Criteria for evaluating tests in biology. Criteria for assessing knowledge, different types of work of students in biology lessons

The beginning of the work of the literary program for schoolchildren "Between the Lines" was announced. Deadline February 5, 2015.

Organizer: University of Iowa, Iowa City, Iowa.

Competition summary:

“Between the Lines” is a two-week program for Russian and American high school students and students from Arab countries who are interested in writing as a hobby or in terms of a future career. The University of Iowa, the City of Iowa (the only UNESCO Creative Writing Center in North America) and the State of Iowa are working together to create a unique creative environment that will enable program participants to develop their writing skills by engaging in discussions, exploring literary heritage, and generating creative ideas.

Participants will attend a Literature Seminar (in English), which aims to discuss specially selected literary works in prose and verse from around the world. They will also participate in a second workshop in Russian or English, during which they will develop their writing skills and discuss their work with other participants. Classes will be taught by teachers from among the recognized literary figures. Additional meetings and activities will provide participants with the opportunity to better understand the culture of another country through interpersonal communication and getting to know the surrounding community. Following the results of the program, the works of the participants in Russian and English will be published in a special collection.

During the flight to the USA and back, Russian participants will be accompanied by adult specialists. Accommodation will be organized in the university dormitory under the supervision of educators who live there and have undergone special training at the university. The chaperones and educators will work together to create an interesting, creative writing community. International airfare, accommodation, and meals in the United States are covered by the program. It is also possible, but not guaranteed, limited funding for flights within Russia and accommodation in Moscow prior to the start of the program (at the time of the visa interview).

Who can apply for this Program: Talented, curious, enthusiastic young people writing fiction or poetry who meet the following eligibility criteria:

High school students

Age - 16, 17, or 18 years old on June 21, 2015;
Good command of English (reading, writing and speaking)
The ability to adapt and communicate in an environment that brings together people of different cultures and views.

Important: if you are in 11th grade, carefully study the dates of the exam and the process of entering universities and consider whether you can take part in the program in June 2015.

Selection criteria for escorts:

Our official Vkontakte group:,.

Age - 25 - 40 years old as of June 21, 2015;
Good command of English (reading, writing and speaking);
Interest in creative writing – either teaching the subject or as a hobby;
A serious, responsible person who is ready to take on the responsibility of accompanying a group of teenagers participating in an international cultural exchange program.

Each student must provide the following creative material:

Questionnaire in .pdf format ();
6-8 pages of creative text in Russian (poetry and/or fiction only) *;
6-8 pages of creative text in English (poetry and/or fiction only) *; * Works in English and Russian should not be the same.
2-5 pages of creative text in Russian or English (poetry and/or fiction only) covering one of the following topics:

During breakfast, you are startled by a loud knock on the door. Someone wants to meet with you. Who is it, what does he or she need, and what happens next? Write a story or poem.
Write a story or poem that includes the three items listed and one setting. Items: old bicycle, uncomfortable sofa, leaky canoe, sleeping puppy, love letter, truth serum; scene: a cruise ship, a forest with a lake, a deserted street at dawn, an empty dance club.

Each escort must submit:

Questionnaire in .pdf format ();
A copy of the passport, if any;
CV/resume
A short explanation (one paragraph, no more than 250 words) in English explaining what creative writing means in your life, why you want to take part in this program and what you would like to achieve during it.

All applications must be sent to an email address [email protected] until February 5, 2015. Please read carefully when submitting applications.

Contact Information.

CRITERIA AND REGULATIONS FOR ASSESSING STUDENTS' ZUN

Evaluation of the oral response of students

The mark "5" is placed in the case of:

1. Knowledge, understanding, depth of assimilation by students of the entire volume of program material.

2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish inter-subject and intra-subject connections, creatively applies the acquired knowledge in an unfamiliar situation.

3. The absence of errors and shortcomings in the reproduction of the studied material, with oral answers, the elimination of individual inaccuracies with the help of additional questions from the teacher, respect for the culture of oral speech.

Mark "4":

1. Knowledge of all studied program material.

2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish intra-subject connections, apply the acquired knowledge in practice.

3. Minor (non-rough) errors and shortcomings in the reproduction of the studied material, compliance with the basic rules of the culture of oral speech.

Mark "3"(the level of representations combined with elements of scientific concepts):

1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulty in self-reproduction, the need for little assistance from the teacher.

2. Ability to work at the level of reproduction, difficulties in answering modified questions.

3. The presence of a gross error, several minor errors in the reproduction of the studied material, a slight non-compliance with the basic rules of the culture of oral speech.

Mark "2":

1. Knowledge and assimilation of the material at a level below the minimum requirements of the program, separate ideas about the studied material.

2. Lack of skills to work at the level of reproduction, difficulties in answering standard questions.

3. The presence of several blunders, a large number of blunders when reproducing the studied material, a significant non-compliance with the basic rules of the culture of oral speech.

Evaluation of the implementation of practical (laboratory) work.

1) correctly identified the purpose of the experiment;

2) completed the work in full in compliance with the necessary sequence of experiments and measurements;

3) independently and rationally chose and prepared the necessary equipment for the experiment, conducted all the experiments in conditions and modes that ensured the results and conclusions with the greatest accuracy;

4) scientifically competently, logically described the observations and formulated conclusions from the experience. In the submitted report, correctly and accurately completed all the records, tables, figures, graphs, calculations and drew conclusions;

5) demonstrates organizational and labor skills (maintains a clean workplace and order on the table, economically uses consumables).

7) the experiment is carried out according to the plan, taking into account safety precautions and the rules for working with materials and equipment.

Mark "4" placed if the student has met the requirements for a grade of "5", but:

1. the experiment was carried out under conditions that do not provide sufficient measurement accuracy;

2. or two or three shortcomings were made;

3. or no more than one minor error and one defect,

4. or the experiment was not carried out completely;

5. or in the description of observations from experience made inaccuracies, the conclusions were made incomplete.

Mark "3" is placed if the student:

1. correctly identified the purpose of the experience; performs the work correctly at least half, but the volume of the completed part is such that it allows you to get the right results and conclusions on the main, fundamentally important tasks of the work;

2. or selection of equipment, objects, materials, as well as work on the beginning of the experience carried out with the help of a teacher; or in the course of the experiment and measurements, errors were made in the description of observations, the formulation of conclusions;

3. the experiment was carried out in irrational conditions, which led to results with a greater error; or in the report no more than two errors were made in total (in records of units, measurements, calculations, graphs, tables, diagrams, etc.) not of a fundamental nature for this work, but affecting the result of execution;

4. makes a gross mistake during the experiment (in explanation, in the design of the work, in observing the safety rules when working with materials and equipment), which is corrected at the request of the teacher.

1. did not independently determine the purpose of the experience; did not complete the work, did not prepare the necessary equipment and the volume of the part of the work performed does not allow drawing the right conclusions;

2. or experiments, measurements, calculations, observations were made incorrectly;

3. or in the course of work and in the report, all the shortcomings noted in the requirements for the assessment of "3" were found in aggregate;

4. makes two (or more) gross mistakes during the experiment, in explaining, in the design of the work, in observing the safety rules when working with substances and equipment, which he cannot correct even at the request of the teacher.

