An integrated approach to assessing the value of an organization. An integrated approach to the assessment of results in accordance with the Federal State Educational Standards An integrated approach to the assessment of educational outcomes

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

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(metasubject 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 educational 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: conclusion, 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 fordiagnostic results 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 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(application). 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 can be 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-oriented education system.

Tasks

• Determine how the student acquires the skills to use knowledge - that is, modern goals 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 actions in different situations of control and assessment.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 evaluating the results of education are the planned results of mastering by students of the main 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 value orientations junior schoolchild, 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 GEF IEO, evaluates the changes taking place in different areas 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:

1. assessment of the student's progress, his achievements in the study of academic subjects, possible difficulties in mastering a separate program material;
2. the level of formation of educational and cognitive motivation, attitudes towards learning activities; academic independence and initiative (high, medium/sufficient, low);
3. 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 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 weak sides 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 the teacher and classmates, - and focusing on a model of behavior " good student» as a role model;
• 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 ways 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 the solution of 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 learner's ability to accept and retain learning goal and tasks;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:

1. 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.
2. knowledge supplementing, expanding or deepening the basic knowledge system

• actions with subject matter(or subject actions) :

1. substantive actionson the basis of cognitive UUD (the 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.
2. concrete substantive actions(ways motor activity learned 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 achievements

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 efforts, progress and achievements of the student in different areas (study, creativity, communication, health, useful to people labor, etc.), as well as self-analysis by the student of his current achievements and shortcomings, allowing him to determine the goals of his 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 complex 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:

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 assessing 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 productive learning task , 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 assessment

results teachers ( educational institution) - This 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 educational environment for 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 on 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 assignment? 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 himself 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 at least once evaluated their work in the class, the teacher stops pronouncing all the questions of the self-assessment algorithm and invites 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 after that?" etc.

2nd step. According to the results in the form of a reference signal (figures, 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 a MINIMUM of content will be used educational material. 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?” and so on.

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 at pedagogical council or take it ready. The "List of Individual Achievements" records current grades for all skills formed at this stage. This sheet notes the child's progress 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 support learning motivation 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 initial diagnostics Materials of the current assessment: observation sheets, evaluation sheets Results and materials of thematic works Results and materials of the final control Achievements in extracurricular activities Dictation, presentations, compositions Audio recordings of monologues, dialogues Reader's diaries Illustrated author's works Materials of introspection and reflection Mathematics mathematical dictations mini-research and mini-projects, models, problem solving audio recordings of oral answers materials of introspection and reflection The world diaries of observations mini-research and mini-projects of interviews, creative works audio recordings of oral responses materials of introspection and reflection Music Fine Arts Technology audio, photo and video materials products of own creativity audio recordings of oral responses materials of introspection and reflection Physical culture video materials diaries of observations and self-control independent work materials self-analysis 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 cumulative assessment system recorded the achievement of the planned results in all main sections of the curriculum with at least a “pass” (or satisfactory) rating, at least 50% of the basic level tasks were completed correctly. 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 accreditation of the educational institution certification of personnel cumulative assessment + monitoring of the education system Sample survey of students' work Reading, UUD three final works Russian mathematics

