Presentation - creation of Kim for level assessment of educational results. Mou Levashovskaya secondary school Nekrasovsky district Yaroslavl region Approximate completion time

27.06.2023 | The world

Measuring materials for final assessment

General approaches

To prepare and organize the final assessment of the achievement of planned results by primary school graduates, teachers, students and their parents, as well as developers of measurement materials, need to have a complete understanding of the content of the assessment, the features of the tasks used and the system for their assessment, as well as the general approaches to making decisions about the level mastering the studied educational material (achieving or not achieving the planned results).

As already noted, the final grade is formed on the basis of the accumulated grade, which characterizes the dynamics of the individual educational achievements of students over the years of study in primary school, and the results of the final test work.

At the same time, the final testing work is carried out within the framework of regulated procedures in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational actions”) 1.

The purpose of the final tests in mathematics and the Russian language is to assess the ability of primary school graduates to solve educational, cognitive and educational and practical problems using the means of mathematics and the Russian language.

Complex work evaluates the formation of individual universal educational methods of action: cognitive (general educational, logical, formulation and problem solving), communicative (for example, the ability to express one’s thoughts in accordance with the tasks and conditions of communication) and regulatory (for example, the action of control and evaluation in the internal plan ) on an interdisciplinary basis.

Basic (reference) level achieving the planned results indicates the assimilation of the supporting system of knowledge necessary to continue education at the next level, and the correct implementation of educational actions within the range (circle) of tasks built on the supporting educational material; about the ability to use actions to solve simple educational and educational-practical problems (usually familiar and mastered in the learning process). Assessing the achievement of this level is carried out using standard tasks (tasks), in which the solution method is obvious.

Increased (functional) level achieving the planned results indicates the assimilation of the supporting knowledge system necessary for continuing education at the next level, at the level of conscious voluntary mastery learning activities. Assessing the achievement of this level is carried out using tasks (tasks) in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods or create a new method, combining the studied ones or transforming them.

Validity and reliability of assessment instruments and procedures

In accordance with the requirements of the theory and practice of pedagogical measurements, assessment procedures, based on the results of which important decisions are made (in our case, on the transfer of an elementary school graduate to a basic school) must have a high degree of objectivity, which is manifested through two main characteristics: validity and reliability of assessment tools and procedures.

Under validity of the final assessment it is understood that the content of the assessment corresponds to the planned results. The validity of meters and assessment procedures implies the completeness of coverage of all planned results and the adequacy of assessing their achievement. This requires an integrated approach, i.e., the inclusion of various forms and methods of assessment. Within the framework of the emerging assessment system, it is proposed to ensure the validity of the final assessment through the simultaneous consideration of the results of three final test papers (two subject papers in mathematics and the Russian language and one paper on an interdisciplinary basis) and a cumulative assessment system, which will record the achievement of those planned results that are not covered by the final test work due to limited time for conducting it or the impossibility of assessment within the framework of written work.

Reliability of the final assessment should be ensured through the professional development of tools, including experimental testing of individual tasks and work as a whole, criteria and assessment scales, as well as compliance with all requirements for standardization of assessment procedures.

Development of summative assessment tools includes the following steps:

planning the final work;
development of assignments;
designing test work;

development of recommendations for assessing assignments and work in general;

preparation of instructions for carrying out work.

In progress planning the following main tasks are implemented: analysis of the significance of the planned results for the final assessment, selection of the planned results and ensuring the greatest representativeness of the system of planned results. Ideally, the final work should fully cover all planned results or such a set of planned results that can be taken as 100 %. In reality, in practice they do things differently. Developers of control measurement materials structure the planned results and select from them such a set of results about which it can be said that, in general, the implementation of this final work indicates the achievement of the planned results in the academic subject. To increase the reliability of the final assessment (excluding random deviations), as mentioned above, the results of the accumulated assessment are taken into account, in which assessments of achievement are presented for those planned results that are not covered by the final test work.

The decision to master or not master the educational material is made based on the results of completing assignments basic level. The criterion for mastering educational material is set depending on the type of tasks used, possible measurement errors, and the validity period of the standard.

planned results of mastering the program

primary education

on an interdisciplinary basis

One of the results of studying in primary school is the ability of graduates to solve educational, practical and educational-cognitive tasks based on:

✔systems of knowledge and ideas about nature, society, man, sign and information systems;

✔skills in educational, cognitive and subject-based practical activities;

✔generalized methods of activity;

✔communication and information skills.

In this regard, for subject work, the purpose of which is to assess the achievement of planned results in mathematics and the Russian language, a comprehensive test work is included in the final assessment. Its goal is to assess the achievement of planned results in two interdisciplinary programs “Reading: working with information” and “Program for the formation of universal educational activities”, i.e. assessing the ability of primary school graduates to work with information presented in in various forms(in the form of literary and scientific-educational texts, tables, diagrams, graphs, etc.), and solve educational and practical problems based on the formed subject knowledge and skills, as well as universal educational actions on an interdisciplinary basis.

Due to the fact that the above-mentioned interdisciplinary programs are being introduced into primary school practice for the first time, and further adjustments are required both in their content and in assessment methods, this book provides only general approaches to carrying out comprehensive final work. These approaches are fleshed out using examples of experimentally tested tools.

The “Reading: working with information” program 1 has a complex structure in which, for the purposes of the final assessment, the following four blocks of educational actions (skills) can be distinguished:

block “Receiving, searching and recording information”: consciously read texts in order to master and use information; find information specified explicitly or implicitly;
block “Understanding and transformation of information”: determine the topic and main idea of the text, draw up a plan for the text,

interpret and summarize information, convert information from continuous text into a table, analyze and evaluate the content, language features and structure of the text, etc.;

block “Application and presentation of information”: present the same information in different ways;
block “Assessing the reliability of the information received”: based on existing knowledge and life experience, identify gaps in information and find ways to fill these gaps, identify conflicting information contained in the text or other sources.

Each of the listed blocks can be included in a comprehensive work as an object of final assessment. It is obvious that all planned results included in this program cannot be covered by a formalized final assessment carried out in the form of written work. Only those skills that are necessary to continue studying in basic school and that can be tested as part of written work will be included in the final assessment.

The time of completion of primary school education is considered the time when the transition from learning to read to reading for learning occurs. Therefore, the basis for evaluation is texts different content. The content of some texts should not go beyond the life experience of primary school graduates. However, most of the texts will include a variety of educational and practical situations that go beyond the children's experience, since in basic school they will work mainly with such texts.

Among the universal learning activities that form the basis for continued learning, the following groups of activities can be selected for a comprehensive assessment:

in the field regulatory universal educational actions - the ability to accept and maintain an educational goal and task, plan its implementation, including internally, control and evaluate your actions, make appropriate adjustments to their implementation;
in the field educational universal educational actions - use sign-symbolic means, including modeling, master a wide range of logical actions and operations, including general problem solving techniques;
in the field communicative universal educational actions - adequately convey information and express one’s thoughts in accordance with the assigned tasks and display the subject content and conditions of activity in speech.

Thus, complex work will assess the formation of individual universal educational methods of action (regulatory, cognitive and communicative) in the course of solving various problems on an interdisciplinary basis.

Measuring materials for carrying out complex final work may include a different number of complex tasks, which will be determined by the characteristics of the object of assessment and the situation under consideration, proposed for completing the tasks, as well as the form of presentation of information.

The work uses a variety of types and forms of tasks. Based on the form of the answer, the following types of tasks can be distinguished:

with the choice of one or more correct answers;
to establish consistency and compliance;
with a free short answer (you need to write down a short answer in the form of a number or a word in the space provided, indicate the location of the item);
with a free detailed answer (you need to write down the full answer, solution or explanation for the answer).

Completing assignments involves the use of subject knowledge and skills developed by elementary school students in the process of studying almost all subjects (mathematics, Russian language, literary reading, the environment, technology, etc.). Comprehensive final work should be carried out on the basis of standardized tools that have age standards to complete both individual tasks and the work as a whole.

Based on the results of complex work, it is expected to build profiles of primary school graduates’ ability to work with information and solve educational and practical problems, taking into account the involvement of knowledge and skills from individual subjects and universal methods of action. Completion of individual tasks can be assessed with a different number of points (from 0 to 5 points) depending on the structure of the task, its level of complexity, answer format and the characteristics of the skills being tested. For completing tasks where one correct answer is selected, the student receives 1 point. If more than one answer is selected, including the correct one, then the task is considered completed incorrectly (0 points are given). If the answer is missing, regardless of the type of tasks, then 0 points are given. Multiple choice assignments may be awarded 0, 1, or 2 points. For completing tasks with a short or long answer, a student can receive from 0 to 5 points.

Assessment of the completion of tasks with a free detailed answer is carried out in compliance with the following general rules. If, along with the correct answer, an incorrect answer is also given, then the task is considered completed incorrectly. If, along with the correct answer, an additional answer is given that does not correspond to the task, the task is considered partially completed.

Correct answers to tasks with a choice of answers and with a short answer, solutions to tasks with a detailed answer and a description of complete and partially correct answers to these tasks are given in the recommendations for assessing the completion of tasks of a specific comprehensive final work.

The student's performance as a whole is assessed by the total score received by the student for completing the tasks of two separate parts and the entire work. The results of complex work are presented for each student as a percentage of the maximum score for completing the tasks of two separate parts and the entire work.

The accepted minimum criterion for mastering educational material is in the range from 50% to 65% of the maximum score, depending on the degree of introduction of the standard (planned results) into primary school practice. For the first stage of introducing complex work, you can limit yourself to a minimum criterion of 50% of the maximum score.

The conclusion based on the results of completing complex work is made taking into account the score received for its completion.

If a primary school graduate receives a number of points for completing all the work below the specified minimum criterion for mastering the educational material, then we can conclude that he has insufficient preparation to continue his studies in a primary school. With such preparation, it is possible to predict that the student will encounter difficulties in studying certain subjects in basic school.

If a student scores a number of points equal to or exceeding the given minimum criterion for mastering educational material, then we can conclude that the student demonstrates mastery of the basic educational activities necessary to continue education at the next level.

Assessment of achievement of planned results in primary school

(second generation standards)

Improving the primary education system is aimed at solving a number of important tasks, among which we should especially highlight the creation of a solid foundation for subsequent education. This involves not only mastering younger schoolchildren systems of supporting knowledge and skills, but also, above all, their successful inclusion in educational activities, the formation of educational independence. Primary school should help children master effective means of managing educational activities and develop the ability to cooperate.

The success of solving these problems largely depends on how the system for assessing educational achievements is structured: how much it supports and encourages students to engage in independent assessment activities; how informative it is for managing the education system.

The assessment system is a complex and multifunctional system, including both current and final assessment of the performance of junior schoolchildren; both an assessment of the activities of teachers and schools, and an assessment of the results of the education system.

The subject of standardization in the first generation educational standards was the mandatory minimum content of basic educational programs and requirements for the level of training of graduates. This also determined the main direction of the assessment system - assessing the level of graduates’ mastery of the mandatory minimum.

The new standards establish as their leading component the requirements for the results of mastering basic educational programs, which are determined on the basis of a social contract between the individual, society and the state and thereby imply the distribution of responsibility for the achieved results between all parties to the contract. Therefore, the main direction of assessment with the new approach is the assessment of the results of activities in the implementation and development of basic general education programs.

The new standards offer an understanding of the results that directly connects them with the areas of personal development formed on the basis of the educational independence of schoolchildren (the ability to learn).

The standard includes the main results of primary general education:

Formation of universal and subject-specific methods of action, as well as a supporting system of knowledge, ensuring the possibility of continuing education in primary school;

Nurturing the fundamentals of the ability to learn - the ability to self-organize in order to formulate and solve educational, cognitive and educational-practical problems;

Individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, volitional and self-regulation.

