Score on a 10 point scale. How the ten-point grading system will change the life of Russian schoolchildren. Gradually, the verbal assessment became monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was established opposite to the Germanic

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This year, the country will begin an experiment on a new, more fractional, assessment of student performance - a 10-point scale.

This was recently announced by the Minister of Education and Science Andrei Fursenko. But, as it turned out, there are already schools in Moscow that did it in the last century. The correspondent of "RG" went to one of them - gymnasium No. 1587 in Maryino.

Seven in geometry

Gymnasium N1587 in Maryino has been working according to a new method for ten years. I switched to a 10-point system, when the USE was not even in sight. An unusual experiment began here ten years ago. The director of the school accidentally came to a seminar at the regional pedagogical university and, having learned about a new method of assessing knowledge, decided to try it at home. The regional authorities did not object, the parents also spoke in favor, but some teachers had to be persuaded. The teachers of the senior classes resisted especially for a long time - they were afraid that they might spoil the certificates of the medalists. What if you have to fix weak fives for solid fours? If a student does not receive the highest possible score during the year, how can he be given a medal? In the end, they were also convinced.

A rating scale was developed for each subject and type of assignment. For example, 10 points in Russian will be awarded to someone who not only demonstrates excellent knowledge, but also reaches the research level in creative work, "reads artistically, writes without a single mistake, cleanly and accurately."

Let's take physics. The top ten will be given only if the student's knowledge goes beyond the school curriculum. This is an assessment of knowledge of the Olympiad level. It is not easy to earn it. But no one here sheds tears over this. In the certificate, it is still a five, and it does not matter how many points you have - 8, 9 or 10.

According to the director of the gymnasium, Nadezhda Timashkova, they are satisfied with everything, except for the return transfer of points to the certificate:

"The teacher has more opportunities to objectively assess knowledge, parents like that children are not given twos and ones, students have more incentives to study well - achievements are more noticeable. Today you got four points, tomorrow - five, the day after tomorrow - six" ...

Proud four

Russian language teacher Galina Anatolyevna Biryukova - candidate of pedagogical sciences. She defended her dissertation according to the new ten-point system and assures that her students are not stingy with high marks: “In the last lesson I gave 10 points, and I often give nines. School 893, next to us, also uses a ten-point system, and in Surgut there is a lyceum, where students are assessed on a 12-point system. This is a more objective grading scale. "

Opponents of the five-point system make an argument: fives, fours, and threes are very different. “There are three with a minus and a four with two pluses,” Vadim Muranov, one of the laureates of the “Teacher of the Year” contest, noted in an interview with Russian President Dmitry Medvedev.

Indeed, under the existing system, for example, for excellent knowledge, both a gifted schoolchild - the winner of the Olympiad, and those who simply learned a lesson will receive an A. And in the gymnasium, there are three grades to choose from - 8, 9, 10. An Olympian will be given a ten, and a diligent student - 8.

It is also true that the 10-point system generally corresponds to the USE scale. Therefore, the transition to the Unified State Exam in this gymnasium was easier than in other schools. Both students and teachers understood the principle of assessment: for each skill, ability, correct answer - its own score. The USE scale turned out to be very clear and transparent: I got 80 points - it's the same as in a gymnasium 8. This means that the result is excellent. Received 50 - this is 5 points, that is, a three. And not a single schoolchild from this gymnasium had the idea to prove that, having gained 50 points, he successfully passed the Unified State Exam.

But there is a danger that unclaimed marks will remain in the ten-point system - for example, tens. Indeed, even in a gymnasium, where children go through a competition, ten points are rarely given. What can we say about an ordinary school !?

Another nuance - a gold medal is given for outstanding academic achievement. If earlier - for fives, then with the new system, apparently, for tens. The number of medalists will obviously diminish. Perhaps, when entering universities, the difficult question of converting the grades of those who have already received a five-point certificate into a ten-point system will arise.

Let's go to a chemistry lesson? - I suggest at last to the director of the gymnasium.

A new topic is being explained in class. In a whisper I ask the schoolgirl at the first desk: "What was the last grade I received in chemistry?" "Four". Translated into the familiar system - a weak three, a three with a minus. But how it sounds - "four"!

And how are they

All schools in Belarus have switched to a ten-point system since September 1, 2002. Schools in Moldova use a scale of 10 points, Ukraine - 12 points, France - 20 points.

