Point rating system kki. Kazan Cooperative Institute (branch) of the Russian University of Cooperation (KKI)

Since the 2008-2009 academic year, our university has introduced a point-rating system for assessing and recording progress, which somewhat changed the usual ideas of students about studying. Surely everyone knows the saying: “Students live happily from session to session ...”, then in 2-3 days they learn the subject (with varying degrees of success), pass it and safely forget it. Not everyone, of course, learns this way, but no one will deny that such a practice exists. And one more thing: everyone knows very well that the traditional sessional exam is in many ways a lottery: you can prepare from time to time during the semester, get a “good” ticket on the exam and get “excellent”. Or, on the contrary, you can work all the semester, prepare, go to lectures, read textbooks, but you won’t be lucky on the exam. And if the teacher is in a bad mood on the day of the exam, then complaints about bias, bias, etc. are inevitable. And all because the usual traditional system almost does not take into account what is called the student's current academic work.

In the point-rating system, these shortcomings are compensated. For certain types of work performed by students throughout the semester, points are given, a certain number of points are awarded for an exam or a test, then all these points are summed up, and the final rating score for the subject is obtained. This score translates into the traditional grading system.

The final grade in the discipline, which is entered in the test-examination record, the record book and, already at the end of the training, in the diploma supplement, reflects not only the results of passing the exam or test, but also the results of academic work throughout the semester;

In order to objectively evaluate the results of the student's work, a system of control activities (control points) of various form and content (control points) is introduced into the educational process, each of which is evaluated by a certain number of points (as a rule, control points are colloquia, testing, etc., for successful completion which the student is not given grades, as before, but points are awarded);

The final control (test / exam) is part of the overall assessment, and the scores for it are part of the final rating, which is accumulated during the study of the discipline.

ATTENTION: an important condition for the point-rating system is the timely execution of the established types of work. If the control point in the discipline is missed for no good reason or is not passed the first time, then when it is retaken, even if the student answered well, some points are removed.

Thus, in the process of studying the discipline, points are accumulated, a rating is formed, which ultimately shows the student's progress.

The normative rating is the maximum possible amount of points that a student can score during the period of mastering the discipline. The normative rating of the discipline depends on the duration of the discipline and is 50 points if the discipline is studied in one semester, 100 points - if the discipline is studied in two semesters, 150 points - if the discipline is studied in three semesters, etc. Each type of control also has its own normative rating, for example, for current and intermediate control - 30% of the normative rating of the discipline, for final control (tests and exams) - 40%;

The passing rating is the minimum score that a student will be considered certified in the discipline. The passing rating for a discipline is more than 50% of the normative rating, for example, 25.1 points for a discipline with a normative rating of 50 points; 50.1 points - for a 100-point discipline; 75.1 points - for a 150-point discipline, etc. If a student scores less than a passing rating at the end of the training, the discipline is considered not mastered;

The threshold rating is the minimum actual rating of the semester control, by typing which the student is allowed to the final control. The threshold rating of the discipline is more than 50% of the normative rating of the semester control;

First, the objectivity of the assessment of student achievements in studies is increased. As already mentioned, objectivity - the main requirement for evaluation - is not implemented very well in the traditional system. In the points-rating system, the exam ceases to be the “last sentence”, because it will only add points to those scored during the semester.

Secondly, the point-rating system allows you to more accurately assess the quality of study. Everyone knows that the three of three are different, as the teachers say, “we write three, two in the mind.” And in the point-rating system, you can immediately see who is worth what. For example, such a case is possible: for all current and milestone control points, the highest scores were obtained, and for the exam (you never know) - the average. In this case, according to the total score, you can still get a score that allows you to put a well-deserved five in your grade book (according to the traditional rating scale).

Thirdly, this system removes the problem of "session stress", since if at the end of the course the student receives a significant amount of points, he can be exempted from passing the exam or credit.

And, finally, the quality of preparation for training sessions will definitely improve with the introduction of a point-rating system, which is important for occupying a worthy place in the labor market in the future.

current control;

Midterm control (colloquia, testing, term papers, etc.);

Final control (semester credit and/or exam).

The recommended amount of the rating is: for current control - 30% of the normative rating of the discipline, for foreign control - 30% of the normative rating of the discipline and for the final control - 40% of the normative rating of the discipline.

