Innovative Forms and Methods for Controlling Planned Results M.Pinskaya. Pinskaya M
Two approaches to using assessment Formative assessment formativ Assessment is used to obtain data on the current state to determine the next steps towards improvement Summative assessment summativ Assessment is used to determine the amount of material learned during the period covered
Signs of the maturity of the assessment system There are policy frameworks, funding, trained staff, clear institutional structures, transparency to society - environment Assessment is aligned with learning objectives, assessment is being reformed in parallel with the reform of other parts of the education system - system integration Standards ensure quality - tools + Emphasis on formative assessment / for improving learning: classroom assessment, the role of the teacher, innovative practices
What do you do most often in class? 2000% 2002% I copy from the blackboard I participate in discussions I listen to the teacher I write down the teacher's story I work in a group I think about my work I discuss my work I work on a computer I study what is connected with life
Forms of assessment The choice is determined by the stage of learning, general and special learning objectives, current learning objectives; the purpose of obtaining information: an integral assessment, including a portfolio, exhibitions, presentations, and a differentiated assessment of individual aspects of education; self-analysis and self-assessment of students.
Sources of information for evaluating students' work (homework, mini-projects and presentations, various texts, reports on observations and experiments, diaries, collected data sets, collections of information materials, as well as a variety of initiative creative work); individual and joint activities of students in the course of work; statistical data based on explicit indicators and or/descriptors and obtained in the course of targeted observations or mini-studies; test results (results of oral and written tests).
Basic principles of assessment Assessment is an ongoing process that is naturally integrated into educational practice. Evaluation can only be criterial. The main evaluation criteria are the expected results that correspond to the learning goals. The evaluation criteria and the algorithm for setting the mark are known in advance to both teachers and students. They can be developed together. The assessment system is built in such a way that students are included in the control and assessment activities, acquiring the skills and habits of self-assessment.
Formative assessment The process of finding and interpreting data that students and their teachers use to decide how far students have already progressed in their learning, where they need to go, and how best to do so. Assessment Reform Group (2002)
General Science Literacy Framework (Canada) The ideas and understandings that students develop are progressively expanded and restructured as their experience and capacity for conceptualization grows. Learning includes the process of establishing a connection between new understanding and previous knowledge, the process of adding new context and experience to current understanding.
Evaluation of the level of achievements B. Bloom's taxonomy Competence level Description of the level An example of measured learning outcomes 1. Knowledge Reproduces terms, ideas, procedures, theorems. When is the first day of spring? 2. Understanding Interprets knowledge, but does not see all the possibilities of transferring it to other similar situations. What is the summer solstice? 3. Application Applies abstract general principles to specific concrete situations. What would the seasons be like if the Earth's orbit took the form of a regular circle? 4. Analysis Identifies individual components in a complex idea and determines their internal relationships. Why are the seasons opposite to ours in the southern hemisphere? 5. Synthesis Constructs ideas from a variety of sources to form new integrated complexes that meet the given conditions If the longest day of the year is in June, why is the hottest time in the northern hemisphere in August? 6. Judgment Able to make a judgment based on predetermined or independently established criteria, which are confirmed by observations or understanding of the information received. What would be the most significant variables on which to predict seasonality on a newly discovered planet?
Criteria-based assessment in the humanities Gymnasium 45 Moscow Criterion A. Knowledge and understanding What is assessed With the help of what is assessed Knowledge and understanding of chronology. Description of historical and other events Knowledge and application of facts, terms and concepts. Tests, exams, written work, oral answers and presentations, projects, exhibitions
Criteria-based assessment in the humanities Gymnasium 45 Moscow Criterion B. Understanding and using the elements of scientific knowledge What is assessed With the help of what is assessed The ability to establish connections between events. Understanding events in connection with their historical epoch. Identification of causes and effects. Identification of the general, particular and differences in processes and phenomena. Understanding the dynamics of historical and other processes. Oral presentations, research projects, essays, extended writings
Criteria-based assessment in the humanities Gymnasium 45 Moscow Criterion D. Presentation and organization of information The skills used in Selecting the required material are assessed. Organize information in a logical sequence. Express ideas clearly and carefully. Clearly document sources. Get the job done right. Use different materials and technologies. Long-term projects
Data Handling Self-Assessment Completeness My data is detailed, complete, and thorough. My data is complete. My data is generally complete, but some values may be missing. My data is incomplete, some values are missing Organization My data is organized so that I can easily and quickly find the information I need. My data is organized so that I can find the information I need My data is organized, but sometimes it's hard for me to find what I need. My data is poorly organized. I have a very hard time finding the information I'm looking for Appearance My notes are neat, beautiful, and easy to read. My notes are neat and easy to read Parts of my notes are jumbled and sometimes difficult to read My notes are chaotic and difficult to read. Overall score
Self-diagnosis questionnaire How confident do you feel in the following situations? Very confident Confident Quite confident Unsure 1. I can calculate the area of a square and a rectangle 2. I can explain why two planes with the same area do not look the same. 3. I can calculate how many square meters of carpet are needed for a particular room.
Evaluation functions Evaluation is feedback. It gives the teacher information about what the students have learned and to what extent the set learning goals have been achieved. But the full power of assessment is realized only if it is used to give feedback to students.
Teaching Excellence (New York State Professional Standards and Practices Board for Teaching, October 2007) Competence in planning and preparation of lessons - high pace of work - focusing and switching students' attention - a variety of forms of presentation of material Competence in classroom management - maximum inclusion of all students - diversity forms of work and tasks - cooperation between the teacher and children Maximum compliance with the needs of students - maximum consideration of the individual needs of students - differentiation of tasks by complexity and volume - use of creative tasks Ensuring the activity and independence of students Independent work in groups and pairs - emotional involvement of students - building communication between students – individual work and feedback Using a variety of assessment methods – a variety of assessment tools – assessment to manage the learning process – peer, group and individual self-assessment “It is through changing the method of assessing educational results that one can and should begin to reform the school. … And it was necessary to start doing it “yesterday”. Every teacher, better - the school. It seems to me that there is no point in waiting for these changes to be initiated by the authorities.” A.A.Kasprzhak Assessment at the school level as a tool for managing student achievement
This time one of the modules of the course is devoted to formative assessment. The author of the course is Marina Alexandrovna Pinskaya (Ph.D. in Pedagogy, Leading Research Fellow at the Institute for the Development of Education, National Research University Higher School of Economics, Head of the project “Development of Assistance Programs for Schools with Poor Results,” National Research University Higher School of Economics).
Often we learn something new for ourselves through trial and error, sometimes not knowing that everything has a description and a name. It turned out that some of the forms of work that I have been using for a long time in my lessons are formative assessment techniques.
The system of formative assessment is built on the following foundations:
1) evaluation is ongoing process, naturally integrated into educational practice;
2) evaluation can only be criterial. The main evaluation criteria are the expected results corresponding to the learning goals;
3) evaluation criteria algorithm for marking known in advance both teachers and students and can be developed by them jointly;
4) the assessment system is built in such a way that students are involved in the control and assessment activities, acquiring the skills and habits of self-esteem.
Formative assessment occurs during and is part of learning. This is "assessment for learning".
The methods, techniques and techniques of formative assessment are universal and can be adapted to the needs of students in different grades.
At the beginning of the lesson, we find out the needs of the students in order to take them into account in the course of teaching. This may be a conversation with the children, during which the teacher observes and evaluates how the teaching is going on or the ZIM tables, the benefits of which I have already mentioned earlier.
During the lesson, the written work of the children is discussed and evaluated together with the children, i.e. work is analyzed. We have been doing this since grade 1 using a document camera.
This type of work is very motivating and stimulates children. When there is a friendly atmosphere in the classroom and the analysis of the work is carried out according to precise criteria known in advance to all, the children do not feel constrained and are not afraid that someone will suddenly find a mistake in them. Only those who do nothing do not make mistakes! is our motto.
Conducting an express survey or a survey on prepared questions allows you to immediately evaluate their knowledge together with the children, get instant feedback, which is the basis of formative assessment.
Involving children in reflection allows you to develop the skills of self-evaluation and mutual evaluation.
This type of work for us with children is also not new, but I discovered another tool for myself - “Questionnaire for self-diagnosis of working with a partner”. It is very simple (children immediately understood how to work with it), but allows you to solve many problems:
1. Work with the instruction. It is with her that work with this questionnaire begins.
2. Not only control by the teacher, but also checking their own knowledge by children.
3. Determination by students of the degree of their knowledge / ignorance and awareness of the need for additional work, repetition of the material.
4. Development of cooperation skills.
5. Ability to argue your point of view.
6. The ability to listen to the opinion of your partner.
7. Find and fix bugs.
Instruction
1. Work individually first! For each answer, mark with a check mark whether you think the given statement is true or false. Justify!
2. Explain your choice to your partner. Listen carefully when he explains his choice to you. If you find a mistake, fix it!
3. If you correct something in your answers, use a different color pencil so that the teacher can determine which of you may need help.
-- [ Page 1 ] --
M.A. Pinskaya
Formative assessment:
assessment in class
Tutorial
Moscow Logos 2010
Pinskaya M.A.
