To diagnose the success of learning at school, special methods are being developed, which different authors call educational achievement tests, success tests, didactic tests and even teacher tests (the latter can also mean tests designed to diagnose the professional qualities of teachers or poorly formalized diagnostic tools that a teacher can use such as observation, conversation, etc.) - As the American psychologist A. Anastasi notes, this type of tests ranks first in terms of number.

Achievement tests are designed to assess the success of mastering specific knowledge and even individual sections of academic disciplines and are a more objective indicator of a student’s learning than a grade. The latter often becomes not only an assessment of the student’s knowledge, but also a tool for influencing him,

can express the teacher’s attitude to the degree of his discipline, organization, behavioral characteristics, etc. Achievement tests are free of these shortcomings, of course, provided that they are compiled and applied correctly.

Achievement tests are different from actual psychological tests (ability, intelligence). Their difference from aptitude tests lies, firstly, in the fact that with their help they study the success of mastering specific, limited educational material, for example, the section of mathematics “stereometry” or a course in English. The formation of abilities (for example, spatial ones) will also be affected by training, but it is not the only factor determining the level of their development. Therefore, when diagnosing abilities, it is difficult to find an unambiguous explanation for the high or low degree of their development in a schoolchild. Secondly, the difference between tests is determined by the purposes of their use. Ability tests are aimed mainly at identifying the prerequisites for certain types of activities and claim to predict the choice for an individual of the most suitable profession or profile of education - Achievement tests are used to assess the success of mastering specific knowledge in order to determine the effectiveness of programs, textbooks and teaching methods, the characteristics of the work of individual teachers, teaching teams, etc., that is, they diagnose past experience, the result of mastering certain disciplines or their sections. Although it cannot be denied that achievement tests can also, to a certain extent, predict the rate of progress of a student in a particular academic discipline, since the high or low level of knowledge mastery available at the time of testing cannot help but

Basics of psychodiagnostics

affect the further learning process. Pointing out the difference in the types of tests discussed, A. Anastasi notes that it is most prominent when assessing their validity: “ The best way to evaluate ability tests is to carry out predictive criterion-oriented validation, while achievement tests are mainly assessed in terms of content validity” (A. Anastasi, 1982, vol. 2, p. 37).

Achievement tests are also different from intelligence tests. The latter are not aimed at diagnosing specific knowledge or facts, but require the student to be able to perform certain tasks with concepts (even educational ones). mental actions, such as analogies, classifications, generalization, etc. This is reflected in the formulation of specific test tasks of both types. For example, an achievement test based on the history of a certain period may contain the following questions:

“Fill in the blanks in the sentences:

Second World War started in....... year.

a) Poland

b) Soviet Union

c) France

d) Hungary."

In the test of mental development, questions using concepts from history will look like this:

“You have been given five words. Four of them are united by a common feature, the fifth word does not fit them. It must be found and emphasized.

a) product b) city c) fair d)" natural economy d) money

a) slave owner b) slave c) peasant d) worker e) artisan.”

In order to correctly answer the questions included in the achievement test, knowledge is required specific facts, dates, etc. A diligent student with a good memory can easily find the correct answers to the tasks of most achievement tests. However, if he has poorly developed skills to work with concepts, analyze them, find essential features etc., then intelligence test tasks can cause significant difficulties (since good memory alone is not enough to complete them). It is necessary to master a number of mental operations and to know the concepts on which the test items are based.

[Editor's note: Section 3.7 provides examples of how to avoid the literal dependence of success in achievement tests on the level of development of “mechanical” memory and surface-associative thinking based on it, how to develop tasks that require an understanding of intra-subject logic, i.e., conceptual mastery of the material.]

Along with achievement tests designed to assess knowledge acquisition in specific disciplines or their cycles, more broadly oriented tests are also being developed in psychology. These are, for example, tests to assess individual skills required by a student at different stages of education.

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knowledge, such as some general principles of solving mathematical problems, analyzing literary texts, etc. Even more broadly oriented are tests for studying skills that can be useful in mastering a number of disciplines, for example, skills in working with a textbook, mathematical tables, geographical maps, encyclopedias and dictionaries. And finally, there are tests aimed at assessing the impact of training on the formation of logical thinking, the ability to reason, draw conclusions based on the analysis of a certain range of data, etc. These tests are most similar in content to intelligence tests and highly correlate with the latter . Since achievement tests are designed to evaluate the effectiveness of learning in specific items, then the teacher must become an obligatory participant in the formulation of individual tasks. The psychologist is obliged to ensure compliance with all formal procedures required to create a reliable and valid instrument with which it would be possible to diagnose and make comparisons on the studied qualities of individual students or their groups (classes, schools, regions, etc.). That is, the psychologist must fulfill the role of a test methodologist.

Individual achievement tests can be combined into batteries, which allows you to obtain profiles of learning success indicators in different school subjects. As a rule, test batteries are designed for different educational and age levels and do not always provide results that can be compared with each other to obtain a holistic picture of learning success from class to class. Along with them, batteries have been created that make it possible to obtain such data. Examples include the Iowa Test of Basic Skills and Academic Achievement.

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research institutes, achievement tests and academic skills tests of Stanford University, etc.

Consider as an example the Stanford Achievement Test (SAT), a brief description of which is given in the book by A. Anastasi (A. Anastasi, 1982, vol. 2, pp. 42-43). Developed in 1923, it was redesigned several times, and the latest version appeared in 1973. Conducting the entire battery takes 4-5 hours and is carried out in several stages. Some battery units can be used independently to assess the effectiveness of training in individual disciplines. Here, for example, are the subtests included in the SAT battery, intended for children in grades 5 and 6 (from the middle of the 5th to the end of the 6th):

1. Vocabulary: explores vocabulary by orally presenting incomplete sentences and asking the child to choose the most appropriate word. For example, “A person who is in a bad mood most of the time is called: a) a hermit b) an actor c) a grouch d) a student.”

2. Reading Comprehension: The child is asked to read a passage of prose or poetry and is asked a series of questions about each. In order to give correct answers, the student must be able to highlight the main idea of ​​the passage, the key points of the text, understand its hidden meaning, and be able to draw conclusions from what they read.

3. Word analysis skills: the student must pronounce individual letters and their combinations visually presented to him, and compose words from syllables.

4. Mathematical Concepts: Explores understanding of mathematical terms and notations and operations, such as fractions, sets, percentages, and

5. Mathematical calculations: includes an assessment of skills in working with numbers (letter notations).

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values ​​are not used).

6. Application of mathematics: contains typical arithmetic problems, measurement and graphing tasks, etc.

7. Literacy: finding misspelled words.

8. Language: Required to use correctly capital letters, forms of verbs and pronouns, construct sentences correctly, follow punctuation rules, etc.

9. Social sciences: assignments are required based on knowledge from the field of history, economics, politics, sociology, etc.

10. Natural Sciences: assignments test knowledge of certain methods and terms from the fields of physics and biology.

11. Listening comprehension: you need to listen to the text and answer a series of questions.

In 1973, the SAT was standardized on a national sample of students in grades 1 through 9.

It should be noted that in the United States, achievement tests have become very widespread and are used not only in schools, but also in preschool institutions and for samples of adults (for example, to determine the literacy level of certain segments of the population).

As for preschoolers, the most pressing task is to determine the child’s readiness for school. Achievement tests can also be widely used here (for other tests used in diagnosing school readiness, see 3.2). A battery that has become widely known in the United States is called the National Readiness Test (MRT). With its help, the level of mastery of some important concepts for further learning (linguistic and

Practical tasks of school psychodiagnostics

quantitative), such as the ability to identify different sounds, find a sequence of events (in pictures). Other tests diagnose the child's level of awareness of the world around him, mastery of language and basic mathematical concepts, and listening comprehension.

When compiling achievement test tasks, you should follow a number of rules that allow you to create a reliable, balanced tool for assessing the success of mastering certain academic disciplines or their sections (see 3.7).

Key terms: mental development, intelligence tests, achievement tests, socio-psychological standards, qualitative analysis, computer tests, awareness, analogies, generalization, classification, number series.

