Four-point rating system. Point-rating system for assessing student knowledge
Knowledge assessment system- a system for assessing the quality of students’ mastery of educational programs, the most important element of the educational process.
Currently, many knowledge assessment scales are used in the world. In some scales, it is customary to use digital designations for ranks, and fractional ratings are allowed; other scales (for example, in the USA) traditionally deal with letter designations. The American scale also has a numerical interpretation, in which the highest grades A and A+ correspond to a score of 5. The letter designations, by the way, are also abbreviations and have their own percentage ratio (used for the rating system and for maintaining the rank/class of a student and not only), namely:
| Score (Percentage) | Description of the abbreviation | Description | Analogue of Russian assessment |
|---|---|---|---|
| O(100) | The best of the best/Outland/Prime leader | Best of the Best/Extraordinary/First of the Leaders | 5+ |
| S (93-99) | Supreme | Higher | 5 |
| A (85-92) | Artful | Artfully | 4 |
| B (77-84) | Beautiful/Brilliant | Fine/Brilliant | 4- |
| C (70-76) | Creditable | Commendable | 3+ |
| D (63-69) | Diversly | Varied | 3 |
| E (50-62) | Enough | Enough | 3- |
| F (1-49) | Fail | Failure | 2 |
| U (0) | Unhonest/Unfair | Dishonest/Unscrupulous | 1 |
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International knowledge assessment systems
Most countries have a national school assessment system in their schools. There are also standard international knowledge assessment systems.
International Baccalaureate
Currently, the GPA program does not exist separately from the International Baccalaureate program. The IB Diploma and IB MYP systems have introduced a single grading scale from 1 to 7, where 7 is the highest grade and 1 is the lowest. Scores are always integers.
CIS countries, Russian Empire and USSR
In the history of Russian education, initially, like in Europe, there was a three-digit grading system. In the list of students of the Kyiv Theological Academy (city), the highest category denotes very good success: “fair, reliable, kind, honest, good, commendable teaching.” The average category denotes the success of “the teaching of mediocre, measured, not thin.” The lowest category characterizes successes below average: “the teachings of the weak, vile, wicked, hopeless, lazy.”
Gradually, the verbal assessment became more monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was established opposite to the German one.
The tradition of indicating the diligence and success of students with numbers was established in Russia at the beginning of the 19th century. At that time, the numbers from 0 to 5 were used in gymnasiums. Zero showed that the student had not fulfilled his duties at all; if he received two zeros in a row, then he was subjected to corporal punishment (until 1864). One and two were given when the student prepared the lesson unsatisfactorily; a C was given for mediocre diligence; four - when the student performed his duties well; He received five only for excellent knowledge of the lesson. The teacher was obliged to assign points in the class, characterizing only the knowledge of the lesson assigned at home, and had no right to take into account the attention or absent-mindedness of the students during class, as well as the temporary or permanent diligence of the student, his age and abilities.
At different times in Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, the 5-point score took root, which was officially established by the Ministry of Public Education in 1837: “1” - weak success; “2” - mediocre; “3” - sufficient; “4” - good; "5" - excellent. During the 20th century, the “1” rating gradually fell out of use, as a result of which the 5-point system was transformed into the modern 4-point system. In recent years, in some educational institutions in Russia, the 5-point system has returned (“1” is a point for uncompleted work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space, although in recent years there has been a noticeable departure from it:
- The Republic of Belarus switched to a 10-point scale;
- Ukraine to 12 points;
- The Baltics preferred the Anglo-Saxon system (Estonia still uses a five-point scale, “1” is a mark for unfulfilled work), etc.;
- Moldova
- Georgia switched to a 10-point scale.
- Armenia switched to a 10-point scale.
America
In America, a five-point rating scale is used.
| Letter grade | Digital equivalent | Percentage of points | Traditional assessment |
|---|---|---|---|
| (at universities) | (in schools and colleges) | ||
| A | 4,00 | 95-100 | 5 |
| A- | 3,67 | 90-94 | |
| B+ | 3,33 | 85-89 | 4 |
| B | 3,00 | 80-84 | |
| B- | 2,67 | 75-79 | |
| C+ | 2,33 | 70-74 | 3 |
| C | 2,00 | 65-69 | |
| C- | 1,67 | 60-64 | |
| D+ | 1,33 | 55-59 | |
| D | 1,00 | 50-54 | |
| F | 0,00 | 0-49 | 2 |
Kyrgyzstan
Moldova
In Moldova, a 10-point scale is used, where 5 is the minimum satisfactory rating:
- 10 (excellent)
- 9 (very good)
- 8 (good)
- 6–7 (average)
- 5 (satisfactory)
- 1–4 (unsatisfactory)
Russia
School assessment system
Since January 11, 1944, a digital five-point system for assessing student performance has been introduced in Russian schools in accordance with Resolution of the Council of People's Commissars of the RSFSR No. 18 of January 10, 1944 and Order of the People's Commissar of Education of the RSFSR No. 24 of January 10, 1944.
