Control is the determination of the level of language proficiency achieved by students over a certain period of study. Control is also a part of the lesson, during which the teacher evaluates how students have mastered the material covered and can use it for practical purposes. Control allows you to:

) the teacher receives information: a) about the results of the work of the group of students as a whole and each student individually; b) about the results of their work (find out how effective teaching methods are, identify failures in work, which allows you to make changes to the training program);

) students: a) increase motivation in learning, since control indicates success or failure in work; b) study more diligently, make adjustments to your educational activities.

The objects of control in the classroom are: a) knowledge and skills formed on its basis (language competence); b) the ability to use acquired knowledge and skills in various communication situations (communicative competence); c) knowledge of the country of the language being studied and the national characteristics of the speech behavior of its speakers (sociocultural competence).

Control, like all other components of the educational process, performs certain functions. A function is usually understood as work performed by one or another body, an obligation to be performed. In other words, control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. Domestic methodological publications highlight the following control functions:

actually controlling (checking),

evaluative,

educational,

managerial (controlling) and, in particular, corrective,

diagnostic (diagnostic),

precautionary,

stimulating and motivating,

generalizing,

developing, educating and disciplining

Forms of control

Control can be individual, frontal, group, pair. The choice of one form or another depends on the object of testing (aspect of language - type of speech activity) and the type of control (final, current).

Thus, to check the level of dialogic speech, a paired form of control is used: the tester gives a remark, and the subject reacts to it. Control takes place in the form of two-way communication, during which the pace and accuracy of the reaction to presented stimuli, compliance with communication standards, and purity of speech are established.

To establish the level of proficiency in monologue speech, individual control is more suitable: the student gets acquainted with the text and performs test tasks within the allotted time.

Types of control

There are preliminary, current, intermediate and final types of control.

Target preliminary control is to establish the initial level of language proficiency and the individual psychological qualities inherent in students that contribute to the success of learning (memory, attention, interests, general development, inclinations). Such control provides a differentiated approach to learning and allows, firstly, to outline language teaching strategies and, secondly, to form study groups taking into account the level of training and psychological development of students. For this purpose, tests are used, including psychodiagnostic ones. Thus, the popular Eysenck test, which belongs to the group of intellectual tests, is used to assess various aspects of a person’s mental activity, including the ability to learn languages.

Current control allows us to judge the success of language acquisition, the process of formation and development of speech skills and abilities. This control should be regular and aimed at checking students’ mastery of a certain part educational material.

Intermediate control carried out upon completion of the study of the topic. It allows you to effectively master a section of program material.

Final control(control of results educational activities) is aimed at establishing the level of language proficiency achieved as a result of mastering a significant amount of material (at the end of the semester, academic year). The peculiarity of such control lies in its focus on determining, first of all, the level of communicative competence. For this purpose, special tests are used to assess the learning outcomes of each student with a sufficient degree of objectivity.

2. 9. Tests can be classified according to various criteria:

1. By goals

ascertaining (ascertaining the level of ZUN),

diagnostic (aimed at identifying the causes of mistakes made, at finding out why certain gaps in students’ knowledge and systematic errors arose). A diagnostic test consists of tasks for a specific specific area of ​​content, such tasks are extremely detailed, this helps to track at what stage errors occur.

prognostic (intended to identify the potential abilities of the subject)

2. By type of control performed

Standardized tests (officially registered, compiled by a team of specialists and tested for large number subjects).

Non-standardized tests can be written by one teacher and administered based on specific objectives throughout the school year.

3. According to the technology

blank (with pen and paper),

subject (in which it is necessary to manipulate material objects, the effectiveness of these tests depends on the speed and correctness completing tasks),

instrumental - tests using devices to study the characteristics of attention, perception, memory and thinking;

practical - these tests, which appeared relatively recently, are similar to those known to us laboratory work(in chemistry, physics, biology, etc.), but provided with appropriate instructions and having test equipment;

computer (software).

4. According to the form of tasks

closed type (each question is accompanied by ready-made answer options, from which you must choose one or more correct ones);

· tasks with a choice of one correct answer.

· tasks with a choice of several correct answers.

· Tasks with graded answers (answers are graded according to the degree of correctness. The task of the compiler is to find and apply a feature that allows for such a gradation. The test taker receives the maximum number of points if his gradation of answers completely coincides with the gradation of the developer of the task.

· assignments to establish compliance;

tasks to establish the correct sequence

· tasks for choosing an alternative answer, the subject must answer “yes” or “no”;

· task to eliminate unnecessary things

open type (for each question the subject must offer his own answer: add a word, phrase, sentence, sign, formula, etc.). Tasks in open form are divided into:

· assignments with an addition (you must supplement the contents of the assignment with your own information. The addition should be brief - one, or at most two or three words.)

· free presentation (large amount of information included)

5. Based on feedback

traditional test (contains a list of questions and various answer options. Each question is worth a certain number of points. The result of a traditional test depends on the number of questions to which the correct answer was given)

non-traditional tests. Non-traditional tests include integrative, adaptive, criterion-oriented tests.

Integrative test - a test consisting of a system of tasks of increasing difficulty aimed at a generalized final diagnosis of the preparedness of a graduate of an educational institution

An adaptive test is a test in which each subsequent task is selected depending on the answers to previous tasks.

6. By the nature of interpretation of the results

Criterion-oriented tests - tests are designed to determine the level of training of the test subject relative to some criterion (for example, the requirements of the educational standard in foreign languages ​​for the level of training of graduates are intended to assess the extent to which students have achieved a given level of knowledge and skills).

normatively oriented tests are tests designed to determine the comparative level of students' preparation among themselves. Such tests are used, for example, in university entrance exams. The results of their implementation make it possible to rank applicants according to the number of points received for admission.

7. According to the degree of homogeneity of tasks

homogeneous, having, as a rule, one scale, which allows one to assess one property or quality of a person and includes tasks that are similar in nature, but differ in specific content;

heterogeneous, having several scales that allow assessing various personality characteristics and include tasks that differ both in nature and content.

8. By stages of control

input (testing readiness for training, establishing what students know from the content of the new discipline);

current (including diagnostic);

midterm (quarter, semester),

final (end of the year). The final test includes tasks to test knowledge of the most important elements of content and the development of the necessary skills.

final (certification) – upon completion of the training course

9. Classification of tests by purpose:

general diagnostic (personality tests like Cattell or Eysenck questionnaires, Wechsler, Binet-Simon tests of general intelligence as revised by Theremin and Merrill, etc.);

professional aptitude (many general classification tests - Army General Classification Test, Flanagan Aptitude Classification Tests, etc.);

special abilities(technical, musical, tests for pilots, radio operators, etc.);

achievements (for example, pronunciation, quality of writing written essays, etc. i.e. tests designed to evaluate the results achieved by students in the learning process).

10. According to the direction of test tasks, i.e. according to what exactly is supposed to be studied with the help this test:

intelligence tests that reveal the characteristics of the latter;

personality tests(sometimes called temperament tests), which study the personality traits of the subject; mood and state tests aimed at studying temporary states such as emotions;

11. By the number of people examined simultaneously

individual - interaction between the experimenter and the subject occurs one on one. Individual testing usually takes a lot of time. It places high demands on the skill level of the experimenter. In this regard, individual tests are less economical than group tests.

group - this is a type of technique that allows you to simultaneously conduct tests with a very large group of people (up to several hundred people).

12. Tests are divided according to the form of the answer.

written

using a computer

13. By leading orientation:

speed tests containing simple tasks, the solution time of which is so limited that not a single subject has time to solve all the problems in a given time (Landolt, Bourdon rings, “ciphering” from the Wechsler set);

tests of power or efficiency, including difficult tasks, the time for solving which is either not limited at all, or is softly limited. The success and method of solving the problem are subject to evaluation. An example of this type of test tasks could be tasks for written final exams for a school course;

mixed tests combine the features of the two above. These tests present tasks of varying difficulty levels. The test time in this case is limited, but sufficient for the majority of subjects to solve the proposed problems. In this case, the assessment is both the speed of completing tasks (the number of completed tasks) and the correctness of the solution. These tests are most often used in practice.

14. By the nature of the actions

verbal (related to the need to perform mental actions - verbal and logical tests, questionnaires to test knowledge, establish patterns, etc.);

non-verbal (related to practical manipulation of objects - cards, blocks, parts).

In addition to the classification based on the above fourteen grounds, we can distinguish so-called “objective” tests - tests, the objectivity of the assessment of the results of which is determined by the fact that in the process of processing test results, the use of their subjective interpretations by the tester is not provided.

projective tests– a set of techniques developed within the framework of the projective approach in psychology, characterized by uncertainty and ambiguity of the stimuli used during testing, which allows for an extremely wide variety of answers and the manifestation of a certain subjectivity in their interpretation by the tester; individually oriented tests, specially created or a modification of already known ones, but intended to examine a specific subject.

Achievement tests, among other psychodiagnostic techniques, constitute one of the largest groups. In turn, among them are:

broadly oriented, allowing to evaluate the effectiveness of the learning process by the degree of implementation of one of its main goals, that is, the degree to which students master the system of knowledge, skills and abilities during the educational process;

narrowly oriented, aimed at identifying students’ achievements in the process of mastering individual subjects, individual topics, etc.

Linguodidactic tests are a relatively new method (means) for testing learning outcomes. A linguodidactic test (achievement test) is a set of standardized tasks on a specific material that determines the degree of its mastery by students.

3. Language (linguodidactic) tests are divided into:

By object of control:

Tests measuring language acquisition (skills);

Tests measuring the development of speech skills.

By the nature of the controlled activity:

Language tests;

Speech tests.

Language tests primarily measure the linguistic competence of test takers. Examples of language tests are vocabulary and grammar tests.

Speech tests - reading, listening tests, etc. - can be divided according to the form of control used into: traditional and communicative.

Traditional speech tests are designed to measure reading, listening and writing skills using traditional techniques such as question-and-answer tasks. Examples of pragmatic tests are reconstruction tests such as clozes, dictations, etc. Communication tests are mainly tests of oral speech.

According to the purposes of testing, linguodidactic tests are usually classified as follows:

1. general skills or factual knowledge (provisionstests)

2. abilities (aptitudtests);

3. educational achievements(achiermendtests);

4. diagnostic (diagnostktests).

Tests of group 1 serve to determine the general level of foreign language subjects and identify opportunities for admission to foreign educational establishments, in which training is carried out in a given foreign language, or when selecting candidates for a position requiring knowledge of a foreign language. General skills tests are not focused on any specific program (school or university) depending on specific goals. These tests can be tests for selecting applicants, for distributing students into groups and for clarifying the program separate groups trainees.

Group 2 tests, by their nature and function, belong to psychological tests, however, they are quite often used in teaching foreign languages. They are carried out before the start of studying a foreign language in order to identify students’ linguistic abilities and, on this basis, predict the success of their activities in mastering a foreign language.

Group 3 of tests consists of actual didactic or language tests, which include current and final control tests. Current control tests measure the subject of knowledge, skills and abilities in the foreign language being studied for a certain period of time (at the end of the topic, semester). Final control tests also measure parameters, but they test educational material for the entire course of study.

Among the 4 groups of tests, one can distinguish the diagnostic tests themselves and the final or summary tests. The first are carried out during the course of study in order to check which sections of the course or which educational material have been poorly mastered. After eliminating the corresponding gaps, the same test is repeated, and based on the test results, a conclusion is drawn about the state of the memory. Final/summary tests are given at the end of the course of study to measure the final results in mastering language material or individual speech skills or a foreign language as a whole.

Language tests have a variety of methodological forms:

1. with cross selection;

2. with an alternative;

3. with correction of errors (with or without indicating the number of errors and aspects where they were made);

4. multiple choice;

5. with filling in the gaps (with or without the proposed material for filling in the gaps, depending on the meaning);

6. with transformation;

7. with substitution;

8. with completion;

9. with a reaction to a stimulus;

10. with logic restoration;

11. with answers to questions.

Testing a language means taking the phenomena of the language system as a basis for test tasks and selecting lexical material so that the student demonstrates an understanding of the language mechanism. This includes testing knowledge of the rules.

Testing speech is taking as a basis for performing the task those extra-linguistic relations that are embedded in a specific speech utterance.