GENERAL EDUCATIONAL KNOWLEDGE TEST: COMPUTER ADAPTIVE TESTING

In contrast to the subject-oriented tests of mental development (SDT), described in the previous chapter, this chapter sets out the principles for creating the Test of General Educational Knowledge (GET). If in various options TUR scales reflect, first of all, the level of formation of certain logical operations of thinking, implemented on the basis of concepts from school textbooks(analogies, generalization, etc.), then any versions of TOZ reflect in indicators on subscales the student’s achievements in the prerequisites themselves.

BASICS OF PSYCHODIAGNOSTICS

areas of the school curriculum (mathematics, physics and

etc.). Moli TOUR......interdisciplinary and

pedagogical instrument" then TOZ is a purely pedagogical instrument, that is, a pedagogical test of achievements. Sample examples of individual TOZ tasks are given in paragraph “4.7.

The development of TOZ for the Russian school means the creation of a Russian analogue of the SAT (Standford Achievement Test or, as it later became known, the School Achievement Test), which, as is known, is a certain standard on a federal scale. Only the presence of a federal standard will ensure in Russia, the real equivalence of Maturity certificates, to find out, in particular, the objective basis for the unprecedented number of “medalists” who suddenly begin

appear in some ordinary and little-known school somewhere in the city of N-Oka.

The program for the creation and distribution of Russian TOZ must, of course, take into account both global experience and the specifics of the current situation in Russia. Critics rightly object: organizational decisions that are standard for the West may not work in Russia due to the level of “group cohesion* (or simply corruption) that occurs in all layers of society,” including; among officials and teachers involved in the education system.

But the technological capabilities of the developers of test methods do not stand still. New opportunities, and above all in terms of providing

information security, computerization provides.

Let us describe here the experience of solving the problem of creating TOZ, which has been accumulated in the center for computer psychodiagnostics “Humanitarian Technologies* at the Faculty of Psychology of Moscow State University (the head of the center is

Practical tasks of school psychodiagnostics

A. G. Shmelev). This material will help readers not only orient themselves in the very problem of creating TOZ, but also gain experience with a brief and typical scientific report on the experimental testing of a certain test in the process of its development, as well as with the prospects for using computers in the testing process.

Unlike the Stanford test, the TOZ literally repeats the names of academic subjects in its subscales and in this sense is a formalized computerized analogue of school graduation and university entrance exams.

From the very beginning, TOZ was developed as a fundamentally computer-based test. Its most important features are the following: the presence of a very wide computer BANK OF TASKS (a long list) for each subject and the presence of a special TEST DIALOGUE program, which allows each test subject to be presented with an essentially unique selection of tasks (option) from this bank of tasks. Further, the authors of the TOZ themselves do not know what specific tasks the computer will present to this particular subject. If someone gains access to the text of TOZ tasks and deciphers their encoding, then in order to “deceive” TOZ it is necessary to learn not only the correct answers to hundreds of tasks, but also learn to distinguish them from false formulations. It is easier to learn a harmoniously and logically written textbook than to do this work.

The first version of the TOZ, which was tested on MSU applicants in 1995, included 360 tasks - 45 tasks for each of the 8 main subjects of the school curriculum. These are mathematics, Russian and literature, physics, chemistry, biology, history, geography and a foreign language (English). In each task, the subject was offered 4 variations.

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anta answers, 1 of which is correct. Independent (not 31*** each other) subject teachers from Moscow*^**"^ schools and teachers from Moscow State University, who have participated for many years***" 1 in the preparation and checking of assignments, took part in the work on the assignments at the institute* and ~ body exams. The tasks underwent anonymous cross-preliminary examination, and for** the best of the tasks were divided into homogeneous blocks according to topic and level of difficulty. According to the content, the information covers the entire program of education and is aimed at school graduates and university applicants.

The subject performs TOZ directly** using a computer. Testing program (TESTAN-^" "Humanitarian Technologies", 1995) follower-** 0 first presents 15 tasks in mathematics, for T® m 15 - in Russian and literature, etc. - a total of 1,320 tasks in 80 minutes. Computer automatic** controls the time spent on each subject* ** when the time limit is exhausted for one preg/g**, the program begins to present tasks for the next subject, counting a “pass” to the test taker for all tasks that he was not able to answer (from provided for 15).

For each subject, 15 tasks represent

five thematic blocks and 3 levels of complexity - The BLOCK RANDOMIZATION algorithm is used, i.e., a partially random selection of tasks limited by the boundaries of blocks - certain subsets of tasks, among which a random selection is made each time. First, 5 of the easiest tasks will be presented, then 5 tasks of medium difficulty, then 5 of the hardest tasks. As a result, even poorly prepared and anxious subjects get the opportunity to “get hooked” from the very beginning, to cope with at least the first simple tasks:**.

Practical tasks of school psychodiagnostics

Strong subjects are given a serious test on the last five tasks. This is where the difference between real excellent students and “good students” appears. The weakest, as a rule, simply do not have time to begin the five most difficult tasks, since they do not have enough time.

The actual difficulty of the task was tested in a pilot experiment and then adjusted. The easy ones included tasks that were coped with by more than 70 percent of the subjects, the difficult ones included those that were coped with by less than 30 percent of the subjects, and the rest were classified as average in terms of difficulty level.

The scoring scheme in TOZ-1 when calculating the total score is as follows:

for the correct answer - 4 points,

for missing a task - 1 point,

for an incorrect answer - 0 points.

This scheme makes the necessary correction for the probability of random correct answers, which, according to probability theory, are possible with a probability of 0.25.

After completing such a difficult test, the subjects could remember only 10, maximum 25 percent of the tasks presented to them, but, of course, could not retell to their friends the exact wording of false alternatives (false answers, or so-called “distractors”). And if the theoretical probability of repetition of the same task in two subjects was equal to 0.33-15 ~ 5 tasks, then it was practically extremely rare for two subjects to remember more than one identical task. Even after intensive discussion of their impressions of the test among themselves, the subjects remained under the impression that the test included hundreds of tasks in one subject. Naturally, with further expansion of the bank of tasks in TOZ-2,

Basics of psychodiagnostics

some impression will be even more intensified.

TOZ-1 has a number of modifications for special groups of applicants. For example, the TOZ-PSI version (for applicants to the Faculty of Psychology) included 90 tasks in only 3 subjects included in the entrance exams for the Faculty of Psychology of Moscow State University: mathematics, Russian and literature, biology. Each applicant was responsible for 50 minutes for 90 tasks (30 for each subject).

In particular, the predictive validity of the TOZ in relation to the success of passing entrance exams was tested on these applicants to the Faculty of Psychology. The overall correlation of the total TOZ score with the total score on the entrance exams was equal to 0.61. Moreover, this correlation reached almost the same value for the “mathematics” subtest (0.57). But the score on the “literacy” subtest simply correlated poorly with the essay grade. Apparently, two circumstances had an impact: the applicants’ weak ideas about what it means to “expand a topic”, and a high degree of randomness in the formulation of these topics (quite literate and generally well-read applicants had to write essays on authors and works that they had either never read, or forgot and did not have time to repeat). Thus, the low total correlation can be interpreted, in particular, as a consequence of the low reliability not so much of the TOZ, but of the criterion itself - after all, the element of chance in entrance exams is even more pronounced than in the TOZ. This is also supported by the fact of a sharp increase in correlation with exam results for the extreme groups in TOZ (the most successful and the least successful). So, for example, NOT ONE subject with a score below 50 percent of correct answers on the TOZ was able to get into the Faculty of Psychology of Moscow State University through a competition (the competition was like

Practical tasks of school psychodiagnostics

always, high - above 7 people per seat). And almost all of the best TOZ applicants successfully passed the competition.

Thus, on the TOZ scale one can find boundary points for the “highest” and “lowest” groups, which make it possible to predict success in passing exams with a high degree of reliability - close to 0.95. We can say that for obviously strong and obviously weak students, future exams do not turn out to be a “lottery”: some reliably pass them, others reliably “fail”. The exam becomes a “lottery” with an element of luck or bad luck for “average students” who have mastered the curriculum selectively, partially.

The question of the “competitive validity” of the TOZ in comparison with entrance exams (i.e., does the TOZ make it better or worse at predicting the success of studying at a university) can only be resolved after many years of so-called “long-term” observation of how students will study at the university, students who passed the TOZ in 1995.

