Binary scale. Possible ways to assess children's learning outcomes in school
Methodological materials developed. Assessment system according to the Federal State Educational Standard
GEF grading system
Introduction of the federal state standard IEO needs a rethink pedagogical activity in general and appraisal practice in particular.
The grading system takes special place in the new FGOS. Assessment is one of the important goals of learning.
Working in the context of the implementation of the Federal State Educational Standard, we must take into account the following requirements:
Ability to evaluate dynamics educational achievements
Criteria Approach to Evaluation
Including students in the process of self-monitoring and self-assessment
When moving to a new standard, not only knowledge, skills, and skills are evaluated, but meta-subject and subject results. When assessing achievement latest standard captures an important feature: the focus should be on the application of knowledge in standard and non-standard situations.
Criteria-based assessment- This is a process based on comparing the educational achievements of students with clearly defined, collectively developed criteria that are known in advance to all participants in the process, corresponding to the goals and content of education, contributing to the formation of educational and cognitive competence of students.
Criteria-based assessment
Formative (current) assessment | Ascertaining (final) assessment |
Determination of the current level of assimilation of knowledge and skills in the process of daily work in the classroom. Formative assessments do not affect the final grades, and this allows students to remove the fear of mistakes that are inevitable during the initial assimilation of the material. By evaluation we understand the process of comparing the current successes (failures) of a child with his previous successes (failures) and the process of correlating learning outcomes with the norms set by existing learning standards. The process of creating criteria and forms of assessment is carried out jointly with students, and we consider it as a way to form children's self-esteem. | Determination of the level of formation of knowledge and learning skills upon completion of the study of the block educational information. The marks given for ascertaining works are the basis for determining the final marks at the rate for the reporting periods (half year, year). |
(Marina Aleksandrovna Pinskaya, candidate pedagogical sciences, a leading researcher at the Institute for the Development of Education in the book "New Forms of Assessment" writes: Formative assessment is necessary in order to diagnose how the learning process is going at the initial and intermediate, and not just at the final stage, and, if the data is unsatisfactory, based on the information received make the necessary changes to improve the quality learning activities.
An important condition: for assessment to be truly formative, it is necessary that its results be used by the teacher to correct the teaching. They must be communicated to the student and used for planning.
The most important stage of the evaluation procedure: Feedback between assessor and assessee.
Not only the teacher, but also the child must imagine what he needs to work on in the near future.
Assessing one or another of his ability to know, understand or do something, to act accordingly, the child must always have a model in front of him - a standard.
The systematic involvement of children in assessment activities makes it possible to form adequate self-esteem, because he evaluates the answer of others relative to himself.
In class, you must use predictive and retrospective self-assessment.
Work should begin with a retrospective self-assessment (work already completed)
Step 1 - the child evaluates the work after the teacher has checked it;
Step 2 - assessment immediately after the work is done.
Predictive self-assessment - assessment of future work. This is the "growth point" of self-esteem of the younger student.
The technology of evaluation by ruler is familiar to everyone. Retrospective self-assessment was set even before the introduction of the Federal State Educational Standard, but prognostic, where even before completing the task, the student correlates his abilities with the task and evaluates himself - this is an innovation.
Once the task is completed, the assessment is repeated. Thus, comparing the predictive assessment with the retrospective one allows the child to see his successes and difficulties.
Forms
predictive assessment
Badges
"+" (I know),
"?" (difficult)
"-" (I won't do it, I don't know)
"magic rulers", which shows the level of self-esteem
Mechanisms for fixing the results of monitoring the assessment of the quality of education at the school level should be as simple as possible and be reduced to the following types of assessment: scoring; level assessment; binary assessment, rating assessment, self-assessment and mutual assessment, what is provided for by the Federal State Educational Standard.
Score involves a preliminary description of the norms of evaluation in points. To do this, an assessment scale (or scales) is selected for the work (5-point, 10-point, n-point); scoring is traditionally used in the school to assess the subject results of students. This is the fastest mechanism for evaluating the subject results of students. However, its significant limitation is the content "contraction" of the evaluation result. The score directly characterizes the object of assessment only in a generalized way. However, there is a variant of scoring of some objects of assessment, which provides the possibility of differentiated fixation maximum number points. For example, if there are only 7 components in the object of assessment in an ideal state, and as a result of the assessment, the presence of only 5 components was revealed at the time of assessment, then the assessment result can be fixed by a scoring expression in the format “5 out of 7”. This method of assessing the results of children is most suitable for fixing a whole range of results (5 out of 12 literacy skills are formed on high level, 6 out of 15 training modules were mastered at a high level, 7 out of 12 requirements for conditions were fully met, etc.)
Level assessment implies a preliminary meaningful description of the levels that fix the state of the assessed object and a description of the signs and methods of diagnosing, ensuring that the status of the assessed object is assigned to one of the described levels.
Level assessment is most effectively used to assess the results of education (primarily meta-subject results).
The final assessment is carried out on the basis of success levels:
- low (insufficient) level - less than 50% of the tasks were completed correctly basic level, mastered the outer side of the algorithm, rules;
- basic (required subject) level - the tasks built on the basic educational material were correctly completed, the basic system of knowledge and methods of action on the subject, necessary for continuing education in the main school, was mastered;
- increased (functional) level - students demonstrated mastering support system knowledge at the level of conscious voluntary mastery of educational actions, as well as the ability to use, transform knowledge (mode of action) to solve problems in new conditions, new structures of action.
To organize the assessment of personal results of students, the most optimal mechanism is binary evaluation. Binary assessment allows you to fix the state of the assessed object at the level of "Yes-No", "Yes - no", "Manifested - not manifested", etc.
Also in accordance with the Regulations on the Portfolio of Achievements junior schoolchildren a rating score has been introduced - this is an individual numerical indicator for assessing the achievements of students.
Rating reflects the participation of schoolchildren in any intellectual, creative and sports competitions held both at school and outside it. These can be subject Olympiads, creative festivals and exhibitions, competitions for research and art projects. For each achievement of a certain level, the student is awarded points in the rating table. If this or that competition was a team competition, then each member of the winning team receives a point. In the future, the points scored are summed up, i.e. rating is cumulative.
1. Evaluation is a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective methods of teaching, and also motivate students to become more actively involved in their teaching.
2. Evaluation is feedback. It provides information about what students have learned and how they are learning at the moment, as well as the extent to which the teacher has realized the learning goals.
The self-assessment algorithm of younger students teaches them to remember the purpose of the work, compare the result with the goal, find and admit mistakes, and evaluate the work process.