By their nature, test tasks relate to problem situations, therefore, they must be characterized by all their characteristics: vitality, difficulty of solution, the ability to formulate problems and hypotheses, dynamism and completion in the form of some kind of solution. In language testing we encounter tasks on so-called verbal reasoning. When performing a test task, the student performs a series of mental operations to establish certain relationships between the components of the task or transform them. A prerequisite for performing these operations is the students' knowledge of the semantic and functional content of linguistic units and their relationships within the task. These operations include the selection and identification of an object, comparison of objects (search for similarities, differences, identities), arrangement in some order, transformation, completion, generalization, correction, and evaluation of information.

The most common techniques that display these verbal operations are:

1. Multiple choice

2. Double choice

3. Completion, including combined with multiple choice

4. Actions with groups

5. Comparison

6. Transformation

7. Interpretation

8. Answers to questions

9. Arrangement in order

10. Correction.

In its classic form, a test task using the multiple choice technique consists of a basis for the task, in which the semantic prerequisites for solving a given problem situation are created, and a resolving part, including the correct answer and several incorrect answers - distracting ones. The number of distractions usually ranges from two to four. One of the principles of testing is to avoid excessive thinking and recall. The emphasis on testing knowledge, speech skills and abilities does not allow the use of logically and informationally complex tasks in testing. The only exceptions are reading comprehension tasks.

The double choice technique, on the one hand, is a type of multiple choice, and on the other hand, in some of its variants it comes close to the technique of interpreting the semantic content of a statement. In vocabulary testing, double choice is most often used to match any pair of language elements that cause difficulty due to similarity of form and meaning. An indispensable condition for all these tasks is maximum explicitness of the situation. Particularly difficult for students are test tasks where the gap is at the very beginning of the statement. The disadvantage of such tasks is that they often test not the language, but the general outlook.

Completion technique (unaccompanied by multiple choice) belongs to the category of so-called free answers and, therefore, represents more complex look testing than all types of ready-made answers.

At the very early stage of language learning, completion with a hint can be used, which R. Lado calls partial production:

The b…ll began to ring.

At the level of words, the completion technique merges with the grouping technique (the student must understand the principle of grouping organization and complete it in accordance with this logic).

At the level of phrases in completion tests, they prefer to use structurally and thematically similar series. Figurative phraseological units are checked especially often.

The supply level is also characterized by several stable types of test items. These include:

1. Conversions

2. Completion based on a well-known situation

3. Completing a type of substitution exercise

4. Antonymous completion

5. Phraseological completion

6. Synonymous completion

7. Equation Type Completion

8. Completion of the syllogism type

9. Homonymous ending

10. Completion of the cliché type

At the level of superphrasal unity, there are often tasks, the first part of which represents a definition, and the second an unfinished nomination.

At the text level, the leading completion technique is the cloze procedure, in which each word is extracted from the educational text at a certain interval. The student’s task is to use these or equivalent lexical units, in accordance with the context.

Actions with groups. The basis of the test tasks here is a group of words united by certain semantic relationships. Students' knowledge of the meanings of each member of the group is essential for solving the test task. Therefore, groupings represent an economical and comprehensive type of vocabulary control.

There are several main types of actions with groups.

The method of exclusion from groupings (exclude the word denoting something else; exclude the word denoting the least, etc.) is the most common and can also be used to test knowledge of word-formation models.

Generalization of the grouping. The student must summarize the semantic relationships between the words of the group and name generic word. Quite often, the generalizing word is not included in the grouping, but must be named independently.

The method of arrangement in order is used in groupings that tend to be orderly (find a word that is not in order; find the next word).

The matching technique is used to check both paradigmatic and syntagmatic connections of a word (note which pairs form synonyms; find antonyms).

Lexical transformation tasks span the word, phrase, and sentence levels and relate to both the morphological structure and meaning of lexical items. At the level of isolated words, transformation tasks mainly affect mixed - semantic word-formation processes: words undergoing transformation are usually organized into groups.

Transformations of phrases usually come down to synonymous replacement with a word of the same root. Transformation is accompanied by a paraphrase, in which the subject replaces the test word with another word or phrase. This same group of techniques includes the frequently used guessing (remembering) of a word by its definition.

The technique of interpretation belongs to the production level and is used mainly at the advanced stage. The test taker has the right to choose the language used in the answer; the length of the answer may not be specified. This also includes decoding of various symbols, graphic images, drawings, diagrams, and abbreviations.

Interpretation of types of speech utterances can be very useful for testing at an advanced stage. The interpretation of speech acts can be carried out in combination with various types of testing, for example, using multiple choice techniques, comparison, etc.

Let's talk more about standardized tests.

TOEFL (Test of English as a Foreign Language) is an international test of knowledge of American English for foreigners. The main purpose of TOEFL is to assess the level of understanding of spoken and written language, as well as vocabulary.

The test is taken on a computer and is adaptive. This means that the difficulty of the questions depends on what the answer to the previous question is. That is, if the correct answer is chosen, then the next question will be the same or more difficult, if the question is answered incorrectly, then the next question will be simpler. Each question has a rating from 1 to 3. At the end of the test, the sum of points for correct answers is calculated.

For admission to universities in the USA and Canada for foreigners whose native language– not English, you must pass the TOEFL exam. In addition, a TOEFL certificate is required for participation in many overseas internship programs at institutions where the language of instruction is English. Some scientific and professional programs also require applicants to take the TOEFL.

The exam consists of four sections: Listening, Structure, Reading, Writing.

Listening (listening). There are two parts to the listening section with specific instructions for each. In part "A" you will hear short dialogues between two people. Each conversation is followed by a question regarding what was said. Each question has four answer options. In Part B you will hear some longer dialogues or monologues. Each of them is followed by several questions.

Structure - This section tests the ability to understand standard written English grammar. There are two types of questions in this section. The first type of questions asks for incomplete sentences. At the bottom of each sentence there are four answer options. The second type of question has four underlined words or phrases. You will be required to choose the one that has an error and correct it so that the sentence appears grammatically correct.

Reading - This section tests the ability to read and understand passages of text. This section contains the texts themselves and questions for them. Most questions have four answer options. To answer some other questions you need to add a sentence to the text.

Writing (essay writing) - this section tests the ability to write in English. It includes the ability to generate and organize ideas and support them with examples and evidence using standard written English. You will have 30 minutes to write an essay on the topic that will be given to you.

IELTS (International English Language Testing System) - international testing system for English language to determine the proficiency of those who are planning to emigrate, study or practice in an English-speaking environment, and allows you to determine the level of English proficiency of people for whom English is not their native language.

The IELTS test may be needed for those who plan to apply for immigration to the UK, Canada, Australia, New Zealand, or enroll in Canadian, Australian, New Zealand, American, British or Irish universities.

There are two types of test, Academic (intended for people wishing to obtain higher education in educational institutions where instruction is conducted in English) and General Training (intended for people planning to immigrate to the above English-speaking countries).

A special feature of the Academic test is the increased level of difficulty of the reading (Reading section) and writing (Writing section) tests compared to the same tests in General Training.

IELTS consists of 4 sections, which are taken in the following order: Listening, Reading, Writing, Speaking. The Listening and Speaking sections are the same for everyone, while Reading and Writing differ depending on which version of the test is chosen - Academic or General.

IELTS scores are scored on a 9-point scale covering possible levels of English proficiency.

TOEIC (Test of English for International Communication TM) is a standardized exam to test the knowledge, skills and proficiency of the English language among non-native speakers working in international organizations. Developed at Princeton University and intended for those who intend to engage in professional activities in English.

The test uses original material taken from real situations linguistic communication in the business world, TOEIC makes it possible to adequately assess the level of professional language proficiency of personnel working at all levels in all areas of business.

The TOEIC system is the number 1 system worldwide in the field of business English certification. The TOEIC certificate is recognized in more than 60 countries and has more than 15 years of practice in Europe.

KET (Key English Test) – certificate of level 1 of general language proficiency (beginner); This is the first step for those wishing to take the PET (Preliminary English Test) and other tests from the Cambridge exam series in the future. The language level for this certificate is defined by the Council of Europe as elementary A2.

Reading and writing (1 hour 10 minutes). Candidates must complete 9 tasks, answering questions on texts and passages from authentic sources and completing a written portion. For completing the task, 60 points are awarded, which is 50% of the total grade.

Listening (about 30 minutes). Candidates must complete 5 tests based on listening to audio recordings of dialogues and highlighting the required information. For completing the task, 25 points are awarded, which is 25% of the total grade.

Speaking (8 to 10 minutes). The test is a conversation between two examiners and two candidates. The task consists of two parts. Candidates must answer questions about themselves and talk to each other using supporting materials. Completion of the assignment is worth 25% of the overall grade.

The exam results are determined based on the overall score for three tests and have two levels: Pass and Pass with Merit.

PET (Preliminary English Test - Preliminary English Test) - certificate of level 2 of general proficiency (threshold level)

This exam consists of four parts: reading, writing, listening and speaking. Reading and writing are tested as part of a single task.

Test takers must understand public notices and signage; read short factual texts and demonstrate understanding of language structure; skim factual material to extract information and read passages of an emotional or literary nature, while grasping the mood and attitude of the author and understanding how the passage may affect the reader.

In the writing test, examinees must demonstrate the ability to provide information, report events, describe situations, express opinions, etc.

In the Listening Comprehension test, test takers must demonstrate the ability to understand and respond to public oral announcements, retrieve factual information, and understand monologues and dialogues. emotional condition speakers.

The speaking test is taken individually or in pairs. Test takers must demonstrate the ability to simulate real-life communication situations, understand and ask questions, and answer them correctly.

Each element accounts for 25% of the total score.

FCE (First Certificate in English) is a Cambridge English language exam of the third level of difficulty for those who can write and communicate at an Upper-intermediate level (independent user). This is an exam for those who need English for educational and professional purposes.

The FCE English exam consists of 5 parts:

Reading - you need to understand texts of various literary genres from newspapers, magazines and books. This part of the FCE exam takes 1 hour and 15 minutes.

Writing - you need to demonstrate the ability to write in a variety of styles ( short story, letter, article, report, essay), about 120 - 180 words. This part of the exam takes 1 hour and 30 minutes.

Use of English (language use) - knowledge of grammar and vocabulary is tested. You have 1 hour and 10 minutes to complete this section.

Listening – This requires demonstrating the ability to understand spoken language from a variety of sources, including lectures, news programs, and public performance. This section will take approximately 40 minutes to complete.

Speaking - this part of the exam is usually taken in pairs. You will need to demonstrate the ability to communicate with the examiner and the other candidate and demonstrate your skills monologue speech(up to 14 min.).

The FCE exam takes place over two days. On the first day, reading, listening, writing and use of language are tested, on the second day - speaking. The total time of the FCE test is about 5 hours.

The assessment consists of the sum of the assessments of five parts. Each part is scored equally - 40 points, which gives a total of maximum amount points - 200. Depending on the number of points, the grade is given: A (highest), B, C, D or E (lowest). Those who receive A, B or C are given a certificate.

The FCE certificate does not expire and does not require retaking over time.

The FCE certificate corresponds to level B2 of the Common European Framework of Reference for Languages. Level B2 knowledge of the English language is necessary to live and work in an English-speaking country.

FCE preparation uses real-life situations designed specifically to help you communicate more effectively and develop the skills you need to take your next step toward success.

FCE certificates are recognized by thousands of employers, universities and government agencies Worldwide.

CAE (Certificate in Advanced English - Certificate of Advanced English) - certificate of level 4 of general proficiency (competent user).

Passing this exam leads to a prestigious higher language certificate, designed for those whose work requires the active use of English. CAE is also designed to further develop language skills in preparation for the CPE exam, but with an emphasis on practical aspects. This exam is designed for different groups from teenagers to young professionals.

The SAE exam consists of five parts.

Control, like all other components of the educational process, performs certain functions. Control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. In this regard, it makes sense to analyze the control functions identified by some methodologists.

The educational control function ensures the systematization of previously learned material.

There is an opinion that by checking, we teach, and by correcting mistakes, we suggest the correct methods of action.

But if we want to conduct a truly scientific analysis and not call everything that includes the educational process teaching (in this case, the teaching function will absorb all the others), then the teaching function should be limited to the transfer of knowledge and the actions of the teacher to develop skills and abilities. Organizing students' educational activities and encouraging them to take such actions will already relate to the organizing or stimulating functions of the teacher.

