The history of the point rating system. Point-rating system of knowledge control. Significance for learners

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According to the "Regulations on the ongoing monitoring of progress and intermediate certification of students in undergraduate and graduate programs at the Financial University" Order No. 0557/o dated March 23, 2017 and clause 2.4 of Appendix No. 1 to this Regulation The Department of "System Analysis in Economics" approved a unified standard for a point-rating system for assessing a student's knowledge:

“... The criteria for scoring include the quality of preparing students for seminars, performing various types of independent work (in this case, the results of regularly conducted express control of student progress should be at least 50% of the score), as well as attending classroom classes (no more than 15% of the score). ratings).

For compulsory disciplines:

For elective disciplines and disciplines of the university block:

Annex No. 1 to the "Regulations on the conduct of current control ..." Order No. 0557/o dated March 23, 2017

Evaluation of the quality of a student's work in the point-rating system is used for effective management of the educational process, when deciding on the appointment of state academic and nominal scholarships, the issuance of diplomas with honors, etc.

• increasing the motivation of students to master educational programs;
• obtaining detailed and versatile information about the quality and effectiveness of training, as well as about the personal educational achievements of students for their moral and material encouragement;
• stimulation of the systematic work of students during the semester (module);
• reducing the role of random factors in the current and intermediate certification;
• information support for the preparation of the Diploma Supplement of the Financial University, comparable to the pan-European one (Diploma Supplement).

• the unity of the requirements for the work of students;
• regularity and objectivity in assessing the results of students' work;
• openness and publicity of the results of students' progress for all participants educational process.

1.4. The point-rating system is based on a 100-point system for assessing students' knowledge, which is used as an addition to the official five-point system (semester, module) for assessing students' knowledge, adopted in the Russian Federation.

2. SCORE OF STUDENTS' KNOWLEDGE

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1. The scoring criteria include the quality of preparing students for seminars, performing various types of independent work (in this case, the results of regular express control of students' progress should be at least 50% of the score), as well as attending classroom classes (no more than 15% of the score) .
2. When summing up the results of the current control of progress in the middle of the semester, its results in a 20-point assessment are entered into the statements of the current control of progress using TEKU and on the corresponding page of the subject-group journal by teachers conducting classroom classes.
3. A student who has received from 7 to 20 points is considered certified, who has received from 0 to 6 points - not certified.
4. The results of the ongoing monitoring of progress for the second half of the semester / in the module are reported to the students at the last lesson and entered in the statements (in the column “points, work in the semester”) on the day of the test / exam.
5. The total amount of points received by the student based on the results of the ongoing monitoring of progress in the semester / module and intermediate certification is converted into a five-point grading system in accordance with Table 2.

To date, the main task facing the country's universities is to improve the quality of education. One of the key areas in its solution is the need to move to new standards. In accordance with them, a clear ratio of the number of hours for independent and classroom work. This, in turn, required a revision and the creation of new forms of control. One of the innovations was the point-rating system for assessing students' knowledge. Let's consider it in more detail.

Purpose

The essence of the point-rating system is to determine the success and quality of mastering the discipline through certain indicators. The labor intensity of a particular subject and the entire program as a whole is measured in credit units. The rating is a certain numerical value, which is expressed in a multi-point system. It integrally characterizes the progress of students and their participation in research work within any given discipline. The point-rating system is considered as the most important part of the quality control of the educational work of the Institute.

Advantages

Significance for educators

1. Plan in detail the educational process in a particular discipline and stimulate the constant activity of students.
2. Timely adjust the program in accordance with the results of control measures.
3. Objectively determine the final grades in the disciplines, taking into account systematic activities.
4. Provide gradation of indicators in comparison with traditional forms of control.

Significance for learners

Selection of criteria

1. Implementation of the program in terms of practical, lecture, laboratory classes.
2. Performance of extracurricular and classroom written and other works.

The timing and number of control activities, as well as the number of points allocated for each of them, are set by the lead teacher. The teacher responsible for the implementation of control must inform the students about the criteria for their certification at the first lesson.

Structure

The point-rating system involves the calculation of the results obtained by the student for all types of educational activities. In particular, attendance at lectures, writing control works, performing typical calculations, etc. So, for example, the overall result at the Department of Chemistry can be made up of the following indicators:

Additional elements

The point-rating system provides for the introduction of fines and rewards for students. Teachers inform about these additional elements at the first lesson. Penalties are provided for violations of the requirements for the preparation and execution of abstracts, untimely submitted standard calculations, laboratory work, etc. At the end of the course, the teacher can reward students by adding additional points to the number of points scored.