P32 Formative assessment: assessment in the classroom: textbook. allowance / M.A. Pinskaya. – M.: Logos, 2010. – 264 p.
ISBN 978-5-98704-569-5
The relationship between new educational strategies and systems for assessing educational achievements of students in general education schools is revealed. The features of intra-class evaluation of students' progress in the basic, senior, and also elementary school are considered. The prospects and ways of introducing formative in-class assessment into the educational process are analyzed.
Guidelines are given for the implementation of various types of practical tasks and independent work. Contains the syllabus for the course Formative Assessment: Classroom Assessment.
For students of higher educational institutions receiving education in the direction of "Management", the profile "Management in the field of education" and the specialization "Assessment of the quality of educational systems". It can be used in the educational process in a wide range of pedagogical areas and specialties, as well as in advanced training and retraining of teaching staff. It is of interest to teachers and methodologists of institutions of higher and secondary general and professional education involved in the development and use of new approaches to assessing the educational achievements of students.
UDC LBC 74. ISBN 978-5-98704-569-5 © Moscow Higher School of Social and Economic Sciences, © Pinskaya M.A., © Logos, contents Foreword by the project supervisor
section 1. new educational strategies and assessment system
Introduction
Topic 1.1. New educational strategies and assessment system. Place of assessment in the educational process
Topic 1.2. Intraclass assessment: main characteristics and functions. Assessment for learning..... Topic 1.3. Intraclass assessment and organization of the educational process. Assessment in the context of teaching improvement
section 2. in-class assessment in elementary and high schools
Introduction
Topic 2.1. Intraclass assessment in the context of knowledge-based learning goals. Concept maps......... Topic 2.2. Intraclass assessment in the context of skill-based learning goals. Performance assessments / performance assessments
Topic 2.3. Intraclass assessment techniques relevant to motivational goals.
Questionnaire: attitudes and attitudes
Topic 2.4. Intraclass assessment techniques focusing on reflection and self-assessment.
Weekly reports
Topic 2.5. Intraclass assessment techniques focusing on criteria-based assessment. Headings............ Topic 2.6. Portfolio as a way to most fully implement the main strategies for in-class assessment... Section 3. In-class assessment at different levels of schooling
Introduction
Topic 3.1. Intraclass assessment in elementary school... 4 Content Topic 3.2. Prospects and ways to introduce the system of formative (intraclass) assessment into practice .... section 4. Guidelines for the implementation of various types of practical tasks and independent work planned in the process of studying the course
Glossary of terms
Reader for the educational and methodological complex "Formative assessment: assessment in the classroom" .......... 1. New educational strategies and assessment system
A. Pinsky. An old educational paradigm... T.G. Novikova, M.A. Pinskaya, A.S. Prutchenkov.
Portfolio in a foreign school
Yu.V. Romanov. Assessment system: experience of understanding and use
2. Intraclass assessment in elementary and high school
Yu.V. Romanov. Criteria-based assessment at gymnasium No. 45 in Moscow
Yu.V. Romanov. Evaluation criteria for humanities subjects (history, geography, civics, Moscow studies) for the MYP program.................. T.G. Novikova, M.A. Pinskaya, A.S. Prutchenkov.
Portfolio in a specialized school
VK. Zagvozkin. Portfolio in the educational process... N.P. Tryapitsyna, T.V. Rodionov. Evaluation of individual creative results of students
3. Intraclass assessment at different levels of schooling
P. Mortimore. The Path to Improvement: Reflections on School Effectiveness
Report of the Assessment Reform Group
D. William. Working inside the black box:
assessment for classroom learning..... Syllabus for Formative Assessment: Assessment in the Classroom
In October 2008, the Government of the Russian Federation and the International Bank for Reconstruction and Development agreed on cooperation in the field of education - they adopted the program "Promoting Education for Development"
(“Russia Education Aid for Development”, or READ).
The goal of this program is to improve the quality of education and improve learning outcomes in low-income countries. With the launch of the program, whose slogan is "When children learn, nations prosper", Russia became one of the donors in the field of education.
As part of the Assistance to Education for Development program, several large-scale initiatives are being implemented to improve the quality of education.
One of them is to promote the formation in our country and in the world of a corps of international experts in the field of education. The program prioritizes activities in the field of student assessment, which is seen as a necessary condition for improving the quality of education. These assessments are the basis for making managerial decisions in the field of educational policy and teaching practice.
One of the initiatives of the program implemented within the framework of the program is the training of specialists in the problems of educational assessment, management based on the data obtained as a result of assessment and educational policy.
The Moscow Higher School of Social and Economic Sciences is the organization that was entrusted with the development of the master's program "Quality Assessment of Educational Systems". This master's program is a specialization of the program "Management in Education" successfully implemented for ten years now.
Thus, the Moscow Higher School of Social and Economic Sciences continued and expanded its activities in the field of training highly qualified managers, experts and analysts who are able to lead and implement a wide range of projects and programs in the field of education management, educational policy, education quality assurance.
The activities of the Moscow Higher School of Social and Economic Sciences and its Faculty of Educational Management (until 2007 - the Center for the Study of Educational Policy, or CIOP) are well known to educators in Russia and the CIS countries. We work closely with the Faculty of Education of the University of Manchester (UK), graduates of the specialization "Evaluation of the quality of educational systems" of the master's program "Management in Education" receive two master's degrees upon graduation: Russian from the Moscow Higher School of Social and Economic Sciences and British from the University of Manchester . Our graduates, thus, become specialists of international level.
In developing the concept of the master's program, its curriculum, the programs of its individual disciplines, we proceeded from the fact that the development of education in Russia and abroad in the current situation is possible only on the basis of serious research based on accurate assessments of the real state of the education system, its management and educational policy. Such assessments should become the foundation for the development of the system, its constant updating. Only in this way can Russian education be incorporated into the global educational space, only in this way can it become competitive in the market of educational services. In the meantime, his priorities are significant, but different from the trends characteristic of countries with developed economies. To overcome these discrepancies, it is necessary, in particular, to train specialists in the field of education who are well aware of both domestic specifics and the basic provisions of measurement theory, and current trends in the development of social systems, and the most promising systems for assessing and ensuring the quality of education.
Training specialists of this level is an ambitious task. But we are confident that only its solution will allow us to count on a meaningful combination of the achievements of the domestic education system and new approaches characteristic of countries with developed economies.
In the process of preparing the program, a series of manuals for the main courses was developed. We present to the readers these textbooks, which, it seems to us, are of interest not only to students of the Moscow Higher School of Social and Economic Sciences, but also to teachers of the system of training and retraining of educators.
In our opinion, they can provide valuable materials for the discussions of leaders, teachers and methodologists of educational institutions of different levels and types. In fact, we present a series of publications on the most pressing problems of the development of education at the present stage.
We are grateful to the staff of the World Bank A. Markov, I. Frumin, T. Shmis for their constant readiness for dialogue, prompt assistance and support in the implementation of the project.
We appreciate the efforts of our partners at the University of Manchester, especially Chris Chapman, for their openness, goodwill, help in developing the program and support.
And of course, we must express our gratitude to the international experts G. Kovaleva (Russia), T. Orji, R. Tabberer (Great Britain), experts from the CIS countries and regions of Russia I. Valkova (Kyrgyzstan), M. Golubeva (Latvia), L Grinevich (Ukraine), E. Kogan, V. Prudnikova, S. Eremin, I. Fishman (Samara), S. Bochenkov (Chuvashia), D. Pruidze (Krasnodar Territory) for informative criticism and valuable recommendations that we received from them in the course of work on the implementation of the program.
STRATEGIES AND ASSESSMENT SYSTEM Declared by J. Dewey and implemented in various innovative forms - from the New School of the first decades of the last century (Montessori, Steiner, Frenet) to today's school of self-determination, the school-park, the Waldorf school - the Copernican revolution in pedagogy has not yet been completed . The pedagogical consciousness has already adopted new educational values, placing an active and self-organizing student at the center of the educational process, offering the teacher to take the position of a facilitator, tutor, mediator or employee in his educational activities. These transformations were rooted and comprehended so much that the language (unfortunately, not yet Russian) fixed them, dividing “learning” into “teaching” of the teacher and “teaching” of the student, who was given unconditional priority. The leading vectors of the educational strategy were education throughout life, initiated by the one who learns; variability and individualization of training, which provide its needs and opportunities; competence-based approach, closely related to the active nature of learning. The new educational strategy is most fully expressed by the slogan formulated by the English education system: “Take control of your learning into your own hands”1.
"The new face of the teacher: researcher, educator, consultant, project manager" - this is already a quote from the domestic report "Model for an innovative economy: Russian education - 2020", prepared by A. Volkov, Ya. Kuzminov, I. Remorenko, I. Frumin, L. Jacobson.
topic 1.1. new educational strategies and assessment system. Place of assessment Definition of the main vectors of development of modern education. The direction of actual changes in the system of evaluation of learning outcomes. Criticism of the scoring system traditional for the national school.
