Monitoring
subject and meta-subject achievements of students
In the field of education, a monitoring system is being formed, which is aimed at obtaining independent, objective, comparable information about the educational achievements of students, activities teaching staff and educational institutions . Processing, analysis and interpretation of the information received will help develop policies and make management decisions aimed at improving the quality of education in different levels.
Monitoring is a system that allows you to track changes in learning outcomes over a certain period of time, compare them with the conditions, resources and other factors that affect the education process in order to identify the reasons that affect its quality.
Main monitoring functions:
Informational (obtaining information about the state of progress of each student;
Diagnostic (determining the level of mastering the student's educational material);
- analytical (comparison of learning outcomes with the requirements);
Corrective-regulatory (development of optimal ways to improve the educational preparation of the student).
Achievement of subject results is ensured through the main subjects
When evaluating subject results, it should be borne in mind that not only the student's ability to reproduce specific knowledge and skills in standard situations (knowledge of algorithms for solving certain problems) should be assessed, but also the ability to use this knowledge in solving educational, cognitive and educational and practical problems. built on subject material using meta-subject actions; the ability to give the necessary explanations, to build a chain of logical justifications; the ability to compare, analyze, draw a conclusion, sometimes in a non-standard situation; the ability to critically comprehend the result; the ability to accurately and completely answer the question.
Assessment of the achievement of subject results is carried out in the course of the following procedures using assessment tools:
| Evaluation procedures | Tools |
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| Start diagnostics | Starting ("input") verification work |
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| Current assessment | Independent work verification work educational and cognitive tasks Diagnostic work Practical work Laboratory work, etc. |
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| final grade | Final examinations in subjects |
The main object of evaluation of metasubject results is the formation of regulative, communicative and cognitive universal educational actions among students.
Assessment of the achievement of meta-subject results is carried out in the course of the following procedures using assessment tools:
| Evaluation procedures | Tools |
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| Start diagnostics | Starting complex work |
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| Current assessment of meta-subject learning | Intermediate and final complex work on an interdisciplinary basis, aimed at assessing the formation of cognitive, regulatory and communicative actions in solving educational, cognitive and educational and practical tasks based on working with text |
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| Monitoring the implementation of educational and practical tasks | Educational and practical tasks aimed at the formation and evaluation of communicative, cognitive, regulatory UUD |
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| Ongoing assessment of the performance of academic research and training | Evaluation Criteria for Educational Research and Educational Project |
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| Final assessment of meta-subject learning | Final comprehensive work on an interdisciplinary basis |
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| Protection of the final individual project | Criteria for evaluating the final individual project |
In chemistry lessons, monitoring is possible through a system of tasks:
| UUD formation tools | Job types |
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| Personal | Use in the course of special training programs that have a didactic load associated with the material of the textbook A system of tasks illustrating the place of chemistry as a science in modern society | Tasks that allow you to: To instill feelings of patriotism, pride in their homeland, for Russian science Turn to the history of science To cultivate purposefulness, diligence, independence in the acquisition of new knowledge and skills, the formation of self-control and self-esteem skills Know how to manage your cognitive activity To develop aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, the connection of chemistry with literature and art Raise respect for the achievements of chemistry (significance and practical use chemical knowledge and achievements of chemical science in everyday life, technology, medicine) To form the foundations of ecological culture, the values of a healthy and safe lifestyle, awareness of the need for competent handling of substances in Everyday life, mastering the rules of individual and collective safe behavior in emergency situations, recognizing the high value of life in all its manifestations Be aware of the need for competent handling of substances in everyday life, correct behavior in extreme situations |
| Regulatory | Laboratory works Experimental tasks Practical work Calculation tasks | Tasks that allow you to: To form the skills of goal-setting, planning their activities Find a solution algorithm, put forward hypotheses Prepare, check and evaluate the final result, adjust Independently work with information to complete a specific task |
| cognitive | A system of tasks for which it is necessary to find and select the necessary information from various sources; a system of tasks for compiling sign-symbolic models, structural-support diagrams | Tasks that allow you to: Search and extract the necessary information to explain the phenomena Make a choice of the most effective ways to solve problems Structuring knowledge The key to successful effective education is the skill of semantic reading. Tasks that form the skill of semantic reading through: Pivot table technique Reception of the heading of the text Reception of drawing up graph diagrams Interpretation of information |
| Communicative | Complex of practical works Lessons- conferences The system of tasks for the development of oral scientific speech The system of tasks for the development of a set of skills on which competent effective interaction is based | Tasks performed by groups of students, working pairs, and allowing: Compose a story Give a reasoned reasoned answer, including in writing |
Tasks that form personal universal learning activities.
Personal UUD provide:
Value-semantic orientation of students
The ability to correlate actions and events with accepted ethical principles
Knowledge of moral standards and the ability to highlight the moral aspect of behavior
Self-determination and orientation in social roles and interpersonal relationships
For example: Task. For the New Year holidays, Christmas trees were cut down from an area of 20 hectares.
Option 1: How much oxygen could these trees emit during the year?
(On average, 1 hectare of coniferous forest releases 7,000 liters of oxygen per day.)
Option 2: How long (days) would a person need to breathe this oxygen? (The human need for oxygen is 350 ml / min, with physical exertion it reaches 5000 ml / min.).
Express your opinion on the problem of cutting down fir trees on the eve of the New Year holidays and offer your own ways to solve this problem.
Tasks that form regulatory universal learning activities
Regulatory universal learning activities provide:
Organization of educational activities: goal setting, planning, forecasting, control, correction, evaluation, elements of volitional self-regulation;
Performing laboratory experiments and practical work.
Task 1: What substance will precipitate if you mix solutions of silver nitrate and hydrochloric acid? Write reaction equations. Can a precipitate be expected if sulfuric acid is used instead of hydrochloric acid? phosphorus? Test your assumptions experimentally.
Task 2: Independent work with information to complete a specific task based on the use of the textbook content. What factors influence the rate of a reaction? Continue filling in the table. Try to give examples in it that are different from those described in the text of the paragraph. Fill the table
Tasks that form cognitive universal learning activities
Cognitive universal learning activities provide:
Possession by students of logical and sign-symbolic UUD;
Independent creation of activity algorithms in solving problems of a creative and exploratory nature;
Formation of information and cognitive competence;
Establishing connections in any field of knowledge;
Ability to perform simple logical actions, compound logical operations;
Specific ways of transforming the educational material and represent the modeling activities.
Exercise 1. Convert schema
The combustion of hydrogen sulfide H 2 S is described by the reaction scheme:
H 2 S +? O 2 →? SO 2 + ?H 2 O.
Arrange the coefficients by converting this scheme into a reaction equation.
The formation of universal logical actions can be facilitated by the implementation of laboratory experiments, practical work and training tasks in which it is required to define concepts, make generalizations, establish cause-and-effect relationships, formulate conclusions, complete the missing components, select the bases and criteria for comparing and classifying objects.
Task2. Logical chain. Write the reaction equations corresponding to the following schemes and determine the type of each reaction:
a) HBr → H 2 → ͢Ca
Tasks that form communicative universal learning activities.