Evaluation of independent written and control works.

Mark "5" is placed if the student:

1. completed the work without errors and shortcomings;

2) made no more than one defect.

The mark "4" is set if the student completed the work in full, but allowed in it:

1. no more than one minor error and one defect;

2. or no more than two shortcomings.

The mark "3" is put if the student correctly completed at least 2/3 of the work or allowed:

1. no more than two gross errors;

2. or no more than one gross and one non-gross error and one defect;

3. or no more than two or three minor errors;

4. or one minor error and three shortcomings;

5. or in the absence of errors, but in the presence of four or five shortcomings.

Mark "2" is placed if the student:

1. made a number of errors and shortcomings exceeding the norm, at which a mark of "3" can be set;

2. or if less than half of the work has been done correctly.

EVALUATION CRITERIA FOR BIOLOGY TESTS

using the coefficient of assimilation K

K \u003d A: P, where A is the number of correct answers in the test

P - total number of responses

Description

Criteria and norms for assessing the knowledge and skills of students in biology.
General didactic
Rating "5" is given in case:
1. Knowledge, understanding, depth of assimilation by students of the entire volume of program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish intersubject and intrasubject connections, creatively apply the acquired knowledge in an unfamiliar situation.
3. The absence of errors and shortcomings in the reproduction of the studied material, with oral answers, eliminating individual inaccuracies with the help of additional questions from the teacher, observing the culture of written and oral speech, and the rules for writing written work.

Rating "4" is given in case:
1. Knowledge of all studied program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish intra-subject connections, apply the knowledge gained in practice.
3. Assumptions of minor (non-gross) errors, shortcomings in the reproduction of the studied material; compliance with the basic rules of the culture of written and oral speech, the rules for the design of written works.

1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulties in self-reproduction, the need for little help from the teacher.
2. Ability to work at the level of reproduction, difficulty in answering modified questions.
3. The presence of a gross error, several gross errors in the reproduction of the studied material; slight non-compliance with the basic rules of the culture of written and oral speech, the rules for the design of written works.

Rating "2" is given in case:
1. Knowledge and assimilation of the material at a level below the minimum requirements of the program; the presence of individual ideas about the studied material.
2. Lack of ability to work at the level of reproduction, difficulties in answering standard questions.
3. The presence of several gross errors, a large number of minor errors in the reproduction of the studied material, significant non-compliance with the basic rules of the culture of written and oral speech, the rules for the design of written works.

Rating "1" is given in case:
1. No answer.

Criteria and norms for assessing the knowledge and skills of students for an oral answer.
A score of "5" is given if the student:
1. Shows deep and complete knowledge and understanding of all program material; full understanding of the essence of the considered concepts, phenomena and patterns, theories, relationships.
2. Knows how to make a complete and correct answer based on the studied material; highlight the main provisions, independently confirm the answer with specific examples, facts; independently and reasonably make analysis, generalizations, conclusions; establish interdisciplinary connections (based on previously acquired knowledge) and intradisciplinary connections, creatively apply the acquired knowledge in an unfamiliar situation; consistently, clearly, coherently, reasonably and accurately present the educational material. Can compose a response in a logical sequence using accepted terminology; draw your own conclusions; formulate a precise definition and interpretation of the basic concepts, laws, theories. When answering, it may not repeat verbatim the text of the textbook; to state the material in literary language; correctly and thoroughly answer additional questions of the teacher; independently and rationally use visual aids, reference materials, textbook, additional literature, primary sources; apply a system of conventions when maintaining records accompanying the answer; used to prove conclusions from observations and experiments.
3. Independently, confidently and accurately applies the acquired knowledge in solving problems at a creative level; allows no more than one defect, which is easily corrected at the request of the teacher; has the necessary skills to work with instruments, drawings, diagrams, graphs, maps accompanying the answer; the records accompanying the response are appropriate.
A score of "4" is given if the student:
1. Shows knowledge of all studied program material. Gives a complete and correct answer based on the theories studied; allows minor errors and shortcomings in the reproduction of the studied material, small inaccuracies in the use of scientific terms or in conclusions, generalizations from observations. The material is presented in a certain logical sequence, while making one minor mistake or no more than two shortcomings, which can be corrected independently upon request or a little help from the teacher; supports the answer with concrete examples; answers the teacher's questions correctly.
2. Knows how to independently highlight the main provisions in the studied material; Summarize and draw conclusions based on facts and examples. Establish internal connections. Can apply the acquired knowledge in practice in a modified situation, observe the basic rules of the culture of oral speech; use scientific terms when answering.
3. Does not have sufficient skills in working with reference literature, textbook, primary source (he is oriented correctly, but works slowly).

Grade "3" is given if the student:

1. Assimilates the main content of the educational material, but has gaps that do not prevent further assimilation of the program material.
2. Presents the material unsystematically, fragmentarily, not always consistently; shows insufficient formation of individual knowledge and skills; weakly argues conclusions and generalizations, makes mistakes in their formulation; does not use conclusions and generalizations from observations, experiments as evidence or makes mistakes in their presentation; gives vague definitions of concepts.
3. Experiences difficulties in applying the knowledge necessary to solve problems of various types, practical tasks; when explaining specific phenomena on the basis of theories and laws; answers incompletely to the questions of the teacher or reproduces the content of the text of the textbook, but does not sufficiently understand certain provisions that are important in this text, making one or two gross errors.

:
1. Does not absorb or disclose the main content of the material; does not know or does not understand a significant part of the program material within the limits of the questions posed; does not draw conclusions and generalizations.
2. Has poorly formed and incomplete knowledge, does not know how to apply them in solving specific issues, tasks, tasks according to the model.
3. When answering one question, he makes more than two gross mistakes that he cannot correct even with the help of a teacher.

Rating "1" is given in case:
1. No answer.

Note. At the end of the student's oral answer, the teacher gives a brief analysis of the answer, a motivated assessment is announced, it is possible to involve other students to analyze the answer.

Criteria and norms for assessing the knowledge and skills of students for independent written and test work.

A score of "5" is given if e Nick:
1. Performs work without errors and / or / allows no more than one defect.
2. Observes the culture of written speech; rules for writing papers.

A score of "4" is given if the student:
1. Completes the written work completely, but allows no more than one minor error and one flaw and / or / no more than two flaws in it.
2. Observes the culture of written speech, the rules for the design of written work, but - allows small blots when keeping records.

Grade "3" is given if the student:
1. Do at least half of the work correctly.
2. Allows no more than two gross errors, or no more than one gross, one minor error and one flaw, or no more than three minor errors, or one minor error and three flaws, or in the absence of errors, but with five flaws.
3. Allows a slight non-observance of the basic norms of the culture of written speech, the rules for the design of written works.

A score of "2" is given if the student:

1. Performs less than half of written work correctly.
2. Allows the number of errors and shortcomings, exceeding the norm, at which a mark of "3" can be set.
3. Allows significant non-compliance with the basic norms of the culture of written speech, the rules for the design of written works.