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 assessment activities: a) focuses on achieving the result:
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 the assessment of all the listed results of education (subject, metasubject, personal); 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 application of the assessment system. In accordance with the Standards, the results assessment system involves the assessment of different areas of student activity. In this regard, the priority tasks in diagnostics are productive tasks (tasks) for the application of knowledge and skills, which involve the creation by the student in the course of solving his own information product: inference, assessment, etc. Verification of cognitive, regulatory, communicative actions is carried out by meta-subject diagnostic work, composed of competency-based 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.
A means of accumulating information about the educational results of a student is a portfolio 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 student learning outcomes
is a general description of personal, meta-subject and subject results, which are summarized in the tables 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: 1) Gradual introduction of the assessment system in 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 means are used: - teaching students how to evaluate and fix their results under the control of the 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 can be 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.
The purpose of the 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 actions in different situations of control and assessment. 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 evaluating the results of education is the planned results of mastering the main educational program of primary general education by students. , 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 mainstream school. The teacher creates the 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 other opinions, personal responsibility, self-esteem), etc. The teacher fixes the student's personal results in two documents: the student's profile 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.
^ Evaluation 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 acceptance 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 the strengths and weaknesses of one's personality;
meaning formation - the search and establishment of a personal meaning (i.e., "meaning for oneself") of the 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 an 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; the 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:
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 pattern of behavior "good student" as a role model;
the formation of the foundations of civic identity - a sense of pride in one's Motherland, 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;
the 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 the motivation of educational activity, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation for achieving results, striving to improve one's abilities;
knowledge of moral norms and the formation of moral and ethical judgments, the 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.
The personal results of primary school graduates in full compliance with the requirements of the standards are not subject to final assessment. The object of evaluation of metasubject results is the 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; the ability to carry out information search, collect and highlight significant information from various information sources;
the ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;
the ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, to establish analogies, refer to known concepts;
the ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
The main content of the assessment of meta-subject results at the level of primary general education is built around the ability to learn. ^ Assessment of subject results - assessment of student achievement of planned results in individual subjects: a 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, learning activities that can be achieved by the vast majority of children .
knowledge that supplements, expands or deepens the basic knowledge system
actions with subject content (or subject actions):
subject actions based on 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), on different subjects these actions are performed with different objects and have a specific "objective" coloring.
specific objective 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 the subject results is an assessment of the achievement of students of the planned results in individual subjects. The achievement of these subject results is assessed both during the current and intermediate assessment, and during the implementation of the final test work. ^ Portfolio of achievements as a tool for assessing the dynamics of individual educational achievements 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 grade. useful work for people, etc.), as well as self-analysis by the student of his current achievements and shortcomings, allowing him to determine the goals of his further development.
^ The final assessment of the graduate and its use in the transition from primary to basic general educationOn the final assessment at the stage of primary general education, the results of which are used when deciding whether it is possible (or impossible) to continue education at the next level, only the subject and meta-subject results described in section “The graduate will learn” of the planned results of primary education. The subject of the final assessment is the ability of students to solve educational and cognitive and educational and practical tasks built on the material of the basic knowledge system using means relevant to the content of educational subjects, including on the basis of meta-subject 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, the assimilation by students of the basic system of knowledge in the Russian language and mathematics and the mastery of the following meta-subject actions: speech, among which should be highlighted conscious reading and working with information skills; communicative skills necessary for educational cooperation with a teacher and peers. Russian language, mathematics and complex work on an interdisciplinary basis). 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:
^ Materials of the accumulative assessment system (main sections of the program) Results of the final work
Passed At least 50% of basic level assignments
Good or excellent At least 65% of basic level items At least 50% of the maximum score of advanced level items
Not recorded 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 basic educational program of primary general education and transferring him to the next level of general education. The decision to transfer the 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 characteristics 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 assessing the educational achievements of students, developed in the educational system "School 2100".^ I. Description systems for evaluating results 1st rule. What is evaluated. The results are subject, meta-subject and personal. The results of the student are actions (skills) for the use of knowledge in the course of solving problems (personal, meta-subject, subject). Separate actions, especially successful ones, are subject to evaluation (verbal description), the solution of a full-fledged task is to be evaluated and marked.
Evaluation is a verbal description of the results of actions (“well done”, “original”, “but here it’s inaccurate, because ...”). A mark is a fixation of the evaluation result in the form of a sign on a 5-point scale.