Sample questions for self-assessment:
I liked (disliked) this work because…
I found it the most difficult...
I think it's because...
The most interesting was...
If I were to do this job again, I would do the following...
If I were to do this job again, I would do the following differently...
I would like to ask my teacher...
3. Evaluation guides learning. By writing diagnostic verification work, students learn about what level they have reached by solving the next educational, educational and practical task.
4. Evaluation is a dynamic, i.e. individual progress is taken into account when summing up the results of the student's education for certain period time;
5. Assessment should be technological, i.e. the presence in the educational institution of a common (unified) system for assessing individual educational outcomes, reasonable use of different evaluation scales, procedures, evaluation forms and their correlation.
For a clear organization of valuation activities, it is necessary to solve a set of tasks:
To identify the features of monitoring and evaluating educational achievements that ensure the implementation of the Federal State Educational Standard - to develop a Regulation on the assessment system, to determine the criteria;
study scientific and methodical literature on the problem of assessing the achievement of the planned results of the development of the main educational program general education;
Develop and test tasks for monitoring and evaluating educational achievements in subjects, diagnostic tools for determining the level of formation of UUD;
Develop the material necessary to fix the results individual achievements students.
Mandatory self-assessment and evaluation at the reflective stage of the lesson
At other stages of the lesson, educational situations for the formation of self-assessment actions are planned by the teacher based on the expediency
The main object of the assessment system, its content and criteria base are the planned results of mastering the basic educational program of primary general education by younger students:
- subject results.
- metasubject results
- personal results
AT primary school the material necessary for fixing the results of individual achievements of students has been developed, tables have been created in which the planned results are entered indicating the skills that characterize given result. This includes:
- evaluation sheets, which record the quality of knowledge acquisition and the level of skills development in each topic;
- control charts with the results of the obligatory practical part of the program;
- sheets of individual achievements of students in subjects;
- indicators of the formation of universal learning activities;
- a list of general educational achievements (grades 3-4);
The folder is created for:
- student - allows you to gain confidence in your cognitive abilities and the possibility of successful inclusion in the system continuing education;
- teachers - provides information about the success of their own teaching activities, the effectiveness of the training program, the individual progress and achievements of students;
- parents - can track the process and result of their child's education and development
To fill in this table, we use a 4-color indicator: red - "I know well and can help", green - "I know", blue - "I doubt", ! The sign is "I don't know". Filling in such a table allows you to generally see the picture of the child’s success according to all the criteria studied by him during the year, the formation of the adequacy of self-esteem, the child’s awareness of his “growth”, clearly show the child what he already knows and what he has to learn.
It is possible to track the achievement of the planned results using these tables throughout all four years of study, because only the subject material with which the student must perform this or that action will change. This will make the control system more efficient and, accordingly, better.
As a result, for each subject(including separately for the section of this subject) it is possible to judge whether the student has subject knowledge and actions with subject content.
Grading in grades 2-4 may vary.
Option 1 - the system of unmarked assessment can be continued;
Option 2 - introduced the traditional four-point system;
Option 3 - some subjects are assessed with a “pass-fail” rating
Most items are graded by the traditional mark
Criteria assessment and self-assessment of achievements obligatory
The choice of assessment option remains with the school.
In Russia, the national project "Education" was launched, during the implementation of which a change in the goals of education (the formation of an initiative, creative personality), the importance of the final result (competence of the graduate) also led to a change, improvement of approaches, methods and teaching methods. The change in the teaching strategy is also accompanied by the improvement of methods for assessing the achievements of schoolchildren. In other words, the task of each teacher is to create favorable conditions for the manifestation and stimulation of the personal potential of all participants in educational interaction.
The rating system for evaluating the educational achievements of schoolchildren can be considered as one of the possible ways that meet the task. Considering the need of modern society for "comprehensive education", I believe that the transition to a rating system of assessment in the senior (profile) school is necessary. The rating provides an opportunity to get an objective and complete picture of educational results: the development of knowledge, skills in the subject, the formation of competencies and even the formation of personal characteristics.
The accumulated experience convinced me that of all the assessment systems: traditional (five-point), test, "portfolio", the rating system makes it possible to more objectively assess the individual achievements of schoolchildren in the educational and extracurricular activities, encourages them to independently search for materials, to start independent research activities. The rating system of assessment allows, in accordance with individual characteristics, the student to choose possible options and forms of mastering the subject, helps the teacher to expand communication, better navigate the interests and needs of students, know and take into account their individual characteristics.
The main goal of the rating system of assessment is to influence the activity of students in obtaining knowledge, as well as to assess the dynamics of the level of knowledge at each stage of their assimilation. The rating system of evaluation puts into practice lecture-seminar, modular, problem-based, differentiated learning, game, project, information and communication technologies at the stage of checking and evaluating the achievements of a student using an individual numerical indicator - rating. This assessment system allows you to create the most comfortable environment for learning and education, to transfer the learning activities of students from necessity to internal need.
Rating is a cumulative assessment system that reflects the academic performance of schoolchildren, their creative potential, psychological and pedagogical characteristics. The rating system of knowledge control is based on a set of motivational incentives, including timely and systematic assessment of the results of a student's work in accordance with his real achievements, a system for encouraging successful students.
- to expand the competence of schoolchildren in the field of studying the discipline;
- to develop students' independence of thinking and the ability for self-education and self-development;
- create conditions that take into account the individual abilities, capabilities of students, for the successful implementation of common, common learning goals;
- increase the responsibility of students for the results of their learning.
The rating system for assessing students' educational achievements is based on the accumulation of points for current learning outcomes. To ensure continuous monitoring of the educational activities of schoolchildren, I chose a simple model of rating assessment. Each type of activity of students is evaluated by the corresponding points according to the developed rating scale, i.e. Along with the usual five-point system, the student's work is also evaluated according to the "rating" system. Rating - the individual coefficient of a high school student is determined by the results of all types of classes, control options, calculated as the total score at the stage of midterm, final control. At the same time, the entire profile course of grades 10 and 11 is divided into thematic modules. In each module, a system of current control is planned, the number of points for the task being performed, the maximum and minimum number of points for each type of activity, the number and forms of midterm control are determined. At the very first lesson of the profile course, I introduce students to the rating system, its conditions, the scale for transferring rating points to the traditional grading system.
Development of an assessment scale for a topic (module) taking into account the requirements for knowledge, skills and abilities in accordance with the program material and the textbook.
Familiarization with the grading scale and the sum of points of students and parents.
Studying the material on the topic, entering the results into the student's rating list.
Transferring the total score to the assessment and putting it in the journal.