Assessment, as a means of ensuring the quality of education, involves the involvement in assessment activities of not only teachers, but also the students themselves. Assessment on a unified criteria basis promotes the development of self-awareness, the willingness to openly express and defend one’s position, the development of readiness for independent actions and actions, and the acceptance of responsibility for their results.

Another feature of the proposed assessment system is a level approach to presenting planned results. According to this approach, the starting point is not the “ideal sample”, from which the student’s grade is formed today by the “subtraction method” and recording the mistakes and shortcomings, but the reference level of educational achievements necessary for continuing education and actually achieved by the majority of students.

Assessment of personal, meta-subject and subject results.

The standard establishes three main groups of results:

Subject-specific results of educational activities are understood as the experience specific to the subject acquired by students during the study of the subject of this subject activities to obtain new knowledge, transform and apply it.

Personal results in the standard are understood as the formation of personal self-determination, including the formation of the student’s internal position, the development of motives and meanings of educational activities.

Meta-subject results are understood as universal methods of activity - cognitive, communicative - and ways of regulating one’s activities, including planning, control and correction.

Measuring materials for the final assessment.

The final grade is formed on the basis of the accumulated grade, which characterizes the dynamics of the individual educational achievements of students over the years of study in primary school, and the results of the final test work.

To assess the achievement of planned results, tasks of various types are used. Classification of tasks can be carried out on different grounds

. according to the level of those inspected knowledge, skills or methods of action: tasks of basic or higher level;

The basic (reference) level of achievement of the planned results indicates the assimilation of the reference system of knowledge necessary to continue education at the next level, and the correct implementation of educational actions within the framework of a range of tasks built on the reference educational material; about the ability to use actions to solve simple educational and educational-practical problems. Assessing the achievement of this level is carried out using standard tasks in which the method of solution is obvious.

An increased (functional) level of achieving the planned results indicates the assimilation of the supporting knowledge system necessary for continuing education at the next level, at the level of conscious voluntary mastery of educational actions. Assessing the achievement of this level is carried out using tasks in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods, or create a new method, combining the studied ones or transforming them.

. according to the answer form: tasks with a closed answer (with a choice of one or more correct answers) or an open answer (with a short or detailed answer);

Example

Planned result:apply spelling rules (to the extent of the course content).

Skill:find spellings in words.

Setting the baseline

Words: water, flowers, field, gold, cry, forest, country, big .

Criterion for achieving the planned result: at least four required letters are underlined, while in the words “field” and “cry” the letters are not underlined.

Advanced quest

Underline the letters that indicate the unstressed vowel sound at the root of the word.

In the evening, a large black cloud covered the entire sky. It became dark. A strong thunderstorm began. The storm bent and broke trees.

Criterion for achieving the planned result: at least six letters are underlined, there are no erroneous underlines.

Skill: group numbers according to a given base(s).

Basic level task 15

From the numbers 2227, 36, 1116, 566, 1806, 26, 47, write out:

even two-digit numbers:

even four-digit numbers:

Answer: even two-digit numbers: 36, 26; even four-digit numbers:

Advanced task 16

The numbers are written on the board: 45, 24, 50, 34, 15, 54.

Write these numbers in the corresponding cells of the following

Using multiple choice or short answer assignments more often the criterion for achievement is only the correct answer(for example, choosing or writing your own answer in mathematics).

TO long-answer tasks Evaluation criteria are always being developed. You can select two approaches for developing criteria: analytical, in which the student's answer is divided into parts by content or skills being tested and the score is determined in accordance with the number of elements in the student's answer, and integral, in which the entire answer is assessed for completeness and correctness.

. according to the means used when carrying out work: tasks for written work or oral conversation, practical tasks;

. according to the form of work: tasks for individual or group work.

Completion of all basic level tasks is assessed by one point, regardless of the type and complexity of the tasks. The assessment is carried out on the basis of the rule: “achieved - did not achieve the planned result, the achievement of which is assessed by this task.”

The decision to master or not master the educational material is made based on the results of completing tasks at the basic level.

It should be borne in mind that, according to the accepted approach to the final assessment of graduates’ training, students’ failure to complete tasks of increased complexity is not an obstacle to moving to the next level of training.

Based on these assessments for each subject and for the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results.

The graduate has mastered support system knowledge and educational activities necessary to continue education at the next level, and is able to use them to solve simple educational-cognitive and educational-practical problems using the means of this subject.

This conclusion is made if the materials of the cumulative assessment system record the achievement of planned results in all main sections of the curriculum with at least a “pass” (or “satisfactory”) grade, and the results of the final work indicate the correct completion of at least 50% of the tasks at the basic level .

The graduate has mastered the basic knowledge system necessary to continue education at the next level at the level of conscious voluntary mastery of educational activities.

This conclusion is made if the materials of the cumulative assessment system record the achievement of planned results in all main sections of the curriculum, with at least half of the sections given a grade of “good” or “excellent”, and the results of the final work indicate the correct completion of at least 65% of basic level tasks and receiving at least 50% of the maximum score for completing advanced level tasks.

3. The graduate has not mastered the basic knowledge system and educational activities necessary to continue education at the next level.

This conclusion is made if the materials of the cumulative assessment system do not record the achievement of planned results in all main sections of the curriculum, and the results of the final work indicate the correct completion of less than 50% of the tasks at the basic level.

Assessment of task performance and work in general

Completion of tasks of varying complexity and different types is assessed taking into account the following recommendations.

In multiple-choice tasks, the student must choose only the correct answer from four options provided. If a student chooses more than one answer, the assignment is considered completed incorrectly.
For short answer assignments, the student must write down the required short answer. If a student gives incorrect answers along with the correct answer, then the task is considered completed incorrectly.

3. Completing each task at a basic level of difficulty

1 point (correct) - only the correct answer is indicated;

0 points—incorrect answer or no answer.

4. The completion of each task of an increased level of complexity (No. 17-22) is assessed on the following scale:

2 points - a complete correct answer is given;

1 point - a partially correct answer is given;

0 points—incorrect answer or no answer.

The student's performance as a whole is assessed by the total score received by the student for completing all tasks. The maximum score for completing all the work is 29 (for tasks of a basic level of complexity - 15, of increased complexity - 14 points).

If a primary school graduate receives 9 points or less for completing all work, i.e., performs correctly less than 65% of tasks at the basic level, then he has insufficient subject training to solve problems using mathematics. With such preparation, it is possible to predict that the student will encounter difficulties in studying the mathematics course of the basic school.

If a student receives from 10 to 20 points, this result indicates the assimilation of the basic system of knowledge in mathematics necessary for

continuation of education in primary school, and the correct implementation of educational actions within the range of given tasks, built on the supporting educational material.

When receiving more than 20 points (21-29 points), the student demonstrates mastery of the core knowledge system necessary to continue education at the next level, at the level of conscious voluntary mastery of educational activities.

dictation

The assessment of a student’s performance in the final dictation is based on the principle of “failed”, “coped at a basic level”, “coped at an advanced level”. The result of a student writing a dictation is assessed as “coped at a basic level” if the student made no more than six mistakes (with

taking into account the principle of “repeated error on the same rule”, explained below in the first criterion), “performed at an increased level” if the student made no more than two errors (including a repeated error on the same rule).

When checking a dictation, you should be guided by the following criteria:

The number of errors is determined after classifying the errors made. If a student has made several errors on one spelling or punctuation rule, the first three of the repeated errors must be noted (underlined), but counted as one error. For example, in the given dictation text there are 24 examples of the spelling “Checked unstressed vowels at the root of the word”; if a student made mistakes in three words with this spelling, then they are equated to one mistake: worth it, good, spring(three errors are underlined, but they are counted as one error), if later in the work errors were made in the same spelling, for example, in words warmth, rain, appeared, green, Each subsequent error is entered as an independent error. This approach allows us to identify and take into account the individual characteristics of the student at the next stage of training, for example, a small vocabulary, inability to choose a test word, poor visual (motor, long-term) memory, etc.
Corrections made by the student are not taken into account and do not affect the grade of the work.
The quality of handwriting and the accuracy of the work do not affect the assessment of the final dictation.

Assessment of the performance of the test work as a whole is carried out in several stages depending on the purposes of the assessment.

The score received by the student for completing basic level tasks is determined.
The score received by the student for completing advanced level tasks is determined. Completion of these tasks indicates that in addition to mastering the knowledge, abilities, skills and ways of working necessary to continue studying in basic school, the training also influenced general development student.
The student's overall score is determined.

The maximum score for completing all the work is 26 points (for tasks of a basic level of complexity - 14, of increased complexity - 12 points).

If a student receives 8 points or less for completing the entire work, then he has insufficient subject training in the Russian language.

If a student receives from 9 to 16 points, then his preparation meets the requirements of the standard, the student is able to apply knowledge to solve educational, cognitive and educational and practical problems.

Upon receiving more than 16 points (16-26 points), the student demonstrates the ability to complete tasks of an increased level of complexity in the Russian language

The decision on the successful completion of the primary education program and the transfer of the graduate to the next level of general education is made by the pedagogical council of the educational institution on the basis of the conclusions made about the achievement of the planned results of mastering the basic education. educational program primary general education.

If the final grades received by the child do not allow an unambiguous conclusion to be made about the achievement of the planned results, the decision to transfer the graduate to the next level of general education is made by the pedagogical council, taking into account the dynamics of the graduate’s educational achievements and contextual information about the conditions and features of the graduate’s education within the framework of regulated procedures established by the Ministry of Education and Science of the Russian Federation.

The decision of the pedagogical council on the transfer of a graduate is made simultaneously with the consideration and approval of the characteristics of a graduate of the primary school in which

Educational achievements and positive traits graduate;

Priority tasks and directions of personal development are determined, taking into account both achievements and psychological problems of the child’s development;

All conclusions and assessments included in the characteristics must be confirmed by portfolio materials and other objective indicators.

Regulatory:

· accept and save the learning task;

· carry out final and step-by-step control based on the results;

· take into account the rule in planning and controlling the solution method;

Personal:

· educational and cognitive interest in new educational material and ways to solve a new particular problem;

· ability for self-assessment based on the criterion of success of educational activities;

· adequate understanding of the reasons for the success/failure of educational activities;

Cognitive:

· carry out analysis of objects highlighting essential and non-essential features;

· consciously and voluntarily construct a speech statement in oral and written form;

· select the most effective ways solving problems depending on specific conditions;

Communicative:

· take into account different opinions and strive to coordinate different positions in cooperation;

· formulate your own opinion and position;

· adequately use speech means to effectively solve a variety of communicative tasks.

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Kitikar Svetlana Rivovna

Control and measurement materials for the final assessment of the achievement of planned results in the Russian language

2nd grade

Instructions

Distribute sheets with tasks, give the necessary time to sign the work (full name, class). Students are allowed to use a blank sheet of paper as a rough draft.
Introduce students to the specifics of completing different types of tasks: multiple choice, open-ended, or matching information.
Students complete assignments independently. Discussing assignments with children while doing work is not allowed. The teacher should not comment on assignments.
45 minutes are allotted to complete the tasks (excluding time for signing the work and instructions). When the time is up, the work must be stopped and the work sheets must be collected by the teacher.

The tasks are aimed at testing the formation of the following universal and subject-specific methods of action:
Regulatory:

accept and save the learning task;
carry out final and step-by-step control based on the results;
take into account the rule in planning and controlling the solution method;

Personal:

educational and cognitive interest in new educational material and ways to solve a new particular problem;
the ability to self-assess based on the criterion of success in educational activities;
adequate understanding of the reasons for the success/failure of educational activities;

Cognitive:

carry out analysis of objects highlighting essential and non-essential features;
consciously and voluntarily construct a speech statement in oral and written form;
select the most effective ways to solve problems depending on specific conditions;

Communicative:

take into account different opinions and strive to coordinate different positions in cooperation;
formulate your own opinion and position;
adequately use speech means to effectively solve a variety of communicative tasks.