You can evaluate any student's action (especially successful): a good thought in a dialogue, a monosyllabic answer to a reproductive question, etc. A mark is given only for solving a productive learning task, during which the student comprehended the purpose and conditions of the task, carried out actions to find a solution (at least one skill in 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 hypotheses are rewarded by a collective decision: they are given an assessment and (or) an “excellent” mark (solving an advanced level problem) is given to the skill by which the problem of the lesson was formulated. ^ Teacher results and their assessment The results of a teacher (educational institution) is the difference between the results of students (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 lesson, the student himself evaluates his result of completing the task according to the “Self-Assessment Algorithm” and, if necessary, determines the mark when he shows the completed task. The teacher has the right to correct grades and grades if he proves that the student overestimated or underestimated them. After lessons for written assignments, the grade and mark are determined by the teacher. The student has the right to change this grade and mark if he proves (using the 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. Did you manage to get the result? Found a solution, an answer? 3. Handled completely correctly or with a mistake? What, in what? To answer this question, the student needs to: - get the standard of the correct solution of the problem and compare his solution with it; - be guided by the reaction of the teacher and the class to his own decision - whether any of his steps corrected, whether his final answer was accepted. 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 on himself. So, starting from the 23rd 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: tasks? 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 the 1st grade 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 assignment? Who can say what needed to be done at home? (Teaching 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 the procedure for evaluating our work. To the points 1 and 2 of the self-assessment algorithm already known to students, points 3 (“correctly or wrongly?”) And 4 (“on my own or with someone else's help?”) Are added. 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. Learning 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 himself in a situation where he did not cope with the task at all. 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 at least once evaluated their work in the class, the teacher stops pronouncing all the questions of the self-assessment algorithm and invites students to ask themselves these questions and answer them (based on the diagram). ^ Teaching the rule "Self-assessment" to students who completed the 1st grade1) Assessment procedure 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 after that?" 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 the task? 2) Did you get the result? 3) Completely correct or with an error? 4) Completely on your own or with help? (hereinafter - except for the 1st grade): 5) On what grounds do we distinguish grades and grades? 6) What mark would you give yourself? 2) Choosing the time to develop the skill of self-esteem 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) Self-assessment procedure 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) The 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 " Fine".
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.

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 base for integrated assessment efficiency of the enterprise, it is proposed to include in the enterprise management system four key subsystems (financial, personnel, operational, production), which form the required level of innovative activity of the enterprise at the proper level 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 functioning 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 reflecting current efficiency the work of the enterprise in the context of the main subsystems of management. 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 improving 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 efficient operation, and on the other hand, 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 of a comprehensive assessment of the effectiveness of the functioning and development of enterprises adopted abroad are mainly reduced to building balanced system indicators. 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 plan the balanced scorecard is a clear and formalized definition of the main criterion values ​​that characterize the performance of business enterprises and companies ( key indicators/ performance indicators - KPI). At the same time, there is a specification of criteria values ​​by management levels, business units and specification of tasks for managers and employees, the implementation of which ensures the achievement of the necessary results.

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 removal 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 performance (performance or efficiency of functioning and development) of an enterprise is replaced by an analysis of the results. economic activity which is far from the same. 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 effectiveness of the activity (performance) of an enterprise. 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 best result activities of the enterprise from a set of possible .

But this approach is more focused on predicting 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) 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 that characterizes the efficiency of the enterprise in terms of considering the production subsystem is the indicator of the renewal of the material infrastructure (i.e., the renewal of fixed 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 - the amount (cost) of technologies created or acquired from third-party organizations 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, let's move on 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 others obligatory payments to the budget, paid out of profits.

The third indicator is an indicator of the reinvestment of funds in the development of the enterprise, in other words, investments are taken into account net profit in the creation of intangible, exploration assets, as well as investing net profit in the infrastructure and technological renewal of the enterprise. 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 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, key 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 staff 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 an indicator of the company's inventory turnover 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 the scatter 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 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 complex indicator of economic shift is the information base for making management decisions strategic or tactical nature, and also serves constituent element assessment of the impact of the enterprise management system on the results of its production and economic activities.

In younger children school age, as a rule, there are no more than 3 semantic groups, at an older age - 4 groups.

The triune purpose of the lesson
(in the didactics of the past) = A goal is a pre-programmed result that a person should receive in the future in the process of carrying out this or that activity.

Goal-setting, goal-setting, purposefulness

l The Triune Lesson Objective (TCU) is a complex composite goal that incorporates three aspects:

cognitive, educational and developmental Informative aspect of TCU = To teach and teach each student to independently acquire knowledge. To teach others is to show them what they must do to learn what they are being taught; To fulfill the main requirements for mastering knowledge: completeness, depth, awareness, systematic, consistency, flexibility, depth, strength; To form skills - a combination of knowledge and skills that ensure the successful implementation of activities. "It is advisable when planning educational purpose lesson to indicate what level of quality of knowledge, skills and abilities students are expected to achieve at this lesson: reproductive, constructive or creative"(V.F. Palamarchuk).

