XIII Международная студенческая научная конференция Студенческий научный форум - 2021

New educational standard establishes requirements for resultsmastering the educational program, according to which the student must be able to relate their actions to the planned results. To carry out control of its activities, be able to assess the correctness of performance educational task, own the basics of self-control, self-evaluation, mutual assessment, monitoring the process and results of its activities, make adjustments and finally adequately assess their achievements

Assessment criteria are descriptive statements that provide learners and instructors with information about the qualities, characteristics, and aspects of a given learning task. Assessment criteria make it clear to learners what they are expected to do to demonstrate achievement of the learning outcomes and factors instructors will take into account when making judgments about their performance. Sharing assessment criteria with students at the beginning of the course is an effective way to help students build confidence in their learning and improve their performance. Making assessment criteria explicit helps them recognize what is important and valued in the curriculum, focus their efforts on key learning outcomes and evaluate their own performance through self-assessment and reflection. Assessment criteria are a way to provide formative feedback throughout a course to support ongoing learning, as well as to provide end-of-term summative evaluation [1].

Assessment criteria take the “guess-work” out of grading for instructors and students. Well-defined assessment criteria allow instructors to evaluate learners’ work more openly, consistently and objectively.

Three ways of using assessment criteria [2]

Assessment criteria may be used in three ways . They may specify:

1. threshold standards: Description of what the learner is expected to do, in order to demonstrate satisfactory achievement of learning outcomes.

2. grading criteria: what is required for achievement of each of the grades being awarded e.g. for a pass, a third class, lower second, upper second and a first.

3. general criteria: a template of characteristics or qualities against which the students

performance of the assessment task will be judged.

In this case the assessment criteria make it clear to the learner what s/he has to do to demonstrate to the assessor that s/he has achieved the learning outcomes of the unit. This is essentially a statement of the threshold standard required for the achievement of credit

The criterion approach to evaluating students ' work is increasingly popular in modern schools, most likely because this approach helps to provide, first of all, feedback that allows all participants in the process (teachers, students, and parents) to understand the level of development of the material being studied. The more meaningful the feedback, the more constructive the response to it can be.

Criteria-based assessment is an approach that uses different types, forms and methods of assessment and self-assessment.

Criteria-based assessment implies a number of fundamental attitudes for the teacher:

1. only the student's work can be evaluated with a mark, not their personality;

2. the student's work is not directly compared with the work of other students, but with the standard (the image of a perfectly executed work);

3. the standard is known to students in advance;

4. a clear algorithm for marking has been developed, according to which the student can determine his own level of achievement and determine his own mark;

5. you can only evaluate what is taught, so the evaluation criterion is a specific expression of educational goals;

6. general educational goals for the subject are criteria for evaluating student achievement in this subject and allow you to summarize the results identified by individual student work.

Competency education focused on practical results, experience of personal activity, development of relationships, that causes fundamental changes in the organization of training, which becomes aimed at the development of specific values ​ ​ and vital necessary knowledge and skills of students. Implementation of competency approach implies mandatory forecasting of effective content component, which requires adequate changes in the system assessment of knowledge.

Before writing evaluation criteria, it is important to understand how the evaluation criteria relate to course design. The diagram shows how to be informed and informed about the evaluation criteria and learning outcomes in Figure-1.

Figure1- Evaluation criteria and learning outcomes

Student outcomes at all stages of schoolEducation cannot be limited to knowledge, skills and skills,the purpose of training should be to build competence as a generalabilities based on the knowledge, experience and values of the individual.

Competence as an integrated result of an individualeducational activities of students, formed on the basis of their mastery semantic, procedural and motivational components, its the level is in the evaluation process.

The main functions of assessing students' knowledge are: Controlling - determines the level of achievement of each student, readiness to absorb new material, which allows the teacher to plan and present educational material accordingly; Educational - contributes to the repetition, refinement and deepening of knowledge, their systematization, improvement of skills and skills; Diagnostic-corrective - elucidates the causes of difficulties encountered by the student during the training process; detects gaps in the learned, makes adjustments aimed at their elimination; Stimulating-motivational - forms positive motives for learning; Educational - contributes to the formation of skills to work responsibly and focused, to apply techniques of control and self-control, reflexion of educational activities.

Practical significance of the benchmarking

Only the student's work is evaluated;

The student's work is compared with the sample (standard) correctly

the work performed, which is known to students in advance;

A student knows a clear algorithm for deriving a score, according to which he himself can determine the level of his work and informparents;

Students evaluate only what they have taught, since the criterion evaluation represents a specific expression of educational objectives

The system of evaluation of educational achievements implements the following key approaches to addressing the problem:

- A personal-oriented approach that includes accounting and development the potential of each student's personality through using a multi-level differentiated rating scale educational achievements;

- An action-oriented approach aimed at the fullest identification of individual capabilities and abilities in the context of the organization independent productive activity of the student;

Pedagogical conditions implementing these approaches include aspects such as:

- use of objective and personality-relevant criteria set according to accessible and understandable to students of the indicators described in the activity form;

- application of different levels and types of tasks in the process of evaluation, corresponding to the identified indicators;

- ensuring real choice of individual level of training achievements.

Improving the quality of the educational process closely is related to the improvement of the quality of knowledge and achievement of students, without the formation of positive motivation of students to solve this not possible. Using fully the factors influencing positive results can be achieved in the process of motivation of students.

The criterion assessment helps to reduce the anxiety of the student, formation of positive motivation. The fact that estimates, received for intermediate work, are not published in the journal, turns this work into meaningful activities to increase its knowledge. Teacher turns from harsh judge to interested assistant and consultant. The area between the teacher and the student disappears conflict, evaluation turns into collaboration on criteria accepted by both parties. Openness, transparency of the process itself assessments, the opportunity to express their point of view help the student become a real subject of their training.

References:

1. Davletkaliyeva Y.S., Muldasheva B. K., Izteleuova Z.S., Kulbaeva B.S., Satova D.E. Сriteria-based assessment as a method of qualitative development of teaching and learning process. International Journal Of Applied And Fundamental Research. – 2015. – № 3

2.  Andreev A.B. The conceptual approach to the creation of intellectual analysis system knowledge. Open Education. 2001.- №5. p.44-48.

3. The program of refresher courses for teaching staff of RK. The third (basic level). - 3rd Ed. - MTC AEO NIS Astana 2013 - p.42-82.

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