1. No answer.

Note.- the teacher has the right to give the student a grade higher than that provided for by the norms, if the work is done in the original version. - assessments with the analysis of work are brought to the attention of students, as a rule, at the next lesson; It provides for work on mistakes and elimination of gaps in the knowledge and skills of students.

Criteria and norms for assessing the knowledge and skills of students for practical and laboratory work.

A score of "5" is given if:
1. Correct independently determines the purpose of these works; performs the work in full in compliance with the necessary "sequence of experiments, measurements.
2. Independently, rationally selects and prepares the necessary equipment for the performance of work; carries out these works in conditions that provide the most accurate results.
3. Competently, logically describes the course of practical (laboratory) work, correctly formulates conclusions; accurately and accurately performs all records, tables, drawings, drawings, graphs, calculations.
4. Shows organizational and labor skills: maintains a clean workplace, order on the table, uses materials economically; complies with safety regulations when performing work.

A score of "4" is given if the student:
1. Performs practical (laboratory) work in full accordance with the requirements when evaluating the results by "5", but allows two to three shortcomings or one minor error and one shortcoming in calculations, measurements.
2. When drawing up work, it allows inaccuracies in the description of the course of action; draws incomplete conclusions when generalizing.

Grade "3" is given if the student:
1.1 Correctly performs the work by at least 50%, however, the volume of the completed part is such that it allows you to get the right results and draw conclusions on the main, fundamentally important tasks of the work.
2. Selects equipment, material, starts work with the help of a teacher; or in the course of measurements, calculations, observations, makes mistakes, inaccurately formulates conclusions, generalizations.
3. Carries out work in irrational conditions, which leads to results with large errors; or in the report allows a total of no more than two errors (in recording numbers, measurement results, calculations, drawing up graphs, tables, diagrams, etc.), which are not of fundamental importance for this work, but affected the result of execution.
4. Makes a gross mistake in the course of the work: in the explanation, in the design, in observing the safety rules, which the student corrects at the request of the teacher.

A score of "2" is given if the student:
1. Does not independently determine the purpose of the work, cannot prepare the appropriate equipment without the help of a teacher; performs the work incompletely, and the volume of the completed part does not allow drawing correct conclusions.
2. Makes two or more gross mistakes in the course of work, which cannot be corrected at the request of the teacher; or makes measurements, calculations, observations incorrectly.

Rating "1" is given in case of:
1. No answer.

Criteria and norms for assessing the knowledge and skills of students in the observation of objects.
A score of "5" is given if the student:

2. Highlights the essential features of the observed object, process.
3. Competently, logically draws up the results of his observations, makes generalizations, conclusions.

A score of "4" is given if the student:
1. Correctly conducts observation on the instructions of the teacher.
2. Allows inaccuracies in the course of observations: when highlighting essential features of the observed object, the process names secondary ones.
3. Carelessly or inaccurately draws up the results of observations.
Grade "3" is given if the student:
1. Makes one or two gross mistakes or inaccuracies in conducting observations on the instructions of the teacher.
2. When highlighting the essential features of the observed object, the process names only some of them.
3. Makes one or two gross errors in the presentation of results, observations and conclusions.

A score of "2" is given if the student:
1. Allows three or four gross errors in conducting observations on the instructions of the teacher.
2. Incorrectly highlights the features of the observed object, process.
3. Makes three or four gross errors in the presentation of the results of observations and conclusions.

Rating "1" is given in case:
1. No answer.

Note. Assessments with an analysis of the abilities and skills to make observations are brought to the attention of students, as a rule, in the next lesson, after the report is submitted.

General classification of errors.
When evaluating knowledge, skills and abilities, all errors (gross and non-gross), shortcomings in accordance with the age of students should be taken into account.
Mistakes are considered gross.:
- ignorance of the definition of basic concepts, laws, rules, basic provisions, theory, ignorance of formulas, generally accepted symbols for designating quantities, units of their measurement, names of these units;
- inability to highlight the main thing in the answer; summarize the results of the study;
- inability to apply knowledge to solve problems, explain the phenomenon;
- inability to read and build graphs, schematic diagrams;
- inability to prepare the installation or laboratory equipment, conduct experiments, observations, make the necessary calculations or use the data obtained for conclusions;
- inability to use primary sources, a textbook, a reference book;
- violation of safety regulations, careless attitude to equipment, instruments, materials.

Mistakes are ugly :
- inaccuracy of formulations, definitions, concepts, laws, theories, caused by incomplete coverage of the main features of the concept being defined or by replacing 1-3 of these features with secondary ones;
- errors in taking readings from measuring instruments that are not related to the determination of the scale division value;
- errors caused by non-compliance with the conditions of the experiment, observation, operating conditions of the device, equipment;
- errors in the symbols on the diagrams, inaccuracy of the graph;
- an irrational method of solving a problem, performing part of the practical work, an insufficiently thought-out plan for an oral answer (violation of the logic of presentation, substitution of individual main questions with secondary ones);
- irrational methods of working with reference literature;
- inability to solve problems, perform tasks in a general way.
The shortcomings are:
- irrational methods of calculations and transformations, performing experiments, observations, practical tasks;
- arithmetic errors in calculations;
- careless execution of records, drawings, diagrams, graphs, tables;
- Spelling and punctuation errors.

Requirements for writing a school essay.
Protected essay - one of the forms of oral final assessment of students. It involves a preliminary choice by the graduate of the problem of interest to him, its in-depth study, presentation of the results and conclusions.
The term "abstract" has Latin roots and in literal translation means "I report, I inform." Dictionaries define its meaning as “a summary in writing or in the form of a public report of the content of a book, doctrine, scientific problem, the results of scientific research; report on a specific topic, covering it on the basis of a review of the literature and other sources. However, school graduates are not always well prepared for this form of work and are aware of the requirements that apply to its implementation.
1. The topic of the essay and its choice
The main requirements for this part of the abstract:
The topic must be formulated correctly from a literary point of view
· in the title of the abstract, a clear framework for the consideration of the topic should be defined, which should not be too broad or too narrow
· it is necessary to refrain, if possible, from the use of scientifically controversial terms in the name, excessive scientism, as well as from excessive simplification of wording, it is desirable to avoid long names.
2. Requirements for the design of the title page
In the upper right corner, the name of the educational institution is indicated, in the center - the topic of the abstract, below the topic on the right - full name. student, class. FULL NAME. head, below - the locality and year of writing.
3. Table of contents
The table of contents should be next after the title page. Unfortunately, very often teachers * do not insist on this seemingly formal requirement, and it is with such "trifles" that the culture of scientific work begins.
The school essay should be composed of four main parts: introduction, main part, conclusion and list of references.
4. Basic requirements for introduction
The introduction should include a brief justification for the relevance of the topic of the abstract, which can be considered in connection with the ambiguity of the issue in science, with its objective complexity for study, as well as in connection with the numerous theories and disputes that arise around it. In this part, it is also necessary to show why this issue may be of scientific interest and what practical significance it may have. Thus, the topic of the abstract should be relevant either from a scientific point of view or for practical reasons.
It is very important that the student is able to identify the goal (or several goals), as well as the tasks that need to be solved to achieve the goal. For example, the goal may be to show different points of view on a particular person, and the tasks may be a description of her personal qualities from the standpoint of a number of authors, coverage of her social activities, etc. Usually one task is assigned to one section of the abstract.