Developmental aspect TCU = a) Development of the sensory sphere

Development of the eye, orientation in space and time, accuracy and subtlety of distinguishing color, light and shadow, shape, sounds, shades of speech; b) Development of the motor sphere Mastering the motor skills of small muscles, the ability to control their motor actions, develop motor skills, proportionality of movement, muscle development; c) emotional sphere The manifestation of admiration, surprise, indignation, sympathy, empathy, etc. d) Speech development

Enrichment and complication of the vocabulary, complication of the semantic function of speech (new knowledge brings new aspects of understanding), strengthening of the communicative properties of speech (expressiveness, expressiveness), mastery of artistic images, expressive properties of the language, fluency in the terminology of the subject.

Development of thinking Learn to analyze Learn to compare; Learn to highlight the main thing; Learn to build analogies; Learn to generalize and synthesize; Learn to prove and disprove; Learn to define and explain concepts; Learn to pose and develop problems.

Educational aspect of TCU = Upbringing Worldview and worldview; Ability to cooperate in a team, showing humanity, camaraderie, kindness, delicacy, courtesy, discipline, responsibility, honesty; Ability to communicate, demonstrating the culture of internal moral relations; Culture of educational work;

Ability and readiness for self-improvement, the ability to formulate and defend one's own point of view; Responsible attitude to educational work, composure, diligence; Active citizenship, patriotism, law-abiding; Interest and the need to study the subject, self-education.

12) Traditional lesson and explanatory and illustrative teaching method. Russian Pedagogical Encyclopedia: “A lesson as a unit of the educational process organized by a teacher is characterized by a number of indispensable features (requirements) that do not depend either on the characteristics of the teacher, or on the peculiarity of the composition of the students, the provision of the school with equipment, etc.”, which include: Unity teaching And educational function; Stimulating the cognitive activity of students; Security development of cognitive independence; The lesson is an organic whole with a single didactic purpose, to which all its elements, without exception, are subordinate; Each part of the lesson and the lesson as a whole must be built with taking into account the patterns of assimilation

Philosophical basis: humanism, anthroposophy, pedocentrism, pragmatism

Sources of human mental development: biogenic, sociogenic, psychogenic, idealistic

Concepts of the process of assimilation of social knowledge individual: interiorization, behavioral, associative-reflex, suggestive, neurolinguistic programming

Orientation to personal structures:

V information technology the formation of school knowledge, skills and abilities is carried out (ZUN);

operating rooms their main task is to provide the formation of ways of mental actions (COURT);

self-development technologies aimed at the formation of self-governing mechanisms of personality (SUM);

heuristic- for development creativity;

applied- the formation of an effective-practical sphere of personality (DPS)

By the nature of the content and structure: educational, educational, general education, professional, humanistic, technocratic, mono- and poly-technologies, penetrating

By organizational form: Classroom, alternative, academic, club, individual, group, collective ways of learning, differentiated learning

Technologies are mass, compensatory, victimological advanced education for working with difficult or gifted children

by type of cognitive activity management: traditional (classical lecture, using TSO, learning from a book), differentiated (small group system, "tutor" system), programmed (computer, software, "consultant" system)

Teacher-student interaction can be:open(uncontrolled and uncorrected activity of students); cyclical(with control, self-control and mutual control); scattered(front); directed(individual)

15) Student-centered pedagogy and student-centered learning technologies: multi-level learning, collective mutual learning and cooperation technologies;

Technologies of student-centered learning; multi-level learning; collective mutual learning; cooperation.

Multi-level technology learning differences the bulk of students by level of learning comes down first of all to time necessary for the student to master the educational material;

incapacitated, who are not able to achieve a predetermined level of knowledge and skills, even with a large expenditure of study time; talented (about 5%), who are often able to do what everyone else cannot cope with; students who make up the majority (about 90%), whose ability to acquire knowledge and skills depends on the cost of study time

School with level differentiation Completion of classes of homogeneous composition from the initial stage of education at school based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills; different levels(basic and variable). If there is a steady interest, the group becomes a class with in-depth study of individual subjects; peer review, recommendations of teachers and parents, self-determination of schoolchildren

Exercise "Complex Associations"

The subjects are presented with a form with a set of 20 pairs of words. Each couple is in a certain relationship. There are also six pairs of words in the cipher, marked with letters. It is necessary to determine which pair of words from the cipher corresponds in similarity to a pair of words in the set. The answers are recorded by the subjects on a piece of paper as follows: the number of a pair of words from the set is written and through the dash the answer is written with a letter

Computer games

20) Innovative Methods student education: distance learning technologies and electronic interactive learning at the university.

