Functions of pedagogical assessment. Pedagogical assessment: essence, problems, types

The impact of assessment on a student’s development is multifaceted, so it has many functions. According to B.G. Ananyev, the assessment can be:

– orienting influencing the mental work of the student, promoting the student’s awareness of the process of this work and his understanding of his own knowledge;

– stimulating, influencing the effective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships;

– educating– under the direct influence of the mark, there is an “acceleration or slowdown of the pace of mental work, qualitative shifts (changes in work methods), changes in the structure of apperception, transformation of intellectual mechanisms.” Thanks to this, the assessment affects the intellectual and affective-volitional spheres, i.e. on the student’s personality as a whole.

Pedagogical assessment influences the change in attitudes and opinions that exist in the school between the class and the student. “The change in opinions about the student and relationships within the class under the influence of pedagogical assessment is the first transformation of pedagogical assessment into a new assessment form. The second modification occurs in the family. Pedagogical assessment influences the relationship between home and school.”

Under the influence of evaluative influences, children develop such important personality qualities as self-esteem and level of aspirations.

The general tendency of many works on the problem of assessing the success of students’ educational activities is that one of the leading functions of assessment is control as a condition for the formation of knowledge and skills in students. “Without control, without feedback, without information about what and why the actual result was obtained, without subsequent correction of erroneous actions, learning becomes “blind”, uncontrollable, or rather, simply ceases to be control,” says N.V. Kuzmina. With implementation supervisory function assessment opens up the possibility of effectively managing the process of teaching and educating students.

In the "Pedagogical Encyclopedia" grade is considered as determining the degree to which students have acquired knowledge, skills and abilities in accordance with the requirements imposed on them by school programs.

At the present stage of school development, when the priority goal of teaching is the development of the student’s personality, the following parameters for the teacher’s assessment activities are determined:

– quality of mastering subject knowledge, skills, abilities, their compliance with the requirements of the state standard of primary education;

– the degree of formation of the student’s educational activities (communication, reading, labor, artistic);

– the degree of development of the basic qualities of mental activity (the ability to observe, analyze, compare, classify, generalize, express thoughts coherently, creatively solve an educational problem);

– level of development of cognitive activity, interests and attitude towards educational activities; degree of diligence and diligence.

The first parameter is assessed by a mark for the learning outcome, the rest - by verbal judgments (characteristics of the student). Particular attention should be paid to the need to strengthen the role of constant monitoring of the level of cognitive interests and independence of the student.

Assessment and marking in the educational process are characterized by their own characteristics. Evaluation is a process of evaluation activity (or action) carried out by a person; the mark is the result of this process. Based on the assessment, a mark may appear as its formal logical result.

Assessment of the educational achievements of schoolchildren can be expressed in value judgments and conclusions of the teacher, which can be made both orally and in writing. These judgments provide a brief description (in qualitative terms) of the successes and shortcomings in the student’s educational activities, as well as ways to improve them. The mark expresses a quantitative assessment of students’ knowledge, skills and abilities in numbers or points. At the same time, the assessment-pedagogical judgment and the mark in points perform different psychological functions and therefore cannot replace one another. The first records the achievement (or lag) of the student in relation to himself. The second is how high his current level is in relation to the level of other students in the class. From a psychological point of view, both information is necessary for the child. In order to adequately evaluate the results of his efforts, he must have an idea of absolute success (Me-today and Me-yesterday) and relative success (Me and other guys).

45. Functions of pedagogical assessment:

· educational- this assessment function involves not so much registering existing knowledge and students’ level of training, but rather adding and expanding the fund of knowledge;

· educational- developing the skills of a systematic and conscientious attitude to educational responsibilities;

· orienting- influence on the mental work of the student in order to make him aware of the process of this work and understand his own knowledge;

· stimulating- influence on the volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships;

· diagnostic- continuous monitoring of the quality of students’ knowledge, measuring the level of knowledge at various stages of training, identifying the reasons for deviations from set goals and timely adjustment of educational activities;

· checking the effectiveness of the teacher’s teaching activities. Control and evaluation allow the teacher to obtain information about the quality of the educational process, taking into account which he makes adjustments to his work;

· formation of adequate self-esteem in students as a personal education. Adequate self-esteem of schoolchildren is formed under the influence of grades and value judgments of the teacher. If these influences are negative, then they lead to the formation of low self-esteem, instill in the student self-doubt, which results in a decrease in learning motivation and loss of interest in learning;

· a powerful motive for students’ educational activities;

· changes in interpersonal relationships in the classroom, assistance in improving the status of students. The positive or negative attitude of classmates towards an individual student depends on the extent to which positive or negative pedagogical influences and assessments are applied to him.