Communicative universal learning activities provide:
social competence and conscious orientation of students to the positions of other people
Ability to listen and engage in dialogue, participate in a collective discussion of problems
Ability to build productive interaction and cooperation with peers and adults
Exercise 1:
Prepare a story about the use of non-metals. Suggest several sources of information on the topic and exchange lists with classmates.
Task 2: Determination of the acidity of some foods. Investigate for indicators the action of acids that are part of food products: apple juice, lemon juice, solution acetic acid, pepsi cola, fanta. Record the results of the study in a table.
Purpose: the formation of communicative actions related to the ability to carry out joint activities, with the ability to listen and hear the interlocutor, to understand the possibility of different grounds for evaluating the same subject, to take into account different opinions and be able to justify one's own.
Of course, such tasks form not only communicative UUD, but also regulatory, cognitive and personal ones.
The formation of regulatory, communicative and cognitive UUD in its entirety is considered as the main content of the meta-subject results of education designated by the Federal State Educational Standard.
Sections: elementary School
The main object of evaluation of meta-subject results is the formation of regulative, communicative and cognitive universal educational actions (hereinafter - UUD) among students. The evaluation of meta-subject results involves the evaluation of universal learning actions of students (regulatory, communicative, cognitive), i.e. such mental actions of students that are aimed at analyzing their cognitive activity and managing it. These include:
The student's ability to accept and maintain learning goal and tasks;
Independently transform a practical task into a cognitive one;
The ability to plan one's own activities in accordance with the task set and the conditions for its implementation and to look for means of its implementation;
The ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;
Ability to carry out information search, collection and selection of essential information from various information sources;
The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
The ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, establishing analogies, referring to known concepts;
The ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
The achievement of meta-subject results is ensured by the main components educational process- subjects included in the mandatory part of the curriculum. The main content of the assessment of meta-subject results at the elementary level general education built around the ability to learn. Assessment of meta-subject results is carried out in the course of various procedures:
Solving problems of a creative and exploratory nature,
educational design,
Final checks,
Complex work on an interdisciplinary basis,
Monitoring the formation of basic learning skills.
Control methods: observation, design, testing.
Forms of control: individual, group, frontal forms; oral and written questioning; personalized and non-personalized.
Control tools: UUD tasks, observation map, test, monitoring map, self-assessment sheet or diary.
The levels of achievement of meta-subject results are presented in the table.
Table 1
Levels of achievement of metasubject results
| Meta- subject results |
1 level | 2 level | 3 level |
| Regulus- active |
The ability to plan one's own activities in accordance with the task and the conditions for its implementation. | The ability to control and evaluate their actions, to make adjustments to their implementation based on the assessment and taking into account the nature of the errors. | Acquiring the skill of self-regulation |
| Know- body |
The ability of the learner to accept and maintain the learning goal and objectives | independently convert practical task in cognitive; the ability to carry out information search, collection and selection of essential information from various information sources | Show initiative and independence in learning. The ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems. |
| Communi- cationic |
Ability to cooperate with the teacher and peers in solving educational problems | Ability to listen and engage in dialogue; participate in a group discussion of the problem. |
Ability to integrate into a peer group and build productive interaction and cooperation with peers and adults; possession of monologue and dialogic forms of speech; The ability to express and defend one's point of view, to accept another. |
One of the forms of monitoring the formation of UUD in junior schoolchildren is a comprehensive review. Its purpose is to assess the achievement of the planned results in two interdisciplinary programs “Reading: working with information” and “The program for the formation of universal educational activities”, i.e. assessment of the ability of primary school graduates to work with information presented in various forms (in the form of literary and scientific-cognitive texts, tables, diagrams, graphs, etc.), and to solve educational and practical problems based on the formed subject knowledge and skills, as well as universal educational activities on an interdisciplinary basis.
The program "Reading: working with information" has a complex structure, in which, for the purposes of the final assessment, the following four blocks of learning activities (skills) can be conditionally distinguished:
Block “Receiving, searching and fixing information”: consciously read texts in order to master and use information; find information given explicitly or implicitly;
Block “Understanding and transforming information”: determine the topic and main idea of the text, draw up a text plan, interpret and summarize information, convert information from a continuous text into a table, analyze and evaluate the content, language features and structure of the text, etc .;
Block “Application and presentation of information”: present the same information in different ways;
Block “Assessing the reliability of the information received”: based on existing knowledge and life experience, detect gaps in information and find ways to fill these gaps, identify conflicting information contained in the text or other sources.
Each of the listed blocks can be included in the complex work as an object of the final assessment. Obviously, all the planned results included in this program cannot be covered by a formalized final assessment carried out in the form of a written work. Only those skills that are necessary for continuing education in the basic school and that can be tested within the framework of written work will be taken out for the final assessment. The end of primary school education is considered to be the time when the transition from learning to read to reading to learn occurs. Therefore, the basis for evaluation are texts of different content. The content of some of the texts should not go beyond the life experience of primary school graduates. However, most of the texts will include a variety of educational and practical situations that go beyond the limits of children's experience, since in the main school they will have to work mainly with such texts.
Among the universal learning activities that form the basis for continuing education, the following groups of activities can be selected for a comprehensive assessment:
In the field of regulatory universal educational activities - the ability to accept and maintain the educational goal and task, plan its implementation, including internally, control and evaluate one's actions, make appropriate adjustments to their implementation
In the field of cognitive universal educational actions - to use sign-symbolic means, including modeling, to master a wide range of logical actions and operations, including general methods of solving problems;
In the field of communicative universal educational actions, it is necessary to adequately convey information and express one's thoughts in accordance with the tasks set and display the subject content and conditions of activity in speech.
Thus, the integrated work will assess the formation of individual universal educational methods of action (regulatory, cognitive and communicative) in the course of solving various problems on an interdisciplinary basis.
To conduct a comprehensive assessment, special complex tasks have been developed. Each task proposes a situation described in one or more texts, in which information can be presented in different forms, involving drawings, diagrams, diagrams, tables, etc. Each complex task consists of separate questions or tasks. Due to the need to cover a sufficiently large range of skills in two interdisciplinary programs, the structure of the work includes two parts, each of which is aimed at assessing the achievement of planned results for one of the programs being evaluated. The time to complete each part is one lesson. The work is done in two days.
Measuring materials for carrying out complex final work may include a different number of complex tasks, which will be determined by the characteristics of the object of assessment and the situation under consideration proposed for completing tasks, as well as the form of information presentation. The work uses a variety of types and forms of tasks. According to the form of the answer, the following types of tasks can be distinguished;
With the choice of one or more correct answers;
To establish consistency and conformity;
With a free short answer (it is required to write a short answer in the form of a number or a word in the space provided, indicate the location of the subject);
With a free detailed answer (required to write down a full answer, solution or explanation for the answer).