As you know, knowledge is transferred through the process of explanation or demonstration, and skills are formed through repeated reinforcement. This is where the teaching functions of the teacher end, since further skills and abilities are formed in the repeated actions of students who master the relevant skills in exercises organized by the teacher. Therefore, we can talk about the teaching functions of explanation, demonstration or reinforcement, about the teaching functions of exercises, during which such teaching methods as repetition and search are implemented, but we cannot talk about the teaching function of control. In his receptive learning activities, the teacher has no opportunity to either transfer knowledge to students or evaluate his actions (reinforcement). He will be able to transfer knowledge to students and evaluate his actions after the control is over, albeit on the basis of the information that he received during the control process. So, control cannot perform a teaching function.

The educational function of control accustoms schoolchildren to systematic work and self-analysis; in general, it is concomitant, but can also be dominant when, for example, a teacher seeks to accustom individual students to systematic work, tries to influence their psychological characteristics(to develop will, memory, etc.), stimulating them with assessment; when excessive self-confidence is shown, a more strict approach to assessment is carried out.

Corrective or control-corrective function. After listening to the student, the teacher can correct his mistakes, that is, explain or show the correct speech actions. But adjustment occurs after control, based on the information obtained during the control process, and is a function of demonstration or explanation (one of the methods of teaching), and not control.

Based on the information obtained during control, it is possible to prevent the development of erroneous skills, draw general conclusions about the teaching method, determine the level of students’ preparation, evaluate their work, change teaching methods, adjust tasks for lagging students and much more, but this does not mean that adjustment, generalization, diagnosis, assessment, management - all these are control functions. In all of the above cases, control has already fulfilled its role: it provided information about the state of the student at a given period of time. If we imagine a student as a controlled system, which the control system (teacher) is trying to transfer from one state to another, then we can say that the information received during control is feedback. Therefore, the control function, which consists in obtaining information about the level of students’ preparation, can be called a feedback function or a management function.

The feedback function is extremely important: it allows the teacher to control educational process, act meaningfully and systematically provide students with reinforcement.

We must not forget the other important role that control plays. It is known that students specially prepare for a test, a test, an exam. In the presence of the teacher, all students perform the assigned exercises. Written work will receive more attention if it is graded. In a word, the presence or expectation of control stimulates students' learning activities and is an additional motive for their learning activities. The above allows us to talk about another control function - stimulating or evaluative. The stimulating function is mainly associated with evaluation. However, the assessment itself, as already noted, goes beyond the boundaries of control and constitutes reinforcement if it is used for educational, and not simply punitive, purposes. As for control, its stimulating function does not go beyond the receptive educational actions of the teacher.

Considering that the organization of training and motivation in training represent the foundation and driving force teaching foreign languages, it will become clear what an important role is assigned to control functions.

It goes without saying that without information about the student’s state (feedback) it is impossible to competently manage the educational process, and without the systematic work of students, which is difficult to imagine without stimulation, it is impossible to develop their skills and abilities. The control function is implemented only by the teacher. The reference material in the textbook, as well as teaching machines, create favorable conditions for self-control, but only the teacher can still exercise true control.

Types of control:

a) Incoming (preliminary) control

The success of studying any topic (section or course) depends on the degree of mastery of those concepts, terms, provisions, etc. that were studied at the previous stages of training. If the teacher does not have information about this, then he is deprived of the opportunity to design and manage the educational process, and to choose the optimal option. The teacher receives the necessary information using propaedeutic diagnostics, better known to teachers as input or preliminary control (accounting) of knowledge. Such control is also necessary in order to record (cut) the initial level of training. Comparison of original entry level with the final one allows you to measure the increase in knowledge, the degree of formation of skills and abilities, analyze the dynamics and effectiveness of the didactic process, and also draw objective conclusions about the teacher’s “contribution” to students’ learning, effectiveness pedagogical work, evaluate the skill of the teacher.

b) Current control

Current control is carried out at each lesson in accordance with the goals and objectives of the lesson. Current control is designed to provide timely feedback and help improve the educational process. Current control is systematic, operational, diverse in forms, types and means of implementation, often combined and multifunctional, testing simultaneously several types of skills and abilities, for example, various types of speech activity and aspects of language. Current control usually checks students' assimilation of knowledge, skills and abilities to use new educational material, and identifies gaps in their learning. Helps the teacher and students adjust teaching and learning methods and plan the further learning process. Current control can be carried out in the form of a survey (frontal, individual, combined, mutual), observations, interviews, questionnaires, testing, tests, value judgments. Current control is sometimes carried out in the form of a role-playing game, project defense, etc. Most often, current control is carried out in the form of testing to control knowledge of reading, listening, speaking, writing, vocabulary and grammar, phonetics, to test sociocultural knowledge.

Modern approach to the learning process foreign language, the desire to liken it to the process of communication is inherent, first of all, in current control, carried out on the basis of an involuntary form of attention and organically woven into the fabric of communication. All the possibilities of the students’ personality - volitional, intellectual and emotional - are aimed not at overcoming the test, but at carrying out positive, meaningful activities, i.e. for communication. The actual monitoring activity is a side effect; it is almost invisible to students. Current control should be used mainly when teaching speech skills, although it is clear that its results can also be used to judge the assimilation of language material.

In other words, the teacher does not allocate any special time during the lesson for this control; students do not know that they are being controlled. The teacher, having a specially lined notebook for this purpose, puts a “plus” or “minus” against the student’s last name, thereby noting how much the introduced material was learned in the lesson. Such control allows the teacher to correctly calculate the number of exercises necessary for students to acquire certain skills, so as not to move on to purely speech exercises until the preparatory exercises ensure automated mastery of new material.

c) Open control or self-control

An open type of control is aimed at developing the work culture of students, it contributes to the implementation of the requirement to “teach to learn”, and increasingly puts students in the position of true subjects of learning. In addition, this type of control forms a bridge to self-control, since test tasks offered by the teacher and concentrating students’ attention on a specific difficulty foster vigilance in relation to the language form. The teaching and educational capabilities of this type of capacity control are significant; they should be realized when mastering material base speech skills, i.e. language material. Only in this case will it be possible to successfully solve communication problems. Lack of agreement and uncertainty regarding the control of language material, especially with the existing clock schedule, can lead to negative results. Such control should also be used when assessing mastery of prepared speech, which is a prerequisite for the successful development of unprepared speech skills.

d) Intermediate control

Intermediate control (periodic) is carried out upon completion of a topic section or at the end of a quarter in accordance with the curriculum. Its goal is to establish the level of acquisition of knowledge, skills, and abilities at a certain stage of training.

• e) Delayed control is carried out after a long time after completing the educational material in order to determine the strength of the acquired knowledge, skills and abilities in a section or topic.
• f) Thematic control is carried out upon completion of a topic or block in the textbook.
• g) Final control is carried out upon completion of a certain stage of education (primary school, basic school and high school). The final control is aimed at identifying the student’s achieved level of learning and determining the degree of development of foreign language communicative competence. Currently, the final control in the form of the Unified State Exam determines the level of training of secondary (complete) secondary school students in a foreign language for the purpose of final certification and selection for admission to higher educational institutions. The final control indicates the effectiveness of the training program chosen by the educational complex, the work of the teacher and students. During final control, the evaluation function dominates.

The final exam is conducted in grades 9 and 11 and is an optional exam. The final state control in a foreign language was carried out in the form of an oral exam and in the GIA format in the 9th grade and in the Unified State Exam format (written and oral exam) in 11th grade. Due to the introduction of the Unified State Exam into regular mode from 2009, the final oral exam will not be held at the school. All final exams in grades 9 and 11 will be held in the GIA and Unified State Exam format at exam reception points (PPE).

Objects of control (previously - mastery of the language system, not RD): mastery of language material; speech skills and abilities, i.e. degree of proficiency in various types of speech activity

1. The concept of control, its functions and requirements for it

2. Types, Forms and Objects of Control

3. Control techniques.

4. Test, advantages and disadvantages. Types of tests

5. Structure and content of the Unified State Exam

1. Control– this is a component of the educational process aimed at determining the level of knowledge, skills and abilities of the student, on the basis of which the assessment for a certain section of the program, course or period of study is formulated.

Functions control:

1. Actually check

2. Evaluation

3. Educational

4. Controlling and corrective

5. Control and warning

6. Control and diagnostic

7. Control-stimulating (motivating)

8. Control and generalization

9. Developing, educating and disciplining

Requirements to control:

1. Compliance with training conditions

2. Focus

3. Regularity or systematicity

4. Compliance with such principles as objectivity, representativeness, adequacy, reliability, efficiency, ease of identification and evaluation of results.

2. Kinds control:

1. Current control (at each lesson)

2. Thematic control (by topic)

3. Periodic control (quarter)

4. Final (at the end of the year)

5. Self-control – the student’s ability to evaluate and regulate the actions he performs.

Objects control may include types of speech activities: listening, speaking, reading, writing. Additional objects of control are vocabulary and grammar, i.e. language competence

Forms control: 1) Frontal (T – Cl), 2) Group (T – Gr), 3) Individual (T-P)

3. Techniques control - these are specific actions of the teacher aimed at monitoring the development of speech skills and abilities, at determining the level of training:

1) Cloze procedure - restoration technique(additions) - students are offered a coherent text in which individual words are missing, the subject inserts words that are appropriate in meaning. It is used to assess the readability of the received text (the student’s level of reading) and his level of language proficiency.

2) Dictation– a type of written work, taking dictation, used as a means of controlling spelling literacy.

3) Formation control receptive skills in reading and listening, used to check the understanding of what was heard or read, includes techniques: question-and-answer, classification (selection, matching, ranking, etc.), true - false statements, note-taking, recoding information, discussion, retelling, etc.

4) Control in formation productive skills in speaking and writing. Techniques for testing speaking: question-and-answer, oral presentation, dramatization techniques, discussion, detailed / brief press report, oral commentary. Techniques for checking a letter: filling out forms, writing a letter in response to information received, written commentary on information received, dictation, written communication, editing, composition, essay.

5) Various types of tests

4. A test is a system of tasks of a specific form that allows you to assess the structure and level of assimilation of knowledge, skills and abilities (level of training) of the test takers.

Advantages:

· Objectivity of inspection results;

· Possibility of automation of verification;

· Time saving

Flaws:

· Does not contribute to the development of students’ oral and written speech;

· Possibility of error due to the guessing technique among trainees.

Types of linguodidactic tests:

• By purpose of application: general skills test (proficiency test), achievement test (achievement test), diagnostic test (diagnostic), placement test (placement) for the distribution of students into groups, aptitude test
• By the nature of the control: test of current and intermediate progress control (progress achievement), test of final progress control (final achievement).
• According to the object of control and controlled activity: a test of linguistic competence, measuring the assimilation of language material (linguistic test / system referenced test), a test of communicative competence, measuring the development of speech skills (pragmatic) (pragmatic \ performance-referenced test).
• According to the focus of the test tasks: discrete-point test (vocabulary or grammar only) and integral - global integral / global test).
• According to formal characteristics (by structure and method of formatting answers): selective test (recognition type test) (for example, multiple choice test) and a test with a freely constructed answer (recall-type test), for example cloze test - restoration of deformed text, or C- test is a type of cloze test, when the second half of every second word is extracted from the text instead of removing linguistic units in their entirety.

5. Unified State Exam structure:

1. Listening

4. Speaking

Listening – 25 minutes.

1. Task 1: listen to the text twice, establish correspondences (true-false)

2. Task 2: write down missing information

Reading – 60 minutes.

1. Task 1: establish correspondence

2. Task 2: answering questions

3. Task 3: multiple choice

4. Task 4: filling in the gaps with words

5. Task 5: word formation (filling in the gaps in the text)

Letter – 45 minutes.

1. Writing a postcard – 15 minutes

2. Writing a personal letter – 30 minutes

Speaking

1. Task 1: discuss the given problem

2. Exercise 2: make up a dialogue with the examiner on a given topic – 1-1.5 minutes.

3. Task 3: discuss 4 options (rest), find the optimal one - 4-5 minutes.

Lecture No. 9 Foreign language lesson

1. Lesson structure. Lesson modes. Lesson planning.

2. Classification and types of lessons

3. Requirements modern lesson

4. Lesson analysis

5. Photo (protocol) of the lesson

6. Foreign language lesson notes

1.Lesson– dynamic phenomenon. It is part of the educational process and a whole phenomenon of the educational process.

What was the goal of the previous lesson will be the means of the next one.

