The learning process is impossible without monitoring knowledge and skills. The development of a control system is carried out not only by scientists - teachers who publish various manuals, but also by every teacher - a subject teacher in particular. Modern requirements for training programs require the mandatory availability of test and measurement materials. Before compiling them, you need to answer a number of questions:
- What are the functions of educational control?
- What kind, type and form of control would be appropriate in a particular topic?
- Which control method would be most appropriate for this lesson?
- What controls need to be developed for the lesson?
Educational control functions
Control, in simple words, this is a check of the compliance of the results obtained with the learning goals set in advance. But its functions are not limited to checking the compliance of knowledge and competencies with the requirements educational standard. In modern didactics there are following functions:
- Diagnostic. The teacher receives reliable information about gaps in students’ knowledge, about common mistakes and their nature. This helps to choose the most effective methods and teaching aids.
- Controlling. As a result, the level of mastery of competencies and knowledge is established; level of intellectual development of students.
- Educational. By completing assignments and solving problems, students improve their knowledge and skills, applying them in new situations.
- Prognostic. Based on the results of the control, it is possible to understand whether knowledge has been sufficiently acquired and competencies have been developed in order to move on to new educational material.
- Developmental. Its essence lies in the development of speech, memory, attention, thinking, creativity students, what happens in the process of completing tasks.
- Orienting. Its essence is to identify the degree of knowledge of the topic.
- Educational. Periodic checking contributes to the formation of a sense of responsibility and accuracy; disciplines students.
Compiling test materials that perform listed functions, the teacher will be able to increase the effectiveness of teaching several times.
Variety of control types
The type of control in the lesson depends on the stage of training. In this regard, the following are distinguished:
- Preliminary
- Current
- Thematic
- Final control
When moving on to study new topic or section, the teacher needs to determine what knowledge and skills the student already possesses. This is especially true in the fifth and tenth grades, since students arrive with to varying degrees preparedness. In addition, for example, in history lessons, the concentric system presupposes repeated, but deeper, scientific study of almost all topics in the 10th grade. Therefore, here the holding preliminary control especially important. The value of this type of review is evident in identifying issues that will need to be given increased attention.
One of the main conditions for successful training is the constant detection of existing gaps in knowledge for their timely elimination. This will help current control, which is basically part of the lesson.
Name « thematic control» speaks for itself. It is carried out after studying a new topic or section, mainly in lessons of control and correction of knowledge. The main goal is to prepare students for tests or final control.
At the end school year and after completing a certain level of education (primary, basic school) final control. We can say that all previous types of checks prepare for the main, final check. Based on its results, the degree of mastery of the curriculum over a year or several years is determined.
Forms of monitoring students' knowledge and skills.
In school practice, five main forms of control are used:
- Frontal. The task is presented to the whole class. Usually the guys give short answers from the spot.
- Group. The class is divided into groups. Each group receives its own task that must be completed together.
- Individual. Each student has his own task that needs to be completed without anyone’s help. This form is suitable for determining the knowledge and abilities of an individual.
- Combined. This form of control combines the previous three.
Control methods
Control methods are methods that help identify the degree of knowledge acquisition and mastery of the required competencies. Control methods also make it possible to evaluate the effectiveness of a teacher’s work. The school uses methods such as oral questioning, written works, tests, tests.
Oral questioning is one of the most common verification methods. It can be carried out in individual, frontal, and combined forms. Let's look at their differences.
- Individual survey carried out with the aim of determining the depth of knowledge acquisition by an individual, specific student. Usually he is called to the board and answers in detail either to a general question with subsequent clarifications, or to a number of individual ones.
- Frontal survey involves several related questions asked to several students. Answers should be concise. The advantage of this method is the ability to simultaneously interview several students and obvious time savings. But there is also a significant drawback - the impossibility of checking the depth of knowledge. In addition, the answers may be random.
- Combined survey will be the “golden mean” when choosing between individual and frontal. One student gives a detailed answer, and several others complete individual tasks.
