Partial assessments. Initial estimates. Negative ratings. Positive ratings. Psychological features of pedagogical assessment (according to B.G. Ananyev) Negative assessments in didactics

Consultation for teachers and parents.

Pedagogical assessment and its role in raising children before school age.

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

Basic functions of assessment impacts.

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

Teacher's assessment.

Promotes the development of a sense of duty in children;
creates opportunities for developing a friendly attitude towards others;
promotes the formation of hard work;
determines the characteristics of the child’s emotional state, the motivation of his activities, etc.
That is why it is difficult to overestimate the importance of pedagogical assessment in the formation of the personality of a preschooler. But practice shows that preschool teachers often have no idea what consequences the use of one or another type of assessment can lead to.
It is necessary to consider the types of assessments often encountered in practice:
straight;
anticipating;
indirect;
indirect;
lack of evaluation.
Direct assessment(often found) – addressed directly to the object of education. It contains a specific indication of the inadmissibility or legality of an act or the attitude towards the child’s personality. In form, direct assessment can be positive or negative.
Scientists have come to a conclusion. That a positive assessment causes a child to feel a sense of emotional well-being, a joyful experience of compliance of his behavior with the requirements placed on him.
By approving the child’s success in mastering new forms of behavior, educators build his confidence and willpower. Davydova A.I., who studied the will of preschool children, states:
volitional effort appears when children anticipate success;
Even adults need great willpower to overcome failure in one activity or another, but a child whose will is only developing. He won't be able to cope with this.
Teachers should not only help the child gain confidence, but also show him success, cause joyful experiences, this is facilitated by direct positive assessment.
Orienting and stimulating functions of positive assessment.
In order to meet the requirements for the process of communication between children and adults, the child’s behavior and activities are assessed and adjusted. Positive assessment is through children's orientation in their knowledge and skills.
Direct negative assessment also performs an orienting function, as it indicates the incorrect nature of actions. The use of this assessment should be limited, since preschoolers are easily vulnerable and sensitive. A.S. Makarenko said that children, as if they have invisible tentacles, sensitively sense the mood of adults and react accordingly to it. The child experiences a feeling of resentment if children undeservedly receive a negative assessment. There may be a desire to avoid it in any way - evaluation. A negative assessment in itself does not offend the child if it is given in a calm tone, in a friendly manner, and if it is motivated. This assessment cannot be abused!
This measure is applicable to children who have a stable sense of self-esteem, and if the attitude is not sufficiently developed, then the assessment does not have the desired effect on the child, but only undermines faith and the ability to secure a positive reputation, and thereby suppresses the desire for better. Therefore, along with a direct negative assessment, it is necessary to use a direct anticipatory assessment.
Anticipatory assessment.
This assessment contains a personal assessment that affects the child’s emotional well-being and his attitude towards peers.
A positive anticipatory assessment makes the child want to carry out the teacher’s instructions (“I am sure you will fulfill my request”), strengthens confidence in one’s abilities and the truthfulness of the actions performed, that is, it performs a stimulating function.
Negative anticipatory evaluation causes a negative reaction, creates uncertainty in own strength, performs a depressive function.
Positive anticipatory assessment, given in the presence of the entire group, has an educational effect on all children; the peculiarity of this assessment is that all children can relate to this assessment.
Thus, not only the child, but also everyone around him receives information about the norms and rules of behavior, about the correctness of the actions performed.
Indirect assessment has a similar effect on children. Indirect assessment is interpreted as an expression of approval or censure of the moral qualities and actions of another person. Indirect assessment is of particular importance in the education of preschool children. The child’s thinking is visual-figurative and visual-effective in nature. Therefore, the child must clearly understand what is required of him. Having seen in the example of a model what he has to do himself, he has the opportunity to pay attention to his own behavior, compare it with the behavior of another person, and thus become aware of his positive and negative qualities. In indirect assessment, one can distinguish orienting and stimulating functions.
The child, perceiving certain manifestations of merit in others, “meets” himself to them and to the assessment that is given to them. This causes an emotional positive attitude towards the “trying on” models, that the possession of such advantages will give him the opportunity to be proud of himself. (“I will do the same, and they will praise me!”)
The child’s emotional attitude towards models arises as a reaction mediated by his active desire to satisfy his sense of self-esteem, the need for positive evaluation and self-esteem.
Indirect assessment is expressed in the assessment of the actions and personal qualities of one subject through a direct assessment of another subject - this assessment most often applies to school-age children. The famous psychologist V.G. Ananyev singled out this assessment as one of the assessments that do not have a categorical effect. He noted that the teacher gives such assessments involuntarily, and in his work “Psychology of Pedagogical Assessment”, he describes the situation as follows: “When listening to the student’s answer, the teacher does not express his opinion about the correct or incorrect answer. Then he calls another student and asks the same question. After listening to the second student, he said: “This is another matter, sit down! And you sit down! This assessment, in his opinion, should not be used in the practice of educational work with children.
No rating- is unacceptable in pedagogical practice, and leads to the formation of uncertainty in children’s own abilities, loss of orientation, and subsequently leads to an awareness of “low value.” Lack of assessment perpetuates abnormal forms of child behavior. A preschooler needs constant correction of his behavior by adults, by assessing his actions.
Pedagogical assessment influences various aspects of the educational process, knowing their characteristics of influence on the child’s psyche, the dependence of children on the teacher’s assessment, we assumed that assessment can be purposefully used to optimize the educational process.
The teacher needs to remember:
any assessment is refracted through the “internal position” of a particular child;
the position is made up of the child’s previous experience, his capabilities, previously emerged needs and aspirations.
Thus, It is possible to distinguish conditional groups of children according to certain parameters: similar features nervous system; the degree of development of various skills; position in the society of their peers, etc., in order to foresee which assessments are more effective for them in solving a specific educational problem.
Used Books:
1. V.D. Kalishenko /Pedagogical assessment and its role in the education of preschool children/ Magazine “Preschool Education”, No. 10/2010.

