GEF grades in elementary school should be familiar to any teacher who works with younger students. In the first grade, non-spot training is provided, but further the students' successes are recorded. Moreover, today there are many authoritative opinions that indicate that the school grading system is far from perfect.
School Grade System Functions
The mark is the teacherās only working tool for assessing the childās work and success in learning. Assessment was introduced in order to determine the degree of conformity of the goals of the educational process and the results achieved by the student in dynamics, to identify specific difficulties of an individual student and the class as a whole for organizing correctional work, determining the quality of teacherās activities, creating a psychologically comfortable educational environment for motivating children to continue successful activities .
The modern initial link is still a school of testing the strength of the child, and not a school of skill. In this regard, the problem of assessing the achievements of each student, aimed at growth and development, becomes especially urgent. Very different children come to study in one class, but they all receive a positive attitude that this is a place where new discoveries and knowledge await them. Each child advances along this difficult path very individually, and his success should not be determined by fives and fours, but by the desire to learn, personal dynamics of development and determination.
The disadvantages of a modern rating system
Monitoring and evaluation in elementary school according to GEF are uninformative. It is difficult for the teacher, students and parents to determine what needs to be improved and what skill to work on additionally. This system is traumatic for the child. An unsatisfactory assessment becomes an instrument of psychological pressure on the student, which leads to discomfort in students learning, stress, poor physical health and lack of further success in school.
The problem of the subjectivity of the grading system in primary school remains unresolved. GEF obviously requires refinement in monitoring and evaluation. At the moment, the selection criteria for the mark are vague, and the generally accepted definition of the results of the current and final control by means of a 5-point scale is too crude. Moreover, this is actually a 4-point scale for assessing the knowledge and skills of students.
When a teacher puts a mark, he evaluates only the end result, and not the content and consistent movement of the student to a specific goal. Evaluation is given for the formation of a certain ability for a specific time, and not for the process of developing ability and the childās desire for success.
So, the student who solved, for example, two tasks of varying complexity, but made a mistake at one of the stages, will receive a triple in mathematics, so that in the end he received one incorrect answer, and one that solved only one of these tasks, but completely true, but did not proceed to another. At the same time, the first student applied more knowledge and skills, showed a desire to achieve a positive result, and the second, perhaps, did not study the topic on which the second task was drawn up.
It turns out that modern norms of grades in elementary school according to GEF motivate students to get a certain mark, rather than confident knowledge. Marking is a powerful means of punishment and encouragement even outside of school life. So, the analysis of the situation and the search for ways to fill the knowledge gaps is replaced by the struggle for a particular journal entry.
Ways to solve existing problems
Grade rates in GEF elementary school need to be revised. Moreover, the problem concerns not only the initial link, but all levels of education up to the eleventh grade. An accurate criteria base should be developed for fixing the result of the educational process in each individual discipline. This system should be connected with teaching methods and technology.
On the basis of the criteria base, unified tools and forms of valuation activities should be developed. The main difference from the existing system should be the elimination of the subjective factor in fixing the result of student activity. That is, the level of student assessments should not depend on personal relationships with the teacher, as well as the subjective assessment of the child's activities by the teacher.
Principles of Spotless Learning
The standards of grades in elementary school according to GEF provide for the determination of the results achieved in the form of a specific mark (five, four, three, two) for students of the second and fourth grades. For first-graders, a completely different approach to learning is used, which eliminates the negative aspects of learning, promotes the individualization of the educational process, and stimulates educational independence and motivation.
The basic principles of such a system are:
- Criteria. Analysis and assessment are based on unambiguous and extremely clear criteria.
- Priority self-esteem. The teacherās assessment must be preceded by the studentās self-esteem.
- Variability and flexibility. The use of various methods and procedures for determining the effectiveness of training.
Spotless learning allows students to develop self-control skills. Children learn to independently identify problems and how to solve them, analyze, generalize, observe, compare, classify, creatively solve educational problems, which are the most important skills that largely determine the success of the student in the future. The ultimate goal of this approach is to move from an external assessment to an internal self-assessment.
