Numbers from 0 to 5 were used. Zero showed that the student did not fulfill his duties at all; if he received two zeros in a row, then he was subjected to corporal punishment (until 1864). One and two were put when the student prepared the lesson unsatisfactorily; a three was given for mediocre diligence; four - when the student performed his duties well; five he received only for excellent knowledge of the lesson. The teacher was obliged to give points in the class, characterizing only the knowledge of the lesson given at home, and had no right to take into account the attention or absent-mindedness of the students during the lesson, as well as the temporary or permanent diligence of the student, his age and abilities

International knowledge assessment systems

Most countries have their own school grading system in their schools. Of course, there are also standard international knowledge assessment systems.

International Baccalaureate

Currently, the GPA program does not exist separately from the International Baccalaureate program. The IB Diploma and IB MYP systems have introduced a single rating scale from 1 to 7, where 7 is the highest mark, 1 is the lowest. Moreover, the scores are always integers.

Russian Empire, USSR, Russia and CIS countries

In history Russian education Initially, as in Europe, there was a three-digit grading system. In the list of students of the Kyiv Theological Academy (city), the highest category means very good progress: "the doctrine of a fair, reliable, kind, honest, good, laudable." The middle rank denotes the successes of the “mediocre, mediocre, not bad teaching”. The lowest category characterizes successes below the average: "teachings of the weak, vile, wicked, hopeless, lazy."

Gradually, the verbal assessment became more monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was set opposite to the German one. At various times in Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, a 5-point one took root, which was officially established by the Ministry of Public Education in 1937: "1" - weak successes; "2" - mediocre; "Z" - sufficient; "4" - good; "5" - excellent. During the 20th century, the "1" rating gradually fell into disuse, as a result, the 5-point system was transformed into the modern 4-point system. AT last years in Russia, in some educational institutions, a 5-point system is returned (“1” - a point for outstanding work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space, although in recent years there has been a departure from it:

• The Republic of Belarus switched to a 10-point scale;
• Ukraine on 12-point;
• The Baltics preferred the Anglo-Saxon system (in Estonia, a five-point scale is still used, "1" is an assessment for outstanding work), etc.;
• Moldova
• Georgia switched to a 10-point scale.

In modern Russia, most often (due to the lack of regulatory documents at the level of the Ministry of Education and Science), a trimester grade is derived as the arithmetic mean of current (including control) grades. In this case, the assessment for the test is current - as it evaluates the student's knowledge at the time of writing, and not for the trimester. Therefore, you should set the grade for the trimester according to the formula:

((sum of all ratings)/(number of all ratings))

Europe

The scoring system originated in Jesuit schools in the 16th-17th centuries and had the humane goal of replacing the corporal punishments accepted at that time with rewards. The first three-point grading scale originated in Germany, it resulted from the division of all students into three numbered categories: the best, average and worst, and the transition from one category to a higher one marked the acquisition of a number of advantages and privileges. Initially, the unit had the value of the highest rating. Over time, the middle category, to which the largest number of students belonged, was divided into additional sub-categories, so a multi-level ranking scale was formed, with the help of which they began to assess the knowledge of students.

Austria

Kazakhstan

British Columbia

In Colombian universities, F is a failing grade. Faculties with universities use different grading systems in terms of percentages and letter grades.

The only failing grade is F (or E).

Newfoundland and Labrador

Average score in the labor market

Students in and out of college often think about how much their GPA will influence their future careers. Employers, companies and industry play a big role in answering this question. Joni Taylor, senior vice president of IAC/InterActive Corp, said a company with more than 33,000 employers is the best indicator of future employer success. According to the National Association of Colleges and Employers, since 2001 employers have been hired and trained on the basis of a candidate's GPA, and this figure rose to 75 percent in 2010.

But the GPA is not the only factor that determines the success of a future employer. Many employers named such personal qualities as leadership, teamwork, flexibility and attitude to people as other factors that determine the success of a future employer. They can use their reputation in college and other work by using their experience in internships.

In addition, the GPA plays an important role in the process of hiring employers, other variations can contribute to the successful hiring of employers. If the student's GPA is lower than 3.0, or if there is a chance of finding a job, you will be asked to calculate your GPA in subjects that will be useful to you in future endeavors.

The average score as an indicator of employment has received a lot of criticism. Armstrong (2012) argued that the relationship between grades and performance is small, as shown by recent studies.

Notes

1. History of Pedagogy and Education. From the birth of education in primitive society to the end of the 20th century: Tutorial for pedagogical educational institutions Ed. A. I. Piskunova.- M., 2001.
2. WES Grade Conversion Guide. WES. (unavailable link - story)
3. University of Calgary: F.2 Undergraduate Grading System. Ucalgary.ca. Retrieved on September 28, 2011.
4. Grading System Explained - Office of the Registrar - University of Alberta. Registrar.ualberta.ca (1 September 2003). Retrieved on September 28, 2011.
5. http://www.mcgill.ca/files/student-records/transcriptskey.pdf
6. Footnote error? : Invalid tag ; umontreal1 footnotes have no text
7. http://www.usherbrooke.ca/accueil/fileadmin/sites/accueil/documents/direction/politiques/2500-008-adm.pdf
8. GPA - Grade point average. RMIT. Retrieved on September 28, 2011.
9. (unavailable link)

Methodological materials developed. Assessment system according to the Federal State Educational Standard

GEF grading system

The introduction of the federal state IEO standard requires rethinking pedagogical activity in general and appraisal practice in particular.

The assessment system occupies a special place in the new GEF. Assessment is one of the important goals of learning.

Working in the context of the implementation of the Federal State Educational Standard, we must take into account the following requirements:

Ability to assess the dynamics of educational achievements

Criteria Approach to Evaluation

Including students in the process of self-monitoring and self-assessment

When moving to a new standard, not only knowledge, skills, abilities, but also meta-subject and subject results.When evaluating the achievement of the latter, the standard fixes an important feature: the focus should be on the application of knowledge in standard and non-standard situations.

Criteria-based assessment- this is a process based on comparing the educational achievements of students with clearly defined, collectively developed criteria that are known in advance to all participants in the process, corresponding to the goals and content of education, contributing to the formation of educational and cognitive competence of students.