Lesson structure:

1. Beginning of the lesson (organizational moment, motivational setting, speech exercises - teacher’s questions on the topic of the lesson)

2. Central part (fractional at the initial stage, integral at the senior stage)

3. Completion of the lesson (statement of the assignment (written in the upper right corner of the blank board, circled in a frame. The oral task is commented on, the written 1-2 sentences are done orally), summing up (grades are given orally and commented on), the final organizational moment (stand up , the lesson is over. Good bye)).

Lesson modes:

1. T Cl (front work)

3. P (monologue response from the student)

4. Teacher Pupil

5. Teacher P1, P2, P3, Pn… (chain sentences)

7. Teacher – P1 – P2 (Guided Dialogue)

8. (P1 P2) polling one desk

Society, at the next stage of its development, has again come to the understanding that it is education that becomes the leading factor in the success and high quality of life of every person. The modern quality of education determines the formation of a new system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies - according to the Federal State Educational Standard.

The main thing now is that a foreign language is considered as a way of understanding the world around us and a way of self-development.

This understanding of the purpose of learning a foreign language is reflected in the goals of teaching foreign languages ​​at school, which are to develop communicative competence that allows effective and high-quality participation in the life of the world community.

School today is becoming not so much a source of information as it is teaching how to learn; the teacher is no longer a conductor of knowledge, but a person who teaches ways creative activity aimed at independent acquisition and assimilation of new knowledge. The student, along with the teacher, participates in setting the goals and objectives of each lesson, determines the plan of his work, chooses the means and ways to achieve his goals, and actively participates in evaluating his own activities and the activities of classmates. The formation of universal educational activities is also the key to preventing school difficulties. The formation of universal learning activities is the basis of students’ ability to further self-development and self-education. It is important to create conditions when children learn to listen to each other, are able to adequately evaluate their response, and want to learn new things. If we compare the goals and objectives with the previous standards, it can be noted that there has been a shift in emphasis on the results of mastering the main educational program, which are presented in the form of personal, meta-subject and subject results.

The concept of control, its functions and characteristics. Control requirements.

Concept of control.

Control in teaching foreign languages ​​is an important part of the educational process. The main task of control is to establish correspondence between the actual level of development of students' linguistic, speech and sociocultural competence in a foreign language and the requirements of the program, on the basis of which the grade for a certain section of the program, course or period of study is based.

The teacher’s controlling activity acts as an open system, flexible, capable of changing depending on students through feedback channels. Essentially, the teacher, in the process of control, also acquires the status of a subject who self-regulates his “behavior,” and an object that depends on the student and experiences his “pressure.” During control, both statuses - student and teacher - are realized in unity.

Supervisory activity as one of the aspects of the professional activity of a foreign language teacher consists of professional knowledge, skills and abilities.

Professional knowledge is knowledge of the object of control, its parameters, adequate control techniques, knowledge of the level of training of students at the time of control and during it.

Professional control skills include the ability to correctly select the object of control. It is also necessary to have the ability to analyze the results obtained, both positive and negative, and draw conclusions from them for one’s further educational activities, having previously revealed the reasons for the negative results.

The skills of controlling activity include the pace at which the teacher performs the actions that constitute his controlling activity, the primary, involuntary reaction to the result of students completing controlling tasks, which records in the teacher’s mind the fact of the success or failure of the students’ educational activities.

Following this, the teacher’s purposeful activity begins to analyze the quality of completed tasks.

As a result of control teacher :

1. based on the analysis and interpretation of control data, receives information about the quality of his work, the effectiveness of certain teaching methods;
2. analyzes its activities and promptly corrects methodological errors;
3. correctly plans the learning process, distributes study time more purposefully;
4. receives information about the results of the work of the group as a whole and each student individually; this information can serve as the basis for individualization and differentiation of training.

Differentiation – use of different techniques in accordance with the level of students’ preparation.

Personalization– individual characteristics of the student (usually psychological).

For the student the importance of control lies in the fact that control stimulates learning activities and increases learning motivation; contributes to the formation of educational skills, helps to improve existing knowledge, promotes the systematicity and strength of knowledge, orients the student in the results of his work, promotes repetition of material, and fosters responsibility for his work.

For parents : control guides the success of your children.

For the administration: control guides students’ success.

The relevance of the control problem is associated with the achievement in Lately certain successes in implementing the practical role of teaching a foreign language at school, due to which the scope of application of control has expanded, its potential for a positive influence on the educational and pedagogical process has increased, and conditions have arisen for the rationalization of control itself as an integral part of this process.

Control functions:

1. Actually - testing
2. Estimated
3. Educational
4. Controlling - corrective
5. Control and warning
6. Control and diagnostic
7. Control - stimulating (motivating)
8. Control - generalizing
9. Developing, educating and disciplining

Control characteristics:

Transparency presupposes awareness of students and their parents about the schedule of control activities, the control procedure, and the objects of control. About the evaluation criteria.

Systematicity provides, on the one hand, a comprehensive test of students’ communication skills in all types of speech activity, on the other, scientific organization conducting and compiling materials for control.

Subsequenceprovides step-by-step testing of students' knowledge, skills and abilities.

Consistencypresupposes the unity of actions of all foreign language teachers when conducting control and evaluation.

Coordination is aimed at coordinating control activities with teachers of other subjects to eliminate student overload.

Feedback manifests itself in the assessment of work, marking, and recommendations that allow students to improve their results.

Reflection allows teachers and students to evaluate the results of their work.

Control requirements.

When carrying out control, you should be guided by the following rules:

1. Control must be regular.
2. Control should cover the maximum number of students per unit of time. Therefore, in each individual case it should not take much time.
3. The volume of controlled material should be small, but sufficient so that by the degree of its assimilation/non-assimilation, proficiency/non-proficiency of it by students, one can judge whether they have acquired the necessary skills and abilities.
4. Since training and control are organically linked, when conducting control, one should start from the specific objectives of the lesson.
5. Control must comply with such principles as objectivity, representativeness, adequacy, reliability, efficiency, ease of identification and evaluation of results.

Control in foreign language lessons can pursue different goals, but in all cases it is not an end in itself and is educational in nature: it allows you to improve the learning process, replace ineffective techniques and methods of teaching with more effective ones, create more favorable conditions for correction and improvement of practical language proficiency, for educating students using a foreign language.

Objects of control. Types and forms of control.

Leading objects:communication skills (verbal skills) in listening, speaking, reading, writing based on authentic materials that provide control of knowledge, skills and abilities of the sociocultural background.

Minor : language means and skills (spelling; lexical, phonetic and grammatical aspects of speech)

The final grade (quarterly, annual) should be determined with the leading role of the results of monitoring communication skills.

Types of control.

Traditionally, the following are distinguished: types of control:

a) Incoming (preliminary) controlallows you to establish the initial level of language proficiency. The success of studying any topic (section or course) depends on the degree of mastery of those concepts, terms, provisions, etc. that were studied at the previous stages of training. If the teacher does not have information about this, then he is deprived of the opportunity to design and manage the educational process, and to choose the optimal option. The teacher receives the necessary information using propaedeutic diagnostics, better known to teachers asinput or preliminarycontrol (accounting) of knowledge. Such control is also necessary in order to record (cut) the initial level of training. Comparing the initial initial level with the final one allows you to measure the increase in knowledge, the degree of formation of skills and abilities, analyze the dynamics and effectiveness of the didactic process, as well as draw objective conclusions about the teacher’s “contribution” to students’ learning, the effectiveness of teaching work, and evaluate the teacher’s skill.

b) Current controlallows you to judge the success of mastering a certain part of the educational material. Carried out at each lesson in accordance with the goals and objectives of the lesson. Current control is designed to provide timely feedback and help improve the educational process. Current control is systematic, operational, diverse in forms, types and means of implementation, often combined and multifunctional, testing simultaneously several types of skills and abilities, for example, various types of speech activity and aspects of language. Current control usually checks students' assimilation of knowledge, skills and abilities to use new educational material, and identifies gaps in their learning. Helps the teacher and students adjust teaching and learning methods and plan the further learning process. Current control can be carried out in the form of a survey (frontal, individual, combined, mutual), observations, interviews, questionnaires, testing, tests, value judgments, sometimes carried out in the form of a role-playing game, project defense, etc. Most often - in the form of testing for control of knowledge of reading, listening, speaking, writing, vocabulary and grammar, phonetics, to test sociocultural knowledge.

The modern approach to the process of teaching a foreign language, the desire to liken it to the process of communication, is characterized primarily by current control exercised on the basis of an involuntary form of attention. All the possibilities of the students’ personality - volitional, intellectual and emotional - are aimed not at overcoming the test, but at carrying out positive, meaningful activities, i.e. for communication. Actually, controlling activity is a side effect; it is almost invisible to students. Current control should be used mainly when teaching speech skills, although it is clear that its results can also be used to judge the assimilation of language material. In other words, the teacher does not allocate any special time during the lesson for this control; students do not know that they are being controlled. The teacher, having a specially lined notebook for this purpose, puts a “plus” or “minus” against the student’s last name, thereby noting how much the introduced material was learned in the lesson. Such control allows the teacher to correctly calculate the number of exercises necessary for students to acquire certain skills, so as not to move on to purely speech exercises until the preparatory exercises ensure automated mastery of new material.

c) Open control or self-control -This type of control is aimed at developing the work culture of students; it contributes to the implementation of the requirement to “teach to learn.” In addition, this type of control forms a bridge to self-control, since test tasks offered by the teacher and concentrating students’ attention on a specific difficulty foster vigilance in relation to the language form. The teaching and educational capabilities of this type of control are capacious; they should be realized when mastering the material base of speech skills, i.e. language material. Only in this case will it be possible to successfully solve communication problems. Such control should also be used when assessing mastery of prepared speech, which is a prerequisite for the successful development of unprepared speech skills.

d) Intermediate controlis carried out upon completion of a topic section or at the end of a quarter in accordance with the curriculum. Its goal is to establish the level of acquisition of knowledge, skills, and abilities at a certain stage of training.

e) Delayed controlis carried out after a long time after completing the educational material in order to identify the strength of the acquired knowledge, skills and abilities in a section or topic.

f) Thematic controlcarried out upon completion of a topic or block in the textbook.

g) Final controlcarried out upon completion of a certain stage of education (primary school, basic school and high school). Final controlis aimed at identifying the achieved level of learning of the student, determining the degree of formation of foreign language communicative competence. Currently, final control in the form of the OGE, GIA, and Unified State Exam determines the level of preparation of students in primary, primary and secondary (complete) comprehensive schools in a foreign language.

The final control indicates the effectiveness of the training program chosen by the educational complex, the work of the teacher and students. During final control, the evaluation function dominates.

The final exam is conducted in grades 4, 9 and 11. The final state control in a foreign language was carried out in the form of an oral examination and OGE format in 4th grade, GIA in 9th grade and in the Unified State Exam format (written and oral exam) in 11th grade. Due to the introduction of the Unified State Exam into regular mode from 2009, the final oral exam will not be held at the school. All final exams in grades 9 and 11 will be held in the GIA and Unified State Exam format at exam reception points (PPE).

Forms of control.

In the twentieth century in our country, oral control was predominantly used when teaching foreign languages. With the introduction of the Unified State Exam, written forms of control began to be used more widely.

Control should take place in the same way as training, therefore, in order to test oral speech skills and abilities, you should use oral techniques checks. However, understanding of what is being read, although reading is a skill in the field of written speech, is good to test orally. It takes less time than a written review.

The oral form contributes to the development of a quick response to a question and the development of students’ memory.

The written form of control has some advantages. Firstly, it can reach all students at the same time; secondly, it is much more convenient to process written work than oral answers.

However, written tests cannot be used to test all skills. It is impossible to test students' ability to conduct a conversation or express themselves on a topic in writing. Using a written test in these cases, it is impossible to control either the pronunciation of students or the rate of their speech. The teacher cannot judge how automatically students use speech units, how freely they fill them out. Therefore, it is recommended to resort to a written test in order to control writing skills and abilities, as well as to control the ability to translate popular scientific literature with a dictionary. To control spelling, you can conduct short dictations. To test the ability to express their thoughts in writing, you can give students home small essays in connection with the topics covered.