There are several learning models: passive - the student acts as an "object" of learning (listens and looks); active - the student acts as the "subject" of learning (independent work, creative tasks);

interactive - interaction.

Principles of interactive learning: individualization; flexibility; electivity; contextual approach; development of cooperation; use of active learning methods.

Assimilation of the material. When delivering lecture material -

no more than 20-30% of information, When working independently with literature - up to 50%, When pronouncing - up to 70%, With personal participation in the activity being studied (for example, in a business game) - up to 90%.

Distance learning technology. Distance learning is a learning technology based on the use of information and telecommunication technologies and technical means,

that create conditions for the learner to choose academic disciplines, dialogue exchange with the teacher, while the learning process does not depend on the location of the student in space and time.

Distance education- a system in which the process of distance learning is implemented to achieve and confirm by the student a certain educational qualification, which becomes the basis of his further activities.

Information and educational environment of distance learning- a systemically organized set of means of data transmission, information resources, interaction protocols, hardware, software, organizational and methodological support, focused on meeting the educational needs of users.

Advantages of distance learning. Flexibility Modularity Parallelism Cost-effectiveness Coverage Adaptability Social equity Internationality The new role of the teacher

Disadvantages of distance learning. Lack of live contact between the teacher and the student; Lack of live communication between students; High labor costs at the first stage of creating training courses for distance learning; Students must have required access to technical teaching aids (at least a computer, modem, Email and Internet access); Can create a significant load on the network; The impossibility of 100% control over students' knowledge.

Electronic interactive learning. an educational technology that uses network technologies (Internet and corporate networks) to communicate formal and informal instruction, support and evaluation.Means and methods of electronic interactive learning. interactive resources and materials, digital libraries and ELS, training materials and courses, real-time discussions, chats, video chats, e-mail, video conferences, video consultations and software sharing applications (shared workspaces). e-learning tools. Web conferences Online seminar Webinar.

Advantages of electronic interactive forms of education. Students master new material not as passive listeners, but as active participants in the learning process. The share of the classroom load is reduced and the amount of independent work is increased; Students acquire skills in modern technical means and information processing technologies; The ability to independently find information and determine the level of its reliability is developed; relevance and efficiency received information; students are involved in the solution of global, and not regional problems- expanding their horizons; Flexibility and accessibility. Students can connect to educational resources and programs from any computer on the network; The use of such forms as a calendar, electronic tests (intermediate and final) allows for a more accurate administration of the educational process; etc. Interactive technologies provide an opportunity for permanent, rather than episodic (scheduled) contacts between students and the teacher. They make education more personal.

21) The method of studying situations (case study). This teaching method when students and teachers (instructors) participate in face-to-face discussions on issues or cases (cases) business. The case method involves: prepared in writing an example of a situation from business practice; independent study and discussion of the situation by students; joint discussion of the situation in the classroom under the guidance of a teacher; adherence to the principle "the process of discussion is more important than the decision itself". Principles of formation of a specific situation.Firstly, the learning situation is specially prepared (written, edited, constructed) for the purposes of learning. Secondly, the learning situation must correspond to a certain conceptual field of training course or the program under which it is being considered. Third, work with them should teach students to analyze specific information, trace cause-and-effect relationships, highlight key problems and (or) trends in business processes. Thus, ideal specific situation- this is: an entertaining story of a particular business or an incident from the history of this business; a puzzle to be solved; an abundance of information, the analysis of which is not trivial and requires the search for additional information; actual problem capable of giving a continuation of the situation in the future; more or less typical situation, coinciding in the main thing - the "theory" of the issue. A set of materials for working with a training specific situation includes: the situation itself (text with questions for discussion); applications with a selection of various information that conveys the general context of the situation (copy financial documents, publications, photos, etc.); conclusion on the situation Possible Solution problems, subsequent events); a note for the teacher outlining the author's approach to the analysis of the situation. The written representation of any situation should include: title page with a short, memorable title of the situation (the author and year of writing are indicated in the note); introduction where the hero (heroes) of the situation is mentioned, the history of the company is told, the time of the beginning of the action is indicated; main part, which contains the main array of information, internal intrigue, problem; conclusion, where the situation can "hang" at that stage of its development, which requires an appropriate solution to the problem. Sources of specific situations . First option - the story is taken as a basis, and most often a fragment of the life of a real company, information about which was obtained by the author of the situation directly in the course of a research or consulting project, or a targeted collection of information. Second option - the use of secondary sources, primarily information "scattered" in the media, specialized magazines and publications, information bulletins and booklets distributed at exhibitions, presentations, etc. Third, the least common, option is a description of a fictional situation.

