An integrated approach to assessment. An integrated approach to assessing the problem of learning failure. Rules for the methodology

Modern system internal control of the company, which has an internal audit service, is one of the indispensable management tools in the organization corporate governance and control. The effective work of the internal audit and control service (IAS) allows managers to make the right decisions aimed at complying with the requirements of the law and internal regulations of the company, the safety of assets, ensuring the reliability of all types of reporting, preventing, promptly identifying and minimizing internal and external risks; ensuring the efficiency of financial economic activity and improving company management.
Unfortunately, at present there is no specific methodology for conducting internal audits of the effectiveness of the company's internal control service, aimed at its objective assessment and development of proposals for its optimization. However, experts believe that the effectiveness of internal audit can be assessed from two positions:
internal, i.e., from the point of view of the company's management, heads of branches and other divisions, financial managers;
external, i.e. from the point of view of partners, suppliers, buyers and other interested parties.
Most executives and specialists of companies with internal audit services agree that internal audit can be considered effective if, on the one hand, reports on the results of internal audit reviews provide valuable information to top management, and on the other hand, the resources used in implementation of internal audit are minimal. Therefore, in order to evaluate the effectiveness, each company must monitor the implementation of the developed internal audit programs, the results of audits, feedback from auditors and the activities of departments.
An external evaluation of the effectiveness of internal audit is usually carried out as a result of third-party audits: audit organizations, tax authorities, etc. Identification of violations, errors, facts of misstatement of reporting or fraud by external auditors in the presence of an internal audit and control service in the company indicates ineffective the effective work of internal auditors and the weakness of the company's internal control system.
Since the management of the company is interested in the effective work of the IAS, it should initiate the development of a system for assessing the quality of the work of this service, aimed at ensuring the effectiveness of the financial and economic activities of the company and its separate subdivisions as well as their development. To do this, it is required to determine the range of assessment indicators: forecast and actual. Practice shows that the use of only quantitative indicators (such as the number of checks, the time for their implementation, the amount of detected theft and illegal payments, etc.) is insufficient today. Therefore, in order to objectively assess the effectiveness of the IAS work, it is necessary to apply an integrated approach, i.e., use an assessment system that includes both quantitative and qualitative indicators.
At present, there is no standard solution for creating a system of indicators of quality, efficiency, and the useful result of the work of the IAS. However, one can focus on those factors that can serve as the basis for the development of such an assessment system. These include:
direct quantitative effect from the activities of the IAS, i.e. the number of violations detected, the amount of violations detected, the amounts recovered from the perpetrators, etc.;
indirect quantitative effect of IAS activities, which consists in reducing the cost of external audit and consulting services;
the effect of the preventive measures recommended by the IAS staff;
effect associated with an increase in the validity of accepted management decisions according to the results of IAS control checks.
Many indicators can serve as the basis for assessing SVA. The main ones include the following:
the ratio of the costs of IAS and the real benefits from its work;
areas of activity of the IAS;
IAS status within the company;
professional level and development of IAS personnel;
SVA projects;
applied internal audit methodology;
applied internal audit technologies.
The specific list and values of indicators for assessing the performance of the IAS are usually determined by the head of the IAS, coordinating them with the top management of the company. To analyze the activities of the IAS by the top management of the company, the indicators can be enlarged, and for the heads of departments and services - detailed. So, for example, in JSC Severstal, according to the head of the internal audit department of this company A. Guryev, to evaluate managers, a “set of indicators is used, including both organizational targets (implementation of the annual audit plan, development of corrective action plans by management based on the results audits) and the goals of personal and professional development (training and obtaining professional certificates)”.
Aggregated indicators should be formed into a system so that it is possible to judge the degree of implementation of the annual work plan of auditors and the costs of audits. In addition, the scorecard should provide an assessment of the contribution of the IAS and its specific employees to general indicators activities of both the company as a whole and its separate structural divisions, as well as individual business processes.
In large companies, internal audit and control systems are usually integrated into all structural units. Under such conditions, to assess the effectiveness of IAS, such important indicators are used as:
the ratio of the sum of the cost effect from the implementation of the IAS of all control and consulting activities in a certain period to the sum of all costs for the maintenance and development of the IAS;
the amount of additional savings from the distribution of the results of verification and consulting activities to all business units of the company; 3) the degree of deviation of the actual financial economic indicators activities of the company and its separate divisions from the planned level;
4) the amount of damage prevented as a result of the audit and analytical work of the IAS.
Detailed indicators can be used by both large and medium-sized companies. They can be divided into qualitative and quantitative indicators.
Quality metrics include:
the general level of qualification of auditors;
the average duration of their work in NEA;
the average number of hours spent on professional development of one auditor per year;
the number of IAS employees who have professional and qualification certificates of auditors;
availability and implementation of internal audit standards.
Quantitative indicators can be grouped into two groups:
performance indicators - the average number of audits carried out by one auditor; average duration of one check; implementation of the approved IAS work plan; the percentage of audits conducted on time; the number of recommendations submitted to the initiators of the audits; the number of unsatisfied inspection orders;
performance indicators - the number of auditors' comments on facts previously unknown to the head of the audited unit; the number of customer requests to IAS; degree of customer satisfaction; percentage of internal auditors' recommendations implemented; straight economic effect from the implementation of audit recommendations.

federal state educational standard contains requirements for the system for assessing the achievement of planned results, according to which the assessment system:

1. Fixes the goals of valuation activities

2. Fixes the criteria, procedures, assessment tools and forms of presentation of its results.

3. Fixes the conditions and boundaries of the appraisal system.

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An integrated approach to assessing results in accordance with the Federal State Educational Standard

Kovaleva S.S. - elementary teacher

Classes secondary school №6

Performance at MMO 26.02.2014

The federal state educational standard contains requirements for the system for assessing the achievement of planned results, according to which the assessment system:

1. Fixes the goals of valuation activities:

a) focuses on achieving results:

spiritual and moral development and education (personal results);
formation of universal learning activities (meta-subject results);
mastering the content of educational subjects (subject results);

b) provides an integrated approach to assessing all of the above resultseducation (subject, meta-subject, personal);

c) provides the ability to regulate the education system based on the information received on the achievement of the planned results (to be able to take pedagogical measures to improve and improve the education processes in each class and in the school as a whole).

2. Fixes the criteria, procedures, assessment tools and forms of presentation of its results.

3. Fixes the conditions and boundaries of the appraisal system.

In accordance with the Standards, the results assessment system involves the assessment of different areas of student activity. In this regard, priority in the diagnosis areproductive tasks(tasks) for the application of knowledge and skills, involving the creation by the student in the course of solving his information product: inference, evaluation, etc. Verification of cognitive, regulatory, communicative actions is carried outmeta-subject diagnostic work,composed of competence tasks. The advantage of diagnosing meta-subject results is its pedagogical orientation.

The standards provide fordiagnosing the results of personal development, which involves the manifestation by the student of the qualities of his personality: assessment of actions, designation of his life position, cultural choice, motives, personal goals. In accordance with the confidentiality rules, such diagnostics are carried out non-personally (the work performed by students is not signed, the tables that reflect this data reflect generalized results for the class or school as a whole, but not for each individual student).

Forms of results control:

purposeful observation of the teacher (fixation of the actions and qualities shown by the student according to the given parameters);
self-assessment of the student according to the accepted forms;
results of educational projects;
the results of extracurricular and extracurricular activities, the achievements of students.

The means of accumulating information about the educational results of the student isportfolio of achievements.The final grade for the primary school (the decision to transfer to the next level of education) is made on the basis of all the results (subject, meta-subject, personal; educational and extracurricular) accumulated in the student's portfolio of achievements for four years of study in primary school.

^ Comprehensive assessment of all educational results of the student

represents general characteristics personal, meta-subject and subject results, which are summarized intables of educational results(Appendix). Each of the tables has instructions for maintaining: when, how and on the basis of what it is filled in, how the results are interpreted and used. The grades and marks placed in the tables are the basis for making decisions on pedagogical assistance and support for each student in what he needs on this stage development.

^ Limits of application of the assessment system:

1) Gradual implementation of the assessment system by stages, from simple to complex: “minimum of the first stage”, “minimum of the second stage” (mandatory part) and “maximum” (part implemented at the request and capabilities of the teacher).