Current control is carried out during the semester for disciplines that have practical classes and/or seminars, laboratory work in accordance with the curriculum. It allows you to evaluate academic progress throughout the semester. Its forms can be different: an oral survey, solving situational problems, performing an essay on a given topic, etc.

Midterm control is usually carried out 2-3 times during the semester in accordance with the working curriculum of the discipline. Each of the milestone control events is a "micro-examination" on the material of one or more sections and is carried out in order to determine the degree of assimilation of the material of the relevant sections of the discipline. The type of boundary control is determined by the department. The most popular forms of boundary control are colloquia, tests, testing.

The final control is an exam and / or credit set by the curriculum. They are accepted, as a rule, in the traditional form.

R disc.= R current + R rub. + R total, where

How many points and for what is exhibited? The ratio of assessments by types of control measures within the framework of the study of a particular discipline is established by the department when developing a schedule for studying the discipline.

At the beginning of the semester, the teacher conducting classes in the discipline that students are starting to study should explain its rating structure, how many points can be obtained for a particular work or stage of control, bring to the attention of the study group information about the passing rating, terms, forms and maximum scores of control measures in the discipline, as well as the terms and conditions of their retakes in the current semester.

After the students complete the current control task or pass the milestone test, the teacher evaluates the work and enters this assessment into the rating sheet (it supplements the academic record, but does not replace it!). If the student's answer is unsatisfactory at the control point, he refuses to answer, or simply does not appear at the control event, 0 points are assigned to the rating sheet.

To be admitted to passing a test/exam in a discipline, the following conditions must be met:

The volume of classroom studies (including attendance at lectures) provided for by the curriculum must be completed.

In order to be admitted to the session, the actual semester rating for each discipline studied in the semester must be more than 50% of its normative semester rating. In this case, the student receives in the record book "completed" in the disciplines studied.

If the discipline rating gained in the semester is 50% or less than 50% of its normative semester rating, but more than 15% of the normative rating of semester control, the student can "gain" the missing number of points on retakes of control events. We remind you that during retakes, even with a brilliant answer, it is impossible to get the maximum score set for this control point, due to the fact that part of the points, as a rule, is withdrawn by the department (with the exception of missing classes due to a valid illness). Therefore, the development of educational material must be approached thoroughly in order to pass the control points the first time.

If a student scores a low rating in the semester (15% or less than 15% of the normative semester rating of the discipline) due to regular missed checkpoints or systematic poor progress, he is not allowed to retake the checkpoints, is considered not to have mastered the discipline and is expelled from the university.

And one more condition: a high rating of a student based on the results of control events does not release him from the obligation to attend lectures, seminars and practical classes, which, in case of omission, must be worked out in the usual way (not to be confused with retaking control events!).

After the credit/exam, points for it are entered into the rating and examination sheets and a certain amount is obtained, which is the final actual rating for the discipline. It is expressed in points (say, from 28 to 50). Unfortunately, in the transcripts and the Diploma Supplement it is necessary to set a score according to the traditional scale adopted in Russia: excellent-good-satisfactory-unsatisfactory. Therefore, after the points are entered into the rating list, the rating is recalculated into a rating according to the traditional scale in accordance with the scheme below:

(in % of the maximum score for the discipline)

85.1 - 100% Excellent

65.1 - 85% Good

50.1 - 65% Satisfactory

0% Unsatisfactory

The point-rating system for assessing progress is based on regular work throughout the semester and on the teacher's systematic monitoring of the level of students' educational achievements. This means the following - in order to have a good score, all tasks must be completed not only well, but also on time. In the schedule of control events, which students get acquainted with at the beginning of the semester, the dates for passing the control points are indicated. Remember: time is also one of the evaluation criteria!

The point-rating system allows you to objectively control all the educational activities of students, stimulates their cognitive activity and helps to plan study time. In addition, the point-rating system will help develop democracy, initiative and healthy rivalry in studies.

Deans at the end of each semester will compile and place on their stands and on the university website summary rating lists, so that everyone can see what position each student of the faculty takes. Maybe it doesn’t matter to someone, but being a leader and occupying the highest step in the ranking is always prestigious.