Criteria-based assessment

Formative (current) assessment

Ascertaining (final) assessment

Determination of the current level of assimilation of knowledge and skills in the process of daily work in the classroom. Formative assessments do not affect the final grades, and this allows students to remove the fear of mistakes that are inevitable during the initial assimilation of the material. By evaluation, we mean the process of comparing the current successes (failures) of a child with his previous successes (failures) and the process of correlating learning outcomes with the norms set by existing learning standards. The process of creating criteria and forms of assessment is carried out jointly with students, and we consider it as a way to form children's self-esteem.

Determination of the level of formation of knowledge and learning skills upon completion of the study of the block of educational information. The marks given for ascertaining works are the basis for determining the final marks at the rate for the reporting periods (half year, year).

(Marina Alexandrovna Pinskaya, candidate of pedagogical sciences, leading researcher at the Institute for the Development of Education, writes in the book “New Forms of Assessment”: Formative assessment is necessary in order to diagnose how the learning process is going on at the initial and intermediate, and not only at the final stage, and if the data turn out to be unsatisfactory , on the basis of the information received, make the necessary changes to improve the quality of educational activities.

An important condition: for assessment to be truly formative, it is necessary that its results be used by the teacher to correct the teaching. They must be communicated to the student and used for planning.

The most important stage of the evaluation procedure: feedback between assessor and assessee.

Not only the teacher, but also the child must imagine what he needs to work on in the near future.

Assessing one or another of his ability to know, understand or do something, to act accordingly, the child must always have a model in front of him - a standard.

The systematic involvement of children in evaluative activities makes it possible to form an adequate self-esteem, since he evaluates the response of others relative to himself.

In class, you must use predictive and retrospective self-assessment.

Work should begin with a retrospective self-assessment (work already completed)

Step 1 - the child evaluates the work after the teacher has checked it;
Step 2 - assessment immediately after the work is done.

Predictive self-assessment - assessment of future work. This is the "growth point" of self-esteem of the younger student.

The technology of evaluation by ruler is familiar to everyone. Retrospective self-assessment was set even before the introduction of the Federal State Educational Standard, but prognostic, where even before completing the task, the student correlates his abilities with the task and evaluates himself - this is an innovation.

Once the task is completed, the assessment is repeated. Thus, comparing the predictive assessment with the retrospective one allows the child to see his successes and difficulties.

Forms
predictive assessment

Badges
"+" (I know),
"?" (difficult)
"-" (I won't do it, I don't know)

"magic rulers", which shows the level of self-esteem

Mechanisms for fixing the results of monitoring the assessment of the quality of education at the school level should be as simple as possible and be reduced to the following types of assessment: scoring; level assessment; binary assessment, rating assessment, self-assessment and mutual assessment, what is provided for by the Federal State Educational Standard.

Score involves a preliminary description of the norms of evaluation in points. To do this, an assessment scale (or scales) is selected for the work (5-point, 10-point, n-point); scoring is traditionally used in the school to assess the subject results of students. This is the fastest mechanism for evaluating the subject results of students. However, its significant limitation is the content "contraction" of the evaluation result. The score directly characterizes the object of assessment only in a generalized way. However, there is a variant of scoring of some objects of assessment, which provides the possibility of differentiated fixation of the maximum number of points. For example, if there are only 7 components in the object of assessment in an ideal state, and as a result of the assessment, the presence of only 5 components was revealed at the time of assessment, then the assessment result can be fixed by a scoring expression in the format “5 out of 7”. This method of assessing the results of children is most suitable for fixing a whole range of results (5 out of 12 literacy skills are formed at a high level, 6 out of 15 training modules are mastered at a high level, 7 out of 12 requirements for conditions are fully provided, etc.)

Level assessment implies a preliminary meaningful description of the levels that record the state of the assessed object and a description of the signs and methods of diagnosing, ensuring that the status of the assessed object is assigned to one of the described levels.
Level assessment is most effectively used to assess the results of education (primarily meta-subject results).
The final assessment is carried out on the basis of success levels:
- low (insufficient) level - less than 50% of the tasks of the basic level were completed correctly, the outer side of the algorithm, the rules were mastered;
- basic (required subject) level - the tasks built on the basic educational material were correctly completed, the basic system of knowledge and methods of action on the subject, which is necessary for continuing education in the main school, has been mastered;
- advanced (functional) level - students demonstrated mastery of the basic knowledge system at the level of conscious voluntary mastery of educational actions, as well as the ability to use, transform knowledge (method of action) to solve problems in new conditions, new structures of action.

To organize the assessment of personal results of students, the most optimal mechanism is binary evaluation. Binary assessment allows you to fix the state of the assessed object at the level of "Yes-No", "Yes - no", "Manifested - not manifested", etc.

Also, in accordance with the Regulations on the Portfolio of Achievements of Primary School Students, a rating assessment has been introduced - this is an individual numerical indicator for assessing the achievements of students.

Rating reflects the participation of schoolchildren in any intellectual, creative and sports competitions held both at school and outside it. These can be subject Olympiads, creative festivals and exhibitions, competitions for research and art projects. For each achievement of a certain level, the student is awarded points in the rating table. If this or that competition was a team competition, then each member of the winning team receives a point. In the future, the points scored are summed up, i.e. rating is cumulative.

1. Evaluation is a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective teaching methods, and also motivate students to become more actively involved in their teaching.

2. Evaluation is feedback. It provides information about what students have learned and how they learn in this moment and also about the extent to which the teacher has realized the educational goals.

The self-assessment algorithm of younger students teaches them to remember the purpose of the work, compare the result with the goal, find and admit mistakes, and evaluate the work process.

Sample questions for self-assessment:

I liked (disliked) this work because…
I found it the most difficult...
I think it's because...
The most interesting was...
If I were to do this job again, I would do the following...
If I were to do this job again, I would do the following differently...
I would like to ask my teacher...

3. Evaluation guides learning. By writing diagnostic verification work, students learn about what level they have reached by solving the next educational, educational and practical task.

