1. Federal state requirements for the structure of the main general educational program of preschool education. (Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655)

2. http://knowledge.allbest.ru/pedagogics/3c0b65635a2ad78b5c43a89421306d27_0.html

3. http://www.bestreferat.ru/referat-137814.html

Theoretical aspects of education: the concept of education, the structure of the process of education, the principles of education

There are many criteria by which one can analyze the structure of the upbringing process. Most often, it is distinguished taking into account the goals and objectives, the content of the educational process, the conditions for its flow, the interaction of educators and pupils, the methods used, forms of educational activity, stages of development of the process in time. For example, by goals the structure of the educational process is a sequence of tasks to be solved, namely:

Shaping a comprehensive, harmonically developed person;

Development of spirituality;

Education of his moral qualities on the basis of universal values;

Introducing schoolchildren to the values ​​in the field of science, culture, art;

Upbringing life position, corresponding to the democratic transformations of society, the rights and obligations of the individual;

Development of inclinations, abilities and interests of schoolchildren, taking into account their capabilities and desires, as well as social requirements;

Organization of personal and socially valuable diverse activities;

Development social function personalities - communication.

Rice. 1 Stages (structure) of the educational process

The educational process is a professionally organized holistic educational process, characterized by joint activities, cooperation, cultural content and methods of cultural development. The main components of the educational process:

1 - target component (goals, objectives and socialization of the individual);

3 - operational and activity (organization of children's activities in the classroom and after school hours).

4 - analytical and productive (analysis of the results of pedagogical activity).

The system of real relations of the pupil with the outside world reflects objective causal relationships that acquire the character of pedagogical patterns. From this it follows that pedagogical patterns are a reflection, first of all, of objective cause-and-effect relationships in the system of real relations between the pupil and the outside world:

The main of the patterns of education - orientation towards personal development, nature-based upbringing(the development of a personality in harmony with the universal culture depends on the value bases of education) (S. T. Shatsky, V. A. Sukhomlinsky, etc.)

Principles of education- these are general starting points, which express the basic requirements for the content, methods, and organization of the educational process. They reflect the specifics of the upbringing process, and unlike general principles pedagogical process is general provisions that guide teachers in solving educational problems. There are a number of requirements for these principles.

1. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M.: Publishing Center "Academy", 2000. - S. 86-95

2. Krysko V.G. Psychology and pedagogy in schemes and comments. - St. Petersburg: Peter, 2006. - S. 291-319.

3. http://cito-web.yspu.org/link1/method/met40/node4.html

4. http://do.gendocs.ru/docs/index-99433.html?page=14

Lecture 3. Monitoring and evaluation.

1.Traditional means of control, evaluation and marks.

2. Innovative trends in monitoring and evaluation in education.

1. Traditional means control, evaluation and marks

Traditional forms and means of control. AT school, traditional means of control include written or oral lesson surveys, homework assignments and exams. Oral lesson surveys commonly used in monitoring. They involve obtaining student responses to teacher questions and have the merits and, since they are easy to organize, provide prompt feedback in the process of correcting student learning, stimulate class discussions, and develop communicative competencies. The disadvantage of oral surveys is the fragmented coverage of students, since a teacher can interview no more than 4-5 people per lesson. To written lesson surveys include tests that sum up the results of a certain period of study.

A special form of control is homework, discussion of the results of which in the class has a learning effect, especially in cases where tasks allow non-standard solutions. In the final control, they usually use oral or written exams, as a rule, causing significant emotional and physical overload in schoolchildren who are accustomed to study conscientiously.

Advantages and disadvantages of traditional control and evaluation tools. The development of traditional control and evaluation tools usually does not cause difficulties for teachers, since it is based on an extensive methodological base and is easily implemented. In addition, teachers receive the necessary preparation for the use of familiar surveys and exams from their own experience of school years. Traditional control does not require preliminary financial investments, it does not require expensive computers, software and tests.

