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The object of evaluation is meta subject results at the elementary level general education is the formation of the student's regulatory, communicative and cognitive universal actions, the content of which is presented in the sections of the planned results: "Regulatory learning actions", "Cognitive learning actions", "Communicative learning actions", "Reading: work with information".
Main the content of the assessment of meta-subject results: assessment of the ability to learn, i.e., such mental actions of students that are aimed at analyzing their cognitive activity and managing it. These include:
The ability of the learner to accept and maintain the learning goal and objectives; ability to plan own activities in accordance with the task and the conditions for its implementation and seek means of its implementation; the ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;
Ability to carry out information search, collection and selection of essential information from various information sources;
The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
The ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, establishing analogies, referring to known concepts;
The ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
The peculiarity of control and measuring materials for the assessment of universal educational activities is that their assessment is carried out according to assignments presented in three forms, which are included both in control work in individual subjects, in complex work on an interdisciplinary basis and in a separate diagnosis (proposed by "School 2100" diagnostics of metasubject results is pedagogical, any teacher can use it (as opposed to psychological and pedagogical diagnostics, which is carried out by a school psychologist)):
Diagnostic tasks in which a specific universal action is evaluated and this action acts as a result;
Tasks in the course of performing tests in subjects where universal learning activities are an instrumental basis, the success of the work depends on how the student owns special and meta-subject actions;
Tasks in complex work that allow you to evaluate universal learning activities based on information skills.
Control of meta-subject results formed within the framework of extracurricular activities is possible within the framework of the implementation of a comprehensive control work on an interdisciplinary basis, diagnostics carried out by the administration, psychologist, teachers in the framework of the study of educational work, extracurricular activities, monitoring the state of teaching by class.
Based on the results of the work, an assessment is made(direct or indirect) formation of the majority of cognitive learning activities and skills of working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.
Tools:
1. Diagnosis of meta-subject and personal results in grades 1-2, grades 3-4 (according to A.G. Asmolov) Moscow, Balass, 2011
2. Final verification work on the subjects of UUD as an instrumental basis, (according to the method of G.S. Kovaleva, O.B. Loginova )
3. Complex work on an interdisciplinary basis and work with information (according to G.S. Kovaleva, O.B. Loginova).
4. Olympiad and creative tasks, projects (extracurricular activities).
5. Diagnosis of the formation of educational activity of students (author Repkin G.V.)
"Regulatory learning activities"
Here is what the table looks like "Levels of Formation of Regulatory Actions of Students" according to Repkin G.V.
| No. p / p | F.I. student | September 09__ /_10_ | May _10_/11__ | ||||||||
| educational and cognitive interest (personal uud) | Goal setting (regulatory uud) | Training actions regulatory yud) | assessment actionsregulatory ur | educational and cognitive interest (personal uud) | goal-setting regulatory uud) | Training actions regulatory | control actions (regulatory yud) | assessment actions (regulatory yud) | |||
| Total |
You see in it two types of UUD - these are personal, regulatory. Exactly as recommended in the manual "How to design universal learning activities." But there is no single Repkin table in the manual, it is divided into actions. You will find a single table in the magazine "Zavuch" No. 1 for 2009. Let's take a look at them.
Development Analysis goal setting in elementary school allows you to identify six levels of it from the lack of goal setting to self-setting goals (table) (Repkin's diagnostics)
Tab. Levels of formation of goal-setting.
| Levels | Formation indicators | Behavioral indicators of maturity |
| 1. Lack of purpose | The demand is only partially understood. Involved in work, quickly distracted or behaves chaotically. Can accept only the simplest goals (not implying intermediate goal-requirements) | Poorly distinguishes learning tasks different type; there is no reaction to the novelty of the task, cannot identify intermediate goals, needs operational control from the teacher, cannot answer questions about what he is going to do or has done |
| 2. Acceptance of a practical task | Accepts and performs only practical tasks (but not theoretical ones), does not orientate in theoretical tasks | Realizes what needs to be done in the process of solving a practical problem; in relation to theoretical tasks cannot carry out purposeful actions |
| 3. Redefining a cognitive task into a practical one | Accepts and performs only practical tasks, does not focus on theoretical tasks | Realizes what needs to be done and did in the process of solving a practical problem; in relation to theoretical tasks cannot carry out purposeful actions |
| 4. Adopt a cognitive goal | The accepted cognitive goal is preserved during the performance of educational actions and regulates the entire process of their implementation; the requirement of the cognitive task is clearly met | Willingly carries out the solution of a cognitive task, without changing it (without replacing it with a practical task and without going beyond its requirements), can clearly give an account of his actions after the decision has been made |
| 5. Redefining a practical problem into a theoretical one | Faced with a new practical task, he independently formulates a cognitive goal and builds an action in accordance with it. | The inability to solve a new practical problem explains the lack of adequate methods; is clearly aware of its purpose and the structure of the found method. |
| 6. Self-setting learning goals | Independently formulates cognitive goals, going beyond the requirements of the program | Puts forward meaningful hypotheses, learning activity takes the form of an active study of modes of action |
The next component is the level of formation of control.
Tab. Levels of control development.
| Levels | Formation indicators | Additional diagnostic feature |
| 1. Lack of control | The student does not control learning activities, does not notice the mistakes made. | The student does not know how to detect and correct a mistake even at the request of the teacher, is uncritical about the corrected errors in his work and does not notice the mistakes of other students |
| 2. Control at the level of involuntary attention | Control is random involuntary, noticing an error, the student cannot justify his actions | Acting unconsciously, foresees the correct course of action; he corrects mistakes made uncertainly, makes mistakes in unfamiliar actions more often than in familiar ones |
| 3. Potential control at the level of voluntary attention | The student is aware of the rule of control, but the simultaneous implementation of educational actions and control is difficult; student corrects and explains mistakes | In the process of solving the problem, control is difficult, after solving the student can find and correct mistakes, he does not make mistakes in repeated actions |
| 4. Actual control at the level of voluntary attention | In the process of performing an action, the student focuses on the control rule and successfully uses it in the process of solving problems, almost without making mistakes. | Corrects mistakes on his own, controls the process of solving the problem by other students, when solving a new problem, he cannot correct the control rule for new conditions |
| 5. Potential reflexive control | Deciding new task the student applies the old inadequate method, with the help of the teacher discovers the inadequacy of the method and tries to introduce adjustments. | Tasks that correspond to the learned method are performed flawlessly. Without the help of a teacher, he cannot detect the discrepancy between the learned mode of action and the new conditions. |
| 6. Actual reflective control | Independently detects errors caused by a discrepancy between the learned method of action and the conditions of the task and makes adjustments | Controls the compliance of the actions performed with the method, when conditions change, makes adjustments to the method of action before starting the solution |
Grade as a component of learning activity can be characterized by such properties as adequacy, reliability, completeness (A.V. Zakharova, L.V. Bertsfai). There are six levels of formation of the assessment action as a component of educational activity (G.V. Repkina, E.V. Zaika, 1993):
Tab. Levels of evaluation development.