2) The system for evaluating results is being developed and supplemented in the course of its implementation.

3) Reducing to a minimum the number of "reporting documents" and the terms for their mandatory completion by the teacher, for which the following funds are used:

Teaching students how to evaluate and fix their results under the control of a teacher;

The introduction of new report forms simultaneously with the computerization of this process, with the transfer of most of the reports to a digital, automated basis.

4) Focus on maintaining student success and motivation.

5) Ensuring the personal psychological safety of the student: the educational results of a particular student are compared only with his own previous indicators, but not with the indicators of other students in the class. Each student has the right to an individual educational trajectory - at his own pace of mastering the material, at the chosen level of claims.

The technology of evaluation of educational achievements of students is used.

Target technology for evaluating educational achievements is to ensure at the stage of control the principles of a developing student-centered education system.

Tasks

Determine how the student acquires the skills to use knowledge - that is, the modern goals of education.
To develop the student's ability to independently evaluate the result of his actions, control himself, find and correct his own mistakes.
Orient the student to success, relieve him of the fear of school control and assessment, create a comfortable learning environment, and preserve the psychological health of children.
The organization of control in the lesson in accordance with the technology for assessing educational achievements involves the implementation of seven rules that determine the procedure for different situations control and evaluation.The system for assessing the achievement of planned results includes two mutually agreed upon assessment systems:

external evaluation carried out by services external to the school;
internal evaluationcarried out by the school itself - students, teachers, administration.

The main object of the system for assessing the results of education is the planned results of mastering by students of the basic educational program of primary general education.
The system for assessing the achievement of the planned results of mastering the basic educational program of primary general education involvesA complex approachto the evaluation of resultseducation, which allows to assess the achievement by students of all three groups of educational outcomes:personal, meta-subject and subject.

^ Personal learning outcomesreflect the system of value orientations of the younger student, his attitude to the world around him, personal qualities. They are not subject to a final assessment in the form of a mark and are not a criterion for transferring a student to a basic school.. The teacher creates conditions for the formation of personal universal educational activities, presented in the Federal State Educational Standard of the IEO, evaluates the changes taking place in different areas of the student's personality: educational and cognitive motives; relationships with peers; civic identity (attributing oneself to the family, people, nationality, faith); the level of reflective qualities (respect for another opinion, personal responsibility, self-esteem), etc.

The teacher fixes the personal results of the student in two documents: the characteristics of the student and his portfolio. The characteristic that is issued to the graduate elementary school, reflects his distinctive individual characteristics, not only related to the development of academic subjects (progress), but also revealing the features of his character, personal qualities. The characteristic includes the following items:

assessment of the student's progress, his achievements in the study of academic subjects, possible difficulties in mastering a separate program material;
the level of formation of educational and cognitive motivation, attitudes towards educational activities; academic independence and initiative (high, medium/sufficient, low);
relationships with classmates, the level of formation of leadership qualities, participation in joint activities, the presence of friends in the class; attitude towards the student of other children.

^ Assessment of personal resultsis an assessment of the achievement by students of the planned results in their personal development.

The object of evaluation of personal resultsis the formation of UUD, included in three blocks:

self-determination- the formation of the internal position of the student - the adoption and development of a new social role of the student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see strengths and weaknesses your personality;
sense formation - search and establishment of personal meaning (i.e., “meaning for oneself”) of teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of "what I know" and "what I don't know" of "ignorance" and striving to bridge this gap;
moral and ethical orientation- knowledge of the basic moral norms and orientation towards their implementation based on the understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma in resolving the moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

^ The content of the assessment of personal resultsat the level of primary general education is built around the assessment of:

the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to meaningful moments educational process- lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with a teacher and classmates, - and focusing on a model of behavior of a “good student” as an example to follow;
formation of the foundations of civic identity- feelings of pride in their homeland, knowledge of significant historical events for the Fatherland; love for one's land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;
formation of self-esteem,including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;
the formation of motivation for educational activities,including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation to achieve results, striving to improve one's abilities;
knowledge of moral norms and the formation of moral and ethical judgments,ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of observance/violation of a moral norm.

Personal results of primary school graduatesin full compliance with the requirements of standardsnot subject to final evaluation.

The object of evaluation of meta-subject results -formation of regulatory, communicative, cognitive universal actions:

the ability of the student to accept and maintain the learning goal and objectives;to independently transform a practical task into a cognitive one, the ability to plan one's own activity in accordance with the task 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 informationfrom various information sources;
ability to use symbolic meansto create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
ability to perform logical operationscomparison, analysis, generalization, classification according to generic characteristics, to the establishment of analogies, attribution to known concepts;
Ability to collaborate with teachers and peerswhen solving educational problems, take responsibility for the results of their actions.

Main the content of the assessment of meta-subject resultsat the level of primary general education is built around the ability to learn.

^ - assessment of students' achievement of the planned results in individual subjects:

system of fundamental elements of scientific knowledge- subject knowledge:

basic knowledge (fundamental elements of scientific knowledge - the conceptual apparatus (or "language") of educational subjects: key theories, ideas, concepts, facts, methods. This group includes a system of such knowledge, skills, educational activities that can be achieved by the vast majority of children.
knowledge supplementing, expanding or deepening the basic knowledge system

actions with subject matter(or subject actions) :

substantive actionson the basis of cognitive UUD (use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishing connections, analogies; search, transformation, presentation and interpretation of information, reasoning), these actions are performed on different subjects with different objects and have a specific "subject" coloring.
concrete substantive actions(methods of motor activity mastered in the course physical culture, or methods of processing materials, methods of modeling, drawing, methods of musical performance, etc.).

^ Evaluation of subject resultsis an assessment of the students' achievement of the planned results in individual subjects.

Evaluation of the achievement of these substantive results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work.

^ Portfolio of achievements as a tool for assessing the dynamics of individual

educational achievement

The results of the accumulated assessment obtained during the current and intermediate assessment are recorded in the form of a portfolio of achievements and are taken into account when determining the final assessment.

^ Achievement portfoliois a collection of works and results that show the student’s efforts, progress and achievements in various areas (study, creativity, communication, health, useful work for people, etc.), as well as self-analysis by the student of his current achievements and shortcomings, allowing him to determine goals for their further development.

^ The final grade of the graduate and its use in the transition from the initial

to basic general education

For the final assessment at the level of primary general education, the results of which are used when deciding on the possibility (or impossibility) of continuing education at the next level, are submittedonly subject and meta-subject resultsdescribed in the "Graduate Learn" section of the planned primary education outcomes.

The subject of the final assessment isthe ability of students to solve educational-cognitive and educational-practical tasks built on the material of the basic knowledge system using tools relevant to the content of educational subjects, including on the basis of metasubject actions. The ability to solve a different class of problems is the subject of various kinds of non-personalized (anonymous) surveys.

At the stage of primary general education, of particular importance for the continuation of education is the assimilation by studentssupport system of knowledge in the Russian language and mathematicsand mastery of the following metasubject actions:

speech , among which arecomprehension reading and information processing skills;

· communicativenecessary for educational cooperation with the teacher and peers.

The final grade of the graduate is formed on the basis of the accumulated grade recorded in the portfolio of achievements for all academic subjects and grades for the performance of three (four) final works (in the Russian language, mathematics and integrated work on an interdisciplinary basis).

The accumulated score characterizes the fulfillment of the entire set of planned results, as well as the dynamics of the educational achievements of students during the period of study. Grades for the final work characterize the level of mastery of the basic system of knowledge in the Russian language and mathematics by students, as well as the level of mastery of meta-subject actions. Based on these assessments for each subject and according to the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results:

Pedagogical Council based on the conclusions made for each student, considers the issue of successful mastering by this student of the basic educational program of primary general education and transferring him to the next level of general education.

The decision to transfer a student to the next level of general education is made simultaneously with the consideration and approval of the characteristics of the student.

All conclusions and assessments included in the characteristic are confirmed by the materials of the portfolio of achievements and other objective indicators.

The technology for evaluating the educational achievements of students developed in educational system"School 2100".

^ I. Description of the results evaluation system

1st rule. What is valued.

Results are evaluated subject, meta-subject and personal.

Student results are actions (skills) to use knowledge in the course of solving problems (personal, metasubject, subject). Individual actions, above all successful ones, are subject to evaluation (verbal description), the solution of a full-fledged task - assessment and mark .