The disadvantages of traditional monitoring and evaluation tools far outweigh the advantages. These shortcomings include the lack of connection between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in mass education, subjectivity and incompatibility of control results. Despite these shortcomings, many teachers, even those who are accustomed to conscientious work, advocate the use of traditional control and evaluation tools. They say that the teacher at the exam sets himself marks, but few are able to impartially evaluate their own work. Therefore, control is a fairly conservative area of ​​practical pedagogy, although many teachers in their speeches draw attention to the fact that it is necessary to make changes to the existing traditional control system.

Ratings and marks. The verification activity of the teacher ends with grading. According to the established tradition in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment. To avoid confusion, in the context of this manual, the term “assessment” is used in the latter case.

Assessment is a necessary component of the control process, the results of which are of great importance for students and their parents, since school grades influence the future of the child to one degree or another and introduce an element of competition in the relations of students. It would seem that such arguments should cause the teacher to strive for maximum objectivity and impartiality. However, this often does not happen, for example, in cases where assessments are made in a hurry or depend on personal relationships teacher and student, class attendance, student behavior in the classroom, etc.

To give the assessment maximum objectivity and adequacy of the goal of control, it is necessary to focus on the subject of assessment and minimize the influence of other factors that bias value judgments. Of course, in reality, every grade given in the traditional way is influenced by various factors, therefore, such assessments cannot be used to compare the results of teachers' work, to interpret them in the management of the quality of education.

Pedagogical assessments are often mistakenly identified with grades. It should be remembered that the assessment expresses the result, and the mark serves to establish numerical analogues of value judgments. For example, according to the five-point scale of grades established in our school, satisfactory knowledge is evaluated by a "three", excellent - by a "five". In fact, these scores do not have a clear pedagogical meaning and do not quantify the student's response. In many countries, instead of numerical analogues, alphabetic characters are used ( A, B, C etc.), with the help of which the place of the result of each student in the group of controlled students is established.

Characteristics of the evaluation process. The grading process is based on comparison, which can be of a different nature depending on what is chosen as the base system when grading. Such a system could be:

1) the results of other students;

2) requirements of the program or CES;

4) the amount of labor expended by the student and his diligence in mastering the educational material.

In the first casewhen grading, the preparedness of each student is compared with the results of the entire class or a certain group of students, after which the students are ranked into groups, within which everyone has the same grades. Usually in the classroom, the teacher is guided by just such logic. For example, if during an oral survey most of the students give weak answers, to the "three", the student's stronger answer against the background of the previous ones always deserves a "four" or "five" in the eyes of the teacher.

In the second case , when comparing the preparedness of a student with the established requirements for educational achievements, the results of other students do not play any role, and the grade is set depending on the percentage of requirements met and the total amount of requirements planned for assimilation. The percentage obtained for each student is compared with criteria established by experts or empirically. According to the results of the comparison, depending on the percentage received, marks are given. While such a process sounds fairly simple and objective in words, it is difficult to implement in practice, since it is unrealistic to develop reference sets of requirements for all schools and each lesson.

In the third case the student's achievements are compared with his potential, intuitively assessed by the teacher. Those students whose abilities, in the opinion of the teacher, are high, and whose achievements are below their capabilities, receive low marks. Students with low potential, who demonstrate the same achievements in the control process as more capable ones, receive higher marks. This approach seems very attractive to many educators, because, in their opinion, it motivates students to increase the level of academic achievement. In fact, it is unfair, subjective and usually causes confrontation in the classroom.

In the fourth case as a basis for comparison, instead of abilities, the efforts expended by students to acquire new knowledge, the intensity of educational activity and diligence are chosen. Compared to the previous approach, this approach is even more unfair, as it is directed against bright gifted children and reduces the motivation of the most capable students to get high marks. For students who tend to work hard, teachers usually inflate grades, guided by a simple logic - the more effort expended, the higher the grade. Those who easily learn the material are given lower grades, while others are rewarded for spending more time on learning the same or less amount of educational material.