Examples of tasks:

Observe the norms of the Russian literary language in your own speech and evaluate compliance with these norms in the speech of your interlocutors

Setting the baseline

Place emphasis on words.

More beautiful, without cake, with beets, ringing, sorrel, alphabetically, with a bow.

Correct answer: More beautiful, without a mouth, with beets, ringing, etc., sorrel, alphabetically, with a bow

High level – the stress in all words is placed correctly

Average level – 1-2 mistakes made

Advanced quest

- Make up a dialogue about a friend calling you, using word forms: calling, calling, calling, calling, calling. Read the dialogue in pairs with your desk neighbor. Evaluate the correct pronunciation of each other's words.

Correct answer: ringing and t, ring and sew, ring and those, ring and t, ring and sew.

Criterion for achieving the planned result:

High level - not a single spelling error was made in the pronunciation of these words.

Average level - 1-2 mistakes made

Below average – 3-4 mistakes made

Low level – more than 5 errors were made

Distinguish between sounds and letters

Setting the baseline

Choose words where all consonants are hard:

A) nanny B) gram

B) road D) suitcase

Correct answer: road, gram

Advanced quest

Find words that have more sounds than letters.

Song, lighthouse, village, sonorous, Tatiana, spinning top, Africa.

Answer: ______________________________________________________

Correct answer: lighthouse, spinning top

Criterion for achieving the planned result: can distinguish between soft and hard sounds

Choose words from a number of suggested ones to successfully solve a communicative task.

Setting the baseline

Write down the appropriate words.
|_____ the boy crossed the ________ stream, got into the ________ car, turned ________ the ignition key and drove off to the toy town.
Choose: small, small, tiny, small.
Correct answer: small, small, small, tiny.

Criterion for achieving the planned result:
High level – all synonymous words are chosen correctly;
Intermediate level – 1 word used in the wrong meaning

Below average - 2 words used incorrectly
Low level – all words are used incorrectly.

Identification of the level of students’ assimilation of the concepts “sentence”, “word”, the child’s ability to search for different options for verbal expression of thoughts

Advanced quest

Make as many sentences as possible from these words. The form of the word can be changed:house, hare, fox, draw.

Correct answer: The hare and the fox draw a house. The hare draws a house for the fox. The fox draws a house for the hare. The fox was drawing a house for the hare. etc.

Criterion for achieving the planned result: The number of options is related to the change in word order in a sentence.

High level – more than 4 proposals have been compiled;
Intermediate level – 3-4 sentences compiled

Below average – 1-2 sentences
Low level – not a single correct sentence.

Revealing the ability to establish logical and semantic connections between sentences; assessing the quality of unintentional cheating and calligraphy skills

Setting the baseline

Recover deformed text:

The puppy quietly crept up.

The tail remained in the puppy's teeth.

The lizard was sitting on a stone and basking in the sun.

He jumped and grabbed the lizard by the tail.

And the lizard hid under a stone.
Correct answer:The lizard was sitting on a stone and basking in the sun. The puppy quietly crept up. He jumped and grabbed the lizard by the tail. The tail remained in the puppy's teeth. And the lizard hid under a stone.

Criterion for achieving the planned result:

Advanced quest

Come up with your own continuation of this text. Make up 4-5 more sentences.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Criterion for achieving the planned result:

High level – all logical and semantic connections are established correctly;
Medium level – most connections are established correctly;
Below average level - most connections are established incorrectly;
Low level – a chaotic set of proposals.

The ability to find words with root spellings

Setting the baseline

Read the words: spoon, forest, fairy tale, honest, clearing, famous, domineering, night, cup.
Fill out the table by dividing the words into three columns:

Correct answer:

Criterion for achieving the planned result:

Advanced quest

Write down 3 words each using the following spellings:

“Unstressed vowel at the root of a word”__________________________________________

__________________________________________________________________ “Paired consonant at the root of the word”__________________________________________

__________________________________________________________________

“The unpronounceable consonant at the root of the word”___________________________

__________________________________________________________________

Criterion for achieving the planned result: the ability to identify spelling in a word.

High level – all words are distributed correctly;
Average level – 1-3 errors;
Below average level – 4-5 errors;
Low level – more than 5 errors.

be aware of where a spelling error may occur

Setting the baseline

Write down the sentences according to the rules of Russian spelling.
a) (on) paper (on) Tasha (on) drew a daisy
b) a notification came (from) the city (from) mail
Correct answer: a) Natasha drew a daisy on paper. b) A notice came from the city of Ishmael.
Criterion for achieving the planned result: when writing both sentences, no more than three errors were made, related either to separate or continuous writing, or by writing a capital letter at the beginning of a sentence in proper names.
Advanced quest

- come up with tasks for your classmates on the following spellings:

Spelling of prefixes and prepositions

Capital letters in proper names

Criterion for achieving the planned result: The task complies with the rules.

Setting the baseline
- insert the missing letters into the words; You can use the textbook's spelling dictionary.
Words:g...lova, v...sna, s...boda, l...drain, ...drive, wind...r, tree...vo, p...horn, s...kunda .
Correct answer: head, spring, freedom, leaf, fire, wind, tree, pie, second.
Criterion for achieving the planned result:

High level – all words are written correctly;
Average level – 1-3 errors;
Below average level – 4-5 errors;
Low level – more than 5 errors.

Advanced quest
- fill in the missing words in the sentences. You can use the textbook's spelling dictionary.

We live in a country called __________. Moscow is _________ of our Motherland. Moscow is a big, beautiful __________. The heart of Moscow is called ________ and Red Square. The state _________ of our country is Russian.

Correct answer: We live in a country called Russia. Moscow is the capital of our homeland. Moscow is a big, beautiful city. The Kremlin and Red Square are called the heart of Moscow. The official language of our country is Russian.
Criterion for achieving the planned result: No mistakes were made when writing down vocabulary words.

The content of the final assessment is determined by the content and structure of the planned results, presented in a generalized form. Therefore, before starting to develop tools (individual tasks and test work), it is necessary to specify the planned results and present them in a form that makes it possible to create standardized measurement tools. This procedure is called operationalization . During this procedure, each planned result is clarified with a focus on “attainability” and “measurability”, i.e. all skills and elements of knowledge that students must master in the learning process are indicated and which can be measured within the framework of the assessment procedures used at different levels of their development. Thus, in the process of operationalization, the content and criterial basis of the assessment are clarified.

To illustrate and explain the features of the assessment, examples of tasks are provided for each element of the planned results, with the help of which you can assess whether the graduate has achieved a given planned result or not. At the same time, it is important to assess whether the graduate can apply the acquired knowledge or skill in simple, familiar situations that were encountered in textbooks and in lessons, or whether he is able to apply this knowledge and skill in a new situation. This information is the basis for effective organization educational process, taking into account the interests and abilities of students, as well as determining directions for providing assistance to students and building their educational trajectories. To do this, it is necessary not only to assess the ability of primary school graduates to solve educational, practical and educational-cognitive tasks, but also to differentiate them according to their level of achievement.

Before conducting a broad experiment to identify levels of achieving planned results, it is advisable to introduce the following two levels: basic (or reference) and advanced (or functional).

Increased (functional) level achieving the planned results indicates the assimilation of the supporting knowledge system necessary for continuing education at the next level, at the level of conscious voluntary mastery of educational actions. Assessing the achievement of this level is carried out using tasks (tasks) in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods or create a new method, combining the studied ones or transforming them.

To obtain information about training levels, you must use tasks of different difficulty levels for each planned result, in connection with which tasks are developed at two levels (basic and advanced).

As an example of operationalization, we give one of the planned results in mathematics: “Assess the correctness of the solution and the reality of the answer to the question of the problem” (see example 1). This planned result was divided into two (the skills characterizing the achievement of this planned result were clarified) and tasks were developed for each element at basic and advanced levels. In example 1, tasks are given only for the first element of the planned result.

Example 1

Planned result: evaluate the correctness of the solution and the reality of the answer to the problem question.

Skills, characterizing the achievement of this result:

Check the correctness of the progress of solving the problem;

Analyze the answer to the problem from the point of view of its reality.

Examples of tasks

Skill: check the correctness of the progress of solving the problem.

Setting the baseline Grandmother baked 30 pies. Each of the three brothers took 4 pies. How many pies are left? Choose the correct expression to solve the problem. Circle the answer number.

1) 30 – 4; 2) 30 – 4 3;

3) 30 – (3 + 4); 4) (30 – 4) 3.

Answer: 2) 30 – 4 3

Advanced quest

12 bags of rice and 4 bags of millet were brought to the store. How many kilograms of cereal were brought to the store if a bag of rice weighs 10 kg and a bag of millet weighs 15 kg?

What expression can be used to answer the question in the problem? Circle the answer number.

1) (12 + 4) 1015; 2) 154 + 1210;

3) 10 12 + 154; 4) 1512 + 104.

Answer: 3) 10 12 + 154

To assess the achievement of planned results, they are used tasks of different types. Classification of tasks can be carried out on different grounds:

according to the answer form: tasks with a closed answer (with a choice of one or more correct answers) or an open answer (with a short or detailed answer);

according to the level of knowledge, skills or methods of action being tested: basic or advanced level tasks;

according to the means used during the work: assignments for written work or oral conversation, practical assignments;

according to the form of work: tasks for individual or group work.

It should be borne in mind that different authors may give different classifications of tasks and use different terms to refer to one or another group of tasks. In this situation, it is important for the reader to understand the basis for the classification of tasks, since this is necessary for an informed choice of the type of tasks for assessing certain planned results.

As can be seen from example 1, the developers of the planned results propose to evaluate the maturity of the ability to “check the correctness of the progress of solving the problem” multiple choice tasks. Such tasks have the ability not only to assess the student’s ability to give the correct answer, i.e., to demonstrate their knowledge and skills, but also to carry out diagnostics in case of an erroneous answer, i.e., to understand what mistake the student made. The use of professionally designed multiple-choice tasks, taking into account typical student errors, allows for effective feedback, i.e., based on the results obtained in the assessment process, decisions about individual assistance for individual students can be made.

Short answer questions, in which the answer may be presented in the form of numbers or individual words, lines or simple drawings, are mainly intended to assess the ability of students to give the correct answer. In this case, it is not assessed how the student received this answer, what his train of thought is, or what method of solution - what is important is the correct result.

To evaluate the process of completing a task, the ability to explain or justify the result obtained, express one’s opinion in connection with the problem presented, or to evaluate other productive or creative skills, long-answer assignments. These tasks are divided into two groups:

tasks with limited detailed answer, during which the student gives an answer to the question posed within the expected pattern, for example, explains a natural phenomenon using the material studied, and

composition(essay), during which the student expresses himself creatively in connection with the problem raised.

These two groups of tasks mainly differ in their assessment criteria. For the first group, you can describe the student’s expected answer, indicating what knowledge and skills he must demonstrate in the answer; for the second group, you can only set the general framework of the answer, for example, assess whether the problem is disclosed, whether your own opinion is expressed and whether it is reasoned. It is very difficult to describe in advance the train of thought of the student or the content of the arguments taken by the student from his life or books he has read.

To illustrate the features of using tasks of different types, we give two more examples.

Example 2

Planned result: apply spelling rules (to the extent of the course content).

Skill: find spellings in words.

Setting the baseline

Words : VO wild, colore you, field, are angryO then, scream, le snoy, pageA on, bO big.

Sample correct answer: V O wild, color e you, field, are angry O then, scream, l e snoy, page A on, b O lshoy.

Achievement criterion planned result: at least four necessary letters are underlined, while in the words “field” and “cry” the letters are not underlined.