Rating - this is a verbal description of the results of actions (“well done”, “original”, “but here it’s inaccurate, because ...”).	Mark - this is a fixation of the evaluation result in the form of a sign on a 5-point scale.

You can evaluate any action student (especially successful): a good thought in a dialogue, a one-word answer to a reproductive question, etc.	Marked onlyfor solving a productive learning problem, during which the student comprehended the purpose and conditions of the task, carried out actions to find a solution (at least one skill for using knowledge), received and presented the result.

Additionally, at the end of the lesson, it is permissible to invite the whole class to determine which hypotheses turned out to be the most accurate, interesting, and helped to find a solution to a common problem. The authors of these hypothesescollective decisionare encouraged: they are given an assessment and (or) an “excellent” mark (solving a problem of an increased level) is put on the skill by which the problem of the lesson was formulated.

^ Teacher results and their evaluation

results teachers ( educational institution) - it difference between student results(personal, meta-subject and subject) at the beginning of training (input diagnostics) and at the end of training (output diagnostics). The increase in results means that the teacher ( school ) managed to create an educational environment that ensures the development of students. A negative result of the comparison means that it was not possible to create the conditions (educational environment) for the successful development of students' abilities.

To determine the increase, the input and output diagnostics of students are compared with the average all-Russian level.

^ 2nd rule. Who evaluates.

The teacher and student together determine the grade and mark.

In order to ensure adequate assessment, the student must learn to answer questions about the goals and results of his work, that is, master the self-assessment algorithm.

^ Self-assessment algorithm (questions answered by the student):

1 . What should have been done in the task (task)? What was the goal, what should have been the result?

^ 2. Were you able to get a result? Found a solution, an answer?

3. Handled completely correctly or with an error? What, in what? To answer this question, the student needs:

Get the standard of the correct solution of the problem and compare your solution with it;

Be guided by the reaction of the teacher and the class to their own decision - whether any of his steps were corrected, whether his final answer was accepted.

4. Did you cope completely on your own or with the help of (who helped, in what way)?

Other questions are added to the specified self-assessment algorithm, including about the mark that the student puts himself. So starting from 2 3rd grade, after teaching children to use the requirements table (rule 4) and introducing success levels (rule 6), the following questions are added to this algorithm.

Continuation of the self-assessment algorithm:

5. What skill did you develop while doing the task?

6. What was the level of the task (task)?

Such problems have already been solved many times, did you need only “old”, already acquired knowledge?(Required level)
Did you encounter an unusual situation in this task (either you need already acquired knowledge in a new situation, or you need new knowledge on a topic that is only now being studied)?(Advanced level)
Such problems have never been learned to solve OR do you need knowledge that you did not learn in class?(Max level)

7. Determine the level of success at which you solved the problem.

8. Based on your level of success, determine the mark that you can give yourself.

^ Assessment in 1st grade(a feature of age - the student is not yet psychologically ready for an adequate assessment of his results, including the recognition of his mistakes)

1st step (in the first lessons).We define our mood.

Children are given the opportunity to emotionally evaluate the past lesson (day). This reflection becomes the basis for an adequate assessment of their educational success. In the margins of a notebook or in a diary, children indicate their mood, reaction to the lesson (“happy”, “it was difficult”, etc.) in the form of symbols they understand (emoticons or circles with traffic light colors).

2nd step (after 2-4 weeks).We learn to compare the goal and the result.

Children are invited to evaluate the content of their written work.

Having distributed notebooks with checked works, the teacher conducts a dialogue with the students, in which the main questions are:

- What was your task? Who can say what needed to be done at home? (Learning the 1st step of the self-assessment algorithm.)

- Look at your work - do you agree that the task has been completed? (Collective self-assessment learning the 2nd step of the self-assessment algorithm.)

3rd step (about a month later).We establish a procedure for evaluating our work.

Items 3 (“correct or wrong?”) and 4 (“on your own or with someone else’s help?”) Are added to points 1 and 2 of the self-assessment algorithm already known to students. In this case, only successful solutions are evaluated. As a “reward” for solving the problem, the teacher invites the student to draw a circle in a notebook or diary and paint it in any color.

4th step. We learn to admit our mistakes.

The teacher invites the student (psychologically prepared) in the class to evaluate the performance of the task in which he has minor errors. If an error is recognized, the circle in the notebook or diary (“reward” for solving the problem) is painted over halfway.

5th step. We learn to admit our failure.

The teacher helps students in the classroom in evaluating their actions, admitting mistakes. Then one of the children is invited to evaluate themselves in a situation where he at all failed to complete the task. In a diary or in a notebook, this (with the consent of the student) is indicated by an unfilled circle.

6th step. Use the skill of self-esteem.

When all (or almost all) students have evaluated their work in the class at least once, the teacher stops pronouncing all the questions of the self-assessment algorithm and invites the students to ask themselves these questions and answer them (based on the diagram).

^ Teaching the rule "Self-assessment" to students who completed the 1st grade

1) Grading order

1st step. Students are encouraged to learn to evaluate their own work. To do this, a conversation is held on the following questions: “You are already experienced students, tell me how best: so that you yourself learn to evaluate your results or that others always do it for you?”, “How do we start evaluating our work?”, “What will we do thereafter?" etc.

2nd step. Based on the results, in the form of a reference signal (pictures, keywords), a self-assessment algorithm is drawn up from 4 main and 2 additional points:

1) What was it exercise ?

2) Managed to get result ?

3) Completely correct or with an error?

4) Completely self or with help? (hereinafter - except for the 1st class):

5) By what signs do we distinguish grades and grades?

6) Which one you will put yourself mark?

2) Timing to Develop Self-Esteem Skills

1st step. A lesson is selected in which only the MINIMUM of the content of the educational material will be used. Use the time allotted for all the material to develop students' self-assessment skills.

2nd step. When designing this lesson, choose a stage (checking what you have learned or learning something new) for using the self-assessment algorithm.

3rd step. Choose a simple task, after which one of the students will be asked to publicly evaluate their result according to the self-assessment algorithm (reference signal).

3) Procedure for self-assessment

1st step. Select the most prepared student for public self-assessment of the results of their work (ensuring the success of the procedure).

2nd step. After presenting the solution (oral answer, writing on the board, etc.), invite the student to evaluate the result of his work himself. To warn that at first the teacher will help in this: ask the student questions according to the self-assessment algorithm (pointing to the reference signal): “task?”, “result?”, “correctly?”, “himself?”. The student gives answers, the teacher corrects him, explains if there is an overestimation or underestimation. All other students at this moment observe how self-assessment occurs. Their attention is activated by the questions: “What step in evaluating the work have we already taken?” etc.

3rd step. In the following lessons, self-assessment according to the algorithm is carried out in turn by all students in the class (at least 1-2 episodes per lesson; in each lesson).

4th step. Gradually, instead of pronouncing the questions, the teacher suggests that the students themselves, looking at the reference signal, ask themselves these questions and answer them. In addition to dialogue, self-assessment can be carried out with a collective check of written assignments. A standard of the correct answer appears on the board, and each student evaluates his decision in his notebook.

5th step. When students start grading without looking at the cue, the teacher can remove it and use it only if someone is having trouble.

4) Time spent on self-assessment, subject to the formed skill

1st step. When all students have the ability to work according to the “Self-Assessment Algorithm”, the teacher, when planning a lesson, stops reducing its content to a minimum, including teaching material related to the maximum.