When developing a rating scale, I use the following rating types:
- starting rating is a definition of the initial level of knowledge;
- the current rating includes an assessment of the student's work in the lessons;
- disciplinary rating includes current, intermediate, final control;
- creative rating is an independent work of a student during extracurricular time.
Rating type | № | Type of educational activity. | Points. | Point type. |
starting rating | 1. | Input diagnosis. | up to 30 points | Required points. |
2. | Verification work. | up to 10 points | ||
current rating | 3. | Current answers (oral answers in the lesson, individual work). | 1-3 points per lesson | |
4. | Solving additional problems. | 1-3 points | ||
5. | Practical work. | 5 - 10 points | ||
6. | Workshop. | 5 points | ||
7. | Seminar. | up to 10 points | ||
8. | Homework. | 1-3 points | ||
disciplinary rating | 9. | Thematic section, testing. | 5-15 points | |
10. | Test. | up to 20 points | ||
11. | Credit work. | up to 20 points | ||
creative rating | 12. | Message, abstract. | up to 10 points | Additional points. |
13. | creative work(crossword puzzles, visual aids, layouts, etc.) | 5 - 10 points | ||
14. | Research work (project, presentation) |
30 - 50 points | ||
15. | Problem solving increased complexity. | 5-10 points | ||
16. | Participation in olympiads, competitions, conferences, etc. (from the level). | 10-30 points |
To determine the rating, mandatory and additional points are introduced. Mandatory points assess the performance of independent, control work, tests, passing tests, solving problems, etc. Additional points are used to encourage students when they perform creative tasks (writing essays, completing projects), for participating in olympiads, conferences, competitions, for solving problems of increased complexity. Additional points also encourage active participation in practical and seminar classes, work as a consultant, assistant in tests, conducting classes with a student who missed classes (5-20 points). If the student was absent from the lesson, then he receives "0" points for the missed work. If a student scores a number of points that does not satisfy him, he has the right to "gain" the missing points (to close gaps in knowledge). Such work can be completed by the student in the allotted time. The total number of points for each module is determined depending on the hours allotted for its study, as well as the importance of this topic in comparison with others.
The rating score for the studied module is translated into an assessment and is published in the journal. Students with 86-100% of total scores receive an "excellent" grade, 71-85% a "good" grade, and 56-70% a "satisfactory" grade.
Starting from September 1 and until the end of the school year, the points received for all types of educational activities of the student are summed up. By the number of points scored, semi-annual and annual assessments are given. Pupils who scored 86% - 100% of the total score for the first half of the year are exempted from the credits for the half year, from the final examination.
22 hours are allotted for the study of the topic.
I start using rating assessment of knowledge from the 5th grade, for example, when conducting competition lessons, travel lessons, game lessons, tests, when completing projects. The use of creative rating from the 5th grade activates the cognitive activity of students, develops their creative abilities, interest in mathematics. The activity of students in the classroom increases, children cease to be afraid of the survey, as they understand that the assessment in the subject depends on their abilities, capabilities and diligence.
Scheme of a lesson in mathematics using a rating assessment of knowledge
Lesson Objectives:
- create conditions for the practical application of the studied material, identify
- the level of mastering the system of knowledge and skills, experience creative activity;
- develop the ability to independently apply knowledge in practice, taking into account the levels of assimilation of the material, develop the ability to analyze, compare; develop creative skills cognitive activity, abilities for evaluation activities;
- to form the skills of self-control, self-esteem, mutual assistance; develop initiative, independence, self-confidence.
Technology: level differentiation using the rating assessment of knowledge.
Equipment:
- differentiated tasks for each student;
- ship's diary for each student (rating sheet).
SHIP'S DIARY 5th grade student(s) __________________________________ |
||
Stages of the regatta | Points | For oral answer - 1 point, for writing assignments from 1 to 5 points. |
1. Equipment check | ||
2. Bay of equations | ||
3. Island of ingenuity | 12-14 points - rating "5". 9-11 points - rating "4". 6-8 points - rating "3". |
|
4. Task Bay | ||
5. Cape of Success | ||
Final score | ||
Grade |
Lesson structure.
organizational stage. What is a "regatta"? Message of the topic, goals of the regatta, rules for filling out the ship's diary.
The stage of updating the basic knowledge.
Equipment check. Oral work: solving examples, equations.
For a correctly completed task - 1 point.
The stage of applying knowledge and skills in similar and new situations:
Bay of Equations. Solving equations of different levels of complexity: from 1 to 3 points.
Sample self-test.
Island of ingenuity. Oral work: tasks for ingenuity (1 point for the correct answer).
Task Bay. Solving problems of different levels of complexity: from 2 to 4 points.
Work in pairs. Self-check, self-control.
Fizkultminutka.
semaphore message (decipher the word).
Stage of control and self-control.
Cape of Success. Independent differentiated work:
I level: equation - 1 point, task - 2 points;
II level: equation - 2 points, task - 2 points;
III level: equation - 2 points, task - 3 points.
Checking by answers, self-control.
Information about homework (differentiated homework).
Creative task: make a condition and solve a problem on the topic of the regatta similar to the problems that were solved in the class.
Summary of the lesson. Students count the scores in the ship's diary, translate into an assessment.
The winners of the regatta are determined (students with high rating scores).
Reflection (for example, with the help of "sun and clouds").
In grades 7-9, I use the rating system for assessing knowledge not only in individual lessons, but also when studying some topics. For example, 7th grade: "Polynomials"; Grade 8: "Functions", " Quadratic equations"; Grade 9: "Inequalities and systems of inequalities", "Systems of equations", "Numeric functions". The rating system for assessing the educational achievements of schoolchildren is effectively used in the course of studying additional courses. For example, I use a creative rating when studying the optional course "Additional questions of the 8th grade algebra course", the elective course "Elements of financial mathematics" (as part of pre-profile training in the 9th grade). With the help of the rating, the position of a given student against the background of the whole class is always visible, and it is easy to determine how "close" or "far" is at a given point in time to the grade in the quarter or in the year that the student is counting on.
Profile grades 10-11 are taught according to the credit system using the rating technology for evaluating the educational achievements of schoolchildren. The lessons mainly give tasks of a basic and advanced level, and at an elective class, tasks of a higher level are considered. After passing the topic, a thematic test is held, in which differentiated tasks are used. At the end of the semester, final assessments are held. Students who have passed the current tests well, have a high rating, are exempted from the final tests. Students are aware of this, thus, the motivation of students to master knowledge increases, the quality of knowledge increases. Such a system of education is a good preparation for studying in higher educational institutions.