Advanced quest

Underline the letters that indicate the unstressed vowel sound at the root of the word.

In the evening, a large black cloud covered the entire sky. It became dark. A strong thunderstorm began. The storm bent and broke trees.

Sample correct answer: In the evening, a large black cloud covered the entire sky. It became dark. A strong thunderstorm began. The storm bent and broke trees.

Achievement criterion planned result: at least six letters are underlined, there are no erroneous underlines.

Example 3

Planned result: Using semantic questions, establish connections between words in phrases and sentences.

Examples of tasks

Setting the baseline

Fill in the missing semantic questions.

to speak quietly;

mouse (_________________?) tiny;

swam (_________________?) in the sea;

hole (_________________?) fox.

Sample correct answer: questions are written correctly

speak (how?) quietly;

mouse (what?) tiny;

swam (where?) in the sea;

hole (whose?/which?) fox.

Achievement criterion planned result: in at least three cases the questions are entered correctly.

Advanced quest

Katya should have written it out of the sentence phrases . Check if there are any errors in its operation; if there are, write down what the error is.

Offer: A dark cloud slowly crawled across the sky and covered the sun.

Written out phrases:

cloud (what?) dark - _____________________________________

crawled (where?) across the sky - _____________________________________

blocked (what?) the sun - _____________________________________

the cloud (what did it do?) closed - _____________________________________

crawled slowly (what did she do?) - _____________________________________

Sample correct answer: marked

the cloud (what did it do?) closed - the subject and predicate are not a phrase;

crawled slowly (what?) crawled - crawled (how?) slowly

Achievement criterion planned result: the task was completed correctly and in full: two errors were found and what they were was indicated, in the second case the error was corrected.

The examples given show that the type of tasks used is mainly determined by the planned result. Moreover, the assessment of the level of achievement of the planned result is carried out, as a rule, using tasks of the same type. This means that tasks with a choice of answers, or with a short or only a detailed answer, can be effectively used both to assess the achievement of the planned result of the basic and advanced levels, although, of course, there may be exceptions (see example 3).

For determining criteria for assessing the achievement of planned results The following must be taken into account. The criteria should describe real results, which can be demonstrated by the student during the assessment process, and which clearly indicate the achievement of the planned results of mastering the educational program. They must differentiate student performance at basic and advanced levels. They must also describe the results of the student’s activities sufficient to make a decision on achieving a given (basic or advanced) level of mastery of the educational material.

Criteria can be formulated in connection with the assessment of the achievement of a separate result (one element of the planned result), complex results of mastering individual content areas or competencies (for example, mastering a studied topic, section, area or maturity, for example, communicative competence), as well as the final results of mastering educational programs.

Form for presenting evaluation criteria achieving the planned results may be different. It depends on what result is being assessed; how the summative assessment is carried out; what type of tasks is used in the final work; and also on the purpose for which these criteria are used. For example, to explain to teachers or parents how this result, you can provide a sample answer and comments to it. And in the final test work, for the convenience of the examiners, it is advisable to briefly present the correct answers in the form of a table, and present the evaluation criteria in a separate document, supplementing them with special recommendations.

Using multiple choice or short answer assignments more often the criterion for achievement is only the correct answer(for example, choosing or writing your own answer in mathematics). However, this is not true for all tasks. In some cases, a conclusion about the achievement of the planned result can be made only if the child repeatedly applies the evaluated algorithm, rule, etc. to a number of homogeneous objects (as, for example, when assessing the development of the rules for writing unstressed vowels). In this case, the criterion must indicate how many times the child must correctly apply the assessed algorithm or rule (see criteria for examples 2 and 3). Therefore, in tasks in the Russian language, not one word is usually given, but a set of specially selected words or phrases. The planned result is considered achieved if the tested spelling or rule is used correctly in more than 65% of the presented cases.

TO long-answer tasks Evaluation criteria are always being developed. You can select two approaches for developing criteria: analytical, in which the student's answer is divided into parts by content or skills being tested and the score is determined in accordance with the number of elements in the student's answer, and integral, in which the entire answer is assessed for completeness and correctness. Depending on the characteristics of the planned results, in some cases restrictions are given in the criteria, for example, a comment is given that recording explanations is optional.

As the planned results are introduced, the achievement criteria will be clarified and improved.

Thus, in the process of operationalizing the planned results, the requirements for the tools (type of tasks) and assessment criteria (clarity and understandability of wording, reliability of the assessment) are clarified, i.e., specific requirements for the student’s answer (what must be demonstrated to them in order to make a decision on achieving this planned result).

It is important to understand that the developed operationalized list of planned results with examples of tasks puts forward basic requirements for the level of mastery of the planned results and reveals the features of the assessment. It provides a guide for developing tasks for the final assessment, but is not a model to copy or a basis for “coaching” students to complete specific tasks. Developers of tools for final work are not tasked with “cloning” the submitted tasks. After approval of the planned results and their introduction into primary school practice, a bank of tasks will be gradually formed that more fully evaluate various aspects of the planned results using a variety of tools and do not repeat the presented examples. This bank can be used in the development of verification work for the final assessment, as well as monitoring studies.

Operationalized lists of planned results in mathematics and the Russian language with examples of tasks are given in the following sections.

Validity and reliability of assessment instruments and procedures

Under validity of the final assessment it is understood that the content of the assessment corresponds to the planned results. The validity of measurements and assessment procedures implies the completeness of coverage of all planned results and the adequacy of assessing their achievement. This requires an integrated approach, i.e., the inclusion of various forms and methods of assessment. Within the framework of the emerging assessment system, it is proposed to ensure the validity of the final assessment through the simultaneous consideration of the results of three final test papers (two subject papers in mathematics and the Russian language and one paper on an interdisciplinary basis ) and a cumulative assessment system, which will record the achievement of those planned results that are not covered by the final test work due to the limited time for conducting it or the impossibility of assessment within the framework of written work.

Development of summative assessment tools includes the following steps:

Planning the final work;

Development of tasks;

Design of test work;

Preparation of instructions for carrying out work.

In progress planning the following main tasks are implemented: analysis of the significance of the planned results for the final assessment, selection of the planned results and ensuring the greatest representativeness of the system of planned results. Ideally, the final work should fully cover all planned results or such a set of planned results that can be taken as 100%. In reality, in practice they do things differently. Developers of control measurement materials structure the planned results and select from them such a set of results about which it can be said that, in general, the implementation of this final work indicates the achievement of the planned results in the academic subject. To increase the reliability of the final assessment (excluding random deviations), as mentioned above, the results of the accumulated assessment are taken into account, in which assessments of achievement are presented for those planned results that are not covered by the final test work.

As a result of the analysis of the planned results and their significance for continuing education at the next level of school, a structure of the final work. For example, the planned results in the Russian language and the state of teaching the Russian language in primary school were analyzed. The analysis showed that to ensure the validity of the final assessment, it is not enough to use only a test that demonstrates the level of mastery of subject actions and the ability of students to solve educational, cognitive and educational and practical tasks in the Russian language, based on the fundamentals of linguistic knowledge, initial ideas about the norms of the Russian literary language and rules of speech etiquette. It is necessary to include in the assessment at the final stage of education in primary school a final dictation that evaluates the development of error-free writing skills and the graduate’s ability to apply spelling rules and punctuation rules when writing text from dictation. Therefore, the final work in the Russian language consists of two parts: the final dictation and the test work.

The structure of the final work is determined by the structure of the sections of the planned results and the mathematical model chosen to construct the work and describe its results. The simplest is the “classical model”, which is as close as possible to the structure of the planned results. In this case, several practically “parallel” work options are used for evaluation. The graduate is assessed based on the results of completing his option.

To develop final papers, other models are used that use the modern theory of test construction. In accordance with it, a probabilistic model is developed that allows assessing the graduate’s ability to complete tasks for all planned results based on the completion of only part of them.

Number of tasks in work and their type are also determined by the planned results. For work in which it is necessary to test the mastery of a sufficiently large number of planned results, closed-type tasks with a choice of answers or open-type tasks with a short answer are most often used (including tasks for establishing correspondence and determining the sequence).

When choosing tasks with a detailed answer, it is taken into account that more time will be spent on their completion and the number of such tasks in the work will be small. This also takes into account the need for expert verification of task completion, which requires standardization of procedures and special training of experts, as well as additional time resources.

Recently, for the purposes of final assessment or certification of students, preference is given to a simple classical model of work structure, which uses tasks of different types. And for monitoring purposes, more complex work models are used.

The number of tasks in work is determined by the optimal time during which primary school graduates can work effectively (no more than 40 minutes without a break). When distributing assignments among sections of the course, the significance of each section for continuing education in basic school and the number of hours for its study are taken into account.

The results of testing work planning are reflected in work specifications , containing the main characteristics of measuring materials and largely determining the quality of testing work. The specification indicates the purpose, structure and content of the work, the number and types of tasks, the distribution of tasks into individual sections, the time it takes to complete the work, and the evaluation system for individual tasks and the work as a whole. For a simple classical model, an approximate work plan is provided, which describes the characteristics of individual tasks (what the task evaluates, at what level, how many points the student receives for completing the task, etc.). The specification is given demo version (or demo version) of the work, which shows the features of the implementation of the main approaches to the final assessment.

A distinctive feature of the final works for assessing the achievement of planned results, developed within the framework of the second generation standards, is their focus not on assessing the mastery of subject knowledge and skills and the ability to reproduce them in educational situations, but on assessing the ability to apply the knowledge and skills acquired in primary school in different situations, including those close to real life.

This influenced the development and implementation of two groups of tasks , in which students were not supposed to reproduce acquired knowledge and skills, but to apply them by solving educational-practical or educational-cognitive tasks. The first group included basic level tasks, in which the solution was obvious. When completing tasks of the second group ( advanced level tasks), in which the method of solution is not explicitly specified, the student must choose a method from those known to him or independently construct a method of solution, integrating two or three studied or transforming them. Thus, when completing tasks of an advanced level, the student must demonstrate not an additional amount of knowledge, but a level of independence in using the studied material.

As a rule, advanced level assignments make up no more than one third of the final work. This ratio is calculated from the maximum score that can be obtained for completing the work, and is correlated with the time allotted to complete the entire work. For the average student, 2/3 of the time is allocated to completing basic level tasks and 1/3 to completing advanced level tasks. It is important to ensure such a selection of tasks in the work that a student with satisfactory preparation has the opportunity (in time) to begin completing all tasks at the basic level.

We will leave the problems of designing a test work and preparing various instructions (for students, teachers and experts) for carrying out the work to professionals and will dwell in more detail on assessment of task performance and work in general .

In pedagogical measurements, it is customary to consider three levels of description of educational results: planned, implemented and achieved.

First level - planned - characterizes those results that are included in the planned results of mastering basic educational programs and are implemented in the educational program for a given level of education, in model and original curricula for individual academic subjects, in textbooks and teaching aids.

Second level - realizable - characterizes the results that a particular teacher strives for in a particular school, depending on his personal attitudes, attitude to the subject, and professional qualifications.

During the measurement process, a third level of description of the results appears - reached, which characterizes the level of real achievements of students.

Let us note that, as the results of pedagogical measurements show, the real achievements of students are always lower than their planned level in regulatory documents and the level that is implemented by teachers.

This means that in the course of pedagogical measurements it is practically impossible to record the achievement by all students of all planned results of mastering educational programs. It is advisable to take this fact into account when planning and developing the entire system for assessing the achievement of planned results.

When conducting a final assessment of the achievement of planned results, both criteria for assessing individual planned results and criteria for assessing the achievement of mastery of the subject area in which the testing work is carried out are developed.

Criteria for assessing the achievement of individual planned results are given only in the form of answers that students must give when completing work assignments, with explanations of the assessment features for teachers or experts who will check the students’ work.

