes. To ensure continuous monitoring of the educational activities of schoolchildren, I chose a simple model of rating assessment. Each type of activity of students is evaluated by the corresponding points according to the developed rating scale, i.e. Along with the usual five-point system, the student's work is also evaluated according to the "rating" system. Rating - the individual coefficient of a high school student is determined by the results of all types of classes, control options, calculated as the total score at the stage of midterm, final control. At the same time, the entire profile course of grades 10 and 11 is divided into thematic modules. In each module, a system of current control is planned, the number of points for the task being performed, the maximum and minimum number of points for each type of activity, the number and forms of midterm control are determined. At the very first lesson of the profile course, I introduce students to the rating system, its conditions, the scale for transferring rating points to the traditional assessment system.

Development of an assessment scale for a topic (module) taking into account the requirements for knowledge, skills and abilities in accordance with the program material and the textbook.

Familiarization with the grading scale and the sum of points for students and parents.

Studying the material on the topic, entering the results into the student's rating sheet.

Transferring the total score to the assessment and putting it in the journal.

When developing a rating scale, I use the following rating types:

• starting rating is a definition of the initial level of knowledge;
• the current rating includes an assessment of the student's work in the lessons;
• disciplinary rating includes current, intermediate, final control;
• creative rating is an independent work of a student during extracurricular time.

Rating type	№	Type of educational activity.	Points.	Point type.
starting rating	1.	Input diagnosis.	up to 30 points	Required points.
	2.	Verification work.	up to 10 points
current rating	3.	Current answers (oral answers in the lesson, individual work).	1-3 points per lesson
	4.	Solving additional problems.	1-3 points
	5.	Practical work.	5 - 10 points
	6.	Workshop.	5 points
	7.	Seminar.	up to 10 points
	8.	Homework.	1-3 points
disciplinary rating	9.	Thematic section, testing.	5-15 points
	10.	Test.	up to 20 points
	11.	Credit work.	up to 20 points
creative rating	12.	Message, abstract.	up to 10 points	Additional points.
	13.	Creative work (crossword puzzles, visual aids, layouts, etc.)	5 - 10 points
	14.	Research work (project, presentation)	30 - 50 points
	15.	Solving problems of increased complexity.	5-10 points
	16.	Participation in olympiads, competitions, conferences, etc. (from the level).	10-30 points

To determine the rating, mandatory and additional points are introduced. Mandatory points assess the performance of independent, control work, tests, passing tests, solving problems, etc. Additional points are used to encourage students when they perform creative tasks (writing essays, completing projects), for participating in olympiads, conferences, competitions, for solving problems of increased complexity. Additional points also encourage active participation in practical and seminar classes, work as a consultant, assistant in tests, conducting classes with a student who missed classes (5-20 points). If the student was absent from the lesson, then he receives "0" points for the missed work. If a student scores a number of points that does not satisfy him, he has the right to "gain" the missing points (to close gaps in knowledge). Such work can be completed by the student in the allotted time. The total number of points for each module is determined depending on the hours allotted for its study, as well as the importance of this topic in comparison with others.

The rating score for the studied module is translated into an assessment and is published in the journal. Students with 86-100% of total amount scores are rated "excellent", 71-85% are rated "good", and 56-70% are rated "satisfactory".

Starting from September 1 and until the end of the school year, the points received for all types of educational activities of the student are summed up. By the number of points scored, semi-annual and annual assessments are given. Pupils who scored 86% - 100% of the total score for the first half of the year are exempted from the credits for the half year, from the final examination.

22 hours are allotted for the study of the topic.

I start using the rating assessment of knowledge from the 5th grade, for example, when conducting competition lessons, travel lessons, game lessons, tests, when completing projects. The use of creative rating from the 5th grade activates the cognitive activity of students, develops their creative abilities, interest in mathematics. The activity of students in the classroom increases, children cease to be afraid of the survey, as they understand that the assessment in the subject depends on their abilities, capabilities and diligence.