Of course, the TOZL version is only the first step towards creating a reference technique of this type. It needs significant modernization, large-scale testing and the accumulation of representative norms in order to take its place federal standard in this area.

Adaptive testing

The planned version of TOZ-2 should include at least 200-300 tasks for each subject, and also be based on a more advanced software algorithm that uses the principles of the so-called ADAPTIVE TESTING.

This is called adaptive testing.

Basics of psychodiagnostics

an interactive test program that changes the presentation order test tasks depending on the results of the test subject’s performance of the tasks already presented. When an experienced examiner conducts an oral examination, he will virtually always use some simplified intuitive version of adaptive testing. After the first successful answers of the examinee, the examiner tries to ask a more difficult question, and if the student copes with this difficult question, then the examiner, quite rightly saving his own time, gives the student a grade of “5”. After the first incorrect answers, the examiner, on the contrary, “lowers the bar” - asks the simplest question, and if the student cannot cope with this simplest question, then the examiner gives the student a grade of “2”. Thus, identifying edge cases requires far fewer test items while maintaining essentially the same level of reliability. You need to spend more time and ask more questions in the case of “average students” who cope with some tasks but not others, because they have not fully mastered the curriculum. The meaning of adaptability in the testing algorithm is that the test adapts, adjusts to the level of difficulty accessible to the test taker and thereby quickly localizes his true test score on the scale of the property being measured.

Of course, 15 tasks in one subject is not enough; this sample of tasks does not provide full coverage of the entire curriculum. But if these tasks differ in complexity by at least 3 levels, then it becomes possible to use the following simplified (and therefore understandable for beginners) adaptive algorithm. After the first five simplest tasks, the program immediately calculates the percentage of correct answers. If

Practical tasks of school psychodiagnostics

If all 5 tasks are solved, then the program immediately transfers the subject to the highest level of difficulty. If 2 to 4 tasks are solved, then the program transfers the subject to the average level of difficulty. Otherwise, the subject remains at the first difficulty level. In the second stage, the program applies similar logic. For those who have completed 4-5 tasks of the highest level of difficulty, testing can be stopped and a score can be assigned that takes into account the total percentage of solved problems, taking into account their price (more difficult ones, of course, have a higher price). If at the highest level of difficulty the test taker made more than one mistake, then testing continues at the average level of difficulty. Those subjects who remain at the average level for a long time perform the test much longer - until the fluctuations in their current score (percentage of correct answers) stabilize within a negligibly small interval equal to the measurement error.

A “THREE-LEVEL ALGORITHM” similar to that described above allows, when presenting an average of 15 tasks, to achieve the same accuracy and reliability as a test with a continuous presentation of 45 tasks, which does not take into account the level of difficulty of the tasks. That is, roughly speaking, the introduction of three levels of difficulty and optimal algorithm moving from level to level allows you to reduce the cost of testing by three times.

However, the benefit from adaptability lies not only in saving time, but also in information security. The fewer tasks are presented to one subject from the bank of tasks, the less “transparent” and visible to the subjects the entire bank of tasks becomes.

Gradual expansion of the task bank and creation of specialized versions of TOZ for younger

Basics of psychodiagnostics

high classes will create in children the habit of performing such knowledge control procedures. The use of a thematic block structure within one subject, along with adaptive testing algorithms, will not only save expensive computer time in computer classes, but will also allow you to quickly and reliably localize “problem” areas - failures in mastering the material for a given student.

If test tasks are not classified by level of complexity, then when using computers, the possibility of using adaptive testing remains in principle. In particular, the simplest “CONVERGING THRESHOLDS” ALGORITHM can be used. After presenting some initial set of tasks (minimally thematically representative for a given academic discipline), the computer program begins to constantly compare (after each new task) the current percentage of correct answers shown to the test taker with two thresholds - a high “pass” threshold and a low “fail” threshold " Those subjects who have mastered the educational material well and reached the upper threshold in a minimum number of test tasks (for example, 90 percent of correct answers) quickly receive a “pass” and are exempt from further testing. Just as quickly, those subjects who obviously have not learned the material are “released”, and their answers are not much different from random fortune telling (at first the failure threshold can be low - 40-50 percent). The remaining subjects who fall into the area of ​​uncertainty between the two thresholds continue to perform the test. With each new task, the two thresholds get closer. So, when all the tasks intended for one subject are exhausted (this is at least 40 per session), each

Practical tasks of school psychodiagnostics

Each test taker either falls into the successful group or into the unsuccessful group (the latter also includes those who did not complete the test within the allotted time limit). This simple adaptive testing scheme provides serious time savings when conducting the simplest undifferentiated assessment of knowledge level (“pass/fail”). It can be useful and economical, for example, in a situation of qualifying selection (selection) of candidates for groups, with whom more refined diagnostics or specialized, expensive and individualized training are subsequently performed.

In conclusion, we emphasize that adaptive testing is an approach to computer testing, which actually allows you to introduce elements of individualization into standard group tests, taking into account the individual characteristics of a given subject during the testing process. The scope of application of adaptive testing is not limited to testing knowledge or abilities. In principle, a similar approach with certain modifications is quite applicable for testing areas of interests, attitudes and personality traits.

Key terms: general knowledge test (GET), task bank, test dialogue, distractor, block randomization, competitive validity, longitudinal study, adaptive testing, three-level algorithm, convergent threshold algorithm.

Basics of psychodiagnostics

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Galganova Elena Alekseevna, MAOU Lyceum No. 33 named after the Rostov militia regiment of the city of Rostov-on-Don

"Diagnostics of educational achievements and cognitive motivation of students in the educational process"

1. Introduction.

Currently, in pedagogy there is a tendency to increase attention to the problems of pedagogical diagnostics, various aspects of assessing the achievements and competence of students, identifying and taking into account their individuality, personal and group characteristics in order to increase the effectiveness of the educational process, achieve its goals, and implement its humanistic and competence-based orientation.
Pedagogical diagnostics is the activity of a teacher to recognize and take into account individual and group characteristics, states and properties of participants in the educational process and its components, aimed at ensuring effectiveness this process and achieving pedagogical goals.
Pedagogical diagnostics is carried out at all stages of the educational process and involves obtaining and using for pedagogical purposes reliable information about the participants, conditions, content and effectiveness of this process.

The system of pedagogical diagnostics includes:
purpose, pedagogical diagnosis, methods, objects, subjects of pedagogical diagnostics;

as well as the tasks, functions, types and directions of pedagogical diagnostics

2. Main taskspedagogical diagnostic systems – cognitive and transformative.
TO educational diagnostic tasks include: determining the level of training, education, development, preparation of students, determining the effectiveness and efficiency of the educational process.

TO transformativethe tasks of pedagogical diagnostics should include: increasing the efficiency of the processes of teaching, upbringing, development, and preparation; increasing the efficiency of the educational process.

The standard is the basis for the development of a system for objective assessment of the level of education of students at the basic level general education.

According to the requirements of the standard, it is proposed to evaluate individual achievements using the “addition method”, in which the achievement of the basic level and its excess are recorded. This allows you to build individual trajectories for each student, taking into account the zone of proximal development.

The standards establish three groups of educational results (personal, meta-subject and subject).

personal	meta-subject	subject
The readiness and ability of students for self-development and self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of social and interpersonal relationships reflecting civic positions, legal awareness, the ability to set goals and make plans	Mastering interdisciplinary concepts and educational activities (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning educational activities, building an individual educational trajectory	Students mastering subject-specific skills, types of activities to obtain new knowledge, application in educational, project and social situations, formation of thinking, mastery of scientific terminology, key concepts, methods and techniques.

3. Methods of pedagogical diagnostics.

To study the individual characteristics of students, it is necessary to use methods that are available to the teacher, do not require a lot of time, and do not distract from solving the immediate tasks of teaching and developing students during lessons.