The decision to master or not master the educational material is made based on the results of completing tasks at the basic level. The criterion for mastering educational material depends on the type of tasks used, possible measurement errors, as well as the validity period of the standard.

The minimum criterion for mastering educational material, accepted in the practice of pedagogical measurements, is in the range from 50 to 65% of the maximum score that can be obtained for completing the entire work. If the test contains tasks with only multiple choice answers, then the mastery criterion is 65%. If in the test work only tasks with a free answer (short or extended) are used, then the mastery criterion is 50%, provided that the standard (planned results) is introduced and its mastery in the educational process is ensured.

If a student scores a number of points equal to or exceeding the given minimum criterion for mastering educational material, then we can conclude that he has mastered the basic system of knowledge and educational actions necessary to continue education at the next level, and is able to use them to solve educational and cognitive problems. and educational and practical tasks using the means of this subject at a basic level.

Completion of advanced level tasks can be assessed different numbers points depending on the completeness and correctness of the answer provided. The criterion for mastering the material at an advanced level is also set depending on the type of tasks used, possible measurement errors, as well as the timing of the introduction of the standard. The main basis for determining the criterion for achieving an advanced level is to establish a score at which the student can clearly demonstrate the ability to perform tasks at an advanced level.

For an advanced level, you can use the same criterion as for a basic level: 50-65% of the maximum score, but for completing higher level tasks. However, this is only possible if the standard (planned results) is introduced and its mastery in the educational process is ensured.

It can be considered that a student has demonstrated the ability to apply knowledge to solve educational and practical problems of an increased level of complexity if he has scored at least the established minimum criterion for completing tasks at a basic level and at the same time scored at least the established number of points for completing tasks at an increased level of complexity.

In this case, a conclusion is made about mastery of the supporting system of knowledge necessary to continue education at the next level, at the level of conscious voluntary mastery of educational actions, i.e. at an increased level.

Development of tools for final work can be carried out within several models.

The first, most preferred model provides centralized development tools for final work. At the same time, the content of the work can be adapted by authorized representatives of regional structures, taking into account regional characteristics and the characteristics of educational programs of primary general education implemented by educational institutions in the region. All changes made must be agreed upon with the federal center.

Second model by authorized regional structures based on a centrally developed specification and demo version.

Third model provides for the development of tools for final work forces educational institutions based on a centrally developed specification and demo version and subject to mandatory agreement with the regional structures authorized for this.

To familiarize yourself with the features of the final works, the following sections of this manual provide specifications and demonstration materials in mathematics and the Russian language, as well as a description and two options for complex works on an interdisciplinary basis. Measuring materials for other subjects will be presented in the second part of the book.

Summarizing what has been said, we note the following main features of the approach to the development and use of tools for the final assessment of the achievement of planned results.

The object of the standardized final assessment is the planned results of mastering primary education programs in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).

The ability of primary school graduates to solve educational, practical and educational-cognitive problems using mathematics and the Russian language, as well as the formation of individual universal educational methods of action, are assessed.

In the process of operationalizing the planned results, the requirements for the tools, assessment criteria and specific requirements for the student’s response are clarified.

The development of tools for the final assessment includes the following stages: planning the final work; development of assignments; designing test work; development of recommendations for assessing assignments and work in general; preparation of instructions for carrying out work.

At the stage of introducing a system for assessing the achievement of planned results, preference should be given to the centralized development of tools for final work with the subsequent creation of a federal bank of tasks.

8. System for assessing the achievement of planned results of mastering the basic educational program of primary general education

Content

1. Introduction.

2 General approaches to the formation of a system for assessing the planned results of mastering the primary education program

3 Assessment of personal, meta-subject and subject results

4 External and internal assessment in primary school. final grade

5 Assessment procedures and mechanisms.

6 Organization of a cumulative assessment system. Portfolio.

7 Final grade of a graduate and its use in the education system

8.Measuring materials for the final assessment

1. Introduction

The assessment system is a complex and multifunctional system, including current and final assessment of the performance of junior schoolchildren; assessment of the activities of teachers and schools, assessment of the results of the education system. The Federal State Educational Standard contains clear requirements for the system for assessing the achievement of planned results. In accordance with them, the assessment system should:

1. Fix the goals of the assessment activity:

a) focus on achieving results

Spiritual and moral development and education (personal results),

Formation of universal educational actions (meta-subject results),

Mastering the content of academic subjects (subject results);

b) provide an integrated approach to assessing all of the listed educational outcomes (subject, meta-subject and personal);

c) ensure the possibility of regulating the education system based on the information received about the achievement of planned results, in other words, the possibility of taking pedagogical measures to improve and improve the educational processes in each class and school.

2. Fix criteria, procedures, assessment tools and forms for presenting its results.

3. Fix the conditions and boundaries of application of the assessment system.

Its main advantage is that it actually switches control and assessment (and therefore the entire activity of educational institutions) from the old educational result to the new one. Instead of reproducing knowledge, we will now evaluate different areas of student activity, that is, what they need in life while solving various practical problems.

To achieve these goals, it is first necessary to change the tools - forms and methods of assessment.

Priority in diagnosis ( test papers etc.) become not reproductive tasks (for reproducing information), but productive tasks (tasks) for the application of knowledge and skills, which involve the student creating his own information product in the course of solving the problem: conclusion, evaluation, etc.

In addition to the usual subject tests, it is necessary to carry out meta-subject diagnostic work, composed of competency-based tasks that require the student not only cognitive, but also regulatory and communicative actions.

Diagnosis of the results of personal development can be carried out in different forms (diagnostic work, observation results, etc.), it involves the student demonstrating the qualities of his personality: evaluating actions, designating his life position, cultural choice, motives, personal goals. This is a purely personal area, therefore the rules of personal safety and confidentiality require such diagnostics to be carried out only in the form of non-personalized work. In other words, the work completed by students should generally not be signed, and the tables where this data is collected should show results only for the class or school as a whole, and not for each specific student.

The usual form of written test work is supplemented by such new forms of monitoring results as:

Targeted observation (recording of actions and qualities exhibited by students according to given parameters),

Student self-assessment using accepted forms (for example, a sheet with questions on self-reflection of a specific activity),

Results of educational projects,

The results of a variety of extracurricular and extracurricular activities, student achievements.

It is proposed to change the traditional rating scale. It is built on the principle of “subtraction”: the student’s solution to a learning task is compared with a certain sample of the “ideal solution”, and errors are looked for - discrepancies with the sample. This approach focuses on the search for failure and has a negative impact on the student’s motivation and personal self-esteem. Instead, it is proposed to rethink the scale according to the principle of “adding” and a “level approach” - the student’s solution to even a simple educational task, part of the task is assessed as an unconditional success, but at an elementary level, followed by a higher level, the student can strive for it.

Instead of an official class journal, the main means of accumulating information about a student’s educational results should be a portfolio of achievements (portfolio). The official class register is not cancelled, but the final grade for primary school (the decision to transfer to the next level of education) will be made not on the basis of annual subject grades in the magazine, but on the basis of all results (subject, meta-subject, personal; academic and extracurricular) accumulated in the student’s portfolio of achievements over four years of primary school.

2. General approaches to the formation of a system for assessing the planned results of mastering the primary education program

A system for assessing the mastery of educational programs is created with the aim of obtaining objective information about the level and quality of mastering educational programs of primary general education.

The object of assessment is the educational achievements of students, defined in the requirements for mastering educational programs, which are specified in education standards.

Requirements for educational outcomes are a description of the targets of general education, implemented through relevant educational programs of primary general education.

In accordance with the concept of second generation educational standards, educational results include:

– subject results ( knowledge and skills, experience creative activity and etc.);

– meta-subject results(methods of activity mastered on the basis of one or more subjects, applicable both within the educational process and when solving problems in real life situations);

– personal results(system of value relations, interests, motivation of students, etc.).

In accordance with the activity-based paradigm of education, requirements for subject and meta-subject results are set in a subject-activity form, which includes subject and general educational skills and methods of activity, as well as the levels of their mastery by graduates.

A feature of the implementation of the activity approach in developing educational standards was that the goals of general education are presented in the form of a system key tasks, which students should be able to solve as a result of learning.

Requirements for personal learning outcomes (value orientations, interests, readiness to learn at a given level of education and to continue learning at a subsequent level, motivation to learn) are presented and formulated taking into account the main goals of general education.

The priority are those personal results that are primarily formed in the educational process, and not in the family or the field of additional education, precisely those results for the formation of which the educational institution is primarily responsible.

Assessment methodology

In pedagogical measurements, three levels of educational outcomes are distinguished

First level - planned, the one that is laid down in state educational standards and implemented in textbooks and teaching aids.

Second level - realizable - characterizes the results that the teacher strives for - depending on his personal attitudes, attitude to the subject, professional qualifications.

Third level - achieved, the level of real achievements of students.

All three levels of presentation of educational outcomes differ from each other. The actual achievements of students are below the planned level in educational standards and implemented by teachers.

Standard guarantees the possibility for each student to achieve the planned educational results while fulfilling the conditions for organizing the educational process specified in the standard.

One of the main purposes of the educational outcomes assessment system is to identify the achievement of the requirements for mastering general education programs, which are specified in educational standards. Consequently, the content of the requirements serves as the basis for determining the content and evaluation criteria.

The educational standard fixes the volume and level of full-fledged education in each of its areas, academic disciplines and courses. Everything that a student is required to master at the level of requirements for educational outcomes planned by the standard must become his personal property, mastered consciously and firmly.

The first step in updating the assessment system is the obligation to check and evaluate the student’s mastery of the knowledge and skills that can be relied upon when organizing subsequent training, its further differentiation and specialization.

The objectivity of the assessment presupposes Firstly, compliance of the meters with the planned goals, in this case – the requirements for educational results, i.e. validity of the content of the test work.

Secondly, the objectivity of the assessment is impossible unless the unambiguous assessment of the student’s work by any assessor is ensured. The fulfillment of this condition largely depends on the choice of form and method of assessment.

This assessment system includes various forms and methods of assessment, the use of which ensures the validity of the meters and assessment procedures of the accepted system of requirements for the development of educational programs.

To assess the achievement of requirements for educational outcomes (constructing assessment scales and describing results), a level approach to presenting results is used.

To increase the effectiveness of assessing educational achievements, stimulating the development of students, it is necessary to create a system for assessing the educational achievements of students, taking into account the dynamics of their development. It should include the creation of a system for monitoring the educational achievements of students from initial diagnosis to determining the individual progress of students.

Thus, the following new directions appeared in the second generation standards:

The assessment system is the instrumental core of state educational standards;

– assessment of subject, meta-subject and personal results general education;

– orientation of the assessment to the activity approach;

- an integrated approach to assessing educational outcomes ;

- “integration” of assessment into the educational process;

Assessing individual student progress.

3. Assessment of personal, meta-subject and subject results

The standard specifies three main groups of results − personal, meta-subject and subject.

Personal results are considered as achievements of students in their personal development.

Achieving personal results is ensured through all components of the educational process: educational subjects presented in the invariant part of the basic curriculum; the variable part of the main educational program, as well as the additional education program implemented by the family and school.

