Content
Introduction 3
Chapter 1. general characteristics modern methods and means of assessment 7
1.1. Traditional controls 7
1.2. Control and evaluation system in modern education 8
Chapter 2. Theoretical basis the use of practical tasks as a means of assessment in the teaching and educational process of secondary school in life safety lessons 13
2.1. Practical tasks as a means of assessing students 13
2.2. Application of practical tasks in the course of basic life safety 17
Chapter 3. Empirical study of the use of practical tasks as assessment tools when teaching schoolchildren the basics of life safety 23
3.1. Goals, objectives and research methods 23
3.2. Analysis and conduct of experiment 26
Conclusion 39
References 41
Applications 44
Introduction
Security problems have always existed, however, today they have become particularly acute and have become the focus of public attention. The issues of maintaining safe life and human health should find their clear expression precisely in the education of the 21st century. Protecting people from negative impacts of anthropogenic and natural origin and achieving comfortable living conditions is the main goal of life safety as a science and the primary task of the state. Nowadays, the security problem has become even more acute. Society suffers huge losses and damages from accidents, fires, breakdowns, and catastrophes. Much attention is paid to human security issues in scientific works Yu.N. Arsentieva, B.C. Belova, N.N. Maslova, O.N. Rusaka, E.Ya. Sokolova and others. Organizing and methodological work is carried out by the International Academy of Ecology and Life Safety Sciences.Meanwhile, the targets of general education do not actualize the formation of students’ readiness for safe activities. United methodological basis teaching in school education does not always correspond to the characteristics of emergency situations in different regions. In the state educational standard for the subject “Fundamentals of Life Safety,” the emphasis is on protecting the environment, and not on human safety in all areas of life and activity. Not in all Russian schools They study life safety purposefully, and in a number of schools the subject “Fundamentals of Life Safety” is replaced by an integrated course.
The concept of public safety states that modern human activity in all its aspects - social, political, technical, economic, military - does not guarantee the survival of humans as a biological species. In these conditions, issues of ensuring life safety become main problem the coming new era of social development and, first of all, the 21st century. In this regard, there is an increasing need to develop in a person qualities that ensure both his own and public safety. These qualities become system-forming for solving a complex set of problems, and the educational area, which is directly entrusted with solving these problems, acquires the role of the main basic component of the educational process. First of all, the sphere of education should become a key link in the formation of a “safe” type of personality, focused on the creation and development of society and aware of the value of their life and health. Currently, there is no doubt about the need for a speedy, widespread and decisive change in the basic paradigm of all types of human activity - from maximum utility, as has always been the case until now, to a guaranteed minimum of all possible dangers, while maintaining the possible acquisition of maximum knowledge and skills. Forming a student’s readiness to overcome unfavorable conditions of nature and society is complicated by the lack of consistency in the educational sphere, as well as insufficient attention to the means and methods of developing practical survival skills.
Based on the foregoing, it is necessary to highlight the contradictions that have arisen in the field of life safety research between the desire of each family to see their child ready to recognize the existence of dangers, predict their manifestation, protect themselves from them and the practical unpreparedness of schools to form safe life activities taking into account the climatic and geographical characteristics of the region; between the real organizational and pedagogical conditions for teaching and instilling safe activities in students and the practical implementation of the course “Fundamentals of Life Safety” in schools; between the needs of an educational school in a new system of special training for schoolchildren and the lack of scientific justification for preparing them for safe life activities.
The object of this study is methods and means of assessing students.
The subject of the study is the features modern methods and means of assessing students in life safety lessons.
The purpose of the study is to analyze modern methods and means of assessing students in life safety lessons.
To achieve this goal, it is necessary to solve the following tasks:
- characterize traditional controls;
characterize the control and evaluation system in modern education;
consider practical tasks as a means of assessing students;
outline the use of practical tasks in the course of basic life safety;
conduct an empirical study of the use of practical tasks as assessment tools when teaching schoolchildren the basics of life safety.
Research base: Murmansk Polytechnic Lyceum, 8th grade.
Research methods:
- analysis of psychological, pedagogical, methodological literature;
conducting a pedagogical experiment;
observation;
survey according to the methodology (C.D. Spielberg);
life safety testing;
statistical data processing (Fisher's F test).
The theoretical significance of the work is due to its novelty and lies in the formulation and solution of an important problem for pedagogy: increasing knowledge and the level of emotional attitude to the life safety course.
The course work consists of an introduction, three chapters, a conclusion and a list of references.
Chapter 1. General characteristics of modern methods and assessment tools
1.1. Traditional controls
Traditional means of control include written or oral class quizzes, homework assignments, and exams. Oral lesson surveys are usually used in ongoing monitoring. They involve obtaining student answers to the teacher’s questions and have advantages because they are easy to organize, provide prompt feedback in the process of correcting students’ knowledge acquisition, stimulate class discussions and develop communicative competencies. The disadvantage of oral surveys is the fragmentation of student coverage, since a teacher can survey no more than 4-5 people per lesson. Written lesson surveys include tests that summarize the results of a certain period of study.A special form of control is homework, the discussion of the results of which in class has a learning effect, especially in cases where the assignments allow for non-standard solutions. Final control usually uses oral or written exams, which cause significant emotional and physical stress in students.
The advantages of traditional control and assessment tools are that their development does not cause difficulties for teachers, since it is based on an extensive methodological base and is easy to implement. Teachers receive the necessary preparation for using familiar quizzes and exams from their own experience. school years, and also does not require preliminary financial investments, no expensive computers, software, or tests are needed.
The disadvantages are that there are no connections between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in conditions of mass education, subjectivity and incomparability of control results.
The teacher's testing activity ends with the assignment of grades. Traditionally, in the educational process, the word “assessment” means a certain result. In a broader sense, this word refers not only to the final result, but also to the process of forming an assessment; in this case, the term “assessment” is used.
Evaluation is a necessary component of the control process, the results of which have great importance for students and their parents, since school grades influence to one degree or another the future of the child and introduces an element of competition in relation to students. However, grades are often given in a hurry or depend on the personal relationship between the teacher and the student, class attendance, student behavior in class, etc.
To give the assessment maximum objectivity and adequacy of the stated control goal, it is necessary to focus on the subject of assessment and minimize the influence of other factors.
1.2. Control and evaluation system in modern education
The general idea in a modern control and evaluation system is to create a set of methods, procedures, meters, software and pedagogical tools that interact as a whole in the process of checking learning results, assessing the condition of control objects, analyzing control data, interpreting them and developing corrective actions in order to improving the quality of education.A modern control and evaluation system must have an integral functional and structural structure, combining traditional and innovative control methods.
Creating such a system in a school involves establishing and supporting all the necessary information flows to manage the quality of education, reaching users with different levels of access, including students, their parents, teachers and school administration.