Current trends in evaluation processes. The lack of standardized tests in our country, fixing for many years in uniform scales the requirements for the readiness of students and setting certain standards for assessments, has led to the devaluation of the existing five-point scale. According to a study conducted by A.G. Shmelev by interviewing hundreds of respondents, in the minds of teachers there is more often an idealized scale in which marks are set when comparing the planned and achieved level of assimilation of educational material. The scale applied in schools looks much more neutral and allows teachers, with a few exceptions (in strong, specialized classes), to set the minimum number of "twos".

The introduction of the USE in 2001 disproved somewhat idealized ideas about the quality of Russian education. The objective data of the Unified State Examination in most regions of Russia showed that the existing border between the “two” and “three” is much lower than the subjective ideas about it, since instead of absolute academic performance in many schools, up to 20% of poor students appeared. In general, the experience of the USE can be assessed as positive. Combining teachers' subjective value judgments with objective test data will inevitably lead to better grades in schools over time and encourage students to improve their academic achievement.

2. Innovative trends in monitoring and evaluation in education

Update conditions control and evaluation system in school education. Innovative trends characteristic of modern education affect not only the education process, but also the control and evaluation system, putting forward increased requirements for its effectiveness. To update the control and evaluation system, you must:

Minimize subjectivity in the final control and move to the expanded use of standardized tests;

Abandon the primary focus of current and final control on the assessment of the results of memorization, activity according to the model, algorithmic knowledge and move on to innovative meters that provide an assessment of competencies, abilities for creative and practical activities;

Replace the usual orientation towards the “average student” with individualized methods for correcting educational activities in the process of current control, systematically use input control;

Reduce the share of traditional written checks by introducing authentic forms of assessment that involve the use of relevant assessment tools that are significant for students: practical skills tests, situational tasks and portfolios.

The main innovation trends in control. In the last decade, there has been a strengthening of the connection between control and learning. Targets that determine educational outcomes, are given in terms of measured results. In turn, the learning process is structured in such a way as to activate the learning and developmental functions of control by optimizing the content and difficulty of learning tasks selected for current control on an individual basis. Control is becoming increasingly important, it is changing its nature and combines the traditional functions of checking and evaluating learning outcomes with the functions of quality management of the entire educational process.

Significant changes are taking place in the system of assessing learning outcomes, which are characterized by a transition from a behavioral point of view to a cognitive one and are manifested in a shift in emphasis from the predominant assessment of learning outcomes to the components of the process of obtaining results, from a passive answer to a given question to an active construction of the content of the answer, from the assessment of individual, isolated skills for integrated and interdisciplinary assessment. In the control, attention to metacognition, which involves the formation of interdisciplinary knowledge, the ability to transfer knowledge from one subject to another, and general educational skills, has significantly increased. When evaluating learning outcomes, the context for deciphering the concepts of “knowing” and “able” has changed. Instead of the former priority of factology and algorithmic skills, the ability to apply knowledge in non-standard or practical situations came to the fore.

In modern control, measurements have become an organic part of the educational process, the most important means of obtaining information that is widely used in education quality management. Against the background of the ever-growing role of tests, there came an awareness of the limitations of quantitative methods, due to which the so-called mixed methodology began to develop in pedagogical control, based on a combination of quantitative and qualitative assessments. Accordingly, a new generation of meters has appeared that, together with traditional means of control and tests, provides multidimensional authentic (complex, multifaceted) assessments covering the results of educational activities both at school and outside of school. The priority of static assessments, fixing the level of preparedness of students at the time of control, has recently been replaced by the predominance of dynamic analysis of changes in the quality of preparedness of students, based on widely developed and implemented systems for monitoring the quality of education.

