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THE ROLE OF CRITERIA-BASED ASSESSMENT WHILE
DEVELOPMENT OF CRITICAL THINKING 1 2 Sagat Zh.K. , Nurzhanova Zh.J. Email: [email protected]
1Sagat Zhansaya Kanatovna - Undergraduate;
2Nurzhanova Zhainash Jumakhmetovna - Candidate of Pedagogical Sciences, Associate Professor, DEPARTMENT OF FOREIGN LANGUAGE THEORY AND PRACTICE, L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY, NUR-SULTAN, REPUBLIC OF KAZAKHSTAN
Abstract: the question "what needs to be evaluated" in the non-traditional learning system is answered "to test the knowledge of students", since the assessment is considered by the teacher as a determination of the level of knowledge of students. From this point of view, teachers limit their actions to verbally answering students ' questions in class or testing. However, this test in most cases only reveals the memory of students and does not determine what they learned, the overall level of knowledge and skills. In addition, here the concept of " evaluation "is taken as "putting marks", and this concept does not define the content and all the features of the evaluation.The goal of implementing a criteria-based assessment system is to obtain reliable information about students ' educational achievements based on the assessment criteria and present it to all participants to improve the educational process. In this article was examined how effective the system of criteria-based assessment. There were conducted interviews between different school and gymnasium teachers. There were responsed to problematic questions about criteria-based assessment. There was determined the impact of the new evaluation system on the development of critical thinking. Keywords: criteria-based evaluation, formative evaluation, total evaluation, feedback.
РОЛЬ КРИТЕРИАЛЬНОГО ОЦЕНИВАНИЯ В РАЗВИТИИ КРИТИЧЕСКОГО МЫШЛЕНИЯ Сагат Ж.К.1, Нуржанова Ж.Ж.2
1Сагат Жансая Канатовна - магистрант, 2Нуржанова Жайнаш Жумахметовна - кандидат педагогических наук, доцент, кафедра теории и практики иностранного языка, Евразийский национальный университет им. Л.Н. Гумилева, г. Нур-Султан, Республика Казахстан
Аннотация: на вопрос «что нужно оценить» в системе нетрадиционного обучения дается ответ «для проверки знаний учащихся», так как оценка рассматривается учителем как определение уровня знаний учащихся. С этой точки зрения учителя ограничивают свои действия устным ответом на вопросы учащихся на уроке или тестированием. Однако такая проверка в большинстве случаев выявляет только память учащихся и не определяет к чему учились, общий уровень знаний и умений. Кроме того, здесь понятие «оценивание» принимается как «выставление оценок», а такое понятие не определяет содержание и все особенности оценивании. Цель внедрения системы критериального оценивания — получение достоверной информации об учебных достижениях обучающихся на основе критериев оценки и представление ее всем участникам для совершенствования учебного процесса. В данной статье было рассмотрено, насколько эффективна система критериального оценивания. Было проведено интервью среди учителей разных школ, гимназий. И были даны ответы на проблемные вопросы касательно критериального оценивания и определено влияние новой системы оценивания на развитие критического мышления. Ключевые слова: критериальное оценивание, формативное оценивание, суммативное оценивание. обратная связь.
Introduction
The question "what needs to be evaluated" in the non-traditional learning system is answered "to test the knowledge of students", since the assessment is considered by the teacher as a determination of the level of knowledge of students. From this point of view, teachers limit their actions to verbally answering students ' questions in class or testing. However, this test in most cases only reveals the memory of students and does not determine what they learned, the overall level of knowledge and skills. In addition, here the concept of "evaluation "is taken as "putting marks", and this concept does not define the content and all the features of the evaluation.
Evaluation is primarily necessary to determine the quality of education. If we want to make significant progress in our work, we must determine the results of the past and present, that is, to identify and evaluate the positive aspects and shortcomings of our work.
New changes and success in the education system in many developed countries are implemented through the introduction and development of criteria-based assessment of teachers' experience. The purpose of implementing the criteria-based assessment system is to obtain reliable information about students ' educational achievements based on the assessment criteria and present it to all participants to improve the educational process.