The types of underachieving schoolchildren can be different, which determines the direction of the teacher’s work.

1st type Underachieving schoolchildren are characterized by a low quality of mental actions, but they maintain a positive attitude towards learning. When working with such students, it is important to focus on the development of their mental operations and qualities of mind that underlie learning ability.

For 2nd type Underachieving schoolchildren are characterized by a high quality of mental activity combined with a negative attitude towards learning. When working with students’ data, it is important to change their internal position, to form a positive attitude towards learning through intellectual activity that interests them.

3rd type characterized by a low level of mental development and a negative attitude towards school. This is the most difficult group to work with, because in order to create a positive attitude towards learning, these children should be given easy tasks, but in order to develop intelligence, difficult tasks. Great flexibility is required from the teacher, he must vary the lungs and difficult tasks, trying to create interest in learning and at the same time help in mastering new concepts.

39. Pedagogical content of assessment. Types of pedagogical assessments.

Grade– fixing the quality of the learning outcome as a motivation for subsequent learning outcomes.

Pedagogical assessment is a specific stimulus that acts in training and education and affects the success and efficiency of these processes.

One of the types of pedagogical assessment is a mark, which represents a material incentive.

Mark is an assessment expressed in points.

Types of assessments: stimulating, educating, controlling, orienting.

Types of assessment: current assessment; intermediate; final

Types of pedagogical assessments: subject (the process of the result of the activity, but not the student’s personality), personal (individual qualities of the student: skill, effort), material (earning money), moral (praise), effective, procedural (assessment of the activity process itself), quantitative (by points), qualitative (justification for the assessment).

Types of assessments in a survey situation: indirect (the class evaluates the student together with the teacher), uncertain (it allows for many reasons), remark, denial, agreement, encouragement, censure, irony (the teacher asks a question), reproaches (dishonesty, laziness), notation, OK.

The main task of the mark is to establish the degree to which the student has mastered the uniform state program and educational standard. The main objectives of the assessment are: to determine the nature of the student’s personal efforts, to establish the depth and volume of individual knowledge, to facilitate the adjustment of the student’s motivational-need sphere, comparing himself with certain school standards, the achievements of other students, and himself some time ago. The grade is undoubtedly more important for the student. The main purpose of assessment is to develop the student’s self-esteem.

Types of assessments in a survey situation (according to Ananyev)

Partial assessments appear in the form of separate evaluative addresses to students during a survey in class, and do not relate to the student’s knowledge system, or even to the subject as a whole, but to a certain partial knowledge or skill.

B.G. Ananiev defines 3 types of partial estimates:

1) Ambivalent (dual):

lack of assessment

indirect assessment

uncertain estimate.

Negative ratings

Positive ratings. Ambivalent assessments:

1. No rating - the teacher does not evaluate the student in any way. Such assessment has a very strong negative impact on the student’s educational activity and self-esteem. This is the worst kind of ped. assessments that have a disorienting rather than orienting function.