Help "RG"

What and for what (mathematics)

1 score (very weak) the student copied from the blackboard, wrote it down under the teacher's dictation, tried to delve into the material

2 points (weak) can repeat some of the basic definitions, is not able to independently complete any practical task with this theory

3 points (mediocre) remembered most of the material, but cannot explain, is confused in the answers

4 points (satisfactory) remembered everything, performs practical tasks with the help of a teacher

5 points (not good enough) can explain some questions of the theory, solves only those problems where the algorithm is known

6 points (good) answers most questions, shows awareness of theoretical knowledge, rarely makes computational errors

7 points (very good) clearly and logically sets out theoretical material, applies theory in practice, rarely makes computational errors

8 points (excellent) a complete understanding of the essence of the theory, application in practice, manages to complete practical tasks in the allotted time. Can fix his mistake himself

9 balls (excellent) easily performs practical tasks, solves non-standard problems

10 points (excellent) non-standardly applies the acquired knowledge in practice, can independently acquire additional knowledge, working with literature and a computer.

Lyudmila Timchishina, Candidate of Pedagogy, Director of Gymnasium No. 11, Korolev, Moscow Region:

A wider range of grades is better for the school. You can't put a student five with a minus or four with two plus in a magazine or a certificate. Take the excellent students, for example. Gold medal, of course, it is gold, only the fineness is different. Fives are also different. One is strained, the other is honest. Five with a minus turns into a five, four with a minus - into a four. But, you see, there is a difference between these estimates.

Against

Sergey Mendelevich, Honored Teacher of Russia, Director of School N 57, Moscow:

The main disadvantage of the ten-point system is the laboriousness of the assessment for the teacher. If now he has a choice of three boundaries - 5/4, 4/3, 3/2, then with a ten-point system, the boundaries will stretch and clear uniform criteria will be needed for each subject and type of assignment, as well as for the lowest grades, for example, for two ... We'll have to look for an answer to the questions: where is the line between a satisfactory and an unsatisfactory grade, who can be transferred to the next grade, and who cannot ...

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SOCIABILITY. This point means not just the ability to communicate, but the ability to quickly find a common language with the company's clients, to speak to people, the ability to continue the conversation even if the client says “no”, “I don’t want to,” “not interested”.
RESULT-FOCUSED. This point means that in the group to which you belong, you take an active position, you want to show results, differ from others, do much more than others and not only want this, but ALWAYS achieve, even if you have to cope with great difficulty.
CUSTOMER FOCUS. This point means how important it is for you, WHAT you sell and of what quality, does it matter to you? 10 points here will be - yes, what I sell is important to me and how useful it is to the person to whom I am selling it. 1 point or 0 points will be here that you do not care what to sell, the main thing is to sell and get your salary for it.
HONESTY. How honest you are with people. 10 points here will be the following - I always tell the truth and never succumb to the temptation to lie to a client or a manager in my work. 5 points here would be that yes, I succumb to the temptation to lie to the client or the manager in order to embellish my result (for the manager), the product that I sell (for the client).
EASY ATTITUDE TO LIFE. This refers to how quickly and easily you deal with even the tough challenges of everyday life. 10 points here will be - yes, there are problems and sometimes it’s not easy, but problems are life, they always exist and I can easily cope with them, they don’t upset me at all, and when they appear, it becomes interesting to me, because now I have there is something to cope with.
PRESSURE. Here, evaluate how much you are able to "break through the walls with your forehead", that is, in spite of everything, still achieve what you need.
PERSISTENCE. Here, evaluate how much you disagree with life. Write here how much you get in life exactly what you want, and not what you have. Example - you want to have a BMW car, but you can only buy a CHEVROLET - and so - how much you have the strength to disagree with the fact that you can buy only a CHEVROLET and do everything so that you have a BMW as soon as possible ...
CONSIDENCY. How quickly you think, that is, how quickly you respond to an assignment, how quickly you pick up what you were told to do, and how quickly, after you pick it up, you do it.
ABILITY TO HOLD THE IMPACT. See how resistant you are to problems here. Do you bend very quickly when something does not work out for you or, on the contrary, punch problems with your forehead, do not allow yourself to be embarrassed or upset by anything.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

NATIONAL INSTITUTE OF EDUCATION

Ten-point assessment system
learning outcomes of students
in institutions providing
general secondary education

General Provisions

1. In accordance with the Law "On Education in the Republic of Belarus" (as amended by the Law of March 19, 2002 No. 95-3), the Rules for Attestation, Transfer, Organization of Final Exams and Graduation of Students from Institutions Providing General Secondary Education (as amended Resolutions of the Ministry of Education of the Republic of Belarus of November 1, 2002 No. 49) in institutions providing general secondary education, students are certified in order to determine the level of mastering of educational material for a certain period of study.