Portfolio and tests for assessing practical activities students. In modern control, new types of meters have appeared that reveal the positive dynamics of changes in readiness, the activity of students in mastering new knowledge, the growth of their competence, as well as the degree of mastering communicative and intellectual skills. First of all, these measurements should include portfolio(work folders) containing targeted collections of student work in one or more academic disciplines and compiled by the teacher in collaboration with the student. The participation of the student in the selection of works is an important factor in the positive motivation of educational activities, stimulating the desire for self-assessment of their achievements. Therefore, many teachers see in the portfolio effective remedy developing critical thinking skills in schoolchildren and obtaining real self-assessments. Despite the individualized approach in the selection of assignments, the results of which require mainly expert assessments, portfolios provide fairly objective information about the quality of educational achievements. This is due to the fact that the process of their verification is extremely standardized, the criteria for assessing achievements are clearly defined, developed in collaboration with students, and evidence of independent work of students is carefully provided.

Today, in the field of education, there is a certain portfolio typology presented in domestic and foreign works . The first kind - work portfolio - includes the work of the student for a certain period of time, which show the changes that have occurred in his knowledge. The second kind is protocol portfolio - in documentary form reflects all types of educational activities and confirms the independence of the student's work. This type of portfolio may include drafts of the student's finished work. The third kind - process portfolio - designed to showcase student achievement at various stages of the learning process. fourth pitchfork – final portfolio - usually used to obtain a summary assessment of the student's knowledge and skills acquired in the main subjects of the curriculum. In the latter case, the portfolio usually includes the student's best completed work, chosen jointly with the teacher. Forms of presentation of portfolio materials can be different. Audio-visual media such as photographs, videos, electronic versions of the student's work are often used.

Proponents of portfolios usually classify them as means of authentic assessment and, as a positive argument, cite their high validity and adequacy to modern requirements for the quality of education. However, portfolios, like tests, do not solve all the problems of assessing the quality of education, since they have drawbacks. They are expensive, take longer to use than tests, and raise concerns about reliability.

New forms of meters include tests, which are developed to assess the practical activities of students ( performance evaluation ) . Such tests make it possible to reveal the level of mastering practical skills with the help of experimental tasks of an activity nature, as a result of which a certain material product is obtained, which is evaluated by experts on a standardized scale of points. Many of the tests of practical skills do not meet the requirements of the theory of pedagogical measurements in their characteristics. However, they have high validity and are of great interest to students. Experimental assignments are usually used in the process of monitoring, but do not influence administrative decisions in education, so the low accuracy of estimates is not a problem. In case of failure, the student can retake the tests and succeed.

Automated control . In the last decade, new computer technologies have been intensively developed to automate the process of current and final control based on the use of software and tools. Often, control programs are combined with training programs, while using the dialogue between the teacher and the student to check or correct learning activities with the help of additional information that fills in the gaps in students' knowledge. Modern instrumental systems for monitoring and evaluating knowledge, as a rule, have a user-friendly interface, support various forms of tasks and allow you to implement control scenarios, use text, still and animated images, sound, video, etc.

Giving preference to one or another innovation, one should always strive for a multifaceted assessment of the quality of learning outcomes and understanding the appropriateness of using innovations in the educational process. For example, information obtained about a student's readiness with the help of automated control tools must necessarily be supported by additional data on the characteristics of his memory, imagination, thinking and speech. It is necessary to take into account the level of the student's preparedness for working on a computer, his communication skills (the ability to conduct a dialogue, discussion, verbally express his views and thoughts, communicate and cooperate with his peers and teachers, etc.).

The requirement for prompt and targeted impact on all subjects of education leads to the need to use objective educational information, and control and evaluation activities become one of the most important components of the education quality management system, covering standards, the educational process, tools, technologies and results of pedagogical measurements.