Through assessments, the teacher educates schoolchildren, influences their attitude to learning, their performance and self-demandingness. It develops, if done correctly, their attentiveness, persistence and diligence, allowing them to truly evaluate their performance and the performance of others. It adequately develops their self-awareness and forms the motivation of schoolchildren. Any assessment that a student considers fair, no matter whether it is positive or negative, affects their motives and becomes a stimulus for their activities and behavior in the future.

46. Types of assessments in a survey situation (according to Ananyev)

Partial assessments appear in the form of separate evaluative addresses to students during a survey in class, and do not relate to the student’s knowledge system, or even to the subject as a whole, but to a certain partial knowledge or skill.

B.G. Ananiev defines 3 types of partial estimates:

1) Ambivalent (dual):
- lack of evaluation
- indirect assessment
- uncertain estimate.

2) Negative ratings

3) Positive ratings.

Ambivalent assessments:

1. No rating - the teacher does not evaluate the student in any way. Such assessment has a very strong negative impact on the student’s educational activity and self-esteem. This is the worst kind of ped. assessments that have a disorienting rather than orienting function.

2. Indirect assessment - this is an assessment of one student through another (“Dima answered better than Vitya”) - this is a traumatic assessment.

Ananyev calls these two types "original", due to the fact that they do not have independent meaning and do not have a categorical effect. Often the teacher gives such assessments unconsciously, involuntarily.

3. Uncertain estimate - also initial, but it is already a kind of transition to various specific assessments, consciously assigned by the teacher. What is characteristic of an indefinite assessment, which brings it closer to definite ones and separates it from the initial ones, is its verbal form. Its main, often only expression is words or gestures that do not allow the student to understand how he was appreciated.

Negative ratings: this is a very delicate instrument.

- Comment- this is only partly an assessment, since it is only an expression of the teacher’s personal attitude. Becomes a grade when it systematically falls on the same student.

- Negation- these are words, phrases that indicate the incorrectness of the student’s answer and stimulate the restructuring of his thoughts, and, accordingly, the course of solving problems and the organization or reorganization of his educational activities (“wrong”, “wrong”).

- Censure- various types of punishment, ridicule, which are sarcastic and not humorous in nature; reproaches, threats, lectures. Can have a stimulating effect if the student's shortcomings are not ridiculed.

Positive ratings

- Agreement- these are words and phrases that indicate the correctness of the student’s answer and stimulate the movement of his thoughts in the same direction. The function is to stimulate and encourage the student in his answers and actions.

- OK is a positive assessment of what the student has done or intends to do. The stimulating effect of evaluation prevails over the orienting one. Approval is a proven, proven pedagogical technique.

- Confession- represents the highlighting of certain human merits.

- Promotion- can be material or a verbal assessment. This is an important pedagogical technique with which you can solve the following problems: show what is valued in the child’s behavior; consolidate and stimulate positive behavior in the child.

47. Marking and grading

Grade -process is an assessment activity carried out by the teacher.

Mark - the result of this process, its conditional reflection. A mark appears based on the assessment. In the process of educational activity, the phenomenon of reaction fading is sometimes observed: too frequent use of the same stimuli (positive or negative evaluations) leads to a gradual loss of their motivating role. Extreme values of marks do not always have that stimulating power, cat. have average grades.