2nd step. The self-assessment algorithm collapses: after the teacher’s suggestion to evaluate his answer, the student’s phrase follows: “the goal was achieved, there were no mistakes”, or “I got the solution, but with the help of the class”, or “I completely solved the problem of the required level without errors, which corresponds to the mark “4 » good.”

an integrated approach to assessing the results of education using the planned results of the development of basic educational programs as a substantive and criteria-based assessment base; assessment of the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational and practical and educational and cognitive tasks; assessment of the dynamics of educational achievements of students; a combination of external and internal evaluation as a mechanism for ensuring the quality of education; the use of personalized procedures for the purpose of final assessment and certification of students and non-personalized procedures in order to assess the state and trends in the development of the education system, as well as for other certification purposes; a tiered approach to developing deliverables, tools and data presentation; the use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements; using, along with standardized written or oral work, assessment methods such as projects, practical work, creative work, introspection and self-assessment, observations, etc.; the use of contextual information about the conditions and features of the implementation of educational programs when interpreting the results of pedagogical measurements

Assessment system External assessment: The ratio of internal and external assessment in the final assessment, its composition depends on the level of study public services accreditation of educational institutions personnel attestation monitoring of the education system State final attestation / final assessment: provides a link between external and internal assessment and is the basis for all external assessment procedures based on a) the accumulated current assessment, b) assessment for final written work Internal assessment: teacher, student , educational institution and parents Cumulative assessment (portfolio of achievements)

1. Starting diagnostics. Purpose: to determine the readiness of students - to study at school (Grade 1); -to study the course; - learning new material. 2. Intermediate assessment. Purpose: tracking the dynamics of achieving the planned subject, meta-subject, personal results. 3. Final assessment. Purpose: to determine the readiness of students to study in a basic school.

Starting diagnostics in the first grades is based on the results of monitoring the general readiness of first graders to study at school and the results of assessing their readiness to study this course. In the future, starting diagnostics can be used in any class before studying the thematic sections of the course to identify the level of readiness of each student to learn new material.

involves an integrated approach to assessing the results of education (assessment of subject, meta-subject and personal results). In order to conduct the current assessment, we use the following assessment methods: observations, assessment of the execution process, open answer. To track and evaluate subject knowledge, methods of activity, we use sheets of individual achievements. To assess each student's awareness of the features of the development of his own learning process, it is most appropriate to use a method based on questions for introspection.

1. In the course of studying the topic, it is convenient to record the individual achievements of younger students with the help of rulers (Methodology of T. Dembo - S. Rubinshtein), the features of which are studied in detail and described in the book "Evaluation without a mark" by G. A. Tsukerman and others. 2. "List of individual achievements", which must be kept for each child. Such sheets are developed within the school, approved by the pedagogical council, or taken ready-made. The "List of Individual Achievements" records current grades for all skills formed at this stage. This sheet notes the progress of the child in mastering other skills necessary for the formation of stable reading, writing, computing skills, etc.

Date 21. 09. 05. 10 20. 10 Total for the 1st quarter Number of tasks 6 5 7 18 Surname Completed correctly % Olga S. 6 Andrey B. Anna N. Subject pr. Done correctly % 100 4% 80% 5 71% 15 83% Regression is outlined 5 83% 3 60% 6 86% 14 78% Results are unstable 4 67% 4 80% 6 86% 14 78% Progress is outlined

No. r. Topic Date Number of tasks in the work Done correctly % 1 21. 09. 6 6 100% 2 05. 10. 5 4 80% 3 20. 10. 7 5 71% 18 15 83% Total for the 1st quarter Olya, your results are slowly deteriorating …

Portfolio of achievements - a collection of work and results of the student. This is a modern, effective form of assessment, as well as an effective tool for solving pedagogical problems: to maintain the learning motivation of students; encourage their activity and independence; develop skills of reflective and evaluative activity; to form the ability to learn (set goals, plan and organize their activities).

Cumulative Assessment: A Portfolio of Achievements Samples of Children's Works Literary reading Foreign language Approximate composition of the Sample of children's work Results of the initial diagnostics Materials of the current assessment: sheets of observations, evaluation sheets Results and materials of thematic works Results and materials of the final control Achievements in extracurricular activities dictations, presentations, compositions audio recordings of monologues, dialogues reader diaries illustrated original works materials of introspection and reflection Mathematics mathematical dictations mini-research and mini-projects, models, problem solving audio recordings of oral answers materials of self-analysis and reflection The world around us diaries of observations mini-research and mini-projects interviews, creative works audio recordings of oral answers materials of self-analysis and reflection Music Fine Arts Technology audio, photo and video materials products of our own creativity audio recordings of oral answers materials of self-analysis and reflection Physical culture video materials diaries of observations and self-control independent work materials of introspection and reflection

Conclusions on the achievement of the planned results The graduate has mastered the basic system of knowledge and educational activities necessary to continue education at the next level, and is able to use them to solve simple educational, cognitive and educational and practical problems by means of this subject The graduate has mastered the basic system of knowledge necessary to continue education at the next stage, at the level of conscious voluntary mastery of learning actions. The graduate has not mastered the basic system of knowledge and learning activities necessary to continue education at the next level. The materials of the accumulative assessment system recorded the achievement of the planned results in all main sections curriculum at least with an assessment of “passed” (or satisfactory), at least 50% of the tasks of the basic level were correctly completed. The achievement of the planned results in all main sections of the curriculum was recorded, at least half of the sections were rated "good" or "excellent", and the results of the final work indicate the correct completion of at least 65% of the tasks of the basic level and the receipt of at least 50% from the maximum score for completing tasks of an increased level. The achievement of the planned results for all the main sections of the curriculum was not recorded, and the results of the final work indicate the correct completion of less than 50% of the tasks of the basic level.

Evaluation system: primary school External evaluation: public services Additional data/research needed. final assessment Internal assessment: teacher, student, educational institution and parents educational institution accreditation staff certification accumulated assessment + monitoring of the education system Sample survey of student work Reading, UUD three final works Russian mathematics

Syshchikova E. N. - An integrated approach to assessing performance industrial enterprise

The article is devoted to the development of a comprehensive methodological approach to assessing the effectiveness of an enterprise. As a basis for a comprehensive assessment of the effectiveness of the enterprise, it is proposed to include four key subsystems (financial, personnel, operational, production) in the enterprise management system, which form the required level innovative activity enterprises with the proper level of information support and information management support. At the same time, it is indicated that the production subsystem is one of the main or most important management subsystems, since it is this subsystem that generates economic benefits from the operation and development of the enterprise. Thus, the methodology is based on taking into account the differentiated contribution of each enterprise management subsystem: personnel, financial, operational, production to the results and observed effects. The methodology includes a certain sequence of analytical actions, the result of which is the calculation of a comprehensive indicator of economic shift. The proposed methodology is characterized by consistency and consistency, while using an objective approach based on the calculation of a certain set of analytical indicators, which makes the results of these calculations relevant and reliably reflect the current efficiency of the enterprise in the context of the main control subsystems. This allows you to make reasonable and expedient decisions of a strategic, tactical or operational orientation in order to further potentiate the growth of production efficiency, maximize economic and other benefits.

Keywords: control system, efficiency, industrial enterprise

Introduction

Increasing the efficiency of the enterprise management system can be implemented through the improvement of its internal environment, which will allow this enterprise to maintain a stable position in the external environment.

Theory

There are several basic approaches to assessing the functioning and development of an enterprise (assessing its work). And in particular, there is a functional-analytical approach, a comparative-analytical, systemic or integrated approach. Within the framework of the functional-analytical approach, the efficiency of the enterprise is considered from the point of view of the analytically studied functions of its management. Therefore, this approach establishes that any managerial function can influence one or another parameter characterizing the efficiency of the enterprise. Analytical comparison is carried out for one or several periods; for objectivity, comparable values are usually used.

The comparative analytical approach is a kind of functional-analytical approach, but in this case, it is not the relationship between the functions and parameters of the work (activity) of an enterprise that is compared, but a set of certain key indicators that, as a rule, give a general idea of the effectiveness of the functioning and development of an economic entity for a number of periods (compared to similar indicators of direct competitors, compared to industry average indicators).

An integrated approach that considers an enterprise as a socio-economic system in which the performance of functions is correlated with the performance indicators of an economic entity and takes into account the influence of a number of external and internal factors that determine, on the one hand, the ability of an enterprise to operate effectively, and on the other hand, the opportunities and threats localized in the external environment. An integrated approach assumes that the efficiency of an enterprise is assessed not only by financial, but also by socio-economic indicators, including those that include the innovation and personnel aspects.

In the works of these scientists and researchers, it is proposed to consider the efficiency of an enterprise through a wide variety of indicators structured into several key groups. As a rule, such groups can be counted from 5 to 8 or 10, while in each group, from 1 to 20 different indicators, criteria or parameters characterizing the current functioning and level of development of the enterprise can be distinguished.