| Levels | Indicators | Behavioral indicators |
| 1. Lack of appreciation | The student does not know how, does not try and does not feel the need to evaluate his actions - either independently or at the request of the teacher | Entirely relies on the mark of the teacher, perceives it uncritically (even in the case of a clear understatement), does not perceive the argumentation of the assessment; cannot assess his strength in relation to the solution of the task |
| 2. Adequate hindsight | Able to independently evaluate their actions and meaningfully substantiate the correctness or erroneousness of the result, correlating it with the scheme of action | Critical of the marks of the teacher; cannot evaluate his capabilities before solving a new task and does not try to do it; can evaluate the actions of other students |
| 3. Inadequate predictive assessment | When starting to solve a new problem, he tries to assess his possibilities regarding its solution, but at the same time he takes into account only the fact of whether he knows it or not, and not the possibility of changing the methods of action known to him. | Evaluates problems already solved by him freely and reasonably, tries to evaluate his capabilities in solving new problems, often makes mistakes, takes into account only external signs task, and not its structure, cannot do this before solving the task |
| 4. Potentially adequate predictive estimate | Starting to solve a new problem, with the help of a teacher, he can evaluate his capabilities in solving it, taking into account changes in the methods of action known to him. | Can, with the help of a teacher, justify his ability or impossibility to solve the problem facing him, based on an analysis of the methods of action known to him; does it with difficulty |
| 5. Current Adequate Predictive Score | Starting to solve a new problem, he can independently assess his capabilities in solving it, taking into account changes in known methods of action. | Independently substantiates his strength even before solving the problem, based on a clear understanding of the learned methods and their variations, as well as the limits of their application |
Let's move on to the component learning activities.
| Level | Level name | Main diagnostic feature | Additional diagnostic features |
| 1. | Lack of learning activities as integral units of activity | Cannot perform learning actions as such, can only perform individual operations without their internal connection with each other or copy the external form of actions | Is not aware of the content of educational activities and cannot give an account of them; neither independently nor with the help of a teacher (with the exception of a direct demonstration) is unable to perform learning activities; Skills are hard to develop and extremely unstable |
| 2. | Performing learning activities in collaboration with the teacher | The content of actions and their operational composition are realized, they begin to perform actions, but without external help they cannot organize their actions and bring them to the end; in cooperation with the teacher works relatively well | Can give an account of his actions, but finds it difficult to implement them in practice; teacher's help is accepted relatively easily; works effectively with step-by-step control, there are practically no independent learning activities |
| 3. | Inadequate transfer of learning activities | The child independently applies the learned method of action to the solution of a new problem, but is not able to make even small changes in it in order to adapt it to the conditions of a particular problem. | The assimilated method is applied “blindly”, not correlating it with the conditions of the problem; such a correlation and restructuring of the action can be carried out only with the help of a teacher, and not independently; under constant conditions, is able to successfully perform actions independently |
| 4. | Adequate transfer of learning activities | Knows how to detect discrepancies between the new task and the learned method, tries to independently rebuild the method known to him, but can only do this correctly with the help of a teacher | Fully analyzes the conditions of the problem and clearly correlates them with known methods; easily accepts the indirect help of the teacher; is aware of and willing to describe the reasons for his difficulties and the features of the new mode of action |
| 5. | Independent construction of educational activities | When solving a new problem, independently builds a new mode of action or modifies the method known to him, does it gradually, step by step, and in the end, without any outside help, correctly solves the problem. | Critically evaluates his actions, at all stages of solving the problem he can give an account of them; finding a new way is carried out slowly, uncertainly, with frequent recourse to re-analysis of the conditions of the problem, but at all stages completely independently |
| 6. | Generalization of learning activities | It is based on the principles of constructing methods of action and solves a new problem “on the fly”, deriving new way from this principle, and not from a modification of a well-known private method | Mastering a new method, he realizes not only its composition, but also the principles of its construction (i.e. what it is based on), realizes the similarity between various modifications and their connection with the conditions of the tasks |
The last component of learning activity that we will consider is educational and cognitive interest. In the new standards, it is related to personal universal actions. But in Repkin's diagnostic table, it is present along with regulatory ones.
Here are the evaluation criteria.
Levels of formation of educational and cognitive interest. (personal)
| Level name | Main diagnostic feature | Additional diagnostic features | |
| 1. | Lack of interest | Almost no interest is detected (exception: positive reactions to bright and funny material) | Impersonal or negative attitude towards solving any educational problems; more willing to perform habitual actions than master new ones |
| 2. | Reaction to novelty | Positive reactions occur only on new material concerning concrete facts (but not theory) | Lives up, asks questions about new factual material; is included in the performance of the task associated with it, but does not show long-term stable activity |
| 3. | Curiosity | Positive reactions arise to new theoretical material (but not to methods of solving problems) | Lives up and asks questions often enough; joins tasks often, but interest quickly disappears |
| 4. | Situational learning interest | Arises on ways to solve a new particular single problem (but not a system of problems) | Involved in the process of solving the problem, trying to independently find a way to solve and bring the task to the end; after solving the problem, interest is exhausted |
| 5. | Sustainable educational and cognitive interest | Arises on a general way of solving a whole system of problems (but does not go beyond the studied material) | Willingly joins the process of completing tasks, works for a long time and steadily, accepts proposals to find new applications for the found method |
| 6. | Generalized educational and cognitive interest | It arises independently of external requirements and goes beyond the scope of the studied material. Definitely focused on general ways of solving a system of problems | It is a constant characteristic of the student, the student shows a pronounced creative attitude to the general way of solving problems, seeks to obtain additional information, there is a motivated selectivity of interests |
"Cognitive learning activities"
Table No. 1 "Formation of problem solving competence"
Table No. 2 "Formation of information competence"
Similar information.
