New opportunities for assessment in the classroom. Assessment for learning

The change in the educational strategy in developed countries has led to the fact that it was necessary to revise approaches to assessing students' knowledge. Foreign schools have begun to use formative assessment (or assessment for learning).
The booklet covers some of the theoretical aspects of this approach in the first part, and in the second it introduces various evaluation techniques. The description of specific examples will help the teaching staff not only to think about what students should know and be able to do at the end of a particular course, but also to build a productive dialogue with the children.

How to make assessment assessment for learning.
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 other values, placing an active student at the center of the educational process and offering the teacher to take the position of a facilitator, tutor, mediator or employee in 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.

Lifelong learning has become the leading vector of the educational strategy. The initiator of it is the one who learns. The variability and individualization of learning come to the fore, providing the needs and opportunities of the student, a 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."

CONTENT
Part 1. How to make assessment an assessment for learning
Part 2: Assessment Techniques for Formative Assessment
Basic Techniques for Effective Feedback for Teacher and Students
Reflective Appraisal Techniques
Questionnaire: attitudes and attitudes
Evaluation techniques for courses in the humanities and socio-historical subjects. Estimated headings
Evaluation techniques for science courses. Evaluation by result / Productive evaluation.

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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 exact 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.

When learning goals become open and understandable to children

How to teach children to independently evaluate the results of their educational work? One of the most effective tools for solving this urgent problem is formative assessment. It is no coincidence that training in this method is increasingly included in professional development programs. About what is the essence of formative assessment, what problems can be encountered on the way of its development and how they can be solved - our conversation with the candidate of pedagogical sciences Marina PINSKAYA.

- Marina Alexandrovna, since the educational standards set the goal of developing evaluative independence, many teachers had a request to master new pedagogical tools. But as far as I know, you began to seriously study the technology of formative assessment long before the adoption of the Federal State Educational Standard. What prompted you to take up this issue?

– The fact is that formative assessment or, as it is also called, assessment for learning (Assessment for learning) has become the mainstream of world education since the early 2000s. It came into educational practice as a reaction to the mass exploitation of testing in the educational process. It became clear that when the assessment of educational achievements is based mainly on test methods, such an approach limits the possibilities for the development of the education system. Once this connection was realized, formative assessment became the focus of attention of educational policy makers. For example, on the website of the UK Department of Education, the words appeared that tests measure well, but do not help improve the state of affairs. To achieve improvement, new assessment tools are needed. And so, teachers need to master them.
That is, the tests showed the risks of their total application, and the "pendulum" swung in the opposite direction - towards live communication between the teacher and the children and the students with each other, where the student takes an active rather than a passive position, showing more and more independence, including in organization of their educational activities and evaluation of its results.

– And what, if I may say so, forms formative assessment?

– Independence in the definition of educational tasks, in the choice of a way to solve them, and in general – in the organization of their studies. Formative assessment is aimed at ensuring that a person himself can evaluate his educational achievements, identify his weaknesses, and most importantly, be able to determine what and how he needs to do in order to move forward in order to improve his own results.

- If you briefly describe the essence of the process of formative assessment - what are the main principles here?

– First principle: learning objectives should be open and understandable to children. The students know what they are doing, why and where they should come. The second principle is that the assessment criteria are discussed with the children and understood by the children, perhaps even introduced together with the students. The third principle: a constant feedback is built from the teacher to the student and from the student to the teacher. At any stage of educational work, a student can receive feedback that shows where he is now, what he is doing, what difficulties arise, how he can cope with them ...

- That is, the child sees how the teacher uses criteria-based assessment, and gradually learns to evaluate himself on his own?

– Yes, from some point on, the teacher already gives the children tasks that encourage independent assessment actions and comprehension of the results that have appeared during the assessment. For example, he offers to exchange notebooks, read each other's work, and then give each other advice on what is needed to do better work next time. I note that one of the fundamental points is that in the practice of formative assessment, mutual assessment is necessarily present. This is important: when we do everything together, we learn from each other. To see what I lack for successful learning, I can look at the work of a friend.

- It is unrealistic to develop evaluation criteria together with the children for each task. Where can you get the criteria "in finished form"?

– For example, on the websites of International Baccalaureate schools. For example, the website of the Moscow School of Economics www.mes.ru contains the criteria that are accepted for evaluating works in the field of natural sciences, the Russian language and mathematics. In addition, the criteria are in books on formative assessment. For example, in the book that we wrote together with Irina Ulanovskaya, “New Forms of Evaluation. Elementary School. GEF". And also in the books of psychologist Galina Tsukerman. I note that the tools that develop evaluative independence are successfully used in developmental education classes in the Elkonin-Davydov system. But at the same time, the teacher needs the experience of independently developing evaluation criteria, otherwise he will not be able to teach this to students.

– Is it possible to describe formative assessment as a technology with a certain sequence of stages: first, the teacher sets and explains the learning goals, then introduces the criteria, then the guys perform tasks where they evaluate each other and themselves according to these criteria ...