The main functions of pedagogical assessment according to Ananyev: 1) Orienting- contributes to the student’s awareness of that activity, cat. he executes and is aware of his own decisions. 2) Stimulating- influences the emotional-volitional sphere of the student through the experience of success or failure

Types of ped. ratings: 1) Subject: concerns the content, subject of study. activities of the student, but not his personality.2) Personal ped. assessments: refer to the individual qualities of the teacher (diligence, diligence). 3) Material(attractive things, money, etc.)4) Moral(praise or blame)5) Effective- relate to the final result of the activity.6) Procedural- relate to the process, not the final result7) Quantitative, corresponding to the amount of work performed8) Quality, related to the quality, accuracy and precision of the work performed.

Types of assessments of the interview situation, or partial assessments.

1) Ambivalent (dual): (Absence of assessment - the teacher does not evaluate the student in any way, indirect assessment is the assessment of one student through another, vague assessment - often its only expression - words, gestures, which do not allow the student to understand how he was assessed.) 2) Negative assessments (Remark, denial, censure) 3) Positive assessments (agreement, approval, recognition, encouragement)

Group and individual assessment standards:

Group- evaluates the student in comparison with other students; standardization of tasks.

Individual assessment standards - assessment of a student in comparison with previous achievements.

48. Psychological essence of education

Kandybovich, Dyachenko: in the broad sense of the word upbringing - This is an activity to transfer socio-historical experience to new generations.

In the narrow sense of the word upbringing - This is a systematic, purposeful influence on a person’s consciousness and behavior in order to form certain attitudes, principles, and value orientations that provide the necessary conditions for his development, preparation for life and work.

Badmaev B.Ts.: upbringing - This is the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment, including specially organized, targeted activities of parents and teachers.

Upbringing - this is the acquisition by an individual of social values, moral and legal norms, quality and behavior patterns of educational processes that are socially recognized and approved by a given community.

Kondratyeva S.V.: upbringing - This is the formation of a holistic personality structure.

49.Psychological conditions for success education

1) Knowledge and understanding of the teacher and educator of the child’s psychology. This refers to the interests of the child, his value orientations, needs, self-esteem, level of aspirations, content of aspirations, temperamental characteristics, specific age-related characteristics, which mental mechanism is leading at a given age (suggestion, imitation, identification).

2) Involving the student in activities, i.e. formation of motives and methods of behavior in one’s own activities.

3) Establishing contact with students and overcoming semantic barriers:

Contact - establishing relationships that result in mutual understanding and cooperation.

Semantic barrier - This is a child’s negative reaction to the demand of a teacher or educator, caused by the fact that they attach different meanings to this demand.

Various 3 options for semantic barriers

1. A child has a different view of some things than adults.

2. When the teacher’s demands are perceived by the student as ridicule, nagging

3. A semantic barrier arises to the demands of individual teachers.

4) Prevention and overcoming the affect of inadequacy. inadequacy is a severe emotional state, which is the result of increased aspirations of an individual that do not coincide with its real capabilities; Such a student has a stable self-esteem that is higher than his actual achievements and the assessment that others give him.

Causes of the affect of inadequacy: undeservedly high evaluations from others, inflated claims and self-esteem, dominance of self-focus.

Mikhaseva Irina Vasilievna, GBOU school No. 359, teacher of Russian language and literature, St. Petersburg

annotation
Despite numerous studies, the problems of assessing students' knowledge remain insufficiently studied, and in line with the general process of modernization of education, the question naturally arises about the need to improve the existing grade system. The success of learning largely depends on how correctly and timely the assessment is given for a particular type of activity of the student. Each teacher should have his own evaluation system. It should include a variety of tools and methods of work so that students understand that the teacher is constantly monitoring their progress, the level and quality of knowledge acquisition.

Everyone probably knows these lines from the poem by A. L. Barto:
I recognize Volodin’s marks without the diary.
If a brother comes with three, three bells ring.
If suddenly a ringing starts in our apartment -
So, he got five or four today.

How familiar this picture is to us teachers. Despite the fact that 80% of the students surveyed at our school note that knowledge is more important than the grade given, which is what they would learn if grades were not given at all, grades still remain an important element in the learning process. The modern traditional 5-point grading system does not provide a complete picture of school life. It has little information. But we don’t have another one yet. Let's try to depict a social portrait of assessment:
“5” - triumphant,
“4” - encouraging,
“3” - indifferent,
“2” is depressing.