In the course of further research, modern methods of assessing knowledge, skills and abilities were considered:
- Programmed control
However, this method also has its drawbacks. The main one is that with its help you can check only certain aspects of assimilation of the material being studied. However, this method does not allow us to reveal the completeness and volume of knowledge. However, each of the methods of testing and assessing knowledge discussed above has its pros and cons. Written tests are useful because they make it possible to test and evaluate the knowledge of all students in a class or group at the same time, but they require a lot of time and therefore cannot be carried out frequently. Hence the conclusion follows: in the system of educational work, all the methods of testing and assessing knowledge discussed above must be used in order to ensure the necessary systematicity and depth of control over the quality of students’ performance.
- Rating system for assessing the quality of learning educational material
The rating assessment system takes into account all active activities of students related to the acquisition of knowledge, skills and other indicators that form the personal qualities of students. The assessment obtained using the test is more differentiated. Traditional assessment methods use a four-point scale (“excellent”, “good”, “satisfactory”, “unsatisfactory”).
Test results, thanks to the special organization of tests, can be presented in differentiated scales containing more gradations of assessment. This ensures high measurement accuracy educational achievements.
Since the rating is a scale of achievement, there must be a standard of measurement. Such a tool is a well-structured and well-written test that corresponds to the subject of study.
The rating system is not only an assessment of the level of knowledge acquisition, but also a method of a systematic approach to the study of a discipline.
- Testing
Subsequently, to consider modern assessment methods, new tasks of the control and evaluation system were considered
These include:
- obtaining objective information about the level and quality of individual educational achievements of students for the purpose of correction educational process;
obtaining objective current and prognostic information on the quality of education for municipal and other education authorities;
ensuring the possibility of individualization of the educational process based on the results of control, implementation of personality-oriented, developmental and other innovative technologies training without an unreasonable increase in labor costs on the part of the teacher;
collection and analysis of objective information about students’ preparedness for issuing final grades when moving to the next level of education;
supporting the development of new forms, methods and means of control that are adequate to the competency-based approach, authentic, balanced and integral assessment of students’ educational achievements;
providing opportunities for self-control, self-correction and self-assessment for students;
creation and support of the functioning of a school system for monitoring the quality of education.
Chapter 2. Theoretical foundations of the use of practical tasks as a means of assessment in the educational process of secondary school in life safety lessons
2.1. Practical tasks as a means of assessing students
The leading principle of training and education in secondary school is the close connection between learning and work. Full development of student independence and initiative is one of the most important conditions correct construction teaching all school disciplines, including the basics of life safety (life safety). Solving these problems requires that students receiving general education have practical training and be able to link theoretical knowledge with practice. In light of these tasks, properly organized practical tasks for students become especially important. Life safety programs for high school, in accordance with the restructuring of the work of schools based on the connection between learning and life, provide for mandatory practical tasks with the allocation of special time for their implementation.Practical tasks, being one of the means of increasing the activation of the educational process, contribute to solving problems of both learning and the moral development of students’ personalities, and help to bridge the well-known gap between teaching and upbringing.
The correct organization of practical tasks is an important means of ensuring the development of students’ thinking and mental abilities, since comparisons, analysis, and generalizations are widely used in the process of carrying them out. These tasks contribute to the assimilation of the essence of phenomena and concepts on the security of the state, the environment and the individual, studied in school life safety courses, the development of a culture of educational work and a creative approach to educational work.
Purposeful and correctly methodically organized practical tasks are a means for the comprehensive disclosure of knowledge, a criterion for the assimilation of knowledge and a means of instilling skills.
The importance of practical tasks was highly appreciated by teachers and the most prominent methodologists of the pre-revolutionary school.
Practical tasks of students contribute to the development of very important volitional qualities of the student necessary in life: perseverance and perseverance in work and in overcoming difficulties encountered, a high sense of responsibility, hard work and diligence. By completing one or another practical task, students master a certain range of knowledge, acquire skills and abilities to independently solve the task assigned to them, and learn more deeply and better the material on which the task was based. In practical tasks, knowledge is concretized: what was only in thoughts becomes material, tangible, visible, real. In the process of their implementation, practical skills and abilities are developed, students’ initiative and creativity appear and develop, which is very important in educational terms. Practical tasks prevent the premature onset of fatigue and are performed with great desire, interest and efficiency.
The program provides only the main types of practical tasks, but even these, as observations show, are not fully carried out by teachers; some teachers sometimes, only after completing the theoretical material, assign special lessons for practical work; The tasks in the textbooks are not always completed. They must be carried out in direct connection with the theoretical material being studied; practical tasks should take place at all stages of the pedagogical process.
The purpose of practical work may be different. Some of them form and improve knowledge, others develop certain practical skills and abilities and help to deeply comprehend and assimilate the material being studied, but one thing is clear that they must be started from the very beginning of systematic teaching, with a gradual complication of the content of the given tasks and a consistent increase in the degree of independence of students in their implementation.
The quality of the knowledge, skills and abilities acquired by students from practical work is determined mainly by the nature of its organization and presupposes greater mental activity of students, the tension of their attention, will, the use of experience accumulated by students and the application of previously acquired knowledge.
Before starting to carry out practical tasks, it is necessary to systematically prepare students, carry out training work on completing these tasks, through detailed instructions, and conducting preliminary exercises together with the whole class. A necessary condition for preparing and conducting practical work is the collective and active work of the entire class in explaining new material.
The first practical assignments are semi-independent in nature and are carried out under the direct guidance and supervision of the teacher in the classroom. The teacher monitors progress, makes the necessary comments, instructions and provides assistance along the way. Only after the teacher is convinced that students can cope on their own can practical tasks of an independent nature be given.
How the task is written and how it is presented to students is also of great importance. Tasks performed mechanically, without the necessary understanding and active mental work, are pedagogically inappropriate. Any practical work must be feasible and quite difficult. It is important to cultivate the ability to spend no more time on work than necessary, and for this the teacher must do the work himself and know how much time is needed for it and accordingly correlate it with the time for the students. A delay in completing tasks indicates that the student either has poor command of the method of completing it or does not understand the task.
When organizing and conducting practical tasks, you need to:
- The students were prepared to carry them out.
The tasks were based on the students’ existing knowledge, i.e. were available.
There were no difficulties in understanding and completing the task.
The students' attention was drawn to the main thing.
Students were encouraged to make new efforts in their work and to overcome difficulties independently.
The work was carefully checked by the teacher, and the results of the check served as material for correcting errors when performing them in the future.
In pedagogical and methodological literature The importance of students' practical assignments is highly appreciated. They are considered as a necessary link in the educational process and an effective means of acquiring strong and deep knowledge, skills and abilities. The correct setting of practical tasks not only contributes to a better understanding and assimilation of the material being studied, but also awakens the creative mind of students and raises new questions. Carrying out practical work at all stages of the lesson is justified by the provisions of the Marxist-Leninist theory of inquiry, data from psychology, the materialist doctrine of higher nervous activity of man and Soviet pedagogy.
The degree of independence of students in the learning process can be very different. So, when conducting a conversation in a lesson and at the stage of teaching methods for performing practical tasks, students, depending on their existing knowledge, answer the questions posed to them differently, and here the leading role of the teacher is enormous, the general course of everyone’s mental operations depends on him student.