Transfer to academic marks

It is carried out on a special scale. It may include the following limits:

Another variant

The total number of points also depends on the level of labor intensity of the discipline (on the size of the loan). The point-rating system can be represented in the following form:

Point-rating system: pros and cons

The positive aspects of this form of control are obvious. First of all, active presence at seminars, participation in conferences will not go unnoticed. For this activity, the student will be awarded points. In addition, a student who scores a certain number of points will be taken into account, can receive an automatic credit in the discipline. Attendance at the lectures themselves will also be taken into account. The disadvantages of the point-rating system are as follows:

Conclusion

The key place in the point-rating system is control. It provides for end-to-end certification in all disciplines within the framework of curriculum. As a result, the student is assigned a rating score, which, in turn, depends on the degree of preparedness. The advantage of using this form of control is to ensure its information transparency and openness. This allows students to compare their results with those of their peers. Monitoring and evaluation of educational achievements acts as the most important element of the educational process. They must be carried out systematically throughout the semester and throughout the year. To do this, the ratings of students in the group and on the course in specific disciplines are formed, intra-semester and final indicators for a certain period are displayed.

The article describes the experience of using a point-rating system for evaluating students' educational achievements. The objectives of the BRS, its advantages and disadvantages are determined. A presentation is attached to the article.

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federal state educational standard(FGOS) of a new generation in the specialties of secondary vocational education(SPO) is built on the student's mastery of professional (PC) and general competencies(OK).

Competencies are a set of knowledge, skills, abilities and personal qualities student. In the implementation of the task of mastering competencies, a point-rating system for assessing students' knowledge can play a positive role. Teachers and psychologists believe that the assessment should reflect not only the level of mastery of competencies, but also the personal qualities of the student, namely: the ability to plan one's work, work in a team and in a team, rationally use one's own and other people's time, work with reference and additional literature, write summaries, abstracts, abstracts, independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

In 2011-2012 academic year in our technical school, a point-rating system for assessing and recording progress was introduced, which somewhat changed the usual ideas of students about learning. Surely everyone knows the saying: “Students live happily from session to session ...”, then in 2-3 days they learn the subject (with varying degrees of success), pass it and safely forget it.

Not everyone, of course, learns this way, but no one will deny that such a practice exists. And one more thing: everyone knows very well that a traditional sessional exam or test is in many ways a lottery: you can prepare from time to time during the semester, get a “good” ticket at the exam and get “excellent”. Or, on the contrary, you can work all the semester, prepare, go to lectures, read textbooks, but you won’t be lucky on the exam. And if the teacher is in a bad mood on the day of the exam, then complaints about bias, bias, etc. are inevitable. And all because the usual traditional system almost does not take into account what is called the student's current academic work.

In addition, students, especially first-year students, often show a lack of self-organization and independence, lack of experience in search activities and skills in working with literature.

In the point-rating system, these shortcomings are compensated. For certain types of work performed by students throughout the semester, points are given, a certain number of points are awarded for credit, then all these points are summed up, and the final rating score for the subject is obtained. This score translates into the traditional grading system.

1. the formation of students' motivation for systematic work, both classroom and independent;
2. reducing the role of accidents in passing exams, tests;
3. streamlining, transparency and expansion of opportunities for the use of various types and forms of current and intermediate control;
4. implementation individual approach in the educational process;
5. increasing competitiveness in studies to activate the personal factor;
6. receiving, accumulating and presenting to all interested parties, including parents of students, information about the educational achievements of a student, group for any period of time;
7. improving the quality of training through a phased assessment of various types of work.
   

The point-rating system for assessing student performance is not new in itself - it is a system of organization educational process for students to master the basic educational program secondary vocational education (SVE), in which all the knowledge, skills and abilities acquired in the course of mastering the discipline are systematically assessed on a 100-point scale (mastering the material by 100%), in addition, this system should reflect the final control of knowledge and student attendance . In the system of secondary vocational education, attendance by students of classroom classes is problematic, due to the fact that students of a technical school are students who have not reached the age of majority, and teachers are responsible for the absence of a student in class. This condition should also be reflected in the control of knowledge on the point-rating system. After analyzing all the components of the learning process, we proposed next system assessment of knowledge, skills and abilities (ZUN).