Of course, on the one hand, such a detailed and comprehensive evaluation and analytical complex allows you to deeply, in detail and comprehensively explore the activities of an industrial enterprise. But on the other hand, significant amounts of information necessary for analysis and evaluation, an extended list of data obtained in the course of evaluation and analytical procedures, does not allow localizing problems. And besides this, a significant amount of analytical data obtained leads to a dispersion of the attention of management employees responsible for making adequate decisions to ensure the efficiency of the enterprise.

The concepts adopted abroad for a comprehensive assessment of the effectiveness of the functioning and development of enterprises are mainly reduced to the construction of a balanced scorecard. A balanced scorecard takes into account four key aspects of the activities of modern industrial enterprises and other business entities: finance, customers (consumers), business processes (internal environment), training and development. The essence of a balanced scorecard (Balanced Scorecard) is to formulate the financial strategy of an industrial corporation in several perspectives, setting strategic goals and measuring the degree to which these goals are achieved using key indicators efficiency .

In methodological terms, the balanced scorecard is a clear and formalized definition of the main criteria values that characterize the performance of business enterprises and companies (key indicators / performance indicators - KPI). At the same time, the specification of criteria values by management levels, business units and the specification of tasks for managers and employees, the implementation of which ensures the achievement of the necessary results, takes place.

However, it should be understood that building a balanced scorecard does not mean that you need to be guided only by the finance aspect, the consumer aspect, the personnel development aspect, and the internal environment (business processes) aspect. The aspect of the internal environment needs to be most clearly formalized in an analytical plan in order to obtain the most adequate and most objective assessment of the enterprise's ability to function and develop. Moreover, the exclusion from the aspect of the internal environment of the analysis relating to human resources and the inclusion of the personnel aspect into a separate evaluation criterion, not interconnected with other criteria, largely contradicts the systematic and comprehensive approach to assessing the relative efficiency of an enterprise with the created (used) management system.

Quite often, in scientific and practical research, the effectiveness of the activity (performance or efficiency of functioning and development) of an enterprise is replaced by an analysis of the results of economic activity, which is far from the same thing. The result is, as a rule, a consequence, the final result of any sequence of actions, the completion of any process. Therefore, the results of the economic activity of the enterprise must be differentiated from the effectiveness of its work.

The result of economic activity may be different, but it is usually expressed in terms of absolute cost or quantitative indicators (quantitative indicators are expressed in terms of metric units of measurement).

So, for example, in the works of M.M. Gadzhieva, Z.A. Kunnieva, M.B. Bagishev it is shown that optimization methods and models can be used to assess the efficiency of the enterprise (work efficiency). And at the same time, the same source states that these methods and models are based on the process of choosing the best (optimal) option from all available. Based on this, M.M. Gadzhiev, Z.A. Kunnieva, M.B. Bagishev conclude that, therefore, optimization methods and models make it possible to make the best (most effective) decision on current work or on the long-term development of an enterprise. In other words, we can conclude that the use of optimization methods and models is focused on finding the best result of the enterprise's activity from a set of possible ones.

But this approach is more focused on forecasting the development of an enterprise in the current medium or long term, rather than using optimization methods and models for the current assessment of the efficiency of this enterprise.

In the works of O.T. Tolstykh and O.V. Dudarev, it is shown that the efficiency of an enterprise in a complex aspect is assessed from the point of view of its ability to create added value.

The calculation of economic value added includes an extended set of financial and economic indicators and almost completely describes the entire production process. Therefore, an integrated approach to assessing the efficiency of an enterprise can also be considered in terms of the ability of the latter to create economic value added, and of course, economic value added is a very important analytical and evaluation indicator. But at the same time, this approach does not allow understanding the contribution of each of the management subsystems to the formation of this indicator. Also, the approach based on the calculation of the indicator of economic value added does not allow assessing the actual level of efficiency of the enterprise in terms of using all the resources at its disposal.

In the works of O.B. Rakshina, A.N. Starkov, S.N. Zolnikova and L.S. Kalinina and many other researchers show sectoral aspects of evaluating the effectiveness of work (conducting activities or functioning and development) of various industrial enterprises. This approach is based on the concept of analytical comparisons of complex indicators of profitability and competitiveness. Within a set of homogeneous enterprises, taking into account changes (opportunities and threats) in the external environment, such an approach is certainly informative and objective, but it does not allow assessing the contribution of each subsystem to the overall efficiency of the functioning and development of an enterprise over a period or a number of periods.

Methodology

Therefore, we consider it necessary to develop a comprehensive methodological approach to assessing the effectiveness of an enterprise, taking into account the contribution of each management subsystem to the results and observed effects.

To analyze and evaluate the performance (functioning and development) of an enterprise (in the context of its main management subsystems), we propose to use the basic formula in the form of calculating the economic shift coefficient:

where kdi is the coefficient of the economic shift of the i-th indicator in the subsystem of enterprise activity management;

X is the mathematical differential of the i-th indicator characterizing the efficiency of the enterprise. It is calculated as the ratio of the value of the indicator of the current period to the value of the previous or base period (as an option, the ratio of the actual value and the planned value of this indicator can be used).

Thus, the economic shift coefficient can be considered as a mathematically established differential between the values of target indicators that characterize the efficiency of the enterprise for a period or a number of periods (or in the context of the actual achievement of the values set by the plan).

Let us establish that the enterprise management system includes four key subsystems: personnel, financial, operational, production. At the same time, we indicated that the production subsystem is one of the main or most important management subsystems, since it is this subsystem that generates economic benefits from the operation and development of the enterprise. Therefore, further it is necessary to develop a set of evaluation indicators that will characterize the efficiency of the enterprise, taking into account the production aspect.

And these indicators, firstly, it is expedient to structure in the context of each subsystem, and, secondly, to give a methodology for calculating a comprehensive estimated indicator.

For the production subsystem, in our opinion, the following indicators are the most important, which allow us to evaluate the efficiency of the enterprise from a production point of view: production volume, level of production cost-effectiveness, renewal of material infrastructure, renewal of technological infrastructure.

The volume of production is one of the most important performance indicators of any industrial enterprise. At the same time, it is important to take into account this indicator not in value terms, but in conditionally natural terms, taking into account the quality of the organization. production process in the enterprise, for this we propose to use the formula (2):

where V is the volume of production in conditionally natural units (metric units);

VP is the total volume of production in nominal units;

kr is the defective rate (the proportion of defective products in the total production volume).

The second indicator that characterizes the efficiency of the enterprise in terms of the production subsystem is the indicator of production cost-effectiveness.

In this case, we propose to correlate the amount of gross profit received with the total costs of production and sale of the enterprise's products. The calculation of the indicator is presented in the framework of formula (3):

where RC is the received cost-return from the production of products;

GP - the amount of gross profit received;

Ex - total costs associated with the production and sale of the company's products.

The third indicator characterizing the efficiency of the enterprise in terms of considering the production subsystem is the indicator of updating the material infrastructure (i.e. updating the main production assets). Here you can use the well-known formula for updating production assets, which is presented in (4):

where RM is the coefficient of renewal of the material infrastructure of production at the enterprise;

VNM is the value of new fixed assets put into operation in the current period;

VAM - the total value of all fixed assets used in the production of products.

The fourth indicator of the efficiency of the enterprise from the point of view of the production subsystem is the indicator of updating the technological infrastructure. Here, a modified indicator from formula (4) can be used. But, in our opinion, it is important to take into account the innovative ability of the enterprise, so we propose the following formula:

where RT is the coefficient of renewal of the technological infrastructure of production at the enterprise;

PNT - quantity (value) created or acquired from third parties technologies that are necessary for an efficient production process;

NRT - the total number (total cost) of technologies used in the production process and requiring immediate replacement.

So, above we have presented indicators that will describe the efficiency of the enterprise in the context of the production subsystem.

The overall performance indicator of the enterprise in the production aspect is proposed to be calculated on the basis of formula (6):

where PS is an indicator that characterizes the efficiency of the enterprise in the context of the production subsystem.

Next, we turn to the definition of indicators that characterize the work of the enterprise in terms of the financial subsystem. And here the main indicators are as follows: the level of income received from the main activity; Operating profit; the volume of reinvestment of the enterprise's funds in development; financial cycle.

The level of income received, as well as the volume of production in conditionally natural units, is one of the most important indicators not only of the current operation of the enterprise, but also of its development specifics. In our opinion, it is important to take into account the level of income, taking into account the inflationary impact, since an extensive rise in prices (due to inflation) can significantly distort the overall assessment picture, therefore, it is advisable to use formula (7):

where I - specified income from the main activities of the enterprise for the current period;

IO is the total operating income of the enterprise based on the results of the current period;

ir is the inflation rate for the current period.

