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Assessment in a Primary School
| Assessment in a Primary School. “Assessment is a continuous, ongoing process that involves examining and observing behaviors, listening to ideas, and developing questions to promote conceptual understanding.” The system of student assessment is an effective tool not only to measure student achievement, but also to improve the quality of education. Therefore, under the assessment system is understood not only the scale, which is used in the grading, but, above all, the mechanism of the diagnostic-development activities of teacher and student, as full participants in the educational process. Assessment - this is also a reflection of the interaction between the state and the school, the teacher and the student, the school and the parents. Only in the case where the assessment system consistent with the goals and objectives of the educational process, it becomes an effective mechanism for improving quality. The ability of primary school students to properly assess themselves or their classmates, doing work in pairs, in groups or individually is very important as well as in the classroom and throughout the school year, the objective assessment of their academic achievements; Assessment as an effective factor in successful learning: Children should be taught how to assess themselves from Primary school when the evaluation process is one of the most effective factors in successful learning. Assessment is important for all participants in the educational process: • Parents want to see the successes and failures of the child; • The teacher wants to see the student's progress; • Students need to feel their success; • The administration wants to know the result of training. “Assessment” and “Mark” In everyday speech of teachers, pupils and their parents there is no differ in the expression "get a mark" and "get an assessment." According to the explanatory dictionaries those two words “assessment" and "mark" are not synonymous. Assessment - this is the person's opinion about the value, level or quality of something. Mark - is set by the state designation of the degree of knowledge of the student. In the lexicon of the words school closer to invisibility. Assessing the recitation, the teacher tells his personal opinion about the specific job of each individual student. Stamp, a teacher in a prominent national quality standard of knowledge and skills, which, though useful for external control, but devalues the process of mastering KS (knowledge & skills). A five-point grading system adopted in our country has not yet serious alternatives of any pedagogical consciousness, nor in teaching practice. The grader in elementary school is considered one of the most important, but at the same time, the most problematic areas. Of course, teachers have some recommendations for the evaluation of junior, high school students, but the process is fundamentally different from what we do in high school. The assessment system for kids is designed to help your child gain self-confidence and a healthy self-criticism, or in other words, a healthy self-esteem. Primary school students want to be positively assessed in every lesson, they need to see their own progress and just get a teacher's praise. How to make the assessment process more effective, motivating students to further progress in learning how to make the kids were not afraid to be judged? As teachers, we are responsible for the success of the children before, by the students, themselves, their parents, and the school administration. Also, be aware that it can and know our student needs and ourselves. Traditional testing and formal grading system are not ideal for younger students. Ratings may adversely affect their self-esteem, motivation and attitude to learning English. Kids need a special system of assessment that takes into account their creativity and love for games, singing, memorizing rhymes, love to role play and thirst of a system that would be based on their specific psychological characteristics, cognitive development and areas of interest. Such a system should be positive and aimed at the student. We must not forget that the assessment is important for all members of the educational process: • Teachers want to see the effectiveness of their teaching methods, as well as the need to improve in order to achieve the best results; • Children need to see their progress and achievements; • Parents should be aware of the successes and failures of their child; • School Administration wants to know the results of learning in a primary school. What is an assessment? We can say that assessment - is the measurement of the student in many ways, his diagnosis of the problems and progress made in a friendly atmosphere. The goals of the assessment: The objectives of the assessment are: • Create a positive impression of the assessment procedure and motivate further successful learning; • To assess the proper use of language and determine that the younger student knows and can do; • Create a positive motivation for language learning in the future. The functions of the assessment: • Correction and consolidation of the learned information; • Ensuring, for both teachers and children information about what needs to be improved and whether the class is ready to carry out further investigations; • Assessment of the methods used by the teacher and to change some aspects related to the scoring; • Grading the children. All participants are involved in the learning process to assess their contribution and activities of each other: teachers through observation, games, assignments, etc., and children - through self-assessment or group-assessment, parents through the conversations with teachers and children (Parent-teacher Conference; Three-Way-Conference; Student-Led Conference), administration by attending classes and introduction of the children's works. Types of the assessment: Pre assessment Formal assessment Informal assessment Final assessment Some teachers believe that students in a primary school are too small to measure their own progress, but in fact they have good mechanisms for self-evaluation. The teacher only needs to discuss with the student assessment criteria, to bring them to the