Are you ready to switch to a new format? After all, this is a system in which there is no traditional assessment of students on a five-point scale. Instead, in the process of studying, the student receives points for working at seminars, for attending, for taking notes, etc.

Everything you need to know about the point-rating system

Let's continue to get acquainted with the concepts that you will have to deal with when you become students.

Today I want to talk about BRS- point-rating system.
What is it? What is its essence? Which universities apply? What are the pros and cons of this system? You will find answers to these questions in this article.

In other words, this is a system in which there is no traditional assessment of students on a five-point scale.

Instead, in the process of studying, the student receives points for working at seminars, for attending, for taking notes, etc. (in the amount of no more than 40 points *). At the end of each semester, all points are added together and added to the points obtained by the student in the exam (maximum 60 points can be obtained) and after that they are converted into an assessment according to the following scheme *:
86 - 100 points - "5"
70 - 85 points - "4"
51 - 69 points - "3"
If, as a result, a student scores less than 51 points, then it is considered that he has not mastered the discipline.

*- this scheme, as well as dividing 100 points by “40 for a semester, 60 for an exam” may differ slightly depending on the university.

Which universities apply?

The point-rating system is used in such universities as the Higher School of Economics, RUDN University, Russian Economic University, Financial University, Moscow Federal Law Academy, Moscow State Pedagogical University, St. Petersburg State University of Economics, Ural Federal University, KFU, SFU, etc. Accurate information on whether the point-rating system is applied in the educational institution of your choice, you can always find it on the website of the university itself.

What are the pros and cons of this system?

Pros:

The objectivity of the assessment of student achievements in studies is increasing.
Objectivity, the main requirement for evaluation, is not implemented very well in the traditional system. In the points-rating system, the exam ceases to be the “last sentence”, because it will only add points to those scored during the semester. If, on the contrary, the student is nervous on the exam and does not write it so well, the grade will not be reduced so much due to the points scored during the semester.
Motivation for constant active work increases throughout the semester (although for some, this is probably a minus).
As you know, earlier many students were guided by the rule “from session to session, students live happily”, that is, they did almost nothing at all during the semester, and in a couple of days they crammed all the material and passed the exam successfully (or not so much). With BRS, it will be more difficult to do so.
At the end of each semester, an overall course rating is formed, which makes various university opportunities more accessible, for example, a trip for a semester or a year to study at a foreign university. It's simple, if you want to get cool opportunities - study well.
"Race" for points.
With a point-rating system of education, some students (especially in not very close-knit groups) experience a feeling of constant competition. Most often, this manifests itself when a teacher, for example, gives 2-3 topics for presentations or a report, and students themselves must distribute among themselves who will do them and who, accordingly, will receive points. And it happens that students who already have enough points do not allow such work to be done by those who need these points more, who have very few of them. It is in such situations that humanity and the ability to yield are manifested.
Sometimes not entirely clear distribution of points between different types of work.
Agree, it is strange to hear from a teacher that, for example, he puts the same number of points for answering a seminar and for writing an essay or abstract. After all, these two types of work spend completely different amounts of time. However, sometimes teachers come across who distribute points in a way that is not entirely clear and logical.
Subjectivity in the absence of clear criteria.

Minuses:

Although one of the goals of the BRS is to eliminate subjectivity in the assessment of students, all the same, if there are no clear criteria for how this or that type of work should be evaluated, the teacher sets them as he sees fit. Moreover, teachers often take into account students' scores only formally, putting an assessment at the end of the semester "by eye".

I, as a person who recently left the usual school system and began to study according to the point-rating system, I can say that it was much more difficult for me to write about the minuses of BRS than about the pros.

And this means that it’s a little easier to study, getting points, not grades. After all, you always know: it all depends on you, you can “freebie” a little during the semester, but then it will become more difficult on the exam, because you will know that you don’t have enough points to get the desired grade, and this adds excitement (I personally witnessed an unfortunate scene when classmates did not have enough 3-5 points to get four and they “flew off” the scholarship”). So in this system, everything is definitely in your hands!

Now, when you see on the website of the university you like the information that it uses a point-rating system, you will know a little more about it and will assume what awaits you!

