Types of pedagogical assessment

The classification of assessments, which together determine student performance, can be made according to different criteria (bases). Thus, in psychological and pedagogical literature highlight assessments By sign(positive and negative); By time(anticipatory, ascertaining, delayed); By volume of work(for part of the work, for completely completed work); By breadth of personality(in general or individual manifestations); By form(value judgment, grade, behavior towards the student), etc.

Traditionally, in domestic educational psychology the following are considered: types of pedagogical assessment.

Subject assessments concern what the student does or has already done, but not his personality. In this case, the content, subject, process and results of the activity are subject to pedagogical assessment, but not the subject himself.

Personal pedagogical assessments relate to the subject of the activity, and not to its attributes, note the individual qualities of a person manifested in the activity, his efforts, skills, diligence, etc. In the case of subject assessments, the child is stimulated to improve his learning and to personal growth through the assessment of what he does, and in the case of personal ones - through assessing how he does it and what properties he displays.

Material Pedagogical assessments include various ways of financially stimulating students for success in academic and educational work. Material incentives can include money, things that are attractive to the child, and much more that serves or can serve as a means of satisfying the material needs of children.

Moral pedagogical assessment contains praise or blame that characterizes the child’s actions from the point of view of their compliance with accepted moral standards.

Effective Pedagogical assessments relate to the final result of the activity, focusing mainly on it, without taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is assessed, and not how it was achieved.

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

Quantitative Pedagogical assessments are correlated with the amount of work performed, for example, with the number of solved problems, completed exercises, etc.

Quality Pedagogical assessments relate to the quality of the work performed, accuracy, neatness, 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 students’ current achievements in educational situations. Authentic assessment – assessment procedures designed to enable students to demonstrate their full learning abilities in real-life situations. Final grade – taken at the end of the training period, designed to determine the level of achievement. Formative assessment– pre- and during-training assessments are designed to help students identify their strengths and weaknesses. Formative assessment is a fundamental part of the learning process.

By level of generality B. G. Ananyev divides 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. Partial assessments are always expressed in a verbal, evaluative form of judgment. In partial assessments, three groups are distinguished, having their own special forms of manifestation: original(no assessment, mediocre assessment, uncertain assessment), negative(remark, denial, censure, reproach, threats, notations), positive(agreement, approval, encouragement). As B.G. Ananyev notes, 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 point – nature of the mark, the assessment is translated in the form of detailed verbal judgments that explain to the student the meaning of the “collapsed” mark that is then given.

Sh. A. Amonashvili, emphasizing the power of the social significance of the mark and the imperative nature of the assessment process, points to the “secret” means of obtaining the desired marks by students: cheating, hints, 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 assessment will be much greater if students understand the requirements placed on them by teachers.

1. Educational psychology is a science:
a) about the patterns of development of the child’s psyche in the process of educational activities;
b) about the patterns of formation and development of personality in the system of social institutions of training and education;
c) about the structure and patterns of the learning process;
d) studying the phenomena and patterns of development of the teacher’s psyche.

2. The main task of education is:
a) facilitating a person’s acquisition of knowledge in the learning process;
b) formation of skills and abilities;
c) promoting the development and self-development of the individual in the learning process;
d) mastery of sociocultural experience.

3. Training means:
a) the process of acquiring knowledge, developing skills and abilities;
b) the process of transferring knowledge, skills and abilities from teacher to student;
c) learning activities undertaken by the student;
d) the process of interaction between two activities: the activity of the teacher and the activity of the student.

4. A specific form of student activity aimed at acquiring knowledge, mastering skills and abilities, as well as its development is:
a) learning;
b) teaching;
c) training;
d) training.

5. The leading principle of domestic educational psychology is:
a) the principle of social modeling;
b) the principle of transformation of knowledge, its expansion and adaptation to solving new problems;
c) the principle of a personal-activity approach;
d) the principle of establishing a connection between stimuli and reactions;
e) the principle of exercise.

6. The most in-depth and complete level of training is:
a) reproduction;
b) understanding;
c) recognition;
d) assimilation.

7. As research methods, educational psychology uses:
a) pedagogical methods;
b) methods of general psychology;
c) educational experiment;
d) teaching and formative experiments in combination with methods of general psychology.

8. Unlike a teaching experiment, a formative experiment:
a) does not imply training;
b) requires special laboratory conditions;
c) involves a systematic step-by-step process of formation of mental actions and concepts;
d) focused on the development of cognitive processes.

9. L. S. Vygotsky considers the problem of the relationship between training and development:
a) identifying the processes of learning and development;
b) believing that learning should be based on the child’s zone of actual development;
c) believing that learning should run ahead of development and lead it along.

10. The main psychological problem of the traditional approach to learning is:
a) low level of knowledge;
b) insufficiently developed cognitive processes of students;
c) insufficient activity of students in the learning process.

11. The purpose of developmental education is:
a) development of the student as a subject of educational activity;
b) achieving a high level of student learning;
c) formation of mental actions and concepts;
d) development of self-control and self-esteem among students in the learning process.

12. Educational activities consist of:
a) educational task and educational activities;
b) motivational, operational and regulatory components;
c) the work of cognitive processes;
d) internal control and evaluation actions.

13. The leading motive of educational activity, ensuring the effectiveness of the learning process, is:
a) the need to change the social status position in communication;
b) the need to receive approval and recognition;
c) the desire to meet the requirements of teachers; avoid punishment;
d) the desire to acquire new knowledge and skills.

14. The main principle of organizing the learning process in the system of D. B. Elkonin and V. V. Davydov is:
a) organization of training from specific to general;
b) the logic of ascent from the abstract to the concrete;
c) mastering a large amount of knowledge;
d) the principle of mastering logical forms.

