Learning in a subject is a fact of a student mastering a certain program provided for by a course of study. Knowledge is regarded as a systematized object for assimilation. Often, monitoring student learning involves testing specific skills related to new information received. In the classical case, attention is paid to the data obtained in the learning process. At the same time, it is customary to understand learning outcomes as learning outcomes, while the term also means a condition that makes learning successful in the future. There is even a generally accepted learning formula, the indicator by which is calculated as the ratio of the number of grades from “excellent” to “satisfactory” to the number of students. This indicator is important for understanding the quality of the teaching process.
Important Features
As part of the teaching process methodology, it was revealed that learning is directly determined by objective factors. It depends on the level of the program used for training, on the technology of the work process and the skill of the teacher.
Diagnostic tests to assess the quality of training also show a dependence on subjective indicators - this is the students' ability to learn and their motivation. The role is played by the performance of the audience, the state of health.
Concept and characteristics
Understand that this is a diagnosis of learning, should all modern teachers interested in high-quality teaching of material to students. To do this, you need to know that learning is a parameter that characterizes the level of education of everyone present in the audience. The differentiated process of teaching knowledge is always accompanied by certain indicators of training. Usually, levels that reflect the effectiveness of the assimilation of new information and skills by the audience are chosen as such. Different experts who developed the teaching methodology suggest using different parameters to identify the level of training.
Systematic and consistent
The optimal approach involves the selection of one system of parameters, methods for measuring indicators. This allows controlling the level of learning to obtain comparable, comparable data, as well as information reliable from the point of view of statistics. The data will help establish educational standards at the school, district, region level, improve programs and subjects that need it. The standard accepted to designate such a level of assimilation, which is considered sufficient. It is necessary not only a quantitative description, but also parameters to characterize the quality of the learning process.
Student Control
The simplest diagnosis of training and learning is regular testing. One of the modern approaches is considered to be tiered, within the framework of which it is possible to evaluate not only the effectiveness of mastering the program with respect to each member of the audience, but also his intellectual skills. On the one hand, this allows you to diagnose the entire audience, while at the same time helping to understand how accurately the information is learned, how high reproducibility is.
Reference level work is a method for diagnosing the training of elementary school students, high school students, senior classes and students of educational programs in higher educational institutions. This method can be used when working with a variety of subjects.
Is it possible to overlook?
Some modern teachers, mainly beginners, are wondering if there are ways to get around the mandatory diagnosis of training. This, as eminent experts of the methodology note, is extremely undesirable and unreasonable. It is known that most of the control methods cause hostility, rejection of students and complicates their relations with the teacher, however, it is impossible to circumvent this element of the teaching system. Of course, an English test can cause fear among students, but only it will show really exactly how well the program is mastered, whether students can apply the skills transferred by the teacher.
Diagnostics is a word that came to us from the ancient Greek language, and in the original means the ability to recognize. Pedagogy suggests that the diagnosis of training is a clarification of the circumstances of the didactic process and the identification of performance with a high level of accuracy.
Results and Process
In fact, the diagnosis of training is a method of monitoring and recording the effectiveness of the process of transmitting information at the time of identifying indicators. But the diagnosis of learning involves the definition of each representative of the audience as able (or not) to absorb the information that is planned to be transmitted.
When working at a higher school for teachers, the diagnosis of learning comes first, but the measure associated with it to identify the level of learning is rarely implemented. Usually it is necessary only at the time of determining how suitable the audience is to receive a specialty.
Complex concept
Diagnostics in the pedagogy of training, learning is a complex concept formed by several constituent elements. The most significant are control, verification, assessment, accounting of skills and knowledge. If we turn to the dictionary, then the diagnosis of training is interpreted as the accumulation of statistical information or the desire to identify the fact of the presence of a certain object, for which an inventory and calculation are carried out. Control is understood as verification and observation for the purpose of its implementation.
Verification in the modern sense, including in the didactic materials for the teacher, is considered as a process that has two significantly different meanings. On the one hand, in a broader sense, it can be considered synonymous with control, but a narrower interpretation of the term involves determining the effectiveness of control measures.
Process and result
When identifying the level of training, it is not enough just to conduct a test in English, Russian, mathematics or any other subject, you also need to record the results obtained with this. At the same time, qualitative indicators are evaluated not only of the information received by the students, but also of the skills and abilities acquired by them. The generally accepted reflection of a qualitative indicator is quantitative, that is, an assessment that, for primary school students, is almost equivalent to the mark.
If we look at the history of improving the teaching methodology, we can see that some theorists have proposed introducing a distinction between these two terms. Especially a lot of information can be extracted by studying the work of the psychologist, teacher Amonashvili. It was he who indicated that the mark is only a quantitative parameter of the assessment, while the assessment is a more complex and capacious term, which also includes verbal transmission of the opinion about the work performed, a descriptive form. As this outstanding author noted, assessment is an indispensable element of the learning diagnostics process, but the mark is optional under a number of conditions.