We will not be mistaken if we say that the most discussed issue in the educational community today is the quality of education: how to understand it, how to improve it and how to evaluate it. By U.S. Department of Labor. What work requires of schools. A SCANS report for America 2000. Washington, DC: The Secretary's Commission on Achieving Necessary Skills, DOL, 1991. 60 p.
Topic 1.1. New educational strategies and grading system... a lot has already been said about the first two positions. It is unlikely that we will introduce something new, so we will just focus on what is important to us.
P. Mortimore, a well-known English teacher and scientist, one of the founders of the “school efficiency” movement, believed that a qualitative leap is possible if the school sets a new educational goal. Such a goal, he says, is “a self-aware, intrinsically motivated, quick-thinking, problem-solving and risk-averse individual, acting in concert with others… well-armed with knowledge, tolerant and socially oriented.”
Today, this goal is becoming more and more popular, widely declared and, perhaps, even understandable, but still does not determine the educational strategy of the national school. Although two main vectors of such a strategy are associated with it: practical orientation, i.e. adequacy to the requirements of social life, professional and domestic spheres, and personal orientation - adequacy to the capabilities, characteristics and interests of the child.
These two interrelated and complementary landmarks are by no means the achievement of our time and the new pedagogical values generated by it. On the contrary, they were declared a very long time ago and existed in parallel with the real educational school practice. But for some reason, they still have not found a full implementation in it. Why this is so cannot be answered unambiguously. It is worth dwelling on this in a little more detail.
Even if we talk only about the literary and pedagogical tradition, it is quite clear that these strategic educational goals (which largely determine the understanding of the quality of education) were outlined not only by L. Tolstoy, J.-J. Rousseau or I.V. Goethe, but already at the turn of the New Age M. Montaigne.
In his letter "On the upbringing of children", he built a clear pedagogical strategy, which could be called child-centered and focused on the practical, life application of the acquired knowledge.
M. Montaigne wanted "that the educator ... should give up the usual reception and that from the very beginning, in accordance with the spiritual 12 Section 1. New educational strategies and the system for assessing the inclinations of the child entrusted to him, give him the opportunity to freely manifest these inclinations, offering him to taste the taste of various things, choose between them and distinguish them independently, sometimes showing him the way, sometimes, on the contrary, allowing him to find the way himself.
According to Montaigne, the teacher should abandon the usual monologue and give the floor to his student. How effective the training turned out to be, he will be able to judge "not by the testimony of the memory of his pet, but by his life." It is important that the student learns not so much to answer the lessons as to put them into practice, "to repeat in their actions."
And here you can clearly see two lines. One of them leads directly to the project approach that has become mainstream, founded by J. Dewey, who I would like to call like-minded M. Montaigne. Because learning for him is, first of all, an active process, based not on the introduction of knowledge from outside, but on their organic assimilation by a learning child, coming from within. Its task is to promote life and help the student learn to adapt to people and work. And for this, learning "by doing" is necessary. Such training in which the student, meeting with real life situations of a problematic nature, could determine the essence of the problem and independently find a way to solve it.
Another line of development of the pedagogical concept of M. Montaigne leads us to the modern tutor movement, pedagogy of cooperation, Waldorf and Montessorian schools, the school of self-determination, which, more or less, unequivocally define the role of the teacher as a facilitator and employee, organizing conditions for an active and initiative subject. learning is a child.
It should also be noted that the described humanistic path of development of pedagogy received strong support in the form of a parallel process in psychological science and psychotherapeutic practice that unfolded in the second half of the 20th century.
Thanks to this, one of the founders of humanistic psychology and a remarkable psychotherapist K. Rogers formulated a number of ideas in the field of education related to his role in the development of personality. The meaning of teaching, according to Rogers, is not in the assimilation of knowledge, but in changing the internal sensory-cognitive Theme 1.1. New educational strategies and an assessment system ... of the student's experience, connected with his whole personality. Education, like psychotherapy, is built on the basis of "helping relationships". The teacher, as a psychologist and psychotherapist, fades into the background and takes an emphatically non-directive position.
Moreover, Rogers defines it with the same term that we have already encountered - “facilitator”.
So, today we can say that a new educational concept is ready for the school, based on placing the student's personality at the center of the educational process and at the same time filling this process with action and live practice. For all its modernity and relevance to the life and activities of the educational community, it was clearly not born yesterday, we found its roots in very deep cultural and archaeological layers. But, despite such an obvious maturity of this concept, the unity of thoughts of its bearers and the continuity of their impulse, realized in spite of their cultural and historical separation, it is clear that it enters the practice of the national school with great difficulty. There are many reasons for this, but one of them, in our opinion, is the discrepancy between new educational goals and a new understanding of the quality of education, as well as new educational forms and means that can provide this quality, and the traditional assessment system.
Here we come to the third part of the question posed at the beginning. Education centered on the student, creating for him the possibility of freedom and initiative through the implementation of project, research, creative forms of educational work, involving his partnership and cooperation with the teacher, i.e. such training (or teaching), in which the student becomes its subject, rests against the traditional system of assessment.
For her, the student is still the object of control and evaluation, and the teacher is their dominant and absolutely self-sufficient authority. That is, the old form of assessment runs counter to the new practice of teaching and learning and does not accommodate their changed content. Furs have become dilapidated.
And this has been understood for a long time. L. Tolstoy spoke about the need to abandon mark-based assessment, non-marking assessment was accepted in the Waldorf school, the search for new ways to present and evaluate learning results was carried out at the school of P.P. Blonsky.
14 Section 1. New Educational Strategies and Assessment System This search has been going on for decades and has led to the emergence of such interesting and effective approaches to assessment as reflective qualitative self-assessment introduced by Sh.A. Amonashvili, criteria-based assessment adopted in international baccalaureate schools and a number of other educational institutions, various methods of gradeless assessment in elementary school developed by pedagogical psychologists, as well as the development of students' evaluative independence in the process of developmental education. Today, this search is actively continued within the framework of the experiment on the teenage school, conducted by the International Association for Developmental Education. The authors of the concept of the teenage school believe that the organization of control and evaluation in the teenage school should adhere to the line of non-traditional assessment, assessing students based on the results of their own progress, and increasing the role of self-esteem. The transition of the teacher to the "tutor's position in relation to the student" becomes inevitable. The transformation of the assessment system at the middle and high school levels seems logical and justified, since it is based on the age characteristics of adolescent students, such as the ability to reflect and self-determine, the need to recognize one's uniqueness, close attention to one's rights and obligations.
Looking at this, we can say that today there is a certain shift in the approach to assessing learning outcomes. The emphasis is shifted from external assessment to self-assessment, the participation of the student not only in obtaining the result, but also in its analysis.
Let's take a look at one example. Yu.V. Romanov. His main positions can be summarized as follows3. Evaluation is always subjective, but given the current state of affairs in most of our schools, its subjectivity has been squared. Such a mark is an instrument of the teacher's absolute power, reinforcing and reproducing an authoritarian approach to education, according to which the teacher is an indisputable authority, a bearer of truth, which, of course, is far from always true. Special http://schools.techno.ru/ms45/win/history/krit8-9.html Topic 1.1. New educational strategies and an assessment system... but this problem is acute for subjects built on the description, presentation and argumentation of one's (or someone else's) opinion, where there is no way to reduce assessment to counting correctly and incorrectly solved examples. There is no doubt that the five-point rating scale, as, indeed, any purely normative assessment, is a clumsy tool that lacks accuracy. But the assessment system can be improved by making it multifunctional.
Yu.V. Romanov proposes a new approach to the definition of effective assessment, highlighting the following requirements.
The assessment system should make it possible to determine how successfully this or that educational material has been mastered, this or that practical skill has been formed, i.e., in other words, the ability to compare the level achieved by the student with a certain minimum requirements laid down in this or that training course. At the same time, it seems appropriate to take the mandatory minimum as a starting point, since only it can be more or less clearly defined.
The assessment system should record both changes in the general level of preparedness of each student and the dynamics of his success in various areas of cognitive activity (assimilation and processing of information, creative presentation of his thoughts and images, etc.), which allows you to get a more vivid picture of successes and failures students on their way to education. At the same time, it is desirable that the fixation of this information be standardized and not require a lot of time from the teacher, i.e. was not verbal. Otherwise, the time spent on its implementation runs the risk of exceeding all reasonably acceptable limits, which in practice will most likely mean selective tracking of such information in relation to only selected students.
Already in the mechanism of setting marks, it should be possible to adequately interpret the information contained in them, for which the grading system must be completely transparent in terms of how current and final marks are set, as well as the goals for which these marks are set. Otherwise, punitive-encouragement comes to the fore instead of informative-diagnostic.
The assessment system should include a mechanism that encourages and develops student self-assessment of his achievements, as well as reflection on what is happening to him during the educational process. At the same time, the student performing self-assessment should be able to compare the results to which he came with the assessment of the teacher. Actually, the full transparency of the assessment system is already a factor pushing for self-assessment, but this, of course, is only one of the conditions.
The assessment system should provide for and ensure constant contact between the teacher, student, parents, class teacher, as well as the administration and teaching staff of the school. Without such a connection, a systematic approach to the formation of the educational process, and hence ensuring its integrity, is hardly possible.