15. The disadvantage of programmed training is:
a) lack of clear criteria for knowledge control;
b) insufficient development of student independence;
c) lack of an individual approach to learning;
d) insufficient development of students' creative thinking.

16. The special work of the teacher to enhance the cognitive activity of students in order to independently acquire knowledge lies at the basis of:
a) programmed training;
b) problem-based learning;
c) theories of the gradual formation of mental actions and concepts;
d) traditional training.

17. According to the theory of the gradual formation of mental actions and concepts by P. Ya. Galperin, the organization of the learning process should primarily be based on:
a) material action;
b) creating an indicative basis for action;
c) speech form of performing an action;
d) inner speech.

18. The main indicator of a child’s readiness for school is:
a) mastery of basic reading and counting skills;
b) development of fine motor skills in the child;
c) the child’s desire to go to school;
d) maturity of mental functions and self-regulation;
e) the child has the necessary educational supplies.

19. The concept of “learning ability” is defined:
a) the student’s existing level of knowledge and skills;
b) the teacher’s ability to teach the child;
c) the mental characteristics and capabilities of the student in the learning process;
d) zone of current development of the student.

20. What mental new formations appear in a primary school student in the process of educational activities (select several answer options):
a) perception;
b) motivation;
c) internal action plan;
d) comparison;
e) reflection;
f) attention;
g) theoretical analysis.

21. Educational cooperation (from the point of view of G. Zuckerman) is:
a) interaction of students in the learning process;
b) the process of interaction between teacher and student;
c) a process in which the student takes an active position in teaching himself with the help of the teacher and peers.

22. The main function of pedagogical assessment is:
a) determining the level of actual execution of the educational action;
b) implementation of reinforcement in the form of punishment and reward;
c) development of the student’s motivational sphere.

23. Good manners are characterized by:
a) a person’s predisposition to educational influences;
b) mastering moral knowledge and forms of behavior;
c) a person’s ability to behave adequately in society, interacting with other people in various types of activities.

24. Pedagogical orientation is:
a) love for children;
b) a system of emotional-value relations that sets the structure of the motives of the teacher’s personality;
c) the desire to master the teaching profession.

25. The teacher’s knowledge of his subject relates to the class:
a) academic abilities;
6) perceptual abilities;
c) didactic abilities.

26. The professional activity of a teacher in order to solve the problems of teaching and education is called:
a) pedagogical orientation;
b) teaching activities;
c) pedagogical communication;
d) pedagogical competence.

27. Pedagogical activity begins with:
a) selection of educational content;
b) choosing methods and forms of training;
c) analysis of the opportunities and prospects for the development of students.

28. The founder of Russian educational psychology is:
a) K.D. Ushinsky;
b) A.P. Nechaev;
c) P.F. Kapterev;
d) A.F. Lazursky.

29. The first stage of the formation of educational psychology:
a) development of theoretical foundations of the psychology of learning theory;
b) general didactic stages;
c) formation of educational psychology into an independent branch.

30. The current in psychology and pedagogy, which arose at the turn of the 19th and 20th centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:
a) pedagogy;
b) pedology;
c) didactics;
d) psychopedagogy.

31. Longitudinal research method (according to B.G. Ananyev) refers to:
a) organizational methods;
b) empirical methods;
c) methods of data processing;
d) interpretive methods.

32. An experiment in psychological and pedagogical research allows you to test hypotheses:
a) about the presence of a phenomenon;
b) about the existence of a connection between phenomena;
c) both the presence of the phenomenon itself and the connections between the corresponding phenomena;
d) about the presence of a causal relationship between phenomena.

33. Combining into a single whole those components and factors that contribute to the development of students and teachers in their direct interaction is...:
a) training;
b) pedagogical management;
c) pedagogical process.

34. Teaching as a factor of socialization, as a condition for the connection of individual and social consciousness, is considered in:
a) physiology;
b) sociology;
c) biology;
d) psychology.

35. The discovery of new properties in objects that are important for one’s activity or life, and their assimilation is:
a) teaching skills;
b) teaching actions;
c) sensorimotor learning;
d) teaching knowledge.

36. Studying as the acquisition of knowledge and skills for solving various problems among foreign scientists studied:
a) Y.A. Comenius;
b) I. Herbart;
c) B. Skinner;
d) K. Koffka.

37. P. Ya Galperin interpreted the doctrine in domestic science as:
a) acquisition of knowledge, skills and abilities;
b) assimilation of knowledge based on the actions performed by the subject;
c) a specific type of educational activity;
d) type of activity.

38. One of the conceptual principles of modern education - “Training does not trail behind development, but leads it behind itself” - formulated:
a) L.S. Vygotsky;
b) S.L. Rubinstein;
c) B.G. Ananyev;
d) J. Bruner.

39. The level of current development is characterized by:
a) training, education, development;
b) learning ability, educability, development;
c) self-learning, self-development, self-education;
d) training, learnability.

40. The first in order structural stage of the pedagogical process:
a) principles;
b) forms;
c) funds;
d) goal;
e) content;
f) methods

41. Further detailing, creation of a project that is suitable for use in specific conditions by participants in the educational process is..:
a) pedagogical situation;
b) pedagogical process;
c) pedagogical design.

42. The second in order of succession are the stages of psychological and pedagogical research:
a) stage of qualitative and quantitative analysis;
b) preparatory stage;
c) interpretation stage;
d) research stage.

43. Educational activity in relation to assimilation acts as:
a) one of the forms of manifestation of assimilation;
b) type of assimilation;
c) level of assimilation;
d) assimilation stage.