Operating profit reflects the ability of the enterprise in the financial aspect to receive the effects of the production process. In our opinion, in this case, it is most correct to calculate the level of operating after-tax profit:

where NOPAT is the post-tax operating profit of the enterprise;

OP - operating profit of the enterprise (operating income minus total operating expenses);

T - taxes and other obligatory payments to the budget, paid out of profit.

The third indicator is the indicator of reinvestment of funds in the development of the enterprise, in other words, net profit investments in the creation of intangible, exploration assets, as well as net profit investments in the infrastructure and technological renovation of the enterprise are taken into account. To do this, we propose to use formula (9):

where AR is the volume of reinvestment of net profit in the development of the enterprise;

Div - dividends paid from the net profit of the enterprise;

fr - the amount of costs allocated from net profit to meet the current needs of the enterprise (replenishment of current assets).

And one more important indicator of the efficiency of the enterprise in the financial aspect is the indicator of the duration of the financial cycle in some sources, this indicator is referred to as the conversion cycle Money. To calculate this indicator, it is advisable to use formula (10) and at the same time take into account that an increase in the financial cycle may adversely affect the efficiency of production activities, therefore, it will be most objective to evaluate the financial cycle, taking into account its tendency to increase or decrease:

where FC is the financial cycle of the enterprise;

OCP - the operating cycle of the enterprise;

DPO - the period of circulation of receivables.

The overall performance indicator of an industrial enterprise in the financial aspect is proposed to be calculated on the basis of formula (11):

where FS is an indicator that characterizes the efficiency of the enterprise in the context of the financial subsystem.

The next group of indicators, which will characterize the efficiency of the enterprise, is considered by us in the personnel aspect. And here, in our opinion, the most important indicators are: staffing; labor productivity; the amount of investment in personnel; staffing costs.

Staffing is necessary for the organization and effective production process, and for the organization of other main, auxiliary processes, as well as business processes of management and development. To determine the level of staffing, it is necessary to use data on a rationally justified staffing structure in comparison with the current number of employees of the enterprise in the context of each category taken into account, here we propose to use the following formula (12):

where AH is the general provision of the enterprise with the necessary human resources;

APi - the actual availability of human resources for the i-th category taken into account, but not higher than determined by the staffing table;

n - the number of categories of personnel taken into account (administrative and managerial personnel, engineers, specialists, main, auxiliary workers, etc.).

The efficiency of the enterprise can be assessed not only through the volume of production or sales of products, but also through the productivity of personnel. To assess the productivity of the personnel of the enterprise, you can use the well-known formula (13):

where LP is the average labor productivity of the i-th employee of the enterprise;

Vc is the volume of production in value terms;

Investing in people is important not only for the organization of the current effective work enterprise, but also for its intensive and competitive development. To determine the volume of investments of an enterprise in personnel, we propose to use the following formula (14):

where IH is the total investment of the enterprise in personnel per i-th employee;

T is the total costs of the enterprise (not reimbursed by employees) for training, retraining, and development of personnel;

NS - the number of employees of the enterprise.

And another significant indicator in the personnel aspect of assessing the effectiveness of the enterprise is the indicator of personnel cost-effectiveness. To calculate it, it is proposed to use formula (15):

where RH is the level of personnel cost-effectiveness at the enterprise per i-th employee.

The overall performance indicator of an industrial enterprise in terms of personnel is proposed to be calculated on the basis of formula (16):

where HS is an indicator that characterizes the efficiency of the enterprise in the context of the personnel subsystem.

Another important aspect of the enterprise, which should also be analyzed and evaluated, is the operational aspect (or operating subsystem). Here the most important, in our opinion, are indicators: organization of supply, inventory turnover, sales organization, marketing intensity.

The organization of supply characterizes the reliability, stability and uninterrupted supply of materials, components, raw materials, as well as the necessary means of production necessary to ensure the effective operation of the enterprise. To do this, we propose to use the following formula (17):

where KP is an indicator of the reliability and stability of the enterprise's supply;

Pf and Pp are, respectively, the volumes of purchases of resources and means of production necessary to ensure the functioning and development of the enterprise in fact and according to plan.

kf is the financing adequacy ratio for the rational needs of the enterprise in resources and means of production.

The next indicator of the efficiency of the enterprise in the operational aspect is the indicator of inventory turnover, which includes finished products, and goods for resale, and stocks of necessary material and technical resources. It is advisable to calculate this indicator in days and use formula (18) for this:

where IT is the inventory turnover indicator of the enterprise in days;

KIT - inventory turnover ratio (the ratio of the total cost to the balance of stocks at the end of the period).

Another important indicator is the indicator of sales organization. Here it is also important to take into account the ratio of the actual and planned volume of sales of products (19):

where KS is an indicator of the organization of marketing of finished products of the enterprise;

Sf is the sales volume of products in the current period in fact;

Sp is the sales volume of products in the current period according to the plan.

And the last indicator that will characterize the efficiency of the enterprise in the operational aspect is the indicator of the intensity of marketing (positioning and promotion). For this, formula (20) must be used:

where MI is an indicator of the intensity of marketing in the enterprise;

GI and GM - respectively, the growth rate of income from core activities and the growth rate of marketing costs (positioning and promotion) of products.

The overall performance indicator of an industrial enterprise in the operational aspect is proposed to be calculated on the basis of formula (21):

where OS is an indicator that characterizes the efficiency of the enterprise in the context of the operating subsystem.

All indicators that are used to calculate and evaluate the efficiency of the enterprise have the same interpretation - any increase is assessed positively, any decrease is considered as a negative trend.

In order to calculate the economic shift coefficient, it is necessary to compare the above indicated indicators for a number of periods (preferably at least three periods), or take actual and planned (or actual and possible, in particular, sectoral indicators) as a basis for comparison. Then, for each subsystem, the economic shift coefficient will look like:

de SSi is the coefficient of economic shift for each subsystem in terms of assessing the effectiveness of the enterprise.

In turn, we propose to calculate the complex estimated indicator of the economic shift of an industrial enterprise on the basis of the geometric mean, which levels out the spread in indicators that have unequal values:

where KM is a complex estimated indicator of the economic shift (as the efficiency of the enterprise for a period or a number of periods);

ПSSi is the product of partial economic shift coefficients (for each subsystem).

Conclusion

So, above we have developed a modified methodology for a comprehensive assessment of the efficiency of an industrial enterprise.

This technique is based on taking into account the differentiated contribution of each enterprise management subsystem to the results and observed effects. The methodology includes a certain sequence of analytical actions, the result of which is the calculation of a comprehensive indicator of economic shift. Observation of this indicator in dynamics allows us to formulate a conclusion both about the efficiency of the enterprise and about the specifics of its development in previous periods. In the general case, a comprehensive indicator of economic shift is an information base for making managerial decisions of a strategic or tactical nature, and also serves as an integral element in assessing the impact of an enterprise management system on the results of its production and economic activities.

An integrated approach to assessing results in accordance with the Federal State Educational Standard

Kovaleva S.S. - teacher of geography and biology MKOU "Anenkovskaya secondary school"

performance at RMS 18.08.2016

The federal state educational standard contains requirements for the system for assessing the achievement of planned results, according to which the assessment system:

1. Fixes the goals of valuation activities:

a) focuses on achieving results:

spiritual and moral development and education (personal results);

formation of universal learning activities (meta-subject results);

mastering the content of educational subjects (subject results);

b) providesan integrated approach to assessing all of the above results education (subject, meta-subject, personal);

2. Fixes the criteria, procedures, assessment tools and forms of presentation of its results.

3. Fixes the conditions and boundaries of the appraisal system.

In accordance with the Standards, the results assessment system involves the assessment of different areas of student activity. In this regard, priority in the diagnosis are productive tasks (tasks) for the application of knowledge and skills, involving the creation by the student in the course of solving his information product: inference, evaluation, etc. Verification of cognitive, regulatory, communicative actions is carried outmeta-subject diagnostic work, composed of competence tasks. The advantage of diagnosing meta-subject results is its pedagogical orientation.