Scheme of a lesson in mathematics using a rating assessment of knowledge

Lesson Objectives:

• create conditions for practical application studied material, identifying
• the level of mastering the system of knowledge and skills, the experience of creative activity;
• develop the ability to independently apply knowledge in practice, taking into account the levels of assimilation of the material, develop the ability to analyze, compare; to form the skills of creative, cognitive activity, abilities for evaluation activities;
• to form the skills of self-control, self-esteem, mutual assistance; develop initiative, independence, self-confidence.

Technology: level differentiation using the rating assessment of knowledge.

Equipment:

• differentiated tasks for each student;
• ship's diary for each student (rating sheet).

SHIP'S DIARY 5th grade student(s) __________________________________
Stages of the regatta	Points	For oral answer - 1 point, for writing assignments from 1 to 5 points.
1. Equipment check
2. Bay of equations
3. Island of ingenuity		12-14 points - rating "5". 9-11 points - rating "4". 6-8 points - rating "3".
4. Task Bay
5. Cape of Success
Final score
Grade

Lesson structure.

organizational stage. What is a "regatta"? Message of the topic, goals of the regatta, rules for filling out the ship's diary.

The stage of updating the basic knowledge.

Equipment check. Oral work: solving examples, equations.

For a correctly completed task - 1 point.

The stage of applying knowledge and skills in similar and new situations:

Bay of Equations. Solving equations of different levels of complexity: from 1 to 3 points.

Sample self-test.

Island of ingenuity. Oral work: tasks for ingenuity (1 point for the correct answer).

Task bay. Solving problems of different levels of complexity: from 2 to 4 points.

Work in pairs. Self-check, self-control.

Fizkultminutka.

semaphore message (decipher the word).

Stage of control and self-control.

Cape of Success. Independent differentiated work:

I level: equation - 1 point, task - 2 points;

II level: equation - 2 points, task - 2 points;

III level: equation - 2 points, task - 3 points.

Checking by answers, self-control.

Information about homework (differentiated homework).

Creative task: make a condition and solve a problem on the topic of the regatta similar to the problems that were solved in the class.

Summary of the lesson. Students count the scores in the ship's diary, transfer to the assessment.

The winners of the regatta are determined (students with high rating scores).

Reflection (for example, with the help of "sun and clouds").

In grades 7-9, I use the rating system for assessing knowledge not only in individual lessons, but also when studying some topics. For example, 7th grade: "Polynomials"; Grade 8: "Functions", " Quadratic equations"; Grade 9: "Inequalities and systems of inequalities", "Systems of equations", "Numeric functions". The rating system for assessing the educational achievements of schoolchildren is effectively used in the study of additional courses. For example, I use a creative rating when studying the optional course "Additional questions of the course of algebra Grade 8", the elective course "Elements of Financial Mathematics" (as part of pre-profile training in grade 9). Using the rating, you can always see the position of this student against the background of the whole class, and it is easy to determine how "close" or "far" is at a given time to the grade in the quarter or year the student is expecting.

Profile grades 10-11 are taught according to the credit system using the rating technology for evaluating the educational achievements of schoolchildren. The lessons mainly give tasks of a basic and advanced level, and at an elective class, tasks of a higher level are considered. After passing the topic, a thematic test is held, in which differentiated tasks are used. At the end of the semester, final assessments are held. Students who have passed the current tests well, have a high rating, are exempted from the final tests. Students are aware of this, thus increasing the motivation of students to master knowledge, and the quality of knowledge increases. Such a system of education is a good preparation for studying in higher educational institutions.

The rating system of assessment largely meets the conditions for the formation of the success of students in specialized classes. Thanks to the rating, the contradiction between the amount of labor invested and the results, the evaluation of this labor, is erased. The more effort expended, the more guaranteed a high result, the higher the level of satisfaction from the successful completion of the educational task assigned to the student. The level of self-esteem of the student is changing, there is a desire to achieve new victories. And this is a great incentive for active, conscious, creative work.