44. The property of an action, which consists in the ability to justify and argue for the correctness of the action, is defined as:
a) reasonableness;
b) awareness;
c) strength;
d) mastery.

45. The degree of automation and speed of execution of an action characterizes:
a) a measure of deployment;
b) the measure of development;
c) a measure of independence;
d) a measure of generality.

46. ​​The type of learning motives, characterized by the student’s orientation towards mastering new knowledge - facts, phenomena, patterns, is called:
a) broad cognitive motives;
b) broad social motives;
c) educational and cognitive motives;
d) narrow social motives.

47. One of the first to put forward the principle of “conformity to nature” was:
a) Y.A. Comenius;
b) A. Disterweg;
c) K.D. Ushinsky;
d) Zh.Zh. Rousseau.

48. In educational terms, the most effective type of training is ....
a) traditional;
b) problematic;
c) programmed;
d) dogmatic.

49. Pedagogical interaction between the student and the student when discussing and explaining the content of knowledge and practical significance in the subject is the essence...functions of interaction between subjects of the pedagogical process:
a) organizational;
b) constructive;
c) communicative-stimulating;
d) information and training.

50. Voluntarily setting oneself conscious goals and tasks for self-improvement is...:
a) self-obligation;
b) self-report;
c) understanding one’s own actions;
d) self-control.

51. The ability to understand the emotional state of students refers to the skills:
a) interpersonal communication;
b) perception and understanding of each other;
c) interpersonal interaction;
d) transfer of information.

52. ...how understanding and interpreting another person by identifying oneself with him is one of the main mechanisms of interpersonal perception in the educational process:
a) socio-psychological reflection;
b) stereotyping;
c) empathy;
d) identification.

53. The last stage in order of professional self-determination:
a) stage of professional self-determination;
b) primary choice of profession;
c) professional adaptation;
d) vocational training;
e) self-realization in work.

54. The interests and inclinations of the teacher are indicators of... the communication plan.
a) communicative;
b) individual-personal;
c) general socio-psychological;
d) moral and political.

55. The first stage and component of pedagogical activity in order:
a) preparatory stage;
b) organizational activities;
c) stage of implementation of the pedagogical process;
d) stage of analysis of results;
e) gnostic activity;
f) constructive activity;
g) communication activities.
56. Human activity is aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs - this is...:
a) education;
b) pedagogical patterns of education;
c) self-education;
d) self-education.

57. The ability to unite the student team and inspire them to solve an important problem according to V.A. Krutetsky is...:
a) didactic abilities;
b) academic abilities;
c) perceptual abilities;
d) organizational skills.

Almost every day a student receives grades at school. And on other days - several. A mark is an everyday, familiar, banal phenomenon in the life of a schoolchild, and no matter how surprising it may seem at first glance, it is far from banal for a psychologist trying to trace the functions that it actually performs, the various consequences to which it can lead. Suffice it to say that when the author of this work wanted to find out how many functions, judging by the data available in the literature, pedagogical assessment performs, he counted them no less - eleven! True, some of them overlap, and the basis for classification is not always strictly adhered to, but the fact in itself is expressive. It is quite obvious that assessment touches very different and sometimes deep psychological layers.

Let's start with such a moment as motivation. And here's why. It seems that, in principle, all readers will agree that assessment has an impact on the motivational sphere of students. But not everyone realizes how deep and multifaceted it is. The famous Soviet specialist Sh. A. Amonashvili analyzed the experiences of schoolchildren when they received different grades. Let's try to do this and we will follow him. Let's consider the so-called “triumphant five” (here and below the apt characteristics of the marks given by Amonashvili are used). First of all, it is the joyful experience of success, the triumph that is mentioned in the name itself. This emotion is direct and immediate. Next is a deeper, personal layer: a sense of self-worth - it is very important for children in general and adolescents in particular. Next is the positional layer - moving away from the weak and poorly performing, strengthening a confident position in the eyes of classmates and the teacher. Then - the socio-psychological layer: parents and relatives experience a feeling of pride, share it with friends and colleagues, etc. In the circle of adults with whom the student comes into contact, he is treated with respect. He gains a confident position in the family, and his rights expand.

As we see, there is a complex, multi-layered positive impact. There is a desire to experience it again, and in a short time it becomes a need. And the emerging need begins to stimulate the efforts that are necessary to earn an “A”. Gradually, working with full dedication becomes a personality trait of the student.

"Hopeful Four" The student’s experiences very much depend on whether this “four” is truly encouraging, that is, it is an achievement of the student and an application for further success. If so, then the consequences of this mark are approximately the same as with the “triumphant five”. But if this four follows the five, then this is perceived as a decrease in the result. The schoolchild experiences a feeling of infringed prestige, and parents do the same, and sometimes resort to moderate sanctions: they suspend the fulfillment of previously made promises, deprive them of certain pleasures, etc. The same deep layers are affected, but with a negative sign.

A completely different picture takes place in the case of the so-called “indifferent troika”. First of all, there is no inspiring joy here, no experience of success. There are, however, no negative experiences either. The emotional background is neutral. An indifferent attitude towards learning arises. Whether this creates a feeling of completeness or inferiority depends on the level of the student’s aspirations. And it’s hard to say what’s worse. As they say, “both are worse.” With a low level of aspirations, a sense of usefulness is maintained, the student will not have a feeling of inferiority, personal development will proceed quite normally, but it is unlikely that the need to study well will be formed. With a high level of aspirations, a feeling of inferiority will appear, it can lead to a search for recognition somewhere on the side (for teenagers this is a direct path to street companies) or it can give various neurasthenic manifestations, ranging from depression to aggressiveness. The position in the class is also quite definite - the children become close to others like themselves, to those who have the same attitude towards learning. The position in the family is also mostly neutral: it is not customary to talk about school there, parents and children mutually avoid it - such a conversation does not bring joy to anyone anyway, and the absence of bad grades allows you to calmly avoid discussing school matters. There is nothing to praise or encourage, nor is there anything to scold. Indifference. Thus, in this case, as in the previous one, a complex, multi-layered effect occurs. But you can’t call it positive. True, negative too. Over time, this develops into a habit, and then into a need to study just enough to ensure a quiet existence.