MBOU "Kedinskaya average comprehensive school №2-
Basic School»
Teacher-psychologist: Nurtdinova T.A.
Diagnosis of meta-subject results
An important difference between the school standards of the new generation is their focus on the formation of the personality of students, mastering them universal ways educational activities that ensure success in cognitive activity at all stages of further education.
The traditional approach in education involved the transfer of knowledge, but now the goal is to teach children to acquire knowledge on their own, showing students the processes of becoming scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge.
Therefore, in each educational institution, in accordance with the new standards, there should be a system for the formation and evaluation of not only subject, but also meta-subject and personal results.
Meta-subject results include the development of the ability to plan verbal and non-verbal behavior; development of communicative competence; the ability to set goals and define tasks, plan successive actions, predict the results of work, analyze the results of activities, draw conclusions, make adjustments, carry out self-observation, self-control, self-assessment in the process of communicative activity, etc.
It is the meta-subject results that are the bridges connecting all academic subjects, helping to overcome the mountains of knowledge.
Meta-subjects are objects that are different from the objects of the traditional cycle, this is a new educational form, which is based on the thought-activity type of integration. educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons.
The universality of meta-subjects consists in teaching schoolchildren general techniques, schemes, techniques, methods, patterns of mental work that lie above objects, but at the same time are reproduced when working with any subject material.
The main object of evaluation of meta-subject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such actions of students that are aimed at analyzing and managing their cognitive activity
The assessment of meta-subject results can be carried out in the course of various procedures.
Monitoring of meta-subject UUD is an important component a general system for managing the quality of education both at the level of an individual child and class, and at the level of the whole educational institution. The subject of the analysis is the monitoring data of the meta-subject UUD of each child, a group of children with the same results, the class as a whole.
The development of UUD in primary school is a process that takes place in three main stages. The first stage is the implementation of the educational action according to the model, the intuitive application of the method based on repeated applications of similar samples, analogies, etc. (stage "Presentation"). The second stage is the implementation of the method of action when performing the learning task (stage "Method"). The third stage is the application of the method in the context of educational activities (stage "Mastering UUD"). According to the requirements of the Federal State Educational Standard of the IEO, by the end of the fourth grade, it is necessary to form a number of meta-subject skills in children at the third level. To do this, during the entire period of the child's education in primary school, a system of work should be built for the phased formation of UUD from mastering the method through a sample to embedding a conscious method in the context of a specific educational activity.
In Kuedinskaya secondary school No. 2, to assess meta-subject UUDs, we use the teaching materials “School Start”, “Learning to Learn”, grades 1-3, authors T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G Teplitskaya.The diagnostic kit includes a workbook and guidelines for conducting and processing the results.
This monitoring makes it possible to give an objective assessment of the formation of ULD at each age stage.
Diagnosis "School start" begins with the very first days of the child in school.
It is held in September in grades 1, at 3-4 weeks of study. Tasks are carried out daily at the beginning of the second or third lesson for 10 minutes, or we highlight certain diagnostic lessons.
Diagnostic results provide reliable information about whether the child is ready to learn successfully; create the basis for the development of universal educational activities; provide an emotionally comfortable educational environment for each child; help to choose pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children.
These skills: provide an understanding of the textbook material and the teacher's instructions, allow you to get involved in the educational dialogue in the lesson, help organize activities in the lesson, etc.
A total of 17 skills were identified, which are divided into 2 components: instrumental readiness and personal. The instrumental component includes such blocks as: observation, mental abilities, control skills, communication skills. The personal component includes motivation and value attitude to knowledge. On the practical task, we will get acquainted in detail with the diagnostics of instrumental readiness of first-graders.
Timely diagnostics of these skills allows the teacher to "tune" the educational process to the individual level of readiness of the student and the class as a whole.
The methodological manual for the teacher gives detailed characteristics of each skill according to the following scheme: meta-subject UUD, in what learning situations they are needed and examples of learning tasks.
Each child works in his own workbook. Special diagnostic exercises allow you to identify those skills that help children cope with educational tasks at the beginning of grade 1.
Principles of building a notebook and assignments.
- One indicator - one task.
- Subject nature of assignments
- Figurative level of presentation of information
- One page - one task
- Group presentation of diagnostic tasks
All tasks are entertaining and are built on the basis of color drawings, which makes them easier for children of this age to perceive.
All exercises are performed under the guidance of a teacher or psychologist. Guidelines have been developed to help them. They provide all the necessary information: the purpose of the task, instructions, time of completion, advice on what to do in certain situations, how to respond to children's questions.
All data are entered into 2 summary tables, which further allows them to be used for qualitative pedagogical analysis. In tables, for convenience, the summed scores are marked in different colors, for example, cells with baseline scores are painted over in green, low-red.
According to the data entered in the table, the teacher immediately sees the problems of the class as a whole and each student individually. Children who receive low results are observed by a psychologist and attend remedial classes. The results of the initial diagnostics will help the teacher to organize the work in the first months of training, and the next guidelines for the work will be the monitoring data of the meta-subject educational results.
Monitoring of meta-subject UUD in grades 1, 2 and 3.
The educational-methodical package "Learning to learn and act" is a program for monitoring the development of UUD of students in grades 1-4. At present, notebooks and methodological recommendations for grades 1, 2 and 3 have been developed and published.
Diagnostic measures allow the teacher to identify the level of formation of the most important ULDs at each stage of education and determine the pedagogical strategy for each child to achieve meta-subject ULDs.