Comprehensive final work should be carried out on the basis of standardized tools that have age norms for performing both individual tasks and work as a whole. Based on the results of the complex work, it is planned to build profiles of the ability of primary school graduates to work with information and solve educational and practical problems, taking into account the attraction of knowledge and skills from individual subjects and universal methods of action. The performance of individual tasks can be assessed with a different number of points (from 0 to 5 points) depending on the structure of the task, its level of complexity, the format of the answer, and the characteristics of the skills being tested. Checking the performance of tasks is carried out on the basis of developed criteria that take into account the real answers of primary school graduates. The number of points awarded is determined taking into account the completeness and correctness of the assignment. For completing tasks with the choice of one correct answer, the student receives 1 point. If more than one answer is chosen, including the correct one, then the task is considered to be completed incorrectly (0 points are given). If there is no answer, regardless of the type of tasks, then 0 points are given. Multiple choice tasks can be assigned 0, 1 or 2 points. For completing tasks with a short or detailed answer, the student can receive from 0 to 5 points. Evaluation of the performance of tasks with a free detailed answer is carried out in compliance with the following general rules. If, along with the correct answer, an incorrect answer is given, then the task is considered to be completed incorrectly. If, along with the correct answer, an additional answer is given that does not correspond to the task, the task is considered partially completed. Correct answers to tasks with a choice of answers and with a short answer, solutions to tasks with a detailed answer and a description of complete and partially correct answers to these tasks are given in the recommendations for assessing the performance of tasks of a specific complex final work. The student's performance of the work as a whole is evaluated by the total score received by the student for completing the tasks of two separate parts and the entire work. The results of the complex work are presented for each student as a percentage of the maximum score for completing the tasks of two separate parts and the entire work. The accepted minimum criterion for mastering educational material ranges from 50% to 65% of the maximum score, depending on the degree of introduction of the standard (planned results) into the practice of primary school. For the first stage of the introduction of complex work, you can limit yourself to a minimum criterion of 50% of the maximum score. The conclusion based on the results of the implementation of complex work is made taking into account the score received for its implementation.
If a primary school graduate receives a number of points for completing all the work that is below the specified minimum criterion for mastering the educational material, then we can conclude that he has insufficient preparation to continue his education in the main school. With such preparation, it is possible to predict the occurrence of difficulties for the student in studying certain subjects in the basic school. If the student scored a number of points equal to or exceeding the specified minimum criterion for mastering the educational material, then we can conclude that the student demonstrates mastery of the basic educational actions necessary to continue education at the next level, at the level of correct performance of educational actions or at the level of conscious voluntary learning activities.
The student's working portfolio is a modern pedagogical tool for supporting the development and evaluation of students' achievements, focused on updating and improving the quality of education; implements one of the main provisions of the Federal state educational standards of general education of the second generation - the formation of universal educational activities; allows you to take into account the age-specific features of the development of universal educational activities of primary school students; the best achievements of the Russian school at the stage of primary education; as well as pedagogical resources of educational subjects of the educational plan; involves the active involvement of students and their parents in assessment activities based on problem analysis, reflection and optimistic forecasting. The working portfolio as an innovative product is systemic. In the educational process of primary school, it is used as: a procedural way of recording the achievements of students; a collection of useful information; visual evidence educational activities student; an occasion for a “meeting” of a student, teacher and parent. Advantages of a work portfolio as a method of assessing student achievement:
Focused on the procedural control of the new priorities of modern education, which are UUD (universal learning activities);
It takes into account the peculiarities of the development of students' critical thinking through the use of three stages: challenge (problem situation) - comprehension - reflection;
Helps learners to define their own learning goals, actively appropriate information, and reflect on what they have learned.
The system of evaluation of educational achievements. Results of monitoring of meta-subject and personal achievements.
In the Federal State Educational Standards of the PEP, the requirements for educational results are defined as an independent pedagogical category and act as criteria for assessing the educational achievements of schoolchildren.
Today, not only educational achievements are evaluated, but also creativity and personal initiative of the child in school life. The humanization of education requires professionalism, effort, time, the desire of the teacher to work in the mode of a comprehensive final assessment, it must be objective and differentiated. It is necessary to teach children to evaluate their actions, their results, their progress. The ability to control and evaluate their actions creates motivation for self-improvement of their actions, and the cognitive activity of children will also increase.
The federal state educational standard contains clear requirements for the system for assessing the achievement of planned results.
The purpose of the assessment activity is to orient the student to achieve results:
- in spiritual and moral development and education (personal results)
- in the formation of educational universal actions (meta-subject results)
- in mastering the results of educational subjects (subject results).
Student results are actions (skills) for using knowledge in the course of solving problems. Separate actions, first of all, successful ones, are worthy of evaluation (verbal characteristics), and the solution of a full-fledged task is worthy of evaluation and marks.
Evaluation of subject results.
Diagnosis includes control, verification, evaluation, accumulation of data on the level of knowledge and learning of students, their analysis, identification of dynamics, trends, forecasting further developments, the ability to correct work with students. The system for monitoring and evaluating students' activities provides for a combination of external control with mutual control and self-control, stage-by-stage control of each, feasibility of requirements, open prospects for correction, publicity of results, removal of fear of a low mark, the ability to retake a topic, control work.
Assessment methods: oral control (individual, frontal, group, mutual survey, etc.), written control (historical dictation, independent work, practical work, work with a printed notebook in the classroom, variant and different-level tests), test control, game control (creative tasks, crossword puzzles, texts with errors, writing tests at home, design work, non-traditional lessons). In the final grades, we perform assignments on the model of the GIA and the Unified State Examination, including online tests, which the guys decide at home, at consultations, sometimes I practice home tests.
Academic years | Classes (specify your classes) |
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8a class. | 8 b cells. | 11 a class. |
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success | quality zn. | cf. b. | success | quality zn. | cf. b. | success | quality zn. | cf. b. |
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2013-2014 (AND) | |||||||||
2013-2014 (O) | |||||||||
Academic years | Classes (specify your classes) |
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5a class. | 5 b cells. | 5 in class. | 5 g class. |
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success | quality zn. | cf. b. | success | quality zn. | cf. b. | success | quality zn. | cf. b. | success | quality zn. | cf. b. |
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2015-2016 (AND) | ||||||||||||
Academic years | Classes (specify your classes) |
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9a class. | 9 b cells. |
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success | quality zn. | cf. b. | success | quality zn. | cf. b. |
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2015-2016 (AND) | ||||||
2015-2016 (O) | ||||||
Academic years | Classes (specify your classes) |
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6 a class. | 6 b cells. | 6 in class. | 6 g class. |
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success | quality zn. | cf. b. | success | quality zn. | cf. b. | success | quality zn. | cf. b. | success | quality zn. | cf. b. |
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2016-2017 (AND) | 48,5 | 3,59 | 69,7 | 3,91 | 59,4 | 3,78 | 52,4 | 3,57 |
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2016-2017 (O) | 84,4 | 3,97 | 93,3 | 4,18 | 66,7 | 3,88 | 3,58 |
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Completely new for the school are meta-subject diagnostic works, composed of competency-based tasks that require the student not only cognitive, but also regulatory and communicative actions. New and diagnostic results of personal development, which can be carried out in different forms (diagnostic work, observation results, etc.)
The usual form of control in the form of tests, tests and tests is supplemented by new forms of control results such as:
- purposeful observation (actions and qualities shown by students according to the given parameters);
- self-assessment of the student according to the accepted forms;
- the results of a variety of educational, extracurricular and extracurricular activities, students' achievements;
- results of educational projects.