When carrying out practical work, each student independently studies the task and performs the work specified in it, drawing appropriate conclusions, although the leading role of the teacher is not excluded here. In the process of performing such work, knowledge is not only concretized and consolidated, but also new ones are acquired, and thinking develops.
Conscious acquisition of knowledge by students themselves improves the quality of their studies. If they have the skills to complete practical tasks, students show their initiative in a certain sequence of completing the task, but when determining the content of practical work, the initiative belongs only to the teacher. Therefore, when drawing up a task, it is necessary to accurately indicate the order in which it will be completed: a) topic; b) questions to be answered; c) the content of tasks and the sequence of their implementation; d) lesson equipment; e) time to complete the work. The degree of independence of students depends on general level development and preparation of students and should change both throughout the year and from class to class.
Practical work in the experience of schools has not yet received widespread distribution. Due to the large volume of program material, teachers do not find time to conduct practical work.
The question of practical tasks in many disciplines has not yet been sufficiently developed theoretically, but in the struggle for the conscious and lasting assimilation of knowledge, it acquires exceptionally great importance. The problem of the organization, content and methodology of practical tasks remains unsolved and there are serious gaps in the implementation of this work.
2.2. Application of practical tasks in the course of basic life safety
The main goal of the organization educational process on the basics of life safety at school: to enable participants in the educational process to expand their cognitive capabilities and skills in the field of ensuring the safety of the individual, society and the state, preserving and strengthening their health through the most acceptable and effective forms of classes in which the organizers-teachers use practical tasks.The main goal of training students in the basics of life safety (life safety) is to prepare a person for successful actions to ensure the safety of the individual, society, and state.
The subject “Fundamentals of Life Safety” must not only be studied, but also actively and purposefully developed practical skills in children and youth. Students must acquire not just knowledge, but a sum of competencies that will make their lives as safe as possible.
Life safety is not a set of skills or a list of questions. This is a list of effective responses to a wide range of modern threats - an innovative field of rapidly evolving interconnected technologies, including legislative and other regulatory requirements that cannot be studied separately in courses of different subjects.
Important tasks in the practical activities of students are: the formation of habits, skills, abilities that ensure successful actions in solving issues of personal and public safety, the ability to systematize knowledge on life safety issues and effectively apply them in everyday life.
The project proposed by the Ministry of Education and Science of the Russian Federation makes it possible to provide an activity-based approach to learning as a process of developing a safe type of personality, gaining spiritual and moral experience and social competence.
The activity-based approach of the life safety teacher should ensure a transition from defining the learning objectives of the life safety course as the acquisition of knowledge, abilities, and skills to defining the goal of developing in schoolchildren the ability to learn and adequately respond to emergencies of a natural, man-made and social nature.
As a result of students studying the system scientific concepts, which make up the content of the life safety course, the activity-based approach should provide them with the solution of significant life problems, recognition of the decisive role of educational cooperation in achieving learning goals.
Students’ activity-based approach to studying the life safety course will give them the opportunity to:
- Develop a conscious and responsible attitude towards issues of personal safety and the safety of others.
Ensure the inculcation of fundamental knowledge and skills to recognize and assess dangerous situations, harmful factors in the human environment, and determine ways to protect against them.
Provide skills training in disaster response emergency situations, in providing self- and mutual assistance in cases of manifestation of any dangers.
Acquire knowledge, skills, physical and psychological qualities of the individual necessary to accelerate adaptation to environmental conditions.
Be internally prepared for the most potentially dangerous activities, including military service.
When developing and planning life safety, it is necessary to take into account the specifics of this course. Not all educational areas, such as fire safety and rules of conduct in case of fire, safety during forced autonomous existence, safety during changing climatic and geographical conditions, water safety, are amenable to detailed practical study, acquisition of skills and training of these skills in natural conditions for this section. Activities for the acquisition of practical skills in such areas are carried out, as a rule, in classrooms and are implemented through practical tasks, such as modeling dangerous and extreme situations, solving situational problems.
To ensure the effectiveness of the educational process in life safety, it is necessary to use all types of organization of training sessions; all types of educational activities of students, including games, projects, research with the use of practical tasks.
The content of the educational subject Life Safety provides for the mandatory study of topics related to fire safety issues. At the same time, practice shows that the time allotted by the federal basic curriculum is not enough for a complete theoretical and practical coverage of fire safety problems and practicing practical actions in the event of a fire.
The formation of systemic knowledge, skills and abilities in the field of fire safety among students in general education institutions requires additional extracurricular time and should be carried out not only within the framework of the training hours provided for the study of life safety, but also through practical extracurricular activities (workshops, round tables, quizzes, sports competitions, didactic games on fire safety, Fire Safety Day, etc.) throughout the entire academic year and, especially, at the end of the quarters before the holidays, when it is extremely important for students to be reminded of the basic rules of fire safety, the causes and consequences of fires , as well as actions when they occur.
An important means of developing skills for safe behavior in case of fires is training with students to develop an evacuation plan in case of fire in an educational institution, which is recommended to be carried out at least once every six months.
Testing of new practical tasks has been going on for a long time. Workshops - the path to activation cognitive activity, development of interest in the educational activity and, as a result, increased motivation.
Of important methodological importance is the idea of constructing training that would take into account the zone of proximal development of the individual, i.e. it is necessary to focus not on the current level of development, but on a slightly higher one, which the student can achieve under the guidance and help of a teacher.
The quality of student training in the basics of life safety is largely determined by the forms and methods of teaching the course. The practice of professional activity of life safety teachers using different kinds practical assignments show that this significantly intensifies the activity of students and helps them better assimilate the educational material.
In the domestic school there has been a tendency for schoolchildren to decrease their interest in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. The overwhelming majority of teachers responded to the aggravation of the problem by actively using practical lessons aimed at arousing and maintaining students’ interest in educational work. The search for new practical tasks that are not included in the life safety course program is aimed at giving the educational process greater flexibility, efficiency, freeing it from cliches and over-organization.
Analysis of pedagogical literature made it possible to identify several types of practical tasks. Their names give some idea of the goals, objectives, and methods of conducting such classes. We list the most common types of practical tasks:
- brainstorm;
modeling of dangerous and extreme situations;
solving situational problems;
filling out tables independently;
skills training;
laboratory work, etc.
The key component of the course is the practice-oriented component, which is manifested in the implementation of a system of practical tasks in the main sections of the life safety course.
In the educational process using practical tasks, it is necessary to include situational tasks, which expands the pedagogical capabilities of the workshop in developing skills in students.
The task of any education is to introduce a person to the cultural values of science, art, morality, law, economics, and life safety. The problem of the goals of developing a safety culture is reflected in the pedagogy and methodology of teaching the basics of safety. One of the main goals of education is readiness to survive, raising a safe personality, i.e. a person incapable of causing harm to people, nature, or himself. Safety culture, as a component of culture, exists in various forms, includes the main elements of the spiritual life of society and the structural components of spiritual activity. Regardless of the form of implementation of one or another component of safety culture, what they have in common is their function - prevention and overcoming harmful and dangerous factors in human life and society.