Main the object of assessing personal results serves the formation of universal actions included in the following three main blocks:

Self-determination is the formation of a student’s internal position;

Sensemaking is the search and establishment of personal meaning (i.e., “meaning for oneself”) of a teaching;

Moral and ethical orientation - knowledge of basic moral norms and orientation towards fulfilling norms based on an understanding of their social necessity

Basics content of personal results assessment in primary school is built around assessment:

– the formation of the student’s internal position, the student’s emotionally positive attitude towards school, orientation towards the meaningful moments of school reality - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates, - and

orientation to a pattern of behavior " good student»as an example to follow;

– the formation of the foundations of civic identity - a sense of pride in one’s Motherland, knowledge of significant events for the Fatherland historical events; love for the native land and small Motherland, awareness of one’s nationality, respect for the culture and traditions of the peoples of Russia and the world; refusal to divide into “us” and “strangers”, development of trust and the ability to understand and empathize with the feelings of other people;

– the formation of self-esteem, including awareness of one’s capabilities in learning, the ability to adequately judge the reasons for one’s success/failure in learning; the ability to see one’s strengths and weaknesses, respect oneself and believe in success;

– the formation of motivation for educational activities, including social, educational, cognitive and external motives, curiosity and interest in new content and ways of solving problems, motivation to achieve results, the desire to improve one’s abilities;

– knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems based on the coordination of different points of view, the ability to evaluate one’s actions and the actions of other people from the point of view of compliance with/violation of moral norms.

The formation and achievement of the above personal results is the task and responsibility of the education system and educational institution. Therefore, the assessment of these results of educational activities is carried out in the course of external non-personalized monitoring studies, the results of which are the basis for making management decisions in the design and implementation of regional development programs and programs to support the educational process.

The subject of assessment is not the progress of the student’s personal development, but the effectiveness of the educational activities of the educational institution,

This distinguishes the assessment of personal results from the assessment of subject and meta-subject results.

Within the framework of the internal assessment system, a limited assessment of the formation of individual personal results is possible, which fully complies with the ethical principles of protecting and protecting the interests of the child and confidentiality. The assessment is aimed at solving the problem of optimizing the personal development of students and includes three main components:

– characteristics of the student’s achievements and positive qualities,

– determination of priority tasks and directions of personal development, taking into account both the achievements and psychological problems of the child;

– a system of psychological and pedagogical recommendations designed to ensure the successful implementation of developmental and preventive development tasks.

Another form of assessing students' personal outcomes could be assessing the individual progress of personal development of students who require special support. Such an assessment is carried out only at the request of parents (or at the request of teachers or administration and with the consent of the parents) and is carried out by a psychologist with special professional training in the field of developmental psychology.

Achievement meta-subject results is ensured through the main components of the educational process - educational subjects presented in the invariant part of the basic plan.

Main object of assessment of meta-subject results serves as the formation of a number of regulatory, communicative and cognitive universal actions - that is, such mental actions of students that are aimed at analyzing and managing their cognitive activity. These include:

– the ability to accept and maintain educational goals and objectives; independently transform a practical task into a cognitive one, the ability to plan one’s own activities in accordance with the task and the conditions for its implementation and look for means of its implementation; the ability to control and evaluate one’s actions, make adjustments to their implementation based on assessment and taking into account the nature of errors, show initiative and independence in learning;

– ability to carry out information search, collection and selection of essential information from various information sources;

– the ability to use sign-symbolic means to create models of studied objects and processes, schemes for solving educational, cognitive and practical problems;

– logical operations of comparison, analysis, generalization, classification according to generic characteristics, establishing analogies, referring to known concepts;

– the ability to cooperate with the teacher and peers when solving educational problems, to take responsibility for the results of their actions.

Basics content of meta-subject results assessment in primary school it is built around the ability to learn, i.e. that set of methods of action that ensures the ability of students to independently acquire new knowledge and skills.

Features of assessing meta-subject results are related to the nature of universal actions. Meta-subject actions constitute a psychological basis and are an important condition for students’ success in solving subject problems. The level of formation of universal educational actions can be qualitatively assessed and measured in the following basic forms.

Firstly, the achievement of meta-subject results can be the result of performing specially designed diagnostic tasks aimed at assessing the level of formation of a specific type of universal educational actions.

Secondly, the achievement of meta-subject results can be considered as a condition for the success of completing educational and educational-practical tasks using educational subjects.

Thirdly, the achievement of meta-subject results can be manifested in the success of completing complex tasks on an interdisciplinary basis.

The advantage of the last two assessment methods is that the subject of measurement is the level of students’ assignment of a universal educational action. Assessment of meta-subject results can be carried out during various procedures. For example, in final test work in subjects or in complex work

on an interdisciplinary basis, it is advisable to assess the maturity of most cognitive learning activities and skills in working with information, as well as assess the maturity of a number of communicative and regulatory actions.

During the internal assessment, recorded in the portfolio in the form of assessment sheets and observation sheets of the teacher or school psychologist, the achievement of such communicative and regulatory actions that are difficult (or impossible and impractical) to verify during a standardized final test can be assessed. For example, the level of development of such skills as “interaction with a partner”: orientation towards the partner, the ability to listen and hear the interlocutor; the desire to take into account and coordinate different opinions and positions regarding an object, action, event, etc.

Grade subject results are

assessment of planned results in individual subjects.

The achievement of these results is ensured through the main components of the educational process - educational subjects presented in the invariant part of the basic curriculum.

Subject results contain, firstly, a system of fundamental elements of scientific knowledge, which is expressed through the educational material of various courses, and, secondly, a system of generated actions that are refracted through the specifics of the subject and aimed at applying knowledge, transforming it and obtaining new things knowledge.

In the system of subject knowledge, one can distinguish basic knowledge (knowledge, the assimilation of which is fundamentally necessary for current and subsequent successful learning and, with special targeted work of the teacher, in principle can be achieved by the vast majority of children) and knowledge that complements, expands or deepens the basic system of knowledge. as well as serving as propaedeutics for subsequent study of courses.

At the initial stage of education, students’ assimilation of the basic knowledge system in the Russian language and mathematics is of particular importance for continuing education.

However, when assessing subject results, the main value is not the mastery of the system of supporting knowledge and the ability to reproduce it in standard educational situations, but the ability to use this knowledge in solving educational-cognitive and educational-practical problems.

Actions with subject content (or subject actions) are the second important component of subject results. Many objective actions are based on the same universal actions, primarily cognitive: the use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishing connections (including cause-and-effect) and analogies; searching, transforming, presenting and interpreting information, reasoning, etc. However, in different subjects these actions are performed with different objects, for example: with numbers and mathematical expressions; with sounds and letters, words, phrases and sentences; statements and texts; with objects alive and inanimate nature, with musical and works of art etc. Therefore, despite the generality of approaches, both the algorithms for performing actions and the very composition of the actions being formed and practiced have a specific “subject-specific” coloring. Therefore, in particular, the contribution of different educational subjects to the formation and formation of individual universal educational actions is different. The contribution of technology to the formation and formation of regulatory educational activities is invaluable.

The totality of all educational subjects provides the possibility of forming all universal educational actions - provided that the educational process is focused on achieving these results.

Subject actions should also include those actions that are inherent mainly only to this subject and the mastery of which is necessary for full personal development or further study of the subject.

Formation of the same actions on the material various items promotes first their correct implementation within the range (circle) of tasks specified by the subject, and then their conscious and voluntary implementation, transfer to new classes of objects.

That's why object of assessment Subject results include students’ ability to solve educational-cognitive and educational-practical problems based on meta-subject actions.

Assessment of subject results can be carried out both during non-personalized procedures in order to assess the effectiveness of an educational institution, and during personalized procedures for the purpose of final assessment of the results of educational activities of graduates.

Wherein final grade is limited to monitoring the success of mastering actions performed by students with subject content that reflects the supporting knowledge system of this educational course (the supporting educational material of the section “The graduate will learn.”)

Assessment of the achievement of these subject results is carried out

during the final verification work.

Their achievement can also be checked during current and intermediate assessments, and the results obtained are recorded in a cumulative assessment system (for example, in the form of a portfolio) and taken into account when determining the final grade.

4. Internal and external assessment in primary school

final grade

Internal assessment is an assessment of the school itself (child, teacher, school psychologist, administration, etc.). It is expressed in current grades given by teachers; in the results of student self-assessment; in the results of observations conducted by teachers and school psychologists; in the intermediate and final grades of students and, finally, in the decision of the school’s pedagogical council to transfer the graduate to the next grade or to the next level of education.

Internal assessment functions:

First, provide feedback by informing:

Students about their progress in mastering the program (and at a certain stage - about the general level of mastery), about their strengths and weaknesses;

Teachers about the effectiveness of their teaching activities.

Secondly, provide positive motivation for learning, stimulate student learning: focus on success, celebrate even minor progress, encourage students, celebrate strengths, allow them to progress at their own pace, etc.

External assessment- an assessment that is carried out by services external to the school authorized to conduct assessment activities. External assessment performs its main functions:

Firstly, the function of orienting the educational process towards achieving planned results by clarifying the content and internal assessment criteria using specific examples.

Secondly, the feedback function, which is based on the possibility of obtaining objective and comparable data for the purpose of managing the quality of education.

External evaluation can, in principle, be carried out within

the following regulated procedures:

State final certification of graduates;

Certification of education workers;

Accreditation of educational institutions;

Monitoring studies of the quality of education.

In primary school, the influence of external assessment on internal assessment is carried out indirectly, through personnel certification, accreditation of educational institutions, monitoring studies, in which the main element is the result final graduate evaluations.

This puts forward certain requirements for the structure of the final assessment. It should make it possible to record individual progress in a child’s educational achievements, and allow one to obtain objective and reliable data on the educational achievements of each child and the entire population of students.

Consequently, in the final assessment of a graduate, it is necessary to distinguish two components: accumulated assessments, characterizing the dynamics of students’ individual educational achievements, their progress in mastering the planned results, and assessments for standardized final works, characterizing the level of assignment by students of the main formed methods of action in relation to the supporting knowledge system at the time finishing primary school.

Recording the grades accumulated during training and conducting final work is the area of competence of teachers and the school. The final grade in primary school, in full accordance with the Law “On Education”, is an internal assessment of the school. Carrying out the final work is determined by the need to obtain objective and comparable data on the levels of educational results achieved by the primary education system. Therefore, in order to ensure objectivity and comparability of data, it is advisable to use a single, or at least comparable, toolkit for final work - developed either centrally or by regional education authorities or educational institutions based on specifications and demo options created within the framework of the external assessment system.

The connection between internal and external assessment can be strengthened if

Regular external monitoring of the educational achievements of primary school graduates is carried out, based on a representative sample (at the federal and regional levels);

Procedures for certification of teaching staff and accreditation of educational institutions provide for analysis of:

– aggregated data on the results of final work completed by graduates;

– sample data characterizing the cumulative assessment system used by the teacher and school.

It must be emphasized that in the system of final works, a special place is occupied by works that verify the achievement of subject planned results in the Russian language and mathematics, as well as works that verify the achievement of meta-subject results.

It is these results, which characterize the level of students’ assimilation of the basic knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject actions (and, in particular, the skills of conscious reading and working with information), that are crucial for successful learning at the next level. Therefore these

the results are of particular importance for assessing the performance of the primary education system as a whole, educational institutions of primary education and teachers working in primary schools.

It is advisable to verify the above results when carrying out three final works:

1) final work in the Russian language;

2) final work in mathematics;

3) final comprehensive work on an interdisciplinary basis.

5. Assessment procedures and mechanisms

I .Achieving the planned results of mastering the content of primary school subjects and the formation of universal educational activities

Goals of assessment activities

Determine how the student masters the skills to use knowledge.

To develop the student’s ability to independently evaluate the results of their actions.

Motivate the student to succeed, create a comfortable environment, and preserve the psychological health of children.

Description of the valuation object

Any particularly successful action is evaluated, and only the solution of a full-fledged task is recorded with a mark. The student's grade is determined on a universal scale of three levels of success.

Contents of the assessment

General academic skills

1 class. Determine the purpose of the lesson with the help of the teacher. Discuss the procedure for the lesson. Express your assumption (version). Evaluate the work of the class during the lesson. It is incorrect to distinguish a correctly completed task from a completed one.