Nowadays, in the context of the transition to the updated content of education, one of the main problems in secondary schools is to improve the effectiveness of assessing the students' educational achievements.
Review of literature
Criteria-based assessment is the evaluation of students ' academic achievements. This is one of the current requirements of the modern training system. Now, how do we use this assessment. At the initial stage, we can't understand exactly. However, we started working on the implementation of the lesson plan in accordance with the goals of its training. As a result of the strategies used in everyday classes, we have achieved the ability for students to use assessment for academic achievement and learning. This is a ladder that focuses on the expected result in the lesson. Effective learning assessment is the most important stage in education and training. After all, this is a force that contributes to the fact that during the learning process, students have clearly formulated the steps to move forward and achieve results. In a daily class, students can evaluate themselves in group work. They can apply for an objective assessment, understanding that each work has its own criterion, comparing it. This strengthens the connection between the teacher and the student, and increases the level of the lesson. Each student can put themselves in the ranks of leaders. This is also freedom, this is also the desire for new things.
A feature of the modern education system is the formation, improvement and development of the student's competence for any activity. We must evaluate the formation of a student's competence from the assessment of his knowledge, skills and abilities. now not only the main role is played by the students ' knowledge, but also the main role is set by such goals as the development of the student's competence, his personal qualities, proper communication with the world around him, self-development, self-education. Therefore, the approach to learning is changing, and a new direction is being taken in evaluating learning outcomes.
The Cambridge curriculum, which is being implemented in the country's education system, offers a learning assessment and assessment module for learning. This module deals with the measurement of two types: Summative assessment and formative assessment. That is, when teachers use assessment for learning, along with learning assessment, assessment becomes the most useful tool in learning [1, 7 p].
Summative assessment is used to evaluate students ' achievements, summarizing knowledge, at the end of a section, unit or module, or at some stage of the learning process. It is held at the end of each section (Test work or final test work), helps students demonstrate their level of knowledge in each section, allows the teacher to make a conclusion about the achievements of students and set a final grade [2].
Formative assessment is used to determine the current level of students ' knowledge in everyday learning activities and to establish the relationship between the teacher and the student. It is conducted during the daily learning process, helps the student to process their work and achieve high results, allows the teacher to collect, analyze and plan information about the learning of the material by students [3, 85 p].
Formative assessment is often called "assessment of the student's knowledge of the world and assessment for improving education", as it helps the development and formation of the student's personality. This assessment system allows the teacher to conduct individual work with each student, allowing him to observe from the very beginning that the student did not learn the material, diagnose the student's knowledge, helps the teacher to organize the learning process in a different way, and the student to feel more responsibility for their education [4].
Criterion evaluation is a process of comparison and achievement in the formation of educational and cognitive competence of students, based on the purpose and content of education.
The goal of implementing criteria-based assessment is to improve the quality of training in the new process. This is the compliance of students ' knowledge with international standards. Formative assessment allows the teacher to track the process of achieving the students ' goals in school and helps to make timely changes and corrections in the educational process, and the student to feel high responsibility for their education. It is used in everyday practice, used for both students and teachers. With this assessment activity, the teacher can clearly define the purpose of learning the subject, help a student to present the topic passed in a single, harmonious pattern, to determine adequate methods of control results, promote achievement of a high level. The use of formative assessment in the classroom is the transition of external feedback between the teacher and the student to internal feedback, which helps to increase the level of the subject of education. The student controls himself, chooses the ways of his actions, and evaluates his results. Thus, the student forms their key competencies by setting a goal, planning the expected result, and summarizing the experience of controlling it. When teachers use grades for learning, along with learning assessment, evaluation becomes the most useful tool in learning.
There are also moments in the assessment that cause questionable thoughts. Learner's self-esteem sometimes does not reach reality. But in this case, the student has the opportunity to take a good step at that moment. Assessment of classmates plays an important role among learners, as it raises the level of motivation, promotes the perception of criticism, increases self-confidence [5].
Methods
Participants
Interview conducted among teachers about criteria-based assessment. In the interview was participated 20 teachers from secondary school and, school-gymnasium . The conductor divided participants into different ages as shown in the 1st table and into teaching experiences (2nd table).