Recently, certification or standardization have been mandatory links in the education quality management system. educational services and requirements for the results of educational activities; external control based on pedagogical measurements of educational achievements to identify personal characteristics students; assessment of learning outcomes for compliance with standard indicators or statistical norms. Obtaining objective assessments of the results of educational work provides reliable feedback indicating the compliance of the functioning of the system with the achievement of the final goals, in other words, control is associated with an assessment of the degree of implementation of the goals. In this regard, the most popular and optimal in modern conditions becomes an independent control based on the theory and technique of pedagogical measurement of the level of educational achievements of students.

In pedagogical theory, the assessment of the quality and structure of what has been learned is an important component of the examination of the development of students and the quality of education in general, and control is seen as “a means for the teacher to obtain information about the quality of assimilation, progress in the development of students, and the effectiveness of the use of certain means. For students, this is a signal about the level of assimilation of a particular topic; for the administration - a means of evaluating the effectiveness of the pedagogical activity of teachers, the result of the work of the school.

The functions of assessing the quality of education (diagnostic, controlling, teaching, developing, motivational, motivating, organizational, standardizing, informational, socio-economic, managerial, etc.) represent an integral set that contributes to the achievement of a synergistic effect in the scientific organization of the education management process. The links between the components of a quality assessment and training system create a circulating flow of information. Indeed, each substructure experiences managerial influences from other structures, and therefore, in the case of incomplete implementation of links and functions, feedback management may turn out to be ineffective, which will inevitably lead to a decrease in the quality of education. To determine the structure of the quality assessment and management system means to identify the components of this structure, indicate their position relative to each other, establish the relationship of the components, develop schemes for their interaction that ensure the development of the system in the most promising directions.

Fundamentally new innovative opportunities in the certification of school graduates, teaching staff and educational institutions themselves are opened by a unified state exam. Based on it, the state certification of secondary school graduates is designed to provide:

* unity of requirements to knowledge of graduates;

* equal opportunities for obtaining an objective assessment for all graduates;

* high quality assessments from the standpoint of the theory of pedagogical measurements;

* confidence in the attestation results of graduates on the part of the graduates themselves, their parents and the pedagogical community of schools and universities;

* the possibility of using the results of the final certification for the analysis and monitoring of the state of the secondary education system at the municipal, regional and federal levels, for the certification of educational institutions and teaching staff;

* creation of an extensive system for monitoring the quality of education;

* providing high-quality tools and technologies for obtaining, collecting, processing and summarizing information about the state of quality of the entire education system in Russia.

These requirements are of a targeted nature, but have not yet been fully implemented in practice. Their implementation is hampered by the lack of complete clarity in the regulatory documents affecting the certification of graduates of educational institutions and the assessment of the quality of the educational process itself in terms of the educational achievements of the subjects.

Nevertheless, the assessment process has recently been increasingly shifting towards the objectification of assessments, which makes it possible to compare the indicators of different components of the education system on a single logistic scale of the difficulty of test tasks and the level of preparedness of students. At the same time, individual assessments of the quality of educational achievements of students make it possible not only to indirectly draw conclusions about the quality of the educational services provided and the educational process, but the converted statistical indicators of independent mass testing can provide reliable and objective information about the quality of the entire educational system and its subsystems. The correctness, efficiency and consistency of management decisions directly depend on the quality of educational information flows and the objectivity of assessments of the quality of education.

At each level of education quality management, it is necessary to determine a sufficient number of areas for collecting information about the quality of education (investments in education, the educational process, its results, etc.) and establish the correct relationship between individual periods of education as part of monitoring the quality of education. The conceptual model of quality in the education management system suggests the circulating nature of the flows of objective educational information, which makes it possible to influence all subjects of the educational process (Fig. 2). In the presented scheme, two loops of information communication are implemented, which are both direct and reverse.

Rice.