To assess the personal qualities of students (discipline, responsibility, initiative, etc.), a certain number of points is provided (up to 10% of the total number).Attendance is estimated at 5.5 points, taking into account 57 hours of classroom workload - 0.1 points for each pair visited; taking notes - 3.5 points

Laboratory and practical work is evaluated at 52 points - 5 and 2 points for each laboratory and practical work. Laboratory work does not allow the absence of a student, even for a good reason. If the student was absent from the class due to illness, he must pass the laboratory workshop within two weeks after starting to study. Not by chance a large number of points: out of 57 hours - 26 hours of laboratory and practical classes

Control, test works are estimated at 21 points - 2.5 points for each work. Includes several sections of chemistry and biology

Homework is worth 8 points - 1 point for each work.

The differentiated offset is estimated at 10 points.

Students who have not scored the established minimum amount of points during the current control can gain points to the intermediate control. Students who have scored 85% or more of the total points for the current control are exempted from the test and "automatically" receive a grade of "5".

Those who scored 72% or more - a score of "4", they, if desired, can

refuse the "automatic" assessment and take the test during the session.

Students who score 51% or more of the maximum amount receive a grade of "3"

Students who scored less than 50 points according to the results of the current control are considered not certified and have academic debt. To receive a higher grade, students must pass an intermediate assessment.

The introduced point-rating system involves the development of a technological map of the discipline, which indicates the types of compulsory work and the number of points that students can receive for completing each task.

The final grade is recorded in the student's transcript and record book.

The point-rating system for assessing the progress of students in our technical school does not cancel the traditional system used for intermediate and final certification (excellent, good, satisfactory, credited, not credited), and along with the latter, it is one of the components of the education quality management system.

1. Increasing the discipline of students. If a student fails to complete a task on time, a certain number of points will be forfeited.
2. Increasing the organization of students. The student knows the “rules of the game” from the very beginning and can plan his own work during the semester.
3. Increasing the feeling of psychological comfort in the learning process. The accumulative points system of a conscientious student reduces the excitement associated with the expectation of the upcoming final assessment.
4. Improving the objectivity of the assessment. The teacher evaluates all the achievements of the student according to certain criteria, without reducing them to an average score. The grading system is open to every student.
5. Strengthening the element of competition among students. The rating system provides an opportunity to express themselves, to stand out.
6. Activation of the work of the teaching staff. For each discipline, the entire package of tasks must be drawn up with an indication of points and cases of additional encouragement are listed.

Students note the following advantages of the point-rating system:

1. Inclusion of 60% of current scores in the final grade.
2. Stimulation of students' activity in the classroom.
3. Improving class attendance.
4. Ability to keep track of your points.
   

1. This system creates a lot of additional work for the teacher. He must calculate the parameters of this system - how many points are given for each task and assessment criteria, bring this to the attention of students, develop alternative forms of scoring, tasks of different levels of complexity depending on how many points the student claims, and also conduct more individual work with students who want to get the missing points.
2. Inadequate assessment of capable students. Students forced to miss classes for various reasons (participation in activities, illness) cannot fully use the accumulative points system.
3. The system is designed to measure the progress of students based on their regular work during the semester. The resulting data will not represent the true balance of power unless a significant proportion of students work regularly. There will always be some students who will not work during the semester, and the rating system is effective only when students are willing to work regularly.
4. Inferior mastery educational material students. Students can accumulate points by skipping some sections of the discipline. Accordingly, this affects the quality of assimilation of the material.

In any case, the use of a point-rating system in the organization of the educational process contributes to the activation educational activities students, developing their sense of responsibility and independence, increases the objectivity of the assessment and has a positive effect on the rhythm of work when they master professional and general competencies

The introduction of a point system is the first step towards a full-scale transition to teaching a credit system. Besides, prerequisite certification and accreditation of absolutely all universities will provide results for this experiment.

Go to new system learning will not qualitatively change the content academic disciplines: the number of hours, lectures and seminars remains the same.

This system should be used in the educational process in all disciplines of the curriculum, including disciplines of the federal and university components, as well as disciplines of students' choice. Apanasenko G.A. Point - rating system: does it have the right to independent existence? // modern school, 2008. - No. 2. - p. 9

1. The point-rating technology of knowledge assessment is used for the purpose of personal - oriented learning, stimulating the systematic work of students, revealing their creativity, differentiation assessment of knowledge.