Of course, this refers to schoolchildren for whom a C has become a stable mark. If it is unstable, then (as in the case of a B) there are changes in attitude, depending on whether the student moves from underperforming to average or, conversely, begins to lose his position.

Let’s not analyze the last of the marks, the “destroying two,” in such detail. The reader can easily imagine all the negative experiences associated with her, starting with the direct experience of his own failure, oppressed position in the class and ending with conflicts in the family, the establishment of strict surveillance and increased demands. Unfortunately, all this, as we have noted more than once, most often without providing real help. School becomes a source of almost exclusively unpleasant experiences for the student. The consequences require no comment. Thus, the teacher’s assessment captures a whole range of psychological layers of varying depth, starting from superficial ones, such as momentary emotional experiences, and up to deep ones that act delayed in time - influence on personality traits, changes in socio-psychological situation, etc. This evaluation function is called stimulating.

Using the stimulating function of assessment is a powerful tool in the hands of the teacher, with which a lot can be achieved. But, of course, provided that it is used psychologically competently. First of all, the assessment must be fair. This means both its justification from the point of view of the quality of the answer (test work, etc.), and its understandability for the student. Further, psychological literacy implies the ability to take into account the individual characteristics of the student, to imagine the depth of psychological layers specified by the assessment, and the degree of impact on the student. For example, children of a fragile mental make-up who have great impressionability can often be caused psychological trauma by a carelessly expressed value judgment.

Therefore, an important component of a teacher’s pedagogical skill is the ability to find the right tone for expressing your assessment. It is better for one student to express it in a strict, somewhat official and impressive tone, for another - with a note of regret, for a third - with some surprise, for a fourth - with reproach, etc. Of course, it is necessary that the chosen tone is situationally justified. The ability to find the right tone comes gradually, but. In order for it to appear at all, we must not forget about its necessity, constantly look for the right tone, and then this skill will definitely come.

Next is this moment. You can speak quite sharply, if necessary, about a specific action, a specific test or answer at the board, but you cannot extend this harsh assessment to the student’s personality. The fact is that often, with comments that hurt the student’s personality, the teacher alienates this student from the rest of the class. He finds himself in deep isolation, no one arouses sympathy, other guys rejoice at his failures. Here is a sketch, as they say, from life.

“Here, Petrov, I’ll give you a deuce.” Fat two! Look, guys,” says the teacher in a victorious tone, “Petrov, as always, wrote and smeared the presentation with a bad grade.” Shame on you, Petrov, you slacker, slob. And now you sit and smile. I'll give you a straight two.

The boys, spurred on by the teacher’s words, ridiculed Petrov. Oh, how they, children, can be merciless towards the troubles of others! Petrov himself, a charming boy, clear-eyed, could barely hold back his tears, hiding them in a tight smile. An incomprehensible joy for me triumphed in the class - Petrov received a bad mark.

And I wanted it to happen like this:

Petrov (it would be better, of course, to address the boy by name), unfortunately, you have a D. Don't be upset. This time you made fewer mistakes than usual. Pull yourself together, don't get upset, continue your studies. I believe in you."

This is from an article by teacher V. Linov, published in Moskovskaya Pravda. We will return to this article a little later, but for now we note that the sketch from life given in it is quite typical and the corrected monologue of the teacher proposed by the author is psychologically constructed quite correctly.

Psychological literacy further implies taking into account the well-known Pestalozzi rule: “Never compare one child to another; Each child should be compared with himself.” Unfortunately, quite a few teachers neglect this rule, again believing that this way they achieve a stronger stimulating effect. Take a simple situation. The student, who always made 13-16 mistakes in dictation, made 8. When compared with the work of other children, he was and remains among the worst. And the teacher, if desired, has a reason to once again scold him in front of the whole class. However, this student definitely deserves praise: after all, progress is clearly evident. And it is very important to note this. After all, it may very well be that such a result is not an accident. It is possible that the student began to study grammar a lot. Celebrating progress means supporting the efforts made. Not to do this means to cross out his studies in the eyes of the student. Of course, what has been said does not mean that he needs to inflate the grade given in the journal: if it is customary to give a two for 8 mistakes, then there is no need to make an exception to this rule. The teacher can maneuver the mark only in borderline cases, when it can be pulled up or down with equal success. But even by giving a deuce, you can “gild the pill” in such a way that the child will not even feel its bitterness. Don't believe it? Then I will give fairly competent evidence. “He stood on the threshold of the apartment (he rang the bell impatiently, as if a fire had started) with a victorious look, sparkling eyes and, waving his arms, shouted: “Hurray!” I got a bad mark!”

This is from the previously mentioned article by V. Linov. In it, he examines a number of problems caused by a bad grade, and tries to show his colleagues that the approval expressed by the teacher can completely neutralize the frustration caused by a low grade. The article was called: “Hurray! I got a bad mark...” Let us note for complete clarity that the boy in question is not a first-grader who, at the beginning of the first quarter, sometimes rejoices at the very fact of a mark, no matter what it is. He is studying in the fifth grade, that is, he has already reached the age when both a critical attitude towards school and skepticism regarding grades begins to appear. And a reason for joy is seven mistakes in the dictation instead of the usual twenty. Well, the reason is the skillful adherence to the Pestalozzi rule on the part of the teacher.