In accordance with the instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, the following criteria for assessing students are established:
| Grade | Description |
|---|---|
| 5 | A score of “5” is given when the student thoroughly knows all the program material, understands it perfectly and has thoroughly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks he can independently use the acquired knowledge. In oral answers and written work, he uses literary correct language and does not make mistakes. |
| 4 | A score of “4” is given when the student knows all the material required by the program, understands it well and has mastered it firmly. Answers questions (within the program) without difficulty. Able to apply acquired knowledge in practical tasks. In oral answers he uses literary language and does not make gross mistakes. Makes only minor errors in written work. |
| 3 | A score of “3” is given when the student demonstrates knowledge of the basic program educational material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers he makes mistakes when presenting the material and in constructing his speech. Makes mistakes in written work. |
| 2 | A score of “2” is given when the student reveals ignorance of a large part of the program material and, as a rule, answers only the teacher’s leading questions with uncertainty. In written work he makes frequent and serious mistakes. |
| 1 | A point of “1” is given when the student shows complete ignorance of the educational material covered. |
According to the Instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, when determining quarterly and final (at the end of the school year) grades, they are not allowed to be calculated as arithmetic averages. These final grades must correspond to the student's level of knowledge at the time of certification.
In certificates and certificates, marks of academic performance are indicated by numerical points and in brackets by the name: 5 (excellent); 4 (good); 3 (satisfactory).
By average score:
Knowledge assessment system in secondary and higher educational institutions
In universities and colleges of Russia, knowledge assessments are established by Order of the USSR State Committee for Public Education dated June 22, 1990 No. 432 “On approval of the Regulations on the forms of monitoring the educational work of students in day and evening departments of secondary specialized educational institutions.” According to this regulatory document, the knowledge, skills and abilities of students in all forms of control of educational work, including educational and technological practices, are assessed in points: 5 (excellent); 4 (good); 3 (satisfactory); 2 (unsatisfactory). Laboratory work, practical classes and pre-diploma practice are assessed: “pass”, “fail”. Educational institutions of culture and art may use other systems for assessing student performance, agreed upon with a higher authority.
Ukraine
Ukraine introduced its new grading scale in the fall of 2000, which replaced the Soviet grading scale.
The new grading system is based on the previously existing 5-point grading scale, which is correlated with a 12-point grading system. A grade of "12" is given only for outstanding achievements or for some creative work.
| New scale | Old scale |
|---|---|
| 12 | 5+ |
| 11 | 5 |
| 10 | 5− |
| 9 | 4+ |
| 8 | 4 |
| 7 | 4− |
| 6 | 3+ |
| 5 | 3 |
| 4 | 3− |
| 3 | 2+ |
| 2 | 2 |
| 1 | 1 |
The fourth level is high (10-12 points). The student’s knowledge is deep, solid, systematic; the student knows how to use them to complete creative tasks, his educational activities are distinguished by the ability to independently evaluate various situations, phenomena and facts, to demonstrate and defend a personal position;
The third level is sufficient (7-9 points). The student knows the essential features of concepts, phenomena, connections between them, is able to explain basic patterns, and also independently uses knowledge in standard situations, masters mental operations (analysis, abstraction, generalization). The answer is correct, logically sound, but the student lacks his own judgment;
The second level is intermediate (4-6 points). The student reproduces the basic educational material, is able to perform tasks according to the model, and has basic skills in educational activities;
The first level is initial (1-3 points). The student’s answer is fragmentary and is characterized by initial ideas about the subject of study.
Europe
The system of assessing knowledge with points originated in Jesuit schools in the 16th and 17th centuries and had the humane goal of replacing the corporal punishment accepted at that time with rewards. The first three-point grading scale arose in Germany; it was the result of dividing all students into three numbered categories: best, average and worst, and the transition from one category to a higher one marked the acquisition of a number of advantages and privileges. Initially, one had the meaning of the highest rating. Over time, the middle category, to which the largest number of students belonged, was divided into additional subcategories, thus forming a multi-level ranking scale, with the help of which students’ knowledge was assessed.
Austria
The 10-point grading scale provided by the Indian Institute of Technology is as follows:
High school assessment
An average percentage is used to assign grades in high school. A score above 90 percent is considered excellent; between 70-89 percent - first level; between 50-69% is the second level, 40-49% is the minimum passing score; however, this terminology and classification depends on the Board of Education.
How can parents understand whether their child is doing well in school [we invite you to discuss!]
Photo: Ekaterina MARTINOVICH
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The ten-point system has existed in Belarusian schools for almost 15 years. But until now, most parents and grandparents are not very good at it: is six a good mark? And why do some teachers claim that 10 points is only a mark for child prodigies?
At the beginning of the next school year, we tried to understand school grades together with specialists from the National Institute of Education - the head of the department for monitoring the quality of education Valentina Ginchuk and the head of the laboratory of mathematical and natural science education Natalya Kostyukovich, the laboratory of primary education Elena Guletskaya. We asked our experts naive questions about the ten-point system.
IS IT POSSIBLE TO COMPARE THE MARKS OF THE TEN-POINT AND FIVE-POINT SYSTEM?
Experts insist that this cannot be done. And all because the principles of assessment are completely different.
The ten-point assessment system is based on the levels of mastery of educational material, explains Valentina Vasilyevna.
There are five such levels in total:
The first level, low (1 - 2 points) - involves only recognition of educational material.
The second level, satisfactory (3 - 4 points) - reproduction of educational material from memory.
Third, average (5 - 6 points) - conscious reproduction of educational material (at the level of understanding).
Fourth, sufficient (7 - 8 points) - application of knowledge in a familiar situation according to the model.
Fifth, high (9 - 10 points) - application of acquired knowledge and skills in an unfamiliar situation, to solve new non-standard problems.