Depending on the specific task, frontal, group or individual control is used:

1. Frontal (T – Cl),
2. Group (T – Gr),
3. Individual (T-P)

Frontal form is one of the main organizational forms of control during training. It allows you to comply with the basic rules of control - regularity and maximum coverage of students per unit of time. It is essential to address the whole class, activating the activity of each student. This is an “on-duty”, regular form of control that can be carried out several times during the lesson. First of all, it is advisable to use it to control the assimilation of language material (i.e., elements of speech). In this case, students are given an open-ended setting.

Open frontal control can be used when performing exercises in a prepared form of speech, in particular when drawing up plans, selecting supports, as well as when constructing a collective story using the “snowball” principle.

Frontal control can be carried out both verbally and in writing. The oral form of control predominates. However, keeping in mind the great learning opportunities of writing, it is necessary to periodically conduct written frontal control. Frontal signs of words, grammar words, devoid of specific semantics, are poorly retained in memory, they are easily confused with each other when perceived by ear. It is regular written control that instills linguistic vigilance and accuracy.

In order to organically include frontal control in the lesson and limit the time for its implementation, it is recommended to use test techniques designed for 5-7 minutes.

Along with the frontal form of control, you should regularly carry out individual control.

Teaching a foreign language involves creating conditions that motivate the expression of one’s thoughts and objectifying the individual level of understanding of the author’s thoughts. And individual control should also be aimed at identifying the ability to solve communicative problems arising from individual comprehension of reality.

With individual control, it is unacceptable for several students to come to the board and pronounce the same memorized, “unaddressed” text. Students should know that only those who say something of their own have the right to respond. Individual control during reading and listening should also be included in communicative activities, when understanding the text is only the starting point for solving broader problems: using the information contained in the text in a statement on the topic, making illustrations for the text, writing an abstract, review, etc. d.

Basically, individual control in a comprehensive school is carried out orally and is accompanied by an assessment in the form of a point with a mandatory comment from the teacher, primarily related to the content of the speech.

Currently widely used in lessons pair and group forms work - a mode that increases the time of active activity of students; it is used for mutual training of students in mastering language material; Its use is especially effective for the development of dialogic speech.

This form of control can be both hidden and open. In the first case, students are given an “overt” control setting, for example, to answer a partner’s questions or discuss a topic using certain language material

With a steam room and group work communicative tasks are solved (dialogue speech, monologue speech). In this case, control becomes hidden. Students assigned roles rehearse them, then perform in front of the class. The teacher listens to the students' work. Student-student communication occurs much more comfortably and naturally. Communicating, being in an equal position, feel relaxed, everyone strives to realize their communicative intention the best way. Often there is an atmosphere of competition, a desire to prove oneself with best side, which stimulates the speech activity of those communicating. Therefore, during control, the student’s partner must be another student.

So the best type of control would becombined control,in which no more than 10 minutes of the lesson will be devoted to testing monologue speech skills (in this case, at least three students must be asked in the case of a monologue statement and at least three pairs of students in the case of dialogic speech), i.e. individual control, and the rest of the lesson will be devoted to frontal work. Moreover, the teacher must organize the work of the class in such a way that, testing the skills of one or a pair of students, attract active participation in the lesson of all other students.

Learning outcomes and requirements of the new generation Federal State Educational Standards

The goals of a teacher’s work are determined by society, i.e. the teacher is not free to choose the final results of his work; his actions should be aimed at the comprehensive development of the students’ personalities within the framework of the current educational standard.

Learning results... Today, many people hear the Unified State Examination, State Examination, State Academic Examination, ET... Yesterday they talked about the requirements for the level of knowledge, skills and abilities of students. Today, for successful training in high school this is not enough, you need to teach the child to be a student, which means teaching him to learn.

In the second generation Federal State Educational Standard, three groups of results are defined as part of achieving the planned result:

• personal results;
• meta-subject results;
• subject.

Personal results are not assessed, but planned. Meta-subject and subject results are planned and subject to evaluation: in primary school- internal school, in basic secondary and high school - external (GIA. Unified State Examination) results are achieved during the lesson and extracurricular activities students.

Personal results

• cognitive development of the child (in the process of solving riddles, puzzles, performing tasks for intelligence, developing memory and attention);
• development personal qualities: goodwill, tolerance, curiosity, patriotism (through the development of cultural and sociocultural awareness, understanding of the characteristics of intercultural communication, including non-verbal behavior and value system); formation of the foundations of civic identity (in the process of getting to know one’s country, positioning oneself as a citizen of a city, region, country..);
• mastering the skills of adaptation to a dynamically developing world;
• developing cooperation skills with peers and adults;
• motives of activity formed in the educational process;
• a system of value relations of students - in particular, to the educational process itself, objects of knowledge, the results of educational activities, to themselves, to other participants educational process
• etc.

Meta-subject results– generalized methods of activity mastered by students on the basis of several or all academic subjects, applicable both within the educational process and in real life life situations, For example:

• mastering the ability to accept and maintain goals (development is facilitated, for example, by working with instructions, step-by-step explanations of tasks...);
• mastering the ability to solve problems of a creative and exploratory nature (when working with projects);
• mastering strategies for understanding texts of different styles and genres;
• mastering the logical actions of comparison, analysis, synthesis, generalization of information (working with tasks for collecting, analyzing, synthesizing information);
• development of information and computer competence of students (working with educational computer programs and Internet resources, with tasks for the development of critical thinking)
• and etc.

Subject results– are expressed in students’ assimilation of specific elements of social experience studied within the framework of individual academic subjects

• development of all types of speech activity: reading, listening, speaking, writing and translation;
• mastering the rules of speech and non-speech behavior necessary for successful solution communication tasks.

To obtain the planned results, the Federal State Educational Standards propose to implement in practice programs for the formation of UUD.It is the meta-subject results that solve the problem of successful learning at school.Meta-subject results provide control of mental actions that are aimed at analyzing and managing one’s activities through the development of universal educational actions that help the student almost literally embrace the immensity, built according to the formula: from action to thought. So, what do universal learning activities provide? UUD

• provide the student with the opportunity to independently carry out learning activities, set educational goals, search for and use the necessary means and ways to achieve them, be able to control and evaluate educational activities and their results;
• create conditions for personal development and self-realization based on the “ability to learn” and cooperate with adults and peers. The ability to learn in adult life ensures the individual’s readiness for continuous education, high social and professional mobility;
• ensure the successful assimilation of knowledge, skills, and abilities, the formation of a picture of the world, and competencies in any subject area of ​​cognition.
• UUD can be grouped into four main blocks:
• personal;
• regulatory, including self-regulation;
• cognitive, including logical, cognitive and sign-symbolic;
• communicative actions.

Personal actions make learning meaningful and provide the student with a meaningful decision educational tasks, linking them to real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values ​​and meanings, allow you to navigate moral norms, rules, assessments, and develop your life position in relation to the world, the people around you, yourself and your future.

Regulatory actions provide the ability to manage cognitive and educational activities through setting goals, planning, monitoring, correcting one’s actions and assessing the success of learning. A consistent transition to self-government and self-regulation in educational activities provides the basis for the future vocational education and self-improvement.

Cognitive actions include the actions of research, search and selection of necessary information, its structuring; modeling the content being studied, logical actions and operations, methods for solving problems.

Communicationactions - provide opportunities for cooperation - the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts in speech, respect the partner in communication and cooperation and yourself. The ability to learn means the ability to effectively collaborate with both the teacher and peers, the ability and willingness to conduct dialogue, look for solutions, and provide support to each other.

Students' mastery of universal learning activities creates the opportunity for independent successful acquisition of new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Formation of self-control skills

The task of modern school education is not only to ensure the full personal, social and cultural development of the child, but also to prepare him for further development and self-education, to develop the ability to independently evaluate himself, make decisions, determine the content of his activities and find ways of its implementation. Consequently, the school must develop in students the universal human intellectual ability - self-control.

Self-control is an independent procedure. The psychological and pedagogical dictionary considers self-control as the subject’s awareness and assessment of his own actions, which presupposes the presence of a standard and the possibility of obtaining information about controlled actions and states.

The following stages of self-control formation are distinguished:

Stage 1: The student must learn to understand and accept the teacher’s control. To do this, the teacher must:

• show students that any learning is an organic unity of two processes: transferring educational material to the student in one form or another and identifying the degree of assimilation of this material, that is, monitoring learning outcomes, that only the manifestation of an acceptable level of student training in the material covered allows the transition to the next stage of training , and only under this condition can the effectiveness of training be calculated, without which the feasibility of the training process and the costs of it look questionable;
• familiarize students with the norms and criteria for assessing knowledge, skills and abilities;
• inform students after what doses of educational material control is necessary and the purpose of this or that control;
• when giving a particular rating, explain it based on the evaluation criteria;
• ask the student to independently evaluate his performance and explain the grade he received;
• ask the student to evaluate the activity of a friend based on the criteria specified by the teacher;
• teach students to use different types of verification.

Stage 2: The student must learn to observe and analyze the educational activities of his friends.

To do this, the teacher should practice mutual checking of students’ independent exercises and homework. In the process of mutual checking, they compare answers, look for errors, and explain them to each other. After the mutual check is completed, the correct answers and solutions to difficult problems should be written down on the board, and the students should check their answers and solutions again. During mutual testing, students should know that the purpose of such work is not to obtain a grade, but to check how deeply and correctly the topic is understood, whether the student can independently find a solution to a particular problem, or whether he can analyze someone else’s work.

Peer testing serves as a good school for developing self-control - after all, it is much easier to detect errors in a friend’s work than in one’s own, and the student transfers the acquired control skills to his own activities (self-control).

Necessary:

• invite students to evaluate a friend’s answer, ask him questions, make comments on the essence of the answer, express their thoughts regarding the result obtained, the idea and the course of the solution, and also try to offer another answer or solution;

• encourage asking questions to the teacher;
• demonstrate to students typical mistakes. Such a demonstration can be done explicitly, but it is possible to present students with a story with a conscious violation of logical connections that students must detect.

Stage 3: The student must learn to monitor his learning activities, introspection, self-evaluation and self-correction.

Self-esteem is a person’s assessment of himself, his capabilities, qualities and place among other people. A person’s relationships with others, his criticality, self-demandingness, and attitude toward successes and failures depend on self-esteem.

Many famous teachers and psychologists have dealt with the issue of self-control and self-esteem. “There is reason to think,” wrote D. B. Elkonin, “that it is most rational to begin the formation of independent control in elementary school.”

The student must learn to find, correct errors, and understand the reason for their origin. While many children, upset by the negative result, “give up” and lose interest in the subject and learning in general. Therefore, it is in the 1st grade that one should begin to develop the skills of self-control and self-esteem. L.S. Vygotsky noted that it is at the age of seven that the child’s self-control and self-esteem begin to develop.

The success of his education, exactingness towards his educational activities and an adequate response to the assessment of his activities by the teacher depend on the student’s ability for self-analysis and self-assessment. Self-correction is a necessary stage of a student’s educational activity for the successful continuation of education. The student, carrying out self-correction, regulating the actions he performs, creates an internal sample, a standard of knowledge, action, which, if necessary, is instantly retrieved from memory for comparison with external activities.

To develop students’ skills in self-observation, self-analysis and self-correction of their activities, the teacher must:

• to accustom students when performing homework make a plan for what you read and retell the main ideas, answer questions Control questions textbook, compose additional test questions for the text, find answers to questions in the textbook, compare new information with previously studied;
• develop in students the habit of analyzing the results obtained, checking the correctness of assignments, using techniques specific to each academic subject;
• do not rush into assigning a grade if a student gives an incorrect answer or a solution with an error, but if possible let the student find his mistake; if an error is found, then the grade does not need to be reduced;
• do not rush to reproach, do not accuse the student of trying to inflate his grade if the student makes mistakes in self-esteem.

In this case, you need to consider together with the student why he gave himself this and not another grade, and help him understand the assessment standards so that the student can use them correctly in the future.

Unsatisfactory grades are not immediately entered into the journal; the student is given two weeks to eliminate the detected gap and retest his knowledge. the student controls his debts and learns to ask himself: “What do I need to do to improve my level?”

Self-control is especially necessary when performing independent work, as well as during execution homework. Corrections in a notebook are the first form of self-control. Often corrections make the work look sloppy, but this is the result of the student checking the work and correcting the error. We should not scold for corrections, but teach children to do it carefully.

Here are some techniques for developing self-control and self-esteem skills that are used in the classroom.