4. Evaluation is a dynamic, i.e. individual progress is taken into account when summing up the results of a student's education over a certain period of time;

5. Assessment should be technological, i.e. the presence in the educational institution of a common (unified) system for assessing individual educational results, the reasonable use of different assessment scales, procedures, forms of assessment and their correlation.

For a clear organization of valuation activities, it is necessary to solve a set of tasks:

To identify the features of monitoring and evaluating educational achievements that ensure the implementation of the Federal State Educational Standard - to develop a Regulation on the assessment system, to determine the criteria;

To study the scientific and methodological literature on the problem of assessing the achievement of the planned results of mastering the main educational program general education;

Develop and test tasks for monitoring and evaluating educational achievements in subjects, diagnostic tools for determining the level of formation of UUD;

To develop the material necessary to fix the results of individual achievements of students.

Mandatory self-assessment and evaluation at the reflective stage of the lesson

At other stages of the lesson, educational situations for the formation of self-assessment actions are planned by the teacher based on the expediency

The main object of the assessment system, its content and criteria base are the planned results of mastering the basic educational program of primary general education by younger students:
- subject results.
- metasubject results
- personal results

AT primary school the material necessary for fixing the results of individual achievements of students has been developed, tables have been created in which the planned results are entered, indicating the skills that characterize this result. This includes:
- evaluation sheets, which record the quality of knowledge acquisition and the level of skills development in each topic;
- control charts with the results of the obligatory practical part of the program;
- sheets of individual achievements of students in subjects;
- indicators of the formation of universal educational activities;
- a list of general educational achievements (grades 3-4);
The folder is created for:
- a student - allows you to gain confidence in your cognitive abilities and the possibility of successful inclusion in the system of continuous education;
- teachers - provides information about the success of their own teaching activities, the effectiveness of the training program, the individual progress and achievements of students;
- parents - can track the process and result of their child's education and development

To fill in this table, we use a 4-color indicator: red - "I know well and can help", green - "I know", blue - "I doubt", ! The sign is "I don't know". Filling in such a table allows you to generally see the picture of the child’s success according to all the criteria studied by him during the year, the formation of the adequacy of self-esteem, the child’s awareness of his “growth”, clearly show the child what he already knows and what he has to learn.

It is possible to track the achievement of the planned results using these tables throughout all four years of study, because only the subject material with which the student must perform this or that action will change. This will make the control system more efficient and, accordingly, better.

As a result, for each academic subject (including separately for the section of this subject), one can judge whether the student has subject knowledge and actions with subject content.

Grading in grades 2-4 may vary.
Option 1 - the system of unmarked assessment can be continued;

Option 2 - introduced the traditional four-point system;

Option 3 - some subjects are assessed with a “pass-fail” rating

Most items are graded by the traditional mark

Criteria assessment and self-assessment of achievements obligatory
The choice of assessment option remains with the school.

Shidieva Raisa

School grading system

25/09/2018

In most Russian schools, a five-point grading system has been practiced for decades. It is familiar to both students and parents, teachers. However, there are now more and more questions about the reform of the assessment system.

Rosobrnadzor proposed to replace the traditional five-point grading system in secondary schools with a 12-point one. The department believes that it is time to introduce "modern methods of assessing knowledge." Deputy head of Rosobrnadzor Anzor Muzaev, in an interview with Izvestia, said that the Russian authorities have been going for many years to build an all-Russian quality assessment system. The Education Quality Monitoring Center of the Institute of Education of the National Research University Higher School of Economics supported the position of Rosobrnadzor on this issue and stated that the five-point assessment system is yesterday. The Center's experts note that, in fact, there is a four-point system in schools, because "they don't give a stake to anyone." “At the same time, the teacher puts three with a plus, four with a minus. It is necessary to legalize these pluses and minuses,” the Center believes.

At the all-Russian parent meeting on August 31, 2018, with the participation of the Minister of Education of the Russian Federation with direct contributions from the regions, the issue of reforming the assessment system at school was also raised. “The decision on the need for assessments in Russian schools should be provided to the expert community, but they should not be in the first grades, "said the Minister of Education of Russia Olga Vasilyeva at the all-Russian parent meeting."

Earlier, Vasilyeva noted that the five-point assessment system in schools is traditional for Russia, and the transition to another system is hardly possible and necessary, because the five-point system has existed in the country for 75 years. A similar system is also used in many other countries. “Ideas of switching to other systems are constantly floating around. Now the discussion has become more active. Someone suggests using even zero as an assessment, someone - to reach a 100-point system in order to get as close as possible to the USE grading system, ”said Vasilyeva and noted that the initiators of ideas do not offer clear criteria for their new systems. The minister stressed that there were no serious proposals to change the grading system yet.

At the same time, some general education organizations independently switch to other assessment systems. For example, at the end of March, the teachers of one of the lyceums in Krasnoyarsk stopped assessing students' knowledge on a five-point system. They stated that grading does not stimulate children to learn and does not show the child's real level of knowledge. Instead of the usual grades, teachers decided to record comments in an electronic journal about the achievements, progress and problems of each student. Let's see what is behind the generally accepted assessment system in our schools.

Reference:“The digital five-point system was introduced in Russia back in 1944 by the Decree of the Council of People's Commissars of the RSFSR dated January 10, 1944 No. 18. Currently, the school assessment system is regulated by the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 3, 2016) “On Education in Russian Federation", Article 28, paragraph 3: "... an educational organization has autonomy in the implementation of ongoing monitoring of academic performance and intermediate certification of students, establishing their forms, frequency and procedure."

The five-point system consists in determining the knowledge of students by grades that are set by the teacher based on certain criteria. Criteria for all subjects are different, but you can define general requirements for all subjects:

5 - "excellent"- used in case of deep assimilation of the material, convincing answer, absence of errors;

4 - "good"- it is put in the case when the material is learned, however, minor inaccuracies were made during the assignment;

3- "satisfactory"- used in the presence of some knowledge that the student cannot accurately state, makes mistakes;

2 - "unsatisfactory"- indicates a poor understanding of the material;

1 - "unit"- in practice, such an assessment is practically not used, therefore there is no specific definition for it. Theoretically estimate 1(unit) indicates a lack of understanding of the material.