Grade. What is it?
Assessment is the result of the educational work of the student and teacher. Assessment is the determination of the degree to which students have acquired knowledge, skills and abilities in accordance with the requirements of training programs and educational guidelines. To evaluate means to establish the level, degree or quality of something.

Assessment is a necessary component of the educational process. Why? Because a person who works, and study is work, needs a certain attitude in order for the results of his work to be evaluated. And most of all he needs approval, a positive assessment. He is upset by the negative assessment. But indifference is completely incapacitating, has a depressing effect and paralyzes the desire to work when one’s work is ignored, not noticed, and not in demand. When homework is assigned, but not checked, when a message, report or note is given by the teacher without reading, although positively. Scientific research shows that students who are encouraged achieve greater success compared to those who were not encouraged.

However, as practice has shown, everything happens somewhat differently. 78% of the surveyed teachers at our school believe that when assessing a student, they demonstrate pedagogical skill, since when giving an assessment, they take into account all types of the student’s activities in the lesson, the amount of work performed, the individual socio-psychological characteristics of the child, my own educational activity. But at the same time, only a few teachers have an evaluation system for all types of work. 70% of teachers most often use only frontal questioning in their work in the classroom. 10% of teachers do not comment on the grades given at all or comment at the request of the student himself, and the comments are brief and condensed.
Why is this happening? Maybe because we have some doubts about the appropriateness of grading for this or that type of work in the lesson, we do not clearly understand the functions of grading, we have forgotten the requirements for grading and we do not understand the negative consequences that formalism in grading can lead to.

What are the functions of assessments in the educational process? They are:
. diagnostic
It manifests itself in the requirements imposed by society on the student’s level of preparation. Assessment is a tool for alerting the public and the state about the state and problems of education in a given society. But there are problems. We have a 100% academic success rate in Russia! Which probably can't happen. For example, France gives certificates with positive grades to 70% of students and is proud of this, since before the war and immediately after it there were only 50%. And in Russia we have one underachiever - A.S. Pushkin. After all, when studying at the Lyceum, he had a “0” in geometry.
. educational
The assessment determines the completeness and awareness of knowledge, the ability to apply it in practice, and shows the degree of development of basic mental operations (analysis, synthesis, comparison, generalization).
. personality-oriented
It is expressed in considering the formation of positive motives for learning and readiness for self-control as a factor in overcoming the student’s low self-esteem and anxiety. Properly organized control and assessment reduce the level of anxiety, form the correct goals, and focus on independence and self-control. Testing among our students shows that we, teachers, sometimes cannot properly organize questioning and control. 60% of students say that they are afraid before a test, 74% of students are worried about waiting for a survey.
. educational
An objectively given assessment should contribute to the formation of skills in a systematic and conscientious attitude to educational responsibilities, ensure mutual understanding and contact between the teacher, student and parents.
. stimulating
Evaluation has an impact on the volitional sphere through the experience of success and failure and on the personality as a whole.
. emotional

Any type of assessment creates a certain emotional mood. Evaluation can inspire, direct to overcome difficulties, support, inspire, but it can also upset, aggravate low self-esteem, and disrupt contact with adults and peers. Thus, 50% of the students surveyed, having received a bad grade, will worry all weekend, 40% feel shame when an unsatisfactory grade is announced. This means that the implementation of this evaluative function lies in the fact that the teacher’s emotional reaction must correspond to the student’s emotional reaction (joy with him, sadness with him). The student should always be oriented towards success, expressing confidence that a given bad result can be changed for the better. A situation of success and emotional well-being is a guarantee that the student will calmly accept the teacher’s assessment, analyze mistakes and outline ways to eliminate them.