The rating system of assessment largely meets the conditions for the formation of the success of students in specialized classes. Thanks to the rating, the contradiction between the amount of labor invested and the results, the evaluation of this labor, is erased. The more effort expended, the more guaranteed a high result, the higher the level of satisfaction from the successful completion of the educational task assigned to the student. The level of self-esteem of the student is changing, there is a desire to achieve new victories. And this is a great incentive for active, conscious, creative work.
- determine the level of preparation of each student at each stage of the educational process;
- get an objective dynamics of knowledge acquisition during school year;
- to differentiate the significance of grades received by students for the implementation various kinds work (independent work, current, final control, home, creative and other work);
- reflect the current and final assessment of the amount of labor invested by the student;
- increase the objectivity of knowledge assessment.
The advantages associated with the use of a rating system for assessing educational achievements as a means of successfully developing the competence of schoolchildren are obvious, since they can significantly increase the effectiveness of students' educational activities due to a number of factors.
Firstly, the maximum possible interest of students in a given situation in a particular topic, and, consequently, in the subject as a whole, is stimulated.
Secondly, the process of learning and control covers all students, while their learning is controlled by the teacher and classmates.
Thirdly, the spirit of competition and rivalry, originally inherent in human nature, finds the best way out in a voluntary game form that does not cause a stressful situation.
Fourthly, elements of creativity, introspection skills are developed, additional reserves of the personality are included, due to the increased motivation of students.
Fifth, there is a turn in the thinking and behavior of schoolchildren in the direction of more productive and active cognitive activity.
The rating system helps high school students in building an individual educational trajectory, in planning and achieving learning outcomes in accordance with abilities, inclinations and interests. The rating system of knowledge assessment forces the student to study the subject systematically, to be attentive in the lesson, to study independently, to use additional literature, which contributes to the activation mental activity students, raising learning motivation development of interest in the subject being studied. This system develops analytical and critical thinking, communication skills, allows students to psychologically transfer from the role of passive "spectators" to the role of active participants in the pedagogical process. Rating assessment contributes to the control of an integral system of universal knowledge, skills and abilities, as well as the formation of independent activity and personal responsibility of students, i.e. key competencies. My students are happy to perform various creative work in mathematics: information, research projects, essays, reports, compose fairy tales, compose crosswords, rebuses, charades. Lyceum students take an active part in intellectual competitions, olympiads. They are aimed at creativity, self-realization, success.
The effectiveness of using the rating system for assessing educational achievements is confirmed by the increase in the "quality of knowledge" of students (over the past three years - an increase of 15%). There is a consistently positive trend in the level of mathematical competence of graduates based on the results of an independent assessment of their educational achievements (the quality of graduates' knowledge has increased by 20%).
In domestic pedagogy, this method is gaining more and more popularity and is used not only in universities, but also in many schools.
Modern approaches in education require the rejection not of the control and evaluation of knowledge and skills, but of the traditional forms of motivation for learning through assessments. The search for new ways to stimulate the educational work of students, the principle of personal interest, which is gaining strength in training and education, determine new approaches. Supplemented by the principle of voluntariness in choosing the level of education (and hence control), assessment can turn into a way to rationally determine personal rating - an indicator of the significance (weight) of a person in a civilized society.
Attachment 1 . Individual rating sheet of the student.
Annex 3. A lesson in algebra and the beginnings of analysis using a rating system for assessing knowledge in grade 11.
Literature:
- UMK A. G. Mordkovich, P. V. Semenov "Algebra and the beginnings of analysis". 10th grade, 11th grade. profile level. 2007
- Programs. Algebra and beginning of mathematical analysis. 10-11 grades / ed.-stat. I. I. Zubareva, A. G. Mordkovich. M. 2009
- M.V.Kaluzhskaya "Introduction of ratings in high school". M. "Handbook of the Deputy Director of the School". 2008
- Internet resources:
- http://pedsovet.org/component/option,com_mtree/task,viewlink/link_id "Rating system for assessing students' knowledge in the modern educational space".
- http://festival.1september.ru/ - Festival of pedagogical ideas "Open lesson" 2008 - 2009 academic year.
In this article, I invite you to get to know “Basic requirements for the assessment system within the framework of the Federal State Educational Standard”. The topic is voluminous, but Churchill correctly said: "The shorter the speech, the longer it takes to prepare for it." I read a lot of materials and watched webinars on this topic. Sources will be presented at the end of the article. Now I propose to draw your attention to the key points that we must master today, when the GEFs of primary general education are already in effect, and we will have to implement the GEFs of basic general education from 2015 in the 5th grade on a mandatory basis.
The leitmotif of these requirements is the answer to the question "KPSS" - "How to Help Yourself?". How should both the student and the teacher help themselves in order to studying proccess gave pleasure to both, while improving the quality of knowledge.
I must say right away that today there are more questions than answers. And we know why: time changes quickly, students even faster. We admit that for the most part we, teachers, especially of my generation and older, do not keep up with them. Today, being only a translator of knowledge is not enough, it is necessary to master new roles: the role of a teacher-tutor, who relies on the cognitive interests of students, the role of a moderator teacher, encouraging activity, revealing the potential of students, organizing the process of free communication, and, finally, the role of a teacher- assistant consultant. The forms and methods of interaction with students will depend on our choice.
LLC is registered in the Federal State Educational Standards new goal education, new content, technology, new learning tools and of course new requirements for the assessment system.
Why did it become necessary to introduce new requirements for the assessment system and are they really new or well-forgotten old ones? What and who was not satisfied with the traditional five-point grading system? Does this system reflect the fullness of the knowledge and skills that students possess? Does traditional assessment promote positive motivation and personal growth students?
As a methodologist who not only attends, but also analyzes about forty lessons of colleagues a year, I say with full confidence that assessment is one of weaknesses our activities with you. And we know why.
For decades, the existing traditional assessment system has a number of disadvantages:
the teacher performs a controlling function;
there are no clear criteria for assessing the achievement of planned learning outcomes that are understandable to students, parents and teachers;
marks do not give an idea of the assimilation of specific elements of knowledge, skills and abilities in individual sections of the curriculum, which does not allow to determine individual learning path for each student;
the system does not allow the child to control and evaluate himself;
the traditional assessment approach does not allow the student to seedynamics of own development, success;
such a system is often traumatic in nature, does not contribute to positive motivation, more precisely, it has a punitive and encouraging function.
What is the reason for these shortcomings? She is one, but significant: The traditional assessment system is based onnormative approach - comparison of individual achievements students with the norm, that is, the results of the majority of students . And this is at all levels: from the lesson to the exam. With such a system, it is difficult to maintain the cognitive interest of the child, to develop in him the desire to learn, work and make him successful.