The main diagnostic methods are:
- m methods for collecting diagnostic information- observation, survey (oral - conversation, interview and written - questionnaire, testing), experiment (laboratory and natural, ascertaining and formative), content analysis, analysis of performance results. The use of these methods makes it possible to solve problems: recognition of diagnosed phenomena and processes of teaching practice, measurement of their development;
- methods for assessing diagnostic information: methods of using the scale, methods of statistics (multidimensional grouping, correlation and regression analysis), methods of rating assessment, methods of processing diagnostic information;
- methods for presenting and accumulating diagnostic results. Generalized data of pedagogical diagnostics are presented in the form of a diagnosis, i.e. conclusions about the state of the phenomenon under study;
- methods of using diagnostic results: pedagogical influence, coordination and planning of pedagogical actions, forecasting, recommendations, wishes;
- methods for assessing the reliability of results: expert method, analysis of performance results, control measures, observation, statistical analysis.

3.1. Observation during the educational process as a method of pedagogical diagnostics

The most natural, daily carried out method of tracking the individual and typical characteristics of students in the process of lesson and extracurricular activities is a method of observation. The advantages of the method of pedagogical observation during the educational process are that:

- the student is in natural conditions, and not in the uncomfortable situation of being called to the psychologist’s office,

- observation is carried out in the process of the student mastering educational content in the classroom, without distracting him from his main activity;

- the situation of verification is removed, since the observation is carried out without value judgments about what is observed by a familiar teacher directly in the classroom.

- This diagnostic method allows you to see and record the student’s personal development in its dynamics, comprehensively and diversified.

Basic principles of pedagogical observation:

- be able to notice the most typical ones, characteristic properties a person and distinguish them from random features;

- patiently wait for the natural emergence of personal manifestations;

- comprehend the observed events as dispassionately as possible and not mix your personal attitude into them;

In order for the observation carried out by the teacher during the educational process to fulfill a diagnostic role, it must satisfy a number of requirements:

1. During the educational process, observation can have two main goals:

- examination of the individual characteristics and educational capabilities of students (all or some) for the purpose of pedagogical support for the individual and personal development of the student and providing him with support in successfully achieving the required educational results

2. Diagnostic observation must be carried out in accordance with a specially designed program for studying students.

3. The subjects and objects of observation must be determined in advance (who will observe, who or what will be monitored).

4. The observation results must be recorded in some kind of accounting document, analyzed, systematized and summarized.

3.2. Survey methods in the diagnostic model of the educational process

Individual survey on previously completededucational material reveals:

- degree of assimilationbasic concepts, laws, theories and facts learned at the appropriate time from individual students;

- ability to solve certain educational and cognitiveproblem, explain the solution, describeimplementation of the experiment, the content of the scheme, schedule;

The ability to highlight the main points on a topic, give your own examples. –

Skill logical and consistentpresent acquired knowledge and thus diagnose the level speech development;

Frontal surveyintended:

- to identify the general preparedness of the class based on previously covered material;

- to identify the ability for collective interaction when systematizing knowledge;

- to identify students who have difficulties mastering certain sections of content and types of educational and cognitive activities.

Written control– conducting tests, dictations, presentations, essays (short-term on individual aspects and long-term summarizing):

- checking the completeness and degree of assimilation and generalization of the content of the studied subject material (level of reproduction, application, creative).

A personal survey used mainly in sociological research and outside of school hours. In the best way it can be carried out throughout the lesson if teaching is carried out using workbooks. The notebook becomes a large questionnaire, in which each stage of the lesson and even each task can be accompanied by a mini-questionnaire.

3 .3. Didactic testing

Didactic testing is based on identifying key educational elements in the subject content that require cognitive actions of a certain level, and concretizing them in the form of questions, tasks subject material(name, list, select, check, prove, compare, compile, explore).

Based on the method of construction, the following types of tests are distinguished:

Alternative a test that offers several possible answers to a task, of which only one is correct;

- selective (variable) a test that offers 10 - 12 possible answers to a test task, of which several are correct;

Ordinal t eats, requiring you to arrange the answers offered in a disorderly manner in the correct sequence.;

Constructive the test asks you to fill in the missing words in the text describing a certain phenomenon that are of decisive importance for this test.;

- distributivea test that requires the distribution of features among three or more concepts;

Schematic test - putting it on the diagram with digital symbols keyword objects, indicated by letters;

Quantitative test - choosing correct or incorrect answers from the digital options of the proposed answers;

- generalizing (collective test), in which tasks are given in two columns, between which you need to establish a correspondence;

Analytical test - selection from the listed characteristics of those that are characteristic of a given object, but this can only be done on the basis of analysis;

- comparison testsuggests finding what is common and different in given processes and phenomena;

- problem-searchtest - proposed: problem, options for solving it. and a list of arguments.

Training tasks presented in the form of tests are most effective and economical in the following conditions:

- mass diagnostics, since standardized tests require an algorithmic structure, ease of completion, unambiguous understanding of indicators, due to which the diagnostic process and processing of results are easily automated and computerized;

- lack of teaching time in the lesson to test the basic knowledge and skills of the entire class, indicating the quality of mastery of what has been learned educational material or about readiness to learn new things, which can also be quickly done using punch cards or computer tools;

- receiving prompt feedback or reflective self-analysis at the end of the lesson;

4.Technological module of the diagnostic model of the educational process

The diagnostic function is explicitly performed by level differentiation technologies:« Ladder of achievements», « Results-oriented", "Modular", "Portfolio", and especially - "Project"

« Ladder of achievements»- the essence of this technology is that for a relatively completed segment of the educational process (lesson, topic, entire course)" ladder " tasks for students to complete independently. At the bottom of the ladder are the basic level tasks that are required for each student to complete. They make up the largest number of the total number of tasks. Above them are built more complex tasks that require independent application of knowledge and skills at a basic level. The next step contains a smaller number of tasks, but their solution requires not only knowledge, but also guesswork. Thus, each subsequent step contains tasks that require increasingly higher levels of skills and abilities.

Implementation of technology:

1. All students begin by completing the bottom step assignments until all assignments are completed. In case of difficulty, the student can receive help in the form of reference to basic knowledge.

2. Upon completion of the tasks of the first level, students present them for verification and the right decision all tasks receive a mark -"passed" if you intend to solve problems at the next level, and"3", if you decide to limit yourself to the basic level. This technology is designed in such a way that it creates a psychological mood to continue completing tasks. Next level tasks give the child a chance to improve their results.

3. Complete tasks at the next level. If he wants this level to be credited to him, then he must independently complete the required number of tasks at this level.

As can be seen from the description of the technology, it plays a diagnostic role, determining the child’s zone of proximal development, that is, the level to which he can rise without expending extra effort and stimulates the student’s self-development, leading him along the steps of knowledge to higher levels.

Results-oriented technologyat the very first lesson, it orients students to what will happen in the process of studying the course and what result the students will achieve upon completion.

Cognitive, social and personal competencies include:

- ability to set goals and plan your activities

- ability to conduct dialogue, listen to others,

- cooperate in the process of activity,

- develop intelligence, Creative skills, imagination,

- master self-education skills,

- control yourself and adequately assess your achievements and capabilities,

- develop practical skills.

It is advisable to structure all tasks and the control test in such a way that the student has the opportunity to choose the level of difficulty of tasks and their number in accordance with the expected grade. Moreover, each subsequent selected level must necessarily include that part of the test tasks that correspond to the previous level. This is necessary so that there is not a forced, but a natural differentiation of students’ own goals and their abilities

Modular learning technologyIt is used primarily for organizing individual independent work on studying the module material. Therefore, the structure of the module itself must be such as to ensure successful cognitive activity of the student and at the same time serve as an effective diagnostic technique. To do this, it is necessary to combine the content and technology of its study, and in technology to combine strict control of the student’s cognitive activity with ample opportunities for his self-government. These qualities are possessed by a module whose structure includes:

- a comprehensive goal that sets quality characteristics(cognitive and personal) results of studying the module;

- specification of the goal in subject matter« educational elements», specified by the content of the elective course program (or the education standard for basic and specialized courses);

- specifying the goal in the standards of training and testing tasks;

- in the criteria for mastery levels, in final control tasks;

- the sequence of presentation of tasks, the content of educational material and recommendations for technological methods of studying it are built in the logic of the assimilation cycle: organization of information perception, its comprehension, consolidation, generalization, reinforcement, application in practice;

- standards of solutions for organizing self-control and mutual control in the application to the module.