Table 1. The age division of teachers
Age groups Respondent Percentage
20-30 3
31-40 5
41-50 10
50+ 2
Work experience Respondent Percentage
Less than 5 years 3
6 to 15 years 6
15- to 25 years 9
26+ 2
Instrument
For the interview used a list of questionnaire. It was conducted with help of social network as whatsapp and face to face interaction. It was an anonymous interview, which written in two languages: Russian and Kazakh.
Result
The table below shows, has the criteria-based assessment enormous difference comparing with previews assessment.
Table 3. The difference of assessment system
Difference Respondent Percentage
Enormous 13
Not so more 7
Don't have difference -
A lot of them told that it has more differences. Previously, every day marks as 5, 4, 3, 2 was put up, right now only at the end of the section was taken control and assessed , and every day was written a comment by teachers such as "great job", "not bad", "excellent", "do not be lazy", "redo it", "I believe you" and so on. A lot of group and pair work.
For the question "do not putting marks to each day low learner's motivation to learn" large of teachers answered "yes". The reason of it that, learners adapted to old system. That's why they need marks, and they cannot understand comments. A lot of them said that learners who has learnt it from the 1st grade will be motivated by comments.
Table 4. Low motivation
Low motivation Respondent Percentage
Yes 13 65%
No 7 35%
For the question " has criteria -based assessment any impact to thinking critically" most of teachers responded "yes". With this kind of assessment learners can explain their opinion including other additional information. They can add extra information from themselves. Say their point of view. For example, Learners in Kazakh literature while reading the creation "Bayan sulu and Kozy Korpesh " asked that "why we have celebrated 15th april as theirs love day. Their love do not have a happy end." Table below shows did criterion-based assessment effect to critical thinking.
Thinking critically Respondent Percentage
Yes 12 60%
No 6 30%
I don't know 2 10%
For the last question 50 % of respondents answered that if we start using this assessment from the first grade we'll have a great results. Here, was understood that learners should be engaged and engaged in actively evaluating their classmates and themselves. Learners must learn to evaluate their knowledge, so learners need to work according to the information received through feedback to improve their learning. This requires their understanding, interest, and attention. The effectiveness of self-assessment, motivation increased self-confidence. 20 % of them said that if teachers completely know this assessment and can use Learner's will get knowledge and checked up truly. 20% of them respondent that if we can put marks for each day we'll achieve outputs, show big results. Only 10% of them do not know and say about future of criteria-based assessment. Table below shows results of assessment.
Table 6. Future results of assessment
Gives results 10 50%
When teacher know the system 4 20%
If we put marks for each day 4 20%
I don't know 2 10%
Conclusion
In General, in the educational process, formative assessments give an impetus to improve the professional skills of teachers and further developing their initiatives, striving for new ideas and making a great contribution to improving the quality of education.
Summing up the results of the speech, criteria-based assessment is a new requirement in the modern education system. The student can set a goal of critical thinking. And time has noticed that there will be a great emphasis on achieving results. Therefore, the work will be systematized only when the important task is performed responsibly by teachers.
References / Список литературы
1. Ob osobennostyakh organizatsii obrazovatel'nogo protsessa v obshcheobrazovatel'nykh shkolakh Respubliki Kazakhstan v 2016-2017 uchebnom godu: Instruktivno-metodicheskoye pis'mo. Astana: Natsional'naya akademiya obrazovaniya im. I. Altynsarina, 2016.
2. Nazarbayev Intellectual Schools» Autonomous Educational Organisation [electron. resource], 2008-2018. [Electronic Resource]. URL: http://nis.edu.kz/en/programs/criter-eval/ (date of access: 09.04.2020).
3. Hattie J., Timperley H. The power of feedback. Review of Educational Research, 2007. 81-112p.
4. NurbolatkyzyI.G. How do I understand criteria evaluation? 2018.
5. Aktambaevna I.A. Criteria-based assessment is the key to quality training, 2017 [Electronic Resource]. URL: http://orleuastana.kz/kz/2017/09/kriterialdy-ba-alau-sapaly-o-y-tudy-kepili/ (date of access: 09.04.2020).