GEF basic general education contains clear requirements for the assessment system achievement of planned results:
The assessment should be ongoing process, naturally integrated into educational practice . Depending on the stage of training, diagnostic (starting, current) and slice (thematic, intermediate, milestone, final) assessment are used.
Assessment can be only criterial, i.e. definition neededthe degree of individual approach of the student to the expected results education. The main evaluation criteria are the expected results that correspond to the learning goals.
Can be assessed with a mark only the results of the student's activities, but not his personal qualities.
You can evaluate only what is taught.
Evaluation criteria and pre-marking algorithmknown to both teachers and students. They can be produced jointly .
The grading system is designed in such a way that students were included in the control and evaluation activities, acquiring the skills and habits ofself-esteem .
What points are we already doing in the lessons today? From my observations, I can say that these are points 1 (we test our students according to the plan), 3 (we do not allow ourselves to evaluate his personal qualities), 4 (we try to evaluate only what we have taught).
The situation is difficult with criteria-based assessment and planning of assessment results (points 2. 5. 6.) This key points of the new requirements. What does GEF LLC draw our attention to? The planned results of basic general education are the basis for assessing the achievement of the standard and a kind of bridge connecting the requirements of the standard and the specific educational process.
It is not my task to reveal the concept of each of the results. They can be found in any teacher's book. It is necessary to understand that the object of evaluation of personal results serves as the formation of the internal position of the student, the foundations of civic identity, self-esteem, motivation for educational activities, moral and ethical judgments. (We observe and fix in "Diary of observations") These results are fully in line with the requirements of the Standard not subject to final evaluation.
The object of evaluation of meta-subject results is the formation of regulatory UUD (goal setting, planning, forecasting, self-regulation, self-assessment), communicative learning activities (cooperation, interaction) and cognitive actions (general educational, logical, sign-symbolic, setting and solving problems). Those who wish to get acquainted with the characteristics of each UUD are directed to the document « fundamental core content of basic general education” or I suggest using the printed version (the results of the discussion of the UUD at the teachers' council of GBOU No. 330)
I draw your attention to the fact that meta-subject and personal results are not evaluated, tested or personalized. The presence of such tests today is “excesses on the ground”, since a metasubject is needed to compile these tests, but schools do not have it. Only substantive results are evaluated. More precisely, in the lesson we we plan subject results, meta-subject - we mean, and personal - we design in the future. An honest teacher will never say that he brought up a person as a result of communication exercise. Today, the creation of meters of personal and meta-subject results is under development. There is no instrumental and methodological support consistent with the final planned results. As academician of the Russian Academy of Education Yevgeny Yamburg said, “we only harness, but we don’t ride” regarding the Federal State Educational Standard of basic general education. "When the conditions are created, you can demand."
Introduction new system evaluation is a long, painstaking process and it is important to understand that it will develop. A good goal has been set:
to reduce to a minimum the number of "reporting documents" and the terms of their mandatory completion. To do this, you need to use two tools :
1) teaching the students themselves how to evaluate and fix their results independently and with selective control of the teacher
2) introduce new reporting forms only simultaneously with the computerization of this process.
Your attention is invited 7 rules (steps) of the technology for assessing educational achievements in the framework of the requirements of the Federal State Educational Standard
1)What do we evaluate? Results: subject, personal and meta-subject (non-personalized);
2)Who evaluates? Teacher and pupil together determine the assessment and mark according to the self-assessment algorithm after completing the task;
3)How much to mark? By the number of tasks solved;
4)Where to accumulate grades and marks? AT « Tables of educational results" and in " Portfolio of achievements";
5) When to mark? Current - optional, for thematic test - necessarily;
For tasks solved in the study new topic, the mark is placed optional student.
For each control work on the basis of the results, a mark is placed on all students, but the student has the right to retake at least once.
6) What are the criteria to evaluate? By signs three levels of success
-necessary (basic) -solution of a typical problem, "good", but not "excellent";
-increased- solution of a non-standard problem, "excellent", "almost excellent";
- maximum(optional) - solution of a super-problem not studied in the class. Qualitative assessment "excellent";
7)How to determine final grades? Subject quarters - by subject tables results (arithmetic mean). Final - by cumulative grading system
What else can be found in the requirements for the assessment system?
Each educational institution can take advantage the right to determine the order of filling in the logs: mark only for test papers and for a quarter, but not current, which are fixed only in The Teacher's Work Journal and the Student's Diary.
Finally, our students have the right to refuse a mark and the right to retake it according to the new standard requirements.
1. What was the purpose of the assignment (task)?
2.Did you get the results (solve, answer)?
3.Correct or wrong?
4. Independently or with someone's help?
5. What mark would you give yourself?
6.Why?
7. What was the level of the assignment?
8. What skill was developed?.etc. (depending on the stage of training).
The purpose of these new requirements for the assessment system is to reduce the indicators of the level of anxiety in a situation of “presenting oneself” and in relations with teachers, to develop the qualities of control and evaluation independence, to increase the conscious attitude of students to the goal of learning: "from the ability to cooperate to the ability to teach yourself."
Summing up, we list the documentation required to fix the complex
For the teacher, this is:
1.Working log;
2. Diary of observations;
3. Table of educational results;
4. Thematic evaluation sheet.
For a student, this is:
1. Portfolio of achievements;
2. Map of achievements;
3. Diary of self-esteem;
4. Thematic evaluation sheet.
So, the answer to the question "CPSU" - How to Help Yourself is the following:
1. Read literature on the Federal State Educational Standard:
2. Conduct training seminars in methodological associations of the school;
3. Attend seminars of different levels;
4. Register yourself for advanced training courses;
5. Attend the lessons of primary school teachers who are already working on the Federal State Educational Standard;
6. Follow the schedule of webinars of the publishing house "Enlightenment", "All-Russian Internet Teachers Council" and take part in them, by the way, for free .;
7. On methodical weeks to give open lessons already with the components of the Federal State Educational Standard (goal setting, self-control and self-assessment, etc.)
Now the criteria for evaluating the performance of a teacher elementary grade that implements the GEF IEO (by the way, affecting the incentive bonus) are motivational, technological readiness for the implementation of the GEF and readiness to use modern methods for assessing educational results (which awaits us ).
I wish our students would tell us “Thank you for the lesson” more often. And this happens when they feel satisfaction from a worthy assessment of their work.
Literature
1. GEF LLC (item No. 12) The system for assessing the achievements of the planned results.
2 ". Evaluation of achievement and technology for evaluating planned results" (initial general education) D. Danilov.