The current, intermediate and final attestation of students is established. Attestation can be carried out in oral, written and practical forms.

The procedure for attestation, transfer, organization of final exams and graduation of students from institutions providing general secondary education is determined by the relevant Rules approved by the Ministry of Education of the Republic of Belarus.

2. Certification for each academic subject is carried out in accordance with the norms for assessing the results of educational activities of students.

The results of educational activities of students are evaluated in points on a 10-point scale of grades: 1 (one), 2 (two), 3 (three), 4 (four), 5 (five), 6 (six), 7 (seven), 8 (eight), 9 (nine), 10 (ten).

The mark "0" (zero) is set in the absence of the results of the student's educational activities at the time of certification.

3. Evaluation activity consists in determining the degree of fulfillment (solution) by students of the tasks assigned to them in the learning process, on the basis of comparing the real results of their educational activities with the planned goals, the requirements of curricula, educational standards.

A quantitative indicator for assessing the results of educational activities of students is the mark.

The mark is the result of the assessment process, its conditionally formal (sign) expression in points.

4. A 10-point system for assessing the results of educational activities of students is formed by interrelated and interdependent types, forms, methods of control, with the help of which, in accordance with the established rules, requirements and norms, the results of educational activities of students are determined and their certification is carried out.

5. The main functions of the 10-point system for assessing the results of educational activities of students are:

educational, orienting the teacher to the use of various forms, methods and means of monitoring learning outcomes, contributing to the advancement of students to achieve higher levels of assimilation of educational material;

stimulating, which consists in establishing the dynamics of students' achievements in the assimilation of knowledge, the nature of cognitive activity and the development of individual qualities and personality traits at all stages of educational activity;

diagnostic, providing analysis, operational and functional regulation and correction of the educational process and educational activities;

controlling, expressed in determining the level of assimilation of educational material with various types of control and certification of students;

social, manifested in a differentiated approach to monitoring and assessing the results of educational activities of students, taking into account their individual capabilities and needs in accordance with the social order of society and the state.

6. To assess the results of educational activities of students, there are five levels of assimilation of educational material.

First level(short)- actions on recognition, recognition and differentiation of concepts (objects of study).

Second level(satisfactory)- actions to reproduce educational material (objects of study) at the memory level.

Third level(average)- actions to reproduce educational material (objects of study) at the level of understanding; description and analysis of actions with objects of study.

Fourth level(sufficient)- actions to apply knowledge in a familiar situation according to the model; explanation of the essence of the objects of study; performing actions with clearly defined rules; application of knowledge based on a generalized algorithm to solve a new educational problem.

The fifth level(high)- actions to apply knowledge in unfamiliar, non-standard situations to solve qualitatively new problems; independent actions to describe, explain and transform objects of study.

7. The established levels of assimilation of educational material in order to carry out control and evaluation activities correlate with the main functions of the educational process - recognition, description, explanation and transformation of real and ideal objects of study.

The main results of the educational activity of students in recognizing objects of study presented in a finished form are manifested in their recognition, detection, identification, differentiation by essential features and properties and can be expressed verbally, figuratively, in action.

The mastery of the description function is manifested in the reproduction by students of certain aspects of the assimilated content, the connections between its various objects, and on this basis they are enumerated, ordered, grouped, classified and demonstrated by narration, storytelling, performing exercises, tasks and tasks according to known rules or patterns. Description as a function of the educational process also includes a wide range of educational activities based on the mental operations of observation, comparison, analysis and synthesis.

The function of explanation consists in disclosing the essence of the object of study, requires students to describe it in advance and is manifested in the establishment and substantiation of regular connections and relationships, formulation of statements, demonstration of evidence by means of arguments and arguments, logical conclusions, performing various tasks based on well-known rules, prescriptions, schemes , algorithms.

Students' mastering of the explanation procedure indicates that they are able to apply previously acquired knowledge, use different sources of knowledge and apply their content to solve cognitive and educational tasks, formulate work results - they own and operate with programmatic educational material in a familiar situation.

The formation of the transformative function is manifested in the possession and operation of the learned educational material by students both on the basis of given conditions, guidelines, known rules and regulations, and in the independent design of new ways of solving educational problems, modifying the object of study, building algorithms for completing tasks, obtaining practical results. related to a specific situation, the degree of familiarity with which may vary.

