Lecture
Checking and assessing the students' knowledge, abilities, and skills is
a very important and necessary component part of the instructional-upbringing
process, the effectiveness of which largely depends on the correct organization of monitoring the quality of the students' activity.
Forms of monitoring are - oral monitoring, written, and combined.
Functions of monitoring: instructional, diagnostic, prognostic,
developmental, orienting, and educative. Types of monitoring depending on the time of conducting: preliminary, ongoing, final.
Assessment is the determination of the quality of the successes achieved by the schoolchild.
The organization of checking the instructional process may have various forms: preliminary monitoring, ongoing, thematic, and final.
Preliminary monitoring gives the teacher information for designing and managing the instructional process, and for choosing its optimal variant.
Propaedeutic diagnosis is also necessary to determine the initial level of instruction achieved. Ongoing monitoring is used for
diagnosing the course of the didactic process, revealing its dynamics, and comparing, at particular stages, the results actually achieved
with those projected. In addition to its properly prognostic function, ongoing monitoring and the recording of knowledge, abilities, and skills stimulate the students'
learning effort, help with the timely identification of gaps in
the assimilation of material, and raise the overall productivity of studies.
Thematic monitoring is aimed at checking the understanding of a system
of knowledge. Synthetic, complex assignments play a significant role here,
combining questions on particular concepts of the topic aimed at revealing the informational links between them.
Final monitoring is practiced during the concluding review at the end of each quarter and school year. Technologies of final testing using computers and specialized programs are becoming increasingly widespread.
A distinction is also made between normative monitoring and comparable monitoring. For example,
the norm for reading words per minute for each grade.
Monitoring and assessment of activity are built on the following principles:
dynamic, correctional, individual, and differentiated
approaches, orientation toward the child's zone of proximal development.
Methods of checking and assessing knowledge: oral questioning, observation, written, test, and practical work, programmed assignments, tests, etc. In each teaching methodology, these methods are examined in relation to their own subject, although, of course, there are also
general requirements. Ways of checking assignments: a quick glance through notebooks
by row; reading the completed assignment from the notebook; explaining the method
of completion; oral questioning; completing part of the homework on sheets, at the board; completing new learning assignments similar to homework; selective checking; graphic dictations and other forms of programmed monitoring; computerized questioning; combining checking
of homework with independent work by students at the lesson, etc.
Grades may be verbal (in words) and nonverbal, in
the form of encouraging signs, gestures, exclamations, etc. Nonverbal
means of assessment may serve as equivalents of a grade.
In assessing the results of the learning activity of students with psychophysical developmental particulars, in special general-education schools (boarding schools), special classes, and classes of integrated (joint) instruction and upbringing for children with severe speech disorders, one should be guided by Resolution of the Ministry of Education of the Republic of Belarus of 24.05.2002 No. 21 «On the introduction of a ten-point system for assessing the results of the learning activity
of students in institutions providing general secondary and
vocational-technical education» and by the instructional-methodological materials «Ten-point system for assessing the results of the learning
activity of students» (letter of the Ministry of Education of the Republic of
Belarus of 31.07.2003 No. 06-13/27).
The norms presented for assessing the results of the learning activity in
the language of students who have severe speech disorders were drawn up with account taken
of the particulars of their development and are a supplement to the aforementioned documents. Assessment of the results of learning activity is carried out
in accordance with the ten-point system for assessing the results of the learning
activity of students at institutions providing general
secondary education, taking into account the particulars of the individual development
of the schoolchild and his or her personal achievements.
In assessing written work, spelling, punctuation, and dysgraphic errors should be distinguished. Spelling and
punctuation literacy must correspond to the program requirements of the school for children with severe speech disorders.
When checking and assessing written work, factual errors (spelling and punctuational) are not taken into account and are not
marked in the margin: for rules not provided for by the school program; for those not yet
studied rules; in words with unverifiable spelling on which work
has not been carried out; in the use of an author's punctuation marks;
obvious slips of the pen. Instructional written work includes: copying
(with or without a grammatical assignment), work with a distorted text, dictations of various kinds, writing from memory, testing,
and the like.
In the instructional process, a very important place is given to assessment. It should reflect the dynamics of the student's development and be maximally individualized. It emphasizes not a controlling but a formative function.
Assessment criteria: completeness of knowledge, level of conscious assimilation,
durability of assimilation, ability to apply it, the formation of mental operations and methods of mental activity, diligence, attitude toward learning activity, and characteristic features of the student's personality.
A teacher's preparation for the lesson is an integral part of pedagogical work. Thematic planning of the lesson is the distribution of the topic's material
over a certain number of lessons. The teacher must also outline the sequence for studying the topic through the lessons, determine the aims and objectives,
the approximate content of each lesson, and the intended methods of work.
Thematic planning usually contains the following elements: the title of the lesson topic, aims and objectives - educational, upbringing,
and correctional, the main content of the lesson material, ways of presenting
the material, possible observations, the use of visual aids,
technical teaching aids, the intended forms of monitoring the assimilation
of material, and the calendar dates for holding the lessons.
Thematic planning creates the possibility of a comprehensive approach to studying the subjects and eases the teacher's preparation for each lesson. Lesson-by-lesson planning is the working out of a specific plan
for conducting a particular lesson and depends on the thematic planning.
A lesson plan includes the following points: the date, the title of the topic, aims
and objectives; equipment, the course of the lesson, analysis of results, homework assignment.
Elements of lesson-by-lesson planning:
- clarifying the topic and content of the lesson material;
- the specific educational, upbringing, and correctional tasks of the lesson;
- determining the type and structure of the lesson;
- planning the course of the lesson depending on its stages and structural
elements.
On the basis of the lesson plan, a lesson outline is written: brief
theses of the teacher's actions and of the content and conduct of the instructional work are drawn up. This
makes it possible to single out the main points in the content and methods of conducting the lesson.
The proportion of the parts of a lesson can change depending on the content of the work and the learning task set. Some of the stages of the lesson
occupy the main place, others - an auxiliary one, or are absent altogether.
In this connection, and depending on the type, a lesson is structured in various ways.
But in any case the unity of the lesson's structure must be observed, that is,
the elements must not be disjointed, and each of them serves the main task of the lesson.
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