These forms of control are aimed at maintaining the success and motivation of the student, at ensuring his psychological safety. Everyone should have the right to an individual educational route, to their own pace of mastering the material, which is sometimes difficult to implement in the classroom. Observation students (can be carried out according to the following parameters: attitude to activities in the lesson, the intensity of efforts to complete the tasks, activity, the ability to set goals, plan work, ways to organize work, etc. Based on the results of observations and after a certain fixation (for each lesson, they can different parameters are assumed for observations that are fixed, for example, using “+” or “-”) the teacher can give an assessment, i.e. verbal description of the results of actions (well done, original, very logical, inaccurate here, you need to think, etc. .)
The level of personal and meta-subject results of mastering the main educational program by students
6th grade
Meta-subject skills and personal qualities | Levels | 34 students | 33 students | 34 students | 27 students | Total 128 students |
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cognitive UUD | tall | 32,5 | 31,75 |
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average | 55,25 |
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short | 12,5 | ||||||||||
Regulatory UUD | tall | 13,75 | 15,5 |
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average | 71,5 |
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short | 16,25 | ||||||||||
Communicative UUD | tall | 58,5 | 59,5 |
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average | 39,25 | 39,25 |
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short | 2,25 | 1,25 |
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Personal quality | tall | 4,25 | 4,25 |
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higher middle | 40,75 | 43,75 |
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average | 51,5 | ||||||||||
below middle | 1,25 | ||||||||||
short | |||||||||||
Observations of students in the classroom show: the children began to speak better, respond more easily to the teacher's questions, enter into a dialogue; they do not just reproduce what they saw or read (heard), but they also know how to reason, draw conclusions, justify and defend their opinion; able to work in pairs; show self-organization skills in a group aimed at solving a learning problem, learn to plan ways to achieve a goal; most of the children adequately assess their activities in the lesson, their own ability to complete the task.
Another way to control is self-esteem . Can the student adequately assess their results? There are a number of techniques for developing self-control and adequate self-esteem. In the lessons of history and social studies, the following methods can be used to form this skill.
- A very good way is to keep success diaries. Each week, students write down what they learned well and what problems they have and make notes on overcoming problems.
- The teacher individually discusses with the students the zone of proximal development, self-development, ways to achieve progress.
- When checking written work, you can not correct errors, but use correction codes to enable students to correct errors themselves.
- To include students in the action of mutual control and mutual evaluation with individual answers, all students make brief notes according to a certain scheme, including the criteria for evaluating a certain type of activity, and give a verbal description of the answer. This method helps to learn how to adequately perceive constructive criticism and correctly express comments.
- A very good way is to record the student's speech, and then give him the opportunity to find his mistakes while listening.
- When performing written creative works in the classroom during the editing stage, you can do this work in pairs or groups, or exchange texts and edit someone else's work.
- Group statistical surveys are also interesting. Students find out the existence of priorities and problems, the success of completing tasks, and then, summarizing the data, report statistics to the class or draw up a wall newspaper, memo, etc.
As one of the ways to develop self-esteem, students place themselves on the “ladder of success”, evaluating their knowledge and skills, and then classmates place each other on the same ladder, since the assessment is carried out not only by the personality of oneself, but also by people around.Self-Assessment Algorithm(main questions after completing the task):
1. What was the purpose of the assignment? (Learning to remember the purpose of the work.)
2.Did you get the result? (Learning to compare the result with the goal.)
3.Correct or wrong? (Learning to find and admit mistakes.)
4. Independently or with someone's help?(Learning to evaluate the process.)
- An important condition for the development of adequate self-esteem is the joint development of criteria for evaluating certain skills. As for history and social studies, skills and receptive skills (testing) can be easily assessed by comparing the answers with the keys. While for the correct assessment of productive skills (oral answer), certain criteria must be developed.
Let's look at ways to assess the achievements of students in different areas (study, creativity, communication, work), etc. One of the ways to record such achievements is portfolio - a collection of works and results that show the efforts, progress, and achievements of the student.
Another way to assess learning outcomes is to project . The project is both the driving force of personal development and a great way to control educational outcomes. The project is a way and means for students to gain life experience, the important components of which are self-expression and self-realization of the individual in different types activities. During the implementation of the project, students jointly solve the problem, following the logical chain of elements: need - motive - tasks - actions - result. The project is valuable because in the course of its implementation, students independently acquire knowledge, gain experience, get involved in real activities, take personal responsibility for progress in learning, and participate in the joint evaluation of project results.
This approach presents a model that contributes to the most effective achievement by students of planned learning and development outcomes and the search for joint ways to evaluate them. The principle of this approach for students can be formulated as follows: I know the sequence of work on the problem, I know how to work independently, I know how to work with sources of information, I can develop a project, publicly defend it and objectively evaluate my activities.
If we want to develop in a student the ability to independently evaluate the results of his actions, control himself, find and correct his mistakes, relieve him of the fear of school control and assessment, preserve the psychophysical health of children, then we must inevitably tend to use new methods of assessing students' educational achievements. .
I approach knowledge assessment technology, first of all, as a means of providing feedback that allows all participants in the process (both teachers, students, and parents) to understand the level of mastering the material being studied. After all, the more meaningful the feedback, the more effective the response to it can be. Therefore, I am looking for ways to facilitate the transition from the traditional way of grading (a five-point system) to a more constructive approach: using stimulating functions in assessing student work, self-assessment, peer assessment of student written work and oral responses using a cumulative assessment system.
Preview:
Diagnosis and monitoring of the child's personal development
Introduction 3
I. Personal qualities of the child 4
II. Methods for diagnosing personal development
II.1. Methodology for diagnosing self-esteem Dembo - Rubinstein 6
II.2. Method "Ladder" (V.G. Shchur) 7
II.3. Methodology "Sustainability of interests" 8
II.4. Test "Creativity" 8
II.5. Methodology for determining the level of imagination 12
Conclusion 14
References 15
Introduction
Recently, in institutions of additional education for children, some experience has been gained in evaluating the effectiveness of the educational process. Monitoring the quality of educational activities UDOD is a mechanism for tracking the effectiveness of this activity. If the educational activity of the UDOD is the implementation of the process of education, upbringing and development of the child's personality through the creation of favorable conditions, then the monitoring of this activity should be aimed at studying the personality of the child and the conditions for its development created in the educational institution.
The purpose of monitoring is to find out how much the educational process organized in the institution of additional education for children contributes to positive changes in the personality of the child, the formation of key competencies; to discover and solve the most acute problems of its organization in order to analyze, generalize and disseminate the positive experience of the activities of teachers.
Basic requirements for monitoring personal achievements. This is a clear definition of objects and subjects of monitoring; participation in the monitoring of each subject of the educational process; the presence of uniform parameters, criteria for tracking and evaluating educational results; manageability and flexibility of the monitoring process; scientific-methodical and psychological substantiation of monitoring.
Methods used in monitoring personal achievements: pedagogical observations, analysis and study of pedagogical documentation, analysis and study of the results of productive activity, questionnaires, psychological tests and methods. In the process of monitoring an institution of additional education, the following questions are clarified: is the goal of the educational process achieved, is there a positive trend in the development of the student compared to the results of previous ones? diagnostic tests and etc.
The dynamics of the child's personal development in the process of mastering an additional educational program can be traced in 4 directions. Each direction is a corresponding block of personal qualities.