Written work may be offered in different forms, depending on the subject: dictations, essays, reports, tests, tests, graphic works. Dictations can be used not only in Russian language lessons; they can be historical, geographical, mathematical and others. They also now produce various printed notebooks for almost every subject.
In connection with the introduction of the Unified State Examination and the General Examination, in Lately The test method is very popular. It allows you to quickly test your knowledge on one or more topics. This method should not be used continuously as it cannot test creativity and students may answer at random; The test method does not allow the student to deeply analyze the topic.
Types of control
Depending on who performs the control, they divide:
- External control. Performed by the teacher on the activities of students.
- Mutual control. It is carried out by students on top of each other.
- Self-control. The student checks himself using ready-made samples or correct answers.
It is advisable to combine different types rather than constantly using only one of them.
Controls
The teacher faces the difficult task of choosing the appropriate means of assessing knowledge and skills for the lesson. As mentioned above, one of the most common methods currently is testing. A great variety of tests are now published in all subjects. In addition, the teacher himself can create test questions or assign this task to students (of course, for a separate mark). Test questions can be:
- Multivariate. In this case, several answers are offered to the question, where only one or several will be correct.
- Alternative. Two judgments or answers are offered; you need to choose the correct one.
- Cross Selection Questions. It is necessary to find correspondences between the proposed options.
- Open. There are answer options.
- Closed. You need to answer it yourself. There are no options.
Questions must be precise, not controversial, and consistent curriculum and the material covered.
In addition to tests, handouts can be used to conduct control. Now you can develop it yourself, buy it or download it from the Internet. These can be cards with questions, maps, diagrams, etc.
Also, one of the means of control is homework. It can take place in different forms, but if it is completely absent or irregular, then the homework itself will simply become worthless.
Computer-based assessment tools are now very popular. Their advantages: no need to waste material for compilation, quick checking (carried out by computer), and student interest is activated.
Requirements for control in training
Control will give the desired effect if its implementation meets the following requirements:
- Systematicity. Knowledge and skills need to be tested regularly. Students should know that after studying each new topic there will be a test; Homework checked at every lesson, etc.
- Objectivity. Control should realistically assess the abilities and knowledge of students. Any personal relationships and preferences of the teacher are not appropriate here. It is recommended to take into account not only the correct answer, but also the method of obtaining it: the course of reasoning, the method of solving the problem.
- Pedagogical tact. The essence of this requirement is to maintain a calm and business-like atmosphere. If this condition is met, students will not be afraid to answer questions and express their opinions.
- Time-efficient.
- Variety of methods and forms of control used.
Control is a necessary part of any lesson. The effectiveness of training depends on its organization, conduct and assessment.
In 1976 he graduated from Khabarovsk State pedagogical institute majoring in physics teacher. Experience pedagogical work- 29 years. Working on the topic of self-education “Forms and methods of monitoring students’ knowledge in physics lessons.”
Control includes various types dictations, individual homework, all kinds of tests, independent work and tests. Using various methods of monitoring knowledge in physics, Igor Vasilyevich hopes that this will contribute to a more solid assimilation of the material covered.
Due to the fact that the number of hours of physics is decreasing, but the requirements remain the same, Igor Vasilyevich believes that for students to successfully master the material, it is most acceptable to present new material in large blocks, using the Shatalov method. This saves time for solving problems.