With a ten-point system, even a textbook paragraph memorized does not guarantee getting a ten, says Valentina Ginchuk. - However, the ten-point system allows you to more objectively assess the knowledge of schoolchildren. With a five-point system, one student answered the question perfectly, used additional literature and expressed his point of view. They gave him an A. Another student clearly reproduced the text of the paragraph and nothing more! And I got the same five.
WHY DO SOME TEACHERS NOT GIVE 10 POINTS?
The teacher must use the entire set of marks, says Valentina Ginchuk. - And must create conditions, compose or select appropriate tasks that will allow the student to answer 10 points. Giving a ten for tasks of the third level (retelling the learned material from a textbook) is unprofessional; you also cannot limit the opportunity to get a ten.
CAN A TEST ALLOW A MAXIMUM OF 7 POINTS?
The teacher can conduct lesson-by-lesson and thematic control, when he checks and evaluates students’ knowledge in a separate lesson or on an entire topic, which can be studied over several lessons. This means that the teacher can give marks both in individual lessons and after studying the entire topic. By the way, regulatory documents determine the number of mandatory tests for the entire academic year in the subjects “Belarusian language”, “Belarusian literature”, “Russian language”, “Russian literature”, “Mathematics”, “Computer science”, “Physics”, “Astronomy” ", "Chemistry and biology".
During lesson control, the teacher evaluates not only the level of mastery of educational material, but also the student’s efforts, his motivation, and desire to achieve his goal. But with thematic control, only the result is usually assessed.
Tests for which the teacher is going to mark the grade in the journal must be compiled in such a way that they contain tasks of all five levels. After all, you cannot give 10 points for a test in which there are no tasks of the fifth level, even if it is solved correctly and completely.
Each teacher independently determines the frequency of assessing the achievements of each student. A professional teacher understands that knowledge must be tested and assessed at every lesson. Before studying new material, it is worth diagnosing the knowledge already acquired, which is necessary for studying a new topic. At the end of the lesson, evaluate the knowledge acquired during the lesson. To do this, the teacher can create assignments and tests that do not correspond to the five levels. The purpose of such an assessment is to determine whether the main elements of the new educational material have been mastered in the lesson and, if necessary, to correct your work. However, it is not worth putting marks for the results of completing such tasks and tests in the journal, explains Valentina Vasilyevna. - Especially if the opportunity to get 10 points was not given.
HOW ARE QUARTER AND ANNUAL MARKS DERIVED?
The regulatory documents state that the mark for a quarter is the arithmetic mean of the marks received for thematic control, taking into account the prevailing or highest (at the discretion of the teacher) score obtained in the lessons.
Annual grade is the arithmetic average of quarter grades, taking into account the dynamics of the student’s educational achievements at the end of the school year. For example, in quarters a student received 6, 6, 9, 9, the arithmetic average was 7.5. The dynamics are positive, so the annual mark will be 8 points. And if the student received grades in the reverse order - 9, 9, 6, 6, then the teacher is more likely to give a seven for the year. After all, by the end of the year the child began to study worse.
IS THERE A FAILURE IN THE 10-point system?
In the ten-point system, all marks are positive. Each mark indicates a certain level of educational achievement. And you also need to earn one.
If there are no educational achievements and results, the student is given 0 points.
WHAT WILL A STUDENT RECEIVE FOR ONE SOLVED THIRD LEVEL PROBLEM?
Let's imagine a test consisting of 10 tasks, where there are tasks of all five levels. Then, for solving only the first problem, the student will receive 1 point,” explains Natalya Vladimirovna Kostyukovich.
What if he only solved the sixth problem? It turns out that each task is worth a certain amount of points. Teachers have scales that determine the maximum number of points for each task, and scales for converting these points into a grade. For example, for correctly completed the only sixth task (in a test of 10 tasks), the student will receive 5 points.
IS IT POSSIBLE TO GET 10 POINTS IN PRIMARY SCHOOL?
In the first two grades, children are not given grades at all. But how can an 8-9 year old apply knowledge in an unfamiliar situation and solve non-standard problems?
In fact, in elementary school there is a slightly different assessment system, explains Elena Guletskaya.
In the Russian and Belarusian languages, for example, there are different types of written tests: cheating (grades 1 - 2), control dictation, control dictation with a grammar task, control vocabulary dictation, thematic test, thematic multi-level test. Essays and presentations in elementary school are purely educational in nature, that is, grades for them do not affect the final grade.
Each type of written work is assessed differently.
To get 10 points for class (homework) work, test dictation, you need to write them without errors or with one or two corrections in place of minor errors. Vocabulary dictation and thematic test are scored 10 points if they are written without errors or corrections.
BY THE WAY
Parents can also take tests
The national educational portal adu.by in the “E-learning” section contains electronic educational resources on all academic subjects for grades 1 to 11, including test materials: tests, assignments, examinations on all topics. Teachers can use these materials for their work. But both parents and students can also look into this section. The electronic resource allows you to prepare for the upcoming test: solve a similar test (in complexity, structure, number of tasks) on the topic studied the day before, identify gaps and repeat the necessary training material.
STAY IN TOUCH
HOW ARE SPECIFIC SCORE ASSIGNED?
We will try to explain this using history and mathematics as examples.
1 point - the student recognizes the studied concepts, events among the proposed answer options. For example, among four dates he recognizes the date of the beginning of the Great Patriotic War, and among the proposed geometric figures - a parallelogram.
2 points- distinguishes studied objects. For example, in the list of historical events proposed by the teacher, he learns which of them relate to the First World War and which to the Great Patriotic War.
In mathematics, he learns, for example, the formula of motion among other formulas.