The standards provide for diagnosing the results of personal development , which involves the manifestation by the student of the qualities of his personality: assessment of actions, designation of his life position, cultural choice, motives, personal goals. In accordance with the confidentiality rules, such diagnostics are carried out non-personally (the work performed by students is not signed, the tables that reflect this data reflect generalized results for the class or school as a whole, but not for each individual student).

Forms of results control:

purposeful observation of the teacher (fixation of the actions and qualities shown by the student according to the given parameters);

self-assessment of the student according to the accepted forms;

results of educational projects;

the results of extracurricular and extracurricular activities, the achievements of students.

The means of accumulating information about the educational results of the student isportfolio of achievements. The final grade for the primary school (the decision to transfer to the next level of education) is made on the basis of all the results (subject, meta-subject, personal; educational and extracurricular) accumulated in the student's portfolio of achievements for four years of study in primary school.

^ Comprehensive assessment of all educational results of the student

is a general characteristic of personal, meta-subject and subject results, which are summarized intables of educational results (Appendix). Each of the tables has instructions for maintaining: when, how and on the basis of what it is filled in, how the results are interpreted and used. The grades and marks placed in the tables are the basis for making decisions on pedagogical assistance and support for each student in what he needs at this stage of development.

^ Limits of application of the assessment system:

2) The system for evaluating results is being developed and supplemented in the course of its implementation.

3) Reducing to a minimum the number of "reporting documents" and the terms for their mandatory completion by the teacher, for which the following funds are used:

Teaching students how to evaluate and fix their results under the control of a teacher;

The introduction of new report forms simultaneously with the computerization of this process, with the transfer of most of the reports to a digital, automated basis.

4) Focus on maintaining student success and motivation.

The technology of evaluation of educational achievements of students is used.

Target technology for evaluating educational achievements is to ensure at the stage of control the principles of a developing student-centered education system.

Tasks

Determine how the student acquires the skills to use knowledge - that is, the modern goals of education.

To develop the student's ability to independently evaluate the result of his actions, control himself, find and correct his own mistakes.

Orient the student to success, relieve him of the fear of school control and assessment, create a comfortable learning environment, and preserve the psychological health of children.

The organization of control in the lesson in accordance with the technology for evaluating educational achievements involves the implementation of seven rules that determine the procedure for actions in different situations of control and evaluation.

The system for assessing the achievement of planned results includes two mutually agreed upon assessment systems:

external evaluation carried out by services external to the school;

internal evaluation carried out by the school itself - students, teachers, administration.

The main object of the system for assessing the results of education is the planned results of mastering by students of the basic educational program of primary general education.
The system for assessing the achievement of the planned results of mastering the basic educational program of primary general education involvesA complex approach to the evaluation of results education, which allows to assess the achievement by students of all three groups of educational outcomes:personal, meta-subject and subject .

^ Personal learning outcomes reflect the system of value orientations of the younger student, his attitude to the world around him, personal qualities.They are not subject to a final assessment in the form of a mark and are not a criterion for transferring a student to a basic school. . The teacher creates conditions for the formation of personal universal educational activities, presented in the Federal State Educational Standard of the IEO, evaluates the changes taking place in different areas of the student's personality: educational and cognitive motives; relationships with peers; civic identity (attributing oneself to the family, people, nationality, faith); the level of reflective qualities (respect for another opinion, personal responsibility, self-esteem), etc.

The teacher fixes the personal results of the student in two documents: the characteristics of the student and his portfolio. The characteristic that is given to a graduate of an elementary school reflects his distinctive individual characteristics, not only related to the development of academic subjects (progress), but also revealing his character traits, personal qualities. The characteristic includes the following items:

assessment of the student's progress, his achievements in the study of academic subjects, possible difficulties in mastering a separate program material;

the level of formation of educational and cognitive motivation, attitudes towards educational activities; academic independence and initiative (high, medium/sufficient, low);

relationships with classmates, the level of formation of leadership qualities, participation in joint activities, the presence of friends in the class; attitude towards the student of other children.

^ Assessment of personal results is an assessment of the achievement by students of the planned results in their personal development.

The object of evaluation of personal results is the formation of UUD, included in three blocks:

self-determination - the formation of the internal position of the student - the adoption and development of a new social role of the student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately evaluate oneself and one's achievements, to see the strengths and weaknesses of one's personality;

sense formation - search and establishment of personal meaning (i.e., “meaning for oneself”) of teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of "what I know" and "what I don't know" of "ignorance" and striving to bridge this gap;

moral and ethical orientation - knowledge of the basic moral norms and orientation towards their implementation based on the understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma in resolving the moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

^ The content of the assessment of personal results at the level of primary general education is built around the assessment of:

the formation of the internal position of the student , which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates - and orientation to the behavior pattern of a "good student" as an example to follow;

formation of the foundations of civic identity - feelings of pride in their homeland, knowledge of significant historical events for the Fatherland; love for one's land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;

formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;

the formation of motivation for educational activities, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation to achieve results, striving to improve one's abilities;

knowledge of moral norms and the formation of moral and ethical judgments, ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of observance/violation of a moral norm.

Personal results of primary school graduates in full compliance with the requirements of standardsnot subject to final evaluation .

The object of evaluation of meta-subject results - formation of regulatory, communicative, cognitive universal actions:

the ability of the student to accept and maintain the learning goal and objectives; to independently transform a practical task into a cognitive one, the ability to plan one's own activity in accordance with the task 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;

ability to use symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;

ability to perform logical operations comparison, analysis, generalization, classification according to generic characteristics, to the establishment of analogies, attribution to known concepts;

Ability to collaborate with teachers and peers when solving educational problems, take responsibility for the results of their actions.

Mainthe content of the assessment of meta-subject results at the level of primary general education is built around the ability to learn.

^ - assessment of students' achievement of the planned results in individual subjects:

system of fundamental elements of scientific knowledge - subject knowledge:

basic knowledge (fundamental elements of scientific knowledge - the conceptual apparatus (or "language") of educational subjects: key theories, ideas, concepts, facts, methods. This group includes a system of such knowledge, skills, educational activities that can be achieved by the vast majority of children.

knowledge supplementing, expanding or deepening the basic knowledge system

actions with subject matter (or subject actions ) :

substantive actions on the basis of cognitive UUD (use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishing connections, analogies; search, transformation, presentation and interpretation of information, reasoning), these actions are performed on different subjects with different objects and have a specific "subject" coloring.

concrete substantive actions (methods of motor activity mastered in the course of physical culture, or methods of processing materials, methods of modeling, drawing, methods of musical performance, etc.).

^ Evaluation of subject results is an assessment of the students' achievement of the planned results in individual subjects.

Evaluation of the achievement of these substantive results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work.

^ Portfolio of achievements as a tool for assessing the dynamics of individual

educational achievement

^ Achievement portfolio is a collection of works and results that show the student’s efforts, progress and achievements in various areas (study, creativity, communication, health, useful work for people, etc.), as well as self-analysis by the student of his current achievements and shortcomings, allowing him to determine goals for their further development.

^ The final grade of the graduate and its use in the transition from the initial

to basic general education

For the final assessment at the level of primary general education, the results of which are used when deciding on the possibility (or impossibility) of continuing education at the next level, are submitted only subject and meta-subject results described in the "Graduate Learn" section of the planned primary education outcomes.

The subject of the final assessment is the ability of students to solve educational-cognitive and educational-practical tasks built on the material of the basic knowledge system using tools relevant to the content of educational subjects , including on the basis of metasubject actions. The ability to solve a different class of problems is the subject of various kinds of non-personalized (anonymous) surveys.

At the stage of primary general education, of particular importance for the continuation of education is the assimilation by students support system of knowledge in the Russian language and mathematics and mastery of the following metasubject actions:

· speech , among which arecomprehension reading and information processing skills ;

· communicative necessary for educational cooperation with the teacher and peers.

^ Materials of the accumulative assessment system (main sections of the program)

Results of final works

Passed

At least 50% of basic level tasks

Good or excellent

At least 65% of basic level tasks

At least 50% of the maximum score of advanced level assignments

Not fixed

Less than 50% of basic level tasks

The Pedagogical Council, based on the conclusions made for each student, considers the issue of successful mastering by this student of the main educational program of primary general education and transferring him to the next level of general education.