3. Criteria for evaluating the activities of a teacher who implements the GEF IEO.
4 .. "Planned results and assessment of their achievements as a structure-forming element of the Federal State Educational Standard". Webinar (Webinar .ru) OB Loginova, Ph.D. scientific consultant of the REC of the publishing house "Prosveshcheniya".
5. “What will the teacher bring a new professional standard teacher?" Video lecture (“All-Russian Internet Pedagogical Council”) E.Yamburg, Ph.D. Academician of the Russian Academy of Education, director of the PSC.
6. "New effective didactics" N.F.Leonov "Self-control and self-assessment of knowledge by students is a means of enhancing their cognitive activity."
The question of whether grades are needed at school and whether it is correct to evaluate children at school in general has been discussed for a long time. Many parents and children would find it easier if there were no grades at all. AT different countries There are different grading systems. And a 100-point scale, a 10-point school. Somewhere the work of children is evaluated within the framework of a 6-point scale, etc. There are countries where the system of assessing knowledge has been abolished altogether. AT Russian schools basically there is a 5-point grading system, which has been the main system for many decades. Unmarked education is necessarily provided only in the 1st grade. In the 2nd grade, children gradually begin to get used to the fact that their work is evaluated. It can be noted that both for successful children in school and for those who do poorly, assessment can become a traumatic factor. Increased anxiety in children, a decrease in learning motivation, the formation of an attitude towards a student, depending on what grades he receives at school, can be the result of unsuccessful learning. Questions about assessing students are enshrined in regulations and letters of recommendation from the Ministry of Education of the Russian Federation.
Normative base:
- Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation".
- Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 N 1015 “On approval of the Procedure for organizing and implementing educational activities on the main general education programs- educational programs of primary general, basic general and secondary general education.
- Order of the Ministry of Education and Science dated October 6, 2009 No. 1897 “On Approval of the Federal State Educational Standard of Primary General Education”.
- Order of the Ministry of Education and Science dated December 17, 2010 No. 1897 “On Approval of the Federal State Educational Standard for Basic General Education”.
- Letter of the Ministry of Education of the Russian Federation of 03.06.2003 No. 13-51-120 / 13 "On the system for assessing the educational achievements of younger students in conditions of ungraded education in general education institutions."
- Letter from the Ministry of General and vocational education RF dated 11/19/98 No. 1561 / 14-15 The Department of General Secondary Education proposes for use in practical work educational institutions methodical letter "Monitoring and evaluation of learning outcomes in primary school".
- Local acts of the school "On holding intermediate certification students and monitoring their progress”.
Evaluation of the results of mastering the educational program can be assessed according to the criteria that the Federal State Educational Standard assumes. Within the framework of the Federal State Educational Standard, the teacher must evaluate.
- Standardized oral and written work.
- Projects.
- Practical work.
- Creative work.
- Observations.
- Tests, etc.
The system for assessing the achievement of the planned results of mastering the educational program should include a description of the organization and content of the state final certification of students, intermediate certification of students as part of classroom and extracurricular activities, the final assessment in subjects that are not subject to state final certification students, and grades project activities students.
The most common grading system is assessment of students on a 5-point scale.
First of all, it is necessary to take into account psychological features younger child school age: inability to objectively evaluate the results of one's activities, weak control and self-control, inadequacy of acceptance of the teacher's assessment, etc. Any knowledge test should be determined by the nature in the amount of previously studied material and the level of general development of students.
Equally important is the requirement for objectivity. This is manifested primarily in the fact that the result of the student's activity is evaluated. The personal attitude of the teacher to the student should not be reflected in the assessment. This is especially important because the teacher often divides children into excellent students, good students, three students and, regardless of the specific result of the work, puts a mark in accordance with this division: he overestimates the excellent student, and understates the three student.
The teacher should remember that one of the main requirements for assessment activities is the formation of students' skills to evaluate their results, compare them with the reference ones, see mistakes, know the requirements for work. different kind. The teacher's job is to create a certain public opinion in the classroom: what requirements does the work meet as “excellent”, is this work rated correctly, what is the overall impression of the work, what needs to be done to correct these errors? These and other questions become the basis of a collective discussion in the classroom and help the development of the evaluation activity of schoolchildren.
Thus, the monitoring and evaluation system becomes the regulator of relations between the student and the learning environment. The student becomes an equal participant in the learning process. He is not only ready, he strives to test his knowledge, to establish what he has achieved and what he still has to overcome.
The teacher uses a digital score (mark) and a value judgment for evaluation.
It is impossible not to recognize that assessment based on the analysis of current and final grades remains the most productive form so far.
Another important problem in the activity of assessment is the different approaches to the use of marks in the first grade. Grades must be waived for 1st grade students for the entire first year. The mark as a digital design of the assessment is entered by the teacher only when the students know the main characteristics of different marks (in which case “5” is put, in which cases the mark is lowered). Before the introduction of marks, it is not recommended to use any other marks of evaluation.- asterisks, flowers, multi-colored stripes, etc. The teacher should know that in this case, this object sign takes over the functions of the mark and the child's attitude towards it is identical to the attitude to the digital assessment.
The mark evaluates the result certain stage learning. While children are just beginning to learn the basics of reading, writing, counting, until any definite learning outcomes are achieved, the mark more evaluates the learning process, the student's attitude to the completion of a specific educational task, fixes unsettled skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark.
Taking into account modern requirements to valuation activities in elementary school, a four-point system of digital assessments (marks) is introduced. Revoked "very bad" rating(mark 1). This is due to the fact that the unit as a mark in elementary school is practically not used1 and the mark "very bad" can be equated to the mark "bad". The rating "mediocre" is canceled and the rating "satisfactory" is introduced.
Characteristics of the digital assessment (marks).
"5" ("excellent")- the level of fulfillment of the requirements is much higher than satisfactory: the absence of errors both in the current and in the previous training material; no more than one defect; consistency and completeness.
"4" ("good")— the level of fulfillment of the requirements is higher than satisfactory: the use additional material, completeness and consistency of the disclosure of the issue; independence of judgment, reflection of one's attitude; to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material;
"3" ("satisfactory") - a sufficient minimum level of fulfillment of the requirements for a particular job; no more than 4-6 errors or 10 shortcomings on the current educational material; no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;
"2" ("bad")- the level of fulfillment of the requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 mistakes or more than 8 shortcomings on the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or the fallacy of its main provisions.
A mark is introduced “for the overall impression of the written work”. Its essence is to determine the attitude of the teacher to appearance work (neatness, "aesthetic appeal, cleanliness, design, etc.). This mark is put as an additional one, it is not entered into the log.