If a student uses the textbook only under the guidance of a teacher, he receives 1 or 2 points.
3 points- the student mechanically (not always understanding) memorizes a small part of the material and reproduces it, names individual events, historical figures, retells individual fragments. May make mistakes and be inconsistent.
Knows a mathematical formula, but cannot apply it to solve an example or equation.
4 points- reproduces the learned part of the educational material from memory, does it completely independently, without prompting from the teacher. But he doesn’t answer the clarifying question because he memorized the text mechanically.
Knows that a parallelogram has two pairs of parallel sides. But he can't prove it.
If a student needs teacher help with the textbook, he will receive 3 or 4 points.
5 points- retells a significant part of the material, can characterize the studied event, phenomenon according to the proposed plan. At the same time, it may make minor mistakes, errors that do not lead to distortion of the content.
Maybe, for example, find the area of a parallelogram, but with errors.
6 points- reproduces the studied material in full without errors; uses terminology correctly. ( In Soviet times, they would have given an A for this. - Ed.).
Can solve typical simple problems and equations using a well-known algorithm.
If a student can independently use the textbook and complete tasks based on the model from the textbook, he will receive 5 or 6 points.
7 points- operates with educational material in a familiar situation. For example, he knows how to concretize the studied concepts and conclusions with examples, analyze historical facts and explain the conclusions contained in the textbook. At the same time, he may make minor mistakes and give an incomplete answer.
In mathematics, he solves problems not in one, but in two steps. Gives reasons why a parallelogram has equal sides.
8 points- the same as for 7 points, but without errors and complete. The student can summarize the material studied and draw a conclusion. Uses previously studied material on the subject to answer.
Independently solves typical problems in three or four steps, gives the correct answer with full justification for each step.
If a student independently completes tasks according to the learned algorithm, he can receive 7 or 8 points.
9 points- applies acquired knowledge and skills in a new, atypical situation. For example, evaluates historical facts using knowledge, including from other academic subjects. Performs tasks of a problematic and transformative nature.
Can solve atypical non-standard problems, applies acquired knowledge in an unfamiliar situation, that is, can independently construct an algorithm for solving a problem.
10 points- independently performs creative tasks of a problematic and transformative nature, which involve independently constructing a method for solving a task, searching and working with several sources; operates freely with the studied material; formulates and argues his point of view about historical events; prepares messages, essays. That is, downloading material from the Internet and simply reading it out in front of the class is not enough for ten.
Proficient in mathematical modeling techniques, finds rational ways to solve problems, and solves creative problems. Such a student will solve any test, but will do it in a way that will amaze even the teacher.
Issues of reforming the education system were discussed on August 15 at a working meeting between President of Belarus Alexander Lukashenko and Deputy Prime Minister Vasily Zharko and Minister of Education Igor Karpenko. One of the proposals voiced at the meeting was an initiative to return to a five-point knowledge assessment system. This issue was proposed to be submitted for public discussion. We asked experts, deputies, athletes, artists and the students themselves about whether it is worth abandoning the ten-point system.
Director of the BSU Lyceum Makar Shnip:
If we talk about which knowledge assessment system is better - five-point or ten-point, then each has pros and cons. The ten-point scale is already established, the children are used to it. This model is used in many countries. There are many systems for assessing the quality of the educational process. I am more impressed by the ten-point system, since it allows me to more accurately rank knowledge in academic subjects.
Vice-Rector for Academic Affairs of the Belarusian State University of Informatics and Radioelectronics Boris Nikulshin:
I am for a return to the five-point knowledge assessment system. Still, it is more specific. The ten-point system is more vague, as Deputy Prime Minister Vasily Zharko said today. It is sometimes very difficult for a teacher to decide what to give a student - a seven or an eight, for example. Perhaps we were wrong to follow Western fashion; not everything is good with them.
Singer, presenter, mother of many children Larisa Gribaleva:
I studied in Soviet times and, of course, the five-point system is simpler and more familiar to me. And if we talk about teachers, then for them returning to it means filling out a lot of paperwork; they need to rebuild again. They already do a lot, and for them this is, to a certain extent, additional trouble. In my opinion, the knowledge assessment system still does not affect overall performance. Indeed, at school they can give someone a ten, and someone a nine for the same answer. But in general, it is important to focus on knowledge rather than grades. As for my eldest child, he is 14 years old, the knowledge assessment system did not matter to him, there were no subjects for any questions. What is much more serious is that the school does not provide profile-oriented education. In high school, children need to be guided where they should go to study after school, what profession they want to connect their lives with. Children must spend a lot of time, often on items that they will not need as much. But some people need much more mathematics, while others need literature.
Three-time Olympic champion in freestyle wrestling Alexander Medved:
We used to have a five-point system, and I think it's the best. It’s immediately clear when it was given a bad rating and when it was excellent. Then the ten-point system appeared. And teachers often have questions: what to put - seven, eight, nine. What is there to count? The five-point system is the most objective, simple and effective.
Member of the Standing Committee of the House of Representatives on ecology, environmental management and the Chernobyl disaster Nikolai Ulakhovich:
When I was at school, there was a five-point system for assessing knowledge, so I don’t really have anything to compare with. Naturally, I am for five points. This system is tested, more specific, and it is closer to me personally. When a child comes home and brings a seven, for me this assessment of knowledge is incomprehensible - a weak five or a strong four, if translated into the old system. Hard to understand. In the old way, if a student gets C grades, then he is a C student, which means he is a mediocre student. You can’t understand in a ten-point system - three grades at once lead to the same three. And it can be difficult to explain to the child himself how he studies - satisfactory, good, almost excellent or excellent. The resulting marks are “somewhere in between.” There is such a stretch. With a five-point score, it is clearly defined who studies and how. Just a few categories - very bad, bad, mediocre, good and excellent. In general, this topic should be widely discussed in our country, parents need to take a direct part in this. I think that grandparents also have their own point of view on this issue.