Continuing the theme of a unified educational space for the student, it is necessary to point out that the assessment system should be unified in relation to a particular school class.
In other words, it is impossible for the effective existence of assessment systems based on different principles in different lessons. Differences of a fundamental nature in the assessment system are possible only between the age groups of students, but not between groups of subjects.
The assessment system should be built in such a way as to treat the psyche of students as carefully as possible, to avoid traumatic situations. It seems that the main way to achieve this is to introduce into the minds of all participants in the educational process an attitude towards the assessment system as a tool necessary for successful education, for feedback and nothing more. These provisions should form the skeleton of the assessment system, set the general framework for its functioning and at the same time serve as criteria for the success and usefulness of each specific educational system, one of the main subsystems of which is the assessment system. In addition to the above, one should mention, of course, also its compliance with the requirements approved by the state, but, since Topic 1.1. New educational strategies and an assessment system... only the order of the final certification is rigidly standardized, this circumstance can be taken out of the brackets.
It is easy to see that the consistent application of these requirements transforms the functional significance of the assessment system, transferring and repeatedly strengthening the emphasis on the information and diagnostic function, seriously changing the content of the normative function and striving, if not to completely get rid of the punitive and encouraging function, then, in any case, to completely change its mechanism of action.
Next, we will take a closer look at the assessment tools that have appeared in school practice over the past 15–20 years that correspond to these tasks, provide an active and responsible role for the students themselves and ensure constant monitoring of their individual achievements.
1. What vectors of development of modern education can be traced on the basis of the analysis given in the article by A. Pinsky "The Old Paradigm"4?
2. In what direction should the change in the system of assessing learning outcomes go? Formulate, please, the main positions.
3. Do you agree with the point of view of the authors of the article “The Place of the Portfolio in Modern Education”5, who emphasize “the discrepancy between new educational goals ... new educational forms and means ... and the traditional assessment system”? Please state your position.
4. Do you agree with the criticism of the scoring system, traditional for the domestic school, given in the article by Yu.V. Romanova6? Could you add to the list of requirements for the assessment system presented by the author?
Pinsky A. New school: Fundamentals of a comprehensive project for updating the school economy, school management and the content of general education. M., 2002.
Novikova T.G., Pinskaya M.A., Prutchenkov A.S. Portfolio in a foreign school. Head teacher. 2008. No. 7.
Romanov Yu.V. Evaluation system: experience of comprehension and use.
http://schools.techno.ru/ms45/win/history/krit8-9.html 18 Section 1. New educational strategies and assessment system Topic 1.2. intraclass assessment: main characteristics and functions. assessment for learning Key characteristics of assessment for learning. Fundamental differences between intra-class assessment and the traditional scoring system. Definition of in-class assessment.
the process of finding and interpreting data that students and their teachers use to decide how to consider the key characteristics of assessment for learning. Assessment for learning:
built into the process of teaching and learning and is an essential part of them;
involves discussion and general recognition of learning objectives by teachers and students;
aims to help students understand the learning standards they need to achieve;
Involves students in self-assessment or peer assessment;
Provides feedback that helps students understand what next steps in the learning they have to do;
Topic 1.2. In-class assessment: main features.... · builds confidence that every student can improve;
· involves both teachers and students in the process of reviewing and reflecting on assessment data.
In the 1990s, education reformers were looking for answers to two basic questions: how well children learn and how effectively teachers work. Observation and analysis of the learning process and in-class assessment allow students to learn more successfully and teachers to teach more effectively. Observing the processes taking place in the classroom allows teachers to more closely and subtly monitor how learning flows from day to day. Teachers thus have the opportunity to make the classroom a laboratory in which they explore how learning occurs, come to understand this process, and influence it more effectively through their own teaching. In-class assessment as a core component of such research involves students and teachers in continuous observation of how learning occurs.
This provides educators with feedback that gives them information about how effective they are as teachers and shows children how much they are progressing as students. In this case, teachers, driven by the desire to get answers to important questions of teaching and learning, organize in-class assessment themselves, independently conduct it and analyze the data obtained. And then the opportunity to apply the results obtained to their own teaching practice for them increases significantly.
By observing students as they learn, gathering information based on feedback, and carefully experimenting during the learning process, teachers can learn a lot about how students perceive material and how they respond to certain teaching methods. In-class assessment helps every teacher get information about how much and how well their students are learning. Based on the feedback received, teachers can reorient teaching so that children learn more actively and effectively.
20 Section 1: New Educational Strategies and Assessment Teachers who assume that students have learned what they were trying to teach them by taking tests and tests are often disappointed to find that this is not the case at all. Alas, children do not learn as much and as well as teachers expect them to. There is a huge gap, often a chasm, between what was taught and what students learned.
Usually, when educators eventually notice this, it is too late to fix the problem. Therefore, intra-class assessment is necessary in order to diagnose how the learning process is going at the initial and intermediate, and not just the final stage, and, if the data is unsatisfactory, to make the necessary changes based on the information received.
Thus, using in-class assessment techniques, teachers develop their own abilities and skills: firstly, the ability to understand how a student learns and how to teach him better, and secondly, the ability to help his students develop self-assessment, self-determination and self-organization.
This makes both the work of the teacher and the educational work of students more effective. That is, the central point in assessment is to help both teachers and students in improving the quality of learning activities (learning). This is what lies behind the definition of in-class assessment as assessment for learning.
How does this type of assessment differ from the traditional assessment by a teacher of his students, which constantly takes place in the classroom and, in any case, is a common place in the national school? Let us give the characteristics of intra-class evaluation that are fundamental for this distinction.
Intraclass assessment:
· Centered on the student.
In-class assessment focuses teacher and student more on monitoring and improving learning rather than teaching. It provides the teacher and student with the information they need to base their decisions on how to improve and develop the teaching.
· Guided by the teacher.
Intraclass assessment implies autonomy, academic freedom and high professionalism of the teacher, topic 1.2. Intraclass assessment: main characteristics .... how much he decides what to evaluate, how, how to respond to information received as a result of assessment. However, the teacher is not required to discuss assessment results with anyone other than their own class.
· Versatile and effective.
Since assessment is learning-focused, it requires the active participation of students. Through participatory assessment, students delve deeper into the material and develop self-assessment skills. In addition, their learning motivation grows as children see the interest of teachers who are committed to helping them become successful in their studies. Teachers also work in a more concentrated manner, as they constantly ask themselves, “What is the most essential knowledge and skill I seek to teach my students? How can I find out if they have learned it? How can I help them learn better?”. If the teacher, answering these questions, works in close contact with the students, he improves his teaching skills and comes to a new understanding of his activities.
· Shaping the learning process.
The purpose of in-class assessment is to improve learning, not to provide a basis for grades. It is almost never scoring and is often anonymous.
· Defined by context.
This assessment should be tailored to the specific characteristics and needs of the teacher, students, and disciplines being studied.
What works well in one class may not necessarily work well in another.
· Continuously.
In-class assessment is an ongoing process that kicks off the feedback mechanism and keeps it running at all times. Using a wide range of simple techniques that can be learned quickly and easily, the teacher receives feedback from the students on how they are learning. Teachers support this mechanism by providing feedback to students on assessment results and opportunities to improve their learning. In order to check how useful these suggestions were, teachers again trigger the feedback mechanism by conducting a new assessment. If this approach is integrated into the daily learning that takes place in the classroom, the communication mechanism linking teacher to student and learning to teaching becomes more efficient and effective.
Intraclass assessment seeks to build on the basis of the existing rather successful and highly professional practice, including a feedback mechanism that informs the teacher about how students learn, the practice is even more systematic, mobile and effective. The teacher actively asks students questions, answers those questions that arise in them, observes their behavior, facial expressions, reads homework, checks tests, etc. In-class assessment provides an opportunity to naturally integrate assessment into traditional teaching and learning processes in the classroom.
Here one wants to ask the question: “Doesn’t the same thing always happen?” The teacher in the process of teaching always somehow perceives the questions of students, their comments, behavioral reactions, facial expressions and answers them. But the bottom line is that it does it mostly automatically. This automatic collection and processing of information is an unconscious internal process. The teacher seriously depends on his perceptions, impressions, experiences of how his students learn, he draws important conclusions on this basis, but almost never brings the process of such evaluation outside. He does not seek confirmation of his impressions, does not compare them with how the students themselves perceive the process of their own learning. In the course of teaching, teachers accumulate a lot of information about the learning process, but most of their conclusions and assumptions remain unverified.
Even when teachers collect a wealth of information about how children learn in traditional ways—through questions, quizzes, homework, and exams—it turns out that this potentially useful information arrives too late. It no longer has a perspective for students - it cannot effectively influence their studies. In practice, it is very difficult to "reprogram" students who are used to thinking of what they wrote in tests and for which they received marks as about the material that they "passed" and "passed". Therefore, the most effective time to evaluate Topic 1.2. In-class assessment: key features....and feedback - this is the period before the start of tests and exams. The purpose of in-class assessment is to create just such early feedback.