Social
The teacher must remember that assessment affects interpersonal relationships in the class team. According to the questionnaires, 70% of students are worried that their grade is somewhat worse than that of other students in the class, and 30% are worried about the reaction of their peers to the grade they received. A positive assessment undoubtedly strengthens the student’s socio-psychological position, while negative assessments often make the student isolated and rejected in the class. This leads to a decrease in motivation, activity and success, and sometimes causes aggression.
. informational

The assigned grades make it possible to analyze the results and outline specific ways to improve the educational process on both sides; feedback is established between the teacher and the student.
What requirements must be taken into account when grading? First of all, it is necessary to take into account
. psychological characteristics of the student,
. the amount of knowledge in the academic subject,
. understanding of what has been learned, independent judgment,
. degree of systematization and depth of knowledge,
. the effectiveness of knowledge, the ability to apply it in practice.
The assessment should be
. objective and fair;
. perform a stimulating function.

We need to create an evaluation system. It must be uniform in relation to a specific class within the framework of a single educational process. It is advisable to record changes in the student’s overall level of preparedness and the dynamics of his success. It is necessary to introduce a mechanism that develops students' assessment of their achievements.

The given ratings must be commented on. The teacher must, firstly, indicate the most typical mistakes in the students’ work; secondly, to stimulate interest in learning, opening up prospects if the topic is studied qualitatively; thirdly, by commenting it is necessary to ensure the student’s agreement with the assigned grade, if necessary, giving the student the opportunity to defend his point of view.

Looking at a student's notebook or diary, you can sometimes come across a teacher's verbal assessment. It is also very important and necessary. But for some reason things don’t go beyond the words “well done” and “clever girl”. And how many necessary emotional words could be written:
. Fine!
. Marvelous!
. Fabulous!
. Wonderful!
. Grandiose!
. Unforgettably!
. Great!
. Talented!
. Extra class!
. Beauty!
. This touches me to the core.
. This is exactly what I've been waiting for a long time!
. You are gifted.
. Amazing!
. Amazing!
. Inimitable!
. It's like a fairytale!
. You're on the right track.
. Great!
. Congratulations!
. Wow!
. I am proud of you.
. Working with you is just a joy.
. I knew you could do it.
. Much better than I expected.
. Better than anyone I know.
. I'm proud that you succeeded.
. I am so happy!
Sukhomlinsky said: “Assessment is a reward for work, not a punishment for the day.” When preparing for a lesson, the teacher needs to remember that the search for the necessary forms of assessment and its organization is an important task for the teacher.

LITERATURE AND LINKS
1. Century H., “Grades and Marks”, Moscow, “Enlightenment”, 1984.
2. Burtsev K., “On grades, grades and values: school assessment as a means of pedagogical support” // Modern Humanitarian Gymnasium, Moscow, “Prosveshchenie”, 1996.
3. http://www.coolreferat.com

Collection of reports of the 13th All-Russian Internet Pedagogical Council

Did you like the material?
Please give your rating.

1. Educational psychology is a science:
a) about the patterns of development of the child’s psyche in the process of educational activities;
b) about the patterns of formation and development of personality in the system of social institutions of training and education;
c) about the structure and patterns of the learning process;
d) studying the phenomena and patterns of development of the teacher’s psyche.

2. The main task of education is:
a) facilitating a person’s acquisition of knowledge in the learning process;
b) formation of skills and abilities;
c) promoting the development and self-development of the individual in the learning process;
d) mastery of sociocultural experience.

3. Training means:
a) the process of acquiring knowledge, developing skills and abilities;
b) the process of transferring knowledge, skills and abilities from teacher to student;
c) learning activities undertaken by the student;
d) the process of interaction between two activities: the activity of the teacher and the activity of the student.

4. A specific form of student activity aimed at acquiring knowledge, mastering skills and abilities, as well as its development is:
a) learning;
b) teaching;
c) training;
d) training.

5. The leading principle of domestic educational psychology is:
a) the principle of social modeling;
b) the principle of transformation of knowledge, its expansion and adaptation to solving new problems;
c) the principle of a personal-activity approach;
d) the principle of establishing a connection between stimuli and reactions;
e) the principle of exercise.

6. The most in-depth and complete level of training is:
a) reproduction;
b) understanding;
c) recognition;
d) assimilation.

7. As research methods, educational psychology uses:
a) pedagogical methods;
b) methods of general psychology;
c) educational experiment;
d) teaching and formative experiments in combination with methods of general psychology.