Chapter 3. Empirical study of the use of practical tasks as assessment tools when teaching schoolchildren the basics of life safety
3.1. Goals, objectives and research methods
Purpose of the work: to theoretically substantiate and experimentally prove the influence of the use of a complex of modern methods and assessment tools in the course of basic life safety on the level of knowledge and emotional attitude to educational activities.Object: the process of teaching schoolchildren life safety using a set of practical tasks.
Subject: the role of practical tasks in assessing schoolchildren on “Fundamentals of Life Safety.”
Hypothesis: If a special set of modern methods and assessment tools are used in life safety lessons, the level of knowledge increases and a positive emotional attitude towards learning activities is formed.
In accordance with the goal set, the following tasks are put forward in the work:
- Based on theoretical literature, carry out an analysis on the problem of using practical tasks in life safety lessons.
Develop a set of lessons using practical tasks.
Conduct a pedagogical experiment.
Conduct analysis and statistical processing of research results.
Methodology for diagnosing learning motivation and emotional attitude to learning in middle and high school (Appendix 1,2,3).
The proposed method for diagnosing learning motivation and emotional attitude to learning is based on the questionnaire by Ch.D. Spielberger, aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits.
Purpose of the test:
The questionnaire allows you to identify the level of cognitive activity, anxiety and anger as a present state. The technique is a modification of the questionnaire by Ch.D. Spielberger adapted by A.D. Andreeva in 1988.
Cognitive activity here refers to the inherent curiosity of a person (as opposed to curiosity at the level of perception), direct interest in the world around us, which activate the cognitive activity of the subject. Anger and anxiety are emotions that depend on hierarchically organized structures of the brain; they enhance the effect of emotiogenic stimuli, and this enhancement is externally manifested in the form of difficulty in the subject’s adaptation to vital situations.
Experimental material: method form, instructions and assignment (Appendix 3).
Order of conduct:
The technique is carried out frontally - with a whole class or group of students. After distributing the forms, students are asked to read the instructions, then the teacher must answer all the questions they ask. You should check how each student completed the task, whether you understood the instructions accurately, and answer the questions again. After this, students work independently and the teacher does not answer any questions. Filling out the scale while reading the instructions – 10-15 minutes.
Test description:
The questionnaire combines scales of cognitive activity, anxiety and negative emotional experiences that characterize a person’s state at a particular moment. In accordance with the task of diagnosing the emotional attitude to learning, the questionnaire reflects the state of students in the lesson, during educational work in the classroom. This technique allows us to determine how the learning process influences the characteristics of the student’s emotional experiences. In addition, the questionnaire can be used to study the emotional attitude of students to a particular academic subject.
The questionnaire is most appropriate to use during individual work with a child experiencing difficulties in mastering certain educational material.
Key to the test:
Anxiety: 1, 4, 7, 10, 13, 16, 19, 22, 25, 28.
Cognitive activity: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29.
Negative emotional experiences: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
When answering, subjects use a four-point rating scale: “Almost never” (1 point), “Sometimes” (2 points), “Often” (3 points), “Almost always” (4 points).
Processing of results: The scales of cognitive activity, anxiety and negative emotions included in the questionnaire consist of 10 points, arranged in a certain order.
Some of the questionnaire items are formulated in such a way that a score of “4” reflects a high level of anxiety, cognitive activity, or negative emotional experiences (for example, “I am angry”). Others (e.g., “I'm calm,” “I'm bored”) are worded in such a way that a high rating expresses a lack of anxiety or cognitive activity; There are no such items in the scales of negative emotional experiences. Point weights for scale items where a high score indicates the presence of a high level of emotion are calculated according to how they are marked on the form. For scale items where a high score reflects a lack of emotion, the weights are calculated in reverse order:
- 1, 2, 3, 4 are marked on the form.
weight for counting: 4, 3, 2.1.
On the anxiety scale: 1.7, 19, 25.
On the scale of cognitive activity: 23, 29.
To obtain a score for any state or property, the sum of the weights for all 10 points of the corresponding scale is calculated. The minimum score for each scale is 10 points, the maximum is 40 points. If 1 item out of 10 is missing, you can calculate the average score for the 9 items to which the subject answered, then multiply this number by 10; the score will be expressed by the average number following this result. If two or more points are missing, the reliability and validity of the scale will be considered relative.
Thus, for each individual, data is obtained on the level of basic emotional processes during educational activities, such as anxiety, cognitive activity and negative emotional experiences. Based on individual data, it is possible to calculate the average values of anxiety, cognitive activity and negative emotions for a certain group of students (for example, a class). This allows us to determine indicators of levels of cognitive activity, anxiety and negative emotional experiences in the classroom in different age groups. Data for different age groups are shown in the table. (Appendix 2).
3.2. Analysis and experiment
The main way to organize students' activities during practical training is the group form of work.Main stages:
- communication of the topic, purpose and objectives of the workshop;
updating the basic knowledge and skills of students;
motivation of students' educational activities;
familiarizing students with the instructions;
selection of necessary didactic materials, training aids and equipment;
students performing work under the guidance of a teacher;
discussion and theoretical interpretation of the obtained results.
To study the quality of knowledge acquisition through practical tasks in life safety lessons, we selected two groups, control - grade 8A and experimental - grade 8B.
Ascertaining experiment.
In the EG and CG a current summary of knowledge was made. Students were offered the test in 2 versions, each with 7 questions (Appendix No. 1). Test tasks were developed by S.S. Solovyov according to the program of the textbook I.K. Toporova. The topic of the test was determined by the topic of the previous lesson according to the given program.
Correct completion of one task was equal to 1 point. For correctly solved 13 tasks the score is “excellent”, 10 tasks – “good”, 7 tasks – “satisfactory”, 5 tasks – “unsatisfactory”. Students were given 20-25 minutes to complete the test. Test control makes it possible to test all students with little investment of classroom time. The main disadvantage of this control is its limited application: with its help you can only check the reproductive activity of a student (familiarity with educational material and its reproduction. After checking the work, the data was entered into the table in average values. Based on the results of the data, we can say that the level of theoretical knowledge in experimental and the control group is approximately equal (Table No. 1). The number of students who managed a “5” in the CG was 28% (persons), in the EG 32% (7 people), who completed a “4” - in the CG 43% (9 people .) in the EG 36% (8 people), those who managed “3” - in the CG 24% (5 people), in the EG 32% (7 people), and those who managed “2” - in the CG 5% (1 person .), in the EG 0% (0 people).
Table 1
Results of the verification work of the ascertaining experiment
Based on the results of the table, a diagram was compiled (Fig. 1), from which it can be seen that the level of theoretical knowledge in the experimental and control groups does not differ significantly.
Rice. 1. Results of the verification work of the ascertaining experiment
The formative experiment included a series of lessons.
In the control group, classes were conducted in the usual way according to the traditional system in accordance with the curriculum. In addition, the classes we developed were not taught there. In the experimental group, the presentation of new material was in the form of practical work on the same topic as in the control group using practical tasks. The number of life safety classes conducted in the formative experiment was 5.