Intraclass assessment is based on the following principles:
• the quality of teaching is directly, although not exclusively, related to the quality of teaching;
Therefore, one of the most direct ways to improve learning is to improve teaching;
In order to improve teaching, the teacher must first of all explicate his goals and objectives, and then establish feedback that provides him with information about the extent to which these goals and objectives are realized;
In order to improve teaching, students need to receive appropriate feedback on time and in its entirety, as well as learn to independently evaluate how they learn;
· the form of assessment most conducive to the improvement of learning and teaching is assessment, which is carried out not by external experts, but by the teachers themselves in order to answer the questions posed by them in connection with the tasks and problems that arise in the course of teaching;
· systematic participation in intellectual search is a powerful source of motivation, growth and renewal for the teaching staff. Intraclass assessment can support this search;
Intraclass assessment does not require specialized training. It can be conducted by a qualified teacher of any subject.
· the cooperation of fellow teachers and the active involvement of students in intra-class assessment leads to the fact that both teachers and students achieve improvements in learning activities and receive personal satisfaction from this work.
So, summing up the preliminary line, let's answer the first question: what is in-class assessment?
· Evaluation is more than labelling.
· Assessment is a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective teaching methods, and motivate students to become more actively involved in their teaching. Therefore, assessment provides important feedback for both the teacher and the student.
Evaluation is feedback.
Assessment provides information about what students have learned and how they are currently learning, as well as the extent to which the teacher has achieved the learning goals.
And for this feedback to work to improve the quality of learning, it is necessary not only to determine at what level students should master the course content by the end of it, but also to what extent they master it during the course.
· Evaluation guides learning.
By writing tests and tests, students will learn about what level they have reached by completing a particular course. Traditional testing techniques usually test whether students know specific facts and whether they can solve problems according to a certain algorithm. This gives students the idea that this kind of knowledge is the most valuable.
· As a result, students get used to studying the subject without achieving a deep understanding of the basic concepts and laws.
And it is in this way that our evaluation guides their teaching.
This happens whether we like it or not. Therefore, if we really want to influence what and how the student learns, we must decide on the following things: firstly, to identify what, in our opinion, he should learn from the course being studied, and secondly, to understand what forms of assessment this match.
That is, first of all, it is necessary to determine the goals of the course being taught - they must be identified and recorded in writing - since assessment is initially motivated by our desire to find out to what extent these goals have been achieved. This is why we do evaluation. Confidence that the selected techniques really allow you to determine whether the learning outcome meets the set goals, gives reason to do the assessment in this way.
Thus, the answer to the second question - why do we evaluate? – will be the following: to find out whether the set learning objectives have been achieved.
When teaching a particular course, the teacher decides what students should know and be able to do at the end of the course. System 1.2. Intraclass assessment: main characteristics.... based on this, he determines the content of the course: topics, their sequence, etc. and forms of work - frontal lessons, group classes, homework, which will make it possible to fully cover the content of the course. In addition, he decides which assessment methods he will use: tests, written assignments, etc. All these decisions in any case reflect the goals set by the teacher, and it is good that they are formalized at the stage when the teacher plans the course.
Formalizing learning objectives is the first step. After that, it remains to be measured to what extent they have been achieved. It is necessary to choose exactly such forms of in-class assessment that are suitable for specific purposes, i.e. align assessment techniques with the learning objectives.
So, to the third question - why do we evaluate in this way? - we answer: to align the assessment with the goals.
Since, as already mentioned, the most common testing techniques assess knowledge of facts and the ability to solve problems in an algorithmic way, in the case when the goals set by us are different, for example, they involve an understanding of processes and laws, a long-term interest in the subject, the ability to critically analyze the information presented media, traditional tests will not provide us with adequate data. Incorrectly chosen assessment techniques will give students the wrong message about what we want from them and what they should take from the course being studied.
In order to choose the right assessment technique, it is not enough to know about specific methods. Considering teaching as an evolving process, we understand the importance for this choice of content and methods of teaching. Therefore, it is necessary to understand more deeply their connection and interaction. This is what we will try to do in topic 1.3.
1. In what situations, in solving what problems, traditional tests are the least effective?
2. Give your definition of in-class (formative) assessment.
26 Section 1. New Educational Strategies and Assessment System 3. Do you agree that the presented approach to assessment is fundamentally different from the one traditionally used in Russian schools? What is the essence of these differences?
4. Do you know of any precedents for the transformation of the traditional school assessment system, the use of non-standard assessment techniques? If yes, please comment on them.
topic 1.3. intra-class assessment and organization of the educational process. assessment in the context of teaching improvement General model of course development. Translating learning objectives into measurable learning outcomes. Definition of achievement levels. B. Bloom's classification of educational goals. Evaluation as feedback. Advantages and prospects of in-class assessment.
Thus, we have fixed the dual role of assessment: it guides the learning (of the student) and provides important feedback for both the student and the teacher. The student wants to get good grades and uses assessment to understand what we want from him and determine how well he is doing his tasks. He adapts his academic work to the requirements laid down in the assessment tools. Thus, if we want the student to achieve the desired learning goals, we must choose assessment tools that will orient him towards these goals.
Focusing on the feedback function and how assessment guides the development of the learning process, we emphasize again that we need assessment to diagnose how well the student is progressing towards the achievement of learning goals. By comparing data about how a student learns with how we want them to learn, we can modify course content and teaching methods. That is, we need to choose techniques that will provide us with useful feedback to reconfigure the content and methods of work to achieve our goals.
Topic 1.3. Intraclass assessment and organization of the educational process... Below we present a generalized model of course development, in which assessment plays a key role. Not surprisingly, learning goals are at the center of this model. They determine the curriculum, teaching and assessment. And you can see how assessment serves as a feedback screen that shows the extent to which the selected content and learning modes lead to the achievement of learning goals. This allows us to correct them.
The general model for the development of a training course7 is shown in fig. 1.1.
rice. 1.1. Curriculum (content), teaching, assessment These three main components of the learning process are closely related and together rely on learning goals that must be formalized and projected into results, which will allow us to say that they are formulated. The learning objectives set the standard against which success in mastering the course is measured. The role of assessment is to measure the effectiveness of the content and teaching methods in relation to the set goals.
Although the formalization of objectives is an extremely important step in course development, it is only the first step. The movement of this development can be thought of as a roadmap, with goal setting at the beginning, pathfinding, and evaluation at the end.
Evaluation tells us if we've reached our destination or not, and if we haven't, we need to proceed to it in a different way. This roadmap for course development provides details of the direction and all actions to be taken according to the signs along the way. Having chosen the design of goals as the starting point, then you need to move on as follows:
translate goals into measurable learning outcomes;
determine the level of achievement required for them;
select both content and assessment techniques;
select and implement appropriate teaching methods;
• Conduct assessments to determine whether measurable learning outcomes have been achieved.
Assessment can measure the extent to which learning objectives are achieved. But only if they are measurable. Unfortunately, they are often too broad and abstract to be measured. And this is the first significant difficulty that we encounter in the process of developing education. For example, the goal of an introductory astronomy course is defined as follows: "Students understand the process of changing seasons."
But how can this understanding be measured? Making the learning goal more measurable is possible by identifying certain outcomes that can be expected from students who "understand" the process of changing seasons. For example, this way: the student can "define the time of year" and "distinguish the influence of individual factors, such as the tilt of the earth's axis and the distance to the Sun."
That is, the description of measurable learning outcomes is based on specific and demonstrated / observable characteristics - knowledge, skills, attitudes, interests, values - all that will allow assessing the extent to which learning goals have been achieved. Of course, in order to understand what kind of learning outcomes can actually be measured, it is necessary to know a variety of assessment techniques and understand what each of them can and cannot measure. Therefore, later we will consider a number of techniques in detail. Now let's look at an example of how certain learning objectives (related to health and hygiene, specifically dental health) are translated into measurable learning outcomes (Figure 1.2).
Topic 1.3. Intra-class assessment and organization of the educational process ... the goal of the course The student:
understands the importance of oral health identifying competencies required to achieve measurable outcomes By translating learning objectives into measurable learning outcomes, we are one step closer to correctly selecting the content, teaching and assessment techniques that will define learning. In order to select the assessment techniques that are most relevant to the learning objectives, it is necessary to establish the level of achievement, or competence, for each measurable outcome. The level of achievement that we assign to measurable learning outcomes is important because it most directly determines the choice of content, teaching methods, and course evaluation.
What do we understand by the level of achievement, or competence? The different measurable outcomes assigned to each learning objective require different levels of learning.
Some assume nothing more than the student's ability to know the correct answer to a question. But many learning outcomes require a more subtle level of understanding, or level of competence. Let's look again at the example of dental care.
The measurable learning outcome “student knows the active ingredients of toothpaste” only requires that students remember the correct answer (fluoride) and the outcome “student can describe how poor dental hygiene leads to poor health in in general” requires a much more subtle and deep level of understanding, including the synthesis of many facts and concepts.
That is, the measured learning outcomes differ in the levels of competence required to achieve them. Accordingly, the criteria by which we measure student success in achieving desired outcomes - our in-class assessment techniques - must be able to assess diverse levels of competence. This means the need to use a variety of assessment techniques. Now let's look at how to determine the level of achievement, or competence, in relation to measurable learning outcomes.