In the first grade, the teacher gets the opportunity to study the level of formation of the 8 most important UUDs. When developing diagnostic tasks, the features and reading skills of first-graders, the speed of processing by them were taken into account. educational information, the ability to work with instructions independently, which are still being formed.
Diagnostics is carried out in the month of April, either for 8-10 minutes at the beginning of 2-3 lessons, or certain diagnostic lessons are allocated.
In grade 1, 8 skills are the subject of monitoring the development of meta-subject UUD. 2 regulatory (planning, evaluation)
6 cognitive (analysis, synthesis, comparison, classification, generalization, establishment of cause-and-effect relationships)
Diagnosis in grade 1 is a story-tale, participating in which children help students of the forest school, animals, and their teacher, Enot Enotovich.
All tasks (2 options) are performed by children in an individual workbook.
Each option is 16 diagnostic modules, which
have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with a “chest” icon (this task is not graded).
Each page presents a different story.
First, the children, together with the teacher, perform a sample, a training task. Then they complete three tasks on their own.
Task A is aimed at studying the ability to practically perform educational tasks, which are based on the skill diagnosed in this module. Task to be executed.
Tasks B and C are aimed at studying the ability to focus on essential conditions way that underlies the learning task. Orientation tasks.
After the completion, all the results are recorded in individual personal forms, which are stored in the portfolio or with the teacher. A class summary is also maintained. Skill rating is determined. Distribution by groups.
Monitoring of meta-subject results "Learning to learn and act" Grade 2.
In grade 2, the subject of monitoring the development of meta-subject UUD are 13 skills.
Appreciate 3 Regulatory Skills: the ability to plan a sequence of educational activities in accordance with the task, the ability to evaluate the result of the implementation of the educational task based on various evaluation criteria and the ability to independently monitor the implementation of the educational task.
Track the formation of 7 pcognitive UUD1. The ability to carry out the logical action "analysis" with the allocation of essential and non-essential features. 2. The ability to carry out the logical action "synthesis". 3. The ability to carry out the logical action "comparison" according to the given criteria. 4. The ability to carry out the logical action "classification" according to the specified criteria. 5. The ability to carry out the logical action "generalization". 6. The ability to establish causal relationships in the studied range of phenomena. 7. The ability to build simple conclusions by analogy.
And 3 communicative UUD1. The ability to build a speech statement in accordance with the objectives of educational communication. 2. Ability to formulate a point of view. 3. The ability to ask questions to obtain the necessary information from a communication partner
In the process of monitoring meta-subject UUD in the 1st grade, students perform diagnostic tasks of two types. Tasks of the first type involve the performance of a metasubject action according to the proposed model, tasks of the second type involve orientation in the mode of action (finding errors, restoring the sequence of steps, etc.). In monitoring of the 2nd class, along with tasks of these two types, there are tasks of the third type - to describe the method of action when performing a specific task. It is the presence of these tasks that makes it possible to assess the increment in the formation of those universal educational actions that are diagnosed in grades 1 and 2.
The workbook includes: - an introductory part, which contains an appeal to students, a description of the symbols and training tasks; - diagnostic modules for studying the level of development of meta-subject UUD (for each skill, one diagnostic module was developed, consisting of two stories compiled on the material of different subjects); - a form for the primary processing of results, which must be taken from the notebook before the child completes the monitoring tasks (only the teacher works with this form). All diagnostic stories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of the story has its own specifics and purpose. In the introduction to each story, a plot-game situation is given, followed by short description sample and conditions for completing tasks.
Class 3 monitoring includes the following meta-subject ELCs: (19)
Regulatory Skills● The ability to determine the boundaries of their own knowledge and skills for setting learning objectives.
Ability to plan activities in accordance with the learning goal. ● Ability to independently control learning activities. ● Ability to adjust the training action plan in accordance with changing conditions. ● Ability to use the criteria proposed by adults to evaluate learning activities.cognitive skills● Ability to carry out the logical action "analysis". ● Ability to carry out the logical action "synthesis". ● Ability to perform the logical action "comparison". ● Ability to carry out the logical action "classification". ● Ability to carry out the logical action "generalization". ● Ability to establish causal relationships in the studied range of phenomena. ● Ability to build simple conclusions by analogy. ● Ability to relate objects to known concepts. ● Ability to use data from charts and tables to answer a question. ● Ability to build inductive reasoning.Communication skills● Ability to formulate and argue your point of view. ● Ability to ask questions to obtain the necessary information from a communication partner. ● The ability to build a speech statement in accordance with the tasks of educational communication. ● Ability to find an answer to a question using information from multiple sources
Diagnosis of the development of meta-subject UUD can be carried out during the entire fourth quarter of the 3rd grade and even at the beginning of the 4th grade. Monitoring assignments should be completed during the most productive period of school time (Tuesday to Thursday, 2nd or 3rd lessons).
The processing of the results becomes more complicated as the number of UUDs has also increased, therefore, regulatory UUDs are entered in a separate form, as well as communicative, cognitive ones.
More detailed information about the diagnosis and evaluate the results, can be found on the sites www.tochkapsy.ru and www.zankov.ru
Diagnostic data is stored by a teacher, a psychologist, in a child's portfolio. Moreover, if outsiders have free access to the portfolio, then it is advisable to store only workbooks in it, it is better to keep the forms with the results with the teacher. The information should not be shared with other people (privacy of personal information), parents and head teacher of the school can be informed.
What gives the teacher the results of monitoring?
According to the data entered in the table, the teacher sees the problems of the class as a whole and each student individually, can build a system of individual assistance, necessaryassignments, forms of work, the required degree of independence for each student.
A summary sheet of results for each class is provided for the Deputy Director for OIA, which allows him to analyze the results in parallel,make adjustments to the educational process in order to increase its effectiveness,exercise control over the formation of UUD.
Parents get acquainted with diagnostic data on parent meetings and individual consultations from a psychologist, they are given recommendations on the development of certain abilities in children.
For school psychologist the data of this diagnosis are also of great importance.Children who have received low results are observed by him and attend remedial classes.Based on the results of monitoring, it is possible to identify children at risk who need correctional assistance and gifted children, who, within the framework of new education standards, should be given attention, both by a teacher and a psychologist.