Indicators (evaluated parameters) | Criteria | The degree of severity of the assessed quality | Possible points | Diagnostic methods |
1. Organizational and volitional qualities 1.1 Patience 1.2.Will 1.3. self control | Ability to carry loads for a certain time The ability to actively motivate oneself to take practical action Ability to control your actions | Patience is enough for less than half the lesson Patience is enough for more than half the lesson Patience for everything Volitional efforts are motivated from outside Sometimes by the child Always by the child Constantly under external control Periodically self-monitoring Constantly in control of himself | Observation |
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2. Orientation qualities 2.1..Self-assessment 2.2 Interest in classes | The ability to evaluate yourself adequate to real achievements Conscious participation of the child in the development of the educational program | Overpriced understated Normal (adequate) Interest in classes is dictated from outside Interest is periodically maintained by the child himself Interest is constantly maintained by the child himself | Testing Questionnaire |
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3. Behavioral qualities 3.1 Type of cooperation Attitude to general affairs T/O | The ability to perceive common affairs as one's own | Avoids participation in common affairs Participates when prompted from outside Initiative in common affairs | Observation |
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4.Creativity | Creativity in performing creative work | First level reproductive level creative level | Questionnaire |
- Block 1 - organizational - volitional qualities - they are the basis of any activity;
- 2 block - orientational personality traits - encourage the activity of the child;
- Block 3 - behavioral characteristics - reflect the type of communication with peers;
- 4 block - creative abilities (creative imagination, creative thinking)
It is these qualities that are highlighted by the object of observation not by chance. Recently, schoolchildren have seen a sharp decline in organizational and volitional qualities: the ability to independently plan their activities, set certain tasks for themselves, force themselves to perform the necessary, but not particularly interesting work, build their relationships with peers and adults. Today, the personal development of the child is carried out through its adaptation to an extremely controversial socio-cultural environment. And who, if not a teacher of additional education, can interest his pupils in knowing themselves. After all, it depends on the teacher how the development of personal qualities will take place, because. the teacher is the organizer of educational activities.
The composition of each block of personal qualities can be traced in the table.
Work on the proposed technology will help to promote the personal growth of the child, to identify how he came, what he learned, what he became after a while.
The 1st group of indicators includes:
- Patience. This quality, although given to the child by nature, lends itself to directed formation and change. When evaluating his level, the highest score - 3 is given for the fact that the child has enough strength to complete tasks throughout the lesson, without external stimuli.
- Will. This quality can also be formed from an early age. The highest score is given to the child's ability to perform certain activities at the expense of his own volitional efforts, without outside motivation from the teacher. Patience and will are developed by the method of constant control of the child over his own behavior. Another condition for the upbringing of these qualities is the development of a child's faith in his own strength, getting rid of the fear of failure. Also of great importance is the encouragement of the child for the most insignificant successes in the manifestation of patience and will.
- The first block of personal qualities is completed by self-control. Shows whether the child is able to obey the requirements, achieve the intended results. Forms of self-control can be very different: for one's own attention, one's memory, one's own actions, etc.
For the diagnosis of the above personal qualities of children, the most common method of observation.
- Observation allows you to simultaneously capture the behavior of a number of people in relation to each other or to certain tasks, objects, etc.
- Observation allows research to be carried out regardless of the readiness of the observed subjects.
- Observation makes it possible to achieve multidimensional coverage, that is, fixation in several parameters at once - for example, verbal and non-verbal behavior.
- Efficiency of obtaining information.
The 2nd group of indicators includes self-assessment and interest in classes.
Self-esteem. This is the idea of the child about their strengths and weaknesses. Self-esteem starts or slows down the mechanism of self-development of the individual. Adults largely determine what level of self-esteem will be formed in a child: underestimated, normally developed or overestimated. Low self-esteem means the underdevelopment of a positive self-image, disbelief in one's own strengths. This means that there is no internal incentive for development. These children require special attention, constant praise for the most minimal achievement. Normal self-esteem means that the child has formed an adequate idea of their strengths and weaknesses. It is this level of self-esteem that is an effective stimulus for self-development of the individual. Inflated self-esteem can appear both as a result of immoderate praise, and as a result of an inadequate assessment of his own giftedness, which the child perceives as superiority over others. Such self-esteem deprives the child of an incentive to develop, gives rise to his desire to achieve leadership in the group at any cost, including at the expense of other children. Such children are difficult to control, aggressive, almost incapable of working on themselves. It is very important for the teacher to identify children with one or another level of self-esteem, since this forms the basis for individually oriented work in a group.
To determine the level of self-esteem, you can use the following diagnostic methods:
- Dembo-Rubinshtein self-assessment diagnostics method modified by A.M. parishioners.
- Method "Ladder" (V.G. Shchur).
Dembo-Rubinshtein self-assessment diagnostics method modified by A.M. The parishioner is based on direct assessment (scaling) by students of a number of personal qualities, such as health, abilities, character, etc. Subjects are asked to mark the level of development of these qualities on the vertical lines with certain signs (an indicator of self-esteem).
Job progress
Instructions for the test
“…Imagine this convention: at the top pole is the healthiest person in the world, at the bottom is the sickest person, and between them all other people, including you and me.
Mark with a dash on the scale how you evaluate yourself at the moment for each parameter.
Any person evaluates his abilities, capabilities, character, etc. The level of development of each quality can be conventionally depicted by a vertical line. The bottom point will symbolize the lowest development, and the top - the highest.
The lines represent:
Health;
Mind (ability);
Character;
Appearance;
Self-confidence
Under each line is written what it means. On each line, mark with a line how you evaluate the development of this quality in yourself at a given moment in time.
Task: seven lines are shown on the sheet, each 100 mm long, indicating the upper, lower points and the middle of the scale. At the same time, the upper and lower points differ in noticeable features, the middle - a barely noticeable point. The technique can be carried out both frontally - with the whole group, and individually. During frontal work, it is necessary to check how each child completed the first scale.
Processing of results: processing is carried out on six scales (the first, training "health" - is not taken into account). Each answer is expressed in points. The size of each scale is 100 mm, respectively, the answers receive a quantitative characteristic (for example, 54 mm - 54 points).
The height of self-assessment is determined from 0 to the mark on the line.
Evaluation and interpretation of individual parameters:
A self-esteem level of less than 45 is low;
Self-esteem level 45 - 59 - average;
Self-esteem level 60 - 74 - high;
Self-esteem level 75 - 100 - very high
A score of 45 to 74 (medium and high self-esteem) certifies a realistic (adequate) self-esteem. A score of 45 and above indicates an overestimated self-esteem and indicates certain deviations in personality formation. Inflated self-esteem can confirm personal immaturity, the inability to correctly assess the results of one's activities, to compare oneself with others. Such self-assessment may indicate significant distortions in the formation of personality, "closedness to experience", insensitivity to one's mistakes, failures, comments and assessment of others.
A score below 45 indicates low self-esteem (underestimation of oneself) and indicates extreme trouble in personality development. These children constitute the "risk group". Two completely different psychological phenomena can be hidden behind low self-esteem: genuine self-doubt and “protective”, when declaring (to oneself) one’s own inability, lack of ability, allows one not to make any efforts.
With adequate self-esteem (45 - 74), a person correctly correlates his capabilities and abilities, is quite critical of himself, seeks to realistically look at his failures and successes. He tries to set achievable goals for himself.