Problem learning. a system of methods and teaching aids, the basis of which is the simulation of a real creative process by creating a problem situation and managing the search for a solution to the problem. Stages of problem learning: informational, not requiring the creative activity of the individual, training, including repetition of the action and control over the success of the implementation. Forms of problem-based learning:problem statement- the teacher himself poses the problem and solves it; cooperative learning - the teacher poses a problem, and the solution is achieved together with the students; creative learning- students both formulate a problem and find its solution. Stages cognitive activity a person in a problem situation: a problem situation - a problem - finding ways to solve - solving the problem. General Functions problem-based learning: assimilation by students of a system of knowledge and methods of mental practical activity; development of cognitive independence and creative abilities of students; formation of dialectical-materialistic thinking of students (as a basis). Special Features of Problem Learning: education of skills of creative assimilation of knowledge (application of certain logical techniques and methods of creative activity); education of skills of creative application of knowledge (application of acquired knowledge in a new situation) and the ability to solve educational problems; formation and accumulation of experience in creative activity (mastering the methods of scientific research, solving practical problems and artistic representation of reality). Types of problem situations common to all subjects:First: students do not know how to solve the problem, they cannot answer problematic issue, give an explanation of a new fact in an educational or life situation. Second: the collision of students with the need to use previously acquired knowledge in new practical conditions. Third: there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method. Fourth: there are contradictions between the practically achieved result of completing the educational task and the students' lack of knowledge for theoretical justification.

22) Method of projects. The purpose of the method is the development of self-educational activity among students. A project is defined as an organized purposeful activity. result project activities students under the guidance of a teacher is new knowledge . Reasons for using the project method: the need not to transfer knowledge to students, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems; the relevance of acquiring communication skills and abilities; the relevance of broad human contacts, acquaintance with different cultures, points of view on one problem; the ability to use research methods: collect information, facts, be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions. Requirements for using the project method: The presence of a problem/task that is significant in terms of research, requiring integrated knowledge, research search for its solution; Practical, theoretical, cognitive significance of the expected results; Independent (individual, pair, group) activity of students. Structuring the content of the project (indicating the phased results). The use of research methods that provide for a certain sequence of actions: Stages of designing educational activities based on the method of projects definition of the problem and the research tasks arising from it (using the method " brainstorming", "round table"); putting forward a hypothesis for their solution; discussion of ways to design end results(presentations, protection, creative reports, views, etc.); collection, systematization and analysis of the obtained data; Summing up, registration of results, their presentation; conclusions, promotion of new research problems. Scope of the project method data collection in different countries, regions, cities, comparison of observations of natural and social phenomena; comparative study of events, facts to identify a certain trend, develop proposals and make decisions; joint cognitive activity. Requirements for the teacher when implementing the project method: Readiness for independent development of search and research work students. Possession of the method of "brainstorming", holding a "round table", statistical methods. Active cooperation of teachers teaching various subjects.

Programmed education. The goal is to increase the efficiency of managing the learning process based on the cybernetic approach. Training implies the work of the listener according to a certain program, in the course of which, he acquires knowledge.

The role of the teacher is to monitor the psychological state of the student and the effectiveness of the stage-by-stage mastering of the educational material, and, if necessary, the regulation of program actions. In accordance with this, algorithms for programmed learning were developed: straight-line, branched, mixed, and others, which can be implemented using computers, programmed textbooks, teaching materials and etc.