Last year, according to the monitoring results, it was revealed that 15 first-graders need the help of a psychologist. Throughout the year, these children attended remedial classes with a psychologist. For this group of children, special programs were developed aimed at the correction and development of the cognitive sphere. In working with these children, sand, play, art therapy, various developmental tasks and exercises were used. Positive dynamics of development was monitored in 12 children. A group of children with high results of starting readiness was also identified. They conducted developmental classes for gifted children, organized preparations for participation in Russian-level Olympiads, where students showed nice results. If in the first grade the diagnosis of readiness for learning was properly carried out and, on its basis, the correction and individualization of the learning process, then the child has more chances for successful learning activities. After all, children for whom optimal conditions were created at the beginning of their studies are easier to adapt to school life.
Monitoring of meta-subject UUD of students is important point in summing up by the teacher the results of the work for the year and setting tasks for the upcoming work. Comparison of the monitoring results obtained in grades 1, 2 and 3 allows the teacher to see the dynamics of the development of educational competencies in each student. it meaningful information to define strategies individual work. The monitoring data will help the teacher once again evaluate the capabilities of his teaching materials and the chosen teaching methodology in solving the problems of developing universal educational activities. Universal learning activities - an educational product. This means that they are the result of the teacher's purposeful work, and monitoring allows him to see the success of his activities in this direction, to correlate his work strategy with real opportunities children.
Thus, this monitoring program allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets the requirements of the Federal State Educational Standard of the IEO.
The manual is intended to diagnose the readiness of students in grade 4 to complete the final verification work per course elementary school. It includes the main types of tasks for assessing the formation of meta-subject results of mastering the main educational program of primary general education by schoolchildren.
Examples.
For these nouns, select and underline suitable adjectives, if possible, lesson (practical - practical)
lunch (full - satisfying)
beast (furry - furry)
building (great - majestic)
winter (ice - ice)
Select and indicate with the help of numbers 1, 2, 3 the stages of work in completing this task.
I do everything in order from left to right.
I perform addition (subtraction) operations in order from left to right.
I check if there are parentheses in the expression. If they are, I first perform the actions in brackets.
I perform the operations of multiplication (addition) in order from left to right.
I perform the operations of multiplication (division) in order from left to right.
CONTENT
Section 1. LEARNING ACTIVITIES
1.1. Check if you can accept and maintain the goals and objectives of educational activities 4
1.2. Check if you can perform tasks of a creative and exploratory nature 7
1.3. Check if you can plan your learning activities 11
1.4. Check if you can control and evaluate your learning activities 16
1.5. See if you can identify the most effective ways achievement of result 21
1.6. Check if you understand the reasons for the success/failure of your learning activities 24
Answers and comments to section 1 28
My achievements 41
Section 2. LOGIC ACTIONS
2.1. Check if you own the logical actions of comparison, analysis, synthesis, generalization, classification 45
2.2. Check if you can build reasoning 50
Answers and comments to section 2 52
My achievements 55
Section 3. SPEECH ACTIVITY AND WORK WITH INFORMATION
3.1. Check if you can work with models and diagrams 56
3.2. Check if you can use speech means to solve communicative and cognitive tasks 63
3.3. Check if you own different ways search for information 70
3.4. Check if you have the skills of semantic reading of texts 74
3.5. Check if you can build a speech statement 81
Answers and comments to section 3 83
My achievements 90
Pages for the teacher 94.
Free download e-book in a convenient format, watch and read:
Download the book Russian language, Mathematics, Literary reading, Diagnosis of the formation of meta-subject learning outcomes, grade 4, Evdokimova A.O., 2014 - fileskachat.com, fast and free download.
- Final complex work in elementary school, grade 4, Nyankovskaya N.N., Tanko M.A., 2011
- Final testing, Mathematics, Russian language, Grade 4, Golub V.T., 2012
- Practical material for classes with children experiencing difficulties in mastering the primary school curriculum, grade 4, Vekshina T.V., Alimpieva M.N., 2016
MBOU "Secondary school No. 25"
Diagnosis of meta-subject and personal results of primary education
Final comprehensive work 1 class
Compiler: Gareeva Liliya Zakirovna, the highest qualification category.
Naberezhnye Chelny, 2016
Introduction
The Federal State Educational Standard of Primary General Education offers a set of personal, meta-subject and subject results of mastering the main educational program as a new educational result. The latter in the Federal State Educational Standards are understood as the formation of universal educational actions of students: cognitive, regulatory, communicative.
Evaluation of meta-subject results.
The object of evaluation of meta-subject results is the formation of the student's regulatory, communicative and cognitive universal actions.
The achievement of meta-subject results is ensured by the main components of the educational process - the subjects presented in the mandatory part of the basic curriculum and extracurricular activities. Personal results are determined through observation sheets or a student's portfolio.
A feature of control and measuring materials for the assessment of universal educational activities is that their assessment is carried out according to tasks presented in three forms, which are included both in tests in individual subjects, in complex works on an interdisciplinary basis, and in separate diagnostics:
diagnostic tasks in which a specific universal action is evaluated and this action acts as a result;
assignments during the performance of tests in subjects where universal learning activities are the instrumental basis, the success of the work depends on how the student masters special and meta-subject actions;
tasks in complex work that allow you to evaluate universal learning activities based on the skills of working with information.
The control of meta-pedagogical results formed within the framework of extracurricular activities is possible within the framework of the implementation of complex control work on an interdisciplinary basis, diagnostics carried out by the administration, psychologist, and teachers.
Based on the results of the work, an assessment is made (direct or indirect) of the formation of most cognitive learning activities and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.
When and how can a diagnosis be made?
This diagnostic is designed for students in grades 1 and 4.
Diagnostics is carried out:
at the exit from the 1st or 4th grade.
Diagnosis is carried out by a teacher or school administration.
Carrying out diagnostics at the exit from each class makes it possible to track the development of UUD in each student.
How you can use the results of diagnostics in an educatornom process?