Here we come to another point of psychological literacy. As the reader has probably already realized, pedagogical assessment- This is not just a mark expressed in points. This is also a judgment expressed by the teacher. So, it is necessary to keep in mind that pedagogical judgment and grades perform slightly different psychological functions and therefore cannot replace one another. The first records the achievements (or, conversely, the lag) of the student in relation to himself. Has he progressed compared to his level that was yesterday, a week, a month ago or not. The second is how high his current level is in relation to the level of other guys in the class. Where does he end up: among the best? In the middle? Or at the very bottom?

From a psychological point of view, both information is needed for the child. In order to adequately evaluate the results of his efforts, he must have an idea of, so to speak, absolute success (“me” today compared to “me” yesterday) and relative success (“me” compared to other guys). Meanwhile, often a teacher, when evaluating a student’s answer, limits himself to a mark, and if sometimes he makes any judgments, then only as some kind of “add-on” to the mark. As a rule, it should be the other way around. First, an explanation of the positive and negative sides of the answer, a description of success and movements (if any), some recommendations, and then, as a conclusion from what has been said, a mark.

To some extent, teachers who prioritize grades over value judgments are understandable. The mark is recorded in the journal and in the report card (diary). It is used to judge the performance of students (and the quality of the teacher’s work) by parents, the school administration, higher authorities, and any inspectors. A judgment is expressed, as a rule, orally, it is not documented anywhere, and, as they say, “you can’t attach it to the case.” But nevertheless, it must be remembered that his ability to influence the guys is much greater compared to the mark, although the latter is a convenient reporting indicator.

One more important point should be noted regarding the value judgments expressed by the teacher. Psychology has established that the most effective in their stimulating function are two polar types of evaluation - positive and negative, or, in other words, approval and blame. But at the same time skillfully applied approval is a much more powerful means of influence than censure. Powerful because of its constructiveness: remember how the “triumphant five” reveal their delayed effect by creating the need for repeated success - this need stimulates the effort expended to achieve it, and over time the habit of performing at a high level becomes a personality trait schoolboy. With the help of a negative assessment, you can force you to learn a subject, but not to love it. To ensure that pedagogical assessment has a positive impact on learning motivation, use encouragement more widely. Find something to praise the student for. Of course, one cannot praise him for something he did not do. But try to praise for the slightest achievement, especially those who are experiencing a streak of failures and difficulties in their studies. Try to keep blaming to a minimum. Try to develop the powers of observation that allow you to distinguish between cases where a bad answer or poorly completed work was the result of dishonesty and when it is also the result of learning difficulties. In the latter case, always try to “gild the pill” with your statements, even if you have to give the student a low grade.

Meanwhile, practice shows that teachers, unfortunately, often tend to give negative grades. But what is perhaps even worse is that a significant proportion of the responses (according to some sources, up to 25%) are assessed neither positively nor negatively. Logically, of course, at first glance there is a paradox here: how else can you evaluate an answer or work other than positively or negatively? But psychology does not always coincide with logic. It turns out that in such cases the teacher essentially leaves the student without a clearly expressed assessment.

This could be an outright lack of evaluation. The teacher called the student to the board to solve an example. The whole class is watching his decision. The teacher too. He makes no comments about this. At some point, the student fails at something. He erases what he has written, writes again, erases again, looks around at the kids, tries to catch the teacher’s eye. After some time, the teacher says, looking at the magazine: “Well, the next one will go.” The person working at the board goes to his place.

This may be a case of, so to speak, indirect assessment. The teacher, listening to the answer, does not say anything about whether it is correct or not. Then he asks the same question to another student. After listening to him, he declares: “Well, that’s a completely different matter. Both of you sit down." Or the student made a mistake, a slip of the tongue, to which the teacher does not react, but the class reacts - either with raised hands (“Ask me, I will correct it!”), or with ironic remarks. The teacher remains silent. The teacher did not speak out directly, but through his demonstrated attitude to another student’s answer or a remark from the class, one can guess and make assumptions about this.

This may finally be a case of uncertain valuation. It is characterized by the fact that neither the teacher’s words nor intonation make it possible to understand whether he is happy or not, and at the same time allow for a variety of subjective interpretations.

That's enough, Chernov, go to your place.

Okay, Konikov, sit down.

Okay, that's enough, Osadchaya, sit down. “Lack of evaluation is the worst kind of evaluation,- writes the famous Soviet psychologist B. G. Ananyev, - since this influence is not orienting, but disorienting, not positively stimulating, but depressing, forcing a person to build his own self-esteem not on the basis of an objective assessment, which reflects his actual knowledge, but on very subjective interpretations of hints, half-understood situations, behavior of the teacher and students.” And further: “Non-evaluation leads to the formation of uncertainty in one’s own knowledge and actions, to a loss of orientation and, on their basis, leads to a certain partial (in this regard) awareness of one’s own low value.”

Thus, we see that the lack of evaluation also negatively affects motivation (it does not stimulate, but depresses; it leads to a feeling of low value); and on the formation of educational actions (does not orient, but disorients); and, finally, on the formation of control and self-esteem (develops uncertainty in one’s own knowledge and actions; forces one to build self-esteem not on the basis of sufficiently objective information about one’s own knowledge, but on the basis of a subjective interpretation of poorly understood situations). It, therefore, has a negative impact on all components of learning activity that assessment can influence.

In examining this issue, we have actually already gone beyond the consideration of how pedagogical evaluation influences motivation. Let us now move on to the next point of interest to us and see how this assessment influences the formation of educational actions.