The five-point grading system is familiar and familiar to many, so parents and students do not have questions about the grading criteria. This is the main advantage of this system, as well as the simplicity of the evaluation criteria. Unlike other assessment methods that use a larger number of assessments, the five-point scale does not include many criteria by which the depth of understanding of the material is determined. It takes less time for the student to answer, as well as for the teacher to check the work. In order to determine the correct grade with a ten-point grading system, the teacher needs to ask the student a lot of additional questions. At the same time, the five-point system offers a specific level of knowledge for each assessment. Availability a large number estimates blur the lines between them. So, for example, in a five-point grading system, there is a big difference between 5 and 3. If we take a ten-point grading system, then the difference between 5 and 7, for example, is difficult to identify not only for the student, but also for the teacher.

Disadvantages of the five-point system

The main shortcomings are the non-use in practice of such grades as 2 and 1. Teachers most often use grades 3, 4 or 5, and they prefer not to put two, and even more so one. Therefore, this system is more "three-point". A bad habit can be called the way teachers use ratings "with a minus", "with a plus"… The use of such estimates reduces the accuracy of the result. But even such an expansion of the scale is sometimes not enough for teachers, which gives rise to such outlandish marks as "four with two minuses" or "three with a big minus". Obviously, such evaluative creativity is generated precisely by the low accuracy of the standard scale. The presence of "pluses" and "minuses" would remain a small drawback if they were legalized, and there was the possibility of taking them into account when deriving the final mark. But when transferred to class magazines, all the “pluses” and “minuses” disappear, which can lead to a biased assessment of students. Anyone who has studied at school can give many such examples. A big disadvantage of the five-point scale is the difference from many modern methods of assessing knowledge. The most striking example is the Unified State Exam. It is mandatory for graduates of each school, the further education of the child depends on its results. At the same time, the USE assessment scale is 100 point. Therefore, students and parents often have problems with the analysis of the results of the exam, as they are accustomed to a five-point scale.

The disadvantage of all scoring systems, many experts call the lack of evaluation of student progress. Points are given only for a specific work, strict criteria are used. In this case, the previous level of knowledge of the student is not taken into account. This prevents the teacher from assessing the student's progress. The education system undergoes many changes every year. Therefore, the five-point system for assessing knowledge is becoming less and less relevant. For many years experts have been arguing about the need to reform it. Most foreign countries use other assessment systems, which also have their own advantages and disadvantages. Today, the issue of abolishing any point system at all is acute, since grades often become a reason for strong stress for students. At the same time, assessments cannot give an accurate description of the level of knowledge of the child, and also do not take into account his progress, which reduces the motivation to study.

100 point system

pros. There is no conflict with the USE, also assessed on a 100-point scale. It allows you to understand how much is missing from the ideal and visually see progress if you study better.

Minuses. May create a sense of unfairness when evaluating creative assignments. Like other assessment systems, it is not aimed at ensuring that all students perform tasks only well and excellently, which, of course, is unrealistic in principle.

pros. Thanks to the competitive spirit, it gives a powerful incentive to get a good education. It has a relative character (this month the first one is one student, next number one may already be another). Climbing the rating steps, the child increases his self-esteem. With the help of a rating system, you can easily determine the result, identify and encourage even a slight progress of the student.

Minuses. It creates serious competition among schoolchildren, does not push students to communicate and interact, does not form the skill of working in a team. It becomes simply not profitable for students to cooperate. Constantly in the team there are obvious outsiders.

criteria system(for each completed task or work, the student is given several different points at the same time according to different criteria).

pros. Foreign language, for example, can be evaluated according to seven criteria, mathematics - according to four. In this way, it is clear in which areas success has been achieved and where there are gaps. The system does not form perfectionism, as well as complexes ("I'm bad, stupid, weak").

Minuses. With such a system, the emotional component is lost. Criteria system does not give the feeling "I'm an excellent student." Because the more differentiated it is, the more difficult it is to get the upper and lower bounds by all criteria. And emotions, not only positive, but also negative, are a strong stimulus in learning.

Pass / fail (satisfactory / unsatisfactory)

pros. It does not create unnecessary rivalry between students, it aims children at getting results.

Minuses. There is a very thin line between positive and negative. There is no motivation for self-improvement (to learn, to do better, better). This approach can be transferred to other areas of life, which leads to a decrease in its quality.

Not marked at all

pros. Creates psychological comfort. It allows you to realize: you need to chase not for grades, but for knowledge, and concentrate on your studies. Without experiencing evaluative neurosis, some children begin to learn noticeably better. No need to cheat, cheat out of fear of getting a bad mark, lie to your parents and hide the diary if you get an unsatisfactory mark.

Minuses. For many students, there is less incentive to study well. It is difficult for both them and their parents to objectively assess how the material is learned.

How are grades set abroad?

Marks were and are in schools all over the world, and since ancient times they have not changed much. For example, children in Ancient Egypt they gave one stick for a mediocre answer and two for a good one. Then the sticks were simply drawn on student parchment. This is exactly what is happening now. What is the grading system in other countries today? Maybe we have something to learn from them?

Germany. 6-point scale. In the German system, 1 is the best grade and 6 is the worst.

France. 20-point system. It should be noted that, with rare exceptions, French students are not given higher than 17-18 points.

Italy. 30-point system. The most differentiated scale among European countries. The best students have "thirty" in their notebooks.

Great Britain. Word system. In some English schools, instead of a digital mark in a student's notebook or diary, you can see an entry like "answered the lesson mostly without errors", "homework was done averagely", "test work was written generally well".

USA. Letter system (A-F). American students receive a "quality index" from A to F. The mark "A" is set if the student has correctly completed more than 90% of the task, in part it corresponds to the usual "5" points for us.

Japan.100-point scale. Surprisingly, in Japan there are often situations when a mark is given not to one specific student for a completed task or a solved example, but to the whole class at once - one collective mark.

Critical analysis of the traditional assessment system: an ethical aspect.