4. Requirements for the main part of the abstract
The main part of the abstract contains material that is selected by the student to consider the problem. You should not demand very voluminous essays from schoolchildren, turning their work into a mechanical rewriting from various sources of the first material that comes across. The average volume of the main part of the abstract is 10 pages. The teacher, when reviewing, and the student, when writing, need to pay attention to the reasonable distribution of the material into paragraphs, the ability to formulate their title, and compliance with the logic of presentation.
The main part of the abstract, except for the content selected from different literary sources, should also include the student's own opinion and formulated independent conclusions based on the facts presented.
6. Requirements for conclusion
Conclusion - part of the abstract, in which conclusions are formulated in paragraphs, attention is drawn to the implementation of the tasks and goals (or goals) set in the introduction. The conclusion should be clear, concise, following from the main part. Very often, students (and teachers, too) confuse the conclusion with a literary afterword, where they try to present material that continues the presentation of the problem. The volume of the conclusion is 2-3 pages.
7. Basic requirements for the list of literature studied
Sources should be listed in alphabetical order (by the first letters of the authors' names or by the titles of collections). It is necessary to indicate the place of publication, the name of the publisher, the year of publication.
8. Basic requirements for writing an abstract
The main requirements for writing an abstract are as follows:
A certain form must be observed (title page, table of contents, etc.)
· The selected topic should contain a specific problem and be adequate to the school level in terms of volume and degree of scientific content.
· You should not require writing very voluminous abstracts in terms of the number of pages.

· Introduction and conclusion should be a reflection of the main part of the abstract.
9. Grading the abstract
As a result, the assessment consists of a number of points:
compliance with the formal requirements for the abstract.
competent disclosure of the topic:
the ability to clearly describe the presented abstract
ability to understand the essence of the questions asked at work and formulate accurate answers to them.

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Evaluation criteria and norms.docx

Criteria and norms for assessing the knowledge and skills of students in biology.

General didactic

Rating "5" is given in case :

Knowledge, understanding, depth of assimilation by students of the entire volume of the program material.

examples to generalize, draw conclusions, establish interdisciplinary and intradisciplinary connections, creatively apply the acquired knowledge in an unfamiliar situations.

The absence of errors and shortcomings in the reproduction of the studied material, withoral answers, elimination of individual inaccuracies with the help of additional questions from the teacher, compliance with the culture of written and oral speech, rulespreparation of written work.

Rating "4" is given in case :

Knowledge of all studied program material.

The ability to highlight the main provisions in the studied material, based on facts andexamples to generalize, draw conclusions, establish intra-subject connections,apply the acquired knowledge in practice.

Assumptions of minor (non-gross) errors, shortcomings during reproductionstudied material; compliance with the basic rules of the culture of written and oralspeech, rules for the design of written work.

The mark "3" is given in case of:

Knowledge and assimilation of the material at the level of the minimum requirements of the program,difficulties in self-reproduction, the emergence of the needlittle help from a teacher.

Ability to work at the level of reproduction, difficulty in answeringmodified questions.

The presence of a gross error, several gross errors during playbackstudied material; minor non-compliance with the basic rules of culturewritten and oral speech, rules for the design of written work.

Rating "2" is given in case :

Knowledge and assimilation of material at a level below the minimum requirements of the program;the presence of individual ideas about the studied material.

Lack of ability to work at the level of reproduction, difficulty in answering questionsstandard questions.

The presence of several gross errors, a large number of minor errors in the reproduction of the studied material, significant non-compliance with the basicrules of the culture of written and oral speech, rules for the design of written works.

Rating "1" is given in case :

1. No answer.

Criteria and norms for assessing the knowledge and skills of students for oral answer.

A score of "5" is given if the student:

Shows deep and complete knowledge and understanding of all program material;a complete understanding of the essence of the concepts, phenomena and patterns under consideration,theories and relationships.

Able to compose a complete and correct answer based on the studied material; highlight the main provisions, independently confirm the answer with specificexamples, facts; to independently and reasonably make analysis, generalizations,findings; establish interdisciplinary connections (based on previously acquired knowledge) and intradisciplinary connections, creatively apply the acquired knowledge in an unfamiliar situation; consistently, clearly, coherently, reasonably and accurately present the educational material. Able to formulate answers in a logicalsequences using accepted terminology; make your ownfindings; formulate a precise definition and interpretation of the basic concepts, laws, theories. When answering, it may not repeat verbatim the text of the textbook; to state the material in literary language; correctly and thoroughly answer additional questions of the teacher; independently and rationally use visual aids, reference materials, textbook, additional literature, primary sources; apply a system of conventions when maintaining records,accompanying response; be used to prove inferences from observations and experiments.

Independently, confidently and accurately applies the acquired knowledge in the decisionproblems at the creative level; allows no more than one defect, which is easily corrected at the request of the teacher; has the necessary skills to work with instruments, drawings, diagrams, graphs, maps accompanying the answer; the records accompanying the response are appropriate.

A score of "4" is given if the student:

Shows knowledge of all studied program material. Gives full andthe correct answer based on the theories studied; makes minor mistakes andshortcomings in the reproduction of the studied material, small inaccuracies in the use of scientific terms or in conclusions, generalizations from observations. The material is presented in a certain logical sequence, while making one minor mistake or no more than two shortcomings, which can be corrected independently upon request or a little help from the teacher; supports the answer with concrete examples; answers the teacher's questions correctly.

Able to independently highlight the main provisions in the studied material; Summarize and draw conclusions based on facts and examples. Establish internal connections. Can apply acquired knowledge in practicemodified situation, observe the basic rules of the culture of oral speech;use scientific terms when answering.

Does not have sufficient skills in working with reference books, textbooks, primary sources (he is oriented correctly, but works slowly).

Grade "3" is given if the student:

Assimilates the main content of the educational material, but has gaps that do not prevent further assimilation of the program material.

Presents the material in an unsystematic, fragmentary, not always consistent manner; shows insufficient formation of individual knowledge and skills; weakly argues conclusions and generalizations, makes mistakes in their formulation; does not use conclusions and generalizations from observations, experiments as evidence or makes mistakes in their presentation; gives fuzzydefinitions of concepts.

Experiences difficulties in applying the knowledge necessary to solve problems of various types, practical tasks; when explaining specific phenomena onthe basis of theories and laws; does not fully answer the teacher's questions or reproducesthe content of the text of the textbook, but does not understand enough certain provisions that are important in this text, making one or two gross errors.

Does not assimilate and does not disclose the main content of the material; don't know or don'tunderstands a significant part of the program material within the setquestions; does not draw conclusions and generalizations.

Has poorly formed and incomplete knowledge, does not know how to apply it insolving specific issues, tasks, tasks according to the model.

When answering one question, he makes more than two blunders that he cannotcorrect even with the help of a teacher.

Rating "1" is given in case :

1. No answer.

Note. At the end of the student's oral answer, the teacher gives a shortanalysis of the answer, a motivated assessment is announced, it is possible to involve othersstudents to analyze the answer.

Criteria and norms for assessing the knowledge and skills of students for independent written and test work.