– Of course, but this is too mechanistic description. To unlock the potential of formative assessment, it is important not only and not even so much to follow the sequence of stages, but rather other things. First of all - the professional position of the teacher. I am reminded of the text of a questionnaire in the Belgian Department of Education designed for teachers learning new educational tools. Do you know where it starts? From two questions: are you sure that each of your students is capable of more? And - what do you do to ensure that each of your students develops? The answer to these two questions determines the main reason why the teacher enters the classroom: “I am not here to control or show the children what they cannot do. I am here to help them advance successfully in their education. And I certainly believe that every child is capable of this. And this, in particular, means that I give him constant positive feedback, paying special attention to what he is doing well or what has become better.
In addition, it should be borne in mind that self-assessment and self-study in general are based on certain skills that need to be developed. For example, any expert will tell you that the ability to ask questions plays a key role here. By developing this skill, we develop the child's ability to think critically, to grasp the main thing and, in general, not to be afraid to think. By the way, I recently gave a seminar on new methods of assessment, and you know what was the most difficult task for teachers? Come up with a question that would be interesting to the participants of the seminar, children ...

– It is no secret that in practice self-assessment is often carried out formally. For example, the teacher suggests to the children: "Who liked everything - raise the red box, who had difficulties - blue, who did not understand anything - black." What is this - a misunderstanding of the essence of evaluation?

This is a common mistake that everyone goes through. The main reason is the strength of habits that develop in the process of following the same methodology for many years. And the teacher builds the educational process within the framework of this familiar algorithm. Going beyond these limits, even with a strong desire, does not immediately work. But over time, this happens, the main thing is to keep the internal setting to climb together with the students to the next step of independence. You can make a kind of inventory of what we (in a particular class with specific students) have today (what path we have traveled, what we have learned), and think: where can we move in the near future and what do we need to do for this?

- Could the next step be, for example, an independent search for ways to overcome educational problems?

- Here, as an example, I can tell a story that happened in one of the 11th grades, when the guys were preparing for the exam. At first, the preparation was carried out according to the usual methodology - the teacher said: today we are repeating such and such a topic, solving such and such problems, tomorrow there will be such and such a topic, such and such tasks. But since the productivity of such training did not suit the teacher very much, it was decided to test a new methodology based on the students' self-observation of what they do well and what they do not. In particular, written self-reflection was periodically conducted with the guys, during which they answered the questions: what did I want to achieve? what tasks did you set for yourself? what happened as a result? Did or didn't it match my expectations? what do i intend to change? And it turned out that the guys quickly began to enter the “self-navigation” mode – to make decisions on their own about where to go next, what level of difficulty to choose, what topic, what can be done faster, and what should be given more time.

– If we talk about your experience in conducting seminars: what conceptual things in formative assessment are the most difficult to understand?

– Theoretical moments are almost never “grasped”. At best, listeners can get hooked on something so that they can start thinking about it later. But what convinces teachers that a new method is worth trying? Practice (one's own or someone else's) convinces, which can be shown: look - here is the teacher, here is a photograph of his work in the classroom, here is a photo of his children, here is a description of the teacher's reflection. And this reflective text contains a description of the experience of using a new tool - a technique for creating tests on their own: in the second grade, the guys came up with test questions for each other, which then formed a test test. Among other things, this text notes the following fact. At the end of the work, the children said: “We felt that the teachers really want to help us and take great care of us.” That's when course participants get acquainted with such a practice, they have questions that arouse interest: “What, before that, the teacher did not care about children? Of course, he cared, but a new pedagogical tool appeared, and suddenly it became clear to everyone. Why is that? Probably, along with the development of this instrument, something has changed in their relationship ... "

What question comes up most often in your seminars?

- Where can I get the time? As one teacher remarked, speaking of his experience with organizing assessment activities in groups: “It's all good, but we don't fit into the lesson. The bell is already ringing, and they all continue to discuss each other's work.

“I can recommend one thing: get started, try using formative assessment tools, and you will understand how you manage with time. At the same time, it is important to understand: there are tools that require a lot of time, but there are others that allow you to save time. Say, how can you get an idea of ​​the level of assimilation of new educational material? You can conduct a control, or you can use the "exit ticket" tool. At the end of the lesson, the children attach stickers to the board that say: “What did I understand?”, “What did I not understand?” And: “What question would I like to ask?” If the teacher comprehends these texts, then, having come to the lesson tomorrow, he will know what problem a particular student has, what questions have not yet been understood by anyone, and what should not be lingered on.

Formative assessment of schoolchildren is a pedagogical method that is successfully developing in the world today. What it is? What are the advantages of this way of interaction between teachers and students? This was told to a RIA Novosti correspondent on the eve of the All-Russian Field School of Teachers 2015, which will be held on March 23-27, by Marina Pinskaya, a leading researcher at the Institute for Education Development of the National Research University Higher School of Economics.

- Marina Alexandrovna, what is formative assessment of schoolchildren?

- Every school teacher evaluates his students, and for this he has a variety of tools. The assessment procedure can be final, with its help the teacher controls where his students have come, whether they have reached the goal set by the educational standard.

There is another kind of assessment that the teacher does not to check, but to understand how to change their own actions and help each of the students improve their achievements. This type of assessment, which answers the question "how are things going, what's wrong, and how can we do better?" is called formative.
Usually in the classroom both things happen. Final assessment helps the teacher to understand whether he has fulfilled his obligations, whether the child is learning or not, and formative assessment helps to find a way to help each student, improve his situation and make knowledge more accessible to him.

How did formative assessment come about?

- It has always existed, because it is a natural part of the teacher-student relationship. We have all heard the teacher say to the child: “Try to do it differently”, “First draw lines in a notebook to write more evenly”, “Before you start writing an essay, try to determine the most important thing you want to talk about” .

Any advice of this kind is already part of formative assessment. The teacher sees how he can help the student, what he needs to be advised. For example, one child needs to make a drawing for a task, because it makes it easier for him to grasp the field of the task, while another does not need it. Our teachers have always done this. A few decades ago, the world placed a very strong emphasis on testing schoolchildren. And you always want to standardize tests, make all tasks the same, and make the results easy to process, so that they allow you to control the level of student achievement. In the late 1990s educators from different countries began to understand the negative effects of this approach. Of course, testing is necessary, and no one refuses it, but it is not universal. Other tasks require different tools.

At this time, a group of educators appeared in England advocating the reform of assessment. Members of this group stated that the main thing in the teacher's work is not just to measure the achievements of the student, but to improve them, and for this it is necessary to use other approaches and tools. In their opinion, assessment is everything that happens between a teacher and a student and helps each of them to improve their performance. Some time later, about 10-15 years ago, the requirement for formative assessment began to appear in the educational standards and professional standards of teachers from different countries.

- What does formative assessment bring to students, teachers and parents?

— Parents are the weakest link in the perception of this method. Teachers somehow quickly realize that they have a new, more trusting relationship with children, there is an opportunity to cooperate. And not because the teachers suddenly became "good", but because the method itself is conducive to this.

For example, I, a teacher, checked the student’s work and instead of writing “3”, “4”, or “5” in a notebook, I tell him: “Come on, you try to do this differently now” or: “Look , yesterday you didn’t have it, but today you already did it. It’s great! You see, this is a different kind of relationship. Teachers and children see and understand him. But what do parents see? This is a question.

Usually the child at home hears: "Show the notebook, show the diary. Everything is clear." And the process of cooperation between the teacher and the student is sometimes not visible. Therefore, formative assessment involves written feedback from the student, when recommendations are given not only in words, but also in a notebook. Parents should see that there is not just a "cm" there, but the teacher advises the student how to complete the task, and then reacts to the result .. Did the student do what he was asked? Did you start drawing lines to write straight? Does he now make drawings for the problem, build diagrams for the spelling?

That is, there must be written evidence that there is a meaningful purposeful work between the teacher and the student to improve learning outcomes. This is a very serious and valuable argument for parents, because everyone wants their children to be treated individually. But if this is not the case, then the price of the teacher's statement "I now have formative assessment" is low, because the traces of this assessment should be very visible.

- Who trains Russian teachers to work according to this method?

- The Moscow Higher School of Social and Economic Sciences has master's programs in educational management, and for several years now they have included a formative assessment course. Regional institutes for advanced training are also showing interest in this topic. Gradually, this method comes into use.

- Is this method being introduced in Russian schools?

— Here we should rather talk about the pedagogical systems in which it is already operating and spreading. In the system of developmental education, there are many techniques and tools for such assessment, since this system assumes that the teacher constructs the assessment of students as a formative one. Such a habit becomes part of the mentality of teachers working according to systems of developmental education, for example, according to the Elkonin-Davydov system.

Formative assessment is mandatory in schools included in the International Baccalaureate system. Now there are quite a lot of such schools, in Moscow there are already more than a dozen of them. In addition, in any classroom where the teacher relies on common sense, understands the children, and looks for ways to help them, formative assessment can be found.

- Is it possible to evaluate the experience of such implementation?

- There was no official implementation, "on command". Even the name of the method did not sound. But in the last few years, you can see how teachers themselves are beginning to be interested in this method. Can it be implemented? Yes. When a school announces that it will start working on the International Baccalaureate program, formative assessment immediately starts to take off in a great way. In another school, teachers were trained to work according to the Elkonin-Davydov system - and everything is being remarkably implemented there. There are also wonderful INTEL programs that train teachers very well and massively, including formative assessment.

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 learning improvement: 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)

Common Science Literacy Framework (Canada) Students' ideas and understandings 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 measurable 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 find it very difficult to find 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 hard to read My notes are chaotic and hard to read. Overall rating

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