8. The main indicators of the correspondence of the results of educational activities of students to the established levels of assimilation of educational material are mental, verbal-logical, sign and object actions and operations for recognition, description, explanation and transformation of real and ideal objects of study.

At the same time, recognition, reproduction of programmatic educational material, possession and operation of it in familiar and unfamiliar situations are characterized by completeness, awareness, consistency, strength, mobility of knowledge, as well as the degree of cognitive independence and students in performing educational tasks.

9. The established levels characterize the degree of assimilation of knowledge, the development of mental and practical actions, general educational, special subject and other skills, cognitive independence and students.

At each level, grades are graded by two points in ascending order from 1 to 10 points in the form of a 10-point scale for assessing the results of students' learning activities (Table 1).

On the basis of the presented 10-point scale for assessing the results of educational activities of students, the corresponding assessment norms are established in all subjects.

Table 1

Ten-point scale for assessing the results of educational activities of students

	Assessment indicators
	Recognition of individual objects of study of programmatic educational material presented in a ready-made form (facts, terms, phenomena, instructions, actions, etc.)
	Distinguishing the objects of study of the program educational material presented in finished form, and the implementation of the corresponding practical actions
	Reproduction of part of the programmatic educational material from memory (fragmentary retelling and enumeration of the objects of study), the implementation of mental and practical actions according to the model
	Reproduction of most of the programmatic educational material from memory (definitions, description in oral or written forms of objects of study, indicating general and distinctive external signs without explaining them), the implementation of mental and practical actions according to the model
	Conscious reproduction of a significant part of the programmatic educational material (description of the objects of study, indicating general and distinctive essential features without explaining them), the implementation of mental and practical actions according to known rules or a model
	Conscious reproduction in full of programmatic educational material (description of objects of study with elements of explanation that reveal structural connections and relationships), application of knowledge in a familiar situation according to the model by performing oral, written or practical exercises, tasks, assignments
	Possession of the programmatic educational material in a familiar situation (description and explanation of objects of study, identification and substantiation of regular connections, giving examples from practice, performing exercises tasks and assignments according to the model, based on prescriptions)
	Possession and operation of programmatic educational material in a familiar situation (detailed description and explanation of the objects of study, disclosure of the essence, justification and proof, confirmation by arguments and facts, formulation of conclusions, independent completion of tasks)
	Operating with programmatic educational material in a partially changed situation (the use of educational material both on the basis of known rules, prescriptions, and the search for new knowledge, a way to solve educational problems, making assumptions and hypotheses, the presence of actions and operations of a creative nature when performing tasks)
	Free operation of programmatic educational material, application of knowledge and skills in an unfamiliar situation (independent actions to describe, explain objects of study, formulate rules, build algorithms for completing tasks, demonstrate rational ways of solving problems, performing creative work and tasks)

10. Attestation is carried out according to the results of the educational activities of students by monitoring the level of mastering the educational material in the subject.

Control in the pedagogical process is considered as a procedure of evaluative activity, which includes actions using a variety of pedagogical measures and measurement methods to obtain information about the course and learning outcomes.

The main types of control of the results of educational activities of students are established: lesson, thematic, intermediate, final.

11. The main types of control of the results of educational activities of students are carried out in oral, written, practical forms and in combination. The choice of the form of control depends on the content and specifics of the material of the academic subject, the number of hours allotted for its study, the stage of training and planned results, age and individual characteristics of students.

12. Depending on the type of control, the stage of training and the set goals, methods are determined with the help of which this or that form of control allows you to obtain the most objective information about the quality of the process and the results of students' learning activities: conversation, survey, observation, independent and control work, didactic tests, laboratory and practical work, dictations, essays, abstracts, tests, exams, etc.

13. Lesson controllearning activities students is carried out in order to check the assimilation of the program material by the students. It has a stimulating, educational and corrective value.

When exercising lesson-less control, it is important to assess the process of students' learning activities, their mental operations, cognitive and general educational skills, their use of rational ways of completing the assignment, taking into account the manifestation of interest in learning, striving to achieve the set goal, volitional efforts and other individual and personal qualities. The teacher, along with the specified requirements, takes into account the previous achievements of the students.

The mark set during the lesson control must necessarily be integral in nature as an indicator that, in aggregate, reflects and characterizes the results of the student's learning activity.

Provided that the students master the educational material in accordance with the goals set in the lesson, the results of their educational activities are assessed by marks from 1 to 10 points inclusive.