2. Indirect assessment - this assessment of one student through another (“Dima answered better than Vitya”) is a traumatic assessment.

Ananyev calls these two types "original" due to the fact that they do not have independent meaning and do not have a categorical effect. Often the teacher gives such assessments unconsciously, involuntarily.

3. Uncertain estimate - is also initial, but it is already a kind of transition to various specific assessments, consciously assigned by the teacher. What is characteristic of an indefinite assessment, which brings it closer to definite ones and separates it from the initial ones, is its verbal form. Its main, often only expression is words or gestures that do not allow the student to understand how he was appreciated.

Negative ratings: this is a very delicate instrument.

Comment- this is only partly an assessment, since it is only an expression of the teacher’s personal attitude. Becomes a grade when it systematically falls on the same student.

Denial - these are words, phrases that indicate the student’s answer is incorrect and stimulate the restructuring of his thoughts, and, accordingly, the course of problem solving and the organization or reorganization of his educational activities(“wrong”, “wrong”).

Condemnation - various types of punishment, ridicule, which are sarcastic and not humorous in nature; reproaches, threats, lectures. Can have a stimulating effect if the student's shortcomings are not ridiculed.

Positive ratings

Agreement- these are words and phrases that indicate the correctness of the student’s answer and stimulate the movement of his thoughts in the same direction. The function is to stimulate, encourage the student in his answers and actions.

OK is a positive assessment of what the student has done or intends to do. The stimulating effect of evaluation prevails over the orienting one. Approval is a proven, proven pedagogical technique.

Confession- represents the highlighting of certain human merits.

Promotion - can be material or a verbal assessment. This is an important pedagogical technique with which you can solve the following problems: show what is valued in the child’s behavior; consolidate and stimulate positive behavior in the child.

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

Traditionally, the following types of pedagogical assessment are considered in domestic educational psychology. Subject assessments concern what the student does or has already done, but not his personality. IN in this case Content, subject, process and results of activity are subject to pedagogical assessment, but not the subject himself. Personal pedagogical assessments relate to the subject of the activity, and not to its attributes, note the individual qualities of a person manifested in the activity, his efforts, skills, diligence, etc. In the case of subject assessments, the child is stimulated to improve his learning and to personal growth through the assessment of what he does, and in the case of personal ones - through assessing how he does it and what properties he displays.

Material Pedagogical assessments include various ways of financially stimulating students for success in academic and educational work. Material incentives can include money, things that are attractive to the child, and much more that serves or can serve as a means of satisfying the material needs of children. Moral Pedagogical assessment contains praise or blame that characterizes the child’s actions from the point of view of their compliance with accepted moral standards.

Effective Pedagogical assessments relate to the final result of the activity, focusing mainly on it, without taking into account or neglecting other attributes of the activity. In this case, what is ultimately achieved is assessed, and not how it was achieved. Procedural Pedagogical assessments, on the contrary, relate to the process and not to the final result of the activity. Here attention is drawn to how the result was achieved, what underlay the motivation aimed at achieving the corresponding result.

Quantitative Pedagogical assessments are correlated with the amount of work performed, for example, with the number of solved problems, completed exercises, etc. Quality Pedagogical assessments relate to the quality of the work performed, accuracy, neatness, thoroughness and other similar indicators of its perfection.

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

Based on the level of generality, B. G. Ananyev divides pedagogical assessment into partial, fixed and integral.

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

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

Conditions for the effectiveness of pedagogical assessment

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

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

Students' activities, not supported by cognitive needs, aimed mainly at its external attributes, at assessment, become insufficiently effective, the mark often becomes inadequate. This leads to the fact that grades cease to play a motivating role for many students, and the educational activity itself loses all value for them.

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

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

Firstly, it is necessary to take into account that the student is a holistic person. Therefore, the learning process must cover his entire life with its aspirations and needs. Secondly, the student’s cognitive powers tend to develop through overcoming difficulties. The psychological meaning of difficulty is expressed through the limit of activity of the student’s cognitive powers. This limit is determined by the complexity of the problems it solves. It is psychologically justified to use in educational work such tasks, the solution of which requires extreme mental effort. Thirdly, it is necessary to provide the child with the opportunity to freely activate his cognitive powers. Fourthly, it is necessary to reveal to the student the personal meaning of the learning results. Fifthly, cognitive activity presupposes a constant desire for something new. Therefore, in the learning process it is necessary to achieve a targeted and timely change in the objects of knowledge. The student must constantly feel the novelty of the cognitive situation, which allows him to expand the boundaries of his cognitive sphere.