First of all, the diagnostic data show how the educational process ensures the achievement of specific personal and meta-subject results, the development of specific UUD. The results enable the teacher to:
adjust their own activities and the content of the educational process;
determine how effectively the potential of textbooks is used, the means of obtaining personal and meta-subject results (OSU) embedded in them;
to see the possibilities of implementing an individual approach to the development of each student (in which specific skills he is successful, and in which he needs the support of teachers and parents).
Diagnostic instructions.
Diagnostics developed for students of the 1st and 4th grades, includes the final complex work.
The work includes 15 tasks to identify meta-subject (regulatory and cognitive UUD) and personal results.
Complex character: makes it possible to check all three groups of results (subject, meta-subject and personal). The work is based on reading the text, which also allows you to check the formation of communicative UUD.
It is recommended to perform the work in the given sequencewithin two lessons . Before starting work, a briefbriefing. If the student is unable to complete the next task, he mustmove on to the next one. If he did not have time to complete the work for the allottedtime, it is necessary to give the child the opportunity to complete its implementation.
Checking the work is carried out using the correct answers and evaluation keys attached to each option. Points received by 1st grader are not converted into grades. For the teacher and parents, they are an indicator of what level of development the child has the corresponding skill and what needs to be done to help him in further advancement. At the same time, fixing the results will allow you to see the level of results of each student (according to the Federal State Educational Standard - below the basic level, basic and advanced levels) and will make it possible to further compare the results achieved with subsequent ones. Personal results, in accordance with the GEF, should not be processed as individual (not brought to the attention of children and parents). They are evaluated and comprehended by the teacher for the class as a whole.
Verification and evaluation of work is carried out using the attached to each test correct answers and assessment keys.
Option 1
Task 1.2 (Literary reading. Communicative and cognitive UUD). Tests the ability to read implicit information from a text.
Assessment Key
Did not start the task or marked the wrong answer;
Correctly noted.
Task 3 ( Literary reading. Cognitive UUD)
checks the ability to navigate in the text: to search for the necessary information.
Assessment Key
0 - did not start the task or did it incorrectly;
1- fulfilled partially;
2 - the task was completed correctly.
Task 4
Tests the ability to use the received information for mathematical calculations.
Assessment Key
Did not start the task or completed it completely incorrectly;
Completed the task correctly.
Task 5
Checks the ability to write correctly from a printed sample.
Assessment Key
0 - did not start the task or did it incorrectly (for example, wrote off the wrong sentences);
1 - wrote off the sentence correctly.
Task 6(Russian language. Cognitive UUD).
Tests the ability to determine the number of sounds and letters in a word. The ability to determine the softness of consonants.
Assessment Key
Did not start the task or did everything incorrectly;
Correctly indicated the number of sounds and letters in the word;
Correctly indicated the number of sounds and letters in the word and underlined not all soft consonants;
3- correctly indicated the number of sounds and letters in the word and underlined all soft consonants.
Task 7 (The world. Cognitive UUD).
Analyze visual information, update personal life experience, knowledge, analyze objects with highlighting essential and non-essential features.
Assessment Key
2- correctly selected all the answers.
Task 8.(Literary reading. Cognitive UUD)
P It checks the ability to navigate in the text: to search for the necessary information, the ability to establish logical semantic connections, to restore judgment based on them.
Assessment Key
0 - did not start the task or connected incorrectly;
1 - completed the task partially correctly;
3 - completed the task correctly completely.
Task 9. ( Literary reading. Regulatory UUD)
checks the ability to express one's assumption (version).
Assessment Key
0 - did not start the task;
1 - completed the task partially
Completed the task completely.
Task 10.(Russian language. Regulatory and cognitive UUD). Tests the ability to establish the sequence of words in a sentence.
Assessment Key
0 - did not start the task;
1 - completed the task partially;
2 - completed the task completely.
Task 11(Russian language. Cognitive UUD).
Tests the ability to understand and explain the meaning of a word (expression).
Assessment Key
1 - explained correctly.
Task 12.(Russian language. Cognitive UUD)
Checks the ability to carry out the identification (identification) of objects with the selection of the necessary features.
Assessment Key
- chose one correct option;
Chose 2-3 correct options.
Task 13.(Literary reading. Communicative and cognitive UUD).
The mastery of the skill of semantic reading of the text is checked in accordance with the task: the search for a word or phrase, which contains the main idea of the text.
Assessment Key
0 - did not start the task or titled it incorrectly;
1 - the title corresponds to the text.
Task 14.(Mathematics. Cognitive UUD).
P checks the ability to navigate in the textbook: to search for the necessary information, to use the information received to solve problems.
Assessment Key
1- performed partially correctly (only wrote down the answer, but there is no solution)
Task 15. ( The world . Cognitive UUD )
tests the ability to compare and group objects.
Assessment Key
0 - did not start the task or did it incorrectly;
1 - completed the task partially correctly;
2- completed the task correctly.
Quest Keys.
| Answers |
|
| Exercise 1. | |
| Task 2. | |
| Task 3. | Heron, already, frog, kingfisher, dipper. |
| Task 4. | 7 4 |
| Task 5. | |
| Task 6. | Froml andh usth 8 points, 8 stars, 3 syllables |
| Task 7. | |
| Task 8. | 1-C, 2-D, 3-A, 4-B |
| Task 9. | |
| Task 10. | The beaver played merrily with her beavers. |
| Task 11. | It flows briskly, swiftly, noisily, productively |
| Task 12. | Water - 2 syllables; Found - not yavl. one-root word, verb; Diver - animated |
| Task 13. | |
| Task 14. | 5+5=10(female) - total |
| Task 15. | Live nature: dipper, already, frog, diver. Inanimate nature: water, river, bank, stone. |
1 class.
Where there is water, there is life. You can live on land and feed in the water. The long-legged heron does just that. Every day he flies to the river to catch frogs. Quite legless, but an excellent swimmer. Green frogs are afraid of him like fire. The kingfisher is an avid angler. He cannot live without water. Stormy Dipper is a real diver. It does not swim, does not dive, but walks along the river bottom, as if along the bank, and collects small living creatures. It doesn't freeze even in cold water. Boils life on land and in water.
MAIN PART
Task 2. Determine what the text is.