Here we will again need to clearly distinguish where we are talking about the value judgment of the teacher, and where about the mark in points with which he evaluates the student’s knowledge.

Let's start with classroom work. Value judgments have several close, intertwined functions. First of all this orienting function. The teacher shows the children the correct techniques and then observes how the student succeeds in them. In other words, he orients them towards the necessary educational actions.

Next is this regulatory function. With the help of value judgments, the teacher regulates the actions of students, cuts off incorrect techniques, and insists on using the correct ones. In other words, he ensures that schoolchildren obtain the required result not in any way, but certainly in the right way. Let's take our old example. A first-grader, when teaching mental arithmetic, does not highlight the educational task (learn to count in the head) and therefore uses incorrect actions - tries to count on his fingers, etc. Seeing this, the teacher points out the incorrectness of this method of solution and suggests using the correct way: actions in the mind with based on a previously worked topic - the composition of numbers. Value judgments can also perform a diagnostic function. If a student who has been shown the correct counting techniques many times begins to lag behind the class, the teacher will easily understand that the fact is that the student, working at home, and probably in the classroom when the teacher is not looking, continues to use the same incorrect techniques. The student notices the very fact of the beginning lag very easily: as soon as the teacher asked a question, a forest of hands was already stretching out, and he himself had not yet managed to figure anything out. And that the reason for this lies in the persistent use of the wrong method of work - the student very often does not understand. Having learned the “diagnosis” of his failure from the teacher, in many cases he will try to make up for lost time and forever break with the old incorrect methods.

It is possible to highlight other functions of value judgments in the lesson, but from those listed the main thing is clear: they play an important role in the formation of educational actions, are closely interconnected and, to some extent, mutually transferable. Everything that is formed with their help is then secured with a mark. Value judgment thus plays a major constructive role; mark- authorizing, approving or disapproving of what has been done.

A common mistake of beginning teachers is that they place the main emphasis on the grade. They themselves clearly see the connection between a bad answer (or written work) and an incorrect learning activity and think that it is just as obvious for the student. However, many of the children of this age are simply not capable of this: too many intermediate links need to be restored in the mind for this. Thus, not only when forming motives for studying, but also when developing educational actions, it is psychologically correct to focus on the expressed judgment, supporting it with a mark, and not vice versa.

Everything that was said related to the work taking place in the classroom. There is no need to emphasize that she relies on the teacher’s observations of the work of her pupils. Let us now focus on evaluating work done at home. In this case, the teacher is deprived of the opportunity to see what techniques the children use when preparing their homework. As already mentioned, the teacher exercises control here based on the product, and not on the process: he evaluates the achieved result, and not the method of achieving it. The mark comes to the fore here.

Meanwhile, the majority of the guys are ready to easily judge by the mark given not only whether the task was done well or poorly, but also whether they completed it correctly. The examples were well solved, neatly written, the teacher gave me an A. In the eyes of the student, this is evidence that at home he did everything in the best possible way. And the fact that he drew sticks on a blotter, although the teacher asked him not to do so, no longer matters to the child.

But if such a mistake is somehow excusable for a schoolchild, then it is not at all appropriate for a teacher to make it. Even for those with little experience. Meanwhile, it is not so rare for novice teachers to accompany the given mark with judgments like the following:

Ira solved both problems correctly and wrote them beautifully. Great job! This is because she is attentive and does everything right both in class and at home.

You haven't learned your poetry well again, Julia! You don't try at all when you do your homework at home. Ashamed! You can't work so dishonestly!

And you, Seryozha, completed your writing assignment very poorly. It's immediately obvious that you didn't try. Look for yourself: only the first two or three letters in each line are similar to themselves. And then they change so that they cannot be recognized. And all because you move around in class and don’t watch me write on the board.

All the above judgments contain the same psychological error. Having in front of him only the product (a well or poorly completed task), the teacher nevertheless (sometimes directly, sometimes indirectly) makes judgments about how the process proceeded (i.e., about how the student prepared the task). And this poses a threat of disorganization of the student in relation to work methods.

The teacher responded well to the fact that Ira solved the problems. Everything is correct: the tasks were solved correctly. And beautifully recorded. But there was no need to add that the girl does everything right both at school and at home, because in reality it turns out that at home Ira forces her mother to work in her place. No, of course, parents now are not the same as they were 20-30 years ago; no one will directly dictate a decision to a child. But many of the guys systematically use this trick: they say that the problem is unclear and ask for an explanation. It seems that there is nothing wrong: the explanation is not a clue. Mom eagerly sits down next to her. I explained it once - it’s not clear. Two - again unclear. The child stubbornly continues to “not understand” the task. In my mother’s explanations, leading questions begin to appear, then clues, at first more or less hidden, then more and more definite. The child persists in his misunderstanding. Finally, mom asks such a clear question that the answer is completely obvious. Here the child suddenly “understands.” Of course, he understood not the logic of the problem, but the hint openly contained in his mother’s words. Everyone is happy: the mother because she fulfilled her duty and “explained the problem”, the schoolboy because step by step he forced his mother to decide for himself. If the teacher said that he worked well at home, in the child’s mind it gets something like this: this is how lessons should be prepared, this is what mother exists for. Many children achieve true virtuosity in their ability to force adults to work instead of themselves. And often this is directly facilitated by the teacher’s psychological mistake, which we are now examining. Of course, over time, all this will result in an inability to solve problems. And the teacher, together with his mother, will be tormented by guesses as to why this happened. The situation is no better in cases where the teacher speaks negatively about the way lessons are prepared. So Julia learned a poem. And the teacher reproached her for dishonesty and lack of effort. But in fact, the girl tried very hard. I studied the poem for almost an hour. She just doesn’t know the simplest method of memorizing: first the first stanza, then the second separately, then once or twice both together, then carefully the third stanza, separately from the others, and after once or twice all three together, etc. She teaches them, always starting from the first stanza. As a result, the beginning of the poem is remembered well, but the end is much worse, and a disproportionate amount of time is spent. How will she react to the teacher’s remark? Firstly, with resentment, how children (and not only them!) react to any undeserved reproach. Secondly, the only conclusion she will draw is this: if spending an hour on a poem is considered bad faith, then you should sit for an hour and a half or two. Isn’t it the kind of kids that make up high school students, who (as the reader remembers from the letter cited at the beginning of the book) are sorely short of time for lessons?