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

The presence of basic and auxiliary standards creates the necessary prerequisites for the implementation meaningful assessment. The correlation with the standard of the problem solving process itself comes to the fore. The main purpose of such assessment is stimulating the learning process itself, and not just recording its result. In this case, the controlling assessment is replaced by a stimulating assessment. As a result, control in teaching is transformed into a separate operation that is part of the assessment activity, but has no independent meaning. This assessment is not immediately accepted by students. To do this, certain conditions must be met.

The standards that the teacher operates with must be understandable to the student himself. To do this, during the assessment, the teacher must use detailed assessments, which present the standards he uses. This creates the prerequisites so that the teacher’s and the student’s ideas about the assessed object can basically coincide.

Student’s trust in teacher’s assessments is achieved by creating a friendly atmosphere in the classroom, when the teacher’s assessments become a source of new educational and cognitive motives. By giving the student detailed and detailed assessments, the teacher thereby creates a positive public evaluative opinion in the classroom, awakens a sense of self-esteem in the student.

Identification through assessment of the potential capabilities of schoolchildren, determination of real prospects for the development of each student and the class as a whole. In the course of assessment activities, the teacher identifies both those methods of educational and cognitive activity that have already been mastered by the student, and those that still need improvement. In this sense appraisal activity teacher and can be considered as a process of determining promising lines of further development of the student. At the same time, it is important that these perspectives are revealed from the perspective of the interests of the student himself.

As students master standards and assessment methods, they develop internal meaningful self-esteem. In this case, the student’s disclosure of the true meaning of the teaching takes on special significance.

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

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

Flattery is flattery, but negative ratings towards others, hysteria is more common than positive ones. This is a need for them on par with the need for food. The hysteroid often gives negative assessments. The motives seem even noble: I am brave, impartial, open... In reality, they turn out to be simply self-centered. After all, a negative assessment is given in those areas where the hysterical considers itself, and perhaps not without reason, higher. When evaluating someone, the hysterical woman does not try to achieve the truth, but to show herself in a favorable light. Everyone, they say, is doing a bad job, and I’m the only one in the sweat of my brow (“well, do I need this?”). That is, in contrast, she elevates herself by humiliating her partner.

But negative assessments are no longer expressed in front of the eyes, but behind the eyes. I don’t want to immediately meet resistance, I want to receive sympathy. So more often - behind the scenes!

However, a hysterical person can also go into open conflict, into open battle - I am, they say, impartial. Then epithets with a sharply negative connotation are used: it’s ugly, it’s gone, it’s disgusting. Assessments turn into accusations. Hysteroids, like paranoid and epileptoids, too scold although, unlike those, they are rarely punished. But hysterics are no less shameless. Hysterical screaming is widely known.

Conflicts

Conflicts with a hysteroid often occur in the form scandals. Hysterical without acceleration, without a stage of cold tension in conflict situation or just starts immediately screaming hysterically, screaming, scratching in the literal and figurative sense.

That is, the hysterical half-turn plunges into an uncontrollable conflict with its overdose of response conflictogens.

But we can still say that he is more irritable than angry. He can contain his irritation. But if in an epileptoid this is not expressed outwardly, then in a hysteria everything is written on his face: he is silent, but threateningly silent. This is the calm before the storm. The epileptoid is silent with a stony face.

Hysterics love to whisper, they talk in earphones, say bad things behind your back, they are informers.

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

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

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

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

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

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

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

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

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

Quality Pedagogical assessments relate to the quality of the work performed, accuracy, neatness, thoroughness and other similar indicators of its perfection.

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

By level of generality B. G. Ananyev divides pedagogical assessment into partial, fixed And integral.

Partial evaluation– this is the initial form of pedagogical assessment, which is related to private knowledge, ability, skill or a separate act of behavior. Partial assessments are always expressed in a verbal, evaluative form of judgment. In partial assessments, three groups are distinguished, having their own special forms of manifestation: original(no assessment, mediocre assessment, uncertain assessment), negative(remark, denial, censure, reproach, threats, notations), positive(agreement, approval, encouragement). As B.G. Ananyev notes, partial assessment genetically precedes the current accounting of success in its fixed form (that is, in the form of a mark), entering it as a necessary component. In contrast to the formal – in the form of a point – nature of the mark, the assessment is translated in the form of detailed verbal judgments that explain to the student the meaning of the “collapsed” mark – the mark – that is then given.

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