list and start working - the result will not wait long; self-assessment will be accurate and adequate. Let’s consider each of the assessment types separately: 1.2.1. Informal assessment - a system of observation and collection of data about what a student in normal training. The purpose of the informal assessment to see even a little progress and try to strengthen it by praise and support. This can be done in different ways: • Do not skimp on the verbal praise for good results; • Provide written comments on the friendly workbooks; • give the colorful shapes with the words "Good," "Excellent!" And others; • give small gifts (calendars, stickers, candy, etc.); • draw or stamp a happy or sad face in the manner of sketches; • Create a portfolio. Portfolio - one of the most popular ways of assessing younger students. It presents successful works, children's achievements in the form of letters, cards or small gifts, photographs, test results, audio and video. Portfolio perfectly informs parents, children and teachers, as well as evaluates the personal contribution and progress in language learning. This document belongs to the child, and he alone decides what to put there, ie Portfolio promotes the participation of children in the evaluation of their work. Doing these simple recommendations clearly helps the teacher to evaluate the situation in a training class. It's time consuming, but worth it. Informal assessment is hidden and therefore not afraid of children and helps to avoid stress, which is inevitable in marking assessment. 1.2.2. Self-assessment - this assessment, conducted by the child, in order to measure his own success. This type of assessment is particularly important for this age group because of the following reasons: • it provides a children's psychological integrity and autonomy; • it is a necessary component of the concept, which involves learning throughout life, as in the future the majority of today's students, working independently, will be forced to evaluate themselves and their competence is right and just. Self-assessment is important not only in school, but for the whole adult life. The use of scales of self-esteem can help teachers and younger students to make the assessment procedure transparent, clear, objective and painless. Teacher and student together have a chance to assess the achievements, compare the estimate to analyze it and understand their shortcomings. 1.2.3. Group assessment (or assessment classmates) - the process of estimation of each other during a portion to work. A child in school is not isolated, he is constantly communicating with his peers outside of the lesson and during the execution of tasks in the classroom. It’s very important to know for the student, what people think about him and how he assessed his classmates. In carrying out this type of assessment disciples: • learn to interact, seeking the same goal; • learn to respect and accept the opinions of others; • become partners, to minimize the negative aspect of competitiveness; • begin to trust each other; • feel more secure than working alone. 1.2.4. Formal assessment - grading is subject to certain criteria in the conditions that allow the evaluation of individual linguistic and communicative knowledge and skills in this area. Sooner or later, the children will have to get acquainted with the formal system of assessment. The purpose of the teacher - doing it carefully, playing and discussing school grades. For younger students to make the best assessment is to change the number into the word. And the children themselves, will prompt those verbal assessments Gradually, moving from an informal assessment to self-assessment using the self-assessment scales, and further to the group assessment, each teacher will be able to lead the child to a proper understanding of the formal evaluation. Conclusion. We must not forget that children want to be appreciated, not punished. And if they should be still criticized, then it should be a friendly, well, with the help of feedback. It can be done in different ways: • individually with each child; • a group of children; • with the whole class; • a concise writing; • in a friendly conversation. Feedback helps children to analyze their strengths and weaknesses without serious consequences for the child. When teaching English children of 7-8 years is unlikely to need direct control of learning activities, skills and abilities of students. During these years laid interest in the language, students' achievements are very mobile and individual, a period of dynamic development of language skills may alternate with periods of relatively unproductive studies. Combining different types of assessment, each teacher is able to do this process is the most effective and interesting for all participants in the educational process, painless and motivating for further successful learning. Each child will be assessed on merit and will leave satisfied with a lesson in good spirits, and the house will look forward to the next class, where again his success will be appreciated and celebrate his effort. It should be noted that a positive assessment in primary school children is directly related to their psychological characteristics. D. Moon in the book "Children Learning English" (Chapter 2) identified eight key conditions for successful language learning with students of primary school. Motivation - a key component of success. The friendly atmosphere in the classroom helps the child to venture into the speech and enjoy the process of learning. Feedback and specific analysis of the challenges made in adequate form are necessary for success. Different types and forms of assessment allow the student to experiment with the assessment and not be afraid of it. Successfully evaluated children are open to diverse and significant knowledge in all kinds of speech activity, to communicate in the language and for its practical use. A positive assessment leads to a sustainable request to speak, read, listen and write in a foreign language. Children learn best when their own work is valued positively. Источник: http://collegy.ucoz.ru/publ/32-1-0-11889 | |
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Вторник, 2024-11-19, 5:44 PM
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