2nd grade. Determine the purpose of the lesson with the help of the teacher, independently find and formulate the problem of the lesson together with the teacher. Plan your work in class. Express your version, suggesting a way to check it. Work according to plan, use a textbook, simple devices and tools. In a dialogue with the teacher, determine how successfully the task was completed.

3 – 4 grade. Formulate lesson goals independently after preliminary discussion. Learn to identify and formulate a learning problem together with the teacher. Draw up a plan for solving a problem (task) together with the teacher. Work according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of the teacher. In dialogue with the teacher, evaluate the performance of your work.

Qualitative assessment	Mark - success points (B.U.)	5 - point system
Not even the required level has been reached	An empty circle is a mandatory task that was never completed	2(unsatisfactory). Opportunity to fix it!
Required level	1 used - partial development	3(satisfactory). Opportunity to fix it!
Required level	2 used - complete mastery	4(good). The right to change!
Software level	3 used - partial development	4+ (close to excellent). The right to change!
Software level	4 used - complete mastery	5(excellent)
Maximum level	5 B. u. - approaching or reaching the maximum level	5+ or 5 and 5 (excellent)

Evaluation procedure

1. Any, especially successful, action is evaluated, and only the solution of a full-fledged problem is recorded with a mark.

2. The student and teacher, if possible, determine the assessment in dialogue (external assessment + self-assessment). The student has the right to challenge the assigned grade with reason.

3. For each learning task or group of tasks that demonstrate mastery of a separate skill, its own separate mark is given.

4. For each task of the test (control) work based on the results of the topic, marks are given to all students. The student cannot refuse to give this mark, but has the right to retake the test.

For problems solved during the study new topic, the mark is placed only at the request of the student.

5. The student’s grade is determined on a universal scale of three levels of success. The required level is the solution of a typical problem similar to those that have been solved many times already, where it was necessary to apply the formed teachings and acquired knowledge. The program level is the solution of a non-standard problem, where it was necessary to apply either knowledge on a new topic currently being studied, or old knowledge and skills, but in a new situation. The optional maximum level is the solution of a “super task” based on unstudied material, when either independently acquired knowledge or new, independently acquired skills were required.

6. The final mark is expressed in the characteristics of the level of capabilities demonstrated by the student at a given period of time. The final grade is an indicator of the level of educational achievements. It is calculated as the arithmetic mean of the current grades assigned with the consent of the student and the mandatory grades for tests and tests, taking into account their possible retake.

At the last stage of forming objective self-esteem of students, children are given the opportunity to independently determine their final grade and mark.

Composition of assessment tools

The main components are: development of students’ self-control and self-esteem skills, recording of control results, differentiation of assessments according to a special scale of success levels.

II . Spiritual and moral development

Goals of assessment activities

· Determine the success of implementing the tasks of spiritual and moral development of primary school students.

· Adjust the content and (or) conditions for implementing the program if low results are obtained.

· Give younger students the opportunity to monitor their own progress.

· Motivating students’ personal responsibility for their studies.

Description of the valuation object

Category "Knowledge": ability to reproduce facts. Supporting details, problems, concepts, ideas; ability to discover, define and explain basic concepts, topics, problems, ideas; understand the relationships between facts and details; appropriate use of facts and details.

Categories “Abilities” and “Skills”: ability to interpret, apply and evaluate information; the ability to find and use information to solve simple problems; ability to formulate a judgment.

Criteria for evaluation

Evaluation of moral criteria (4 - very bad, 3 - satisfactory, 2 - good, 1 - excellent): respect, interest in others, ability to listen to others. Persistence in work, sensitivity to the needs of others, fair judgment of others, interaction with others, ability to think before acting, honesty, willingness to help others, ability to admit one's mistakes.

6. Organization of a cumulative assessment system

Portfolio

Another component of the final grade is the cumulative grade. The optimal way to organize a cumulative assessment system is student portfolio , understood as a collection of a student's work and results that demonstrates his efforts, progress and

achievements in different areas. At the same time, portfolio materials must allow for independent external assessment, for example, when conducting certification of teachers.

A portfolio is not only a modern effective form of assessment, but also an effective means for solving a number of important pedagogical problems, allowing:

Maintain high academic motivation of schoolchildren;

Encourage their activity and independence, expand

training and self-study opportunities;

Develop the ability to learn - set goals, plan and organize your own learning activities.

The portfolio may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical education and health, labor activities, taking place both within the framework of everyday school practice and outside it. .

It is advisable to include the following materials in the portfolio of primary school students, which is used to assess the achievement of the planned results of primary general education.

1. Samples of children's works- formal and creative, completed during compulsory classes in all subjects studied, as well as during elective classes attended by students, implemented within the framework of the school’s educational program (both its general education component and the additional program

education).

A mandatory component of the portfolio is materials from initial diagnostics, intermediate and final standardized work in individual subjects. The rest of the work should be selected so that their totality demonstrates increasing success,

volume and depth of knowledge, achievement of higher levels of formed educational actions.

Examples of this type of work could be:

In the Russian language and literary reading, foreign languages - dictations and expositions, essays on a given topic, essays on an arbitrary topic, audio recordings of monologue and dialogic statements, “reader’s diaries”, illustrated “author’s” works of children, materials of their introspection and reflection, etc. P.;

In mathematics - mathematical dictations, formalized results of mini-research, recordings of solutions to educational-cognitive and educational-practical problems, mathematical models, audio recordings of oral answers (demonstrating the skills of oral calculation, reasoning, evidence, speeches, messages on mathematical topics), materials of self-analysis and reflections, etc.;

About the world around us - observation diaries,

formalized results of mini-research and mini-projects, interviews, audio recordings of oral responses, creative works, materials of self-analysis and reflection, etc.;

For subjects of the aesthetic cycle - audio recordings, photos and videos of examples of performing activities, illustrations for musical works, illustrations on a given topic, products of one’s own creativity, audio recordings of monologues and descriptions, materials of introspection and reflection, etc.;

By technology - photos and videos of products

performing activities, audio recordings of monologues and descriptions, products of one’s own creativity, materials of introspection and reflection, etc.;

In physical education - video images of examples of performing activities, diaries of observations and self-control, independently compiled schedules and daily routines, sets of physical exercises, materials of self-analysis and reflection, etc.

2. Systematized observation materials(evaluation sheets, materials and observation sheets, etc.) for the process of mastering universal educational activities led by teachers primary classes(acting both as a subject teacher and as class teacher), other subject teachers, school psychologist, organizer

educational work and other direct participants in the educational process.

3. Materials describing achievements students in extracurricular (school and extracurricular) and leisure activities.

Analysis, interpretation and evaluation of individual components

the portfolio and the portfolio as a whole are maintained from the standpoint of achieving the planned results, taking into account the main results of primary education established by the requirements of the standard.

The assessment of both individual components of the portfolio and the portfolio as a whole is carried out on a criteria-based basis, therefore the portfolio must be accompanied by special documents that describe the composition of the portfolio; the criteria on the basis of which individual works are assessed, and the contribution of each work to the cumulative grade of the graduate. The criteria for assessing individual components of the portfolio can fully comply with the recommended ones or can be adapted by the teacher in relation to the characteristics of the educational program and the population of children.

All components of the portfolio, due to the undeveloped tools, can only be assessed qualitatively.

When assessing them, it is advisable to be based on the features of the new assessment system described above and, above all, such a feature as a level approach to the construction of meters and presentation of results. According to this approach, the assessment of individual educational achievements is carried out by the “addition method”, in which the achievement of the reference level and its exceeding are recorded, which makes it possible to encourage the progress of students and build individual trajectories of movement taking into account the zone of proximal development.

Therefore, in current assessment activities and when assessing individual components of a portfolio, it is advisable to correlate the results demonstrated by the student with assessments like:

. “pass/fail” (“satisfactory/unsatisfactory”) - i.e., an assessment indicating the mastery of the reference system of knowledge and the correct implementation of educational actions within the range (circle) of given tasks built on the reference educational material;

. “good”, “excellent” - assessments indicating the assimilation of the supporting system of knowledge at the level of conscious voluntary mastery of educational actions, as well as the horizons and breadth (or selectivity) of interests.

This does not exclude the possibility of using traditional system marks on a 5-point scale, but requires clarification and rethinking of their content. In particular, achieving the reference level in this assessment system is interpreted as the child’s unconditional academic success, as his fulfillment of the requirements of the standard, and is correlated with a “satisfactory” (“pass”) rating.

Based on the results of the accumulated assessment, which is formed

Based on the portfolio materials, conclusions are drawn about:

1) the formation of universal and subject-specific methods of action, as well as a supporting system of knowledge, ensuring the possibility of continuing education in primary school;

2) the formation of the foundations of the ability to learn, i.e. the ability to self-organize in order to formulate and solve educational, cognitive and educational and practical problems;

3) individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, volitional and self-regulation.

4. Approximate portfolio structure can be represented by the following table

UUD	Portfolio sections
UUD	My portrait	My teaching assistants	My work materials	My achievements
Personal Meaning line “I myself”, “I feel”, “My attitude”	Self-portrait, “My Family”, “World of Hobbies” diagram, questionnaires	Table “You need to know this in order to...”, rules of conduct at school, laws of class life	Examples of tasks from textbooks and workbooks, table “What is good and what is bad?” (conclusions from one’s own life and literary events)	Products of creative activity, reflecting information from the diagram “The World of My Hobbies”, “My Most Important Actions at School and at Home”
Regulatory Meaning line “I can”, “I know how”, “I know different ways”	“What can I do?”, “What do I want to do and what can I learn?”	Reading plan, project work schedule, problem solving plan, reminder on what to do in stressful situations (if danger arises)	Independent work on subjects	The most best works
General education The meaning line "I'm learning"	“I go to school - that means I am a student”, “Tree of Problems”, “My favorite books”	Questions for working with different types of text	Texts, magazine clippings on a chosen topic, samples of independent work	Dictionary of new terms, best works, essays
Communication The meaning line “We are together”, “Ways of Communication”	"My friends"	Memo “Rules of Communication”, picture questionnaires	Examples of tasks from textbooks and workbooks	Products of joint creativity (with parents, classmates)

7. Final graduate assessment and its use

in the education system

The final grade of the graduate is formed on the basis of the accumulated grade in all academic subjects and grades for completing at least three final papers (in the Russian language, mathematics and complex work on an interdisciplinary basis).

At the same time, the accumulated assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of students’ educational achievements during the period of study. And grades for final papers characterize, at a minimum, the level of students’ assimilation of the core knowledge system in the Russian language and mathematics, as well as the level of mastery of meta-subject activities.

1 . The graduate has mastered the supporting system of knowledge and educational actions necessary to continue education at the next level, and is able to use them to solve simple educational, cognitive and educational and practical problems using the means of this subject.

2. The graduate has mastered the supporting system of knowledge necessary to continue education at the next level, at the level of conscious voluntary mastery of educational activities.

3. The graduate has not mastered the basic knowledge system and educational activities necessary to continue education at the next level.

The decision on successful completion of the primary education program and the transfer of the graduate to the next level of general education is made by the pedagogical council of the educational institution on the basis of the conclusions made about the achievement of the planned results of mastering the basic educational program of primary general education.

The decision of the pedagogical council on the transfer of a graduate is made simultaneously with the consideration and approval of the characteristics of a graduate of the primary school in which

The educational achievements and positive qualities of the graduate are noted;

Priority tasks and directions of personal development are determined, taking into account both achievements and psychological problems of the child’s development;

Psychological and pedagogical recommendations are given to ensure the successful implementation of the intended tasks at the next stage of training.

All conclusions and assessments included in the characteristics must be confirmed by portfolio materials and other objective indicators.

The educational institution informs the governing bodies in the form established by the regulations:

On the results of final work in the Russian language, mathematics and final complex work on an interdisciplinary basis;

Number of students who completed primary general education and transferred to the next level of education.