BUT. Story. B. Poem.
AT. Story. G. Fable.
Task 3. Write out the names of all animals from the text.
_____________
Task 4. How many words are in 4 sentences? How many words are in 9 sentences? Which sentence has fewer words? Write your answer in numbers and compare.
Answer : ______ ….. ______
Task 5. Write a sentence about any of the animals.
__________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________
Task 6.
Letters. Sounds. syllables.
Task 7. Mark with icon + , which of the named animals cannot run or fly.
BUT. Heron. B. Dipper. AT. Frog.
G. Kingfisher. D. Already.
Task 8. Use arrows to connect the beginning and end of the sentence.
1) Heron - A) walks along the river bottom
2) Already - B) an avid fisherman.
3) Dipper - B) flies to the river
catch frogs.
4) Kingfisher - D) an excellent swimmer.
Task 9. From the text you can understand what feelings the author is experiencing. Mark with a sign +
BUT. Irritation. B. Astonishment.
AT. Delight. G. Disappointment.
Task 15. Make sentences from words: beaver, fun, with, played, beavers, her own.
________________________________________________________________________________________________________________________________________________________
Additional part.
Task 11. Explain the meaning of this expression.
LIFE BURNS - ___________________________________
Task 12. Find the extra word. Explain the choice.
Water, water, water, diver.
_________________________________________________________________________________________________________________________________________________________
Task 13. Think of a title for this story.
______________________________________________________________________________________________________
Task 14. How many animals will be in the story if they create married couples. Write down the solution.
___________________________________________________
Answer:
Task 10. Fill in the table using the words for reference:
Dipper, water, already, river, frog, diver, bank, stone, house.
| Live nature | Inanimate nature |
4th grade.
In our village, all the huts are in apples. Only apples in them are tasteless, you can’t even take everything in your hands.
Grandma Aksinya told me the story of apple trees.
After the war, women returned to the ashes with the guys, somehow settled down. And when a roof appears over his head, a person begins to think about beauty - he plants a garden. But where at that time was a cultivated apple tree to be taken? We went to the forest, dug up wild animals.
The wild animals grew in the trenches. They grew very wonderfully - in circles. It can be seen that the soldiers were sitting in a circle, eating apples, dropping seeds. So the apple trees grew, repeating the soldier's circle. They were carried by women to the village, planted in huts. Forest apples bloom very violently and beautifully in spring. But I think it is not because of beauty that the inhabitants of the savages are spared, but for some other reason. Maybe the apple trees remind them of someone ...
MAIN PART
Task 2. Determine what the text is. mark +
BUT. Reasoning. B. Narration.
AT. Description.
Task 3. Explain the meaning of the words:
Ashes ________________________________________________
Spare _____________________________________________
Wildlife _____________________________________________
Task 4. Why do residents not replace wild apple trees with "cultivated", sweet, tasty ones.
Task 5. Divide the text into semantic parts and title them:
___________________________________________________________________________________________________________________________________________________________________________________________________________
Task 6. Write 2 sentences with homogeneous members.
____________________________________________________________________________________________________________________________________________________________________________________________________________
Task 7. Find in the text words that have the following composition. Sort them by composition.
1) Root-suffix-ending _______________________
2) Prefix-root-suffix-ending ___________________________________________________
3) Prefix-root-2 suffix-ending ___________________________________________________
Task 8. Write out the spelling words from the text.
1) Unstressed vowels, checked by stress:
______________________________________
2) Unverifiable unstressed vowel at the root of the word:
______________________________________
3) Paired consonant at the root of the word:
______________________________________
4) Unpronounceable consonant at the root of the word:
______________________________________
5) Dividing b:
______________________________________
6) Spelling of vowels after pinching consonants:
___________________________________________________
7) Spelling of a consonant in a prefix:
___________________________________________________
8) Come up with and write down 2 compound words:
___________________________________________________
Task 9. Write out 3 words from the text.
1) With the same number of letters and sounds:
___________________________________________________
2) The number of letters is more than sounds:
___________________________________________________
3) There are more sounds than letters.
___________________________________________________
Task 10. Write out single words:
write a series of words;
I will designate the prefix;
select the root;
emphasize the alternation of letters;
highlight the suffix;
highlight the ending
1) _________________________________________________
2) _________________________________________________
3)__________________________________________________
4)__________________________________________________
5)__________________________________________________
6)__________________________________________________
Task 11. Complete the table with verbs from the text.
| indefinite form | Past tense | present tense | Future time |
|
Task 12. What does it take to grow an apple tree? Connect the picture and the correct words with arrows.
| sugar | sun | water |
| wind |
| Earth |
| air | the fire | stone |
Additional part.
Task 13. Fill in the table.
| cultivated plants | wild plants |
Task 14. In the city of Naberezhnye Chelny, 111 sq.m. are occupied by “cultivated” apple trees, wild game is 3 times less, cherries make up 50% of all apple trees, and rowan trees make up 2/3 of all trees. What area of the city is occupied fruit trees?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 15. Write 2 complex sentences.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 16. Write a possible continuation of the story.
(3-5 offers)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Quest Keys.