At the state level, strategic decisions are made in the field of education and the ways and main technologies for implementing the main directions in educational policy are determined in accordance with the needs of the state and the state of development of society. The main goal of the state policy in the field of education is to increase the efficiency of all subsystems of education, to promote in every possible way the improvement of the quality of both the educational institutions themselves and the educational services they provide. Two aspects are important here: the quality of education as compliance with educational standards and the quality of education as compliance with the needs of the individual, the availability of education. Of particular importance is generalized information about the quality of education in the country and the factors that significantly affect learning outcomes. Mass testing technologies provide integrated and differentiated educational information, which is an indicator of the state of certain educational systems, programs and all education in the country. The objectivity, validity and reliability of such information, the comparability of results for different arrays of students in this case are of paramount importance for determining the future strategy of education.

At the municipal level, organizational work to ensure the effective operation of individual educational institutions, regular monitoring of their work and educational achievements is carried out, information is collected on the course of the educational process and the quality of knowledge acquired by students. The functions of organization and control here acquire the nature of the current collection and analysis of operational information, the adoption of adequate management decisions through the assessment and analysis of the quality of individual educational achievements of students. Education authorities, when considering quality, no doubt focus on quantitative indicators, such as the percentage of school graduates who entered higher education institutions, or the number of certified graduates. The requirements for objectivity, generalization and comparison of data from independent test control at this level are also due to the need to address personnel issues. Recently, the use of test control technologies has become one of the forms of identifying the quality of an educational institution during its certification. However, it should be borne in mind that one-time verification procedures using traditional or test methods do not provide complete information about the state of the educational process, while an analysis of the results of independent control carried out periodically over a certain period of time can reveal a general objective picture.

Rice. 3 The structure of the regional system for assessing the quality of education

Types of control and evaluation activities in education

In the practice of education, an important role is played by the quality control of the assimilation of educational material, and the problem of measuring and evaluating learning outcomes is one of the most important in pedagogical theory and practice. Therefore, various, including the most progressive, mobile, objective and effective, modern informative means of control are continuously developed and used. For the productive work of the class, the teacher needs to periodically evaluate students, and therefore control is an integral part of the educational process. To assess the effectiveness of the control and evaluation system, three groups of interrelated indicators can be proposed.

To the first group include indicators of the introduction of innovative teaching methods into the educational process, the growth of educational achievements of students and the qualifications of teachers.

second group constitute indicators that characterize an increase in the amount of information on the quality of educational achievements of schoolchildren, a decrease in the share of pedagogical work for monitoring and assessing students' knowledge, and an individualized approach to students.

To the third group we can attribute the ability of the control and evaluation system to adapt to the changing demands of society to the quality of education and the use of technical means for self-control and self-training.

Determining the level of learning refers to the category of mandatory results of the educational process, and the indicator of learning is mainly the mark given to the student at the final assessment by a teacher or a group of teachers. At the same time, the levels of educational achievements are given in the form of an assessment, the numerical form of which is a mark.

Ideally, the level of assimilation of the elements of the content of the academic discipline should be determined in accordance with the requirements of educational standards for the knowledge, skills and abilities of students. Objective, reliable, theoretically substantiated measurements and evaluations of learning outcomes provide information about the course of the pedagogical process, the educational achievements of each student, and make it possible to identify the influence of certain factors on the learning process and its results. With the help of various types of control, the advantages and disadvantages of teaching methods are identified, relationships between the planned and achieved levels of training are established, educational achievements are evaluated and gaps in the knowledge of students are identified, the effectiveness of teaching methods and improving the content of education is determined, information is collected for management decisions.

Control is most often understood as checking the activities of an educational institution and (or) its divisions (departments, departments), individual performers (administrators, teachers, service personnel). The purpose of control is to determine the state, identify negative trends, understand the reasons that hinder the implementation curricula. Control is the process of ensuring the achievement of the goals of an educational institution by evaluating and analyzing the results of activities, prompt intervention in the educational process and taking corrective measures. Control is also defined as a mechanism for verifying the fulfillment of normatively established tasks, plans and decisions. Control is the final stage of management activity, which allows comparing the achieved results with the planned ones.

The main tasks of control:

Determination of the actual state of the process (system) in this moment time;

Predicting the state or behavior of a process for a future period of time.