8. Unlike a teaching experiment, a formative experiment:
a) does not imply training;
b) requires special laboratory conditions;
c) involves a systematic step-by-step process of formation of mental actions and concepts;
d) focused on the development of cognitive processes.

9. L. S. Vygotsky considers the problem of the relationship between training and development:
a) identifying the processes of learning and development;
b) believing that learning should be based on the child’s zone of actual development;
c) believing that learning should run ahead of development and lead it along.

10. The main psychological problem of the traditional approach to learning is:
a) low level of knowledge;
b) insufficiently developed cognitive processes of students;
c) insufficient activity of students in the learning process.

11. The purpose of developmental education is:
a) development of the student as a subject of educational activity;
b) achieving a high level of student learning;
c) formation of mental actions and concepts;
d) development of self-control and self-esteem among students during the learning process.

12. Educational activities consist of:
a) educational task and educational activities;
b) motivational, operational and regulatory components;
c) the work of cognitive processes;
d) internal control and evaluation actions.

13. The leading motive of educational activity, ensuring the effectiveness of the learning process, is:
a) the need to change the social status position in communication;
b) the need to receive approval and recognition;
c) the desire to meet the requirements of teachers; avoid punishment;
d) the desire to acquire new knowledge and skills.

14. The main principle of organizing the learning process in the system of D. B. Elkonin and V. V. Davydov is:
a) organization of training from specific to general;
b) the logic of ascent from the abstract to the concrete;
c) mastering a large amount of knowledge;
d) the principle of mastering logical forms.

15. The disadvantage of programmed training is:
a) lack of clear criteria for knowledge control;
b) insufficient development of student independence;
c) lack of an individual approach to learning;
d) insufficient development of students' creative thinking.

16. The special work of the teacher to enhance the cognitive activity of students in order to independently acquire knowledge lies at the basis of:
a) programmed training;
b) problem-based learning;
c) theories of the gradual formation of mental actions and concepts;
d) traditional training.

17. According to the theory of the gradual formation of mental actions and concepts by P. Ya. Galperin, the organization of the learning process should primarily be based on:
a) material action;
b) creating an indicative basis for action;
c) speech form of performing an action;
d) inner speech.

18. The main indicator of a child’s readiness for school is:
a) mastery of basic reading and counting skills;
b) development of fine motor skills in the child;
c) the child’s desire to go to school;
d) maturity of mental functions and self-regulation;
e) the child has the necessary educational supplies.

19. The concept of “learning ability” is defined:
a) the student’s existing level of knowledge and skills;
b) the teacher’s ability to teach the child;
c) mental characteristics and capabilities of the student in the learning process;
d) zone of current development of the student.

20. What mental new formations appear in a primary school student in the process of educational activities (select several answer options):
a) perception;
b) motivation;
c) internal action plan;
d) comparison;
e) reflection;
f) attention;
g) theoretical analysis.

21. Educational cooperation (from the point of view of G. Zuckerman) is:
a) interaction of students in the learning process;
b) the process of interaction between teacher and student;
c) a process in which the student takes an active position in teaching himself with the help of the teacher and peers.

22. The main function of pedagogical assessment is:
a) determining the level of actual execution of the educational action;
b) implementation of reinforcement in the form of punishment and reward;
c) development of the student’s motivational sphere.

23. Good manners are characterized by:
a) a person’s predisposition to educational influences;
b) mastering moral knowledge and forms of behavior;
c) a person’s ability to behave adequately in society, interacting with other people in various types of activities.

24. Pedagogical orientation is:
a) love for children;
b) a system of emotional-value relations that sets the structure of the motives of the teacher’s personality;
c) the desire to master the teaching profession.

25. The teacher’s knowledge of his subject relates to the class:
a) academic abilities;
6) perceptual abilities;
c) didactic abilities.

26. The professional activity of a teacher in order to solve the problems of teaching and upbringing is called:
a) pedagogical orientation;
b) teaching activities;
c) pedagogical communication;
d) pedagogical competence.

27. Pedagogical activity begins with:
a) selection of educational content;
b) choosing methods and forms of training;
c) analysis of the opportunities and prospects for the development of students.