Control: nowhere to go
Systematic control makes it possible to evaluate the effectiveness of data transfer to the audience, determine the degree of training and understand why skills and knowledge are learned with gaps. It is believed that the diagnosis of training is an effective method for identifying the level of academic work, which is associated with improving the quality of teaching. A teacher who adequately analyzes the information obtained from the control results can understand what means, methods of influencing the audience will help him improve his work results.
Learning control is important for both sides of the process. The teacher, conducting the control work, allows the audience to realize how great knowledge is, what level of skills has already been acquired. Based on this, students, students can draw the correct conclusions regarding their preparedness for mastering a larger amount of data on the subject. However, it is important to consider how old the students are: for students, for example, the awareness of the results of control is more significant than for those taking a course in the school curriculum.
Age and study
Undergoing training at the university, young people, as psychologists say, are gradually moving from a young age to a mature one. At the same time, the childhood period, adolescence, youth in the initial stage are time periods when there is no psychological past that requires assessment, planning of the current moment and future. Nemov in his works noted that people who did not cross the border of youth simply do not realize the future and do not have it, and the present is not connected with the past or what comes later.
Students - an audience that is aware of its adulthood gradually. This process is characterized by the establishment of psychological connections between accumulated experience, ongoing and planned events. Therefore, the control of knowledge for any student is much more important than for a student, as it helps to formulate tactics in relation to discipline. Many, on the basis of intermediate and final control, formulate for themselves how suitable they are for the profession or whether a change in their chosen life course is necessary. This imposes a special responsibility on the teachers working with them - it is necessary to be able to adequately, impartially evaluate the audience, while at the same time supporting each individual, who is forced to deal with the difficult situation of understanding the connections of the past, current, approaching.
Should I chop off the shoulder?
There are quite a few cases when the first test work at workshops in the chosen specialty was an occasion for students to quit their chosen direction and transfer to another faculty or even leave their studies at a higher educational institution. Many understood that at the moment they were not yet prepared to the necessary degree to qualify. The task of the teacher is to discern the potential in everyone present at the classes, especially at the workshops, to provide all possible support, if necessary and can give a positive result.
At the same time, it is important to consider that some students rate the fact of receiving a good mark much higher than the actual accumulation of information. When working with such an audience, control can not always show the real level of students' mastering of skills and information, at the same time, assessment is the main incentive for the student to understand, remember the data assumed by the course he is taking.
Diagnostics and control: is there a difference?
In some theoretical works, these two terms are usually combined into one concept, but a certain group of methodologists insists that differentiation is necessary. The fact is that diagnostics in the general case is not only control, but also the formulation of an assessment, verification and accumulation of information on the success of training. The data that the teacher receives regarding his group is analyzed to identify trends, process dynamics, on the basis of which it is possible to draw conclusions on how events will develop, how to increase the level of learning. As some methodologists draw attention, diagnosis is a much deeper concept than a simple check.
Diagnostics includes control of skills, information acquired by the audience, and scoring for each participant. At the same time, school assessment is a rather controversial phenomenon, which has been repeatedly noted by specialists involved in teaching methodological issues. The right to assessment, which every teacher has, should not be applied recklessly: you need to think, weigh the consequences. It is important to objectively control the process of mastering information by students, to treat the audience humanely. In fact, it is precisely the ideas of humanism that are the foundation of a didactic system, whatever features it may have in each particular case.
Assessment: features in the present tense
The modern approach to the pedagogical process involves considering assessment as a means of stimulation. The results obtained in the diagnosis of learning can be used to formulate a value judgment, on the basis of which it is easier for a person to self-determine. We are forced to exist in conditions of very high competition, and getting the highest score is a desire that encourages a person to make a certain effort.
Voluntary training, as well as the similar nature of control, is another significant part of the modern training system. If earlier the assessment was for many students the most unpleasant moment of receiving an education, then changing it to voluntary becomes a rational method for formulating a personality rating. Based on the data obtained during the educational process, you can understand how much a person is in society.
Control and interaction
Only a learning process that involves paying attention to feedback is effective. This means that you need to carefully analyze the information that the teacher can receive from the student. Feedback helps to conclude how effectively the learning process is being promoted, what personality traits are developing at the same time, how much abilities, including cognitive ones, are being improved.
Feedback is important for a teacher who is interested in a quality learning process. This helps to evaluate the result and adjust the methodology of interaction with the audience. Based on the correct analysis, you can change the approach to the information transfer process in order to improve data digestibility indicators. Each new stage must be built on an individual basis, taking into account the features achieved by students earlier. This forces us to differentiate tasks and teaching methods in order to achieve decent results.
Feedback for the student is also an important aspect, as it allows you to understand what are the achievements of each individual person, what disadvantages are inherent in him. When receiving an assessment of their activity, a trained member of the audience listens more carefully to tips that help to adjust the line of behavior.