• In writing lessons, from the very first days you should ask: “Who is happy with their work? Who didn’t succeed?” Children, having assessed their work, raise their hands. It is important to draw children’s attention to the fact that if everything didn’t work out, there is no need to be ashamed of it, because we came to school to learn.
• When studying letters, at the end of the lesson we invite children to circle the most correct letter with a red pencil, and the one that did not work out with a blue pencil.
• Ladder. Students on the steps of the ladder mark how they have mastered the material: the bottom step - I did not understand, the second step - a little help or correction is required, the top step - the child has mastered the material well and can complete the work independently.
• Pronunciation. A very valuable self-control technique when learning to write from dictation. After the teacher said the word, they said it syllable by syllable - wrote it - read what was written. Reads several times (often children do not read, but simply name the word without noticing the error in it: it is written “knga”, but the child reads “book”).
• Comparison with the standard. The teacher offers a few words under dictation, after writing, they check the sample.
• Color score. At the bottom of the page, students draw two circles. Having assessed their work, the children paint one circle, and the teacher paints the other circle when checking. The meaning of the color is discussed in advance. For example, red - everything worked out, green - there are some shortcomings, but I tried, blue - it turned out poorly, I’m not happy with the work, yellow - I can’t evaluate it. At the beginning of the next lesson, the student looks to see if his grade coincides with the teacher’s grade.
• Pronunciation. A very valuable self-control technique when learning to write from dictation. After the teacher said the word, they said it syllable by syllable - wrote it - read what was written. Reads several times (often children do not read, but simply name the word without noticing the error in it: it is written knga, but the child is reading a book).
• Comparison with the standard. The teacher offers a few words for dictation, and after writing they check the sample.
• "Who can?" The teacher says the task - make a diagram of the word on the board or screen. And asks: “Who can do this?” Students evaluate their skills by raising their hands. One of the students completes the task, they collectively check for accuracy, after which the teacher asks: “Did you complete the task?” Those. the student compares the level of his aspirations with his capabilities.

Solving problems in different ways

• Peer review. On the pieces of paper they sign the name of the one who decided and the one who checked. Children solve examples, exchange leaves and check. A classmate's assessment is perceived as more specific and businesslike. A negative grade does not mean that you are a bad student, but only records the fact of the mistake. Classmates tell you what needs to be done and how, and give recommendations. At the same time, the child always has the right to choose: refuse a classmate’s assessment, disagree with it, or, conversely, agree.
• Self-control sheet. After completing the work independently, the child takes a self-control sheet (with answers) from the teacher and checks himself.
• Repeated reading. The teacher gives the children a certain time, for example 2 minutes. During which they will read the text. When the teacher says “stop,” the children mark with a pencil which word they have read. In the next lesson, the same text is read from the beginning, for the same period of time. They compare more or less time to read. So a few lessons. (It is known that familiar text is easier to read, therefore, even children with poor reading will see their own growth).

Self-assessment in primary school is often given in the form of flashcards different color and verbal self-esteem. – How did you work in class? -What can you praise yourself for? – Are you satisfied with your job? Why? (The question “Why?” in 1st grade causes the most difficulty, because it requires argumentation, so it should be asked more often, teach children to think, express their thoughts in words.) After self-assessment of the student, you should always express your agreement or disagreement with him and give reasons your position. This helps to form adequate self-esteem.

Particular attention must be paid to mutual assessment. A classmate's assessment is perceived as more specific and businesslike. A negative grade does not mean that you are a bad student, but only records the fact of the mistake. Classmates tell you what needs to be done and how, and give recommendations. At the same time, the child always has the right to choose: refuse a classmate’s assessment, disagree with it, or, conversely, agree.

Rules for assessment safety are created together with children. For example:

• don't skimp on praise
• praise the performer, criticize the performance (instead of “You made three mistakes in this sentence,” it is better to say,” “Let’s find three mistakes in this sentence”)
• “for a fly in the ointment there is a barrel of honey” Even in a sea of ​​failure, you can find an island of success and gain a foothold on it.
• Set only specific goals for your child. Instead of the incantation: “Try to be careful and don’t miss letters,” the setting “In the last dictation you missed six letters, today – no more than five” is more effective.
• “chasing two birds with one stone...” There is no need to set several tasks for a first grader at the same time. If today you set the task not to forget about the period at the end of the sentence, forgive him for forgetting how to spell capital letter D.
• the formula “again you are NOT...” is a surefire way to raise a loser.

We should not forget that student activities related to self-control, mutual control and the formation of self-esteem are an integral part of learning, student improvement and require attention from the teacher, like any other educational activity.

The textbooks for the new Federal State Educational Standards already contain tasks for the formation of self-control.

Test competence of students and its main characteristics

A test is considered one of the most effective means of control in teaching a foreign language. A test is a system of tasks of a specific form that allows you to assess the structure and level of assimilation of knowledge, abilities and skills (level of training) of the test takers.

Language testing involves checking students' educational achievements during long-term monitoring of educational and testing activities using an educational and testing portfolio, and creates favorable conditions for both the formation and testing of students' communicative competence.

Unlike a test, a test always involves measurement; its result is objective. The test usually consists of two parts: informational and operational. The information part contains clearly and simply formulated instructions. The operational part consists of a number of tasks and questions. The use of tests of different nature and content in lessons forms a certain skill in students - the ability to recognize and perform a task, that is, it forms test competence.

An important condition for language testing for the most full disclosure students' opportunities became requirements for the conditions for conducting tests: silence in the classroom, strict adherence to instructions, behavior of examiners.

Test competence of students is understood as their readiness to carry out testing activities, provided by subject knowledge, test strategies and developmental skills [Matienko A. V., 2008]. Despite all the controversy surrounding the problem of test competence, its importance for students is difficult to overestimate. Testing is a special activity; for its successful implementation, it is important to master its specific features and reveal the reserves of success that it contains. Genuine test competence presupposes, first of all, a high level of subject knowledge, mastery of strategies for preparing for testing, performing test tasks in combination with strategies for improving one’s test performance. Tests are an integral part of the research method, which requires the subject to perform special tasks. Among the many types of tasks that are used to compile tests and tests, the most common are the following:

• cross selection (matching),
• alternative choice (true-false, etc.),
• multiple choice (multiple choice),
• rearrangement
• completion / completion (completion),
• replacement/substitution,
• transformation,
• answer to the question
• intralingual paraphrasing,
• interlingual paraphrasing (translation), etc.

Systematic testing stimulates the activity and attention of students in the lesson, increases their responsibility when completing educational tasks.

Test texts are compiled taking into account the individual abilities of the children and their level of performance. The tests meet the principle of accessibility and software requirements.

The test results serve, on the one hand, as an indicator of the level of students’ knowledge, on the other hand, as a self-assessment of work, which allows making the necessary adjustments to the learning process and thereby preventing the repetition of students’ mistakes.

There are two types of tests:

• normative and indicative (designed to compare the educational achievements of individual subjects; arrangement depending on the number of points - distribution among study groups);
• criterion-based (used to assess the degree of proficiency of the tested material)

Types of linguodidactic tests:

• By purpose of application: general skills test (proficiency test), achievement test (achievement test), diagnostic test (diagnostic), placement test (placement) for the distribution of students into groups, aptitude test (aptitude);
• By the nature of the control: test of current and intermediate progress control (progress achievement), test of final progress control (final achievement);
• According to the object of control and controlled activity: a test of linguistic competence, measuring the assimilation of language material (linguistic test / system referenced test), a test of communicative competence, measuring the development of speech skills (pragmatic) (pragmatic \ performance-referenced test).
• According to the focus of the test tasks: discrete-point test (vocabulary or grammar only) and integral - global integral/ global test);
• According to formal characteristics (by structure and method of formatting answers): selective test (recognition type test) (for example, multiple choice test) and a test with a freely constructed answer (recall-type test), for example, cloze test - restoration of deformed text͵ or C-test - a type of cloze test when the second half of every second word is extracted from the text instead of removing linguistic units in their entirety.

Advantages and disadvantages of tests:

• Advantages: objectivity of inspection results, possibility of automating the inspection, saving time;
• Disadvantages: do not contribute to the development of oral and written speech of students, the possibility of error due to the guessing technique among students.

Norms and criteria for assessing learning outcomes

The most important challenges of innovation in Russian education are improving control over learning outcomes and managing its quality. In this regard, there is a need to once again emphasize the main approaches to assessing the educational achievements of students at the intra-school level, introducing new models of the educational system into teaching practice, including a system for assessing planned results.

The assessment system performs the following functions:

1. support and stimulation of students;
2. providing student-teacher feedback;
3. involving students in independent assessment and self-assessment activities.

The assessment system forms the basis of diagnostic and control processes.

Under pedagogical diagnostics understand a system of teacher activities organized in a certain way, aimed at identifying personality traits of interest in order to measure results, upbringing, education and training. Control – identification and evaluation of the results of students’ educational activities. Control states the results without explaining their origin. Diagnostics includes:

1. control;
2. verification;
3. accounting;
4. assessment;
5. accumulation of statistical data, their analysis;
6. reflection;
7. identifying the dynamics of educational changes;
8. redefining goals;
9. clarification of educational programs;
10. adjustment of the course of training;
11. forecasting further development events.

Monitoring students' knowledge is an important part of the learning process. Control is the process of correlating achieved learning outcomes with planned learning objectives.

To effectively manage the process of mastering knowledge and the quality of the educational process on the basis of objective indicators that determine the results of education, independent control is necessary, based on the theory, technique and technology of modern pedagogical measurements of the level of academic achievements of students.

Currently, the emphasis in the process of teaching foreign languages ​​is shifting to the student’s activities and the formation of the latter’s autonomy as his personal characteristic. These approaches can be effectively implemented, in particular, by the “Common European Framework of Reference for Foreign Languages”, which contains the provisions of a modern approach to teaching non-native languages on various educational levels and under different conditions. This document also provides a description of the system of levels of proficiency in foreign languages ​​and the tools that allow a person to determine these levels.

This system of levels forms the basis of the second generation Federal State Educational Standards, which determine the level of foreign language proficiency of students at the end of basic school as sub-threshold (level A2 in terms of the Council of Europe), for a graduate of a non-core class of a secondary school - threshold (B1) in the first and second foreign language , and a graduate of a specialized class is above the threshold (B2) in both foreign languages.

The Federal State Educational Standard determines the requirements for the results of mastering the educational program of primary and basic general education. The assessment system is considered as a complex and multifunctional system, including both current and final grade schoolchildren's performance results; both an assessment of the activities of teachers and schools, and an assessment of the results of the education system.

In this case there is

• assessment of subject, meta-subject and personal results;
• assessment of the ability to solve educational - cognitive and educational - practical problems;
• assessment of the dynamics of educational achievements;
• use of oral and written individual and group assessment methods, etc.
• assessment by addition method.

Assessing the achievement of results is carried out both during the current and intermediate assessments, and during the implementation of the final verification work. The object of evaluation of substantive results are actions with substantive content.

The main role in foreign language assessments, which characterize the dynamics of student achievements, is played by quarterly and annual assessments. test papers in speaking, listening, reading and writing, control of lexical and grammatical skills.

From point of view modern approaches assessment of knowledge is a student's portfolio demonstrating his efforts, progress, achievements. Assessments for completing speech tasks should be taken into account: statements on a topic in monologue and dialogic forms, participation in conversation, understanding of foreign language texts when reading and listening, and the ability to express one’s thoughts in writing.

Currently, in most schools, assessment of maturity is carried out using a five-point system. At the same time, testing as a means of control is beginning to spread. The benchmark for objective assessment of modern schoolchildren should also be the requirements for the level of training of graduates of basic general education and secondary (complete) general education, enshrined in the State educational standards.

Let's look at an example READINGS as the WRD standards for student assessments (based on materials from the journal “Foreign Languages ​​at School”)

Reading and understanding foreign language texts.

The main indicator of success in mastering reading is the degree to which information is extracted from the text read. Since the practical goal of learning a foreign language is to master communication in the target language, the student must master all types of reading, differing in the degree of information extraction:

• reading with understanding of the main content (familiarization);
• reading with a full understanding of the content, including details (study reading);
• reading with the extraction of information necessary or interesting to the reader (browsing).

Reading with understanding of the main content of what was read (introductory)

Rating "5" is given to the student if he understands the main content of the original text, can highlight the main idea, and determine the main facts. Able to guess the meaning of unfamiliar words from the context, either by word-formation elements, or by similarity to the native language. The speed of reading a foreign language text may be somewhat slower than that with which a student reads in his native language.