One of the most common ways to define competency levels is based on a classification created in the late 1950s. last century B. Bloom. This classification uses a multi-level scale to reflect the level of competence required to achieve each measurable learning outcome. Such an organization makes it possible to choose an assessment technique that is adequate to training.
There are three types of classification. Which one to use for these measured learning outcomes depends on the learning objectives that are projected onto these measured outcomes. Allocate goals focused on knowledge and skills, as well as affective (focused on values, relationships, interests). For each type of purpose, its own taxonomy has been built. Within it, the levels of competence are built in order of increasing complexity. A measurable outcome requiring the highest level of competence requires the most sophisticated assessment technique.
For fig. 1.2 The learning goal “the student knows the rules of dental hygiene” is an example of a knowledge-oriented goal. Because it requires the student to learn certain facts and concepts. An example of skill orientation for this case would be http://www.seua.am/eng/new_edu_technol/BloomElicit.htm Topic 1.3. Intra-class assessment and organization of the educational process ... "the student brushes his teeth correctly." This is a skill-oriented goal because it requires the student to learn how to do something. Finally, the affective goal for this case could be “the student takes care of oral hygiene.” Because it requires that learning influence the student's values, interests, and attitudes.
In order to determine the level of competence required for each measured learning outcome, one must first decide which of the three identified categories the learning objectives belong to. Then determine which descriptions of competency levels are most appropriate for the measured learning outcomes. As can be seen from Table. 1.1, there are different ways to present measurable learning outcomes. For example, statements about the student (Figure 1.2), questions addressed to the student (Tables 1.2 and 1.3), or statements about the student's perspectives (Table 1.3). Other forms of presenting measurable learning outcomes can be found.
classification of learning outcomes for knowledge-oriented (knowledge) purposes b. bloom 1. Knowledge Reproduces terms, ideas, When comes per-procedures, theorems the first day of spring?
2. Pony- Interprets, extrapolates What is the somnia of knowledge, but does not see all the possibilities of the summer solstice of application or transference?
3. Applies abstract generals What would be the change in principles or methods by the end of the year, if 32 Section 1. New educational strategies and assessment system 4. Analysis seasons sheds their internal relationships are the opposite of ours?
5. Synthesis Creatively constructs ideas and If the longest concepts taken from a variety of days of the year in June, from other sources, to form the hottest complex ideas at night in northern Lushara new integrated patterns is August?
(schemes) that meet the set conditions 6. Judicious Able to make a judgment What will be the opinion about ideas or methods that are essentially based on predetermined or self-contained, on the basis of thoroughly established criteria, it is possible to predict riyev, which are confirmed by senatorial observations or comprehension on the newly received information on the covered planet?
classification of learning outcomes for skill-based (effective) goals b. Bloom's Competency Levels of Learning Outcomes 1. Uses Some of the stained samples that you see sensory perception, you need to pre-dilute information (reduce concentration) for control before you analyze the spectrum.
How to determine which solution is being diluted using only Topic 1.3. Intraclass assessment and organization of the educational process... 2. Demonstrates Demonstrate how you are going to act Readiness to commit in order to determine the coefficient of action, the absorption rate of the spectrum in the sample required that simple metals should be supplemented) answer task 4. Mecha- Performs the task Using the procedure described in the lower part of the definition above, determine the content of a varying degree of lead in an unknown mineral (ore).
5. Comp-Performs tasks- Using titration, determine the vocabulary confidently, is-Ka for unknown weak and public cosno, habits in response ways and change with the problem of end-crises of action, out, because for one acid 7. Creates new ones Remember how you did the assignment, inclusion and engraving on aluminum.
34 Section 1. New educational strategies and assessment system classification of learning tasks for affective purposes willingness to participate in activities, listening to the teacher, accepting activities, writing down and not trying 2. Responds Demonstrates interest looking for information related to what is happening in subjectively valuable lessons, in the media 4. Organizes different Some of the ideas, with which the judgments and values and which I encountered, resolves the emerging kah, differ from my contradictions, form - former beliefs. How do I 5. Has Acquires lasting value I decided to go with a systemic value system to those places that are values that I studied in the lessons "comprehensive, meaningful and predictable"
B. Bloom's classification is a generally accepted way to describe the extent to which students, in accordance with our expectations, should understand and use concepts, demonstrate certain skills and form values, interests and attitudes. It is fundamentally important that we define Theme 1.3. In-class assessment and organization of the educational process ... we consider the levels of competence of students that we expect them to achieve, since this will determine the choice of adequate assessment techniques. Although the most commonly used multiple choice tests are adequate for assessing knowledge and understanding (levels 1–2 in Table 1.1), this type of assessment is often inappropriate when we want to assess students' knowledge at higher levels of synthesis and judgment (levels 5 and 6). These tests also provide little information about the achievement of skill-based learning goals. They are no more suitable for obtaining data on the change in attitudes, interests and values of students with affective learning goals.
Thus, common assessment methods are certainly good for determining a student's level of knowledge, but they do not provide us with the necessary feedback to judge whether the student has achieved the desired learning goals. Often this is due to the fact that the goals were not formulated from the very beginning, then translated into results that can be measured, and assessment techniques were not used that could measure learning outcomes at a given level of competence. Using the ternary model - program, teaching, assessment - you can be sure that the content, teaching methods and assessment techniques are closely related to learning goals.
Note that this classification can be used not only after learning goals have been defined. The classification and vocabulary associated with its individual categories can also help in determining these goals. It can be reused many times to refine targets and ultimately to determine which evaluative techniques are best suited for measurement.
selection of content and assessment technique We are now at the point on the roadmap for the development of the educational process, where specific decisions are made about what should be included in the program. The choice is entirely up to the teacher, on what, in his opinion, the students should take from his course. To do this, it is necessary to once again check each element of the content for compliance with the set learning objectives. Does it have topics that are not related to one or two learning objectives? Don't include them just because Section 1. New Educational Strategies and Assessments because "this is how it's always done" or because "it's very important."
If this topic is so important, it should be reflected in the teaching purposes.
If it is not reflected in them, then these goals should be reconsidered.
But in any case, each component of the content should be closely related to the learning objectives.
This is also the point on the road map where specific assessment techniques are selected based on the measured learning outcomes and associated competency levels. And this is an absolutely strict requirement that the techniques be "partnership" in relation to the measured results.
Choosing and Applying Teaching Methods Having chosen learning objectives, translating them into measurable learning outcomes and relating each to an appropriate level of competence, choosing learning content and assessment techniques, the teacher finally arrives at the point where it is time to teach. That is, we have reached the point of the "road map" when it is necessary to choose and apply those methods that will most likely lead students to achieve their goals.
As well as the choice of assessment content and techniques, this choice should be based on learning objectives, and even more so on competency levels associated with measured learning outcomes. Assume that the two goals of the introductory technology course are:
• students learn to design simple devices that meet real needs;
Students work effectively in a team.
A typical measurable outcome in this case would be that the students, working as a team, can design (construct) from available materials a simple device that protects a glass object that has fallen from a height of two stories.
These measurable results are considered at the level of "organization" (B. Bloom's classification, Table 1.2), since students are required to create new tasks (tasks) that include those already mastered. Ordinary lecturing in this case is an inappropriate teaching method. We need a method that involves the organization of teamwork and promotes creative thinking of students, i.e. collaborative method.
Topic 1.3. Intraclass assessment and organization of the educational process ... Application of assessment and assessment of the achievement of goals:
At this final step in the development of the learning process, we evaluate the value of the information obtained through the in-class assessment techniques used during the course.
Some of this information can be used to determine student achievement levels. But the full potential of assessment is realized if it is used to develop and improve learning. It then provides us with principled feedback to evaluate what we have done:
what works and what doesn't. Depending on the assessment techniques chosen, feedback can be used at the end of the course - a summary assessment of efforts to improve the course - or along the course - to monitor what effect the efforts are having. If the assessment is used for the final assessment at the end, it is called summative (final).
If it serves to modify the course while it is in the process of development, it is called formative (formative). But in any case, its purpose is to provide us with the information necessary to assess how well the learning goals have been achieved.
What is behind this assessment? What are the criteria that the learning objectives are achieved? The key to this is measurable learning outcomes: if they are achieved at the desired level of competence, then the learning objectives have been achieved. Consider the technology course example above.
Maybe the glass object survived, but only thanks to the efforts of the only team member who did all the work himself, i.e. results related to teamwork are not achieved. How to modify the course to organize the work of the team more effectively? Perhaps the students need guidance, the teacher should build more cooperation between students. How does the content and teaching methods need to change to make this happen? Perhaps the goal itself needs to be changed - teamwork.
That is, at this important stage of assessment, the teacher needs to determine to what extent the goals set by him have been achieved, and decide what changes he is ready to make in them (Fig. 1.3.).