• determine the level of preparation of each student at each stage of the educational process;
• get an objective dynamics of knowledge acquisition during the academic year;
• to differentiate the significance of grades received by students for the performance of various types of work ( independent work, current, final control, home, creative, etc. work);
• reflect the current and final assessment of the amount of labor invested by the student;
• increase the objectivity of knowledge assessment.

The advantages associated with the use of a rating system for assessing educational achievements as a means of successfully developing the competence of schoolchildren are obvious, since they can significantly increase the effectiveness of students' educational activities due to a number of factors.

Firstly, the maximum possible interest of students in a given situation in a particular topic, and, consequently, in the subject as a whole, is stimulated.

Secondly, the process of learning and control covers all students, while their learning is controlled by the teacher and classmates.

Thirdly, the spirit of competition and rivalry, originally inherent in human nature, finds the best way out in a voluntary game form that does not cause a stressful situation.

Fourthly, elements of creativity, introspection skills are developed, additional reserves of the personality are included, due to the increased motivation of students.

Fifth, there is a turn in the thinking and behavior of schoolchildren in the direction of more productive and active cognitive activity.

The rating system helps high school students in building an individual educational trajectory, in planning and achieving learning outcomes in accordance with abilities, inclinations and interests. The rating system for assessing knowledge makes the student study the subject systematically, be attentive in the lesson, study independently, use additional literature, which helps to intensify the mental activity of students, increase learning motivation, and develop interest in the subject being studied. This system develops analytical and critical thinking, communication skills, allows students to psychologically transfer from the role of passive "spectators" to the role of active participants in the pedagogical process. Rating assessment contributes to the control of an integral system of universal knowledge, skills and abilities, as well as the formation of independent activity and personal responsibility of students, i.e. key competencies. My students are happy to perform various creative work in mathematics: information, research projects, abstracts, reports, compose fairy tales, compose crosswords, rebuses, charades. Lyceum students take an active part in intellectual competitions, olympiads. They are aimed at creativity, self-realization, success.

The effectiveness of using the rating system for assessing educational achievements is confirmed by the increase in the "quality of knowledge" of students (over the past three years - an increase of 15%). There is a consistently positive trend in the level of mathematical competence of graduates based on the results of an independent assessment of their educational achievements (the quality of graduates' knowledge has increased by 20%).

In domestic pedagogy, this method is gaining more and more popularity and is used not only in universities, but also in many schools.

Modern approaches to education require the abandonment not of the control and evaluation of knowledge and skills, but of the traditional forms of motivation for learning through assessments. The search for new ways to stimulate the educational work of students, the principle of personal interest, which is gaining strength in training and education, determine new approaches. Supplemented by the principle of voluntariness in choosing the level of education (and hence control), assessment can turn into a way to rationally determine personal rating - an indicator of the significance (weight) of a person in a civilized society.

Attachment 1 . Individual rating sheet of the student.

Annex 3. A lesson in algebra and the beginnings of analysis using a rating system for assessing knowledge in grade 11.

Literature:

1. UMK A. G. Mordkovich, P. V. Semenov "Algebra and the beginnings of analysis". 10th grade, 11th grade. profile level. 2007
2. Programs. Algebra and beginning of mathematical analysis. 10-11 grades / ed.-stat. I. I. Zubareva, A. G. Mordkovich. M. 2009
3. M.V.Kaluzhskaya "Introduction of ratings in high school". M. "Handbook of the Deputy Director of the School". 2008
4. Internet resources:
5. http://pedsovet.org/component/option,com_mtree/task,viewlink/link_id "Rating system for assessing students' knowledge in the modern educational space".
6. http://festival.1september.ru/ - Festival of Pedagogical Ideas " Public lesson"2008 - 2009 academic year.