During the classes, subjects from the EG were offered various types of practical work. In practical activities, we used the method of brainstorming, filling out tables independently, solving situational problems, and writing a written solution to an intellectual question (Appendix 4).
At this stage of the experiment, we created the necessary conditions for equipping the developmental environment for students in the educational process. Implementation of the practical part of the program required close interweaving of practical and theoretical activities of schoolchildren, completing most of the work while studying new material. Each practical and independent work requires careful planning. At each lesson, we clearly formulated the goals of the upcoming work, determined its volume and forms of recording results in accordance with the requirements for normalizing the teaching load, and also determined the sources of information necessary to complete the work.
It is necessary to highlight three fundamental stages within which the students’ activities were organized:
Stage 1 – preparatory.
Having previously prepared for the lesson, students became familiar with the theory of this material, watched a variety of videos and programs, studied the material in the textbook and additional literature, prepared for a conversation with the teacher on the main issues (presented in the textbook), using additional literature if desired.
Stage 2 – direct implementation of practical tasks.
During the practical lesson, the teacher set the goal and main objectives. During the conversation with schoolchildren, the teacher drew attention to the theoretical and practical significance of the work, noted the feasible level of complexity of practical tasks, thereby helping to create positive motivation for work.
Stage 3 – final control stage.
The students presented the results of their work in the form of tables, examples of which were offered at the beginning of the lesson in the methodological description. Thus, ordering and awareness of the actions performed by students were achieved. Upon completion of the assignments, the students analyzed the results obtained and compared them with theoretical material.
Control experiment.
The main goal of the control stage was the following: to identify the level of knowledge of middle-level students and the effectiveness of using a special set of practical tasks after conducting a series of lessons in the EC and in the traditional education system in the CG. The main tasks at this stage were:
- Determine the level of development of students’ knowledge, skills and abilities.
Identify the difficulties that arise when performing practical independent work.
Students were asked to answer 13 test questions (Appendix 5). The test was developed by S.S. Solovyov according to the program of the textbook I.K. Toporova. The work was carried out in a school lesson, all students completed tasks individually. The teacher monitored the work of the group and the testing procedure. The time set for completing the work is 25-30 minutes. For correctly completed 11 tasks the score is 5 “excellent”, 9 tasks – 4 “good”, 7 tasks – 3 “satisfactory”, 5 tasks – 2 “unsatisfactory”.
Having compared the results of the control group (8th grade A) and the experimental group (8th grade B), it is clear that the level of knowledge in the CG (control group) remained approximately equal to the previous indicators. In the control group, where practical work was carried out according to the school curriculum, we did not significant changes in the level of existing knowledge of schoolchildren were noted. This can be judged by analyzing their overall results: those who completed “5” – 29%, “4” – 38%, “3” – 28%, “2” – 5% (Table 2).
The results of educational achievements after the study in the experimental group (EG), which used practical tasks using various forms of implementation, showed significant differences from the primary ones and amounted to: 50% learned the knowledge perfectly, 41% learned it well, and only 9% learned it satisfactorily ( Appendix 6).
This is due to the fact that in this case, this form of lesson delivery determines the students’ independent search for information and the manifestation of their existing knowledge.
The use of a practical lesson in the course Fundamentals of Life Safety on the topic “Emergencies of a natural and man-made nature” turned out to be much more effective than the traditional presentation of theoretical information. After conducting a series of lessons, we found out that this form of training contributes to better knowledge acquisition. This conclusion is confirmed by the analysis and the results of our work (Table 2).
table 2
Comparative data on test results for 8th graders after conducting a formative experiment
The comparative results of the testing work after conducting the formative experiment are presented in the diagram in Fig. 2.
Rice. 2. Results of testing work after conducting a formative experiment
The diagram shows that the component levels of knowledge of students in the experimental group increased noticeably. In the control group, based on the diagnostic results, the level of knowledge remained virtually unchanged.
To confirm the reliability of the above conclusions, it is necessary to carry out mathematical processing. To check the presence of a positive effect when using practical tasks, we chose the solution method using the angular f - Fisher criterion.
Solution:
- Let's check the feasibility of the restrictions (n 1 = 21 > 5 and n 2 = 22 > 5).
Let us divide the groups of children into parts using the attribute “coped with the task” (those who received 5 and 4 points for the test work) and “failed to cope with the task” (those who received 3 and 2 points for the test work).
Let's calculate the percentages of the number of children who “coped with the task” and “failed to cope with the task” in the experimental and control groups.
We see that none of the percentages is zero.
- Formulating hypotheses
H 1: The proportion of subjects in the experimental group who “have an effect” exceeds the proportion of the same subjects in the control group.
- Using Table 5 of Appendix III, do we find the values? 1 and? 2 in terms of the percentage of those subjects who “have an effect”:
- Let's do the math:
? em = (2.532 – 0.609)v(21×22/ (21+22)) = 1.923v(462/43) = 1.923×3.278 =
6,304
- Using Table 6 of Appendix III, we find the level of significance of the difference in percentages:
Let's compare
Emp s? cr. (R< 0,05) = 1,64 и? кр. (р < 0,01) = 2,31
(they can also be found in Table 6).
We have the following on the significance axis:
Because? em > ? kr (r< 0,05) и подавно? эмп
>? kr (r< 0,01), то принимается
H 1 с вероятностью > 99%.
The proportion of children in the experimental group who completed the task was higher than the proportion of such children in the control group. Statistically, this percentage of differences is sufficient.
Answer: The differences in the results of the groups of subjects are statistically significant.
At the last lesson in our experimental study, we invited students from the EG and CG to answer the questionnaire using the Ch.D. technique. Spielberg, aimed at identifying the level of emotional attitude towards learning (Appendix 3). This level is revealed using scales of cognitive activity, anxiety and negative emotions. We chose the B.D. technique. Spielberg because positive indicators of these scales determine a deeper study of the subject and, as a result, better assimilation of knowledge and increased educational achievements.