Portfolio is one of the types of results-oriented technologies, since a portfolio is understood as a focused collection of student work that demonstrates their efforts, progress, achievements in one or more areas.

Activities to create such a collection involve:

- voluntary and independent participation in the selection of its content;

- participation in determining the criteria for selecting content;

- independent and creative activity on the design and creation of its product;

- evidence of student reflection on portfolio quality and self-perception.

In addition, the portfolio used in the educational process expands the possibilities of differentiation and especially individualization of learning from the standpoint of student-centered learning. In the process of consulting and discussing with the student the materials he has collected, ways of creating and arranging them in a portfolio, recommendations for composing texts, the teacher becomes a collaborator with the student, with his emotional interest and approval he stimulates his value attitude towards creative work and the knowledge acquired in this way. All this contributes to the establishment of interpersonal, trusting relationships between the student and the teacher, which allows you to observe and get to know the child better in wide range his interests, inclinations, capabilities and provide him with informal support in self-determination with the choice of a profile for further education.

Problem-research technologyeducation creates conditions for the formation and diagnosis of such competencies in students as:

- analyze, describe and explain the results of observations and experiments, draw conclusions based on them;

- put forward hypotheses and suggest ways to test them;

- independently search for information and apply it in your own research;

- distinguish between facts, opinions, and hypotheses in information;

- identify significant signs, changes, their causes in phenomena of various kinds;

- explore phenomena by constructing models;

- put forward hypotheses, interpret, draw conclusions based on data presented in graphs, tables, diagrams, formulas;

- independently assess the reliability and interpret information contained in a variety of sources based on acquired knowledge;

– placing the student in the position of a researcher, a discoverer;

– reflective activity of students both intellectually and emotionally-personally;

- modeling the stages of thinking in problem solving: identifying and posing a problem, collecting data, putting forward hypotheses, analyzing data, testing hypotheses, formulating conclusions, applying new ideas to a wide range of phenomena, generalizations, facts for a better understanding of the problem, formulating the problem with different points vision, hypotheses; decisions based on hypothesis analysis.

Project-based learninghas the greatest potential in realizing the diagnostic potential of the educational process.

The leading goal of project-based learning has two aspects: 1) development, comprehension and assimilation of subject and meta-subject content, on the basis of which the project is developed, 2) development of intellectual abilities and key personal and professional competencies.

The development of intellectual abilities in the process of project activity involves the formation of the ability to:

- think critically;

- predict results and possible consequences different options decisions based not only on analytical, logical, but also intuitive thinking;

- think at the level of broad generalizations;

- navigate the surrounding reality;

The inclusion of students in project activities contributes to the formation of key competencies, including:

- design competencies: goal definition, development of project assignments, work planning and distribution of responsibilities, project implementation, presentation of results, public presentation, reflection;

- cognitive competencies; skills of independent work with information, independent construction of knowledge, application to solving new cognitive problems;

- research competencies: identifying problems, collecting information, building hypotheses, experimenting, generalizing;

- communicative competencies: the ability to convey information, the ability to listen and understand another, negotiate, show tolerance for other opinions;

- social competencies: the ability to cooperate in group communication and decision-making, make one’s own decisions and take responsibility for them, manage conflicts;

- information competencies: mastery of methods for obtaining information from various sources, including telecommunications, information processing and storage.

Thus, when choosing a technological diagnostic method, you need to remember that

Each child in the educational process moves along his own educational trajectory and therefore it is impossible to evaluate all students according to uniform criteria and at the same time.

Literature:
1. Vygotsky L.S. Developmental diagnostics and pedological clinic for difficult childhood. Collection cit.: In 6 vols. M., 1983. T.5.

2. Gulchevskaya V.G. Diagnostic model of educational achievements. Collection. IKIPRO, Rostov-on-Don, 2015.
3. Efremov O.Yu. Theory and practice of pedagogical diagnostics in the higher military school of Russia: Abstract of thesis. doc. ped. Sci. SPb.: RGPU im. A.I. Herzen, 2001.
4. Methods of systemic pedagogical research / Ed. N.V. Kuzmina L., 1980

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Diagnostics of educational achievements and cognitive motivation of students in the educational process of MAOU Lyceum No. 33, Rostov-on-Don Galganova E.A.

Study of models of the diagnostic educational process as a condition for accompanying and supporting students in reflective and motivational understanding of their goals, values, potential for successful achievement of educational results and personal development

Pedagogical diagnostics is understood as the cognitive-transformative activity of a teacher in recognizing and taking into account individual and group characteristics, states and properties of participants in the educational process and its components, aimed at ensuring the effectiveness of this process and achieving pedagogical goals

Pedagogical diagnostics differs from traditional testing, monitoring and evaluation procedures. These differences lie in the content, organizational and methodological integrity of diagnostic activities, relative independence within the educational process, and greater opportunities to influence the results of the educational process.

SYSTEM OF PEDAGOGICAL DIAGNOSTICS group of structural components: goal, pedagogical diagnosis, methods, objects, subjects of pedagogical diagnostics; in the group of functional components: tasks, functions, types, directions of pedagogical diagnostics

METHODS of pedagogical diagnostics methods of collecting diagnostic information methods of assessing diagnostic information methods of presenting and accumulating diagnostic results methods of assessing the reliability of results

Objective assessment of the level of education personal meta-subject subject Readiness and ability of students for self-development and self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of social and interpersonal relationships reflecting civic positions the ability to set goals and make plans Mastery of interdisciplinary concepts and UUD (regulatory, cognitive , communicative) the ability to use them in educational, cognitive and social practice, independence in planning educational activities, building an individual educational trajectory Students mastering subject-specific skills, types of activities to obtain new knowledge, application in educational, project and social situations, formation of thinking, possession scientific terminology, key concepts, methods and techniques.

Each child in the educational process moves along his own educational trajectory and therefore it is impossible to evaluate all students according to uniform criteria and at the same time.

METHODS of pedagogical diagnostics Observation Survey method Didactic testing

Didactic testing Alternative Selective Constructive Distributive Schematic Quantitative Generalizing Analytical Comparative Problem-search

technological module of the diagnostic model of the educational process Academic achievements in the study of subject areas Educational and cognitive motivation Intellectual development Personal development and individual characteristics

Technologies of level differentiation Ladder of achievements Result-oriented Modular Portfolio Project-based

Project activities Critical thinking Predicting results Thinking at the level of generalizations Orientation in society Design Cognitive Research Communication Social Information SKILLS COMPETENCIES

Types of tasks Highest level (profile) High level (independence in choosing a solution method) Average level (combined) Low level (basic, mandatory) SUCCESS

Target module of the diagnostic model of the educational process In order to monitor the quality of the educational process in accordance with the concept of education, the model of the educational process, the requirements of the Federal State Educational Standard and international standards For the purpose of personalized pedagogical support for the individual and personal development of each student

Process-technological module of the diagnostic model of the educational process Academic achievements in the study of subject areas Educational and cognitive motivation Intellectual development Personal development and individual characteristics

Modern means of diagnosing students' educational achievements in Russian language and literature

Important integral part The learning process is the diagnosis of the quality of knowledge. It allows you to evaluate a student’s achievements, compare the work of teachers, identify gaps in knowledge, and the advantages and disadvantages of teaching methods.

To improve the quality of teaching, a teacher must be able to competently select and apply existing forms and methods of diagnosis, and clearly define the goals and functions of control. The history of the development of knowledge control goes back as many years as all pedagogical activity. The purpose of control is to determine the quality of students’ assimilation of program material, to diagnose and correct their knowledge.

Control is present in almost any pedagogical process. Each teacher checks the effectiveness of teaching and finds out the reasons for poor performance. In relation to the everyday educational process, “control” is understood as identifying and assessing the results of students’ educational activities. The word “assessment” refers not only to the final result, but also to the process of forming the assessment.

The concept of “diagnosis” has a broader and deeper meaning than the concept of “control”. Control only states the results without explaining their origin. Diagnostics includes control, verification, accounting, evaluation, accumulation of statistical data, their analysis, reflection, identification of dynamics educational changes and personal growth of the student, redefinition of goals, clarification of educational programs, adjustment of the course of learning, forecasting further developments.