Reducing the mark " for the overall impression of the work» is allowed if:
- there are at least 2 inaccurate corrections in the work;
- the work is framed carelessly, poorly readable, the text has a lot of strikethroughs, blots, unjustified word abbreviations, there are no margins and red lines.
Verbal assessment is a brief description of the results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence.
Features of the current certification
The current certification of students in grades 1 and 2 in the first half of the year is carried out qualitatively without fixing their achievements in class journals in the form of marks on a 5-point scale.
Current certification of students in grade 1 during the year and grade 2 in the first half of the year foreign language carried out qualitatively without fixing their achievements in class magazines in the form of marks on a 5-point scale.
Students enrolled in IEPs are only assessed in the subjects included in that plan.
Students who missed more than half of the study time due to circumstances beyond their control are not certified. The issue of attestation of such students is decided on an individual basis by the school principal in agreement with the student's parents.
Written independent, frontal, group, etc. similar works, laboratory works students of a teaching nature after a mandatory analysis and assessment do not require the mandatory transfer of grades to a class journal.
The results of the work of students of a control nature should be reflected in the class journal, as a rule, by the next lesson in this subject.
The mark of a student for a quarter or half a year, for a trimester, as a rule, cannot exceed the arithmetic mean of the results of control, laboratory, practical and independent work having a control character. The mark of the student for a quarter or half a year is set by the teacher if the students have at least 3 marks.
Quarterly (semi-annual), annual grades are given two days before the start of the holidays or the start of the attestation period. Classroom teachers must bring to the attention of students and their parents the results of the assessment and the decision pedagogical council schools on the transfer of the student, and in case of unsatisfactory results of the academic year or exams - in writing against the signature of the student's parents, indicating the date of familiarization.
Gradeless learning
Existing normative base involves the transition of the school to ungraded education. Numerous experiments on non-grading education or on approbation of another system of assessment have not yet received distribution in Russian schools. Children go to school and one of the stimulating factors, even among preschoolers, is precisely the assessment. Despite this, there is a regulatory framework that implies the transition of the school to ungraded education.
Gradeless learning is a search for a new approach to assessment that would overcome the shortcomings of the existing "grading" assessment system.
It is not only the knowledge, skills and abilities of the student that should be assessed. Evaluation of creativity and initiative in all areas school life should be framed with the same weight as the assessment of the skill side of training.
It is necessary that the assessment of the creative manifestations of the child be socially framed, presented to teachers, students of different classes, and parents. These can be changing exhibitions, publications in the school newspaper, participation in various competitions. It is extremely important that, along with artistic creativity the intellectual creative and initiative manifestations of the child found social recognition: smart questions, children's independent search for additional educational material, interesting guesses, not necessarily correct (they can be drawn up in a special classroom “Notebook of our guesses, questions and discoveries”).
Evaluation in the classroom should not be subject to the personal qualities of the child (rate of work, features of memory, attention, perception). The work performed is evaluated, not its performer.
Working within the framework of ungraded learning, the teacher, when assessing the knowledge and skill achievements of the student, should not use “substitutes” for the marking system: “asterisks”, “bunnies”, “turtles”, etc. on the one hand, they allow you to record the individual progress of each child, on the other hand, they do not provoke teachers to compare children with each other, ranking students according to their academic performance. These can be conditional scales that record the result of the work performed according to a certain criterion, various forms of graphs, tables, “List of Individual Achievements”, in which the levels of the child’s educational achievements are noted according to a variety of parameters. All these forms of fixing evaluation are the personal property of the child and his parents. The teacher should not make them the subject of comparison - it is unacceptable, for example, to hang out the so-called "Achievement Screen" in the classroom. Grades should not become the reason for punishment or encouragement of the child either by the teacher or by the parents.
A feature of the assessment procedure in non-marking learning is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two estimates becomes the subject of discussion. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous assessment criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected. The criteria and form of evaluation of each work of students may be different and should be the subject of an agreement between the teacher and students.
The student's self-assessment should be differentiated, that is, it should be made up of assessments of his work according to a number of criteria. In this case, the child will learn to see his work as the sum of many skills, each of which has its own evaluation criterion.
The child himself chooses the part of the work that he wants to present to the teacher for evaluation today, he himself appoints the evaluation criterion. This teaches students the responsibility of evaluative actions. The teacher does not have the right to make value judgments about the draft work that the student does not present for evaluation.
Work in the mode of non-grading training requires the presence of certain conditions, the most important of which is the voluntary adoption of a single "assessment policy" by all members teaching staff. It is important that this "assessment policy" is not only adopted at the school level, but also carefully developed, at least a number of "nodal" issues should be thought out in advance to ensure the functioning of a single assessment "organism" of the school.
The current assessment of educational achievements can be recorded using special conditional scales - "magic rulers" that remind a child of a measuring device (this self-assessment tool, proposed by T. Dembo and S. Rubinshtein, is widely used in psychological diagnostics).
With a ruler, you can measure anything. For example, a teacher explains to first-graders that at the very top of the “ruler” the child who wrote all the words in the dictation separately can put a “cross”, at the very bottom of this ruler - the one who wrote all the words together. Thus, the child puts a “cross” on the conditional scale in accordance with the place that this result occupies between the best and worst results according to the selected criterion. Then the teacher puts his "cross" on the same "ruler". This form of assessment is convenient for students' written work. The fundamental difference between “magic rulers” and standard marks is that, due to their exceptional conventionality, they are not subject to any statistics, they cannot be accumulated by making them the subject of comparison, and it is almost impossible to translate them into the language of traditional marks.
You can evaluate the intermediate learning outcomes with the help of any other similar conditional meter. The main thing is that these forms of fixation are difficult to translate into standard marks, cannot be summed up and accumulated, and do not leave the possibility of comparing children with each other. Of course, any forms of assessment invented by the teacher must be used in compliance with the “Rules of Evaluation Safety” that have been developed by the teaching staff.
In addition to the traditional 5-point system, there is also a technology for evaluating the results of student achievements as "Portfolio" and Rating system.
Rating system
The purpose of rating education is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.
Rating technology involves the introduction of new organizational forms of education, including special classes to correct the knowledge and skills of students. According to the results of the student's activity, the teacher corrects the terms, types and stages of various forms of control over the level of the student's work, thereby ensuring the possibility of self-management of educational activities.
A big role in working on technology individual training plays account. From the above, it is clear that the mark loses its meaning, as students choose their level of difficulty. All tasks and tests are evaluated according to the principle: “done - not done” or “passed - not passed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos do not make sense, because the student who did not pass the test learns the material again and passes the test on the topic a second time. Depending on the individual characteristics he can submit the credit in whole or in parts.