REPORT ON THE TOPIC OF SELF-EDUCATION
My topic of self-education is: “Methods for testing knowledge in physics.” Control includes various types of dictations, homework, all kinds of tests, independent work and tests. So, in order: physical dictations. I start taking dictations in 7th grade. They include: letter designation, units of measurement, formulas, conversion of units of measurement to the SI system. I will dwell on the latter in more detail. For example, turn 200 cm2 into m2. First, I demand that they understand the concept of a standard number, I explain why it is needed (there will be no textbook for grade 7, and the calculator will not allow the use of very small and very large numbers), then I explain the purpose of prefixes for the formation of decimal multiples and submultiples. , and only then, using knowledge of mathematics, mental calculation, I translate into the SI system and standard view. As a rule, I work with the prefixes: S, N, K. I already divide physical dictations in high school into two types. The first type is based on physical concepts. These dictations were published in finished form in the newspaper “Physics at School” (Supplement to September 1). The point is that I read an unfinished definition from the options, and the students must complete it. For example, the force with which the Earth attracts all bodies.... Students write: gravity. The options are chosen as follows: odd questions - the first option, even questions - the second. If students receive a negative mark for dictation, they can correct it, but in a different way. Now I say at the blackboard: gravity..., and the student must answer: the force with which the Earth attracts all bodies. The second type is based only on formulas. Before the start of each topic, a list of all formulas for this topic without names is posted in the classroom. (see Attachment). In the process of explaining new material, students sign the names of the formulas. As soon as the topic ends, we conduct a dictation. The peculiarity is that the dictation is carried out quickly and the formulas are called scattered, (see appendix) so that there is no time left for copying.
Homework. This is not a traditional task that we do after each lesson, but a strictly individual task for each student. The first time I give homework in the 9th grade on the topic: “Mechanical vibrations”, where from the graph you need to determine the amplitude, period, and using the formula to calculate the frequency of oscillations, the length of a mathematical pendulum, etc. In 10th grade I give homework already in the system: “ Gas laws", "The principle of ionization", "Magnetic field". For example, the topic: "Gas laws" - the student, using an individual card, prepares a summary table in which he indicates: the law, the process, which parameter remains constant and which parameters change, and so on every topic.
Tests. Testing as a way to control the level of knowledge in our country began to be used not so long ago. There is still debate about which type of test is more objective: an oral or written exam, or testing? There are many pros and cons. In respect of psychological comfort testing has a great advantage: you have time to tune in, “gather your thoughts”, the subjective attitude of teachers is eliminated, you can return to a difficult question, you don’t have to answer to the commission. If during the exam, the student, while solving a problem, was unable to complete the solution to the correct answer, the examiners can always follow the course of his thoughts and appreciate his knowledge. During testing with dichotomous assessment - (true - false), only absolutely correct answers are credited to the student. Therefore, an experiment is being conducted to introduce a more flexible – polytomous (differentiated) assessment of results. The bottom line is that if a student knows the formulas, knows how to use them, has drawn the drawing correctly and compiled the system of equations correctly, but for some reason could not get the correct answer, then this answer is worthy of at least half a point. I use tests in grades 7-8 based on the books: “Testing students’ knowledge in physics”, author A.V. Postnikov. In high school I use tests from various sources. When performing tests, the question arises: what should a student put in a cell if he does not know the answer - put it at random or leave the cell empty.
Independent work. After completing a topic, I give Rymkevich 5-6 problems from the problem books. For the next lesson I ask if there are any difficulties? If there are any, then we solve the problem that caused difficulties. During the second lesson, I challenge you to solve one or two problems at the board. Then, in the third lesson, independent work is carried out on the remaining tasks.
And finally, tests. Previously, when there was a lot didactic material, and it was possible to choose tasks, i.e. three to five tasks should be included in the test, and moreover, several options at once. Now I had to return to writing the test on the blackboard for the majority of students (I level of difficulty); I give the stronger students tasks of II level of difficulty.
Thus, using various methods of control in physics, I hope that this will contribute to a more solid assimilation of the material covered.
Independent work of students with EIR. Monitoring students' knowledge is an integral part of the learning process. Testing students' knowledge should provide information not only about the correctness or incorrectness of the final result of the activity performed, but also about the activity itself: whether the form of action corresponds to this stage of learning. Correctly set control educational activities students allows the teacher to evaluate the knowledge they acquire and the skills to provide timely necessary help and achieve your learning goals.