Diagnostics, performing the functions of feedback, allows the teacher to control the educational process, evaluate results, adjust their actions, build subsequent stages of education based on what has been achieved, differentiate methods and tasks, taking into account the individual progress and development of students.

Feedback is no less important for students, as it helps them see their shortcomings and achievements, receive an assessment of their performance and advice on how to correct it.

I.Traditional diagnostic tools

In pedagogy, the following main ones are distinguished: kinds control: current, thematic, final.

Current control is a systematic review and evaluation

educational results of the student on specific topics in individual classes. It is advisable that ongoing monitoring occurs at every lesson. Possible forms of such control: questioning the teacher, performing tests, solving problems, working with a computer program, mutual control of students in pairs or groups, student self-control, etc.

Thematic control carried out across an entire section of the training course. The goal is to diagnose the quality of the student’s assimilation of the structural foundations and interrelations of the studied section, his personal educational increments in the previously identified areas. The task of such control is educational, since students learn to systematize, generalize, and have a holistic vision of a large block of educational information and related activities.

Final control held at the end of each quarter or school year. It can take the form of a test, a test, an exam, creative work, or testing. This type control involves a comprehensive verification of educational results in all key goals and areas. It should not be the case that the same goals are stated, but completely different parameters or only part of them are subject to final control.

In accordance with the forms of training in practice, there are three forms of control: individual, group and frontal.

At individual control Each student receives his own task, which he must complete without outside help. This form is appropriate if it is necessary to determine the individual knowledge, abilities and capabilities of individual students.

At group control the class is temporarily divided into several groups (from 2 to 10 students) and each group is given a test task. Depending on the purpose of control, groups are offered identical or differentiated tasks, the results of a written and graphic task completed by students in twos, or a practical task completed by each four students are checked, or the accuracy, speed and quality of completing a specific task is checked by section. The group form of organizing control is used when repeating in order to generalize and systematize educational material, when highlighting techniques and methods for solving problems, when focusing students’ attention on the most rational ways of completing tasks, on the best option for proving a theorem, etc.

At frontal control assignments are given to the whole class. In the process of this test, the correctness of perception and understanding of the educational

material, quality of verbal, graphic subject design, degree of consolidation in memory.

To organize diagnostics, it is important to determine content and methods of control, that is, find out what exactly will be controlled and how. Currently used in teaching practice various methods monitoring the quality of students' knowledge. Most often used different shapes oral examination and conducting various written works.

During a frontal oral interview in a short time, the state of knowledge of students in the entire class on a specific issue or group of issues is checked. This verification form is used for:

determining the readiness of the class to learn new material,

determining the formation of concepts,

checking homework,

step-by-step or final verification of educational material just covered in class,

in preparation for practical and laboratory work.

Individual oral interview allows us to identify the correctness of the answer in terms of content, its consistency, independence of judgments and conclusions, the degree of development of logical thinking, and the students’ speech culture. This form is used for current and thematic accounting, as well as for practicing and developing students’ experimental skills. Moreover, an oral test is considered effective if it is aimed at identifying the meaningfulness of the perception of knowledge and the awareness of its use, if it stimulates the independence and creative activity of students.

Oral questioning is carried out at every lesson, although it is not necessary to assess students' knowledge. The main thing in knowledge control is to determine problem areas in mastering educational material and fixing students’ attention on complex concepts, phenomena, and processes.

During the oral interview, you can use teamwork class, the most effective techniques of which are:

asking a question to the whole class,

constructing an answer

reviewing the answer,

assessment of the answer and its justification,

posing questions to the student by the students themselves,

mutual verification,

self-test.

For oral control, you can use knowledge control sheets.

Written control develops logical thinking more effectively and teaches greater accuracy in answers. A written test allows you to test the knowledge of a large number of students simultaneously in a short time. Written control of students' knowledge is used to diagnose the ability to apply knowledge in educational practice and is carried out in the form of dictations, tests, tests and independent work, tests, and abstracts.

Dictation

Dictation is used as a form of questioning to monitor the assimilation of the material covered, its generalization and systematization, and to identify students’ readiness to perceive new things. Dictation is usually carried out at the very beginning of the lesson and consists of two options. The text of the questions is simple, easy to understand by ear, requiring a short answer and simple calculations. The pause between successive questions should be sufficient for students to write down their answers.

Independent work

A traditional form of knowledge control, which, according to its purpose, is divided into independent teaching and monitoring. Independent work of a creative nature will not only test certain knowledge and skills, but also develop the creative abilities of students. Independent work is a necessary stage of any topic. As a rule, it is carried out after a collective decision or discussion of problems new topic and necessarily precedes a test on this topic. The work is done without the help of a teacher.

Test

Tests are carried out to determine the final result of learning on a given topic or section, to control knowledge of the same material repeatedly. It is advisable to carry out tests of various types. By using intermediate test, the teacher checks the students’ mastery of the material during the study of the topic. Final The test is carried out to test the knowledge and skills of students on a specific topic or course. Home The test is given 1-2 times per academic year. It is designed to systematize knowledge, allows you to repeat and consolidate the material. When performing it, students are not limited by time, they can use any teaching aids, consult with a teacher, parents, and classmates. Each student is given his own version of work, which includes creative tasks to form a well-rounded, developed personality.

Practical work

To consolidate theoretical knowledge and develop skills and abilities, the ability to apply knowledge when solving specific tasks practical work is used, which is associated not only with a task on a computer, but also, for example, may include tasks of constructing a diagram, table, writing a program, etc.

Laboratory work

Laboratory work - A rather unusual form of control, it requires students not only to have knowledge, but also to be able to apply this knowledge in new situations and to be smart. Laboratory work is used to consolidate certain skills with software, when in addition to the algorithmic instructions in the task, the student can receive advice from the teacher. Since laboratory work can test a limited range of activities, it is advisable to combine it with forms of control such as dictation or test.

Test

The test is carried out to determine the achievement of final learning outcomes on a specific topic by each student. Before starting to study the material, students are familiarized with the list of questions and mandatory tasks on the topic, as well as additional questions and tasks. Sometimes closed tests are appropriate, when students receive questions and assignments directly during the test. Its advantage lies in the fact that it involves a comprehensive test of all knowledge and skills of students. The need for such thematic control is due to the fact that each student is characterized by a certain pace of mastery of educational material. Therefore, ordinary tests, in which it is difficult to properly take into account the individual characteristics of students, may be insufficient to judge whether the planned learning outcomes have been achieved.

Testing is one of the main forms of control in high school.

Thematic tests should be differentiated so that the student can independently choose the test level. The teacher decides, based on the results of past or intermediate control events, what knowledge and skills are appropriate to test in which student: everyone is given individual tasks. The student can solve problems and then do laboratory work and then talk to the teacher.

The forms of control can be varied. Traditional forms of diagnosing the quality of knowledge are based on direct communication between the teacher and the student. This is very important, because such control performs educational functions, equips teachers with information about the level of knowledge, gaps in their training, and even about the emotional and psychological state of the class. But existing traditional forms of diagnostics do not allow the teacher to carry out regular feedback in training, carry out prompt processing of information and make appropriate decisions to correct the educational process.

In addition, control carried out by traditional forms is not without subjectivity; despite the recommended general assessment criteria, the level of teacher requirements is different. Everyone has their own understanding of the principles of exactingness and fairness, their own criteria for the quality of knowledge. The teacher's assessment is influenced by his personal attitudes towards the student being assessed and the previous process of communication with the student. Therefore, there is a need for new types of knowledge testing.

Recently, a more objective form of control has been actively introduced into teaching practice - testing.

Teachers have an ambivalent attitude towards testing: some are active supporters of this method, implement it and use it everywhere, while others do not accept tests, considering them an unworthy control tool. Typically, the arguments of both supporters and opponents of testing are not distinguished by sufficient argumentation or scientific justification. Most often, both refer to the experience of the United States, where testing is used everywhere and is the main method of knowledge control. Supporters note the high level of development of American society and science in particular, while opponents rightly note that, for the most part, the quality of American education is at a low level.

Testing, taking into account the limitations and conditions of applicability, has a number of advantages: objectivity, the possibility of training, manufacturability, efficiency of processing results, the ability to automate diagnostics of knowledge quality, processing and accumulation of statistical data, which puts them in one of the leading places in diagnosing the quality of knowledge.