To determine the self-esteem of younger students, you can use the "Ladder" method (V.G. Shchur)
Methodology "Ladder"We draw a ladder of 10 steps on a piece of paper.
We show the child a ladder and say that the worst boys and girls are on the lowest step.
On the second, a little better, but on the top step are the nicest, kindest and smartest boys and girls.
What step would you place yourself on?
Results processing:
1-3 step - low level of self-esteem (low);
4-7 step - the average level of self-esteem (correct);
8-10 step - high level self-esteem (inflated).
Methodology "Sustainability of interests"
Instructions: Write as many words as you can within 3 minutes. As much as possible! Then, in 3 minutes, write as many words as possible related to the activity in your creative group. Data counting.
Calculate the percentage of words directly related to your preferred activity or field of knowledge to the total number of all written words. If the received percentage for the preferred type of activity is higher than the percentage of the total number, then the child has a high level of stability of interest in the subject of activity.
The type of cooperation belongs to the 3rd group of indicators.
Cooperation (the child's ability to take part in a common cause). Team work It is connected with the distribution of functions between the participants and implies the ability of the child: to reckon with the opinions of others, to limit oneself in some way, to take the initiative. The table highlights several levels of cooperation
The type of cooperation can be diagnosed by observation.
The 4th group of indicators includes creativity.
Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.
To study creativity, you can use the test "Creativity", aimed at identifying the creative potential of children and the ability to find a non-standard solution, a technique for determining the level of imagination.
Test "Creativity"
Choose one of the answer options.
1. Do you think that the world around you can be improved:
a) yes;
b) no, he is already good enough;
c) Yes, but only to a certain extent.
2. Do you think that you yourself can participate in significant changes in the world around you:
a) yes, in most cases;
b) no;
c) yes, in some cases.
3. Do you think that some of your ideas would bring significant progress in the field in which you work:
a) yes;
b) yes, under favorable circumstances;
c) only to some extent.
4. Do you think that in the future you will play such an important role that you will be able to fundamentally change something:
a) yes, for sure;
b) it is unlikely;
c) maybe.
5. When you decide to take some action, do you think that you will carry out your undertaking:
a) yes;
b) often think that you will not be able to;
c) Yes, often.
6. Do you feel like doing something that you absolutely do not know:
a) yes, the unknown attracts you;
b) the unknown does not interest you;
c) It all depends on the nature of the case.
7. You have to do something unfamiliar. Do you feel the desire to achieve perfection in it:
a) yes;
b) satisfied with what you have achieved;
c) yes, but only if you like it.
8. If you like a case that you do not know, do you want to know everything about it:
a) yes;
b) no, you want to learn only the most basic;
c) no, you only want to satisfy your curiosity.
9. When you fail, then:
a) you persist for some time, contrary to common sense;
b) give up on this idea, as you understand that it is unrealistic;
c) continue to do your job, even when it becomes obvious that the obstacles are insurmountable.
10. In your opinion, a profession should be chosen based on:
a) their capabilities, future prospects for themselves;
b) stability, significance, the need for the profession, the need for it;
c) the benefits it will provide.
11. When traveling, could you easily navigate the route that you have already traveled?
a) yes;
b) no, you are afraid to go astray;
c) yes, but only where you liked and remembered the area.
12. Immediately after a conversation, can you remember everything that was said:
a) yes, without difficulty;
b) you can’t remember everything;
c) remember only what interests you.
13. When you hear a word in an unfamiliar language, you can repeat it syllable by syllable without error, without even knowing its meaning:
a) yes, no problem
b) yes, if the word is easy to remember;
c) repeat, but not quite right.
14. In your free time, do you prefer:
a) stay alone, think;
b) be in the company;
c) you do not care whether you will be alone or in the company.
15. You are doing something. You decide to stop this activity only when:
a) the job is finished and seems to you perfectly done;
b) you are more or less satisfied;
c) you have not yet managed to do everything.
16. When you are alone:
a) like to dream about some even, maybe, abstract things;
b) at any cost trying to find a specific occupation;
c) sometimes like to dream, but about things that are related to your work.
17. When an idea captures you, then you will think about it:
a) no matter where and with whom you are;
b) you can only do this in private;
c) only where it will not be too noisy.
18. When you stand up for some idea:
a) you can refuse it if you listen to the convincing arguments of your opponents;
b) stay with your opinion, no matter what arguments you hear;
c) change your mind if the resistance is too strong.
Calculate the points you have scored in this way:
for the answer "a" - 3 points;
for the answer "b" - 1;
for the answer "c" - 2.
Questions 1, 6, 7, 8 define the limits of your curiosity;
questions 2, 3, 4, 5 - faith in yourself; questions 9 and 15 - persistence; question 10 - ambition; questions 12 and 13 - "auditory" memory; question 11 - visual memory; question 14 - your desire to be independent; questions 16, 17 - the ability to abstract; question 18 - the degree of concentration.
The total amount of points scored will show the level of your creativity.
49 or more points. You have a great deal of creativity that presents you with a wide range of possibilities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you.
From 24 to 48 points. You have quite normal creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you, of course, wish it.
23 points or less. Your creativity, alas, is small. But maybe you just underestimated yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of it and thus solve the problem.
Imagination - mental reproduction of something or someone, fantasy. It is closely connected with thinking, since image and thought always act as a unity. Imagination contributes to the anticipation of the future and, as it were, revives the past. The terms "imagination" and "fantasy" are synonymous.
Methodology for determining the level of imagination
Instructions: You are offered 12 test questions. They must be answered either "yes" or "no". The first number in brackets (number of points) means a positive answer, the second - a negative one.
1. Are you interested in painting? (2, 1).
2. Do you often get bored? (12).
3. When telling a story, do you like to decorate it with a colorful piece of your own? (ten).
4. Are you proactive at work? (2, 1).
5. Do you write "broadly", do you take up a lot of space on paper? (1.0).
6. Are you guided by the laws of fashion or your own taste in choosing clothes? (2, 1).
7. Do you like to draw the same figures on a sheet of paper during meetings or lectures? (Oh, 1).
8. When listening to music, do you imagine any images associated with it? (1.0).
9. Do you like to write long letters? (2, 1).
10. Do you sometimes dream in color? (ten).
11. Do you like to mentally be in those dreams that you know only from stories? (ten).
12. Do you often cry, get upset at the movies? (ten).
So count up the points. 14-17 points: You have a rich imagination. If you can apply it in life, you will achieve great creative success. 9-13 points: average imagination. This imagination is found in many people. It depends on you and only on you whether you can develop it. 5-8 points: you are a realist in every sense of the word. You don't hang in the clouds. However, a little imagination never hurt anyone. So think about yourself.
Criteria for assessing personal development
- 10 - 12 points - low level of development;
- 13 - 21 points - average level of development;
- 22 - 30 points - high level of development
Conclusion
The formation of personal qualities is a long process, it is delayed. It is difficult to identify and evaluate personal qualities. Nevertheless, every teacher should reveal the results of the educational activities of children in their entirety. This is due to the specifics of additional education for children.
Analysis of the quality of the educational process, the development of the child's personality, the professional growth of a teacher of additional education are the starting points for creating a monitoring system in an institution of additional education.