Rating "4" is given to the student if he understands the main content of the original text, can highlight the main idea, and identify individual facts. However, his linguistic insight is underdeveloped and he has difficulty understanding some unfamiliar words. He is forced to consult the dictionary more often, and the pace of reading is slower.

Rating "3" is given to a student who does not quite accurately understand the main content of what he read, is able to identify only a small number of facts in the text, and his linguistic guesswork is not at all developed.

Rating "2" is given if he did not understand the text or understood the content of the text incorrectly, does not navigate the text when searching for certain facts, and does not know how to semantize unfamiliar vocabulary.

Reading with full understanding of the content of what was read (studying)

Rating "5" is given to the student when he has fully understood a simple original text (journalistic, popular science; instructions or an excerpt from a tourist brochure). He used all the known techniques aimed at understanding what he was reading (semantic guessing, analysis).

Rating "4" is given to the student if he fully understood the text, but repeatedly consulted the dictionary.

Rating "3" is given if the student does not fully understand the text and does not know how to process it semantically.

Rating "2" is given when the text is not understood by the student. He has difficulty finding unfamiliar words in the dictionary.

Reading to find information of interest or need (browsing)

Rating "5" is given to the student if he can quickly view a simple original text (such as a train schedule, menu, TV program) or several small texts and select the correct information requested.

Rating "4" is given to the student when he scans the text quickly enough, but at the same time he finds only about 2/3 of the given information.

Rating "3" is given if the student finds approximately 1/3 of the given information in the given text (or given texts).

Rating "2" is given in the event that the student practically does not understand the text.

Executing test tasksis assessed according to the following scheme, unless the author provides another:

Conclusion

Problems of control are relevant both for pedagogical theory and for teaching practice, since improving the quality of teaching and learning is directly related to improving the control system.

On modern stage the role of control increases sharply in connection with the tasks of introducing a new school standard and updating the content of education, as well as the development of new technologies for control and assessment.

When considering issues of organizing control, we must first of all distinguish between control merged with training and control separated from training - control as a special task of the lesson. The first type is used both when performing preparatory and when performing speech exercises, the second type is only for monitoring speech skills.

Control will be carried out at the proper level only if requirements such as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met.

The methodology of teaching foreign languages ​​has significant theoretical knowledge and practical experience in organizing control. Modern tendencies curricula involve strengthening the communicative approach to teaching foreign languages. Therefore, the content and organization of control of speech skills are considered in close unity with the control of language material. This perspective helps the teacher to organically include control in the lesson, focusing on new assessment standards, and this, in turn, will help improve the effectiveness of teaching a foreign language in general.

References

Krylova O.N., Boytsova E.G. Formative assessment technology in modern school: educational Toolkit/ HE. Krylova, E.G. Boytsova. – St. Petersburg: KARO, 2015.

Milrud R.P. Course on methods of teaching English / R.P. Milrud. – M.: Bustard, 2007

Issues of monitoring students' learning of a foreign language: a methodological manual / ed. A.A. Mirolyubova. – Obninsk: Title, 1999.

Potashnik M.M., Levit M.V. How to help a teacher master the Federal State Educational Standard. Toolkit. – M: Pedagogical Society of Russia, 2015.

Problems of quality of education and their solutions in educational institution: teaching aid/ under general editorship S.S. Tatarchenkova. – St. Petersburg: KARO, 2012.

Modern assessment of students' educational achievements: methodological manual / scientific. ed.: I.V. Mushtavinskaya, E.Yu. Lukichev. – St. Petersburg: KARO, 2015.

Federal state educational standard of basic general education. – M.: Education, 2014.

Zimnyaya I.A. Key competencies - a new paradigm of results modern education// Internet magazine "Eidos". – 2006. – May 5

Galskova P.D. Language portfolio as a tool for assessment and self-assessment of students in the field of learning a foreign language; P.D. Galskaya magazine “Foreign languages ​​at school” 2000, No. 5

Denisova L.G. “On the final control of learning foreign languages”; L.G. Denisova, V.N. Simkin journal Foreign languages ​​at school 1995, No. 2

Bim I.L. “Modernization of the structure and content of school language education”; I.L.Bim magazine Foreign languages ​​at school 2005, No. 8

Bolotov V.A. “Unified State Exam: on the way to creating a system of independent assessment of the quality of education”; V.A. Bolotov magazine Higher education Today 2004, No. 11.

Milrud R.P. “Language test: problems of pedagogical measurements”; R.P. Milrud, A.V. Matienko journal Foreign languages ​​at school 2006, No. 5.

Rabinovich F.M. “Control in a foreign language lesson”; F.M. Rabinovich journal Foreign languages ​​at school 1987, No. 1.

Introduction

1. Control goals

   Control functions

   Types of control

   Forms of control

   Requirements for inspection

Chapter II . Modern types of control

2.1

III conclusions

List of used literature

Introduction.

The relevance of the problem of control is associated with the recent achievement of certain successes in implementing the practical role of teaching a foreign language at school.

Monitoring the level of proficiency in foreign language skills is an integral part of the process of teaching foreign languages ​​at school. From proper organization control depends on the quality of the lesson as a whole and the level of development of communicative competencies.

Control in foreign language lessons can pursue different goals, but in all cases it is not an end in itself and allows you to improve the learning process, replace ineffective techniques and methods of teaching with more effective ones, create more favorable conditions for correcting and improving practical language proficiency, for educating students using foreign language means. language.

When preparing for a lesson, the teacher must remember that the search for the necessary forms of control and its organization is the most important task of the teacher. Each teacher should have his own control system; it should include a variety of means and methods of work so that students understand that the teacher is constantly monitoring their progress, the level and quality of knowledge acquisition.

Speaking about the discipline “Foreign language”, it should be noted that the main component of the content of teaching it is not so much knowledge as skills and abilities. During their formation, such a method of learning as reinforcement comes to the fore. The successful development of a skill, and, consequently, an ability, is impossible without the student not knowing whether his actions are correct or not. Without receiving such information from the outside, mainly from the teacher, he evaluates his actions himself, which often reinforces erroneous actions and develops incorrect skills in students. When developing speech skills and abilities, the teacher should evaluate the student’s actions. Evaluating the student's actions is reinforcement. But reinforcement cannot be carried out without observing the student’s actions or without familiarizing himself with their results. In addition, in order for the assessment to be correct, qualified observation is necessary, which, strictly speaking, constitutes control.

From what has been said, it is clear why control in learning acquires special meaning and requires a more complete theoretical justification.

The purpose of this work is to reveal an integrated approach to the control system in training and highlight the main means of its implementation.

Chapter I. Control in teaching a foreign language

1 .1 Control objectives

Control is the determination of the level of language proficiency achieved by students over a certain period of study. Control is a part of the lesson during which the teacher evaluates how students have mastered the material covered and can use it for practical purposes. Control allows you to:

1) the teacher receive information: a) about the results of the work of the group of students as a whole and each student individually; b) about the results of their work (find out how effective teaching methods are, identify failures in work, which allows you to make changes to the training program);

2) students: a) increase motivation in learning, since control indicates success or failure in work; b) study more diligently, make adjustments to your educational activities.

Objects of control in the classroom are: a) knowledge and skills formed on its basis (language competence); b) the ability to use acquired knowledge and skills in various communication situations (communicative competence); c) knowledge of the country of the language being studied and the national characteristics of the speech behavior of its speakers (sociocultural competence).

The promotion of communicative competence as the main practical goal of teaching a foreign language contributed to the definition of speech skills as the main final object of control, and proficiency in language material to be considered primarily as an object of current control. At the same time, in the process of monitoring the level of language proficiency, one should focus not on the absolute, but on the relative correctness of speech. The achieved level of language proficiency will be evidenced by: a) the ability to adequately express thoughts in a given speech situation; b) the relative correctness of using language means when constructing a statement.

Control in the classroom should reflect the specifics of a foreign language as an academic subject. Mastering a foreign language involves, first of all, mastering the ways of using language in various types of speech activity and areas of communication. Consequently, the leading object of control in language classes is speech skills.

1.2 Control functions

Control, like all other components of the educational process, performs certain functions. Control functions are components of the work that the receptive-comparative actions of the controller are designed to perform. In this regard, it makes sense to analyze the control functions identified by some methodologists.
1. Feedback function
The control function, which consists in obtaining information about the level of students' preparation, can be called a feedback function.
The feedback function is extremely important: it allows the teacher to manage the learning process, act meaningfully and systematically provide students with reinforcement.

2. Stimulating function.
We must not forget the other important role that control plays. It is known that students specially prepare for a test, a test, an exam.

In a word, the presence or expectation of control stimulates students' learning activities and is an additional motive for their learning activities.

3. Educational function.

One of the important control functions is the training function. This means that control by one’s own means, and primarily by control tasks, should contribute to the implementation of learning objectives. The tasks and material of any exercise can be used for both training and control. This is especially evident in receptive types of speech activity - reading and listening. Tasks used to test the understanding of a text read or listened to also contribute to the formation of communicative skills in extracting information from the text, i.e., they perform a teaching function.

4. Management function.

The teaching function is closely related to the management function. This function allows you not only to correct the student’s actions, but also to make changes to the structure and content of the educational process, to adjust educational program, educational plans. If training and management functions successfully interact, then a more solid assimilation of knowledge, skills and abilities occurs, and the culture of mental activity of the students increases.

5. Diagnostic function.

This function allows you to determine the level of proficiency of students in foreign language knowledge, skills and abilities at a specific stage of training. Diagnostics allows not only to identify gaps in students’ preparation, but also to establish the causes of the gaps and obtain information about the nature of the difficulties encountered by students. By diagnosing training, you can build further work depending on its results, differentiate and individualize training.

6 .Evaluation function.

On the one hand, the process of activity is assessed, a judgment is made about the quality of its progress, the degree of activity or inactivity of the students. On the other hand, the performance results of both the teacher and students are assessed. Assessment, namely the assessment itself, can internally stimulate students in their learning activities. Thus, the motivation of educational and cognitive activity is determined by the evaluative function of control, which must be taken into account when organizing and conducting it.

7.Educating and developing functions.

One of the most important functions of control are educational and developmental functions. In addition to establishing the actual level of mastery of the material, control develops such personality qualities as independence, perseverance, determination, critical thinking, self-control. Control also develops memory, attention, perception, etc. The educational function of control as a whole is concomitant, but can also be dominant when, for example, a teacher seeks to accustom individual students to systematic work, tries to influence their psychological characteristics (develop will, memory, etc.).

1.3 Types and types of control.

As types of control in foreign language lessons the following is used:

Current control - carried out at each lesson;

Thematic control - involves checking students' assimilation and mastery of relevant skills and abilities as a result of studying the topic.

Intermediate control - carried out at the end of lessons, quarters, half-years;

Final control - carried out at the end of the academic year;

State control - carried out at the end basic course training, from the 2008-2009 academic year - these are the State Examination and the Unified State Examination in a foreign language.

Types of control The following are distinguished:

External - carried out by the teacher on the student’s activities;

mutual - carried out by students on the activities of a classmate;

self-control - exercised by students over their own activities.

Giving credit where credit is due external type control, it should be noted that it is impossible to achieve success in work without effective self- and mutual control.

1.4 Forms of control.

Distinguish between controlindividual and frontal .

Frontal form - one of the main organizational forms of control during training. It allows you to comply with the basic rules of control - regularity and maximum coverage of students per unit of time. It is essential to address the whole class, activating the activity of each student. This is an “on-duty”, regular form of control that can be carried out several times during the lesson. Frontal control can be carried out both verbally and in writing. The oral form of control predominates. In order to organically include frontal control in the lesson and limit the time for its implementation, it is recommended to use test techniques designed for 5-7 minutes.
How should student work be assessed under such control? Addressed simultaneously to the entire class, it involves only a short, often fragmented response from each individual student, which is not always sufficient to receive a mark. It is therefore more appropriate to award points. The teacher informs students that a certain amount of points received in two or three lessons during frontal work entitles them to a point. The advantage of frontal control is that it keeps the entire team in suspense; students know that they can be questioned at any second, their attention is focused, their thoughts are concentrated around the work that is being done. Therefore, a frontal survey is, of course, a more advanced form of verification.