Information on admission to training programs for the training of scientific and pedagogical personnel in graduate school for the 2018/2019 academic year

Admission information for the 2017/2018 academic year

List of specialties and areas of training

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Each person at certain moments of his life chooses his future life path. "Who to be?" - the question is not rhetorical. And the answer to the question “Where to study this?” becomes a major stumbling block for many.

In order not to make a mistake that will cost you lost time, and even a significant amount of money, when choosing a higher education institution, you need to pay attention not only to the presence of state accreditation and a license for educational activities, which goes without saying, but also to the following main points :

The best higher education institutions around the world are institutes and universities that have been confirming their reputation for a long time.
Russian University of Cooperation- one of the best economic universities in the country - was founded more than a hundred years ago, back in the days of the Russian Empire. Today, the university has more than 22 branches throughout Russia, where more than 50,000 students study.

The second criterion can be called the implementation of the system of continuous professional education by the university. It will follow from this that the state recognizes the existence of an established and constantly developing scientific school in a higher educational institution. The Russian University of Cooperation has created all the conditions for the implementation of continuous professional education: preparatory courses, secondary, primary vocational education, specialty, bachelor's, master's, second higher education, postgraduate and doctoral studies. Also, a distinctive feature of the university are permanent courses of additional education.

The next important point is the public recognition of the university, the system of its partnerships, especially with professional associations. They show the degree of recognition by society and professionals of the level of training of specialists. The partners of the Russian University of Cooperation are the Institute of Professional Accountants and Auditors of Russia, the Federation of Restaurateurs and Hoteliers, the Russian Guild of Bakers and Confectioners, the International Union of Lawyers.

Moreover, at the university you can join dual education programs and get an international certificate or diploma, for example, the Cambridge University CAMBRIDGE International IT Diploma, recognized in 160 countries around the world. In addition, the university provides a wide variety of programs for studying foreign languages and Russian as a foreign language.

The level of training of specialists within the walls of the Russian University of Cooperation is also confirmed by the fact that among our students there are scholarship holders of the President of the Russian Federation, university graduates hold senior positions in regional government structures and in large, including international, commercial organizations. This level of training is ensured not only by highly qualified teaching staff, but also by a modern material and technical base: comfortable lecture halls, computer and language laboratories with Internet access, an electronic reading room, well-equipped dormitories.

Choosing the Russian University of Cooperation, you choose confidence in your future!