Let's take the third case given. For the boy, only the first two or three letters are similar to those shown in the copybook. The rest are greatly distorted, at the end of the line - beyond recognition. The teacher reproached him for his lack of effort. He also added that all this was due to inattention in class. And the whole point is that, as in previous cases, the student uses the wrong method of work. He looks at the example in the copybook only when he writes the first letter in the line. He writes the second, “copying” from the first letter he himself wrote. The third - from the second, etc. Is it surprising that with this method of working, it is difficult to recognize the letter at the end of the line? What effect will the teacher's comments have here? First of all, the same insult: the boy tried very hard, even helped himself with his tongue, and suddenly he was told that he didn’t try! Moreover, it’s immediately obvious! And besides, he is suggested a way out of the situation that is completely inappropriate for his difficulties: no matter how much Seryozha watches what beautiful letters the teacher writes on the blackboard, he himself will not write better from this until he refuses (he himself will guess or the elders will help ) from improper work practices.

So, we see that the influence of pedagogical assessment on the formation of educational actions is somewhat different in the case when the teacher evaluates work in class and when he evaluates the task prepared at home. This circumstance must not be overlooked.

As for the influence of pedagogical assessment on the formation of such a component of educational activity as control and self-assessment, it seems that there is hardly a single reader who would doubt that pedagogical assessment (both in the form of a value judgment and in the form of an assigned marks) is in this case the main tool in the hands of the teacher. Here we will only note that pedagogical assessment here also performs a number of functions, such as orienting, formative, informational and corrective, educational, etc. And as a deep layer - social.

Perhaps, of all the components of educational activity, control and self-esteem are most subject to the efforts of the teacher. And yet, even in this case, it is advisable for him to involve his parents in the matter as his allies and assistants. Firstly, as we have already said, children easily equate assessment of the result of work with assessment of the correctness of the work methods used. They also talked about why this moment is difficult for a teacher to control and easy for parents. Secondly, by the time a child enters school, under the influence of his family, he has developed one or another method of self-esteem, and it is not always acceptable at school. Imagine what kind of self-esteem develops, for example, in a child who was allowed to do almost whatever he wanted at home; or a child who is accustomed to the fact that any of his achievements evoke only admiration from adults. Both of these points require the teacher to work with parents. Let's look at each of them in more detail.

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

Assessment is a process, an assessment activity carried out by a person, while a mark is the result of this process, this activity (or action), their conditionally - a formal reflection. The likening of an assessment and a mark is tantamount to identifying the process of solving a problem with its result. Based on the assessment, 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, controversy has arisen around marks and grades. A critical analysis of the assessment system of education becomes one of the most direct ways of intervention by the progressive public, vitally concerned with the problems of educating the younger generation interested in improving public education.

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

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

Problem This study is to identify how pedagogical assessment influences children’s discipline in the classroom. The solution to this problem is target our research.

Object research is the educational activities of children in the classroom.

Subject is the effectiveness of pedagogical assessment, contributing to the development of discipline in children in the classroom.

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

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

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

Assessment as a component of educational activities. Means of stimulating the learning and upbringing of children.

The evaluative activity of a teacher, according to the theory of educational activity, is generated by the activity of a student or teacher, child or educator, to obtain information about whether or not the quality of the student’s knowledge and skills in the subject meets the requirements of the program.

The purpose of assessment activities is to monitor children’s progress and develop adequate self-esteem in them.

The subject of assessment activity, which coincides with the subject of educational and cognitive activity, is the student’s system of knowledge and skills. The result of the teacher’s act of assessing the results of the child’s educational activity is an assessment, which, depending on the level and method of reflecting the relationship, can be expressed by the sign and intensity of the emotional experience, its verbal version, a value judgment, or a mark.

The essence and role of assessment in psychological and pedagogical literature is understood, firstly, as the individual personal qualities of a 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, learning becomes “blind”, uncontrollable, or rather, simply ceases to be controllable.” (N.V. Kuzmina. 1980)

Pedagogical assessment is a specific incentive that acts in educational and educational activities, determines its success and is complex in nature, including a system of various incentives. 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. 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 moment in time. Valence, or value, refers to the meaning that a stimulus acquires in connection with the satisfaction of a human need. The greater the need, the greater the valence of the corresponding stimulus. Valence and probability of success relate to the area of ​​a person's perception of the stimuli acting on him in this situation in which they actually arise.

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

Along with the types of pedagogical assessments, ways to stimulate the educational and educational success of children are highlighted. 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 sensitivity to various stimuli, as well as the motivation for educational, cognitive and personal development activities. The achieved level of intellectual development influences his interests, and personal development influences the desire to have certain personal qualities.

Discipline is one of the main concepts used by teachers in the educational process.

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

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

Punishment is a complex and difficult method of education: it requires enormous 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 used; First of all, punishments that cause physical pain, fear, and suppress children's will should be excluded.