In order to test students’ ability to conduct a conversation in a foreign language or speak out on a studied topic, it is necessaryindividual control , in which it would be possible to call one student (in the case of testing monologue oral speech) or two students (in the case of testing dialogic speech skills) and listen to their statements or conversation. Basically, individual control in a comprehensive school is carried out orally and is accompanied by an assessment in the form of a point with a mandatory comment from the teacher, primarily related to the content of the speech.

1.5 Control requirements

1) Control must be regular.
2) Control should cover the maximum number of students per unit of time. Therefore, in each individual case it should not take much time.
3) The volume of controlled material should be small, but representative enough so that the degree of its assimilation/non-assimilation, proficiency/non-proficiency of it by students can be used to judge whether they have acquired the necessary skills and abilities.
4) Since training and control are organically connected, when conducting control, one should start from the specific objectives of the lesson.

Chapter II . Modern types of control.

2.1 Tests as a form of control in teaching foreign languages

According to many researchers, testing is the most promising for creating a control system that meets the requirements put forward by the modern education system. Pedagogical testing occupies an important place in modern methods teaching. It is the subject of research by many specialists (B.S. Avanesov, V.I. Vasiliev, I.Ya. Lerner, A.N. Mayorov, N.N. Nokhrina, M.B. Chelyshkova, V.A. Shukhardina, etc.).

It should be noted that testing has gained recognition in our country and has become a generally accepted form of both current and final control, which was a natural result of the long path of development of pedagogical testing in general and linguodidactic testing in particular.

The basics of linguodidactic testing are quite fully considered in Russian works (S.R. Baluyan, L.V. Bankevich, V.A. Kokkota, A.A. Leontyev, O.G. Polyakov, I.A. Rapoport, M.V. Rosenkranz, R. Selg, V.N. Simkin, I. Sotter, I.A. Tsaturova), and foreign testologists (S. J. Alderson, L. F. Bachman, M. Chalhoub-Deville, N. E. Gronlund, A. Hughes , B. Spolsky). The main methodological issues of linguodidactic testing are the criteria for selecting content for the test, methods for experimental testing of tests to determine the difficulty of tasks, validity and reliability and methods for their determination, principles for interpreting the obtained characteristics.

In a narrow sense, testing is a form of control (and learning) through the administration and use of a test.

The test can be used to conduct both current, thematic, and midterm and final control, largely eliminating subjectivity in assessments and reducing the time spent by the teacher on checking assignments.

In the practice of teaching foreign languages, a test as a form of control performs all the functions discussed above.

The specifics of the test as a form of control are as follows:

1. The test is carried out under equal conditions for all subjects: they work with material of the same volume and complexity at the same time.

2. The test is characterized by qualimetric qualities. The results of completing test tasks are compared with previously prepared standards (keys), which makes it possible to easily and accurately determine the correctness or error of actions. These results can be quantified in points according to a certain scale. Thus, the qualimetric qualities of tests make it possible to ensure the objectivity and uniformity of the test, and the independence of the assessment of results from the personal judgments of the tester.

3. Clear definition of the forms and content of the task and the entire structure of the test makes test control economical, i.e., it allows you to simultaneously test a large group of students and a significant amount of material for each test subject.

4. Careful preparation of the test in accordance with certain developed rules and preliminary experimental testing to improve the edition of the test.

5. Strict regulation of the testing procedure.

In order for a foreign language test to be a quality measure, it must have a number of characteristics. Among them, the most important are validity, reliability, economy, and authenticity.

The structure of the test must also meet certain requirements.

The test must contain general instructions, instructions for the examiner on how to conduct the test, instructions for a specific task or group of tasks united by one basis (text, picture, etc.) or one task, the actual test tasks.

Closed form tasks (with a choice of answers) involve choosing an answer from several proposed options. Options for incorrect answers are called distractors, distracting answers. These tasks have become widespread in the practice of mass testing. The main advantages of multiple-choice tasks are related to the speed of testing and the ease of calculating students’ final scores. The disadvantages of closed-form tasks include the effect of guessing the correct answer, which is typical for poorly prepared students when answering the most difficult test tasks. However, multiple-choice tests require not simple substitution, but a choice based on a conscious analysis of the proposed answer options.

A feature of alternative choice tasks is that the question must be formulated in the form of a statement, since it presupposes agreement or disagreement that can be attributed to the statement.

The disadvantage of alternative choice tasks is the high probability of guessing the correct answer, which reduces the reliability of the test.

Multiple choice tasks involve choosing one (correct) answer option from several offered.

Multiple choice items can be used to test vocabulary skills, grammar skills, reading and listening skills.

Tasks to establish the correct sequence are aimed at checking the quality of performance of speech and mental operations, actions, and at establishing the logic of the development of the plot and events. The task contains elements related to a specific task in a random, random order.

Compliance tasks. This form of tasks is aimed at establishing correspondence between elements of two or more sets (lists, series). Matching tasks are used, as a rule, in tests of vocabulary, phonetics, grammar, reading, and listening.

Open form tasks involve independent construction of an answer without relying on the proposed options. These include two types of tasks: tasks for adding or substituting a missing word, word form, phrase or phrase (i.e. tasks with a short answer) and tasks with a freely constructed answer for a given situation (i.e. tasks with a detailed answer).

2.2 The use of computer technology in foreign language testing

One of the actively developing and promising areas in modern methods of teaching foreign languages ​​is the use of computer technologies to control the level of development of speech skills and abilities.

Computer testing makes it possible to integrate text, graphic, audio and video information into test tasks, as well as to fully automate the process of conducting control measurements.

Computer testing allows you to:

- quickly process input information;

- provide prompt feedback, which allows the test taker to constantly and immediately receive reinforcement of the correctness of the answer, and the teacher to carry out step-by-step or operational control of the test taker’s actions;

- increase the motivation of the test taker, since when working with a computer program there is an element of unusualness, similar to game situation, a spirit of competition with the computer appears;

- significantly save time and costs on organizing and conducting testing.

The computer can prepare the test taker to take the test - provide instructions. The computer program includes information about the methodology for working with the test: recommendations on the technology for performing the test, data on the testing time, the assessment procedure, etc. Preparation for the test may also include training explaining how to react to certain tasks, avoid random (not related to the language and speech competence of the test taker) errors, to develop the necessary temporary stereotypes.

The next stage is conducting a testing session using a computer. Key problem This stage is the duration of the work. Therefore, it is important to include in the computer program for testing the display, accounting and control of the allotted, spent and remaining time of the test subject.

After completing the test tasks, the stage of processing answers and scoring begins.

The use of a computer allows for statistical analysis of information, i.e., on the one hand, to provide information about test participants, on the other - which is most important at the present stage of development of linguodidactic testing - to collect data on the quality of test materials.

A computerized control system opens up wide opportunities for individualizing the process of learning by students. The principle of individualization of learning underlies adaptive testing. Adaptive testing is a control that allows you to adjust the difficulty and number of tasks presented to each student depending on his answer to the previous task: if the answer is correct, the student will receive a more difficult next task, if the answer is incorrect, the task will be easier than the previous one3. The adaptive testing mode (and not only testing, but also training) involves a set of tasks in test form, requiring the student to work to the limit of his capabilities and thereby ensuring maximum effect. The use of tasks that correspond to the student’s level of preparation in adaptive testing increases the accuracy of measurements and reduces the time of individual testing.

Based on the analysis of the results of adaptive testing, it is possible to build the learning process from the standpoint of a personality-oriented approach, i.e., select educational assignments at the optimal level of difficulty for each student. It is known that easy tasks do not contribute to development, and difficult ones reduce learning motivation. Therefore, the optimal level of difficulty4 of tasks in testing is considered to be 50%.

So, computer testing, along with training, is today one of the main methods of new information technology assessment of the level of foreign language proficiency.

2.3 Unified state exam in foreign language

In 2008, the experiment to introduce a single state exam(Unified State Examination), and since 2009 for all graduates and those wishing to enter Unified State Exam universities became mandatory. The purpose of this exam is to determine the level of students’ training in the subject specified by the standard for foreign languages ​​(criteria aspect), and to differentiate them according to their level of preparation for selection for admission to higher education institutions (normative aspect). IN Russian Federation Only the Federal Institute of Pedagogical Measurements (FIPI) is engaged in the creation of versions of control measuring materials (CMM) for the Unified State Examination in 13 general education subjects. The annual CMM development procedure consists of several stages, including multiple external examinations of individual test items and entire variants. All test Unified State Exam assignments are stored in the Federal Bank of Examination Materials (FBEM). To replenish the bank with test tasks, a competition “Control measuring materials and test tasks for the unified state exam” is organized annually. Replenishment of the bank with the necessary test materials is also carried out on the basis of a target order. Currently, there are more than 100,000 tasks in FBEM.

By decision of the Board of the Ministry of Education and Science of the Russian Federation, every year after the exam, FIPI opens several options in all general education subjects.

The specificity of the academic subject “Foreign Language”, namely its focus on interpersonal and intercultural interaction/communication, its multi-level and multi-purpose nature, including different kinds speech activity: speaking, listening (listening), reading and writing; linguistic means (phonetic, lexical, grammatical) and sociocultural knowledge and skills, as well as the integrative nature of the content of foreign language communication, affecting various spheres of communication (family and everyday life, educational and labor, socio-cultural, etc.) determines the choice of objects of control different levels difficulties in conducting final certification of graduates.

Thus, the main objects of control are the above types of speech activity (speech competence), linguistic knowledge and skills (linguistic competence), sociocultural knowledge and skills (sociocultural competence), which constitute the integrative goal of learning - communicative competence.

Examination work in a foreign language consists of two parts: written and oral, differing in purpose, content, and types of tasks. Speech competence students' listening, reading and writing skills, as well as language competence (lexico-grammatical skills) are tested in writing.

Speaking skills (in dialogic and monologue form) are tested in the process of direct oral communication between the graduate and the examiner. Sociocultural knowledge, skills and abilities are tested indirectly through the content of texts for listening and reading, as well as through the topics of oral and written speech. What is important is the ability of students to comply with the norms of oral and written speech adopted in the country of the language being studied.

To differentiate graduates by level of foreign language proficiency and for selection into universities, both parts of the examination work, in addition to basic level tasks, include tasks of an increased and high level of complexity in accordance with the State educational standard(basic and profile levels). Basic, advanced and high levels of complexity of Unified State Examination tasks are correlated with the levels of foreign language proficiency defined in the documents of the Council of Europe (Common European Framework of Reference for Language Proficiency: Learning, Teaching, Assessment. MSLU, 2003) as follows:

A basic level of- A2

Increased level- IN 1

High level- AT 2

The level of difficulty of tasks is determined by the levels of complexity of the language material and skills being tested, as well as the type of task.

The examination paper in a foreign language consists of four sections, including 46 tasks. Upon completion of the tasks, you must transfer the answers to the answer forms. When completing assignments from the “Writing” section, rough notes are made directly on the assignment sheet (they are not graded), and only full version The answer is entered on the answer form.

The net exam time per person (excluding waiting time and instruction) is 180 minutes.

III. Conclusions.
When considering issues of organizing control, we must first of all distinguish between control merged with training and control separated from training - control as a special task of the lesson. The first type of control is used both when performing preparatory and speech exercises, the second type is used only to control speech skills.
When teaching a foreign language, both oral and written forms of control can be used, but preference should be given to oral forms.
In language teaching and in control combined with training, frontal forms of work are most appropriate, while when testing skills in oral speech, reading and writing, individual forms are necessary. Individual control in these cases should be combined with frontal control. The use of technical means helps eliminate the shortcomings of individual control when testing oral speech.
Control will be carried out at the proper level only if requirements such as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met.
The methodology of teaching foreign languages ​​has significant theoretical knowledge and practical experience in organizing control. Modern trends in curriculum suggest a strengthening of the communicative approach to teaching foreign languages. Therefore, now control is more often considered from the point of view of directing students’ attention to its purely controlling or teaching function, to the semantic side of speech or to its “building material”. Therefore, the content and organization of control of speech skills are considered in close unity with the control of their material basis, i.e., linguistic material.
This perspective helps the teacher to organically include control in the lesson, focusing on new assessment standards, and this in turn will help improve the effectiveness of teaching a foreign language in general.

The most modern and increasingly used types of control today are testing and computer testing.

The problem of control constantly attracts the attention of teachers and methodologists, since it conceals various and far from exhausted possibilities for educational training.

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