About the university

The history of our educational institution dates back to August 1912. On these warm summer days, the Second All-Russian Cooperative Congress, held in Kyiv, decided to establish a cooperative institute.
The first step towards the creation of the institute was the opening at the Moscow People's University. A.L. Shanyavsky cooperative school. Well-known cooperative practitioners and outstanding scientists taught here - M.I. Tugan-Baranovsky, A.F. Fortunatov, A.V. Chayanov and others. Over the four years of its operation, the school has trained more than 1,000 specialists.
The cooperative school paved the way for the establishment of the cooperative institute. On September 30, 1918, the All-Russian Cooperative Institute was opened in Moscow - an educational and scientific center for all types of cooperation in the country. The first composition of the Academic Council of the young university was headed by S.N. Prokopovich, V.I. was elected dean. Anisimov.
Already in the first academic year, 66 people became students of the institute, and a year later their number doubled. Unfortunately, the university managed to make only one graduation of specialists.
Meanwhile, consumer cooperation organizations experienced an acute shortage of qualified personnel. Therefore, in 1930, the university was revived on the basis of the Faculty of Consumer Cooperatives of the Moscow Industrial and Economic Institute and in 1935 became known as the Moscow Institute of Soviet Cooperative Trade (MISKT). At first, he occupied small areas in Moscow in buildings on Novaya Basmannaya and Maroseyka, and soon Tsentrosoyuz built an entire institute complex on Volokolamskoye Highway, 21/25 at the expense of consumer cooperation. From 1941 to 1944 the institute was evacuated to Kazakhstan. In the early 1950s, MISCT was merged with the Moscow Institute of National Economy named after G.V. Plekhanov.
The second time, thanks to the efforts of the Central Union of the USSR, the university was restored in 1959. Since then, the Moscow Cooperative Institute has settled in the city of Mytishchi, Moscow Region. Its educational and material base has been recreated, a qualified teaching staff has been formed, which trains highly qualified specialists for consumer cooperation and other sectors of the economy.
In 1987, on the basis of a decree of the Council of Ministers of the USSR, the Moscow Cooperative Institute became an educational and scientific complex (UNK) of consumer cooperation, including a university, the All-Union Research Institute of Consumer Cooperation and the Institute for Advanced Studies. In 1991 UNK came under the jurisdiction of the Central Union of the Russian Federation.
In 1992, the status of the institute changed - it was reorganized into the Moscow University of Consumer Cooperatives; in 2000 - it was renamed into the educational institution "Moscow University of Consumer Cooperation", in 2004 - into the educational institution of higher professional education of the Central Union of the Russian Federation "Moscow University of Consumer Cooperation".
In 2006, by the Decree of the Board of the Central Union of the Russian Federation No. 1-P dated January 11, 2006, the University was transformed into an autonomous non-profit organization of higher professional education of the Central Union of the Russian Federation "Russian University of Cooperation".
The Russian University of Cooperation today is the main educational and scientific center of the system of cooperative education in Russia. Today it is the largest network university in Russia. More than 100 thousand students study in it and its 22 branches. Currently, branches of the Russian University of Cooperation successfully operate in the following cities of Russia: Arzamas, Bryansk, Vladimir, Volgograd, Ivanovo, Izhevsk, Kazan, Kaliningrad, Krasnodar, Murmansk, Michurinsk, Veliky Novgorod, Petropavlovsk-Kamchatsky, Saransk, Saratov, Smolensk, Syktyvkar , Ufa, Khabarovsk, Khimki, Moscow region, Cheboksary. In the structure of the University there are also educational institutions of secondary and primary vocational education.
In accordance with the ranking of the Ministry of Education and Science of the Russian Federation, the University has been among the top ten leading economic universities in Russia over the past five years.
The University has an effective system of continuous education, which includes pre-university education, primary, secondary and higher professional education, postgraduate and additional professional education - advanced training and retraining of specialists, postgraduate and doctoral studies, defense of candidate and doctoral dissertations.
For successful international activities and merits in the training of highly qualified specialists for the consumer cooperation system of the USSR in 1980, the Moscow Cooperative Institute of the Tsentrosoyuz was awarded the Order of Friendship of Peoples. Evidence of the international recognition of the University are the awards of the International Quality Convention: "International Golden Quality Mark" (2002, London) and "International Platinum Quality Mark" (2003, Paris).
During its 95 years of activity, the University has trained over 90,000 highly qualified specialists for the Russian economy, incl. consumer cooperation systems. The geography of the work activity of the University graduates is extensive and covers not only the regions of the Russian Federation, but also the countries of near and far abroad. During the period of its activity, the University has trained several thousand graduates from 72 countries of the world. They successfully work at enterprises and organizations in various sectors of the economy: industry, trade and public catering, procurement, foreign economic activity, in state authorities and administration, carry out pedagogical activities in educational institutions of primary, secondary and higher professional education.
The Russian University of Cooperation operates on the basis of the Civil Code of the Russian Federation, the Law "On Education", the Federal Law of the Russian Federation "On Higher and Postgraduate Professional Education", resolutions, orders and other regulations of the Ministry of Education of the Russian Federation, the Central Union of the Russian Federation, the Charter of the ANO VPO of the Central Union of the Russian Federation "Russian University of Cooperation ". The university is located on the street. V. Voloshina in the city of Mytishchi, Moscow Region.