The total maximum rating mark of progress for the period of study is made up of the maximum rating marks for subjects, and the rating mark for each subject is made up of rating marks for its constituent topics (sections).
A variety of forms of assessment of students in educational process will allow the most objective assessment of the results of students' activities. The teacher's activity during assessment should be structured in such a way that students are included in the assessment process on their own, acquiring the skills of both assessment and self-assessment. When performing work of increased complexity, it is necessary to remember the principle of voluntariness. The system for evaluating the results of a child's achievement in school should imply an objective, integrated approach in relation to the development of a system of knowledge by students.
And more recently, and about where, when implementing the rating, a system based on likes and dislikes was chosen, and not on the more familiar five-star rating scale. Usually, I'm short and concise: I think the star rating system is sly. Sometimes, I go a bit into detail: I think the star rating system is really sly. However, I now think that by asking this question, people are waiting for some kind of "factual answer". Therefore, today I would like to explain why I find a rating with a five-star scale scary and why I decided to use a binary system of likes and dislikes.
Scale in ★★★★★
The star rating scale is perhaps the most classic of all, and it's no wonder so many websites use it. Large e-commerce sites such as Amazon and eBay use a five-star scale to provide data for their review and recommendation systems, and Netflix also uses a five-star scale. Of course there are variations. IMDB uses a ten-star scale, which can however be 5-star when only half the stars are used (eg BeerAdvocate opinion poll). There are many ways to make a star scale, but what comes out of it is always crafty.
Ambiguity and Uncertainty of Scales
One of my biggest frustrations with the 5 star rating is the ambiguity of the rating you get for further processing. What exactly distinguishes three stars from four? What is enough to score the next star from the previous one? What is enough to reduce the rating? Due to the lack of clarity, star ratings can be very subjective. It's just that, ultimately, two people who rate an item the same, a three-star rating, actually experience it differently. Some websites sensibly try to deal with this. Netflix, for example, uses explanatory text for each star to hover over it as it ranks:
★ (I hate)
★★ (Dislike)
★★★ (Like it)
★★★★ (Loved it)
★★★★★ (Love)
However, at the time of writing this post, Netflix no longer shows these texts when giving ratings. Instead, Netflix ratings are now like the process on Amazon: you just see five interactive stars, left alone with your fears and prejudices. This is how it almost always happens when issuing a star rating.
However, even the explanatory text itself can ultimately be considered subjective. What is the difference between "Very" when assessing liked? Why are the intervals between the options unequal (i.e., there is no "I really dislike" option)? Explanatory text can help if done right, but it can also just add subjectivity to the rating presented.
Rating unreliability
If the star rating scale itself is so obscure and vague, what about the ratings it receives. Some users will not use this scale as you intended, even with explanatory text. Other will use the scale as intended, but always based on their subjective opinions about how the scale should be used.
However, recommender systems, ignoring this, will take rating scores as statistically significant responses. On sites with a huge number of users, it is possible to mask the effect of the nature of the rankings on the reliability of the data. It is likely that as the sample grows, the unreliability of the data can be normalized. However, small sites and recommender systems in the state, due to the subjective nature of their small rating sample, will suffer significantly.
Binary voting is essentially already there
Despite the fact that the rating scale has five values, in most cases voting takes place in binary mode. Back in 2009 YouTube about the ratings of videos hosted on it. As it turned out, great amount videos mostly received five stars. I think from this YouTube's conclusion was the following position:
It seems that when it comes to evaluation, to a large extent it happens on an all-or-nothing basis. Like the video - maximum; anything less is indifference.
Of course, the second most frequent rating was one star. This is a great example of binary voting in creativity. A lot of people tend to give five stars to what they like. If something is not liked, then a rating is given either in one star, or simply completely ignored. According to my conversations with friends and acquaintances, they admit that they give only four stars to what they like and only three stars to what is “just good”.
YouTube toyed with the idea of switching to ratings via Favorites, “expressing their love for videos,” but ultimately settled on the thumbs up or thumbs down option that we see and appreciate today. There was some dissent on the part of YouTube users, expressing dismay at the change in the rating scale, but there was nothing more in support of this group than the stigma of a vocal minority.
Binary scale and why it is better
The binary rating scale is another popular system. As mentioned before, thumbs up or down is currently working on YouTube. There are other websites using a similar scale, such as Reddit (upvotes and downvotes) and Digg. Some social networks, taking advantage of this idea, went even further and completely removed the negative rating, for example, on Facebook only Like, and on Google+ only the +1 button. I would like to focus on the classic Like/Dislike pair. Why is this system better than a five-star system?
Reduced ambiguity
The binary scale greatly reduces the uncertainty present in star systems. Five (or more) subjective ratings are grouped around two options with textual clues that are easily understood by native speakers. It's much easier for a person to say, "Hey, I love this thing" than "Well, I love this thing..." next to a third star like him or a four star like me. What is it like? »
Reduced subjectivism
Significantly reduced subjectivity. Ratings based directly on feelings are much more reliable than ratings based on numbers. This simplifies many situations where two people have similar feelings but different assessments:
Me: "I liked this case and it's four stars."
Friend: "I liked this case and it's five stars."
Me: "I liked this case and it's three stars."
Friend: "I don't like this item so much that I only gave it three stars."
Our feelings are clearly poorly conveyed by star ratings and they do not match. As I said earlier, this can be normalized over large datasets, but it doesn't change anything as we have no way of knowing how much the underlying scores are really indicative of agreement. Against. on a binary scale, such an agreement is much clearer: "We both loved this thing" or "We both didn't like this thing."
People are already doing it!
Third, as noted earlier, people pretty much already rate that way. Why fight them?
There is no third
Of course, the Like/Dislike system is not without its own flaws. In particular, as a rule, in the binary system, there is clearly no neutral territory corresponding to the “Abstain” state. This is an all-or-nothing situation where you are forced to answer Yes or No. For you, as the answerer, this may or may not be a problem. Personally, when I intend to vote, I always manage to categorize the answer as like or dislike, even if the options are very close. However, if I truly feel 100% neutral, then I will most likely not vote, ignore the rating, and keep moving forward. If I don't have an opinion, then why should I want my recommendations to influence anything?
tl;dr - Too long; didn't read
Binary rating system high road. It's much less ambiguous and subjective than its stellar cousin, and much easier on the user, overall, much easier. Feelings are easier to compare than numbers that indirectly reflect our opinions, which can lead to more accurate recommendations.