A score of "5" is given if e Nick :

Performs work without errors and / or / allows no more than one defect.

Observes the culture of written speech; rules for writing papers.

A score of "4" is given if the student:

Completes the written work completely, but allows no more than onea minor error and one flaw and / or / no more than two flaws.

Observes the culture of written speech, the rules for the design of written work, but -allows small blots when keeping records.

Grade "3" is given if the student:

Does at least half of the work correctly.

Allows no more than two blunders, or no more than one blunder, onea minor error and one defect, or no more than three minor errors, or one minor error and three defects, or in the absence of errors, but in the presence of five flaws.

Allows slight non-compliance with the basic norms of the culture of writingspeech, rules for the design of written work.

A score of "2" is given if the student :

Performs less than half of written work correctly.

Allows a number of errors and shortcomings that exceeds the norm at which he canbe rated "3".

Allows significant non-compliance with the basic norms of the culture of written speech,rules for writing papers.

Rating "1" is given in case of:

1. No answer.

Note. - the teacher has the right to give the student a grade higher than the one thatprovided for by the norms if the work is done in the original version. - assessments with work analysis are brought to the attention of students, as a rule, atnext lesson; bug fixes and gaps to be addressedin the knowledge and skills of students.

Criteria and norms for assessing the knowledge and skills of students for practical and laboratory work.

A score of "5" is given if :

Correct independently determines the purpose of these works;performs the work in full in compliance with the necessary "sequence of experiments, measurements.

Independently, rationally selects and prepares for worknecessary equipment; carries out this work in conditions that ensureobtaining the most accurate results.

Competently, logically describes the course of practical (laboratory) work, correctlyformulates conclusions; accurately and accurately performs all records, tables, figures,drawings, graphs, calculations.

Demonstrates organizational and labor skills: maintains the cleanliness of the workplace,order on the table, economically consumes materials; complies with the rules of technologysafety during work.

A score of "4" is given if the student :

Performs practical (laboratory) work in full accordance withrequirements when evaluating results by "5", but allows in calculations,measurements, two - three shortcomings or one minor error and one shortcoming.

When drawing up work, it allows inaccuracies in the description of the course of actions; doesincomplete conclusions when generalizing.

Grade "3" is given if the student :

1 Correctly performs work by at least 50%, however, the amount of work performedpart is such that allows you to get the right results and draw conclusions onthe main, fundamentally important tasks of the work.

Selects equipment, material, starts work with the help of a teacher; or duringmaking measurements, calculations, observations, makes mistakes, inaccurately formulates conclusions, generalizations.

Carries out work in irrational conditions, which leads to results with large errors; or in the report allows a total of no more than two errors (in recording numbers, measurement results, calculations, drawing up graphs, tables, diagrams, etc.), which are not of fundamental importance for this work, but affected the result of execution.

Makes a gross mistake in the course of work: in explanation, in design, in compliance with safety regulations, which the student corrects at the request of the teacher.

A score of "2" is given if the student :

Does not independently determine the purpose of the work, cannot prepare the appropriate equipment without the help of a teacher; performs the work incompletely, and the volume of the completed part does not allow drawing correct conclusions.

Makes two or more gross mistakes in the course of work that cannot be corrected at the request of the teacher; or makes measurements, calculations, observations incorrectly.

Rating "1" is given in case of:

No answer.

Criteria and norms for assessing the knowledge and skills of students in the observation of objects.

A score of "5" is given if the student :

Highlights the essential features of the observed object, process.

Competently, logically draws up the results of his observations, makes generalizations, conclusions.

A score of "4" is given if the student :

Correctly conducts observation on the instructions of the teacher.

Allows inaccuracies in the course of observations: when highlighting essential features of the observed object, the process names secondary ones.

Sloppy or inaccurate reporting of observations.

Grade "3" is given if the student :

Makes one or two gross errors or inaccuracies in conducting observations on the instructions of the teacher.

When highlighting the essential features of the observed object, the process names only some of them.

Makes one or two gross errors in the presentation of results, observations and conclusions.

A score of "2" is given if the student:

Makes three or four gross mistakes in conducting observations on the instructions of the teacher.

Incorrectly highlights the features of the observed object, process.

Allows three or four gross errors in the presentation of the results of observations and conclusions.

Rating "1" is given in case :

1. No answer.

Note. Assessments with an analysis of the abilities and skills to make observations are brought to the attention of students, as a rule, in the next lesson, after the report is submitted.

General classification of errors.

When assessing knowledge, skills and abilities, all errors (gross andnot rough), shortcomings in accordance with the age of the students.

Mistakes are considered gross. :

ignorance of the definition of basic concepts, laws, rules, basic provisions, theory, ignorance of formulas, generally accepted symbols for designating quantities, units of their measurement, names of these units;

inability to highlight the main thing in the answer; summarize the results of the study;

inability to apply knowledge to solve problems, explain the phenomenon;

inability to prepare an installation or laboratory equipment, to conduct experiments, observations, make the necessary calculations or use the data obtained for conclusions;

inability to use primary sources, a textbook, a reference book;

violation of safety regulations, careless attitude to equipment, instruments, materials.

Mistakes are ugly :

inaccuracy of wordings, definitions, concepts, laws, theories, caused by incomplete coverage of the main features of the concept being defined or by replacing 1-3 of these features with secondary ones;

errors in taking readings from measuring instruments that are not related to determining the scale division value;

errors caused by non-observance of the conditions for conducting the experiment, observation, operating conditions of the device, equipment;

errors in the symbols on the diagrams, inaccuracy of the graph;

an irrational method for solving a problem, performing a part of practical work, an insufficiently thought-out plan for an oral answer (violation of the logic of presentation, substitution of individual main questions with secondary ones);

irrational methods of working with reference literature;

- inability to solve problems, perform tasks in a general way.

The shortcomings are:

irrational methods of calculations and transformations, performing experiments, observations, practical tasks;

arithmetic errors in calculations;

careless execution of records, drawings, diagrams, graphs, tables;

spelling and punctuation errors.

Requirements for writing a school essay.

Protected essay - one of the forms of oral final assessment of students. It involves a preliminary choice by the graduate of the problem of interest to him, its in-depth study, presentation of the results and conclusions.

The term "abstract" has Latin roots and in literal translation means "I report, I inform." Dictionaries define its meaning as “a summary in writing or in the form of a public report of the content of a book, doctrine, scientific problem, the results of scientific research; report on a specific topic, covering it on the basis of a review of the literature and other sources. However, school graduates are not always well prepared for this form of work and are aware of the requirements that apply to its implementation.

1. The topic of the essay and its choice

The main requirements for this part of the abstract:

the topic should be formulated correctly from a literary point of view

the title of the abstract should define a clear framework for the consideration of the topic, which should not be too broad or too narrow

should, if possible, refrain from using scientifically controversial terms in the name, excessive scientific appearance, as well as from excessive simplification of wording, it is desirable to avoid long names.

2. Requirements for the design of the title page

In the upper right corner, the name of the educational institution is indicated, in the center - the topic of the abstract, below the topic on the right - full name. student, class. FULL NAME. head, below - the locality and year of writing.