The results of diagnosing the level of emotional attitude towards learning in the control group after the program are presented in Table 3:
Table 3
Results of diagnosing the level of emotional attitude towards learning in the control group after the program
| № |
Cognitive |
Negative |
Anxiety |
| student |
activity |
emotional |
|
| p/p |
experiences |
||
| 1 |
12 |
33 |
25 |
| 2 |
13 |
30 |
26 |
| 3 |
12 |
32 |
28 |
| 4 |
14 |
32 |
22 |
| 5 |
12 |
31 |
25 |
| 6 |
13 |
38 |
22 |
| 7 |
11 |
35 |
23 |
| 8 |
13 |
38 |
22 |
| 9 |
11 |
35 |
24 |
| 10 |
12 |
26 |
25 |
| 11 |
13 |
30 |
26 |
| 12 |
12 |
32 |
28 |
| 13 |
13 |
32 |
28 |
| 14 |
11 |
31 |
25 |
| 15 |
10 |
30 |
26 |
| 16 |
12 |
32 |
18 |
| 17 |
13 |
33 |
28 |
| 18 |
11 |
31 |
25 |
| 19 |
13 |
33 |
28 |
| 20 |
11 |
25 |
21 |
| 21 |
10 |
26 |
28 |
The results of diagnosing the level of emotional attitude to learning in the experimental group after the program are listed in Table 4:
Table 4
Results of diagnosing the level of emotional attitude towards learning in the experimental group after the program
| Student number, no. |
Cognitive activity |
Negative emotional experiences |
Anxiety |
| 1 |
35 |
13 |
14 |
| 2 |
24 |
12 |
18 |
| 3 |
33 |
12 |
12 |
| 4 |
27 |
10 |
15 |
| 5 |
32 |
13 |
12 |
| 6 |
24 |
14 |
13 |
| 7 |
26 |
14 |
11 |
| 8 |
31 |
15 |
10 |
| 9 |
27 |
13 |
12 |
| 10 |
26 |
10 |
15 |
| 11 |
28 |
10 |
14 |
| 12 |
35 |
14 |
13 |
| 13 |
28 |
10 |
16 |
| 14 |
26 |
13 |
14 |
| 15 |
23 |
10 |
12 |
| 16 |
14 |
11 |
10 |
| 17 |
21 |
13 |
11 |
| 18 |
23 |
14 |
12 |
| 19 |
25 |
14 |
13 |
| 20 |
23 |
10 |
11 |
| 21 |
26 |
10 |
11 |
| 22 |
24 |
16 |
10 |
Based on the results of the average values, we will create a table (Table 5) and a diagram (Figure 3).
Table 5
Table of average values of the results of the methodology for determining the level of emotional attitude towards learning after the study
Rice. 3. Average results
From the results of the questionnaire it is clear that in the EG GPA cognitive activity, which, first of all, contributes to improving academic performance, is equal to 28 and belongs to the 2nd level of motivation to study (Appendix 2), which according to the methodology is interpreted as productive motivation to acquire knowledge, a positive attitude towards learning. In the CG, the average score is 12 and puts it at level 3 of motivation to study and is defined as a level with slightly reduced cognitive motivation and a negative attitude towards learning.
Having analyzed the data on normative indicators (Appendix 2), we can say that in the CG the emotional attitude towards learning is interpreted as the experience of “school boredom”, in the EG the indicators indicate the internal psychological calm of the group and a positive emotional attitude towards learning.
conclusions
Thus, our hypothesis is confirmed.
If a special set of modern methods and assessment tools are used in life safety lessons, the level of knowledge increases and a positive emotional attitude towards learning activities is formed. The use of practical tasks in the Fundamentals of Life Safety course turned out to be much more effective than the traditional presentation of theoretical literature. During the experimental study, we found that this form of training contributes to better knowledge acquisition. This conclusion is confirmed by the analysis and the results of our work.
After the completion of the formative stage, using similar methods as at the ascertaining stage (testing, observation, analysis of the products of students’ activities), we analyzed the dynamics of changes in the level of students’ knowledge.
If at the initial stage of the experiment many schoolchildren had difficulties in completing tasks, then gradually fewer and fewer unsolved tasks and erroneous answers appeared when performing test work; the difficulties were overcome by activating those obtained on practical lessons knowledge.
The greatest difficulties were caused by:
- tasks with multiple choice answers;
tasks that require determining the correct sequence of actions;
task to define terms.
It should be noted that the students completed the practical tasks with great interest. They tried to understand the essence of the tasks themselves, find answers to questions, and solve the proposed situational problems.
To summarize, it is necessary to note the positive impact of practical tasks on the level of educational achievements. When completing tasks, the desire to achieve one’s goal and concentration were noted.
Comparing the results, we can state that organizing classes in a traditional form has a lower result than using a special set of practical tasks. The results of the CG confirm this. The use of special practical tasks in life safety lessons contributes to better assimilation of knowledge and growth of cognitive activity.
life safety
used in assessing the level of students' preparation.
Testing and assessment of knowledge takes place during ongoing classes in oral or written form. Written work is carried out on significant issues of the topic or section of the life safety course. Written tests are carried out after studying sections of the life safety course program at the end of the quarter and academic year. In the life safety course, a credit form of knowledge testing can be used.
Teaching life safety, as well as other subjects, provides for individual thematic control of students' knowledge. Moreover, when checking the level of mastery of material on each fairly large topic, it is mandatory to evaluate two main elements: theoretical knowledge and the ability to apply it when choosing practical ones.
To control knowledge on life safety, various types of work are used (tests, express surveys, independent, testing, control, practical, situational tasks).
Criteria for evaluation
Evaluation of students' oral responses.
Rating "5" is given if the student shows a correct understanding of the issues under consideration, gives precise formulations and interpretation of basic concepts, constructs an answer according to his own plan, provides examples with the story, and is able to apply knowledge in a new situation when performing practical tasks; can establish a connection between the material being studied and previously studied in the life safety course, as well as with the material learned in the study of other subjects.
Rating "4" is given if the student’s answer satisfies the basic requirements for an answer for a grade of “5”, but is given without using his own plan, new examples, without applying knowledge in a new situation, without using connections with previously studied material and material learned in the study of other subjects; if the student has made one mistake or no more than two shortcomings and can correct them independently or with a little help from the teacher.
Rating "3" is given if the student correctly understands the essence of the question under consideration, but the answer contains some gaps in the assimilation of the life safety course questions that do not interfere with further assimilation of the program material; knows how to apply acquired knowledge when solving simple tasks using stereotypical solutions, but finds it difficult to solve problems that require deeper approaches to assessing phenomena and events; made no more than one gross error and two omissions, no more than one gross and one minor error, no more than two or three minor errors, one minor error and three omissions; made four or five mistakes.
Rating "2" is given if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and has made more errors and omissions than necessary for a grade of 3.
When assessing students' oral answers, it is advisable to conduct an element-by-element analysis of the answer based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of certain types of knowledge and skills, the acquisition of which should be considered mandatory learning outcomes.
Evaluation of written tests.
Rating "5" awarded for work completed completely without errors or omissions.
Rating "4" awarded for work completed in full, but if it contains no more than one minor error and one defect, or no more than three defects.
Rating "3" is given if the student correctly completed at least 2/3 of the entire work or made no more than one gross error and two defects, no more than one gross and one minor error, no more than three minor errors, one minor error and three defects, in the presence of four five shortcomings.
Rating "2" is given if the number of errors and shortcomings exceeds the norm for a rating of 3 or less than 2/3 of the entire work is completed correctly.
Evaluation of practical work.
Rating "5" is given if the student completes practical work in full compliance with the required sequence of actions, independently and correctly selects the necessary equipment; conducts all techniques under conditions and modes that ensure correct results and conclusions are obtained; complies with safety regulations.
Rating "4" is given if the requirements for a rating of 5 are met, but two or three shortcomings were made, no more than one minor error and one shortcoming.
Rating "3" put if the work is not completed completely, but the volume of the completed part is such that it allows you to obtain the correct result and conclusion; if errors were made during the reception.