Diagnostics of mental development and general abilities

Mental development is characterized by a set of knowledge, skills and a set of mental actions that were formed in the process of acquiring this knowledge. This is the generally accepted understanding of mental development in Russian psychology. Essentially, mental development is a characteristic of the methods, forms and content of a person’s thinking. Intelligence is not the sum of knowledge and mental operations, but what contributes to their successful assimilation. The level of mental development achieved by an individual depends on his intellectual abilities.

The most successful and viable adaptation of the Binet-Simon tests, called the Stanford-Binet scales, served for many years as the only instrument for measuring intellectual ability and was also used as a criterion for the validity of new intelligence tests. This largely explains the fact that IQ has come to be seen as a symbol of intelligence rather than a score on a specific test. In 1939, the first form of David Wechsler's scales, known as the Wechsler-Bellevue Intelligence Scale, was published. It was intended for testing adults. It had a number of methodological shortcomings (this concerned the size and representativeness of the normative sample and the reliability of subtests) and was later revised. In 1955, one of the last Adult Intelligence Scales (WAIS) was published. It contained 11 subtests. 6 subtests made up the verbal scale and 5 subtests made up the action scale. The verbal scale included subtests on awareness, comprehension, arithmetic problem solving, finding similarities, remembering numbers, and identifying vocabulary. The action scale consisted of the subtests “Digital Symbols”, “Completing Pictures”, “Constructing Blocks”, “Arrangement of Pictures”, “Assembling Objects”.

We will especially consider intelligence tests designed to test people who cannot be adequately assessed using verbal tests. We are talking about infants, children with speech impediments, with some mental and physical disabilities, and those who speak foreign language, illiterate people, as well as people from an unfavorable cultural environment and some others. To study these groups of subjects, either action tests, or non-linguistic tests, or tests free from cultural influences are used.

Along with tests of intelligence, special and complex abilities, another type of test has emerged that is widely used in educational institutions - achievement tests. Unlike intelligence tests, they reflect not so much the influence of diverse accumulated experience as the influence of special training programs on the effectiveness of solving test tasks. The history of the development of these tests can be traced back to the change at the Boston School oral form writing exams (1845). In America, achievement tests began to be used in the selection of employees for civil service as early as 1872, and since 1883 their use has become regular. The most significant development of elements of achievement test construction techniques occurred during the First World War and its immediate aftermath. Achievement tests belong to the largest group of diagnostic techniques. One of the most famous and still widely used achievement tests is Stanford Achievement Test (SAT), first published in 1923. It measures the level of training in different classes secondary educational institutions. A significant number of tests of special abilities and achievements were created within the framework of psychotechnics under the influence of practical requests from industry and economics. Further development of achievement tests led to the emergence in the middle of the 20th century. criterion-referenced tests.

To diagnose the success of learning at school, special methods are being developed, which different authors call educational achievement tests, success tests, didactic tests and even teacher tests (the latter can also mean tests designed to diagnose the professional qualities of teachers, or poorly formalized diagnostic tools that can be used teacher, such as observation, conversation, etc.). As the American psychologist A. Anas-Tazi notes, this type of tests ranks first in terms of numbers.

Achievement tests are designed to assess the success of mastering specific knowledge and even individual sections of academic disciplines, and are a more objective indicator of a student’s learning than a grade. The latter often becomes not only an assessment of the student’s knowledge, but also a tool for influencing him, and can express the teacher’s attitude to the degree of his discipline, organization, behavioral characteristics, etc. Achievement tests are free of these shortcomings, of course, provided that they are compiled and applied correctly.

Achievement tests are different from actual psychological tests (ability, intelligence). Their difference from ability tests lies, firstly, in the fact that with their help they study the success of mastering specific educational material limited by a certain framework, for example, the section of mathematics “Stereometry” or an English language course. Training will also influence the formation of abilities (for example, spatial ones), but it is not the only factor determining the level of their development. Therefore, when diagnosing abilities, it is difficult to find an unambiguous explanation for the high or low degree of their development in a schoolchild. Secondly, the difference between tests is determined by the purposes of their use. Ability tests are aimed mainly at identifying the prerequisites for certain types of activity and claim to predict the choice of the most suitable profession or training profile for an individual. Achievement tests are used to assess the success of mastering specific knowledge, in order to determine the effectiveness of programs, textbooks and teaching methods, the characteristics of the work of individual teachers, teaching teams, i.e. they diagnose past experience, the result of mastering certain disciplines or their sections. Although it cannot be denied that achievement tests can also, to a certain extent, predict the rate of progress of a student in a particular academic discipline, since the high or low level of knowledge mastery at the time of testing cannot but affect the further learning process. Pointing to the difference in the types of tests discussed, A. Anastasi notes that it is most prominent when assessing their validity: “The best way to evaluate ability tests is to carry out predictive criterion-oriented validation, while achievement tests are mainly assessed in terms of content validity "(A. Anastasi, 1982. T. 2. P. 37). Achievement tests also differ from intelligence tests. The latter are not aimed at diagnosing specific knowledge or facts, but require the student to be able to perform certain mental actions with concepts (even educational ones), such as making analogies, classifications, generalizations, etc. This is reflected and in the formulation of specific tasks for tests of both types. For example, an achievement test based on the history of a certain period may contain the following questions: Fill in the blanks in the sentences: The Second World War began in. . . year. a) 1945; b) 1941; c) 1939; d) 1935. On July 22, 1941, the Nazis attacked. . . a) Poland; b) Soviet Union; c) France; d) Hungary. In the test of mental development, questions using concepts from history will look like this: You are given five words. Four of them are united by a common feature, the fifth word does not fit them. It must be found and emphasized. a) goods; b) city; c) fair; d) subsistence farming; d) money. a) slave owner; b) slave; c) peasant; d) worker; d) artisan. In order to correctly answer the questions included in the achievement test, knowledge of specific facts, dates, etc. is necessary. A diligent student with a good memory can easily find the correct answers to the tasks of the achievement test. However, if he has poorly developed skills to work with concepts, analyze them, find significant signs, then intelligence test tasks can cause significant difficulties (since good memory alone is not enough to complete them). It is necessary to possess a number of mental operations, knowledge of those concepts based on which test tasks have been compiled.

Diagnostics of educational achievements means conducting tests, cross-sectional work, testing. Monitoring student knowledge is one of the main elements of assessing the quality of education. Teachers monitor students’ learning activities on a daily basis by oral surveys in the classroom and by assessing written work. The main goal of pedagogical control is to determine the relationship between influencing factors (means, loads, methods) and those changes that occur in students in the state of health, physical development, sportsmanship, etc. (factors of change).

Based on the analysis of data obtained during pedagogical control, the correctness of the selection of means, methods and forms of classes is checked, which creates the opportunity, if necessary, to make adjustments to the course of the pedagogical process. In the practice of physical education, five types of pedagogical control are used, each of which has its own functional purpose. 1 . Preliminary control is usually carried out at the beginning of the academic year (academic quarter, semester). It is intended to study the composition of students (health status, physical fitness, sports qualifications) and determine the readiness of students for upcoming classes (to learn new educational material or fulfill the regulatory requirements of the curriculum). Data from such control make it possible to clarify educational tasks, means and methods for solving them. 2. Operational control is intended to determine the immediate training effect within the framework of one training session (lesson) with the aim of expedient alternation of load and rest. Monitoring the operational state of those involved (for example, readiness to perform the next exercise, the next attempt at running, jumping, to re-pass a section of the ski distance, etc.) is carried out according to such indicators as breathing, performance, well-being, heart rate, etc. P. Operational control data allows you to quickly regulate the dynamics of the load in the lesson . 3. Current monitoring is carried out to determine the reaction of the body of those involved in the load after exercise. With its help, the recovery time for working capacity of those involved is determined after different (in magnitude, direction) physical activity. Data from the current state of students serves as the basis for planning the content of upcoming classes and the amount of physical activity in them. 4. Stage-by-stage control is used to obtain information about the cumulative (total) training effect obtained during one academic quarter or semester. With its help, the correct choice and use of various means, methods, and dosing of physical activity are determined.