Systematic assessment of learning success, personal qualities by methods of psychological and pedagogical diagnostics during all the years of a child (group) training according to the program allows the teacher to determine the directions of educational work with each pupil and children's team throughout the entire period of study, as well as to analyze the effectiveness of educational work in the children's association.
Bibliography
- Astrakhantseva S.V. Management of the quality of education and upbringing in the institution of additional education // Additional education. - 2006. - No. 9. - P.12-15.
- Bikteeva A.D. Personal achievements as criteria for the effectiveness of educational systems / / Vneshkolnik Orenburg, Orenburg: Metropolis LLC, RA Metro, 2005. - No. 1-2 - P. 41-42.
- Zhurkina A.Ya. Monitoring the quality of educational activities in the institution of additional education for children. - M.: GOUDOD FTSRSDOD, 2005. - 72p.
- Kodolov S.M. System for monitoring and evaluating the results of the activities of participants in the educational process // Additional education. - 2005. - No. 8. - P.17-24.
- Kochergina G.D. Development of the educational process in UDOD
- // Additional education. - 2006. - No. 11. - P.3-7.
- Kruglova L.Yu. On the activity of the teacher in the conditions of modernization of additional education / / Additional education. - 2006. - No. 9. - P.8-11.
Monitoring of meta-subject results .
Work done:
Grigorieva Olga Nikolaevna, teacher of mathematics, MBOU "Secondary School No. 10", Cheboksary
Smyslova Lyubov Yurievna, teacher
Informatics MBOU "Secondary School No. 10", Cheboksary
Makarova Nadezhda Vladimirovna, mathematics teacher, MBOU "Secondary School No. 10", Cheboksary
Danilova Lyudmila Valerianovna, teacher of mathematics, MBOU "Secondary School No. 10", Cheboksary
Target- Obtaining information about the state and dynamics of the system for the formation of UUD in the context of the implementation of federal state standards of the new generationin mathematics in extracurricular activities.
Tasks, which are solved by monitoring:
development of motives for objective activity and the formation of the personal meaning of teaching;
development of the ability to work with information (collection, systematization, storage, use);
development of the ability to combine theoretical material with practical activities;
development of the ability to use various methods of information search;
formation of the ability to accept and maintain the goal and learning objectives of the activity;
formation of the ability to competently build statements in accordance with the tasks of communication;
formation of the ability to express one's point of view and argue it;
the formation of skills in the use of semantic reading techniques.
Addressees: monitoring is focused on students in grades 5-6.
Approbation and publication level: 2013-2015 academic years, 5th and 6th grades of MBOU "Secondary School No. 10" in Cheboksary.
Relevance.
The world in which we live is extremely complex, in order to understand it, often there is not enough knowledge gained not only at school, but also in several universities. And all because we have been studying disparate disciplines for many years, without highlighting any connection between them. Today, there is hope that the situation will change dramatically with the introduction of new general education standards in schools, which, as a new approach, include the requirement for meta-subject learning outcomes.
The meta-subject approach in education and, accordingly, meta-subject educational technologies were developed in order to solve the problem of disunity, splitting, isolation from each other of different scientific disciplines and, as a result, academic subjects. Letting a student go to another classroom for another lesson, we, as a rule, have little idea of how his development will proceed there, the development of thinking, the ability of imagination, or the development of the ability of self-determination.
Deepening our own subject specialization, we ourselves are sometimes very poorly oriented in the structure of another scientific discipline and academic subject. A particularly deep gulf lies between the humanities and representatives of the natural sciences.
The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for the life that it does not yet know about. Therefore, today it is important not so much to give the child as much knowledge as possible, but to ensure his general cultural, personal and cognitive development, equip with such an important skill as the ability to learn. In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education.
scientific validity. In domestic pedagogy, the meta-subject approach was developed at the end of the 20th century, in the works of Yu.V. Gromyko, A.V. Khutorsky, and, finally, in 2008 it was declared as one of the guidelines for new educational standards. Despite the long history of the concept, there is still no single interpretation of it, various scientific schools interpret it differently.
So, Yu.V. Gromyko, the meta-subject content of education is understood as an activity that is not related to a specific academic subject, but, on the contrary, provides the learning process within the framework of any academic subject. In the works of A.V. Khutorsky educational meta-subject, as well as meta-subject topics are built around fundamental educational objects. “A meta-subject is not a special, activity-based “section” of an object, but precisely the fundamentally creating part of an object. Such a basis is associated with the concept of "fundamental educational object".
It is noteworthy that, moving at full speed into the future, we still act with an eye to the past. So it turned out that to implement new standard, focused on the development of the child's personality, is impossible without a metasubject approach, extremely popular in the 20s of the last century.
In connection with the adoption of new standards, no one is going to introduce meta-subjects in the form suggested by the scientist-teacher Gromyko: he divided them into four large groups - knowledge, sign, problem and task. Today we are talking only about the meta-subject approach and meta-subject results in learning in connection with the formation of universal learning activities as a proper psychological component of the fundamental core of education.
Thus, the existing approaches, although they consider meta-objectivity from different positions, have clear areas of intersection (see figure). At the same time, it is the approach of the Scientific School of A.V. Khutorsky is the most complete, representing, among other things, the field for the implementation of metasubjectivity from the standpoint of the Federal State Educational Standard.
The question arises of implementing the requirements of the new standards in practice.
Based on the order of the Ministry of Education and Youth Policy of the Chuvash Republic, our school was included in the list of pilot schools for testing the introduction of the Federal State Educational Standard in 5th grade on the territory of the Chuvash Republic in 2013-2014.The first year of participation in the testing showed both its positive aspects and revealed a number of problems, one of which was the lack of diagnostic materials and tools for assessing the meta-subject results of students. The creative group developed material for monitoring UUD in grades 5-6. In our work, an example is presented for conducting and automatically processing UUD in mathematics in grade 5.
Duration : during the school year.
Implementation conditions : each student has a monitoring text. RIt is implemented by the administration of the educational institution, subject teachers working in these parallels.
Extracurricular activities in mathematics has great potential for the formation of all types of UUD. The main means of forming UUD in the course of mathematics are educational tasks that are variable in wording (explain, check, evaluate, choose, compare, find a pattern, is the statement true, guess, observe, draw a conclusion), which aim students to perform various types of activities, forming topics the ability to act in accordance with the set goal. Learning tasks encourage children to analyze objects in order to highlight their essential and non-essential features; identify their similarities and differences; compare and classify according to given or independently selected features (grounds); establish causal relationships; build reasoning in the form of a connection of simple judgments about an object, its structure, properties; generalize, i.e. carry out generalization for a number of single objects based on the allocation of an essential relationship.
Step 1. Drawing up a plan by a working group consisting of the authors of this work control work
Step 2 Selection of text material for monitoring
Step 3 Formulation of educational tasks,which aim students to check the formation of UUD
Step 4 . Development of a criterion for evaluating work
Step 5 Development of an electronic form for processing monitoring results
Step 6 Carrying out monitoring of UUD
Step 7 Checking the performance of tasks by students
Step 8 Analysis
Implementation efficiency.
Efficiency - giving effect, leading to the desired results, effective (dictionary of S.I. Ushakov). Efficiency is understood as the usefulness for the development of each child.