In Russian schools, a five-point system for assessing student learning is almost universally used. Many researchers note that this system needs to be improved. Moreover, some speak about this in a very harsh form: “the need to modernize the domestic control and evaluation model is long overdue,” “scientists, technical school teachers, and teachers expressed their views. All of them consider the five-point system an absolute anachronism.” Many authors (Abasov Z.A., Amonashvili Sh.A., Arkhangelsky S.I., Guzeev V.V., Zvonnikov V.I., Karnaukhova M.V., Ksenzova G.Yu., Pidkasisty P.I. , Podlasy I.P., Chelyshkova M.B., etc.) conducted a fairly complete analysis of the shortcomings of the traditional assessment system: low information content of the mark, low differentiating ability, lack of clear rules for deriving final marks, the same weight of any marks, etc. Of the authors listed above, Sh.A. Amonashvili.

In his research, the point system of assessment is subjected to devastating criticism, including from the moral side. What are the shortcomings of the traditional assessment system that lead to results that have an obvious ethical connotation? The low resolution of the assessment system and the limitation of its scale from above inevitably lead to the fact that students with different levels of educational achievements can be assessed with the same mark. It is clear that the whole variety of educational successes and failures is almost impossible to fit into the Procrustean bed of a five-point system. The presence of only four marks leads to the fact that often the same final mark in the subject is received by students whose level of knowledge varies greatly. Such facts give rise to talk about the "injustice" of grades and lead to their depreciation. In any case, the parallel existence of an official and "extended" scale undermines the credibility of the grading system. It is worth noting another aspect that usually escapes the field of view. Low resolution leads to the fact that the mark is often undeserved. The derivation of the final mark using rounding often creates a situation where an excellent mark is received by a student who does not know a significant proportion of the material as “excellent”. So with the current marks "5", "4", "5", "4", "5" - the final mark will be "five". The reference to the fact that such rounding is done "in favor of the student" only masks the ethical ambiguity of the position in which the student receives a mark that does not correspond to his level of knowledge. It is clear that all these vague formulations: “reserves the teacher the right”, “as a rule”, “the greatest importance is attached” accurately reflect the practice that has developed over the years, which is expressed by the words: “At the discretion of the teacher.” So, the vagueness of the rules for deriving final grades forces the teacher to take on the role of a judge in controversial cases, which leads to a number of consequences. On the one hand, this reinforces the “special” role of the teacher. He now acts not only as an expert in his subject area, but also as an “evaluator” of completely different manifestations of the student. Often in a controversial situation, teachers tend to take into account such very ephemeral matters as attitude to the subject, diligence, systematic studies, stability of results. On the other hand, the student in such a situation receives a very important life lesson. He understands that many difficult situations are not regulated by law, and that someone can take on the function of "regulator". Although in no case can it be said that such actions of the teacher are illegal. Just the imperfection of the law, the presence of ambiguities in the rules for deriving marks and suggests a “special” role of the teacher as an interpreter of the law, a kind of additional source of law. The student in this situation most often remains a passive and powerless observer.

There is another example, not directly related to grades, but very well showing the passivity of the student and his dependence on the teacher as the bearer of power. This is the right of the teacher to question the student at any lesson and the practical impossibility of refusing to answer - for the student. September 10, 2018 The Commission of the Public Chamber of the Russian Federation for the Development of Education and Science launched a survey on the website of the Public Chamber on what system should be used to assess the knowledge of students at school. You can express your opinion September 25 on the portal of the Public Chamber of the Russian Federation. The Commission for the Development of Education and Science decided to appeal to teachers and their parents with a request to express their opinion on non-judgmental technologies from the first to the ninth grade. A participant in a survey launched on the OP's website will have to answer five questions. “We are also interested in the opinion of those who receive grades, that is, the opinion of the schoolchildren themselves. We will announce the results of the nationwide survey at a press conference to be held at the Civic Chamber on September 28, 2018,” says Lyudmila Dudova, First Deputy Chairman of the Commission for the Development of Education and Science.

Everyone who wants to can take part! We encourage you, our readers, to participate in this survey, because it was organized due to requests from parents and teachers with proposals to abolish the traditional system of assessing schoolchildren's achievements.

AT Soviet time A five-point system for assessing students' knowledge was developed. Its criteria were clearly specified in a special provision, brought to the attention of students, parents and, of course, teachers. And on present stage development of the educational system of Russia, it became necessary to modernize it. Let's take a closer look at this system.

Features of the modern grading system

The task of the teacher is to develop in schoolchildren the desire for self-education, to create in students the need to acquire knowledge and acquire skills of mental activity. But to evaluate such student activity, a 5-point system is not enough. Therefore, the problem of finding new evaluation criteria is currently particularly relevant.

There are several reasons for this:

1. First of all, the five-point grading system is not suitable for determining the level of general cultural skills and special knowledge. And without them, a full-fledged adaptation of school graduates to the realities of society is impossible.
2. In addition, there is active development information systems, the possibility of individual growth in the development of which is also difficult to assess at 5 points.

Graduate Requirements

From the walls of educational institutions should come out real creators, able to take responsibility, able to solve practical and theoretical problems of varying degrees of complexity. And the classic five-point system at school has long been outdated, since it is not compatible with the requirements of the new federal standards that have been introduced at the primary and secondary levels of schooling.

What determines the effectiveness of training

Conclusion

We repeat that the five-point assessment system, the criteria for which were developed in Soviet times, has lost its relevance and is recognized by leading teachers as untenable, unsuitable for new educational standards. It is necessary to modernize it, to use new criteria for analyzing the personal growth of schoolchildren and their educational achievements.

Only in the case of bringing the marking scale in line with the basic pedagogical principles, we can talk about taking into account the individuality of each child. Among the priorities that should be taken into account when modernizing the assessment system, we single out the use of a multi-level gradation of grades, due to which the educational achievements of schoolchildren will be adequately assessed.

Many countries have already abandoned the five-point rating system, recognizing such an option as untenable for the modern one. At present, the issue of changing it in Russia is also being decided. So, according to the Federal State Educational Standard, traditional scores have already been removed in elementary school so that children can develop, improve themselves without experiencing psychological discomfort.