| Answers |
|
| Exercise 1. | |
| Task 2. | |
| Task 3. | Ashes- a native place where he lived before, where his parents lived. Spare- whom, what, to spare, to protect, to protect, to take under one's protection. dichki- 2-3-year-old tree grown in the forest from seed and used as planting material. |
| Task 4. | |
| Task 5. | |
| Task 6. | returned after the war, women with the guys to the ashes, somehow settled down. Went in the forest, dug up wild animals. It is seen, sat soldiers circle, apples ate, seeds dropped. them and moved women in the village planted hut. Highly wild and beautiful forest apples bloom in spring. |
| Task 7. | 1) Grandmother, ashes, cultural, wild, grew, in a circle, apple trees, soldier, village, forest, residents. 2) Starts, went, grew up, moved. 3) She told, dug up, dropped, planted. |
| Task 8. | 1) In the village, you take, told, returned, wars, bloom, in the spring, forest, ashes, beauty, settled down, overhead, about beauty, begins, plants, dug up, wilds, wilds, grew, grew, sat, seeds, dropped , grew up, repeated, moved, planted, beautiful ... 2) Guys, apples, man, soldiers ... 3) Grandmother, garden, circle, apparently, circle ... 4) Tasteless 5) Aksinya 6) Residents spare the ashes. 7) She told, they dropped it. |
| Task 9. | 1) Aksinya, apple trees, cultural, grandmother, man, garden, circle, grew ... 2) Just take it, come back, settle down, think, take, be ... 3) Anything, remind, history, appears, starts, plants, apple trees, trenches, forest ... |
| Task 10. | 1) Garden, plants, planted. 2) wild, savage. 3) Circle, circle. 4) Apple trees, apples, apple trees. 5) Forest, forest. 6) Grew up, grew up. |
| Task 11. | Undefined form ch.- think, take . Nast. time - begins, plants, blooms, spares, I think, reminds. Past time is everything else. Future time - take it, it will appear. |
| Task 12. | Sun, water, earth, air. |
| Task 13. | |
| Task 14. | 1) 111:3=37(sq.m) - wild animals. 2) 111+37=148 (sq.m) - total apple trees. 3) 148: 2= 74 (sq.m) - cherries. 4) 148+74=222 (sq.m) - apple. and vish. 5) 222:4x 3=148 (sq.m) - mountain ash. 6) 222+148=370 (sq.m) - total. |
| Task 15. | Only apples in them are tasteless, you can’t even take everything in your hands. And when a roof appears over his head, a person begins to think about beauty - he plants a garden. But I think it is not because of beauty that the inhabitants of the savages are spared, but for some other reason. |
| Task 16. |
Checked EALs and scoring keys.
Option 1
Task 1.2 (Literary reading. Communicative and cognitive UUD).
It will check the ability to read information given in implicit form from the text.
Evaluation key:
0 - did not start the task or noted the wrong answer;
1 is correct.
Task 3. (Russian language. Cognitive UUD).
Tests the ability to understand and explain the meaning of a word.
Evaluation key:
0 - did not start the task or explained incorrectly;
1 - explained correctly.
Task 4. (Literary reading. Cognitive UUD. Personal results).
Checks the ability to give a moral assessment of the hero's act. Analyze visual information, update personal life experience, knowledge, check the ability to express one's assumption (version). The possession of the skill of semantic reading of the text is checked, the action of comparing the stated judgment with the content of the text.
Evaluation key:
0 - did not start the task; misunderstood the meaning of the expression.
1 - the correct explanation of the meaning of the expression.
Task 5. (Literary reading. Regulatory and cognitive UUD).
Tests the ability to establish the sequence of events in the text and draw up a plan.
Evaluation key:
0 - did not start the task or did it incorrectly;
1 - partially true;
2 - did everything right.
Task 6. (Russian language. Cognitive UUD)
Evaluation key:
Task 7. (Russian language. Cognitive UUD)
It checks the ability to translate information from one type to another (from a scheme to a word), the ability to match a word with its corresponding scheme.
Evaluation key:
1- wrote down correctly at least one word on the basis of the scheme, but there were errors;
2- I wrote down a few words correctly for each scheme, but there was an error;
3 - written correctly without errors.
Task 8. (Russian language. Cognitive UUD)
It checks the ability to navigate in the text: to search for the necessary information, the ability to find words with spelling.
Evaluation key:
0 - did not start the task or did it wrong;
1- wrote down at least one word correctly, but there were mistakes;
2 - correctly wrote down a few words for each scheme, but there was an error;
3 - written correctly without errors.
Task 9. (Russian language. Cognitive UUD)
Checks the ability to navigate in the textbook: to search for the necessary information. Analyze visual information, update knowledge, analyze words with highlighting essential and non-essential features, the ability to determine the number of sounds and letters in a word.
Evaluation key:
0 - did not start the task or did everything incorrectly;
1- correctly indicated the number of sounds and letters in some words;
2- correctly indicated the number of sounds and letters in all words.
Task 10-11. (Russian language. Regulatory UUD. Cognitive UUD.).
The ability to “hold” the purpose of the activity in the course of solving the educational problem, the ability to group words, analyze objects with the selection of essential and non-essential features, and write words in the desired column of the table are checked.
Evaluation key:
0 - did not start the task or did it incorrectly;
1 - correctly chose one answer option;
2- correctly chose 2-3 answers.
3 - correctly selected all the answer options.
Task 12-13. (The world around. Cognitive UUD).
Analyze visual information, update personal life experience, knowledge, analyze objects with highlighting essential and non-essential features, classification, generalization.
Evaluation key:
0 - did not start the task or did it incorrectly;
1 - completed the task partially, gave at least 1-2 examples;
2 - completed the task completely.
Task 14. (Mathematics. Cognitive UUD).
The mastery of the skill of semantic reading of the text of mathematical content, the logical action of its analysis, the establishment of cause-and-effect relationships and dependencies between objects are checked.
Evaluation key:
0 - did not start the task or completed it completely incorrectly;
1- performed partially correctly (several actions)
2 - completed the task correctly.
Task 15. (Russian language. Cognitive UUD)
Checks the ability to navigate in the textbook: to search for the necessary information. Analyze visual information, update knowledge, analyze objects with highlighting essential and non-essential features.
Evaluation key:
0 - did not start the task or did it incorrectly;
1 - completed the task partially, gave at least one example;
2 - completed the task completely.
Task 16. (Literary reading. Personal results. Communicative UUD. Regulatory UUD)
It checks the ability to express one's assumption (version), the ability to understand the main idea of the text, the ability to give a moral assessment.
Evaluation key:
0 - did not start the task;
1 - expressed his opinion, which does not correspond to the events indicated in the text,
2-expressed his assumption (version), skillfully correlating with the text.
Evaluation scale.
The success of mastering the curricula of 4th grade students is assessed in the form of a score "5", "4", "3", "2". In a personal file, a mark is placed on a five-point scale. Transfer to a five-point scale is carried out according to the appropriate scheme.
| Quality of program development | Achievement level | Mark in 5 point scale |
| elevated | ||
| less than 50% | below the average |