Member of the Standing Committee of the House of Representatives on Education, Culture and Science Oksana Nekhaychik:
The question is, of course, ambiguous. I graduated from a Soviet school when there was a five-point system, and it suited me. Modern children, who do not know the old system and have been studying according to ten points for many years, understand and accept this system and have adapted to it. At the same time, when the transition from a five-point system to a ten-point system took place, it was rather painful for parents and teachers, because this is the generation that was accustomed to working only with a five-point system. It was probably a little easier for the students in this regard.
Today, both children and teachers have completely adapted to the ten-point system, which, in my subjective opinion, still provides more variations for assessing knowledge. This system is quite acceptable for work. Although, of course, you can discuss this topic and listen to public opinion. It seems to me that the answer will be ambiguous. It may be worthwhile to involve in this issue not only parents, teachers and specialists involved in the education system, but also psychologists and scientists who are able to fully assess the severity of a possible transition. Pluralism of opinions must be ensured.
Silver medalist of the World Championship in Physics, graduate of Lyceum No. 1 named after A.S. Pushkin Brest Nikita Ignatyuk:
The five-point scale, in my opinion, is better, although it also has its pros and cons. I did not study at a time when there was a five-point knowledge assessment system. According to my parents, there was less subjectivity then. I'm going to study at the Moscow Institute of Physics and Technology (MIPT). They use a ten-point knowledge assessment system, and it was introduced into MIPT independently and purposefully, although a five-point system is in effect throughout Russia. The decision on whether to leave the ten-point system in Belarus or return to the five-point system must be made carefully, after a large-scale discussion.
Polina Tumash, a graduate of secondary school No. 5 of Smorgon, winner of a bronze medal at the XXVIII International Biology Olympiad IBO-2017, held at the end of July in Northern Ireland:
I believe that the ten-point system makes it possible to more adequately assess a student’s knowledge, since the teacher has more criteria for this. Agree, in the five-point system we have only three grades - three, four and five. There are many more options in the currently adopted system. Subjectivity in assessing a student’s knowledge is possible in any case. In order to exclude it, it is necessary to develop clear standards. For example, 9 is excellent knowledge, but not ideal, and 10 is ideal, and sometimes a level of training that exceeds the requirements of the school curriculum.
Egor Fatykhov, graduate of secondary school No. 165 in Minsk:
I am a supporter of the ten-point knowledge assessment system. I think it is more objective. In addition, the transition to a five-point system will require time to get used to new approaches. It seems to me that it is better to concentrate on improving educational programs. The school is already undergoing many reforms.
Honored Teacher of Belarus, Director of Vitebsk Gymnasium No. 1 Valentina Shirokova:
There is no need to change the current ten-point system. The main problem that is associated with it and requires a solution concerns the need to develop more clear criteria for assessing student knowledge. For some subjects they exist, for others they are more blurred. In some cases, in order to score 10 points, you must complete an additional creative task. But why should I give it if the child fully masters the knowledge required by the curriculum and can apply it in practice? There is also no need to talk about subjectivity: 4 or 5, 9 or 10? Whatever the system, there is no difference, because the assessment is determined by the approved criteria. If they are clear, everything is fine. If not, questions arise. Therefore, the most important thing is to have a clear regulatory framework. As you remember, the introduction of a ten-point education system was due to the clear position of teachers; they believed in it and supported it. Besides, 10 years is not a long time to really evaluate which rating system is better.
Natalya Tsilinskaya, director of the Republican Center for Cycling Sports, chairman of the Belarusian Cycling Federation:
It is difficult for a non-specialist to judge whether it is right or wrong to introduce certain innovations in education. But from my experience as a student in the past and now as an indirect student (Natalia Tsilinskaya has four children - BELTA's note) - the five-point system was becoming more and more clear. Now it has become more difficult to understand what 8, 9 and 10 are and why such grades are given. Everyone has their own interpretation of even these three highest ratings. And which of them is 5 in the old way is still unclear to me. For example, it is easier for a child to adapt to the ten-point system, since he does not know how to study using the five-point system. For him, it doesn’t make much difference what kind of system operates. And it’s more difficult for parents: I still don’t quite understand the criteria for assessing knowledge on a ten-point scale. But still, it’s not us who learn, but our children, so we should first of all listen to their opinion.
Mikhail Makoed, physics teacher at Brest Lyceum No. 1 named after. A.S. Pushkin:
The current ten-point knowledge assessment system does not need adjustment. In my opinion, it doesn’t matter what grading scale you use: five or ten. Both systems allow you to objectively assess students' knowledge. There is no need for any adjustments. Our children look good at the international level and win various competitions.
History teacher, Municipal Budgetary Educational Institution "Security School in the village of Zubochistka"
Second" Khaibullina E.F.
Topic for the history teachers' seminar:
“Student assessment system in a modern school”
1.
The relevance of studying the issue of modern methods of assessing student success
At the present stage of development of education, when teachers are actively introducing innovative (interactive) teaching technologies into the educational process,contradiction
between the process of student-centered learning and the existing system for assessing learning outcomes. There has long been dissatisfaction among teachers with the “five-point”, or in fact “three-point” system, which is unable to reflect the real level of learning and development of students.