Changing the state or behavior of the process to provide the optimal value of the characteristics.

Collection, transmission, processing of information about the state of the process.

The control process is divided into several stages:

1. Determination of the desired result

2. change in the actually achieved result of achievement

3. assessment of the results achieved

4. corrective actions.

The global task of control is to objectively evaluate and analyze the course of the process, the results of activities, and the quality of the product.

The control of students' knowledge is one of the main elements of education quality assessment. Teachers monitor the learning activities of students on a daily basis through oral surveys in the classroom and by evaluating written work.

This informal assessment, which has a purely pedagogical purpose within the framework of the activities of an educational institution, belongs to the natural norms, given that the results of each student should be at least average. In other words, a teacher's grade almost always shows "ok", which obviously limits its value.

The modern approach to assessing results in general education is more critical. Indeed, the approaches themselves and the choice of evaluation criteria have become much more thorough. At the same time, there has been a more cautious approach to the possibility of using assessment results for the purposes of pedagogical or selective diagnostics, which we will discuss later.

To be used for one purpose or another, evaluation results should have three qualities:

they must be "valid" (clearly correspond to the teaching programs),

rigidly objective and stable (i.e. not subject to change, independent of time or the nature of the examiner),

"available" (i.e. time, scientific forces and means for their development and implementation should be available to this state).

In most countries, the transition from one class to another today is based on a system of constant control exercised class teachers or teachers of a particular discipline. Classical examinations at the end of the academic year practically no longer exist, they are considered as certain additions to the constant monitoring of students' activities. In many cases, constant monitoring is also supplemented by such forms as tests, tests, organized outside the educational institution regularly and throughout the academic year.

Recently, specialists in the field of assessing the quality of education have adopted the following definition: Under the quality of education is understood as a characteristic of the education system, reflecting the degree of compliance of the actual educational results achieved with regulatory requirements, social and personal expectations.

The assessment includes the qualification of the degree of development of a certain property in the assessed person, as well as a quantitative and qualitative assessment of his actions or performance results. Such are, for example, school grades. They characterize in points the absolute and relative successes of the student: absolute in the sense that the mark itself indicates the quality of the knowledge or behavior of the student, and relative because, using marks, you can compare them with different children.

Often in psychological and especially pedagogical literature, the concepts of "assessment" and "mark" are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the evaluation activities of teachers.

First of all, evaluation is a process, an activity (or action) of evaluation carried out by a person. All our tentative and in general any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of moving towards the goal.

Evaluation functions, as is known, are not limited only to the statement of the level of learning. Evaluation is one of the effective means at the disposal of the teacher, stimulating learning, positive motivation, and influencing the personality.

Monitoring of the level of training (external, internal, self-certification).

Quality assurance or quality control, primarily addressed by the use quality monitoring, means step-by-step monitoring of the process of obtaining a product to make sure that each of the production steps is optimally performed, which in turn theoretically prevents the release of poor-quality products.

Taking into account the above concepts, it can be said that the following elements are part of the education quality monitoring system:

Setting the standard;

Operationalization of standards in indicators (measured values);

Establishing a criterion by which it is possible to judge the achievement of standards;

Data collection and evaluation of results;

Actions, taking appropriate measures, evaluating the results of the measures taken in accordance with the standards.

Monitoring the quality of education can be carried out directly in an educational institution (self-certification, internal monitoring) or through an external service in relation to an educational institution, approved, as a rule, by state bodies (external monitoring).

Education must be evaluated as a result and process of the activities of each educational institution from the side of monitoring the level of knowledge and skills of students (simultaneously by the teaching staff and external government bodies), and from the side of monitoring and evaluating the activities of teachers.

Pedagogical monitoring- this is diagnostics, assessment and forecasting of the state of the pedagogical process, tracking its progress, results, prospects, development (Dictionary - a reference book for an employee of the system of additional education for children).