5. The final control is carried out at the end of the school year to determine the success of the annual plan-schedule of the educational process, the degree of solution of the assigned tasks, identifying the positive and negative aspects of the physical education process and its components. Data from the final control (the health status of students, the success of their fulfillment of test requirements and educational standards, the level of sports results, etc.) are the basis for subsequent planning of the educational process. Control methods. In the practice of physical education, the following control methods are used: pedagogical observation, surveys, acceptance of educational standards, testing, control and other competitions, simple medical methods (measurement of vital capacity of the lungs, body weight, deadlift, etc.), timing classes, determining the dynamics of physical activity during a lesson based on heart rate, etc.

Testing and assessing knowledge is an integral part of the learning process, carried out through systematic monitoring of students' educational activities, in the classroom and at home, with the help of oral, written, graphic and practical tasks and direct observation of their work. Assessing the quality of education involves assessing the quality of educational achievements of students and the quality of the educational process. In this case, the quality of education should be understood as a characteristic of the education system in a general education institution, which reflects the degree of compliance of the actual results achieved with regulatory requirements, social and personal expectations

Criteria for assessing the quality of education Indicators and signs on the basis of which the quality of general education is assessed: the adequacy of reflecting the needs of the individual, society and the state in general education in the fundamental system of standards requirements; conditions for the implementation of general education programs of primary, basic (incomplete secondary) and secondary (complete) general education and their compliance with the requirements of standards; resource support for the educational process (including its staffing) and their compliance with the requirements of standards; the results of mastering basic general education programs implemented in the educational process and achieved by students and their compliance with the planned results both at the level of standards requirements and at the level of its resource provision.

10 .Testing as a means of monitoring and assessing the quality of teaching in a modern school. Didactic characteristics of the Unified State Exam.

Unified State Exam(Unified State Exam) - centrally carried out in Russian Federationexam in secondary educational institutions - schools And lyceums. Serves as both a high school graduation exam and a college entrance exam. universities And colleges. When conducting the exam throughout Russia, the same type of tasks and uniform methods for assessing the quality of work are used. After passing the exam, all participants are given certificates of the results of the Unified State Exam (in everyday life often called certificates), where the points obtained in subjects are indicated. WITH 2009 The Unified State Examination is the only form of final examinations at school and the main form of entrance examinations to universities, and there is the possibility of re-taking the Unified State Exam in subsequent years.

11. Education as a sociocultural and pedagogical process. Basic theories of education and personality development.

Sociocultural approach presupposes the need to form a value-based and, on its basis, a responsible attitude of a person towards the world around him, as the basis for “entering” into Culture; organizing such an educational process and creating such an educational environment so that the formation of personality takes place in the context of universal human culture, taking into account the specific cultural conditions of human life; determination of the content of education at the level of the content of modern world culture; organization of the child’s interaction with the world of Culture: at all levels (micro-, meso-, macro-); within all age subcultures (peers, older, younger).

Sociocultural approach is based on the doctrine of values ​​(axiology) and is conditioned by the objective connection of a person with culture as a system of values. The idea of ​​developing a child through the appropriation of general cultural values, his understanding of nature and man as the greatest values, and the desire to live in harmony with the world around him in accordance with its laws comes to the fore. Formation is expected culturally appropriate content of education, recreation of cultural patterns and norms of life in educational structures. This means the orientation of the pedagogical process towards universal human cultural values, world and national spiritual culture.

Let's consider the main features of education as a pedagogical phenomenon: 1. Purposefulness of the entire educational process and each of its elements. There is a teacher setting a goal (as the final result of pedagogical activity), defining strategic and tactical tasks for its implementation, translating goals and objectives into an internal education plan; planning based on the entire life activity of the pupils and the teacher. 2. Education is a process. The system of components of the educational process is the most dynamic structure, since each of its components is highly dynamic: the teacher, as a subject of the pedagogical process, is a developing personality interacting with the rapidly changing world around him, the student is a developing personality, not only an object of pedagogical influences, but and the subject of diverse relationships with the surrounding reality, including in the pedagogical process, his position is active, numerous external factors are also dynamic. 3. Education is a process of interaction between a teacher and students with the activity of both parties. Moreover, as the pupil grows up and develops, his position as an object of pedagogical influence from adults decreases, and the position of the subject of education increases, turning the process of education, from the point of view of the pupil, into a process of self-knowledge and, on this basis, self-education, self-development. At the same time, the position of the educator also changes: the functions of a mentor, adviser, curator, and senior friend become more inherent to him - which allows the student or pupil to more economically and effectively solve the problems of self-knowledge and self-development. 4. One of the fundamental directions is the creation of optimal conditions for education or a nurturing environment. The effectiveness of certain educational influences and the educational process as a whole depends on the environment in which it takes place. 5. Firstly, this is the organization of the development (by both students and teachers) of the socio-cultural values ​​of society: economics, politics, science, all types of art, life practice in all types of activities. The most essential characteristic of education is the formation of attitudes towards objects, phenomena, factors, and events of the surrounding world. Secondly, the development of the student’s individuality based on his interaction with the teacher in the educational process. 6. Education is a creative process. First of all, mastering culture is creative. Secondly, the individuality of the students. Thirdly, the very personality of an “accomplished” teacher has great creative potential. 7. It is carried out by specially trained people: teachers, educators, journalists and writers, leaders of clubs and sections. Education should prepare today's child and tomorrow's citizen for life and work in a democratic society, where morality and law will be real, and not imaginary, regulators of behavior. Modern basic theories of education and personality development, as a rule, represent a synthesis of not only pedagogical, but also philosophical, psychological, and natural science theories. Among the most well-known theories of education and personality development are pragmatism, neopositivism, neo-Thomism, and behaviorism. common feature These theories are their humanistic orientation, their focus on educating a free, self-developing personality.

Pragmatic The theory of education and personality development is based on the philosophy of pragmatism, which recognizes practical benefit as the main value. The main provisions of the pragmatic theory of education:

education as an adaptation to life, the connection between teaching and upbringing, school and life;

reliance in the educational process on children’s own activity, encouragement and development of their independence;

the practical orientation and usefulness of the activities performed by children in the educational process;

The main drawback of this theory was the neglect of systematic knowledge. pragmatism has transformed into neo-pragmatic the theory of education, the essence of which boils down to the self-affirmation of the individual and strengthens the individualistic orientation of education. Neopositivism(“new positivism” or new humanism) is a philosophical and pedagogical direction that tries to comprehend the phenomena caused by the scientific and technological revolution. Basic principles of neopositivism pedagogy

refusal in education from established ideologies, the formation of rational thinking in the child;

humanization of the education system, establishment of subject-subject relationships between teacher and student;

creating conditions for the free development of personality, refusing to manipulate the child’s behavior.

Neo-Thomism- a religious and philosophical doctrine, named after the Catholic theologian and thinker Thomas (Thomas) Aquinas (XIII century). The main position of neo-Thomism is the dual nature of man as the unity of his “material and spiritual essences.”

The pedagogy of neo-Thomism affirms Christian and universal values ​​in education (cultivating kindness, humanism, honesty, love for one's neighbor, etc.). In other words, moral education, according to neo-Thomist theory, inevitably acquires a religious character.

Behaviorism– psychological and pedagogical theory of education. According to this theory, education should be based on the latest achievements of the human sciences. Existentialism recognizes personality as the highest value of the world and proclaims the uniqueness of each person.

12 .Values ​​and goals of education, dynamics of their development. Pedagogical justification for the goals of education in modern conditions. Characteristics of the principles of education.

The goal of education is not an idea of ​​the value itself, but of the personality of the pupil, who has accepted the system of judgments about values ​​as a guide for his own life. Consequently, the goal of education is real if it is given a psychological form. In education based on transcendental values, the orientation is towards the highest divine being. Education based on sociocentric values ​​focuses on social needs. In education based on anthropocentric values, individuality is elevated in the structure of human values. The basic values ​​are self-realization, autonomy, pleasure, usefulness, sincerity, individuality. In determining the purpose of education, the choice of a value system plays a dominant role. There are values: transcendental (absolute - within religions); sociocentric (universal; group - racial, national, professional); anthropocentric (individual).