3. Table of contents

The table of contents should be next after the title page. Unfortunately, very often teachers * do not insist on this seemingly formal requirement, and it is with such "trifles" that the culture of scientific work begins.

The school essay should be composed of four main parts: introduction, main part, conclusion and list of references.

4. Basic requirements for introduction

The introduction should include a brief justification for the relevance of the topic of the abstract, which can be considered in connection with the ambiguity of the issue in science, with its objective complexity for study, as well as in connection with the numerous theories and disputes that arise around it. In this part, it is also necessary to show why this issue may be of scientific interest and what practical significance it may have. Thus, the topic of the abstract should be relevant either from a scientific point of view or for practical reasons.

It is very important that the student is able to identify the goal (or several goals), as well as the tasks that need to be solved to achieve the goal. For example, the goal may be to show different points of view on a particular person, and the tasks may be a description of her personal qualities from the standpoint of a number of authors, coverage of her social activities, etc. Usually one task is assigned to one section of the abstract.

Requirements for the main part of the abstract

The main part of the abstract contains material that is selected by the student to consider the problem. You should not demand very voluminous essays from schoolchildren, turning their work into a mechanical rewriting of the first material that comes across from various sources. The average volume of the main part of the abstract is 10 pages. The teacher, when reviewing, and the student, when writing, need to pay attention to the reasonable distribution of the material into paragraphs, the ability to formulate their title, and compliance with the logic of presentation.

The main part of the abstract, except for the content selected from different literary sources, should also include the student's own opinion and formulated independent conclusions based on the facts presented.

6. Requirements for conclusion

Conclusion - part of the abstract, in which conclusions are formulated in paragraphs, attention is drawn to the implementation of the tasks and goals (or goals) set in the introduction. The conclusion should be clear, concise, following from the main part. Very often, students (and teachers, too) confuse the conclusion with a literary afterword, where they try to present material that continues the presentation of the problem. The volume of the conclusion is 2-3 pages.

7. Mainrequirementstoliststudiedliterature

Sources should be listed in alphabetical order (by the first letters of the authors' surnames or by the titles of collections). It is necessary to indicate the place of publication, the name of the publisher, the year of publication.

8. Basic requirements for writing an abstract

The main requirements for writing an abstract are as follows:

A certain form must be observed (title page, table of contents, etc.)

Modern means of evaluating results

development of OOP LLC in biology

With the introduction of the Federal State Educational Standard, education is completely moving to a competency-based approach, the main goal of which is the formation of meta-subject competencies built on top of traditional knowledge, skills and abilities.

The traditional system of monitoring and evaluating the quality of education, due to its organizational and technological features, is no longer able to solve modern problems.

In modern pedagogical science and practice, there are two main approaches to the problem of assessing the educational achievements of students.

The first, traditional, interprets them as an increase in the volume of knowledge, skills and abilities of pupils, the level of assimilation of which is assessed using a point assessment. In this case, the focus of the teacher's attention is mainly on learning activities, and the diagnostics of achievements is a fixation of the level of students' learning, which is understood here in a narrowly didactic sense and characterizes the level of mastering knowledge and methods of learning activities.

The second approach to the problem of assessing the level of educational achievements of students is based on the recognition of the need to take into account the dynamics of their personal development, the formation of their basic meta-subject skills. Indicators of students' achievements in this case are personal acquisitions among schoolchildren, their individual progress in the educational process, the formation of meta-subject formations.

The role of the teacher is also changing. If earlier he mainly performed the broadcasting and controlling functions, now it is the role of a tutor, coordinating the educational process, starting from cognition and ending with the result.

An essential element of the standard was the introduction of a requirement for the development of a student's evaluative independence based on the formation of a conscious, adequate and critical assessment in educational activities, the ability to independently and reasonably evaluate their own actions and the actions of classmates, adequately assess their ability to achieve a goal of a certain complexity in various areas of independent activity.

Based on the leading role of each student in the modern educational process, the main emphasis in the selection of methods and means for assessing the educational achievements of students is on self-assessment, as a means of making a decision by the student, the ability to draw up an independent training program.

Self-esteem is the student's attitude to his abilities, capabilities, personal qualities. Self-assessment, as one of the components of activity, is not associated with marking oneself, but with the assessment procedure, which is especially important in accordance with the new GEF. It is most of all connected with the characteristics of the process of completing tasks, its pros and cons, and least of all with points. The main meaning of self-assessment, according to a number of authors, is the student's self-control, his self-regulation, self-examination of his own activities and independence. All of the listed qualities to some extent intersect (combine) with the meta-subject skills of the results of education: independence in the process of cognition, decision-making and their evaluation; reflexive abilities, etc. The dominant functions of self-esteem are ascertaining (based on self-control); mobilization-incentive (desire for a deeper study of the material); design (planning further study of the material, topics, etc.).

The role of the teacher here is reduced to the development of clear assessment standards for each specific case; creating the necessary psychological attitude of students to analyze their own results; ensuring a situation where the assessment standards are known to all students and they independently compare their results with them, while making appropriate conclusions about the effectiveness of the work; joint analysis of students' self-assessment with subsequent comparison with the teacher's assessment and adjustment of the activity program for the next stage of training, taking into account the results obtained. With the implementation of all these functions of the teacher, the process of self-assessment will become objective and productive.

One of the tasks in the context of the introduction of the second generation of the Federal State Educational Standards is to test in practice in real conditions the theoretically constructed and proposed for testing new models of the educational system. A very important aspect is the grading system. An educational assessment system is important because it supports and stimulates students, provides accurate feedback, is informative, and engages students in self-assessment. The main task and evaluation criterion is the mastery of the system of educational actions with the studied educational material. In conditions when education is focused on the development of cognitive interests and creative potential of students, the traditional assessment system is not able to create conditions for the individual development of the student. One cannot but agree with P. Gruzdev, who wrote: “Evaluation is a very important means of educating children's ability to self-esteem, without exaggerating their merits and merits, without envy and hostility towards stronger comrades, the ability to morally worthy recognition of their shortcomings without any or mental breakdowns.

Today, as innovative means, it is necessary to actively use testing, modular and rating systems for assessing the quality of knowledge, quality monitoring, educational portfolios, which allow establishing the personal responsibility of the teacher and the school as a whole for the quality of the learning process. Modern approaches to the system of monitoring and evaluating the student's educational work cannot be limited to checking the assimilation of knowledge and developing skills and abilities in a particular academic subject. They pose a more important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, identify errors and find ways to eliminate them.

The teacher needs to take into account the subject, and meta-subject, and personal results of the student, his communication skills, actively introduce methods of self-assessment, mutual assessment into practice.

When assessing subject results It must be taken into account that the subject of assessment, in accordance with the requirements of the Federal State Educational Standard, is not only knowledge, but also educational and practical skills specific to a given subject, usually based on certain types of universal educational activities. The standards directly indicate that the most important subject of assessment in this case is “the ability to solve educational, cognitive and educational and practical problems”

Biology as a subject is an integral part of natural science education at all levels of education. As one of the most important components of the educational area "Natural Science", biology makes a significant contribution to the achievement of the goals of general education, ensuring that students master the basics of life science.