14. Thematic control is carried out to check the degree of assimilation by students of the educational material of a certain topic of the program.

With thematic control, the requirements for assessing the results of students' learning activities increase, since in this case we are talking about assessing the results relative to the completed stage of learning.

Depending on the specifics of the subject, the curriculum, the number of measurements, oral, written, practical or combined forms and the most appropriate verification methods are determined.

The number of compulsory tests for the implementation of thematic control is established by the Unified speech regime of the institution of general secondary education, approved by the Ministry of Education.

The results of the thematic control are decisive in setting the grade for the academic quarter.

15. Intermediate control is carried out in order to check the level of mastering by students of educational material over a long period of time and, if necessary, can be carried out at the end of a quarter (trimester or half a year) in accordance with the requirements of the Unified Speech Regime of a general secondary education institution.

16. Marking for a quarter (trimester or half-year) is carried out on the basis of the results of thematic and intermediate control, taking into account the prevailing or highest (at the discretion of the teacher) lesson marks as the arithmetic mean of marks. This takes into account the dynamics of the student's individual educational achievements at the end of the quarter (trimester or half year).

For academic subjects, the study of which is allocated for one hour per week, the mark can be set for a trimester or half a year.

17. Conduct the finalcontrol, carried out in accordance with the requirements of the Unified Speech Regime of the institution of general secondary education, the Rules for certification, translation, organization of final exams and graduation of students from institutions providing general secondary education.

18. Annual mark is set as the arithmetic mean of grades in quarters (trimesters, semesters), taking into account the dynamics of individual educational achievements of students at the end of the academic year.

19. Final grade students of graduation classes in those subjects that are submitted for final exams are exposed on the basis of annual and examination marks in accordance with the Rules for Attestation, Transfer, Organization of Final Exams and Graduation of Students from Institutions Providing General Secondary Education.

20. The results of the educational activities of students are assessed from the lowest to the highest score, regardless of the type of control and the level of study of academic subjects (basic, advanced or in-depth).

1 point
Unreachable edge of horror. Universal evil. If you dream in a nightmare, you will have to visit a psychiatrist. Perhaps more than once.

2 points
90-60-90
height-weight-age
Thick and scary something. Given to the first comer for a bottle of cheap beer, or it will break until the last breath. We do not consider it as a “female sex”.

3 points
A gray, ugly, plump girl who was very unlucky in life with her appearance. Rumor has it that they have sex.
Usually, such girls either give with very great strains (due to their terrible complexes), or give to all the few comrades who need it from them.

4 points
An ordinary gray girl who is not popular with men. In this case, it can be either with a normal figure, but ugly in the face, or simply too full. With a large amount of alcohol, it will do, but again not for everyone. Seduction is not such a problem, but consider whether you need it.

5 points
Neither fish nor fowl. There are millions of them. 7 out of 10 passing girls will fall into this category. It is not a shame to seduce such one, but there is also nothing to boast about.
Standard. Such girls are the easiest to make "contact".

6 points
Either a very well-groomed 5-ka, or just a pretty girl who can be seduced and this will be a good memory. Usually such girls are suitable for long-term relationships due to their complaisance.
Seducing such is not a big problem, but it does take a little work.

7 points
A beautiful girl by nature. With a good figure and a pretty face. Popular with men and therefore there is a protective barrier against notoriously unacceptable or unsuccessful men. This is the most "controversial" category among the pick-up artists. Here opinions fluctuate both upward and downward. In general, the seduction of the 7 remains in the memory as very good memories.

8 points
Fashion model. Naturally gifted with looks and a cool figure. For the most part, these girls are wealthy and have the opportunity to take care of their appearance. The percentage of such girls is very small among all, but seducing her, you can be proud of it and know that you are “one of the best”. In most cases, it will take more than one date to seduce such a girl.

9 points
This is your ideal. And for all it is not less than 8 points, but it sunk into your soul. This is exactly what you dream of. A very beautiful girl (7-8 points) with whom you have a long-term relationship can also fall into this category and she is “the same” for you.
The seduction of such a girl is definitely beyond the standard, so here you have to make every effort.

10 points
An unattainable line of beauty and inner qualities of a girl. If you met her, then consider that you are one in a million. There is no need to seduce, you will immediately understand everything with her.

Good day! Can you please tell me how to write a fifty-five point system correctly?

Right: a fifty-five-point system.

Hello! Which is correct - a ten-point storm or a ten-point storm?