The form of issuing traditional five-point marks violates the principle of adaptability, that is, the student’s ability to adapt, to find his place in the educational process at the level of success. Along with a “D”, the student receives a mindset of failure. This contradicts such a condition of student-centered learning as “motivation for success, reliance on the student’s internal motives for learning.” In addition, using a traditional five-point scale, it is impossible to assess all the nuances of students’ achievements, since the criteria separating “fives,” “fours,” and “threes” are very vague and are easy to interpret arbitrarily and subjectively. In addition, they are often closed to the student, so this type of control contradicts the principle of psychological comfort, which is a necessary condition for student-centered learning.
The marks received by the student do not contain information about what exactly the student learned to do and what skills he mastered for this, since the mark received by the student for the test work was received for the entire test work, and not for individual tasks. As a result, the qualitative indicator “score” is replaced by a quantitative indicator – “mark”. Moreover, marking is the privilege of the teacher; thus, the student will not master self-esteem and objective mutual assessment. This contradicts another principle of student-centered learning - assessment activities. While the skills of control, self-control and reflection are an integral stage of any activity, without this stage it is impossible to understand whether the planned development result has been achieved. The existing system of control and assessment does not take into account the personal growth of students, the level of development of students’ competencies, excludes self-esteem and mutual assessment, and creates stressful situations for students, parents and teachers.
The goal of developmental technologies is the formation of a functionally literate personality. Specific knowledge in student-centered learning is considered as a guideline, a basis for planning and implementation by students of any productive actions. But the goal of developmental education diverges from the goal of the existing control system (tests, examinations, tests), which involves assessing students’ knowledge rather than skills.
To follow the principles of student-centered learning and achieve the goals of developmental education, new criteria for assessing the success of students' learning activities are needed.
2.
Requirements for the new system for assessing student educational achievements:
This system should check how the student has mastered the skills to use knowledge, that is, the real qualities of a functionally literate person;
- the basis of control material should be productive tasks, not reproductive issues;
- the form for recording control results should provide information about the student’s mastery of specific skills (subject and general educational), that is, about how learning goals are achieved;
- qualitative assessment should prevail over quantitative assessment in the minds of teachers, students and parents;
- the assessment system should reflect the basic principle at the control stage - the minimax principle;
- the new assessment system should focus the student on success and avoid anything that creates an uncomfortable, stressful environment in the classroom.
3.New student assessment systems
In the modern world, an important priority of society and the education system is the ability of young people entering life to independently solve the problems facing them, and the result of education is “measured” by the experience of solving such problems. Therefore, along with general literacy, graduate competencies such as, for example, the ability to develop and test hypotheses, the ability to work in project mode, initiative in decision-making, etc. come to the fore. But the process of developing student competencies cannot be complete without a well-thought-out system of means for measuring and assessing them.
The relevance of studying the assessment process is always noted. Without feedback, management of any process cannot be effective. The need for assessment is noted by all participants in the educational process: students, teachers, parents. Assessments are an integral part of the educational process.
The current assessment of knowledge using points, according to some teachers, has a number of advantages. This is the simplest and most accessible means of causing competition between children and encouraging them to study systematically. Assessments are convenient for competitions, entrance exams, statistics, reporting, etc.
However, each teacher evaluates students' knowledge based on their intuitive ideas. There are no clear assessment criteria at school. The teacher is not able to correctly and impartially evaluate the knowledge and work of the student. Setting points spoils the relationship between teacher and students, creates the ground for constant clashes and mutual distrust. The student gets used to seeing the teacher not as a source of knowledge, but primarily as a controller who often makes mistakes and who can sometimes be deceived. Points also harm the teacher himself. They distract him from his main responsibilities and turn the lesson into a boring questioning session.
The main disadvantage of the existing system of assessments and grades, from the point of view of a psychologist, is their possible traumatic impact on the child. Teachers are well aware of the tense silence in the classroom when grades are announced, and the sad flipping through notebooks in search of the points received. All teachers had to observe the reaction that grades evoke in children: from undisguised joy to tears.
How to take into account and evaluate the qualitative increase of each student? Of course, quality assessment should not consist of assessing the amount of knowledge acquired, but rather assessing the level of development of a set of competencies. When assessing, it is necessary to take into account the totality of operational actions; what is achieved - the result, how - goal setting, planning, use of sources, information processing, participation in dialogue; what kind of product was obtained - its originality, non-standardity, demonstration of a personal position.
At all stages of school development, the issue of finding effective ways to implement the teacher’s evaluative function comes first.
New ways of assessing students are proposed. Such, for example, as:
The purpose of rating training is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.
1) the entire course of study in the subject is divided into thematic sections, control of which is mandatory.
2) upon completion of training in each section, a fairly complete control of the student’s knowledge is carried out with an assessment in points.
3) at the end of the training, the sum of points scored for the entire period is determined and the overall mark is set. Students with a total rating score from 86% to 100% may be exempt from tests (exams).
At the stage of preparation for the introduction of the rating system, the teacher and student enter into an agreement on mutual obligations. For this purpose, a form of the “Teacher-Student” agreement is being developed, which indicates what rights and responsibilities each of the contracting parties assumes. A map of “control points” (record sheet) is attached to the agreement. This is the main rating document. The contract stipulates the conditions for completing the training. The student knows under what conditions he will be exempt from the exam or, conversely, not allowed to take it.