Rating "2" is given if the work is not completed completely and the volume of the completed part of the work does not allow correct conclusions to be drawn; if the techniques were performed incorrectly.
In all cases, the grade is reduced if the student did not follow safety rules.
Test materials are compiled in accordance with the requirements state standard in life safety, the level of students’ training. Test work consists of questions and tasks that meet the requirements basic level both in volume and depth.
Fill out an application on our website
To fill out an application for the production of a document, you will need to fill out an order form on our website or download a form (located in the header of the site), fill it out and send it to us at email: [email protected] Please be very careful when filling out the order form. If you have any questions during registration, please do not fill out these lines in the form. Our managers will call you back and help you do this over the phone.
Contact the manager to clarify all details
Having received your application for the production of a document, our manager contacts you, checks the correctness of filling out all the specified data in the form and clarifies all the details of your order. He also gives full qualified advice on all questions that arise when placing an order.
Making a “model” of a document for approval
Within a few days (usually about 1-2 days, depending on the quality of the form you choose), we produce a so-called “model” of your diploma, certificate or any other document. This will be a fully completed document in electronic form, with all your data, grades in subjects, the topic of your thesis or final work, etc. At this stage, you must check all the completed data and approve the “layout” for the production of the original document. If you want to make any adjustments (to improve or worsen grades in subjects, change the title of a thesis or final work, etc.). You discuss this over the phone with the manager in charge of you or write in writing by e-mail all your wishes or changes.
Complete document readiness
After approval of the “layout”, complete readiness of the document usually takes 2-4 days for real forms from the Goznak factory and 1-2 days for forms on a Typographical copy. When your document is completely ready, we will take a photo, video, or maybe under an ultraviolet lamp (relevant for real Goznak factory forms) so that you can clearly see the complete readiness and authenticity of your document remotely. Next, we begin to agree on a delivery method suitable for you.
Document delivery
In a number big cities Russia, we have representatives of our company who will deliver the finished document to a place convenient for you and you will be able to check it again in a calm atmosphere and make sure of its quality. After that, make a payment. This option is also good because the courier of our company, when meeting with a client, can take with him a lamp with ultraviolet radiation, so that you can once again be fully convinced of the originality and quality of your document (when ordering this GOENAC form). A good printing house has never been passed off as a real Goznak. To the cities and settlements, where we do not have our representative offices, we send the document using courier services cash on delivery (DHL, Pony Express, EMS). Payment occurs upon receipt of the document in hand.
“A system for assessing the achievements of students in life safety in the light of the Federal State Educational Standard.”
Federal state educational standards main general education aimed at personal and cognitive development student in the education system through the formation of educational actions, which are the invariant basis of educational and educational processes. Students' mastery of universal learning activities creates the opportunity to independently acquire new knowledge, skills and competencies.
The main types of universal learning activities (hereinafter - UUD) include:
Personal - (self-determination, meaning formation and the action of moral and ethical assessment);
Regulatory - (goal setting, planning, control and correction, assessment, forecasting);
Cognitive - (general educational, logical, sign-symbolic);
Communication – (communication and interaction, group work).
The basis for the development of educational learning is the cultural-historical system-activity approach, which reveals the basic psychological conditions and mechanisms of knowledge acquisition, formation of a picture of the world, and the general structure of educational activities. The leading position of the system-activity approach is the position that a person’s psychological abilities are the result of the transformation of higher objective activity into internal mental activity through successive changes leading to new formations. Therefore, the development of a student is determined by the nature of the organization of their various activities, primarily educational ones.
The system-activity approach changes the paradigm of education, which is determined by new qualitative characteristics:
The purpose of school education is the ability to learn;
Teaching is a process of education and the generation of meanings;
The student’s educational activity is as a strategy of purposeful organization and systematic formation;
Educational cooperation is the main form in achieving learning goals.
It is necessary that knowledge is not transferred to finished form, but were obtained by the students themselves in the process of cognitive activity. Therefore, it is necessary to move from training as the transfer of a knowledge system to active work students in the process of cognitive activity, and also move on to active work of students on tasks directly related to problems real life. The system-activity approach assumes:
Education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building Russian civil society based on the principles of tolerance, dialogue of cultures and respect for its multinational, multicultural and multi-confessional composition;
Focus on achieving the goal and main result of education;
development based on the formation of educational learning, knowledge and mastery of the world of the student’s personality, his active educational and cognitive activity, the formation of his readiness for self-development and continuous education.
System for assessing the achievement of planned results of mastering the main general educational program basic general education in life safety.
The system for assessing the achievement of the planned results of mastering the main educational program of basic general education in life safety is one of the tools for implementing the requirements of the Standard for the results of mastering the main educational program of basic general education, aimed at ensuring the quality of education, which presupposes the involvement of both teachers and students in assessment activities . The assessment system is designed to help maintain the unity of the entire education system and ensure continuity in the system continuing education. Its main functions are the orientation of the educational process towards achieving the planned results of mastering the basic educational program of basic general education and ensuring effective feedback, allowing for management of the educational process.
The system for assessing planned results is based on the integration of the following educational technologies:
Technologies based on level differentiation of training,
Technologies based on the creation of problem situations,
Technologies based on the implementation of project activities,
Information and communication technologies for learning.
The main object, content and criterion basis for the final assessment of the training of graduates at the level of basic general education are the planned results.
The main content of assessing personal results at the level of basic general education is built around the assessment of:
the formation of the student’s internal position, which is reflected in the student’s emotionally positive attitude towards the educational institution, orientation towards the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates, and orientation towards a model of “good” behavior student" as an example to follow;
the formation of the foundations of civic identity - a sense of pride and personal responsibility, love for one’s Fatherland, faith in Russia, respect for nature, history, culture of Russia, national characteristics, traditions and way of life of Russian and other peoples, tolerance;
the formation of self-esteem, including awareness of one’s capabilities in learning, the ability to adequately judge the reasons for one’s success/failure in learning; the ability to see one’s strengths and weaknesses, respect oneself and believe in success;
the formation of motivation for educational activities, including social, educational-cognitive and external motives, curiosity and interest in new content and ways of solving problems, acquiring new knowledge and skills, motivation to achieve results, desire to improve one’s abilities;
knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems based on decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one’s actions and the actions of other people from the point of view of compliance with/violation of moral norms.
Grade meta-subject results.
The main content of assessing meta-subject results at the level of basic general education is built around the ability to learn, i.e. that set of methods of action, which, in fact, ensures the ability of students to independently assimilate new knowledge and skills that represent the content and object of assessment of meta-subject results, can be qualitatively assessed and measured in the following basic forms:
1) the student’s involvement in the educational process, his initiative, activity;
2) keeping records of the student’s participation in olympiads of all levels, conferences, etc. scientific activity;
3) test tasks that require students to work together for a common result, allow you to assess the maturity of communicative educational actions;
4) test tasks, the successful completion of which requires the development of skills in working with information.
Assessment of meta-subject results is an assessment of the achievement of the planned results of mastering the basic educational program in life safety - these are regulatory universal learning activities, communicative universal learning activities and cognitive universal learning activities, as well as the planned results of interdisciplinary educational programs.