The higher cooperative educational institution of the Republic of Tatarstan in 2007 celebrated its 20th anniversary. October 13, 1987 The Central Union of the USSR issued Decree No. 366, which indicated that it should be recognized as necessary to open a branch of the Moscow Cooperative Institute in Kazan on the basis of the Belgorod Cooperative Institute. This event has become one of the most important in the development of the higher cooperative school of the Republic of Tatarstan. Today the Kazan Cooperative Institute of the Russian University of Cooperation is a promising sectoral university of the republic. Training at the institute is carried out taking into account the fact that our graduates will be able to subsequently apply their knowledge in cooperative organizations, in the field of economic activity in our country or abroad. Today, a strong teaching staff has been formed at the Kazan Cooperative Institute. Professors, associate professors, doctors and candidates of sciences with a solid work experience in universities work at 5 departments. Each new decade in the history of the institute is different from the previous one. In the late 80s, we took the first steps, the first students appeared. In the difficult period of the turn of the 1980-90s, teachers and staff made every effort to ensure that the Kazan Cooperative Institute not only survived, but also became an institution with new prospects. The next decade was marked by important processes in the life of the cooperative school in Russia: in connection with the restructuring of the educational system, the institute became an integral part of the Russian University of Cooperation of the Central Union of the Russian Federation. The reform has made the learning process more modern, innovative, meeting the requirements of today's realities. Twenty years is the time of creative maturity of the staff of the Kazan Cooperative Institute. I am confident that our institute will increase its contribution to the implementation of the Concept for the Development of Consumer Cooperation in Russia, put forward by the Central Union of the Russian Federation.

The main purpose of the point-rating system is to determine the level of quality and success in mastering academic disciplines by a student through scores and ratings with the labor intensity of each discipline and the educational program as a whole, measured in credit units.

The point-rating system is based on the calculation of points "earned" by a student for all types of educational work (attendance at lectures, work at practical, seminar classes, laboratory, test work, etc.).

Point-rating system for assessing students' knowledge: essence, pros and cons

To date, the main task facing the country's universities is to improve the quality of education. One of the key areas in its solution is the need to move to new standards. In accordance with them, a clear ratio of the number of hours for independent and classroom work is established. This, in turn, required a revision and the creation of new forms of ensuring the quality control of education. One of the innovations was a point-rating system for assessing students' knowledge. Let's consider it in more detail.

The essence of the point-rating system is to determine the success and quality of mastering the discipline through certain indicators. The labor intensity of a particular subject and the entire program as a whole is measured in credit units. The rating is a certain numerical value, which is expressed in a multi-point system. It integrally characterizes the progress of students and their participation in research work within a particular discipline. The point-rating system is considered as the most important part of the quality control of the educational work of the Institute.

Plan in detail the educational process in a particular discipline and stimulate the constant activity of students.
Timely adjust the program in accordance with the results of control measures.
Objectively determine the final grades in the disciplines, taking into account systematic activities.
Provide gradation of indicators in comparison with traditional forms of control.

Implementation of the program in terms of practical, lecture, laboratory classes.
Performance of extracurricular and classroom written and other works.

The timing and number of control events, as well as the number of points allocated for each of them, are set by the lead teacher. The teacher responsible for the implementation of control must inform the students about the criteria for their certification at the first lesson.

The point-rating system involves the calculation of the results obtained by the student for all types of educational activities. In particular, attendance at lectures, writing test papers, performing typical calculations, etc. are taken into account. For example, the overall result at the Department of Chemistry can consist of the following indicators:

The point-rating system provides for the introduction of fines and rewards for students. Teachers inform about these additional elements at the first lesson. Penalties are provided for violations of the requirements for the preparation and execution of abstracts, untimely submitted standard calculations, laboratory work, etc. At the end of the course, the teacher can reward students by adding additional points to the number of points scored.

Transfer to academic marks

It is carried out on a special scale. It may include the following limits:

The total number of points also depends on the level of labor intensity of the discipline (on the size of the loan). The point-rating system can be represented in the following form:

Point-rating system: pros and cons

The positive aspects of this form of control are obvious. First of all, active presence at seminars, participation in conferences will not go unnoticed. For this activity, the student will be awarded points. In addition, research work will be taken into account. A student who scores a certain number of points can receive an automatic credit for the discipline. Attendance at the lectures themselves will also be taken into account. The disadvantages of the point-rating system are as follows:

The key place in the point-rating system is control. It provides for end-to-end certification in all disciplines within the curriculum. As a result, the student is assigned a rating score, which, in turn, depends on the degree of preparedness. The advantage of using this form of control is to ensure its information transparency and openness. This allows students to compare their results with those of their peers. Monitoring and evaluation of educational achievements acts as the most important element of the educational process. They must be carried out systematically throughout the semester and throughout the year. To do this, the ratings of students in the group and on the course in specific disciplines are formed, intra-semester and final indicators for a certain period are displayed.