Rating technology involves the introduction of new organizational forms of 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 of various forms of monitoring the level of the student’s work, thereby ensuring the possibility of self-management of educational activities.
The main difficulty in implementing a rating control system is a significant increase in the time spent by the teacher on preparing for lessons and on additional classes. However, with experience, the severity of the problem decreases.
Accounting plays a big role when working with individual training technology. From the above it is clear that the mark loses its meaning, since students choose their level of difficulty. All tasks and tests are assessed according to the principle: “done - not done” or “passed - failed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos don't make sense, because... a student who fails the test learns the material again and takes the test on the topic a second time. Depending on individual characteristics, he can take the test in whole or in parts.
The total maximum rating mark of academic performance for the period of study consists of the maximum rating marks in subjects, and the rating mark for each subject consists of rating marks in its constituent topics (sections).
So, we can say with confidence that today the rating system for monitoring and assessing knowledge provides systematic, maximally motivated work for both students and teachers.
This is confirmed by the fact that when introducing a rating system into the educational process, the following advantages in learning are created:
The stressful situation in the control process is reduced for both students and teachers;
Learning becomes student-centered;
The rating system excludes any humiliation of the student’s personality and allows him to evaluate his abilities and capabilities himself, i.e. encourages him to work conscientiously throughout the entire period of study.
Self-esteem
One of the important aspects of assessment is students’ self-assessment of their own classroom and extracurricular activities. The influence of teachers and educators must coincide with the student’s own efforts in mastering educational activities, with his activity in “educating” himself.
Self-control refers to special actions, the subject of which is a person’s own states and properties as a subject of activity and communication.
Self-control is necessary at different stages of the educational process, and accordingly, students should be taught it at different stages of the lesson.
First of all, students must be taught preliminary (preparatory) self-control, which is carried out before the start of the task, that is, at the orientation stage. The student needs it in order to ensure a correct understanding of the goal, educational task, and teacher’s requirements. The student must be told that he can do this by asking the teacher questions, clarifying with him the conditions of the task and the initial data, and also checking the readiness of his workplace and means of labor.
At the performing stage of independent activity, in the process of solving an educational task, the teacher should encourage and “provoke” the current (corrective) self-control of students. Specific actions of this type of self-control are tracking, comparison of intermediate results with a given standard, recording the time spent, choosing adequate means of achieving the goal and ways to solve the educational task, etc.
Students should be aimed at final (stating) self-control after performing a certain type of activity, after independent work.
The teacher can use any type of activity in the lesson to teach children self-control, introspection, and self-esteem.
Since the ability to self-control in educational activities acts as the ability to independently monitor one’s own path to achieving a set educational goal, the third important condition for the formation of self-control is the use of plans in educational work.
Planning for teaching is a complex activity and causes certain difficulties for schoolchildren. In collaboration with the teacher, these difficulties can be overcome if children are encouraged to be independent and taught the ability to plan mental and practical actions when performing a variety of tasks.
It is necessary to emphasize the importance of a plan in any business. The teacher explains to the students that drawing up an activity plan means: firstly, highlighting the main points in what you are going to do; secondly, outline the sequence in which you will perform them, that is, highlight the stages of work; thirdly, decide what methods and techniques you will use; fourth, schedule when the work will be done; how much time will be spent on it, by when it should be done.
Experience shows that students cope more successfully with planning (and therefore self-control) of activities if a goal is set and work of an applied nature is performed. The practical implementation of the plan and its strict adherence are thus identified with the inculcation of self-control skills.
Another important condition for the formation of self-control is the involvement of schoolchildren in various forms of mutual testing. Mutual assessment is the most important component of assessment activities in the lesson, because this activity encourages the student to be in an active, active position in the lesson, analyze, compare, evaluate, draw conclusions, and strive to work better.
Before the peer review begins, each student self-evaluates his or her work. And then, under the guidance of the teacher, there is a mutual examination. Next, the works are returned to the authors, and they can ask questions if they do not agree with the actions of the reviewers.
Reflective control and evaluation activity when organizing collective learning activities involves the inclusion of each student in the action of mutual control and mutual evaluation. For this purpose, scorecards are used, the purpose of which is to teach you to adequately evaluate yourself and others. Students are asked to make short notes - justifications for the assessment in the form of praise, approval, wishes, etc.
It must be remembered that students’ abilities for self-control and self-esteem cannot develop independently of other properties and qualities of the individual, and cannot be unrelated to other components of the personal structure. These abilities are primarily associated with the development of the intellectual sphere and mental abilities in general, since we are talking about understanding the available information about oneself and other people, “making” conclusions about oneself and other people. In addition, the abilities for self-control and self-esteem are also determined by the development of the student’s motivational sphere, as they are based on the child’s need for recognition, respect, self-improvement, and interest in high assessments by those around him of his merits and success in educational activities.
Portfolio
Of the huge variety of portfolio types, portfolios of documents and portfolios of works stand out.
In the “portfolio of documents” the student presents certificates officially recognized at the international, federal, regional, municipal level of competitions, competitions, olympiads, documents on participation in grants, on graduation from music and art schools, and certificates of passing testing.