Under the assessment of knowledge, skills and abilities, didactics understands the process of comparing the level of proficiency achieved by students with the reference representations described in the curriculum. As a process, the assessment of knowledge, skills and abilities is implemented in the course of control (verification) of the latter. When assessing performance, it is used as quality, so quantitative student performance indicators. Qualitative indicators are value judgments, quantitative indicators are fixed in points, percentages, etc. A conditional reflection of the assessment is mark, usually expressed in points.

In the work "Grades and Marks" H. Veh highlights the general principles on all questions of assessment and marks. Firstly, grades and marks are an integral part of the educational process. The process of assimilation is impossible without grades and marks, they stimulate not only academic performance, but also other qualities, influence the relationship between teacher and student, and serve to prepare for life. Secondly, grades and grades are just one of many other pedagogical tools. They are related to the lessons in general. Thirdly, grades and grades are used correctly if they do not hinder, but contribute to the development of all students. Fourth, the decision to give a particular assessment is always specific.

I. First determine what you want to test and evaluate and what you want to achieve with it. Concentrate your attention on the main thing.

II. Check and evaluate carefully, regularly and in different ways.

III. Make high demands, but let the students know that the road to success is always open to all of them.

IV. Always monitor and evaluate your own pedagogical achievements as well.

Of great educational importance is the substantiation by the teacher of the assessment of the knowledge of schoolchildren. Evaluative judgments of the teacher help, inspire the student or, conversely, hinder his activity. The meaning of value judgments is to reveal the positive aspects of the answer and point out the negative points. It is necessary to keep in mind both the content of knowledge and the form of the statement, as well as the attitude to knowledge. Evaluative activity of a teacher can become both a stimulus for the development of a student, strengthening a sense of self-worth, and a “barrier” to this development, one of the causes of the “loser complex” and “learned helplessness syndrome”.

Sh. A. Amonashvili believes that in the process of learning, the student is accompanied not only by joy and success. How his failures will be assessed, who and how will empathize with the child in case of failures, will largely depend on his further attitude to learning, to the period of school life and to himself.

Failures in learning, errors in the performance of individual tasks and tasks should be assessed as inevitable on the thorny path of knowledge, associated with the need to acquire new knowledge, master new ways of learning activities.

Helping the student and correcting mistakes in solving educational and cognitive tasks should stimulate the student's educational and cognitive activity. To do this, he must be taught how to evaluate his progress in the teaching himself, i.e. to formulate in him the ability of meaningful self-assessment.

Formation of meaningful self-esteem in the concept of Sh.A. Amonashvili goes through 3 stages. The first is the evaluation activity of the teacher himself. It serves as a benchmark for self-assessment activities.

In the structure of the teacher's value judgment, the following are required:

1) a stimulating component (Teacher’s rhetoric: “I’m glad that you took up the job ...”, “It’s good that you took steps to solve it yourself ...”, “The beginning of the story was interesting ...”), in which reflects the positive attitude of the teacher to the educational activities of the student;

2) in the teacher's value judgment (standard), a mutual understanding of the teacher and students of the essence of the error or the corrective program is provided (Teacher's rhetoric: "Please explain what you wanted to do ...", "What did you achieve here ...");

3) ways of correlating the result of educational activity with the standard are described and corrected (Teacher's rhetoric: “You performed the first three actions correctly, but here a mistake was made ...”);

4) shortcomings in the formed skills or knowledge are revealed;

5) a choice of ways to correct the error is offered.

With the help of value judgments, each student needs to be inspired with optimism and confidence that he can study well and excellently.

The system for assessing the knowledge and behavior of students with points originates from the Jesuit schools of the 16th-17th centuries. All students were divided into categories, indicated by numbers. Hence, initially the unit had the value of the highest mark. The transition from one category to another marked the acquisition by students of a number of advantages and privileges.

In the history of Russian education, the most ancient is the system of verbal assessments. In the list of students of the Kyiv Theological Academy (1737), the first group of reviews indicates very good successes: "the teachings are fair, reliable, kind, active, honest, good, laudable." The second group denotes average successes: "teachings of mediocre, measured, not bad." The third group of marks characterizes successes below the average: “teachings of the weak, vile, wicked, hopeless, lazy”.

A similar verbal assessment system existed at the beginning of the 19th century in many educational institutions of the country. So at Kazan University, the success of students was indicated verbally: excellent, excellent, doing well, not bad, trying little, very weak.

But gradually the assessment becomes more monotonous and shorter. It is increasingly being replaced by a digital system. The Russian school has experienced 3, 5 and 8-, 10-, 12-point knowledge assessment system. To assess academic success in all military educational institutions of Imperial Russia, a single 12-point scale was used, which characterized the knowledge of the cadets. In principle, this was a convenient system that made it possible to quite accurately characterize the knowledge of students.

Throughout the subsequent time there were heated discussions around the point system. Few proponents noted that the scores allow the teacher to quickly and easily evaluate students' knowledge; provide an opportunity to monitor their progress; This is a simple and convenient form of notifying parents about the progress of their children. Based on the scores, the authorities can judge the success of students with a particular teacher.

Currently, schools around the world have a variety of systems for assessing knowledge.

For example: England and Poland 6 points, Moldova - 10.

In the education system of Azerbaijan, two (5-point, 700-point) rating scales are mainly used. And in some universities, knowledge is evaluated on a 100-point scale. In addition to all this, the Ministry of Education is conducting experiments using a 9-point system. All this extremely complicates the educational environment and, at the same time, violates the unity of the assessment space.

Recently, a 12-point grading system has been introduced in Ukrainian schools. A student who studies at "10", "11" and "12" is considered an excellent student. A student who graduates with these grades is awarded a gold medal.

In Latvian schools, quantitative results are reflected on a 10-point scale. Despite the fairly clear gradation of the assessment, this system does not differ too much from the traditional "five-point", using tenth points ("3.5" or "4.5").