The result of meta-subject monitoring is the development of thinking, understanding, action, improving the quality of knowledge on the subject, skillswork with text information: read subtext information, analyze, compare, generalize, find causal relationships.
Outcome: the results of the formation of certain UUDs in students at the lowest time and material costs.
Conclusion
The task of forming universal educational activities is declared in the Federal Educational State Standard as one of the priorities. The development of UUD is a complex and time-consuming process. Manage this process without answering the questions: “Where are we at? Is everything going as we planned? How far have we come? What are the difficulties? - impossible. Monitoring is a must.
Diagnostic measures allow the teacher to identify the level of formation of the most important universal educational activities at each stage of education and determine the pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standard.
Bibliography.
the federal law"On Education in the Russian Federation"
Federal State Educational Standards for Basic General Education.
3. Meta-subject results of mastering the program of basic general education. Website "Center for Instructional Design in Education". [Electronic resource]. - Access mode: http://www.eduscen.ru/?q=node/3965.
4. Federal state educational standards. Website "National educational project"Smart School". [Electronic resource]. - Access Mode: http://xn----7sbb3bfchl3b4c4d.xn--p1ai/wiki/edu/fgos/v/.
5. Meta-subject content of educational standards. Site "Young scientist". [Electronic resource]. - Access mode: http://www.moluch.ru/conf/ped/archive/19/1105/.
6. Meta-subject approach as one of the components of the second generation standards. Website “Festival of Pedagogical Ideas “Open Lesson”. [Electronic resource].- Access mode: http://festival.1september.ru/articles/613599/.
7. Meta-subject functions of educational competencies // Kraevsky V.V., Khutorskoy A.V. Fundamentals of teaching: Didactics and methodology: Tutorial for students of higher educational institutions - 2nd ed., Sr. - M .: Publishing Center "Academy", 2008.
Appendix 1.
A wacky miracle.
Male body length up to 3 m, height at withers up to 2.3 m, tail length 12-13 cm; weight 360-600 kg; in the Far East of Russia and Canada - up to 655 kg. The females are smaller. In appearance, the elk is noticeably different from other deer. His body and neck are short, his withers are high, in the form of a hump. 
The legs are strongly elongated, therefore, in order to get drunk, the elk is forced to go deep into the water or kneel on its front legs. The head is large, hook-nosed, with an overhanging fleshy upper lip. Under the throat there is a soft leathery outgrowth (“earring”), reaching 25-40 cm. The coat is coarse, brownish-black; legs light grey, almost white.
Males have huge (the largest of modern mammals) spatulate horns; their span reaches 180 cm, weight - 20-30 kg. An elk sheds its antlers annually in November - December and walks without them until April - May. The females are hornless.
Elk is often called elk because of the horns, which resemble a plow in their shape.
Elk is common in the forest zone northern hemisphere, less often in the forest-steppe and on the outskirts of the steppe zone. In Europe, it is found in Poland, the Baltic states, the Czech Republic, Hungary, Belarus, in the north of Ukraine, in Scandinavia and in the European part of Russia. In foreign Europe it was exterminated: in Western Europe in the 18th century, in Eastern Europe - in the 19th century. In Poland, the Czech Republic, Hungary and Scandinavia, the elk has re-populated as a result of conservation efforts started in the 1920s. In Asia, it lives from northern Mongolia and northeastern China to the northern part of the Siberian taiga. AT North America found in Alaska, Canada and the northeastern United States, reaching the state of Colorado. In Russia, it is distributed to the Rostov region to the south and to the Pacific coast to the east, mainly in forests.
Approximately 730 thousand individuals live in Russia (about half of the total population), and in total on Earth - about one and a half million.
In total, there are about one and a half million individuals on Earth. They live in Russia, Belarus, Ukraine, Latvia, Estonia, Lithuania and Kazakhstan. The Russian Federation accounts for about 88%, Belarus - 4%, Ukraine -2.2%, Latvia - 2.8%, Estonia - 1.7%, Lithuania - 1.1% and Kazakhstan - 0.2%.
Moose inhabit various forests, thickets of willows along the banks of steppe rivers and lakes, in the forest-tundra they keep along birch and aspen forests. In the steppe and tundra in the summer they are also found far from the forest, sometimes for hundreds of kilometers. Of great importance for moose is the presence of swamps, quiet rivers and lakes, where in summer they feed on aquatic vegetation and escape from the heat. In winter, moose require mixed and coniferous forests with dense undergrowth. In that part of the range where the height of the snow cover is not more than 30-50 cm, moose live sedentary; where it reaches 70 cm, they make transitions to less snowy areas for the winter. The transition to wintering places is gradual and lasts from October to December-January. The first to go are females with calves, the last are adult males and females without calves. Moose walk 10-15 km a day. Reverse, spring migrations occur during the melting of snow and in the reverse order: adult males go first, females with calves last.
Moose feed on trees, shrubs and herbaceous vegetation, as well as mosses,and. In summer, they eat leaves, taking them out due to their growth from a considerable height; feed on aquatic and near-aquatic plants (, , , , ), as well as tall grasses on burned areas and cutting areas - , . At the end of summer they look for hat mushrooms, twigsandwith berries. From September, they begin to bite the shoots and branches of trees and shrubs, and by November they almost completely switch to branch food. The main winter foods for moose are, , ; in the thaw they gnaw at the bark. During the day, an adult elk eats: in summer about 35 kg of feed, and in winter - 12-15 kg; per year - about 7 tons. With a large number of moose damage forest nurseries and plantings. Almost everywhere moose visit salt licks; in winter, salt is licked even from highways.
Moose run fast, up to 56 km/h; swim well. Looking for aquatic plants, they can keep their heads under water for more than a minute. They defend themselves from predators with blows from their front legs. Even a brown bear does not dare to attack a male elk in an open area. As a rule, the bear tries to attack in the presence of a bush, so that the elk is limited in its movements. Of the sense organs, the elk has the best developed hearing and sense of smell; vision is weak - he does not see a motionless person at a distance of a few tens of meters.
Complete the tasks using the given text.
How many miles can a moose walk in a week?
10 - 15 km;
100 - 150 km;
70 - 105 km.
Establish a correspondence between the season and the amount of food eaten by an adult moose per day.
Summer 0.34 c
Winter 7000 kg
Year 0.014 t
18.63: 0.15 + (23.1 - 7.2) 6.1 - 218.89
89,4 – 16,46: 2 – 81,05
Find a match between the result of a numerical expression and the size of the moose
89,4 – 16,46: 2 – 81,051.8 m
(18,63: 0,3 - (20,2 – 12,4)) : 18,1
2.3 m
(2.5 + 0.03) 2 - 3.26
3m
18.63: 0.15 + (23.1 - 7.2) 6.1 -218.89
0.12 m
How far can an elk run in 3.5 hours? Choose the correct answers.
19.6 km;
196 km;
196,000 m;
19 600 m.
Write down the names of the countries in descending order of the number of moose.
Count the number of moose individuals living on the territory of Belarus.
Present the information from paragraph 6 in a tabular form.
Appendix 2
Instructions for filling out the monitoring results processing table.
Fill in tabular form monitoring data for each student.
If the student scored below the baseline, then his result is highlighted in red.
The number of each evaluation is counted.
The average score for each skill is calculated.
A histogram for each skill is built on a separate sheet.