Evaluation of the performance of federal, regional and municipal systems education is carried out on the basis of monitoring the educational achievements of graduates, taking into account the operating conditions of educational systems.

If a single, centrally developed toolkit is used to carry out final work, the most appropriate form is regular monitoring of the results of three final works: in the Russian language, in mathematics and a final complex work on an interdisciplinary basis.

At the request of educational authorities, the results of final work in other primary school subjects may be included in the list of monitoring objects.

The assessment of the performance of educational institutions of primary education is carried out during their accreditation, as well as as part of the certification of education workers. It is carried out on the basis of the results of the final assessment of the achievement of planned results, taking into account

Results of monitoring studies at different levels (federal, regional, municipal);

Conditions for the implementation of the educational program of primary education;

Features of the student population.

The subject of assessment during these procedures is also

internal assessment activities of educational institutions and teachers, and in particular - tracking the dynamics of educational achievements of primary school graduates of a given educational institution.

8. MEASURING MATERIALS

FOR FINAL SCORE

At the same time, final testing is carried out within the framework of regulated procedures in two main subject areas (mathematics and Russian language) and two interdisciplinary programs (“Reading: working with information” and “Program for the formation of universal educational activities”).

internally) on an interdisciplinary basis.

measuring instruments. This procedure is called operationalization. During this procedure, each planned result is clarified with a focus on “attainability” and “measurability”, i.e. all skills and elements of knowledge that students must master in the learning process are indicated and which can be measured within the framework of the assessment procedures used at different levels of their development. Thus, in

In the process of operationalization, the content and criterial basis of the assessment are clarified.

It is advisable to introduce the following two levels of achieving the planned results: basic (or basic) and advanced (or functional).

Increased (functional) level achieving the planned results indicates the assimilation of the supporting knowledge system necessary for continuing education at the next level, at the level of conscious voluntary mastery of educational actions. Assessing the achievement of this level is carried out using tasks (tasks) in which there is no explicit indication of the method of implementation, and the student has to independently choose one of the studied methods or create a new method, combining the studied ones or transforming them.

As an example of operationalization, we give one of

planned results in mathematics: “Assess the correctness of the solution and the reality of the answer to the question of the problem.”

This planned result is divided into two (the skills that characterize the achievement of this planned result were clarified) and tasks at the basic and advanced levels were developed for each element. In this example, tasks are given only for the first element of the planned result.

Example

Planned result: evaluate the correctness of the solution and the reality of the answer to the question of the problem.

Skills

Check the correctness of the progress of solving the problem;

Analyze the answer to the problem from the point of view of its reality.

Examples of tasks

Skill: check the correctness of the problem solution.

Setting the baseline

Grandmother baked 30 pies. Each of the three brothers

I took 4 pies. How many pies are left? Choose the correct expression to solve the problem. Circle the answer number.

1) 30 - 4; 2) 30 - 4 x 3;

3) 30 - (3 + 4); 4) (30 - 4) x3.

Answer: 2) 30 - 4 x 3

Advanced quest

12 bags of rice and 4 bags of millet were brought to the store. How many kilograms of cereal were brought to the store if a bag of rice weighs 10 kg and a bag of millet weighs 15 kg?

What expression can be used to answer the question in the problem? Circle the answer number.

1) (12 + 4) x 10 x15; 2) 15 x 4+12 x 10;

3) 10 x 12+15x 4; 4) 15 x 12+10 x 4.

Answer: 3) 10 x 12 + 15 x 4

To assess the achievement of planned results, tasks of various types are used. Classification of tasks can be carried out on different grounds:

- according to the form of the answer: tasks with a closed answer (with a choice of one or more correct answers) or an open answer (with a short or detailed answer);

- according to the level of knowledge, skills or methods of action being tested: basic or advanced level tasks;

- according to the means used during the work: assignments for written work or oral conversation, practical assignments;

- according to the form of work: tasks for individual or group work.

In this case, it is proposed to evaluate the maturity of the skill

“check the correctness of the progress of solving the problem” multiple choice tasks. Such tasks have the ability not only to assess the student’s ability to give the correct answer, i.e., to demonstrate their knowledge and skills, but also to carry out diagnostics in case of an erroneous answer, i.e., to understand what mistake the student made. The use of professionally designed multiple-choice tasks, taking into account typical student errors, allows for effective feedback, i.e., based on the results obtained in the assessment process, decisions about individual assistance for individual students can be made.

– tasks with a limited detailed answer, p When completed, the student gives an answer to the question posed within the expected pattern, for example, explains a natural phenomenon, using the studied material, as well as

– composition(essay), during which the student expresses a creative expression in connection with the problem raised.

or the content of arguments taken by the student from his life

or books he has read.

Form for presenting evaluation criteria achieving the planned results may be different. It depends on what result is being assessed; how the summative assessment is carried out; what type of tasks is used in the final work; and also on the purpose for which these criteria are used. For example, to explain to teachers or parents how a given result is assessed, you can provide a sample answer and comments on it. And in the final test work, for the convenience of the examiners, it is advisable to briefly present the correct answers in the form of a table, and present the evaluation criteria in a separate document, supplementing them with special recommendations.

When using multiple-choice or short-answer tasks, most often the criterion for achievement is only the correct answer (for example, choosing or independently recording the answer in mathematics). However, this is not true for all tasks. In some cases, a conclusion about the achievement of the planned result can only be made if the child repeatedly applies the evaluated algorithm, rule, etc. to a number of homogeneous objects (as, for example, when assessing the development of the rules for writing unstressed vowels). In this case, the criteria must indicate how many times the child must correctly apply the algorithm or rule being assessed. Therefore, in tasks in the Russian language, as a rule, not one word is given, but a set of specially selected words or phrases. The planned result is considered achieved if the tested spelling or rule is used correctly in more than 65% of the presented cases.

Assessment criteria are always developed for tasks with a detailed answer. Two approaches can be distinguished for developing criteria: analytical, in which the student’s answer is divided into parts according to content or skills being tested and the assessment is determined in accordance with the number of elements in the student’s answer, and integral, in which the entire answer is assessed for completeness and correctness. Depending

Depending on the characteristics of the planned results, in some cases restrictions are given in the criteria, for example, a comment is given that recording explanations is optional.

inclusion of various forms and methods of assessment.

Development of tools for summative assessment includes the following steps:

– planning the final work;

– development of tasks;

– design of test work;

– preparation of instructions for carrying out work.

The decision to master or not master the educational material is made based on the results of completing tasks at the basic level. The criterion for mastering educational material is set depending on the type of tasks used, possible measurement errors, and the validity period of the standard.

Completion of advanced level tasks can be assessed with a different number of points depending on the completeness and correctness of the answer provided. The criterion for mastering educational material at an advanced level is also set depending on the type of tasks used, possible measurement errors, as well as the deadline for introducing the standard. The main basis for determining the criterion for achieving an advanced level is to establish a score at which the student can clearly demonstrate the ability to perform tasks at an advanced level.

For an advanced level, you can use the same criterion as for a basic level: 50-65% of the maximum score, but for completing tasks at an advanced level. However, this is only possible if the standard (planned results) is introduced and its mastery in the educational process is ensured.

It can be considered that a student has demonstrated the ability to apply knowledge to solve educational and practical problems of an increased level of complexity if he has scored at least the established minimum criterion for completing tasks at a basic level and at the same time has scored at least the established number of points for completing tasks at an advanced level.

difficulty level.

Mathematics

FEATURES OF THE FINAL ACHIEVEMENT ASSESSMENT

PLANNED RESULTS

Assessment of the achievement of planned results in mathematics by primary school graduates has a number of features that distinguish it both from traditional forms of current, thematic and final control, and from assessment of mathematical preparation in accordance with the 2004 standard.

The main difference is that only those knowledge and skills that fully meet the planned results are subject to assessment, that is, they are final upon completion of primary school. In this regard, the final test does not include as independent elements such knowledge and skills that are an integral part of complex knowledge and skills and, accordingly, are controlled either in the current and thematic test, or, indirectly, when testing complex skills in the final work.

The content of the final assessment of the achievement of planned results in mathematics is equally distributed between the main blocks of content, i.e., no special attention is paid to any of the blocks. This approach ensures complete coverage of the various sections of the course, the ability to identify topics that cause the greatest and least difficulty in mastering by junior schoolchildren, and also establish

typical mistakes of students and thereby identify existing methodological problems in organizing the study of material in various sections of the course.

Particular attention is paid to assessing the ability to consciously work with the task conditions. The tasks of the final work are formulated in the form of text problems that describe an educational or practical situation. The chosen form of tasks reflects the focus of the standard on the formation of generalized methods of action that allow students to successfully solve not only learning objectives, but also problems approximate

to real life situations.

According to the accepted approach to the final assessment of graduate training, failure by students to complete tasks of increased complexity is not an obstacle to moving to the next level of training.

The content of completed basic and advanced level tasks allows us to establish the student’s capabilities and prospects for his mathematical development.

EXAMPLES OF ASSIGNMENTS FOR FINAL ASSESSMENT

ACHIEVEMENT OF PLANNED RESULTS

Section "Numbers and quantities"

Planned result: read, write, compare, order numbers from zero to a million.

Skills, characterizing the achievement of this result:

Understand the meaning of the decimal composition of a number; explain the meaning

digits in positional notation of a number;

Characterize a number (even-odd, comparison with other numbers, positional notation, etc.);

Establish a sequence of numbers and quantities within

100 000;

Perform operations with numbers (increase/decrease a number by

several units or several times); increase and decrease

the value is several times.

Examples of tasks

Skill: characterize a number (even-odd, comparison with

other numbers, positional notation, etc.).

Exercise 1 basic level

From the numbers 284, 4621, 5372, choose and write down a number that contains two tens.

Answer: 4621 .

Advanced level task 2

Write down a three-digit number that ends in 5 and is less than 115.

Answer: 105.

Skill: set a sequence of numbers and values within 100,000.

Basic level task 3

Write the numbers 8903, 8309, 83009, 839 in descending order.

Answer: 83009, 8903, 8309, 839.

Advanced level task 4

Write down the quantities 5 t, 500 kg, 50 t, 50 kg, 500 g in ascending order of their values.

Answer: 500g, 50kg, 500kg, 5t, 50t

Section "Arithmetic Operations"

Planned result: perform written operations with multi-digit numbers (addition, subtraction, multiplication and division by single-digit, two-digit numbers within 10,000) using tables of addition and multiplication of numbers, algorithms for written arithmetic operations (including division with a remainder).

Skills characterizing the achievement of this result:

Understand the meaning of arithmetic operations (addition, subtraction,

multiplication, division);

Perform arithmetic operations using learned

algorithms (addition, subtraction, multiplication and division by single-digit, two-digit numbers within 10,000);

Understand the meaning of division with a remainder;

Calculate and check the result of an arithmetic operation.

Examples of tasks

Skill: understand the meaning of arithmetic operations (addition, subtraction, multiplication, division).

Basic level task 1

The organizers of the table tennis competition plan to buy 300 balls. Balls are sold in packs of 25 pieces each. How many packs should I buy? Circle the answer number.

1) 7500; 2) 325; 3) 275; 4) 12.

Answer: 3) 12.

Advanced level task 2

Participated in the Russian Language Olympiad

480 students. Participated in the Russian Language Olympiad

290 students less than in the Mathematics Olympiad

ke. How many students participated in the Math Olympiad?

tick?

Answer: 4) 770 students.

Skill: perform arithmetic using

studied algorithms (addition, subtraction, multiplication and division

to single-digit, double-digit numbers within 10,000).

Basic level task 3

Calculate: 2072: 37.

Answer: 4) 56.

Presentation - creation of Kim for level assessment of educational results. Mou Levashovskaya secondary school Nekrasovsky district Yaroslavl region Approximate completion time

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