“Portfolio of works” is a set of various research, design and other works of a graduate. A portfolio of work may include:
Project work (project topic, description of the work, text of the work in printed form);
Research papers and abstracts (research paper, abstract, referenced literature);
Technical creativity: models, layouts, devices (practical description of a specific work);
Art work (a list of works is given, participation in exhibitions, theater, orchestra, choir is recorded);
Various practices: linguistic, social, labor, pedagogical (the type of practice, place of its completion, duration is recorded);
Classes in additional education institutions, at various training courses;
Participation in scientific conferences, educational seminars and camps;
This type a portfolio involves a qualitative assessment, for example, in terms of completeness, diversity and persuasiveness of materials, the quality of the presented work, orientation towards the chosen training profile, etc. The materials presented in this section give a broad idea of the dynamics of a student’s educational and creative activity, the direction of his interests, and the nature of his pre-profile preparation.
The next type of portfolio is no less important - the “review portfolio”. It is here that students are invited to provide feedback on creative works, research and other projects, social practices, participation in conferences and in a variety of areas of application. An important component of this section is the student’s self-esteem, his reflection of his own activities. It happens that a child provides good results in some subjects, educational fields or competitions, olympiads, but at the same time does the work with great reluctance, which often no one suspects. As a result, he may receive recommendations, engage in a profile where he will be successful, but will not experience moral satisfaction. It will be possible to help a child find himself and competently build career guidance using this section of the portfolio, where the child’s self-reflection on the various activities he performs, from academic and lesson work to hobbies, will be presented.
The types of educational portfolios are varied; teachers and students have the right to choose the type that helps organize the activities of students. But the most optimal option for a portfolio of educational achievements of students is a mixed view, which presents their learning results, active social life and moments of self-assessment of their own results.
Thus, the teacher faces a difficult task - to take into account many aspects and levels of student activity in the lesson, to track the effectiveness and productivity of the actions and statements performed. At the same time, it is necessary to evaluate the work of each student and track the degree of its quality improvement. The solution is seen in the use of a comprehensive assessment, which not only characterizes knowledge and skills, but also takes into account systematicity, independence and creativity in educational work, the degree of manifestation of formed competencies, ideological depth, civic position, originality and non-standardization of the resulting educational products. The final result of the assessment can be presented in an integrated form: teacher assessment, self-assessment and peer assessment, reflection.
When giving a child a mark, you don’t need to think about how I will look in the eyes of colleagues and the administration, but think about what the child will do today, tomorrow after this mark: will he take up a book, become more hardworking, or will this mark not encourage him to work? will leave you indifferent. Today, this is probably where the objectivity and fairness of the mark lies.
Thus, changes in the assessment system at school will be adequate to the directions of modernization of education if assessment is considered not only as a means of monitoring the achievement of educational results, but also as one of the pedagogical means of realizing the goals of education.
Besides:
The processes of final assessment and issuing current grades will be separated, which will help eradicate “percentage mania”;
During the current control will be created comfortable conditions for the student, his fear of a negative mark has been overcome, which will have a positive impact on the graduate’s motivation, self-esteem, and responsibility;
With ongoing monitoring, first of all, progress in the development of individual competence will be encouraged;
Students will be presented with “open” assessment requirements for their assignments and assessment criteria in advance;
The content of the training will include methods of self-control and self-assessment by the student of his results according to criteria developed jointly with the teacher and other students;
The procedures for current and final certification will be adequate to the technology of a single exam, attestation and certification of graduates’ knowledge.
The search for new approaches to assessing the educational achievements of students is associated with the transition from the principle of assessment based on compliance with a certain norm to the principle of assessing a child’s education based on the results of his own progress, with the need to assess the personal achievements of each student, the development of reflective skills and self-esteem of students.
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In Soviet times, a five-point system for assessing student knowledge was developed. Its criteria were clearly stated in a special provision and brought to the attention of students, parents and, of course, teachers. And at the present stage of development of the Russian educational system, the need has arisen for its modernization. Let's take a closer look at this system.
Features of the modern assessment system
The task of the teacher is to develop in schoolchildren the desire for self-education, to create in students the need to acquire knowledge and acquire skills in mental activity. But to evaluate such student activity, a 5-point system is not enough. Therefore, the problem of finding new evaluation criteria is currently particularly relevant.
There are several reasons for this:
- First of all, the five-point rating system is not suitable for determining the level of general cultural skills and special knowledge. And without them, it is impossible for school graduates to fully adapt to the realities of society.
- In addition, there is an active development of information systems, the possibility of individual growth in mastering which is also difficult to evaluate at 5 points.
Graduate Requirements
Real creators should emerge from the walls of educational institutions, capable of taking responsibility, able to solve practical and theoretical problems of varying degrees of complexity. And the classic five-point system in school has long been outdated, since it is not compatible with the requirements of the new federal standards that were introduced at the primary and secondary stages of schooling.
What determines the effectiveness of training?
Conclusion
Let us repeat that the five-point assessment system, the criteria of which were developed in Soviet times, has lost its relevance and has been recognized by leading teachers as untenable and unsuitable for new educational standards. It is necessary to modernize it, to use new criteria for analyzing the personal growth of schoolchildren and their educational achievements.
Only if the marking scale is brought into line with the basic pedagogical principles can we talk about taking into account the individuality of each child. Among the priorities that should be taken into account when modernizing the assessment system, we highlight the use of multi-level gradation of grades, thanks to which the educational achievements of schoolchildren will be adequately assessed.
Many countries have already abandoned the five-point rating system, recognizing such an option as untenable for a modern system. The issue of changing it in Russia is currently being decided. Thus, according to the Federal State Educational Standard, traditional points have already been removed from elementary schools so that children can develop and improve themselves without experiencing psychological discomfort.