28. The founder of Russian educational psychology is:
a) K.D. Ushinsky;
b) A.P. Nechaev;
c) P.F. Kapterev;
d) A.F. Lazursky.

29. The first stage of the formation of educational psychology:
a) development of theoretical foundations of the psychology of learning theory;
b) general didactic stages;
c) formation of educational psychology into an independent branch.

30. The current in psychology and pedagogy, which arose at the turn of the 19th and 20th centuries, due to the penetration of evolutionary ideas into pedagogy, psychology and the development of applied branches of psychology, experimental pedagogy, is called:
a) pedagogy;
b) pedology;
c) didactics;
d) psychopedagogy.

31. Longitudinal research method (according to B.G. Ananyev) refers to:
a) organizational methods;
b) empirical methods;
c) methods of data processing;
d) interpretive methods.

32. An experiment in psychological and pedagogical research allows you to test hypotheses:
a) about the presence of a phenomenon;
b) about the existence of a connection between phenomena;
c) both the presence of the phenomenon itself and the connections between the corresponding phenomena;
d) about the presence of a causal relationship between phenomena.

33. Combining into a single whole those components and factors that contribute to the development of students and teachers in their direct interaction is...:
a) training;
b) pedagogical management;
c) pedagogical process.

34. Teaching as a factor of socialization, as a condition for the connection of individual and social consciousness, is considered in:
a) physiology;
b) sociology;
c) biology;
d) psychology.

35. The discovery of new properties in objects that are important for one’s activity or life, and their assimilation is:
a) teaching skills;
b) teaching actions;
c) sensorimotor learning;
d) teaching knowledge.

36. Studying as the acquisition of knowledge and skills for solving various problems among foreign scientists studied:
a) Y.A. Comenius;
b) I. Herbart;
c) B. Skinner;
d) K. Koffka.

37. P. Ya Galperin interpreted the doctrine in domestic science as:
a) acquisition of knowledge, skills and abilities;
b) assimilation of knowledge based on the actions performed by the subject;
c) a specific type of educational activity;
d) type of activity.

38. One of the conceptual principles of modern education - “Training does not trail behind development, but leads it behind itself” - formulated:
a) L.S. Vygotsky;
b) S.L. Rubinstein;
c) B.G. Ananyev;
d) J. Bruner.

39. The level of current development is characterized by:
a) training, education, development;
b) learning ability, educability, development;
c) self-learning, self-development, self-education;
d) training, learnability.

40. The first in order structural stage of the pedagogical process:
a) principles;
b) forms;
c) funds;
d) goal;
e) content;
f) methods

41. Further detailing, creation of a project that is suitable for use in specific conditions by participants in the educational process is..:
a) pedagogical situation;
b) pedagogical process;
c) pedagogical design.

42. The second in order of succession are the stages of psychological and pedagogical research:
a) stage of qualitative and quantitative analysis;
b) preparatory stage;
c) interpretation stage;
d) research stage.

43. Educational activity in relation to assimilation acts as:
a) one of the forms of manifestation of assimilation;
b) type of assimilation;
c) level of assimilation;
d) assimilation stage.

44. The property of an action, which consists in the ability to justify and argue for the correctness of the action, is defined as:
a) reasonableness;
b) awareness;
c) strength;
d) mastery.

45. The degree of automation and speed of execution of an action characterizes:
a) a measure of deployment;
b) the measure of development;
c) a measure of independence;
d) a measure of generality.

46. The type of learning motives, characterized by the student’s orientation towards mastering new knowledge - facts, phenomena, patterns, is called:
a) broad cognitive motives;
b) broad social motives;
c) educational and cognitive motives;
d) narrow social motives.

47. One of the first to put forward the principle of “conformity to nature” was:
a) Y.A. Comenius;
b) A. Disterweg;
c) K.D. Ushinsky;
d) Zh.Zh. Rousseau.

48. In educational terms, the most effective type of training is ....
a) traditional;
b) problematic;
c) programmed;
d) dogmatic.

49. Pedagogical interaction between the student and the student when discussing and explaining the content of knowledge and practical significance in the subject is the essence...functions of interaction between subjects of the pedagogical process:
a) organizational;
b) constructive;
c) communicative-stimulating;
d) information and training.