Grade subject results.
Assessment of subject results is an assessment of the student’s achievement of planned results.
The system of subject knowledge is the most important component of subject results. It can distinguish basic knowledge (knowledge, the assimilation of which is fundamentally necessary for current and subsequent successful learning: key concepts, facts, phenomena) and knowledge that complements, expands or deepens support system knowledge, as well as serving as propaedeutics for subsequent study of the course on the fundamentals of life safety.
When assessing subject results, the main value is not the mastery of the system of supporting knowledge and the ability to reproduce it in standard educational situations, but the ability to use this knowledge in solving educational, cognitive and educational and practical problems. In other words, the object of assessment of subject results is the actions performed by students with subject content. In life safety lessons, such actions include: modeling situations; comparison, grouping and classification of objects; forecast; actions of analysis, synthesis and generalization; establishing connections (including cause-and-effect) and analogies; searching, transforming, presenting and interpreting information, reasoning, etc.
Assessment of the achievement of these subject results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work. In this case, the final assessment is limited to monitoring the success of mastering actions performed by students with subject content that reflects the supporting knowledge system of this training course.
The system for assessing the achievements of planned results within the framework of current and thematic monitoring of knowledge in life safety includes:
1. Initial diagnostics (consists of checking the level of general readiness at the beginning of the school year): carried out in the form of a test, defense of summer projects based on previous material.
2. Current control: consists of checking homework in the form of a frontal survey, working with cards, mutual checking, checking written homework.
3. Thematic control: (control at the end of studying a topic, chapter) is carried out in the form of a test, independent or control work.
The system for assessing the achievements of planned results within the framework of interim certification, final assessment, and assessment of project activities in life safety includes:
1. Intermediate control(control at the end of the quarter): carried out in the form of lightweight tests, independent work, in the form of games (lesson game “Lucky Chance”), brain rings, quizzes.
2. Final control (control at the end of the academic year): carried out in the form of a test, a final test.
3. Design protection individual work on a topic agreed upon with the teacher.
Sources of information for assessing achievements educational results, the process of their formation and measures of each student’s awareness of the features of the development of his own learning process, as well as for assessing the progress of learning, serve:
Students’ work performed during training (homework, projects and presentations, formalized written assignments - various texts, collections of information materials, studying and compiling reports based on statistical materials, as well as various initiative creative works- posters, crafts, etc.);
Individual and Team work students while performing work;
Statistical data based on clearly defined indicators and obtained through targeted observations or mini-studies;
Test results (results of oral and written tests).
The criteria for assessing student performance require assessments for oral responses and written work. Additional grades in the subject of basic life safety are awarded to students for individual creative work at extracurricular and extracurricular events, for example, competitions and quizzes, Olympiads in the subject, excursions, club work, as well as “Health Days”, “Decades of Life Safety”, “Children’s Days”. " etc.
Evaluation of students' oral responses.
The answer is graded “5” if the student:
fully disclosed the content of the material to the extent provided for by the program and textbook;
presented the material in literate language in a certain logical sequence, specified it with examples, brought new objects and phenomena under general concepts, explained their features;
demonstrated the ability to illustrate theoretical concepts with specific examples and apply them in a new situation when performing a practical task;
demonstrated the assimilation of previously studied related issues, the formation and stability of the skills and abilities used during training;
answered independently without leading questions from the teacher. There may be one or two inaccuracies in the coverage of secondary issues or in calculations, which the student easily corrected based on the teacher’s remark.
An answer is graded “4” if it largely satisfies the requirements for a “5” grade, but has one of the following shortcomings:
there are small gaps in the presentation that do not distort the content of the answer;
one or two shortcomings were made when covering the main content of the answer, corrected according to the teacher’s comment;
an error or more than two shortcomings were made when covering secondary issues or in calculations, which were easily corrected based on the teacher’s remark.
Mark “3” is placed in the following cases:
the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material are demonstrated;
there were difficulties or mistakes were made in defining concepts, the student was unable to apply the theory in a new situation when performing a practical task, but completed tasks of the required level of difficulty on this topic;
knowledge of theoretical material revealed insufficient development of basic skills and abilities.
Mark “2” is placed in the following cases:
the main content of the educational material is not disclosed;
the student’s ignorance or misunderstanding of most or the most important part of the educational material is detected;
mistakes were made in defining concepts, features, patterns, conclusions were not given, errors were not corrected after several leading questions from the teacher.
Grade written works students.
Mark “5” is given if:
the work was completed in full, conclusions were drawn, carefully;
there are no gaps or errors in the logical reasoning and justification of the answer (one inaccuracy or typo is possible, which is not a consequence of ignorance or misunderstanding of the educational material);
When performing tests in the GIA format, 3-5 errors are allowed.
Mark “4” is placed if:
the work has been completed in full, but the substantiation of the conclusions is insufficient and sloppy;
one mistake or two or three shortcomings in the conclusions were made;
When performing tests in the GIA format, 6-8 errors are allowed.
Mark “3” is placed if:
more than one mistake or more than two or three shortcomings were made, but the student has the required skills on the topic being tested, there are no conclusions;
When performing tests in the GIA format, 9-11 errors are allowed.
Mark “2” is placed if:
significant errors were made, which showed that the student does not master the studied material, it was completed incorrectly;
when performing tests in the GIA format, 12-17 are allowed.
Mark “1” is placed if:
the work showed the student’s complete lack of required knowledge and skills on the topic being tested or a significant part of the work was not completed independently.
The system of intra-school monitoring of educational achievements and a portfolio of achievements as tools for the dynamics of educational achievements.
The indicator of the dynamics of educational achievements is one of the main indicators in assessing educational achievements. The positive dynamics of educational achievements is the most important basis for making decisions about the effectiveness of the educational process, the work of a teacher or educational institution, and the education system as a whole. The system of in-school monitoring of educational achievements (personal, meta-subject and subject), the main components of which are materials of initial diagnostics and materials recording current and intermediate educational and personal achievements, allows for a fairly complete and comprehensive assessment of the dynamics of the formation of individual personal qualities, and the dynamics of mastering meta-subject actions and subject content.
In-school monitoring of educational achievements should be carried out by each subject teacher and recorded using assessment sheets, class registers, student diaries on paper or electronic media.
Individual elements from the intra-school monitoring system can be included in a portfolio of student achievements. It is a specially organized selection of works. Which demonstrate effort. The student's progress and achievements in areas of interest. The portfolio of achievements may include results achieved by the student not only during educational activities, but also in other forms of activity: creative, social, communicative, physical education and health, work activities taking place both within the framework of everyday school practice and beyond, including the results of participation in olympiads, competitions, shows, exhibitions, concerts, sporting events, various creative works, crafts, etc.
The decision to use a portfolio of achievements within the system internal assessment accepts educational institution. The selection of works for the portfolio of achievements is carried out by the student himself, together with class teacher and with family participation. The inclusion of any materials in the portfolio of achievements without the consent of the student is not permitted.