The purpose of teaching biology is:

Formation of a system of scientific knowledge about living nature, the laws of its development, the historically rapid reduction of biological diversity in the biosphere as a result of human activity for the development of modern natural-scientific ideas about the picture of the world;

the formation of initial systematized ideas about biological objects, processes, phenomena, regularities, about basic biological theories, about the ecosystem organization of life, about the relationship between living and non-living things in the biosphere, about heredity and variability; mastering the conceptual apparatus of biology;

gaining experience in using the methods of biological science and conducting simple biological experiments to study living organisms and humans, conducting environmental monitoring in the environment;

formation of the foundations of environmental literacy: the ability to assess the consequences of human activities in nature, the impact of risk factors on human health; choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them, awareness of the need for actions to preserve biodiversity and natural habitats of plant and animal species;

formation of ideas about the importance of biological sciences in solving the problems of the need for rational nature management, protecting people's health in a rapidly changing ecological quality of the environment;

mastering the methods of first aid, the rational organization of work and rest, the cultivation and reproduction of cultivated plants and domestic animals, and their care.

The main types of assessment and control are

preliminary (input) control serves to identify the level of knowledge and development of students in newly completed classes in which the teacher begins teaching. It is also used in relation to newly arrived students in the class, as well as before studying a new section in order to identify basic knowledge, skills, level of interest, and experience.

Current control in the form of an oral survey, written tests, frontal conversation is carried out in the process of studying the topic, is an element of many lessons, especially combined ones.

Periodic(step-by-step, milestone) control in the form of tests, interviews, tests, testing is advisable after studying a major topic or section.

final control is carried out after studying the course or at the end of a certain stage of education (a quarter, half a year, a semester, the end of primary, basic or complete secondary education). Its forms are tests, defense of essays, term papers and theses, exams

Students should be able to:

Identify, describe and explain essential features of biological objects and phenomena;

Find information in different sources and be able to analyze it, necessary for the study of biological objects and phenomena.

give examples the diversity of the living world; metabolism; prokaryotic cells; eukaryotic cells; reproduction of organisms; patterns of inheritance of traits; use and protection of the environment, adaptation of living organisms to habitat conditions; influence of abiotic and biotic factors on living organisms.

Compose a brief biological description of different types of biological objects, phenomena and processes, based on various sources of biological information and forms of its presentation.

Use acquired knowledge and skills in practical activities and everyday life.

The federal state educational standard contains clear requirements for the system for assessing the achievement of planned results.

Given the importance of this issue, assessment criteria for biology were developed, which are presented in the table.


Written work, closed exam	Open exam, projects
Assessment by teacher, tutor	Participatory assessment
Implicit ( implicit) criteria for evaluation	Explicit ( explicit) criteria for evaluation
Competition	Cooperation
Result evaluation	Process evaluation
Goals and objectives	Learning Outcomes
Knowledge Assessment	Assessment of skills, abilities, competencies
Memory testing	Evaluation of understanding, interpretation, application, analysis, synthesis
Course assessment	Module evaluation
Final, summary assessment	Formative, developmental assessment
Evaluation Priority	Doctrine Priority

The results of applying formative assessment are:

ensuring the development of the standard by all students in the most comfortable conditions for each,

the maximum approximation of each student to the result planned by him in case the result goes beyond the standard in terms of the level of mastering the content,

formation of students' evaluative independence,

formation of adequate self-esteem.

Five Principles of Formative Assessment

The teacher regularly provides feedback by providing students with comments, remarks, etc. about their activities.

Students take an active part in organizing their own learning process.

The teacher changes teaching techniques and technologies depending on changes in student learning outcomes.

The teacher is aware that assessment through marks dramatically reduces the motivation and self-esteem of students.

The teacher recognizes the need to teach students the principles of self-assessment and ways to improve their own performance

Innovative evaluation tools and forms

portfolio

context tasks;
interdisciplinary examinations;
competence-oriented tests;
situational assignments.

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

However, the conditional expression of the assessment is the mark, usually expressed in points. In the course of control, the compliance of the ZUN achieved by students with the standard established by the state is checked, and the assessment expresses the reaction to the degree and quality of this compliance.

Biology Grading System

Evaluation of the oral response of students

The mark "5" is placed in the case of:

1. Knowledge, understanding, depth of assimilation by students of the entire volume of program material.

Mark "4":

1. Knowledge of all studied program material.

3. Minor (non-rough) errors and shortcomings in the reproduction of the studied material, compliance with the basic rules of the culture of oral speech.

Mark "3"(the level of representations combined with elements of scientific concepts):

1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulty in self-reproduction, the need for little assistance from the teacher.

2. Ability to work at the level of reproduction, difficulties in answering modified questions.

3. The presence of a gross error, several minor errors in the reproduction of the studied material, a slight non-compliance with the basic rules of the culture of oral speech.

Mark "2":

1. Knowledge and assimilation of the material at a level below the minimum requirements of the program, separate ideas about the studied material.

2. Lack of skills to work at the level of reproduction, difficulties in answering standard questions.

3. The presence of several blunders, a large number of blunders when reproducing the studied material, a significant non-compliance with the basic rules of the culture of oral speech.

Mark "1":

no answer

Evaluation of the implementation of practical (laboratory) work.

1) correctly identified the purpose of the experiment;

2) completed the work in full in compliance with the necessary sequence of experiments and measurements;

5) demonstrates organizational and labor skills (maintains a clean workplace and order on the table, economically uses consumables).

7) the experiment is carried out according to the plan, taking into account safety precautions and the rules for working with materials and equipment.

A mark of "4" is given if the student has met the requirements for a mark of "5", but:

1. the experiment was carried out under conditions that do not provide sufficient measurement accuracy;

2. or two or three shortcomings were made;

3. or no more than one minor error and one defect,

4. or the experiment was not carried out completely;

5. or in the description of observations from experience made inaccuracies, the conclusions were made incomplete.

Mark "3" is placed if the student:

2. or experiments, measurements, calculations, observations were made incorrectly;

3. or in the course of work and in the report, all the shortcomings noted in the requirements for the assessment of "3" were found in aggregate;

The mark "1" is set if no lab work.

Evaluation of independent written and control works.

Mark "5" is placed if the student:

1. completed the work without errors and shortcomings;

2) made no more than one defect.

The mark "4" is set if the student completed the work in full, but allowed in it:

1. no more than one minor error and one defect;

2. or no more than two shortcomings.

Mark "3" is put, if the student correctly completed at least 2/3 of the work or allowed:

1. no more than two gross errors;

2. or no more than one gross and one non-gross error and one defect;

3. or no more than two or three minor errors;

4. or one minor error and three shortcomings;

5. or in the absence of errors, but in the presence of four or five shortcomings.

Mark "2" is placed if the student:

1. made a number of errors and shortcomings exceeding the norm, at which a mark of "3" can be set;

2. or if less than half of the work has been done correctly.

The mark "1" is set if missing work .

Assessment of problem solving skills

Mark "5":

there are no errors in the design and solution, the problem is solved.

Mark "4":

there are no significant errors in the design and solution, but there are inaccuracies, the problem is solved.

Mark "3":

there are inaccuracies in the design, a significant error in the calculations was made.