Programmed Learning Principlessmall steps- educational material is divided into small parts (steps) to make it easier for students to master it, immediate confirmation of the correctness of the answer- after answering the question, the student can check the correctness of the answer, and only if his answer completely matches the correct one, he can proceed to the next step. individualization of the pace of learning- the student works at his own pace, gradual increase in difficulty- a significant number of leading instructions at the first steps gradually decreases, thereby increasing the degree of difficulty of tasks, differentiated consolidation of knowledge- each generalization is repeated several times in different contexts and illustrated with carefully selected examples, uniform course of instrumental teaching- the principle of programs with a linear structure.

Research method of teaching. organization of search, cognitive activity of students by setting cognitive and practical tasks by the teacher that require an independent creative solution.Functions of the research method of teaching: organizes creative search and the application of knowledge, ensures the mastery of the methods of scientific knowledge in the process of searching for them, is a condition for the formation of interest, the need for creative activity, for self-education. The essence of the research method of teaching- the teacher formulates the problem to the students, and they independently look for its solution. In this case, it is supposed to apply the research method not in a separate lesson, but in the whole discipline (possibly optional).

The main components of the method: identification of problems - development and formulation of hypotheses - observations, experiments, experiments - judgments and conclusions made on their basis.

Organization of the integrated application of the research method of teaching . Choice of an interdisciplinary topic: Must allow students to go through the stages of scientific research, be sufficiently voluminous. Selection of a group of students actively participating in the study of an interdisciplinary topic: The group attends classes without fail, (other students are invited to wish) The direct supervision of the student's research is carried out by the teacher - "intermediary" he "is" between the student and the process of obtaining new knowledge.

23)Modular learning programs and principles of their construction. Principles of modular education and their relationship with general didactic principles

Principles of modular training. the principle of modularity; separation of separate elements from the content; dynamism; effectiveness and efficiency of knowledge and its system; flexibility; conscious perspective; versatility of methodological consulting; parity (according to P.A. Yutsyavichenya)

mp structure

An integrated approach to assessing the problem of learning failure.

Detailed classification of the causes of failure (P.P. Borisov, 1980)Pedagogical reasons: shortcomings in teaching certain subjects, gaps in knowledge for previous years, incorrect transfer to the next class; Social causes; unfavorable living conditions, unworthy behavior of parents, material security of the family, lack of daily routine, neglect; Physiological causes: diseases, general weakness of health, dysfunction of the central nervous system; Psychological reasons: features of the development of attention, memory, slowness, insufficient level of speech development, lack of formation of cognitive interests, narrowness of outlook.

The theory of underachievement at the present time. MM. Bezrukikh: the problem of academic failure requires an integrated approach of specialists and is both pedagogical, medical, and psychological and social. A comprehensive examination is required to identify the causes. Experts believe that in different age periods the leading causes of academic failure may differ: the beginning of schooling, the period of puberty - psychophysiological reasons prevail, in other periods - social reasons.

Diagnosis of the causes of school failure. Stages of work to determine the causes of learning difficulties: Collection of preliminary data about the student, their analysis; Diagnostics using methods; Comparison of the results of the first and second stages; Selection of the necessary pedagogical influence; Correct construction of work with the student.

Comprehensive examination of the student. Medical (somatoneurological) examination;Psychological diagnostics;Pedagogical examination (including defectological examination);Speech therapy examination.

Universal psychodiagnostic methods: D. Veksler's intelligence test; R. Cattell's multifactorial personality questionnaire; Raven test of mental performance; School Test of Mental Development (SIT); Drawing association test by S. Rosenzweig; Luscher's color test, Phillips' test for determining the level of school anxiety, G. Moreno's sociometric test, a number of projective tests.

5) Pedagogical systems for teaching younger students =

Developmental learning according to V.V. Davydov; according to L.V. Zankov;

Traditional initial school: "Primary School of the 21st Century", "School 2100", "School of Russia", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective" All existing programs are approved and recommended by the Ministry education, tested in practice. The learning outcomes for any of the programs are focused on a single educational standard.

Features of developmental education according to L.V. Zankov L.V. Zankova relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, high level difficulties, the leading role of theoretical knowledge, the passage of educational material "in a spiral". For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. The task of education is to give a general picture of the world on the basis of science, literature, and art. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.

Features of developmental education in
D.B. Elkonin-V.V. Davydov

The student must learn to look for missing information when faced with a new task, to test their own hypotheses.