In Poland, education reform began in the 1990s. The school has introduced two complementary systems - intra-school assessment, conducted by the educational institution itself, and external, organized by the authorities public education. As part of the intra-school assessment system, each educational institution has the right to independently establish and fix in the charter of the school a scale of assessments for current and intermediate control. In the lower grades, it is recommended to use grades on a scale of 6-1, 10-1, 20-1 or a letter grade. But this assessment is supplemented by a descriptive characteristic of academic performance. Starting from the 4th grade of the basic school, the final attestation marks are given to students in accordance with the following scale: excellent - 6 points, excellent - 5 points, good - 4 points, satisfactory - 3 points, acceptable - 2 points, unsatisfactory - 1 point.

In Iceland, grades are not given in public schools. The log exists only to record attendance. After the 4th, 7th grades, the teacher conducts a written exam in order to check the effectiveness of the educational process and inform students and parents about progress in their studies. In the 10th grade - written final exams to test knowledge and help in choosing the direction of study at the 2nd stage. A certificate is issued with an assessment on a 10-point system.

In France, they study on a 20-point scale. Aerobatics - earn 14 - 16. Most French "good guys" get from 10 to 12 - 14 points. In Germany, a six-level rating scale has been adopted: excellent (13-14-15 points), good (10-11-12), satisfactory (7-8-9), below satisfactory (4-5-6), poor (1-2 -3), unsatisfactory (0).

In US schools, a five-point (letter) and a 100-point system for assessing schoolchildren's knowledge has been adopted: A (93-100) - excellent, B (85-92) - above average, C (75-84) - satisfactory, D (65-74 ) - bad, E (0-64) - not protected. An American schoolboy says this: "Today I caught two Bs." Once a year, standardized tests such as tests are taken mental capacity and Educational Development (Iowa), "Henmon-Nelson Test" for testing mental abilities, etc., adopted throughout the country; Once a week or more often, and sometimes 2-3 times a semester (by the teacher's decision), tests and tests of intraclass control are given. A degree of achievement assessed at C is usually necessary for continuing education in the pre-graduate period; Grade B is mandatory for graduates to continue their studies. There are also designations: P - pass (100%), S - satisfactory (70%), N - fail (below 70%).

§ 1918 - Decree on the abolition of the scoring of knowledge and behavior of students,

§ 1935 - introduction of a five-point verbal rating system (“very bad”, “bad”, “” mediocre, “good”, “excellent”),

§ 1944 - introduction of a digital five-point grading system.

After the revolution of 1917, the idea of ​​learning without marks was very popular in Soviet Russia. The traditional system of assessing students' knowledge, as well as exams, were canceled. Instead, the teacher was asked to arrange conversations with the students on the material covered, the keeping of diaries and reports was encouraged, in which various types of educational work were recorded. The bet was made on group reporting (group diaries, account cards, etc.). The transfer from class to class was carried out on the basis of the recommendations of the pedagogical council of the school. The absence of a grading system could not but affect the educational process. In 1932, the principle of systematic accounting of schoolchildren's knowledge was restored: a differentiated grading system was introduced, (initially through verbal marks), later - digital. In fact, since the mid-40s of the twentieth century, a 5-point system for assessing students' knowledge has been entrenched in the domestic school. The five-point system has served quite effectively in the education system and has played its historical role.

AT modern period there was a need for more accurate scales for assessing knowledge.

A teacher's error of one point on a five-point assessment scale leads to an error of 20% in determining the degree of assimilation of the program and the efficiency of spending financial resources. This is a very big error and it delays the development of society. Injustice in assessment makes students unfair in life, violates the education system. These facts alone already make the use of a new scale for assessing knowledge relevant. If a 10-point scale is applied, then a teacher's error of one point will lead to a 10% error in mastering the program in the subject; when using a 100-point scale, this error will be equal to 1%.

An experiment on the introduction of a 10-point system in the Republic of Belarus began in 1999. As a result, all participants in the educational process positively assessed the rating scale, although some problems still remain. The three-year work on approbation of the introduction of a 10-point system for assessing students' knowledge turned out to be effective. First of all, it brought to life new or previously insufficiently widely used types, methods and forms of control of knowledge, skills and abilities of students. More commonly used in practice different types tests: from tests with binary selective tasks to alternative and ranking tests; productive and predictive tasks that analyze tables, student writing reviews, tiered quizzes, etc.

Since September 2002, the Republic of Belarus has introduced 10-point scoring system knowledge of secondary school students:

unsatisfactory 0

almost satisfactory 1-2

satisfactory 3

very satisfactory 4

almost good 5

very good 7

almost excellent 8

excellent 9

excellent 10

Leading goals introduction of a 10-point grading system are:

1) increasing the objectivity of the assessment and quality of educational and cognitive activity of students and its results;

2) ensuring the social security of the student's personality;

3) implementation of an integrative approach in assessing the educational achievements of students in the unity of knowledge, abilities, skills, taking into account the individual properties of a person (individuality) and personal qualities;

4) creating conditions for stimulating the educational and cognitive activity of students and achieving better results based on the introduction of an invariant assessment scale applicable to multi-level education;

5) providing conditions for the formation of an adequate self-esteem of the individual and the implementation of the principle of social justice in assessing the educational achievements of students, etc.

Integral 10-point scale for assessing the educational achievements of students:

Levels	Points	Assessment indicators
one . Low (receptive)		No response or refusal to respond.
		Recognition of the object of study, recognition of certain well-known terms and facts; manifestation of the desire to overcome educational difficulties; manifestation of situational interest in the doctrine and subject
		Recognition of the object, study, distinction of definitions, structural elements of knowledge; manifestation of volitional efforts and motivation for learning
2. Satisfactory (receptive-reproductive)		Incomplete reproduction of program educational material at the memory level; the presence of significant, but eliminated with the help of a teacher, errors; difficulties in applying special, general educational and intellectual skills; the desire to overcome difficulties; situational manifestation of responsibility, self-criticism
		Mastering educational material at the reproductive level and its incomplete reproduction; the presence of correctable errors with additional (leading) questions; difficulties in applying certain special, general educational and intellectual skills or individual skills; manifestation of strong-willed efforts, interest in learning, adequate self-esteem, independence, meaningfulness of actions, etc.
3. Medium (reproductive-productive)		Conscious reproduction of program educational material, including varying degrees of complexity, with minor errors; difficulties in applying certain special, general educational and intellectual skills and abilities; interest in learning and achieving results
		Full reproduction of the program educational material with minor errors; application of knowledge in a familiar situation according to the model; the use of special, general educational and intellectual skills with little help from a teacher; perseverance and desire to overcome difficulties; situational manifestation of the desire for creativity
4. Sufficient (productive)		Possession of program educational material, including varying degrees of complexity, operating it in a familiar situation; the presence of single minor errors in the actions; independent application of special, general educational and intellectual skills and abilities; manifestation of the desire for creative transfer of knowledge, organization, self-criticism, reflection, etc.
		Possession of program educational material and operating it in familiar and unfamiliar situations; the presence of single minor errors in actions that are independently corrected by the student; having some experience creative activity; manifestation of conscientiousness, responsibility, self-esteem, reflection, etc.
5. High (productive, creative)		Free operation of program educational material of varying degrees of complexity in an unfamiliar situation; performance of tasks of a creative nature; high level of independence and erudition
		Free operation of program educational material of varying degrees of complexity using information from other training courses and disciplines; the ability to consciously and quickly transform the acquired knowledge to solve problems in non-standard situations; manifestation of purposefulness, responsibility, cognitive activity, creative attitude to learning

In order to prevent formalism in the assessment of students' educational work, advanced teachers practice scoring all types of student activities. The total score for a semester's work represents the final rating. In it is proposed to evaluate the rating of students in a particular course in orientation to the following model.

Perfect Rating form high scores for completing mandatory tasks + a high score for performing independent work of increased complexity, chosen at your own request + high scores for the final control over the assimilation of modules + points for activity in the classroom + points for received nominations + points for a completed project, protected abstract + points for participation in a pedagogical Olympiad or a student scientific conference, for a prepared publication. A student with an ideal rating is certified in the subject with an “excellent” rating (10 points). The teacher brings to the attention of students, within which points the rating can be considered ideal.

Excellent rating form high scores for completing mandatory tasks + high scores for performing independent work of increased complexity, chosen at your own request + high scores for the final control over the assimilation of modules + points for activity in the classroom + points for received nominations + points for a completed project and a protected abstract. A student with an excellent rating is certified in the subject with an “excellent” grade (9 points).

Almost excellent rating form high scores for completing mandatory tasks + high scores for performing independent work of increased complexity, chosen at your own request + high scores for the final control over the assimilation of modules + points for activity in the classroom + points for received nominations + points for a protected abstract. A student with an almost excellent rating is assessed with an "almost excellent" grade and receives 8 points.

Very good rating form mainly high scores for the implementation of mandatory tasks and those selected at their own request + for the final control + points for activity in the classroom and for their attendance + points for received nominations + points for the essay. student with very good rating is certified in the subject with an assessment "very good"(7 points).

good rating form mainly high scores for the completion of mandatory tasks + high and average scores for the performance of independent work, chosen at their own request + high and average scores for the final control over the assimilation of modules + points for activity in the classroom and for attending them + points for received nominations. A student with a good rating is certified in the subject with a mark of "good" (6 points).

Very Satisfactory Rating form the average scores for the completion of mandatory tasks + average scores for the final control over the assimilation of modules + points for activity in the classroom and for their attendance + points for received nominations. This rating allows the student to be assessed with a "very satisfactory" rating (5 points).

Satisfactory rating form points for the completion of mandatory tasks + points for the final control over the assimilation of modules, indicating a mastering rate of at least 70% + points for activity in the classroom, for received nominations. According to this rating, the student is certified as "satisfactory" (4 points).

Almost Satisfactory Rating form: points for the completion of mandatory tasks + points for the final control over the assimilation of modules, indicating a mastering rate of 57 - 69% + points for work in the classroom. According to this rating, the student receives "almost satisfactory" (3 points).

Unsatisfactory rating is detected with low scores (or their absence) for the implementation of compulsory knowledge and for the final control, for bad visit classes and lack of activity on them. With this rating, the student receives an "unsatisfactory" grade (1-2 points).

The question of improving the grading system is raised all the time in pedagogy. There is a search for other assessment systems. So Sh. Amonashvili studied the issue of verbal assessment of students' knowledge and proposed guidelines on the verbal characteristics of knowledge in elementary school. V. Shatalov does not have the secrets of a class journal - each grade received by a student is entered on a list of open knowledge records and becomes the property of not only the class, but the entire school, and the student has the right to correct it on any day. In the countries of Europe and America, there are numerous attempts to move away from the digital, symbolic system. In Germany, there was an experiment on the introduction of diagnostic sheets, which gave verbal and digital assessments of students' knowledge, learning motives, development of thinking, shown in the study of a school subject and its individual topics. They are entered in special tables. In Germany, there is an attempt to use a report card to characterize school success, focused on identifying the abilities of students and encouraging him and his parents to take further steps.

As you can see, pedagogy makes active attempts to solve the problem of objective control and evaluation of knowledge.

Per recent times the priorities of education have changed in the world. If knowledge in itself was previously valued, now general educational skills have come to the fore: the ability to acquire and effectively use knowledge. The reasons are clear: at present, knowledge is rapidly becoming obsolete or insufficient, which means that it is necessary to master ways to update and replenish it. How a student can apply this knowledge, how competent he is in a broad extracurricular context, his future self-determination depends. This is not only the ability to acquire and apply knowledge, it is communication skills, self-control and self-assessment skills, development creativity. Thus, the assessment of students' knowledge can act as:

1) appraisal - verification (in this approach, a set of indicators and assessment procedures are developed and adopted as state standards);

2) evaluation - mechanism dialogue and self-development (with this approach, in which the main consumers of information about educational results are direct participants in the educational process - teachers, students)

It is possible to distinguish characteristic features of control and evaluation of knowledge, skills, abilities in the conditions of democratization of the life of educational institutions:

Ø rejection of routine forms of motivation for learning through assessments;

Ø the results of diagnosis contribute to the self-determination of the individual, which in a competitive society is a motivating factor;

Ø Evaluation turns into a way to rationally determine personal rating - an indicator of the importance of a person in a civilized society.

.Pedagogical systems and learning technologies.

TRAINING TECHNOLOGIES