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Forms of control of knowledge, skills and abilities in physics
Yagavkin S.G., physics teacher, GBOU secondary school from Staraya Karmala
Since the same content of education can be expressed verbally, figuratively, and in action, information about the quality of learning material and the development of students should be different in form. The main forms of monitoring students' educational achievements in physics are oral (individual and frontal), written, practical and their combination. The choice of form of control depends on the content and specifics of the educational material, the stage of training, age and individual characteristics students, etc.
Depending on the didactic conditions (learning goals, types of control, stage of training, etc.), methods are determined by which one or another form of control allows one to obtain the most objective information about quality educational process and the results of students' educational activities. The main methods for testing and assessing knowledge and skills in physics: conversation (frontal survey), individual survey, independent and test work, testing method, laboratory and practical work, physical dictations, tests, abstracts, etc.
Let's define didactic requirements and briefly describe the main forms and methods of testing and assessing students' knowledge and skills in physics.
Oral test , which is held at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purpose of updating basic knowledge (and not just controlling it). Relying on previously acquired knowledge allows you to create problematic situations, which has great importance for their conscious and lasting assimilation. For example, when starting to study Ohm's law for complete chain, it is necessary to update students’ knowledge about outside forces and their significance in the creation of stationary current, the role of the current source in the circuit, the EMF, etc.
Questions for a student’s oral response should be formulated based on key problems and require not only a presentation of educational material, but also analysis physical phenomena in a variety of situations. In this case, students are required not only to have knowledge of factual material and the ability to present it in their own words, but also to create conditions for the development logical thinking, skills to compare, identify similarities and differences in objects and phenomena.
The student’s oral response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If a student has difficulty answering, he is offered guiding questions that help him overcome particular difficulties. Additional questions are offered after the answer to clarify the student's actual state of knowledge.
Oral answers must be accompanied by drawings, graphs, and demonstrations of feasible experiments. The student answering at the board should be given time to think about the answer, and conduct, for example, a frontal survey with the class to check the completion homework or solve an oral calculation problem.
Individual oral testing of knowledge in physics promotes the development of logical thinking and oral speech of students, allows you to follow the answerer’s train of thought and study it individual qualities and personal properties, to identify the level of mental development.
Flaws individual oral test of knowledge in physics:
It is not suitable for identifying most of the skills and abilities that are formed during the study of physics;
It is difficult to equalize the measure of identifying students’ knowledge, since these are oral questions, and it is difficult to make them equally significant for all respondents;
It is difficult to achieve sustained attention from the entire class when a student responds. In this regard, it is advisable to invite students to review the answers of their comrades, correct and supplement them.
Significant and correct additions should be taken into account when assessing knowledge.
Frontal oral check knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update basic knowledge, during repetition, in the process of learning new material, during independent work. The suggested questions require a short answer and the whole class should participate in the conversation. At the same time, the activity of students increases, their interest increases, and attention develops.
However, such a knowledge test must be combined with an individual one, since students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers. During a frontal oral assessment, the student can be graded after completion and at the end of classes, taking into account work at all stages of the lesson. Frontal assessment allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one’s thoughts; the verification functions combine well with the functions of generalizing repetition and systematization of knowledge. However, with such a test it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.
In practice, physics teachers use compact knowledge testing; while some students answer orally, others do written, graphic, experimental tasks, etc.
Written test in physics is carried out when performing tests and independent work, educational projects, writing reports and abstracts. Test papers are carried out after studying major topics or sections of the physics course. Their content includes theoretical issues, quantitative and quality tasks. This takes into account the need to identify all levels of students’ assimilation of educational material (factual knowledge; ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions). Tests, as a rule, include 10 tasks corresponding to the accepted five levels of mastering educational material in physics (2 tasks of each level). Assignments (in the form of tests and word problems) may involve formulating laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step problems, as well as combined and creative problems, etc.
Current control and independent work(designed for part of a lesson) are compiled in a similar way in content and structure, but include a smaller number of tasks (usually 5).
Some students are offeredwriting essays . Some essays are read in class, discussed and assessed. A written knowledge test is more objective than an oral test. It requires students to be more precise in expressing thoughts and to be completely independent. In this case, it is easier to achieve equality in the measure of identifying students’ knowledge. Such a test of knowledge in physics promotes the development of writing skills and saves teaching time (all students in the class are tested, the number of grades increases).
In cases where it is necessary to check students’ mastery of physical definitions, formulas, graphs, terms, etc., it is effectivephysical dictation . To conduct it, the teacher must select a test text in the form of questions or logically incomplete expressions that students must complete. For example, a dictation text to test comprehension graphic image uniformly alternating motion can have the following content: a body whose speed graph is given in the figure has initial speed…
The acceleration of this body is...
The equation for the speed of movement of a body has the form...
Conducting a physical dictation allows you to measure the time for completing each task, promotes the development of students’ attention, and disciplines them
Texts of physical dictations. 7th grade
Topic: Structure of matter. Molecule.
1 option
1 The substance consists of tiny particles visible to the naked eye.
2 The volume of gas increases when heated, because. molecules become larger in size.
3 A molecule is the smallest particle of a substance.
4 Water molecules are exactly like ice molecules.
5 Atoms are made up of molecules.
Option 2
1 The volume of a body decreases when heated.
2 The volume of liquid decreases during cooling, because the gaps between molecules become smaller.
3 When a gas is compressed, the size of the molecule decreases.
4 Water vapor molecules are different from each other.
5 A 2-liter can can be filled with gas into a 4-liter can.
Topic: Structure of matter. Diffusion.
1 option
1 The molecules of a substance are in constant disorder.......
2 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called……..
3 Diffusion occurs faster at ……….temperature.
4 Random movement of molecules - this means that the molecules move in ....... Directions.
5 The lower the body temperature, the ………… the movement of molecules.
Option 2
1 The higher the body temperature, the speed of movement of the molecules will be .......
2 V solids diffusion proceeds very…….
3 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called……..
4 When stirring a liquid, we ...... the speed of movement of the molecules.
5 The movement of molecules that is associated with body temperature is called......
Topic: Mechanical movement
1 option
1 The change in the position of a body over time relative to other bodies is called......
2 The line along which a body moves is called…….
3. How is the distance traveled indicated?
4 If in equal intervals of time a body travels the same path, then the movement is called ......
5 Write down the formula for average speed.
Option 2
1 When talking about the movement of a body, is it necessary to indicate the object relative to which the body is moving?
2 The length of the trajectory of a body’s movement is called……
3 Write down the formula for the distance traveled.
4 If in equal intervals of time a body travels an unequal path, then the movement is called ......
5 In what SI unit is speed measured?
Topic: Mechanical motion graph
1 option
1 Draw a graph of speed versus time if the body is moving uniformly.
2 Draw a graph of the path versus time if the body moves unevenly.
3 Draw a graph of speed versus time if the body is standing.
4 Draw a graph of speed versus time if the body moves unevenly.
5 Draw a graph of the path versus time if the body is standing
Option 2
1 Draw a graph of the path versus time if the body is standing.
2 Draw a graph of speed versus time if the body is moving uniformly.
3 Draw a graph of the path versus time if the body moves uniformly.
4 Draw a graph of speed versus time if the body is standing.
5 Draw a graph of speed versus time if the body moves unevenly.
Topic: Atmospheric pressure
1 option
1 The pressure of the Earth’s air shell on bodies is called……
2 Whose experience is the basis of the study? atmospheric pressure?
3 The length of the tube in Torricelli’s experiment is ……
4 A device for measuring atmospheric pressure is called a barometer - ……
5 Atmospheric pressure changes by 1 mm Hg every ..... meters.
Option 2
1 As altitude increases, air density……
2 1 mm RT st = …..Pa
3 Torricelli’s device for measuring atmospheric pressure is called mercury......
4 The main part of the aneroid barometer is……
5 U-shaped tube – main device……