50. Voluntarily setting yourself conscious goals and tasks for self-improvement is...:
a) self-obligation;
b) self-report;
c) understanding one’s own actions;
d) self-control.

51. The ability to understand the emotional state of students refers to the skills:
a) interpersonal communication;
b) perception and understanding of each other;
c) interpersonal interaction;
d) transfer of information.

52. ...how understanding and interpreting another person by identifying oneself with him is one of the main mechanisms of interpersonal perception in the educational process:
a) socio-psychological reflection;
b) stereotyping;
c) empathy;
d) identification.

53. The last stage in order of professional self-determination:
a) stage of professional self-determination;
b) primary choice of profession;
c) professional adaptation;
d) vocational training;
e) self-realization in work.

54. The interests and inclinations of the teacher are indicators of... the communication plan.
a) communicative;
b) individual-personal;
c) general socio-psychological;
d) moral and political.

55. The first stage and component of pedagogical activity in order:
a) preparatory stage;
b) organizational activities;
c) stage of implementation of the pedagogical process;
d) stage of analysis of results;
e) gnostic activity;
f) constructive activity;
g) communication activities.
56. Human activity is aimed at changing one’s personality in accordance with consciously set goals, established ideals and beliefs - this is...:
a) education;
b) pedagogical patterns of education;
c) self-education;
d) self-education.

57. The ability to unite the student team and inspire them to solve an important problem according to V.A. Krutetsky is...:
a) didactic abilities;
b) academic abilities;
c) perceptual abilities;
d) organizational skills.

Due to the fact that the impact of assessment on a student’s development is multifaceted, it can have many functions. According to B. G. Ananyev, the assessment can be:

– orienting, influencing the student’s mental work, promoting the student’s awareness of the process of this work and his understanding of his own knowledge;

– stimulating, influencing the effective-volitional sphere through the experience of success and failure, the formation of claims and intentions, actions and relationships;

– educational – under the direct influence of the mark, “an acceleration or deceleration of the pace of mental work, qualitative shifts (changes in work methods), a change in the structure of apperception, a transformation of intellectual mechanisms” occurs. Thanks to this, the assessment affects the intellectual and affective-volitional spheres, i.e. on the student’s personality as a whole.

Under the influence of evaluative influences, children develop such important personality qualities as self-esteem and level of aspirations. Self-esteem influences are a strong corrective factor in the behavior and activities of an individual.

According to A.I. Lipkina, the age dynamics of students’ self-esteem are “determined” not so much by their objective capabilities as by the influence of the evaluative influences of the teacher and students in the class. By the fourth grade, the evaluative position of a poor or excellent student acquires the significance of a global factor in their activities, extending to the entire learning process, including the student’s receipt of a grade. “In practice, this is manifested in a reduction in the stimulating function of grades in high school students, although in elementary school they did not accept the position of a poor student.” B. G. Ananyev believes that different levels of teacher requirements for students with different academic performance create different levels of aspirations in them. Thus, strong students in current work are highly valued by teachers and therefore form a high level of aspirations, “very often entailing an overestimation of their own knowledge and a delay in further qualitative advancement.” Weak students in their current work are assessed low by teachers, which contributes to the formation of a low level of aspirations in them: “aspirations are stimulated only by quarterly accounting, which has little responsible significance for them; their hard work during this period usually gives relative advancement, which is taken into account in the teacher’s assessment.”

The general tendency of many works on the problem of assessing the success of students’ educational activities is that one of the leading functions of assessment is control as a condition for the formation of knowledge and skills in students. “Without control, without feedback, without information about what and why the actual result was obtained, without subsequent correction of erroneous actions, learning becomes “blind”, uncontrollable, or rather, simply ceases to be control,” says N.V. Kuzmina. With the implementation of the monitoring function of assessment, the possibility of effectively managing the process of teaching and educating students opens up. In the "Pedagogical Encyclopedia" grade is considered as determining the degree to which students have acquired knowledge, skills and abilities in accordance with the requirements imposed on them by school programs.

– quality of mastering subject knowledge, skills, abilities, their compliance with the requirements of the state standard of primary education;