38 Section 1. New Educational Strategies and Grading Another important distinction needs to be made here. It is necessary to separate assessment (assessment) and assessment (evaluation). The first provides the teacher and the student with actual information - data on how the course is developing (formative) or how it is completed (summative). Evaluation involves the collection of this data through the application of various evaluation techniques. The second is what can be done with the received information, its interpretation. By receiving assessment data, you can manage the content, the effectiveness of teaching methods and the achievement of learning goals.
rice. 1.3. Roadmap for curriculum development http://www.flaguide.org/intro/intro.php Topic 1.3. Intraclass assessment and the organization of the learning process... Having looked at this diagram again, we emphasize how important it is to really write down learning goals and review them with students in the class. These goals are what give integrity to learning.
We can now summarize for the second time and briefly summarize what has already been said about in-class assessment.
How to define in-class assessment? Assessment is feedback for both students and teachers. Intraclass assessment is both a pedagogical approach and a technique. The approach claims that the teacher's knowledge of how the learning process is going helps to plan learning tasks, work in the classroom and structure teaching. The techniques are as simple as possible, anonymous, based on what is happening in the classroom and give both the teacher and the students feedback on the teaching-learning process.
How is in-class assessment different from other forms of supervision? Its difference from conventional tests is that the purpose of this assessment is not to mark results, grading achievements, but to track how children learn. This is necessary in order to influence the teaching process, i.e. improve the course.
What are the benefits of in-class assessment?
For teachers:
provides compact feedback at those stages of the educational process when its correction is possible;
provides information about the learning process with less time than standard tests, tests, etc.;
helps to establish good contact with children and increases the effectiveness of teaching and learning;
allows you to see teaching as an emerging process that develops with the help of feedback.
For students:
allows you to observe the process of your own learning;
40 Section 1. New Educational Strategies and Assessment System · removes the feeling of anonymity, unnoticed by the teacher, which is especially common in children;
confirms that the teacher cares about how learning occurs;
Shows when it is necessary to change the methods of work, adjust your learning style. Assessment can help students “become more effective, self-assessing and self-directed learners”10.
What is the perspective of in-class assessment? The prospect of using in-class assessment techniques is to make them a means to determine how the teacher and students are progressing towards the achievement of the set learning goals. This assessment will help the teacher answer the following questions:
To what extent have my students achieved their goals?
How to allocate lesson time for the current topic?
· Can I handle this topic in a more effective way?
What parts of the course do students consider the most essential?
· How can I change this course the next time I teach?
What grades can be given to students?
For students, assessment provides answers to other questions:
· Do I know what the teacher considers most important?
Have I mastered the course material?
How can I improve my way of learning?
What grade do I get for this course?
All this makes intra-class assessment a tool for the development of the educational process.
1. Comment on the course development model presented above (Fig. 1.1) and the feedback lines operating within it.
Angelo & Cross. Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass, 1993. P. 4.
Topic 1.3. Intraclass assessment and organization of the educational process... 2. Do you agree with the classification of educational goals introduced by B. Bloom. Does it need to be corrected in connection with the modern competence-based approach to teaching? How do you see her possible transformation?
3. What do you see as the advantages of the presented approach to in-class assessment?
4. What disadvantages, from your point of view, does it have?
What deficits, problems may arise in case of its wide distribution?
5. Select three subject examples of learning objectives and translate them into measurable learning outcomes at different levels.
1. Mortimore P. Study of the problem of school efficiency. Materials from the book "School Economics and Effective School" // Head teacher. 2001. No. 5.
2. Novikova T.G., Pinskaya M.A., Prutchenkov A.S. Portfolio in a foreign school // Director of the school. 2008. No. 7.
3. Pinsky A. New school: Fundamentals of a comprehensive project for updating the school economy, school management and the content of general education. M.: Publishing House of the Higher School of Economics, 2002.
4. Development of creative abilities of schoolchildren and the formation of various models for accounting for their individual achievements. Issue. 2. / Ed. L.E. Kurneshova. M .: Center "School Book", 2005.
5. Shneider M.Ya. Evaluation of the quality of education in the schools of the International Baccalaureate // Educational Issues. 2005. No. 1.
6. Black P., Harrison C., Lee C., Marshall B., Wiliam, D. Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21, 2004.
7 U.S. Department of Labor. What work requires of schools.
A SCANS report for America 2000. Washington, DC: The Secretary's Commission on Achieving Necessary Skills, DOL, 42 Section 1. New Educational Strategies and Assessment System 1. Romanov Yu.V. Assessment system: experience of understanding and use: http://schools.techno.ru/ms45/win/history/krit8-9.
2. Taxonomy of B. Bloom: http://www.seua.am/eng/new_edu_technol/ BloomElicit.htm 3. http://www.flaguide.org/intro/intro.php (techniques in-class assessment - a site for teachers) in-class assessment in primary and high school Before proceeding to consider the most common methods of intra-class assessment, it is necessary to formulate the basic principles of practical work with them.
It is best to start in-class assessment by learning one or two of the simpler techniques and only in one class.
In this case, the teacher and students do not risk spending a lot of time and energy on planning and preparation. In most cases, it takes only 5-10 minutes in class and less than an hour outside of class to try out a simple assessment technique. After 1-2 simple trials, you can decide whether this approach is worth the further investment of time and effort.
The initial process itself includes three steps.
Step 1. Planning.
Select one and only one class for in-class assessment. Discuss the plan with the class and select a specific assessment technique. Take the simplest and fastest.
Step 2. Conduct.
Make sure students know what the teacher is doing and understand what they need to do. Collect responses and analyze them as quickly as possible.
Step 3. Reaction.
Provide active feedback to students so that they see time well spent and are motivated to become more involved in assessment. It is necessary to show the students what the teacher has learned through assessment and how this will affect what happens in the lessons, what changes it will lead to.
Five tips for a successful start:
· if in-class assessment does not correspond to the professional beliefs of the teacher and he intuitively rejects it, this approach should not be used;
44 Section 2. Intraclass assessment in elementary and high school · it is not necessary to impute intraclass assessment to the teacher as a duty and turn it into a heavy burden;
· it is not necessary to offer students to work with the assessment technique that the teacher has not tested on his own experience;
· if the evaluation and its discussion will require more time than expected, it should be spent;
Make sure that feedback is established. Students need to know what information the teacher has received and how he can use it with them to improve the learning process.
Stages of introducing in-class assessment techniques:
decide what needs to be learned through in-class assessment;
Choose techniques that match the teacher's style of work and are easily introduced into this class;
explain the purpose of what is happening to the students;
After completion, evaluate the results and determine what needs to be changed in the educational process;
• give information to the children about what the teacher has learned and how he intends to use it.
key in-class assessment techniques for effective feedback
ny) ask the students to answer a more useful small review on a half of a piece of paper-comments. On the neck.
dew: “What a moment it was to emphasize those slightly more important in that, the points that we have.
what did you study today? and flashed bla- Analysis:
“Which moment remained less clear thanks to the comments of the non-Bolries of the disciples?” The goal is to obtain data on how Tse- Pupils pass on to each other.
the teacher wrote one to cry out the best small children grew up, about the origin criteria for katesh.
presenting at the lesson. Having received horization of answers, In the classroom:
the envelope, the student finds in order to make a small moment, writes the answer and puts out the definitions.
Mat- The pupils fill in the cells Determine the number of Podgorica diagrams, which have the correct ones:
will sing two measurements, or two and wrong averages.
mina-axes marked by teacher-responses for each V class by a certain pattern. Proanalyze: average. For example, for playing music the difference.
classicism) and countries (Gerry of each scale mania, France, etc.). and cells. 46 Unit 2. Classroom Assessment in Middle School and High School Students write a “translation” from Categorize Sub-Correct - non-specialist positions (yes-answers in accordance with: non-linear decoding) of something that is characteristically large.
Ras- that they are just students who In the classroom:
shi-li to evaluate their seem to be the most average.
roving the ability to understand important. Analy- Analysis:
Summary:
one answering the questions:
pre-identify Who did what, to whom, Evaluation - Select the type of test that you are going to use.
replacement to call repeatedly, or the taria of students is not a student - the one that is essential - about the questions.
kami but affects the achievement of the fairness of your evaluate the quality of the test. rize the right Analysis:
Add them to those, the averageness of the test as averages, which the students will de-instrument by performing tests of the Card. After teaching, it is important to quickly :
For the procedure, ask the exercises and categories of non-patients to write, at least call them in accordance.
State University PESHKOVA V.E. EDUCATIONAL AND METHODOLOGICAL COMPLEX on the discipline FOUNDATIONS OF SPECIAL PEDAGOGY AND PSYCHOLOGY for the specialty 031200 - Pedagogy and methods of primary education Educational and methodological manual MAIKOP, 2010 2 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION ADYGE STATE UNIVERSITY Department of Pedagogy ... "
“Ministry of Education of the Republic of Belarus Educational Establishment Vitebsk State University named after P. M. Masherov Rakova N. A. Kernozhitskaya I. E. PEDAGOGY OF MODERN SCHOOL Teaching aid Vitebsk Publishing house of UO VSU im. P.M. Masherova 2009 2 UDC LBC Authors-compilers: head. Department of Pedagogy, Voronezh State University P. M. Masherova, candidate of pedagogical sciences, associate professor N. A. Rakova; Senior Lecturer, Department of Pedagogy, Voronezh State University P. M. Masherova I. E. Kernozhitskaya Reviewer:...»
«MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION EDUCATIONAL AND METHODOLOGICAL ASSOCIATION FOR THE DIRECTIONS OF PEDAGOGICAL EDUCATION Russian State Pedagogical University. AI Hertsen Department of Geology and Geoecology GEOLOGY AT SCHOOL AND UNIVERSITY: GEOLOGY AND CIVILIZATION Volume 2. Education Proceedings of the VIII International Conference and Summer School June 25 – July 2, 2013 A. I. Herzen 2013 LBC 74ya431 Published on the recommendation of the UMO in the areas ... "
« TYUMEN STATE OIL AND GAS UNIVERSITY Institute for the Humanities Department of Theory and Methods of Vocational Education BASIS OF SCIENTIFIC AND PEDAGOGICAL RESEARCH Guidelines for the study of the discipline Fundamentals of Scientific and Pedagogical Research, for graduate students in the specialty 13.00.08 Theory and Methods of Professional...»
«MINISTRY OF HEALTH OF THE REPUBLIC OF BELARUS BELARUSIAN STATE MEDICAL UNIVERSITY DEPARTMENT OF HYGIENE OF CHILDREN AND ADOLESCENTS Zh. P. Labodaeva, T.S. Borisova, N.A. Boldin HYGIENIC REQUIREMENTS FOR GAMES AND TOYS. CONTROL METHODS Educational and methodological manual Minsk BSMU 2013 3 UDC 614.37 (075.8) LBC 51.28 ya73 L 182 Approved by the Scientific and Methodological Council of BSMU as an educational and methodological manual 2012, protocol No. Author: cand. honey. sciences, associate professors: Zh.P. Labodaeva, T.S. Borisova, ... "
“A.L. CHEKIN MATHEMATICS 4 CLASS Methodological guide Edited by R.G. Churakova MOSCOW ACADEMIC BOOK / TEXTBOOK 2012 UDC 51(072.2) LBC 74.262.21 Ch-37 Chekin A.L. Ch-37 Mathematics [Text]: 4 cells. : Methodological guide / A.L. checkin; under. ed. R.G. Churakova. - M. : Akademkniga / Textbook, 2012. - 256 p. ISBN 978-5-49400-126-9 The methodological guide has been developed in accordance with the requirements of the federal state educational standard for primary general education of the second generation and the concept ... "
“Ministry of Education of the Republic of Belarus EDUCATIONAL INSTITUTION GRODNO STATE UNIVERSITY NAMED AFTER YANKA KUPALA Z.L. SHINTAR INTRODUCTION TO SCHOOL LIFE Educational and methodological manual on the course of the same name for students of the specialty P 04.02.00 - Pedagogy and methods of primary education Grodno 2002 UDC 371 LBC 74.20 Sh62 Reviewers: head. study method. the office of the regional public organization of the administration of the Oktyabrsky district of Grodno V.V. Anisimov; cand. philol. Sciences, Assoc. cafe white and Russian lang. and their methods...
"Federal Agency of Sea and River Transport of the Russian Federation Maritime State University named after Admiral G. I. Nevelskoy Panchenko L. L. Adaptation to professional activity Textbook Recommended by the methodological council of the Maritime State University As a teaching aid For students of specialty 0204, direction 5210 Vladivostok 2006 1 UDC 331.44 (07) Panchenko LL Adaptation to professional activity: Proc. allowance. - Vladivostok: Mor. state un-t, 2006. - 35 ... "
"MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION MINISTRY OF EDUCATION OF THE ORENBURG REGION ORENBURG STATE UNIVERSITY ORENBURG REGIONAL CENTER OF CHILDREN'S SCIENTIFIC AND TECHNICAL CREATIVITY N.А. MANAKOV, G.G. MOSKALCHUK YOUR FIRST SCIENTIFIC WORK METHODOLOGICAL INSTRUCTIONS Orenburg 2006 1 UDC 001.8 LBC 72.65 M 89 Reviewer Doctor of Pedagogical Sciences, Professor A.V. Kiryakova Manakov, N.A. Your first scientific work [Text]: M guidelines / N.A. Manakov, G.G. Moskalchuk...."
"WITH. Yu. Morozov Transport Law Textbook Recommended by the Educational and Methodological Association for the Legal Education of Higher Educational Institutions as a teaching aid for students of higher educational institutions studying in the direction of Jurisprudence and specialty Jurisprudence Moscow 2012 UDC 374.4 LBC 67.404.2ya73 M80 Author: Morozov Sergey Yuryevich - PhD in Law, Associate Professor, Head of the Department of Civil Law and Procedure of the Law Faculty of Ulyanovsk...»
“A.G. KORYANOV, A.A. PROKOFIEV Preparing good students and excellent students for the USE Lectures 5–8 Moscow Pedagogical University First of September 2012 Anatoly Georgievich Koryanov, Alexander Alexandrovich Prokofiev Course materials Preparing good students and excellent students for the USE: lectures 5–8. - M .: Pedagogical University First of September, 2012. - 100 p. Educational and methodical manual Editor P.M. Kamaev Proofreader L.A. Gromova Computer layout D.V. Kardanovsky Signed for publication on 11/19/2011. Format 6090/16. Headset...»
"MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education TYUMEN STATE OIL AND GAS UNIVERSITY Institute for the Humanities Department of Theory and Methods of Vocational Education PEDAGOGY Guidelines for the study of the discipline Pedagogy, for students of additional education studying in the direction Higher education teacher Compiled by L.P. . Belova Responsible Secretary...»
"Secondary school No. 55 in Gomel Implementing a model for the formation of intellectual and creative abilities of students through the school scientific society Methodological recommendations for disseminating the results of innovative activities in mass educational practice Edited by a scientific consultant of the innovative ... "
“Recommendations for replicating the best experience in modernizing general education in the activities of regional educational institutions 1 CONTENTS Introduction Basic principles of effective replication of experience Algorithmization when introducing new experience Case methodological support in replicating experience Generalization of experience Information map in the process of replicating experience Information resources as a basis for replicating experience . 20 Criteria for entering the model into the bank of replicated experience...»
“Ministry of Education of the Russian Federation Chelyabinsk State University R.A. SABITOV FOUNDATIONS OF SCIENTIFIC RESEARCH Textbook Chelyabinsk 2002 LBC Ch215ya7 S 121 Sabitov R.A. C 121 Fundamentals of scientific research: Proc. allowance / Chelyab. state un-t. Chelyabinsk, 2002. 138 p. ISBN 5-7271-0587-0 The manual contains basic information about the organization of research work in Russia, its stages, the methodology of scientific research in the field of jurisprudence, as well as recommendations for the preparation and ... "
"Federal State Budgetary Educational Institution of Higher Professional Education Orenburg State University Scientific Library Reference and Bibliographic Department INDEPENDENT WORK OF STUDENTS Bibliographic index Recommended for publication by the Academic Council of the Federal State Budgetary Educational Institution of Higher Professional Education Orenburg State University Orenburg 2011 UDC 016:378 (083.8) LBC 91.9 :74ya1 From 17..."
“Federal Agency for Education AMUR STATE UNIVERSITY GOU VPO AmSU Faculty of Social Sciences APPROVED Head. Department of MSR _ M.T. Lutsenko _ _ 2007 Educational and methodological complex of the discipline SOCIAL HEALTH OF SOCIETY For the specialty 050711 Social Pedagogy Compiled by: Eremeeva T.S. Blagoveshchensk 2007 Published by decision of the Editorial and Publishing Council of the Faculty of Social Sciences of the Amur State University T.S. Eremeeva Educational and methodological complex for ... "
"MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE MARIUPOL STATE UNIVERSITY FOR THE HUMANITIES DEPARTMENT OF PHILOSOPHY AND SOCIOLOGY Teaching aid for the course of Religious Studies for students of all specialties of full-time and correspondence forms of education Part I Mariupol 2009 2 UDC 21:93 (076) Educational and methodological guide for organizing independent work and study of the course Religious Studies for full-time and part-time students / comp. Doctor of Philological Sciences, Professor Olenich T.S., Ass. departments...»
«STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION Kazan State University named after V.I. IN AND. ULYANOVA-LENINA Electronic libraries of scientific and educational resources. Teaching aid Abrosimov A.G. Lazareva Yu.I. Kazan 2008 Electronic libraries of scientific and educational resources. Teaching aid in the direction of Electronic educational resources. - Kazan: KSU, 2008. The educational and methodological manual is published by decision ... "
“RUSSIAN ORDER OF LABOR RED BANNER STATE PEDAGOGICAL UNIVERSITY named after A. I. HERTSEN Department of Defectology Department of Family Education EDUCATION OF BLIND CHILDREN OF PRESCHOOL AGE IN THE FAMILY Library for parents MOSCOW 1993 A. I. Herzen. Authors: Assoc. V. A. Feoktistova Ch. I together with E. M. Sternina, ch. III, appendix jointly with V. D. Ozerov; Assoc. V. M. Sorokin Ch. ass. A. M. II; Vitkovskaya ch. IV;..."
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground