Pedagogical assessment. B) Negative ratings

The classification of grades, which together determine the progress of students, can be made according to different criteria (reasons). So, in the literature, estimates are distinguished by sign (positive and negative); in time (anticipatory, ascertaining, delayed); by the amount of work (for part of the work, for the fully completed work); according to the breadth of personality (in general or individual manifestations); in form (value judgment, mark, behavior towards the student), etc.

Traditionally, in domestic pedagogical psychology, the following types of pedagogical assessment are considered. subject estimates concern what the student is doing or has already done, but not his personality. AT this case pedagogical assessment is subject to the content, subject, process and results of activity, but not the subject itself. Personal pedagogical assessments refer to the subject of the activity, and not to its attributes, note the individual qualities of a person manifested in the activity, his diligence, skills, diligence, etc. In the case of subject assessments, the child is stimulated to improve learning and to personal growth through the assessment that he does, and in the case of personal ones - through an assessment of how he does it and what properties it shows.

material pedagogical assessments include various ways of material incentives for students for success in educational and educational work. Money, things attractive to the child, and many other things that serve or can act as a means of satisfying the material needs of children can act as material incentives. Moral pedagogical assessment contains praise or reproach that characterizes the child's actions from the point of view of their compliance with accepted moral standards.

Productive pedagogical assessments refer to the final result of the activity, focusing mainly on it, not taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is evaluated, and not how it was achieved. Procedural Pedagogical assessments, on the contrary, refer to the process, not to the final result of the activity. Here attention is drawn to how the result was achieved, which was the basis of the motivation aimed at achieving the corresponding result.

quantitative pedagogical grades are correlated with the amount of work done, for example, with the number of tasks solved, exercises done, etc. quality pedagogical assessments relate to the quality of the work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

In the American education system, according to Guy Lefrancois, the following types of assessments are used. Process assessment- assessment of the current achievements of students in learning situations. Authentic score - an assessment procedure designed to enable students to demonstrate their full learning abilities in real life situations. final grade produced at the end of the training period; designed to determine the level of achievement. Formative assessment - evaluation before and during training; designed to help students identify their strengths and weaknesses. Formative assessment is a fundamental part of the learning process.

According to the level of generalization, B. G. Ananiev subdivides pedagogical assessment into partial, fixed and integral.

Partial evaluation- this is the initial form of pedagogical assessment, which is related to private knowledge, ability, skill or a separate act of behavior; are always expressed in a verbal, verbal evaluative form of judgment. In partial assessments, three groups are distinguished, which have their own special forms of manifestation: initial(lack of assessment, indirect assessment, uncertain assessment); negative(remark, denial, censure, reproach, threats, notations); positive(consent, approval, encouragement). As B. G. Ananiev notes, the partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal (in the form of a score) nature of the mark, the mark is broadcast in the form of detailed verbal judgments that explain to the student the meaning of the “folded” mark that is then put down - the mark.

Sh. A. Amonashvili, emphasizing the strength of the social significance of grades and the imperativeness of the assessment process, points to the “secret” means of obtaining the desired grades by students: this is cheating, prompting, cramming, cheat sheets, etc. Researchers have found that teacher assessment leads to a favorable educational effect only when the learner internally agrees with it. The educational effect of the assessment will be much higher if the students understand the requirements placed on them by teachers.

Conditions for the effectiveness of pedagogical assessment

Under effectiveness of pedagogical assessment its stimulating role in the education and upbringing of children is understood. Pedagogically effective is such an assessment that creates in the child a desire for self-improvement, for acquiring knowledge, skills and abilities, for developing valuable positive personality traits, socially useful forms of cultural behavior.

Motivation for intellectual and personal-behavioral development in a student can be external and internal. Of particular importance is the motivation of students' activities, based on the cognitive needs of students, on the resultative-procedural value of this activity recognized by them (i.e., internal motivation). Meanwhile, when teachers, from the moment a child enters school, very often use a grade as a motivating tool, they thereby shift the center of the motivational sphere of his activity from the activity itself, from its result and process to the assessment of activity, i.e., to something external to this activity.

The activity of students, not supported by a cognitive need, aimed mainly at its external attributes, at evaluation, becomes insufficiently effective, the mark often becomes inadequate. This leads to the fact that the mark for many students ceases to play a motivating role, and the educational activity itself loses all value for them.

As noted by A. K. Markova, A. B. Orlov, L. M. Fridman, in order to form a positive sustainable motivation for educational activity, it is important that the main thing in evaluating the work of a student is a qualitative analysis of this work, emphasizing all the positive aspects, progress in mastering the educational material and identifying the causes of existing shortcomings, and not just their statement. This qualitative analysis should be aimed at developing in students an adequate self-assessment of the work, its reflection. The point mark should occupy a secondary place in the evaluative activity of the teacher. In order to develop in students the skills of self-assessment and self-control of work, it is necessary to use various forms of mutual verification and mutual evaluation, tasks for reflection (analysis) of their activities. All this forms in students the correct and reasonable attitude to the mark as an important, but, of course, not the most significant value in the work.

Sh. A. Amonashvili, who substantiated the concept of the formation of motives for educational activity in schoolchildren on a content-evaluative basis, identified the following psychological and pedagogical conditions that determine the effectiveness of a schoolchildren's educational activity.

First, it must be taken into account that the student is a holistic person. Therefore, the learning process should cover his entire life with its aspirations and needs. Secondly, the cognitive forces of the student tend to develop through overcoming difficulties. The psychological meaning of the difficulty is expressed through the limit of the activity of the student's cognitive forces. This limit is determined by the complexity of the tasks it solves. Psychologically justified is the use in educational work of such tasks, the solution of which requires the utmost mental stress. Thirdly, it is required to provide the child with the opportunity for the free activation of his cognitive powers. Fourthly, it is necessary to reveal to the student the personal meaning of the learning results. Fifth, cognitive activity involves a constant desire for something new. Therefore, in the learning process, it is necessary to achieve a purposeful and timely change of objects of knowledge. The student must constantly feel the novelty of the cognitive situation, which allows him to expand the boundaries of his cognitive sphere.

A necessary condition for the effectiveness of evaluation activities is that evaluation does not complete the process of solving the problem, but accompanies it throughout. The evaluation procedure itself always presupposes the existence of certain standards, which perform the function of the evaluation criterion. In this case, an example of the process of educational and cognitive activity, its steps, and its result acts as a standard. The standard of the final result should be laid down in the task itself in the form of a goal to be achieved. The assessment of the process of achieving the goal is carried out on the basis of auxiliary standards, closely related to the actions and operations implemented in the course of solving the problem. All these standards should differ in their clarity, reality, accuracy and completeness.

The presence of main and auxiliary standards creates the necessary prerequisites for the implementation meaningful evaluation. The correlation with the standard of the very process of solving the problem comes to the fore. The main purpose of this evaluation is stimulation of the learning process itself, and not just fixing its result. In this case, the controlling assessment is replaced by a stimulating assessment. As a result, control in learning is transformed into a separate operation that is part of the evaluation activity, but does not have an independent meaning. Such an assessment does not immediately become accepted by the students. For this, certain conditions must be met.

Those standards that the teacher operates with should be clear to the student himself. To do this, during the assessment, the teacher must use detailed assessments, which also present the standards used by him. This creates the preconditions for the teacher's and the student's ideas about the assessed object to basically coincide.

The student's trust in the teacher's assessments is achieved by creating a friendly atmosphere in the classroom, when the teacher's assessments become a source of new educational and cognitive motives. Giving the student detailed and detailed assessments, the teacher thereby creates a positive public opinion in the classroom, evokes self-esteem in the student.

Identification by evaluating the potential of schoolchildren, determining the real prospects for the development of each student and the class as a whole. In the course of evaluation activities, the teacher identifies both those methods of educational and cognitive activity that have already been mastered by the student, and those that still need to be improved. In this sense, the evaluative activity of the teacher can be considered as a process of determining the promising lines for the further development of the student. At the same time, it is important that these prospects be revealed from the standpoint of the interests of the student himself.

As students master the standards and methods of assessment, they form internal meaningful self-assessment. At the same time, the revelation by the student of the true meaning of the teaching is of particular importance.

A meaningful attitude to learning can lead to the emergence of truly meaningful self-esteem and self-criticism in schoolchildren. This contributes to the strengthening of the student's demands on himself. As a result, a motivational basis appears for setting goals for self-improvement. In this case, external assessment begins to increasingly play an intermediary role between the student's standard and the achieved internal change.

As a consequence, the implementation of this approach to learning requires a fundamental change in the nature of the relationship between the teacher and students. The imperative forms of influence should be replaced by pedagogically organized forms of cooperation, mutual assistance, and reinforcement of success.

In the specialized literature, in the courses of pedagogy and didactics, as well as in school practice, such important concepts for understanding the essence of teaching evaluation as accounting, control, verification, evaluation, mark have not yet been fully disclosed and understood. Sometimes they are identified with each other, applied without prior disclosure of their essence.

Evaluation is a process, an evaluation activity carried out by a person, a mark is the result of this process, this activity (or action), their conditionally - formal reflection. Assimilation of evaluation and marks is tantamount to identifying the process of solving a problem with its result. Based on the evaluation, a mark may appear as its formally logical result. Evaluation is a spiritual phenomenon, but it also has its materialized expression. The design of this form should be thoughtful and careful in the system of social requirements for children.

For several centuries, disputes have arisen around grades and grades. A critical analysis of the evaluation system of education is becoming one of the most direct ways for the progressive public to intervene, vitally concerned with the problems of educating the younger generation, interested in improving public education.

The purpose of the pedagogical assessment is to provide the child with help and support in his desire to learn new things, to orient himself in the world of people, things and nature, to understand himself.

The relevance of the research topic is due to the fact that pedagogical assessment acquires a hidden character: it exists, and at the same time it does not exist as an assessment. Such a transformation took place due to the poorly developed range of professional operations of the teacher, allowing him to make an imperceptible, subtle correction of the discipline of children in the classroom.

Problem of this study is to identify how pedagogical assessment affects the discipline of children in the classroom. The solution to this problem is goal our research.

object research favors the educational activities of children in the classroom.

Subject is the effectiveness of pedagogical assessment, which contributes to the education of children's discipline in the classroom.

In accordance with the problem, subject, object and purpose of our study, we set the following tasks:

• To study various approaches in the scientific and methodological literature on this issue.
• Select and test in practice various ways pedagogical evaluation.
• To experimentally prove the influence of pedagogical assessment on the education of discipline in children in educational activities.

Based on tasks, we put forward assumption that the use of pedagogical assessment in educational activities affects the behavior of children in a positive way, since it is the use of various methods of assessment that stimulates the behavior of children.

Assessment as a component of educational activity. Means of stimulating the education and upbringing of children.

Evaluative activity of the teacher according to the theory of learning activity is generated by the activity of the student or teacher, child or educator to obtain information about whether or not the quality of the student's knowledge and skills on the subject of the program requirements.

The purpose of the evaluation activity is to control the progress of children and the formation of adequate self-esteem in them.

The subject of evaluation activity, coinciding with the subject of educational and cognitive activity, is the system of knowledge and skills of the student. The result of the act of evaluation by the teacher of the results of the child's educational activity is an assessment, which, depending on the level and method of reflection of relations, can be expressed by the sign and intensity of emotional experience, its verbal version, value judgment, mark.

The essence and role of assessment in the psychological and pedagogical literature is understood, firstly, as the individual-personal qualities of the student and, secondly, as a result of his educational activities.

One of the leading functions of pedagogical assessment is control - as a condition for the formation of knowledge and skills in students. “Without control, without feedback, without information about what and why the actual result was obtained, without subsequent correction of erroneous actions, training becomes“ blind ”, unmanageable, or rather, simply ceases to be manageable.” (N.V. Kuzmina. 1980)

Pedagogical assessment is a specific incentive that operates in educational and educational activities determines its success and has a complex character, including a system of various incentives. The complexity of stimulation means the simultaneous use of various incentives: organic, material, moral, individual, socio-psychological.

The effect of various stimuli on human behavior is situationally and personally mediated. The personal mediation of the influence of stimuli is understood as the dependence of this influence on the individual characteristics of children, on their state at a given time. Valence, or value, refers to the value that a stimulus acquires in connection with the satisfaction of a person's need. The greater the need, the greater the valency of the corresponding stimulus. Valence and probability of success relate to the area in which a person perceives the stimuli acting on him in this situation in which they actually occur.

Pedagogical assessment can be of several types, which can be divided into classes: subject and personal, material and moral, productive and procedural, quantitative and qualitative.

Along with the types of pedagogical assessments, ways of stimulating the educational and educational success of children are distinguished. The main ones are attention, approval, expression of recognition, evaluation, support, reward, increasing the social role, prestige and status of a person. The concept of "pedagogical assessment" in its scope and content is much broader than just "assessment", therefore, in practice, the teacher uses various methods of stimulation that complement each other.

Pedagogical assessment, its choice and effectiveness depend on the age of the child. The individual characteristics of children determine their susceptibility to various stimuli, as well as the motivation for educational, cognitive and personal development activities. The achieved level of intellectual development affects his interests, and personal development affects the desire to have certain personal qualities.

Discipline as one of the basic concepts used by teachers in the process of education.

The behavior of children is associated with one of the basic concepts used by the teacher in the process of education, is discipline. This word translated from Latin means "training, education." Thus, discipline is a process of learning education.

The main goal of discipline is to form ethical and moral standards and develop self-control so that individual behavior meets certain standards, rules that have been established in a given community. The purpose of discipline is more to guide action than to punish error. Correctly applied encouragement reinforces positive ways of behavior, thereby forming in children a readiness for active obedience. Encouragement helps the child to distinguish good from bad, permitted from forbidden.

Punishment is a complex and difficult method of education: it requires great tact, patience and caution. When resorting to it, one must always take into account when and in what situation, as well as in what connection with other methods of influence it is applied; First of all, such punishments should be excluded that cause physical pain, fear, and suppress children's will.

This approach to the child is associated with a greater responsibility of the teacher, since it suggests the need for constant improvisation and change in the usual ways of acting.

Features of the upbringing and development of children 5-6 years old.

Preschool children in the classroom master a number of complex ideas about the phenomena of social life, about moral qualities. Habits of cultural and organized behavior are formed. The requirements for the discipline of children, their relationships with peers are becoming more complicated. Significant shifts are taking place in the field of thinking, voluntary memorization, and moral-volitional development. Growing curiosity, developing differentiation and deepening of feelings allows you to teach children in the classroom to work for a certain time; not only to listen, but also to hear; not only to see but also to observe, notice, compare, analyze.

For the education of discipline, it is important to take into account that at the age of 5-6 years, a child is especially susceptible to the influence of an adult. So, the educator expands the idea of ​​a person, taking the child beyond the perceived situation. For a preschooler, it becomes important for the teacher to evaluate not his skills, but the personality as a whole, so he tries to do everything right, strive for empathy and mutual understanding with adults. Older preschoolers are able not only to evaluate themselves, but also the dignity of another child.

Assessing positively the activity of children, their achievements, actions and discipline in the classroom in front of all the children, the teacher thereby creates ideas about how to act in such cases. So in the process of vigorous activity, children will gradually master the entire sum of the rules of behavior in the classroom. Summing up the results in the lesson is not a long period of time, but its importance is undoubted, because the educator evaluates both the success of the children and the importance of the problem solved for the future.

It should be noted that in a number of cases, for the formation of knowledge and skills in children, the determining factor is the upbringing of a positive attitude towards learning, attention to peers, to the tasks and instructions of the teacher,

From the material studied above, we single out the main criteria according to which the experimental work will be carried out.

1 criterion: The ability of children to evaluate their own activities. This criterion refers to the personal pedagogical assessment. All classes conducted according to this criterion are designed to teach children to control their behavior, manage it with the help of moral standards of communication between people and the ability to evaluate themselves.

2 criterion: The attitude of children towards each other during the lesson. The criteria refer to moral pedagogical assessment. All classes are designed to give an idea of ​​the need to cooperate and empathize, to show care and attention in relation to each other, the ability to express one's opinion about friends, noticing both good and bad deeds.

Experimental work was carried out in three stages: ascertaining, developing, control experiments. The leading form of work with children was the conduct of ethical and moral classes. Each session was designed to teach children:

• Make the right decisions in different life situations;
• Control your behavior in dealing with other people;
• To teach to evaluate their actions and the actions of comrades, to compare them with the characters of literary works, to imitate goodies;
• To form an idea of ​​good and bad deeds, behavior, the ability to correctly evaluate oneself and others;
• To give an idea that not only in fairy tales good conquers evil;
• Learn how to deal with conflict safely.
• To teach the culture of communication, to develop in them a sensitive, benevolent attitude towards peers.

Classes were held in the form of games, conversations, dramatization games. The following methods were used:

• Game exercises aimed at:
  - Development of the ability to communicate "Magic words".
  -Timely use of words of gratitude: "Gift to a friend."
  -Developing the ability to understand the mood of others.
  - Development of the ability to listen to the interlocutor: "Know yourself", "Pinocchio and children."

• Conversation on the stories: Fomin "Girlfriends", V. Mayakovsky "What is good and what is bad", N. Kalinina "The first day in kindergarten", the story "Vanya's good deed", the story of V. Oseeva "The Magic Word".
• The use of the artistic word: poems, proverbs, sayings.
• Playing situations that enable children not only to talk about a particular problem, but to live it emotionally.
• A productive activity is drawing pictograms (a schematic facial expression with different moods).
• Auxiliary reception - listening to music. Determining the emotional state of a person in accordance with the nature of the music.

From the work carried out, the following conclusions can be drawn. The child's behavior is the result of upbringing. The child shows a willingness to follow the instructions of those whom he loves, whom he trusts, whom he considers fair, kind and strict. The communicative competence of the teacher is important, then his assessment will be heard and meaningful. For this purpose, recommendations were offered to educators on the formation of humane relations between educators and children; recommendations for educators aimed at organizing humane relationships between children; ways to increase the personal significance of pedagogical assessment.

Thus, in order to increase the effectiveness of pedagogical assessment, it is necessary to get an idea of ​​the child's personality, to explore all areas of his development. It is important to remember that child development is a holistic process; the level and direction of development in each of the spheres cannot be considered in isolation, since these spheres are interconnected and influence each other.

Mikhaseva Irina Vasilievna, GBOU school No. 359, teacher of Russian language and literature, St. Petersburg

annotation
Despite numerous studies, the problems of assessing students' knowledge remain insufficiently studied, and in line with the general process of modernization of education, the question naturally arises of the need to improve the existing system of marks. The success of training largely depends on how correctly and in a timely manner an assessment is made for a particular type of student activity. Every teacher should have their own assessment system. It should include a variety of means and methods of work so that students understand that the teacher constantly monitors their progress, the level and quality of knowledge acquisition.

Everyone probably knows these lines from a poem by A. L. Barto:
I recognize Volodya's marks without a diary.
If a brother comes with a three, three bells are heard.
If suddenly a ringing starts in our apartment -
So he got five or four today.

As familiar to us, teachers, this picture. Despite the fact that 80% of the students surveyed in our school note that knowledge is more important than the grade given, what they would learn if grades were not given at all, the grade remains an important element in the learning process. The modern traditional 5-point grading system does not give a complete picture of school life. She is not very informative. But we don't have another one yet. Let's try to portray the social portrait of the assessment:
"5" - triumphant,
"4" - encouraging,
"3" - indifferent,
"2" - depressing.

Grade. What is it?
Evaluation is the result of the educational work of the student and teacher. Evaluation is the determination of the degree of assimilation by trainees of knowledge, skills and abilities in accordance with the requirements of training programs and guiding documents of training. Rate - means to establish the level, degree or quality of something.

Assessment is a necessary component of the educational process. Why? Because a person who works, and study is work, needs a certain attitude to ensure that the results of his work are evaluated. And most of all, he needs approval, a positive assessment. He is upset by the negative assessment. But it completely disables, acts depressingly and paralyzes the desire to work indifference, when his work is ignored, not noticed, he is not in demand. When homework is given, but not checked, when a message, report or abstract is evaluated by the teacher without reading, albeit positively. Scientific studies show that encouraged students achieve greater success than those who are not encouraged at all.

However, as practice has revealed, everything happens a little differently. 78% of the teachers surveyed in our school believe that when evaluating a student, they show pedagogical skills, because, when assessing, they take into account all types of student activities in the lesson, the amount of work performed, the individual socio-psychological characteristics of the child, the characteristics sa-my learning activities. But at the same time, a few teachers have a system for evaluating all types of work. 70% of teachers most often use only a face-to-face survey in their work in the classroom. 10% of teachers do not comment on the grades at all or comment at the request of the student himself, and the comments are short, curtailed.
Why is this happening? Maybe because we have some doubts about the appropriateness of grading for this or that type of work in the lesson, we do not clearly represent the functions of grading, we have forgotten the requirements for grading and we do not understand the negative consequences that formalism in grading can lead to.

What are the functions of assessments in the educational process? They are:
. diagnostic
It manifests itself in the requirements imposed by society on the level of preparation of the student. Evaluation is a tool for notifying the public and the state about the state and problems of education in a given society. But there are problems. We have 100% success rate in Russia! Which probably can't be. For example, France gives certificates with positive marks to 70% of students and is proud of this, since before the war and immediately after it there were only 50%. And in Russia we have one underachieving - A.S. Pushkin. After all, he had a "0" when studying at the Lyceum in geometry.
. educational
The assessment determines the completeness and awareness of knowledge, the ability to apply them in practice, shows the degree of development of the main mental operations (analysis, synthesis, comparison, generalization).
. student-centered
It is expressed in the consideration of the formation of positive motives for learning and readiness for self-control as a factor in overcoming a student's low self-esteem and anxiety. Properly organized control and assessment reduce the level of anxiety, form the correct target settings, focus on independence and self-control. Testing among our students shows that we, teachers, sometimes cannot properly organize the survey and control. 60% of students say that they feel fear before the test, 74% of students are worried about waiting for the survey.
. educational
An objectively set assessment should contribute to the formation of the skills of a systematic and conscientious attitude to educational duties, provides mutual understanding and contact between the teacher, student and parents.
. stimulating
Evaluation affects the volitional sphere through the experience of success and failure, and the personality as a whole.
. emotional

Any kind of assessment creates a certain emotional mood. Evaluation can inspire, direct to overcome difficulties, support, inspire, but it can also upset, exacerbate low self-esteem, disrupt contact with adults and peers. So 50% of the students surveyed, having received a bad grade, will experience the whole weekend, 40% will feel shame when an unsatisfactory grade is announced. This means that the implementation of this evaluative function lies in the fact that the emotional reaction of the teacher must correspond to the emotional reaction of the student (joy along with him, chagrin along with him). The student should always be oriented towards success, expressing confidence that this bad result can be changed for the better. The situation of success and emotional well-being is a guarantee that the student will calmly accept the teacher's assessment, analyze mistakes and outline ways to eliminate them.

Social
The teacher must remember that assessment affects interpersonal relationships in the class team. According to questionnaires, 70% of students are worried that their mark is somewhat worse than that of other students in the class, and 30% are concerned about the reaction of their peers to their grade. A positive assessment undoubtedly strengthens the socio-psychological position of the student, and negative assessments often make the student isolated and rejected in the class. This leads to a decrease in motivation, activity and success, and sometimes causes aggression.
. informational

The marks given make it possible to analyze the results and outline specific ways to improve the educational process on both sides, feedback is established between the teacher and the student.
What are the requirements for scoring? First of all, it is necessary to take into account
. psychological characteristics of the student,
. the amount of knowledge in the subject,
. understanding of what has been learned, independence of judgment,
. degree of systematization and depth of knowledge,
. the effectiveness of knowledge, the ability to apply them in practice.
The score should be
. objective and fair;
. perform a stimulating function.

We need to create a rating system. It should be the same in relation to a particular class within the framework of a single educational process. It is desirable to fix changes in the general level of preparedness of the student and the dynamics of his success. It is necessary to introduce a mechanism that develops students' assessment of their achievements.

Ratings must be commented on. The teacher must, firstly, indicate the most typical mistakes in the work of students; secondly, to stimulate interest in learning, opening up prospects if the topic is qualitatively studied; thirdly, commenting should ensure that the student agrees with the grade, if necessary, giving the student the opportunity to defend his point of view.

Looking into a student's notebook or diary, one can sometimes find a teacher's verbal assessment. It is also very important and necessary. But for some reason, things don’t go beyond the words “well done” and “clever”. And how many necessary sincere words could be written:
. Well!
. Marvelous!
. Fabulous!
. Perfectly!
. Grandiose!
. Unforgettably!
. Fine!
. Talented!
. Extra class!
. The beauty!
. It touches me to the core.
. This is exactly what I've been waiting for!
. You are gifted.
. Awesome!
. Amazing!
. Inimitable!
. It's like a fairytale!
. You are on the right track.
. Great!
. Congratulations!
. Wow!
. I'm proud of you.
. Working with you is just a joy.
. I knew you could do it.
. Much better than I expected.
. Better than everyone I know.
. I'm proud that you made it.
. I am so happy!
Sukhomlinsky said: "Evaluation is a reward for work, not a punishment for the day." When preparing for a lesson, the teacher needs to remember that the search for the necessary forms of assessment and its organization is an important task for the teacher.

LITERATURE AND LINKS
1. Century H., "Estimates and marks", Moscow, "Prosveshchenie", 1984
2. Burtsev K., “On grades, grades and values: school grade as a means of pedagogical support”// Modern Humanitarian Gymnasium, Moscow, “Prosveshchenie”, 1996.
3. http://www.coolreferat.com

Collection of reports of the 13th All-Russian Internet Pedagogical Council

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Advice for teachers and parents.

Pedagogical assessment and its role in the education of preschool children.

Evaluation refers to the methods of encouragement and punishment (positive and negative judgment of the teacher about the activities and actions of the child in the form of praise, approval, remarks, censure, etc.).

The main functions of the evaluation impacts.

1. Orienting function: the child, as a result of pedagogical assessment, is aware of his own knowledge, the results of his teaching;
2. Stimulating function: determines the child's experience of his success or failure and is an incentive to activity.
3. Regulating function: During preschool childhood, the teacher is an indisputable authority for the child.

Evaluation of the teacher.

Promotes the development of a sense of duty in children;
creates opportunities for fostering a benevolent attitude towards others;
contributes to the formation of diligence;
determines the features of the emotional state of the child, the motivation of his activity, etc.
That is why it is difficult to overestimate the importance of pedagogical assessment in shaping the personality of a preschooler. But practice shows that preschool teachers often do not realize what consequences the use of one or another type of assessment can lead to.
It is necessary to consider the types of assessments frequently encountered in practice:
straight;
anticipatory;
indirect;
mediated;
lack of evaluation.
Direct score(frequent) - addressed directly to the object of education. It contains a specific indication of the inadmissibility or legitimacy of the act or the attitude towards the personality of the child. Direct evaluation can be either positive or negative in form.
The scientists came to a conclusion. That a positive assessment evokes in the child a sense of emotional well-being, a joyful experience of the compliance of his behavior with the requirements placed on him.
Approving the success of the child in the process of mastering new forms of behavior, educators form his confidence and willpower. Davydova A.I., who studied the will of preschool children, states:
volitional effort appears when children foresee success;
even adults need great willpower to overcome failure in a particular activity, but a child whose will is only developing. Can't handle it.
Teachers should not only help the child gain confidence, but also show him success, cause joyful experiences, this is facilitated by a direct positive assessment.
Orienting and stimulating functions of a positive assessment.
To be at the level of the requirements that apply to the process of communication between children and adults, the child's behavior and activities are evaluated and corrected. A positive assessment is through the orientation of children in their knowledge and skills.
Direct negative evaluation also performs an orienting function, as it indicates the wrong nature of actions. The use of this assessment should be limited, as preschoolers are easily vulnerable and sensual. A.S. Makarenko said that children, like they have invisible tentacles, sensitively capture the mood of adults and react accordingly. The child feels resentment if children undeservedly receive a negative assessment. There may be a desire, in any way to avoid - evaluation. A negative assessment in itself does not offend the child if it is given in a calm tone, in a friendly manner, and if it is motivated. Do not abuse this rating!
This measure is applicable to children who have a stable sense of self-worth, and if the attitude is not sufficiently developed, then the assessment does not have the desired effect on the child, but only undermines faith and the ability to secure a positive reputation, and thereby suppresses the desire for the best. Therefore, together with a direct negative assessment, it is necessary to use a direct anticipatory assessment.
Anticipatory evaluation.
This assessment contains a personal assessment that affects the emotional well-being of the child, his attitude towards peers.
A positive anticipatory assessment makes the child want to fulfill the teacher’s instructions (“I’m sure you will fulfill my request”), strengthens self-confidence and the veracity of the actions performed, that is, it performs a stimulating function.
Negative Prejudice causes a negative reaction, forms self-doubt, performs a depressing function.
Positive anticipatory evaluation, given in the presence of the whole group, has an educational impact on all children, the peculiarity of this assessment is that all children can attribute this assessment to themselves.
Thus, not only the child, but also all those around him receive information about the norms and rules of behavior, about the correctness of the actions performed.
A similar effect is exerted on children by indirect evaluation. indirect estimate is interpreted as an expression of approval or disapproval of the moral qualities and actions of another person. Indirect evaluation is of particular importance in the education of preschool children. The child's thinking is visual-figurative and visual-effective. Therefore, the child must clearly imagine what is required of him. Having seen on the example of the sample what he has to do himself, he has the opportunity to pay attention to his own behavior, compare it with the behavior of another person, and thus realize his positive and negative qualities. In an indirect assessment, one can single out the orienting and stimulating functions.
The child, perceiving certain manifestations of merit in others, “trying on” them and the assessment that they are given. This causes an emotional positive attitude towards "trying on" samples, that the possession of such virtues will give him the opportunity to be proud of himself. (“I will do the same, and I will be praised!”)
The emotional attitude of the child to the samples arises as a reaction mediated by his active desire to satisfy his sense of self-worth, the need for a positive assessment and self-esteem.
Indirect evaluation expressed in the assessment of the actions and personal qualities of one subject through a direct assessment of another subject - this assessment most often refers to school-age children. The famous psychologist V.G. Ananiev singled out this assessment in the category of assessments that do not have a categorical effect. He noted that the teacher gives such assessments involuntarily, and in his work “Psychology of Pedagogical Assessment”, he describes the situation as follows: “Listening to the student’s answer, the teacher does not express his opinion about the correct or incorrect answer. Then he calls another student and asks the same question. After listening to the second student, he says; “This is another matter, sit down! And you sit down! This assessment, in his opinion, should not be used in the practice of educational work with children.
Lack of evaluation- is unacceptable in pedagogical practice, and leads to the formation of self-doubt in children, to a loss of orientation, and further leads to the realization of "low value". Lack of evaluation reinforces the child's incorrect behavior. A preschooler needs constant correction of his behavior by adults, by evaluating his actions.
Pedagogical assessment affects various aspects of the educational process, knowing their peculiarities of influence on the child's psyche, the dependence of children on the teacher's assessment, we assumed that we can purposefully use the assessment to optimize the educational process.
The teacher needs to remember:
any assessment is refracted through the "internal position" of a particular child;
the position is made up of the child's previous experience, his capabilities, previously arisen needs and aspirations.
Thus, it is possible to distinguish conditional groups of children according to certain parameters: similar features of the nervous system; the degree of formation of various skills; the position of peers in society, etc., in order to foresee which assessments are more effective for them in solving a specific educational task.
Used Books:
1. V.D. Kalishenko / Pedagogical assessment and its role in the upbringing of preschool children / Preschool education magazine, No. 10/2010.

The Psychology of Pedagogical Assessment

Any assessment includes a qualification of the degree of development of a certain property in the person being evaluated, as well as a quantitative and qualitative assessment of his actions and performance results. Pedagogical assessment determines the compliance of students' activities with the requirements of a particular educational program. It is necessary to distinguish between the concepts of ʼʼevaluationʼʼ and ʼʼmarkʼʼ. Grade , primarily, - is a process, activity (or action) of assessment carried out by a person. mark (score) is the result of the evaluation process, its conditionally formal reflection. The mark given must be accompanied by a justification given in the form of detailed verbal judgments that explain the meaning of the mark to the student. This rationale involves comparing student achievement with clear educational criteria.

Evaluation functions:

1) a statement of the level of education of students;

2) stimulation of learning, positive motivation;

3) promoting the formation of adequate self-esteem in students, a critical attitude towards their successes;

4) reflecting the prospects for working with each student (assessment allows you to outline ways for both the teacher and the student to improve knowledge, skills and abilities).

The complex nature of stimulating student success

in training and education

Success in teaching and raising children directly depends on motivation. The presence of abilities is not a guarantee of a child's success, since in the case of a lack of motivation, intellectual and personal development is much slower than it could be under favorable conditions. There are significant reserves in the education and upbringing of children, but in practice they are not fully used due to insufficient motivation.

There are several reasons for this state of affairs. Primarily, not fully known are all the motives due to which children of different ages with different individual characteristics are included in learning, communication and are interested in acquiring new personal qualities, knowledge, skills and abilities. Secondly, having become adults and engaged in pedagogical activity, for the first time we begin to think about the motives of children's teaching, and this happens already when we have long gone beyond childhood and can only guess about the true motives of children. There is no guarantee that our guesses are correct. It should be that we attribute to children what they really don’t have, and we don’t realize what is really significant for them, can truly motivate them in teaching and educating. Thirdly, among the children themselves there are great individual differences, due to which what is significant for one child may not be of interest to another. Finally, fourth, motivation itself, understood as a set of actually acting motives, turns out to be situationally changeable. For this reason, what is quite suitable for stimulating educational and educational interests in some situations should be inadequate for others. One of the main tasks in the education and upbringing of children is to, bearing in mind all the four named possible reasons for changing motivation, learn how to practically influence it and try to minimize the factors that reduce motivation.

Stimulation of the educational and educational activities of children should be of a complex nature, include a system of various incentives, each of which is used infrequently and based on what interests and needs of the child are relevant at a given time. The complexity of stimulation means the simultaneous use of various incentives: organic, material and moral, individual and socio-psychological. organic- ϶ᴛᴏ incentives associated with the satisfaction of the organic needs of the child (something physically pleasant, sweet, tasty). material incentives are associated with the acquisition for their own use of any attractive, interesting and desirable things for the child. Moral incentives are addressed to the feelings of the child and are associated with the satisfaction of his spiritual needs. These include the pleasure derived from the realization of a duty fulfilled, from helping other children, from the conformity of committed actions with moral goals and values. Socio-psychological incentives contain motives associated with the system of human relations. These include those that are focused on increasing attention to a person, respect for him, assigning him a prestigious and significant role, etc. Individual incentives contain something personal, essential for a given person, which has a special meaning for him.

Ways to stimulate the educational and educational success of children

The main ones are ϶ᴛᴏ attention, approval, expressions of recognition, support, reward, increasing the social role, prestige and status of a person.

benevolent Attention to a person has always been considered one of the most effective forms of his encouragement. A person is pleased when he arouses increased interest from the people around him, especially significant for him when he enjoys attention. Such attention means that he is appreciated, distinguished from the people around him. And, on the contrary, when they do not pay attention to a person, when they do not notice him, this causes him an unpleasant feeling. Children really appreciate the attention to themselves from adults, they try to achieve it by resorting to various kinds of tricks. Sometimes children deliberately do something unusual, commit certain actions and even misconduct solely in order to attract attention to themselves. Often attention is accompanied by approval, which in turn enhances its stimulating role.

OK acts as a verbal or non-verbal positive assessment of what the child has done or intends to do.

Confession represents the allocation of certain merits from the person being evaluated and their high assessment. Unlike attention, ĸᴏᴛᴏᴩᴏᴇ is not associated with the awareness of what specifically caused it, or approval, which also does not specifically emphasize the subject of evaluation, recognition defines it and makes it clear to the person being evaluated why he is specifically valued. Recognition, at the same time, acts as a selection and assessment of those merits by which the person being evaluated differs from others, incl. and who characterizes it.

Support as a way of stimulation, it is manifested in the fact that the teacher approves the specific actions of the student, stimulates him to repeat or successfully complete these actions. Support should be offered in the form of sympathy, morally reinforcing the child or assistance, that is, the implementation by adults of such practical actions that contribute to the revitalization of the child's activities. More often, support as a means of stimulation is manifested when the child needs outside help.

Reward It is customary to understand and is perceived as a way of material support or evaluation of the child's actions. The reward becomes an incentive for activity when it is deserved and corresponds to both the efforts made and the real result. If one or the other is not taken into account in the nature of the award, then its stimulating role is reduced.

The following incentives are strengthening the social role, prestige and status- are socio-psychological means of stimulating the actions of students and pupils. Οʜᴎ are associated with an increase in the authority of the child in the eyes of the significant people around him. The roles that children play in life have different value and attraction for them. For example, the role of a leader is usually highly valued among children, and the role of an outcast, whom no one loves, respects and makes fun of, is one of the least attractive. Under prestige it is customary to understand the degree of respect, recognition that a child enjoys among significant people for him. The status is usually called the actual position of the child in the system of interpersonal relations (sociometric status, for example). It can be changed using the methods described above.

Types of pedagogical assessment

Pedagogical assessment can be of several types, which can be divided into classes: subject and personal, material and moral, productive and procedural, quantitative and qualitative.

Subject grades concern what the child is doing or has already done, but not his personality. In this case, the content, content, process and result of the activity, but not the subject itself, are subject to pedagogical assessment.

Personal pedagogical assessments, on the contrary, they refer to the subject of the activity, and not to its attributes, they note the individual qualities of a person, manifested in the activity, his diligence, skills, diligence, etc.

In the case of subject assessments, the child is stimulated to improve learning and to personal growth through an assessment of what he is doing, and in the case of personal, subjective assessments, through an assessment of how he does it and what qualities he shows.

Material pedagogical assessments include different ways to stimulate children for success in educational and educational work. Money, things that are attractive to the child, and many other things that serve or can act as a means of satisfying the material needs of children can act as material incentives.

Moral pedagogical assessment contains praise or censure that characterizes the child's actions in terms of their compliance with accepted moral standards.

Effective pedagogical assessments relate to the final result of the activity, focus mainly on it, not taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is evaluated, and not how it was achieved.

Procedural pedagogical assessments, on the contrary, they relate to the process, and not to the final result of the activity. Here attention is drawn to how the result was achieved, which was the basis of the motivation aimed at achieving the corresponding result.

Quantitative pedagogical assessments correlate with the amount of work done, for example, with the number of tasks solved, exercises done, etc.

Qualitative pedagogical assessments relate to the quality of the work performed, accuracy, accuracy, thoroughness and other similar indicators of its perfection.

More generally, one can distinguish three main groups of assessments(according to A.I. Lunkov):

- personal- when the progress of the student is assessed in relation to his average level of knowledge, skills, thinking, i.e. the child is compared with himself;

- comparative- when students compare with each other;

- normative- when the child's achievements are evaluated relative to some impersonal hole in the task.

Conditions for the effectiveness of pedagogical assessment

Under the effectiveness of pedagogical assessment, it is customary to understand its stimulating role in training and education. Pedagogically effective is such an assessment that creates in the child a desire for self-improvement, for acquiring knowledge, skills and abilities, for developing valuable positive personality traits, socially useful forms of cultural behavior. Motivation for intellectual and personal-behavioral development in a child should be external and internal. Intrinsic motivation is considered to be stronger than extrinsic, and in this regard, a more effective pedagogical assessment is usually understood as one that creates and maintains a child's intrinsic motivation for learning and upbringing. The best, however, is such a psychological and pedagogical situation, which, while generating internal motivation, simultaneously supports it with appropriate external stimulation, i.e., when the child’s desire for psychological improvement is reinforced by the creation of external conditions favorable for this.

Ideas about the effectiveness of pedagogical assessment have an individual and socially specific character.
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individual character perceptions and actions of pedagogical assessment is manifested in the fact that its effectiveness depends on the individual characteristics of the child, on his actual needs. The pedagogical assessment that corresponds to what interests the child most of all will be effective. In order to determine in practice the individual nature of the assessment, it is extremely important to know the system of interests and needs of the child, their situational hierarchy, and the dynamics of change over time.

When talking about socially specific character pedagogical evaluation, have in mind two circumstances. First of all, the fact that in the conditions of different cultures in the system of education and upbringing, preference is given to different types of pedagogical assessments. For example: in modern societies of the North American type, the most effective are material incentives, in the conditions of Asian cultures - moral and religious ones. Secondly, the socio-specific nature of pedagogical assessment is manifested in the fact that such an assessment should be different in its effectiveness based on the social situation in which it is given. This allows us to formulate the following ways to increase the personal significance of pedagogical assessment:

1) systematic study and consideration of the individual interests and needs of each child;

2) actualization of those needs and interests of the student that correspond to the incentives available to the teacher;

3) varying the nature of pedagogical assessments in order to avoid the child getting used to them;

4) the use of pedagogical assessments that give the child significant people for him - those whom he respects and whom he trusts.

Psychology of pedagogical assessment - concept and types. Classification and features of the category "Psychology of pedagogical assessment" 2017, 2018.