The system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view.

This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the system of D.B. Elkonina - V.V. Davydov emphasizes not on the result - the acquired knowledge, but on the ways to comprehend them. The student may not remember something, but he must know where and how, if necessary, to fill this gap.

The class studies the principles of building a language, the origin and structure of numbers, etc.

Knowledge of the rules, based on an understanding of their causes, is better remembered.

General educational skills and abilities - ArbitrarinessOrganizationAttentionObservation

Particular attention should be paid to the development of logical memory and voluntary attention. If they add up spontaneously, they lead to significant distortions and learning disorders. (When moving from elementary school to secondary school, tests are carried out to diagnose the development of general educational skills, to check the logic of inferences and features of attention, see the "Grouping" test - the ability to semantic processing of memorized material)

The problem of adaptation to learning in secondary school = Adaptation to school at this age is a complex theoretical and practical problem that does not have a clear answer;

Teachers and parents at the same time “mature” fifth-graders (should be independent and organized) and emphasize their “childishness”.

The consequence is duality, inconsistency of relationships and a system of requirements that are assimilated by schoolchildren, they learn to manipulate adults with the help of this duality.

Areas of work with teachers during the adaptation period
(beginning of the school year in the 5th grade) = 1. Discussion of the individual characteristics of schoolchildren (increased slowness or impulsiveness, timidity, excessive sensitivity to comments); Note: teachers have fairly general assessment characteristics that do not take into account the individuality of the student; 2. Pedagogical consultations for each 5th grade. Prepared jointly by teachers of secondary and primary schools and psychologists of secondary and primary schools. The main task is to harmonize the requirements of different teachers for students, the continuity of the requirements of primary and high school.

Different emotional attitude to the lesson of students of the 5th and 7th grades For students of the 5th grade it is important: How the teacher tells the material, how often he jokes, in what form he praises or scolds the students;

For students of the 7th grade it is important: The attitude of the teacher to the answers of the students, the opportunity to show initiative and independence, to discuss in the lesson.

Formation of the ability to study in secondary school \u003d Skills and skills that have developed in primary school often do not correspond to the material and requirements of secondary school;

It is advisable to conduct special classes:How to listen to the teacher; How to do homework; What to mark for; How to check your work; How you can learn from your own mistakes; How to prepare for the test; Why sometimes you do not want to study and what to do about it; and what you don’t know; How to remember better; What is laziness; How to do written homework; How to learn to think better, etc.

6) Method "Group" - For memorization, a series of 20 words grouped in meaning (a total of 5 groups, 4 words each) is presented. Memorization is carried out according to the method of incomplete memorization (the material is presented and reproduced three times). Instructions are given before each play.

Rules for the methodology:

Words are read with a pause of 1 s between the pronunciation of the elements of the row.

At the end of the reading of the entire row, its playback begins. Reproduction is free, since the subject must catch that words can be combined into groups.

All the words reproduced by the child are recorded in the order they are called. Then it is proposed to listen again to the whole series of words.

The original series of words is read again. Then the subject reproduces it in a free order. The words reproduced by him are recorded. Then comes the third reading of the series and the third reproduction.

The sequence of the presented words: SunPoplarCupHareMoonHatBearPineSpoonSkirtLinden SaucerStarFoxDressSkyChristmas TreeSquirrelMugJacket Instructions for the first playback: “Now I will read a series of words. You listen carefully, and then repeat in the order convenient for you. Attention!" Instructions for the second play: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you spoke for the first time, and again memorized. All clear? Attention!" Instructions for third play: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you said the first and second time, and again memorized. All clear? Attention!"

Processing and analysis of the results = The reproduced words are recorded in the order they are called by the child; the association of words into groups related to categories is determined: "animals", "trees", "clothes", "dishes", "firmament".

The normal course of mnemonic activity with the ability to semantic processing of the material looks like this: at the first reproduction of the presented words, the volume of short-term memory is 1-4 words for children 6-7 years old (on average 3 words). Grouped words, with rare exceptions, are not observed.

At the second playback, the total volume of the reproduced words increases by 2-4 words; 1-2 partially formed groups appear, usually consisting of 2 words.

At the third playback, 3-4 groups of 2-3 words appear, one or two groups of all 4 words may appear.