Assessment of ZUN (knowledge, skills) is a comparison with the standard that exists, defined by the Ministry of Defense of the Russian Federation. The highest level of teacher demand may remain at the standard level. And maybe higher and each teacher has his own. For example, the teacher evaluates the standard at “3”, above - “4”, even higher - “5”. Or maybe the standard is rated at "5", and the worst knowledge is at "4" and "3". The teacher has the right to choose the grade level (grading system).
Any system can be converted to a 5-point (or rather 3-point ("3", "4", "5").
A rating of "2" is more a statement of a lack of work, and you can invite the student to do it again.
The existing grading scale can be applied as follows:
It is especially useful to use this three-point system in junior and middle classes, when the child’s self-awareness and self-criticism have not yet been fully developed, and the “2” mark will simply discourage the desire to learn further. The following are proposed options for evaluating the various types of student work in the lesson and at home.
1. Biological dictation. The easiest way to check the homework of an entire class (one or more paragraphs). For a quick check, take five terms (easy to evaluate on a five-point system).
Dictating 1 term in 2 minutes will take 10 minutes. If the dictation is at the beginning of the lesson, then you can immediately verbally give the correct definitions, if at the end of the lesson, check later and fix it on the next lesson.
When checking notebooks are divided into 2 piles:
- with more or less correct answers,
- where individual work is needed.
All verification work is carried out in special notebooks, where all the student’s work is visible throughout the year. This notebook can be used for several years until it runs out.
2. Oral survey. Describe the structure of an animal or plant according to a table or diagram, indicate the functions that perform its individual parts.
- “5” - completed the entire task correctly,
- “4” - completed the entire task with 1-2 errors,
- “3” - often made a mistake, completed only half the task correctly,
- “2” - I couldn’t do anything correctly,
- “1” - did not complete the task at all. (one)
3. Performing test tasks.
3.1. Tasks with a choice of answer (closed test), assignments "complete the offer" (open test) is estimated at one and two points, respectively. As a rule, it takes about a minute to complete one task with a choice of answer, and about three minutes to complete a free answer. An example of an open test: read the text, fill in the missing places. "In chloroplasts of green plants it is absorbed ..., secreted ... and formed ... only in the light. When plants breathe in the dark and in the light, it is absorbed ... and secreted ...» (3).
It is optimal to give 25 tasks in one control job:
(20 with a choice of answer and 5 with a free answer).
Evaluation criteria: “5”: 16 + 4 (80 - 100% of the total number of points)
«4»: 14 + 3 (70 - 75 %)
“3”: 12 + 0 or 10 + 2 (50 - 65%).
Options are possible here, so it’s better to focus on interest.
3.2. Differentiated test made up of questions at the level of “student must” (mandatory part) and “student can” (additional part). For example, the mandatory part consists of 15 questions for 1 point, and the additional part of 5 questions of an increased level of difficulty is 2 points. Total maximum 25 points.
Evaluation criteria: "2": the student scored less than 10 points
"3": completed 10 any tasks of the mandatory part
"4": 13 + 4 = 17 points or more
"5": 15+ 6 = 21 points or more.
You can make adjustments to the criteria, but you need to inform the students in advance of the criteria for evaluating their work. Using these recommendations in my work for several years, I can confidently say that children quickly get used to such an assessment. And if the teacher at the beginning of the test work forgets to specify the criteria, they themselves ask him about it and control their work.
The methodology for transferring a test score to a traditional five-point system can be as follows. Suppose a test consists of 20 tasks, each has 4 answer options, among which there is only one correct one. We calculate the guessing probability: it is equal to ¼, i.e. out of the 20 proposed tasks, the student can randomly guess 5. If the remaining tasks are divided into three equal parts, corresponding to positive ratings of "3", "4" and "5", then we get the distribution table:
2 points - from 5 to 8 correct answers (where 5 can be just guessed!)
3 points - 9-10 correct answers,
4 points - from 11 to 15 correct answers,
5 points - from 16 to 20 correct answers.
The disadvantage of this method is poor selectivity. The bad thing is that, say, a rating of "5" will be received by those who answered 16, 17, 18, 19 and 20 points. For a more objective assessment, you need to build on the results of specific testing. In practice, it will look like this. We distribute the students' work into packs, each of which contains work with the same number of correct answers. The results are tabulated.
The number of faithful