2. The point-rating technology for assessing knowledge is designed to increase the objectivity and reliability of assessing the level of students' preparation and is used as one of the elements of managing the educational process at a university.

Understand the system for generating grades for disciplines and other types of employment in order to obtain final grades;

Recognize the need for systematic work on the implementation of the curriculum based on knowledge of their current rating score for each discipline and its change due to untimely mastering of the material;

Timely evaluate the state of their work on the study of the discipline, the implementation of all types of study load before the start of the examination session;

During the semester, make adjustments to the organization of current independent work.

Plan (in detail) the educational process in a particular discipline and stimulate the work of students for systematic work;

Timely make adjustments to the organization of the educational process based on the results of the current rating control;

Objectively determine the final grade in the discipline, taking into account systematic work;

Provide a gradation of assessment of the level of knowledge in comparison with the traditional system.

6. The point-rating technology makes it possible to ensure the continuity of monitoring and assessing the quality of knowledge, both in a separate discipline and throughout the semester, at the current stage of education (all past semesters) and the period of study at this stage of higher professional education (HPE).

When developing a scoring system for assessing the progress of the department and individual teachers, take into account the following points:

Departments, depending on the specifics of the disciplines taught, establish the types of current control and their cost in points;

The cost of attending each class is calculated as the quotient of dividing the amount of points established for attending classes by the number of planned training sessions;

For every kind academic work maximum amount points are set on condition that it is performed as "excellent";

In case of unsatisfactory assessment for the performance of any type of current control, points are not awarded;

The department has the right to declare the performance of any tasks mandatory. In case of failure to complete or receive an unsatisfactory grade for the implementation of such mandatory tasks, the final grade will be unsatisfactory, regardless of the amount of points scored in other types of current control.

The accumulated points are used to determine the final grade. As a final assessment scale, it is proposed to use the five-point scale adopted in Russia and a slightly modified ECTS system, adopted in most European countries.

Theoretical material - attending lectures;

Practical Skills - Execution and Defense laboratory work, seminars;

Performance independent work(abstracts, creative tasks, settlement and graphic works, term papers and projects) and their protection;

Educational, industrial and other practices.

2. The point-rating technology should be clearly described for each discipline and brought to the attention of each student at the beginning of classes, as a component of the discipline study program, which is included in the educational and methodological complex (TMC).

3. When studying one discipline, a student can receive no more than 100 points. At the same time, the student receives most of the points during the semester, about 1/3 - the final certification.

Classes missed for a good reason are worked out at the initiative of the student in the direction of the dean's office; Points received during training go to the rating.

5. By decision of the department, students with a high rating in the discipline (from 90%) can be (with their consent) exempted from taking the exam. Passing an exam is required to obtain an "excellent" grade.

7. The complexity of studying the discipline (the number of hours or credit units according to the curriculum) is taken into account by the coefficient in the assessment according to the average performance indicator (OSPU):

Where O1, O 2, On are the numerical equivalents of grades in the discipline;

K1, K2, Kn - accounting credit units of the corresponding discipline.

The scoring system for assessing progress control provides not only a differentiated assessment of various types of educational work, but also compliance with the deadlines for their implementation. The following deadlines for the submission by departments (teachers) of reports on the current progress of students are established:

By these deadlines, each teacher submits to the dean's offices reports on the current progress of students in groups where he conducts training sessions. Kolbanov V.V. Pedagogy: Textbook. - St. Petersburg: DEAM, 2008. - 32 p.

If a student who has not scored, or who has scored few points by the time the report is submitted, has a documented good reason(illness, departure for training camps, competitions) the dean's office extends the deadline for submitting control orders for the dean's office with the obligatory notification of the student and the corresponding teacher (department).

A student who, without a valid reason, did not complete control tasks and did not score minimal amount points required to receive a credit or an examination mark at the end of the study of the discipline, only on a compensatory basis can be admitted to re-study it. If he refuses to do so, or if he repeatedly receives an unsatisfactory grade, he is expelled from the university. Vasilyeva O.S. Point - rating system // Psychological Bulletin of the Russian State University, 2008. - No. 3. - p. 45

Thus, the use of rating control and evaluation can increase the level of motivation to study the subject. The results can be counted as a final grade for the semester test and, as a result, as a final examination grade. And when using the point-rating system, you can monitor the dynamics of progress and the group as a whole and each student, voicing the results of the rating will increase the activity of students and introduce a moment of competition into the learning process, identifying the best and lagging behind students.