First-class first-class instruction
Grade criteria in elementary school for GEF for the first grade are not established. As mentioned above, a first-grader approach is used in the training of first-graders. Assessment is carried out in the form of qualitative verbal assessments (āWell doneā, āThink againā, āLet's listen to what others thinkā), in the form of teacherās conclusions based on the results of the examination of works.
The teacher should observe the improvement of reading and writing techniques, evaluate students' performance of various creative tasks, conduct tests to assess progress in mastering knowledge. Open answers, closed or partially closed (this is provided by the format of tasks), reflection results (achievement sheets, student diaries, portfolios) are evaluated.
Grades in elementary school
According to GEF, grading is provided for students in the second-fourth grades of primary school . Separately developed guidelines for assessing the success of students in their native (Russian) language and reading, mathematics. In other subjects, the following approach is usually applied. When doing more than 85% of the work, five is set, if from 70 to 85% is completed, four are completed, 51 to 70% are three, and less than 51% are two.
Assessment in Russian (native) language
The grading standards in elementary school according to the Federal State Educational Standard for such a form of work as a dictation are as follows: five are set if there are no errors and corrections in the studentās written work, four - no more than two spelling errors, slight sloppiness in writing is possible, three - three to five errors , dictation is written carelessly, deuce - more than five spelling errors.
For a control dictation, five can be set with one crude error, a mark is not put with three corrections, a four assumes that there are no more than two punctuation and two grammatical errors in the work, or one spelling and three punctuation errors, a triple - three or four spelling errors and four punctuation (or five spelling errors), deuce - more than five to eight errors.
What is considered or not considered a mistake
GEF assessment standards in elementary school suggest that a dictation error is incorrect spelling of dictionary words, missing or distorting letters in words, replacing words, breaking spelling rules, lack of punctuation marks, the study of which is provided for by the program of this class. A single omission of a point at the end of a sentence is not considered a mistake if the next word is capitalized, an isolated case of replacing a word with another without distorting the meaning, as well as errors in those sections of spelling and punctuation that have not yet been studied.
Evaluation of cheating and grammar exercises
When writing off, the five are set for error-free and diligent work, the four for one spelling error and one correction, the three for two spelling errors and one correction, the two for three errors. For grammar tasks, a quartet is put if at least 3/4 of the work is correctly completed, a triple of not less than half, a deuce of more than half of the total amount of work.
Grade math students
Norms of marks in elementary school on GEF are allocated for tests that contain only examples or only tasks, and combined work in mathematics. If there are only examples in the work, then the four are put for one or two computational errors, the three for three or four computational errors, the two for five or more computational errors.
For works containing only tasks, other norms of grades are established in elementary school according to GEF. So, a four is set if one or two computational errors are made, but everything is correct during the solution, three is one computational error or one error during the solution, but one problem is not solved, two is an error during the solution of two problems or two computational errors and one mistake in the course of the decision.
School 2000: Assessment
Receiving an incorrect answer does not always mean that there is no result. This can be traced to the standard training situation. The student is given a task that reads as follows: "To what number do you need to add 569 745 to get 864 568?". In order to get an answer, it is necessary to draw up an equation, correctly determine the algorithm for obtaining the correct answer, perform calculations, and check the calculations.
When compiling the equation, the studentās logical skills and how well the student perceives the text task are tested. To correctly determine the stages of the solution, you need to know the rules for solving the equation. Computing skills are required for proper calculation and verification. The complexity of the last two steps can be estimated by one point, while the equation is āworthā three points, and correctly determine the sequence of solutions - two points.
The teacher needs to record the results of passing these stages. Thus, the childās test result is recorded, not evaluated. It is logical to transfer the sum of points to a 100-point scale (as the ratio of the achieved result to the maximum possible). This methodology for assessing achievements and results in elementary school according to GEF is used in the framework of monitoring performance "Electronic application ...", which was developed by the team of the School 2000 association.