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

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

In the classroom, children of preschool age master a number of complex ideas about the phenomena of social life and moral qualities. Habits of cultural and organized behavior are formed. The requirements for children's discipline and their relationships with peers are becoming more complex. Significant changes occur in the area of ​​thinking, voluntary memorization, and moral and volitional development. Growing curiosity, developing differentiation and deepening of feelings makes it possible to teach children in the classroom to work for a certain time; not only listen, but also hear; not only see but also observe, notice, compare, analyze.

To instill 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. Thus, the teacher expands ideas about 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 merits of another child.

By positively assessing the activity of children, their achievements, actions and discipline in class in front of all children, the teacher thereby creates ideas about how to act in such cases. So, in the process of active activity, children will gradually master the entire amount of rules of behavior in the classroom. Summing up the results of a lesson does not take a long period of time, but its significance is undeniable, because the teacher evaluates both the children’s successes and the importance of the solved problem for the future.

It should be noted that in a number of cases, in order to develop knowledge and skills in children, it is crucial to cultivate a positive attitude towards learning, attention to peers, to the tasks and instructions of the teacher,

From the material studied above, we will highlight the main criteria by which the experimental work will be carried out.

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

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

The experimental work was carried out in three stages: establishing, developing, and control experiments. The leading form of work with children was conducting classes of an ethical and moral nature. Each lesson was conducted with the aim of teaching children:

• Make the right decisions in different life situations;
• Control your behavior when communicating with other people;
• Learn to evaluate your actions and the actions of your comrades, compare them with characters in literary works, imitate positive heroes;
• Form an idea of ​​good and bad deeds, behavior, and the ability to correctly evaluate oneself and others;
• To give an idea that it is not only in fairy tales that good triumphs over evil;
• Learn how to get out of conflict situations safely;
• Teach a culture of communication, develop a sensitive, friendly attitude towards peers.

Classes were conducted in the form of games, conversations, and dramatization games. The following techniques were used:

• Game exercises aimed at:
  -Development of communication skills “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 your interlocutor: “Get to know yourself”, “Pinocchio and children”.

• Conversation based on the stories: Fomin’s “Girlfriends”, V. Mayakovsky’s “What is good and what is bad”, N. Kalinina’s “First day in kindergarten”, the story “Vanya’s good deed”, the story by V. Oseeva “The Magic Word”.
• Use of artistic words: poems, proverbs, sayings.
• Playing out situations that give children the opportunity not just to talk about a particular problem, but to experience it emotionally.
• A productive activity is drawing pictograms (schematic facial expressions with different moods).
• An auxiliary technique is listening to music. Determination of a person’s emotional state in accordance with the nature of the music.

From the work carried out, the following conclusions can be drawn. A 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 significant. To this end, educators were offered recommendations for the formation of humane relationships 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 and explore all areas of his development. It is important to remember: 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.

Due to the fact that the impact of assessment on a student’s development is multifaceted, it can have many functions. According to B. G. Ananyev, the assessment can be:

– orienting, influencing the student’s mental work, promoting the student’s awareness of the process of this work and his understanding of his own knowledge;

– stimulating, influencing the effective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships;

– educational – under the direct influence of the mark, “an acceleration or deceleration of the pace of mental work, qualitative shifts (changes in work methods), a change in the structure of apperception, a transformation of intellectual mechanisms” occurs. Thanks to this, the assessment affects the intellectual and affective-volitional spheres, i.e. on the student’s personality as a whole.

Pedagogical assessment influences the change in relationships and opinions that exist in the school between the class and the student. “The change in opinions about the student and relationships within the class under the influence of pedagogical assessment is the first transformation of pedagogical assessment into a new assessment form. The second modification occurs in the family. Pedagogical assessment influences the relationship between home and school.” Unfortunately, these provisions of B. G. Ananyev have not yet received proper awareness and use in pedagogical activities.

Under the influence of evaluative influences, children develop such important personality qualities as self-esteem and level of aspirations. Self-esteem influences are a strong corrective factor in the behavior and activities of an individual.

According to A.I. Lipkina, the age dynamics of students’ self-esteem are “determined” not so much by their objective capabilities as by the influence of the evaluative influences of the teacher and students in the class. The evaluative position of a poor or excellent student already by the fourth grade acquires in their activities the significance of a global factor that extends to the entire learning process, including the student’s receipt of a grade. “In practice, this is manifested in a reduction in the stimulating function of grades in high school students, although in elementary school they did not accept the position of a poor student.” B. G. Ananyev believes that different levels of teacher requirements for students with different academic performance create different levels of aspirations in them. Thus, strong students in their current work are highly valued by teachers and therefore form a high level of aspirations, “very often entailing an overestimation of their own knowledge and a delay in further qualitative advancement.” Weak students in their current work are assessed low by teachers, which contributes to the formation of a low level of aspirations in them: “aspirations are stimulated only by quarterly accounting, which has little responsible significance for them; their hard work during this period usually gives relative advancement, which is taken into account in the teacher’s assessment.”

The general tendency of many works on the problem of assessing the success of students’ educational activities is that one of the leading functions of 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, learning becomes “blind”, uncontrollable, or rather, simply ceases to be control,” says N.V. Kuzmina. With the implementation of the monitoring function of assessment, the possibility of effectively managing the process of teaching and educating students opens up. In the "Pedagogical Encyclopedia" grade is considered as determining the degree to which students have acquired knowledge, skills and abilities in accordance with the requirements imposed on them by school programs.

At the present stage of school development, when the priority goal of teaching is the development of the student’s personality, the following parameters for the teacher’s assessment activities are determined:

– quality of mastering subject knowledge, skills, abilities, their compliance with the requirements of the state standard of primary education;