The decision to transfer a student to the next level of general education is made simultaneously with the consideration and approval of the characteristics of the student.

All conclusions and assessments included in the characteristic are confirmed by the materials of the portfolio of achievements and other objective indicators.

The system for assessing the achievement of the planned results of mastering the main educational program is based on the technology for evaluating the educational achievements of students, developed in the educational system "School 2100".

^ I. Description of the results evaluation system

1st rule. What is valued.

The results are subject, meta-subject and personal.

results student itactions (skills) to use knowledge duringproblem solving (personal, metasubject, subject). Individual actions, above all successful ones, are subject toevaluation (verbal description), the solution of a full-fledged task - assessment andmark .

Rating - this is a verbal description of the results of actions (“well done”, “original”, “but here it’s inaccurate, because ...”).

Mark - this is a fixation of the evaluation result in the form of a sign on a 5-point scale.

You can evaluateany action student (especially successful): a good thought in a dialogue, a one-word answer to a reproductive question, etc.

Marked onlyfor solving a productive learning problem , during which the student comprehended the purpose and conditions of the task, carried out actions to find a solution (at least one skill for using knowledge), received and presented the result.

Additionally, at the end of the lesson, it is permissible to invite the whole class to determine which hypotheses turned out to be the most accurate, interesting, and helped to find a solution to a common problem. The authors of these hypothesescollective decision are encouraged: they are given an assessment and (or) an “excellent” mark (solving a problem of an increased level) is put on the skill by which the problem of the lesson was formulated.

^ Teacher results and their evaluation

results teacher (educational institution) - itdifference between student results (personal, meta-subject and subject) at the beginning of training (input diagnostics ) and at the end of training (output diagnostics ). The increase in results means that the teacher (school ) managed to create an educational environment that ensures the development of students. A negative result of the comparison means that it was not possible to create the conditions (educational environment) for the successful development of students' abilities.

To determine the increase, the input and output diagnostics of students are compared with the average all-Russian level.

^ 2nd rule. Who evaluates.

The teacher and student together determine the grade and mark.

At the lessonstudent himself evaluates its result of completing the task according to the “Self-Assessment Algorithm” and, if required, determines the mark when it shows the completed task.Teacher has the right toadjust grades and mark if it proves that the student overestimated or underestimated them.

After lessons for written assignments assessment and markdetermined by the teacher. Student has the right tochange this score and mark if it proves (using a self-assessment algorithm) that it is too high or too low.

In order to ensure adequate assessment, the student must learn to answer questions about the goals and results of his work, that is, master the self-assessment algorithm.

^ Self-assessment algorithm (questions answered by the student) :

1 . What should have been done in the task (task)? What was the goal, what should have been the result?

^ 2. Were you able to get a result? Found a solution, an answer?

3. Handled completely correctly or with an error? What, in what? To answer this question, the student needs:

Get the standard of the correct solution of the problem and compare your solution with it;

Be guided by the reaction of the teacher and the class to their own decision - whether any of his steps were corrected, whether his final answer was accepted.

4. Did you cope completely on your own or with the help of (who helped, in what way)?

Other questions are added to the specified self-assessment algorithm, including about the mark that the student puts himself. So starting from 2 3rd grade, after teaching children to use the requirements table (rule 4) and introducing success levels (rule 6), the following questions are added to this algorithm.

Continuation of the self-assessment algorithm:

5. What skill did you develop while doing the task?

6. What was the level of the task (task)?

Such problems have already been solved many times, did you need only “old”, already acquired knowledge?(Required level)

Did you encounter an unusual situation in this task (either you need already acquired knowledge in a new situation, or you need new knowledge on a topic that is only now being studied)?(Advanced level)

Such problems have never been learned to solve OR do you need knowledge that you did not learn in class?(Max level)

7. Determine the level of success at which you solved the problem.

8. Based on your level of success, determine the mark that you can give yourself.

^ Assessment in 1st grade (a feature of age - the student is not yet psychologically ready for an adequate assessment of his results, including the recognition of his mistakes)

1st step (in the first lessons). We define our mood.

2nd step (after 2-4 weeks). We learn to compare the goal and the result.

Children are invited to evaluate the content of their written work.

Having distributed notebooks with checked works, the teacher conducts a dialogue with the students, in which the main questions are:

- What was your task? Who can say what needed to be done at home? (Learning the 1st step of the self-assessment algorithm.)

- Look at your work - do you agree that the task has been completed? (Collective self-assessment learning the 2nd step of the self-assessment algorithm.)

3rd step (about a month later). We establish a procedure for evaluating our work.

4th step. We learn to admit our mistakes.

5th step. We learn to admit our failure.

The teacher helps students in the classroom in evaluating their actions, admitting mistakes. Then one of the children is invited to evaluate themselves in a situation where he at all failed to complete the task. In a diary or in a notebook, this (with the consent of the student) is indicated by an unfilled circle.

6th step. Use the skill of self-esteem.

^ Teaching the rule "Self-assessment" to students who completed the 1st grade

1) Grading order

1st step. Students are encouraged to learn to evaluate their own work. To do this, a conversation is held on the following questions: “You are already experienced students, tell me how best: so that you yourself learn to evaluate your results or that others always do it for you?”, “How do we start evaluating our work?”, “What will we do thereafter?" etc.

2nd step. Based on the results, in the form of a reference signal (pictures, keywords), a self-assessment algorithm is drawn up from 4 main and 2 additional points:

1) What was it exercise ?

2) Managed to get result ?

3) Completely right or with an error?

4) Completely on one's own or with help? (hereinafter - except for the 1st class):

5) By what signs do we distinguish grades and grades?

6) Which one you will put yourself mark ?

2) Timing to Develop Self-Esteem Skills

1st step. A lesson is selected in which only the MINIMUM of the content of the educational material will be used. Use the time allotted for all the material to develop students' self-assessment skills.

2nd step. When designing this lesson, choose a stage (checking what you have learned or learning something new) for using the self-assessment algorithm.

3rd step. Choose a simple task, after which one of the students will be asked to publicly evaluate their result according to the self-assessment algorithm (reference signal).

3) Procedure for self-assessment

1st step. Select the most prepared student for public self-assessment of the results of their work (ensuring the success of the procedure).

2nd step. After presenting the solution (oral answer, writing on the board, etc.), invite the student to evaluate the result of his work himself. To warn that at first the teacher will help in this: ask the student questions according to the self-assessment algorithm (pointing to the reference signal): “task?”, “result?”, “correctly?”, “himself?”. The student gives answers, the teacher corrects him, explains if there is an overestimation or underestimation. All other students at this moment observe how self-assessment occurs. Their attention is activated by the questions: “What step in evaluating the work have we already taken?” etc.

3rd step. In the following lessons, self-assessment according to the algorithm is carried out in turn by all students in the class (at least 1-2 episodes per lesson; in each lesson).

4th step. Gradually, instead of pronouncing the questions, the teacher suggests that the students themselves, looking at the reference signal, ask themselves these questions and answer them. In addition to dialogue, self-assessment can be carried out with a collective check of written assignments. A standard of the correct answer appears on the board, and each student evaluates his decision in his notebook.

5th step. When students start grading without looking at the cue, the teacher can remove it and use it only if someone is having trouble.

4) Time spent on self-assessment, subject to the formed skill

1st step. When all students have the ability to work according to the “Self-Assessment Algorithm”, the teacher, when planning a lesson, stops reducing its content to a minimum, including teaching material related to the maximum.

2nd step. The self-assessment algorithm collapses: after the teacher’s suggestion to evaluate his answer, the student’s phrase follows: “the goal was achieved, there were no mistakes”, or “I got the solution, but with the help of the class”, or “I completely solved the problem of the required level without errors, which corresponds to the mark “4 » Okay".

If the opinion of the student and the teacher is the same, the lesson can be continued.

If the opinion of the teacher differs from the opinion of the student (he overestimated or underestimated his mark), it is necessary to go through the algorithm and agree on the positions.

3rd step. After checking the written work, the student gets the right to reasonably challenge the assessment and mark of the teacher: after the student’s phrase “I do not agree with the mark”, the teacher invites him to explain his opinion using the self-assessment algorithm.

If the student is right, you need to thank him for helping the teacher find his mistake when checking.

If the student is wrong, the teacher needs to explain on the basis of which he made the appropriate decision, to agree on positions.