Mark "2":

there are significant errors in the design, logical reasoning and decision.

Mark "1": the task is not solved.

Evaluation test work(based on the recommendations presented by V.V. Pasechnik "Diagnostic work")

To convert points to a traditional school mark, the following scale is used:

Mark "5": 80-100% completed

Mark "4": 60-79% completed

Mark "3": 40-59% completed

Mark "2": less than 40% completed

Mark "1": did not start execution.

Standards for evaluating a multimedia presentation

CREATION SLIDES	Maximum Points
Title slide with title
Minimum quantity - 10 slides
Using additional PowerPoint effects (slide transitions, sound, graphics)
Using animation effects
Inserting Graphs and Tables
Scientifically sound conclusions based on data
The text is well written and the formed ideas are clearly stated and structured.
Slides are presented in a logical sequence
Nice presentation design
TOTAL POINTS Final score:

"5" - 55 - 60 points

"4" - 45 - 54 points

"3" - 30 - 44 points

"2" - less than 30 points

"1" - the student did not start work.

Project evaluation

Table 1. Criteria-based evaluation of the project as a whole.

	Criteria and levels
	Goal setting and planning
	Goal not stated
	The goal is defined, but the ways to achieve it are not indicated
	The goal is defined and clearly described, and a coherent description of its achievement is provided.
	Collection of information, identification of resources
	Most sources of information do not relate to the essence of the work
	The work contains a limited amount of information from a limited number of suitable sources.
	The work contains sufficiently complete information, a wide range of suitable sources was used.
	Justification of the relevance of the choice, analysis of the funds used
	Most of the work does not relate to the essence of the project, the means used are inadequately selected
	In the work, the stated goals are mainly achieved, the means chosen are relatively suitable, but insufficient

	The work is holistic throughout, the chosen means are used appropriately and effectively
	Analysis and creativity
	Reflections of a descriptive nature, the possibilities of a creative approach are not used
	There is an attempt to reflect and a personal view on the topic, but there is no serious analysis, elements of creativity are used
	Personal reflections with elements of an analytical conclusion, but the analysis is not deep enough, a creative approach is used
	Deep reflections, own vision and analysis of the idea, and attitude towards it
	Organization of the written part
	Written work is poorly organized, not structured, there are errors in the design
	The work is mostly streamlined, attention is paid to the design
	A clear structure of all work, competent design.
	Analysis of the process and the final result
	The overview is a simple retelling of the order of work
	Consistent review of work, analysis of goals and results
	Exhaustive review of the work, analysis of the purpose, result and problem situations
	Personal engagement and attitude towards work
	The work is template, which does not meet the requirements for the project
	Work meets most requirements, mostly independent
	Fully independent work that meets all requirements.

Table 2. Criteria assessment of the project report

	Criteria and levels
	Report quality
	The composition of the report is not built, the work and results are not presented in full.
	The composition of the report is built; the work and its results are presented, but not in full.
	The composition of the report is built; the work and its results are presented quite fully, but the speech is unconvincing.
	The composition of the report was built, it presents the work and its results in full; the main positions of the project are argued; persuasiveness of speech and conviction of the speaker.
	Scope and depth of knowledge on the topic
	The speaker does not have a large and deep knowledge of the topic; interdisciplinary connections are not reflected
	The speaker showed a large amount of knowledge on the topic, but the knowledge is not deep; interdisciplinary connections are not shown.
	The speaker showed a large amount of knowledge on the topic. Knowledge is deep; interdisciplinary connections are not shown.
	The speaker showed a large amount of knowledge on the topic, deep knowledge; intersubject communications are reflected.
	Pedagogical orientation
	The speaker in front of the audience is holding himself uncertainly; the time limit was not maintained, could not keep the attention of the audience during the entire performance; the visual aids used do not reveal the themes of the work.
	The speaker is confident in front of the audience, the time limit of the speech is kept; but there is no culture of speech, visual means are not used.
	The speaker is confident in front of the audience, has a culture of speech, visual aids were used, but the time limit of the speech was not observed, it was not possible to keep the attention of the audience during the entire speech.
	The speaker has a culture of speech, confidently holds himself in front of the audience; visual aids were used; the time limit of the speech is maintained, the attention of the audience was held throughout the performance
	Answers on questions
	Doesn't answer questions asked.
	The answers to the questions are not complete, there is no persuasiveness, there are no arguments.
	The speaker is persuasive, gives complete, reasoned answers, but does not seek to reveal the strengths of the work through the answers, to show its significance.
	The speaker is persuasive, gives full, reasoned answers to questions, strives to use the answers to reveal the topic and strengths of the work.
	Business and strong-willed qualities of the speaker
	The speaker does not strive to achieve high results, does not make contact, is not ready for discussion.
	The speaker wants to achieve high results, is ready for discussion, but leads it with opponents in an incorrect form
	The speaker does not strive to achieve high results, but is friendly, easily enters into a dialogue with opponents.
	The speaker shows a desire to achieve high results, is ready for discussion, is friendly, easily makes contact.

Table 3. Criteria-based evaluation of a computer presentation.

	Criteria and levels

	Not all slides are informative
	Each slide has an information load
	Consistency in presentation
	There is no consistency in the presentation of the material
	The sequence of presentation of the material is observed
	Slide color scheme
	The slides use a lot of colors.
	The number of colors used for the design of the slide corresponds to the norm (no more than three)
	Font selection
	Font size, font combination is not correct
	Font size, font combination is correct
	Tables and graphs
	Tables and graphs contain an abundance of information. Poorly readable
	Tables and graphs contain the necessary information, are easy to read
	Cards
	The name of the map is missing, the scale is not specified, symbols
	The map has a name, scale, symbols
	Illustrations
	Illustrations, photos do not contain information on the topic
	Illustrations, photos contain information on the topic
	Animation
	Interferes with the perception of the information load of the slides
	Enhances the perception of the information load of the slides
	Musical accompaniment
	Interferes with the perception of information
	Enhances the perception of information
	Volume of electronic presentation
	The volume of the presentation exceeds the norm - 7MB
	The volume of the presentation corresponds to the norm

All groups of skills presented in the tables are not a random set, but elements of the system. If even one element is excluded, the system of learning activities will fall apart, and, consequently, the project cannot be completed.

The number of points scored by students is correlated with the "5" point rating scale:

86 - 100 points - "5"

70 - 85 points - "4"

50 - 69 points - "3"

In accordance with the mechanism of criteria-based assessment, an unsatisfactory assessment of the educational project should be given in the following cases:

Refusal to execute the project;

No product (= no technology phase of the project);

No report (= no reflection);

No presentation (= no communication);

Project not completed on time (= no organizational skills);

The project was executed without taking into account the available resources (“organizational skills are lame”).

Evaluation of educational projects with the help of criteria-based assessment technique allows removing the subjectivity in the obtained assessments. After the project has been scored, the student should be given the opportunity to reflect. What did the completion of this educational task give him personally, what didn’t work out for him and why (misunderstanding, inability, lack of information, etc.); if objective causes of failures were found, then how they should be avoided in the future; If everything went well, what is the key to this success. It is important that in such reflection, students learn to adequately evaluate themselves and others.