Input diagnostics software. Input diagnostics for attestation of students of the association of "initial technical modeling". Methodical development. Input diagnostics. Analytical reference and input diagnostics form

Municipal budgetary institution of additional education

"Station of young technicians"

Vrunning diagnosticsappraisals

student associations

"Initial technical modeling"

Additional education teacher

Zakharova Tamara G.

Khanty-Mansiysk,

In MBUDO "Stations of young technicians" there is a system of pedagogical diagnostics of the results of the implementation of educational programs. Throughout the year, students complete zero(entrance diagnostics, which is carried out at the beginning of the school year),intermediate (at the end of the first half of the year) and final certification (at the end of the academic year). As part of the certification, diagnostic studies are carried out in various forms: exhibitions, testing, tests and others. Each teacher chooses a form that will maximally allow the child to show and show his knowledge, skills and abilities.

In SUT, it is customary to distinguish between three levels of mastering the educational program:

Level I - high (optimal)

Level II - intermediate (sufficient)

III level - low (minimum)

High levelmastering the program - this is the optimal result, which is embedded in the expected results. A high level of mastering the program means that the child has mastered the material in full, can apply the acquired knowledge, abilities, skills in different situations, and wins prizes in contests and competitions.

Average level- assumes the development of the program in sufficient volume, i.e. most importantly, the main child has mastered and can apply the acquired knowledge, skills, and abilities in a familiar situation, mainly independently or with a little help from a teacher.

The student is steadily engaged, shows a steady interest in classes, takes part in competitions, exhibitions and competitions.

Low levelmastering the program assumes that the child has mastered the minimum that allows him to apply the acquired knowledge, skills, and abilities in a familiar situation, but mainly with the help of a teacher.

Using such a single scale, each teacher, in accordance with the educational program, develops criteria for each level. They include the knowledge, abilities, skills of the student, as well as the qualities of his character, the formation of which is in the tasks of the teacher, abilities and inclinations, etc.

Monitoring the quality of education helps teachers track the results of the quality of education through a system of monitoring observations on educational programs, allows them to objectively assess the state of pedagogical skill of teachers, their potential, identify ways and means of improving the educational process as a whole.

The content of the criteria is directly related to the educational program. The general tasks of the diagnostic system created in the institution are not only to assess the volume and quality of knowledge and skills of students, but also to assist the teacher in planning and managing the educational process, the implementation of "feedback", which provides information about the correspondence of the actual result to the set goals. Therefore, it is especially important for a teacher to analyze the data obtained, which allows him to develop a pedagogical diagnosis and make a reliable pedagogical forecast.

Expected results:

increasing the efficiency of the educational process;

personal growth of participants in the educational process;

creation of a bank of educational programs and diagnostic techniques, ideas, forms and methods of work);

accumulation of experience in creative activity;

dynamics of safety of the contingent pupils ... Annual increase in the number of graduates from SYuT.

stimulating the innovative activity of the team;

development of new educational programs and projects.

The program is open to all innovations and proposals and can be supplemented and modeled in accordance with the needs of the time. Correction of the program is carried out by the methodological council of the institution. The management of the program implementation is carried out by the director, deputy director for educational work, methodologist.

F.I. student _____________________

The date of the____________________

1 year of study

Theoretical part

Questionnaire

Choose the correct answer.

1. Can the paper wrinkle and tear?

2. Is cardboard heavier than paper?

3. Can I swing and play with scissors?

4. Do the scissors need to be passed in rings forward?

5. Can the glue be smeared with fingers and taken in the mouth?

6. Do you need to trace the details with a pencil?

7. Circle the points in order.

8. Count the geometric shapes in the picture.

Triangle _____________ Circle _____________

Rectangle________________

9. Finish the second half of the picture in a mirror image.

10. Graphic dictation.

From point - 5 right, 1 down, 2 left, 1 down, 2 right, 3 down, 1 right, 3 up, 6 right, 8 down, 6 left, 4 up, 1 left, 4 down, 8 left, 8 up, 3 right, 1 up, 2 left, 1 up.

Methodological development on the topic: "Pedagogical diagnostics of the initial readiness of first graders to study at school."

Analysis of the results.
A set of diagnostic materials.
Tasks texts.
Diagnostic data table.
Form for completing assignments.

Pedagogical diagnostics of the starting readiness of first graders

The proposed survey includes the following sections:

- examination of the state of spatial perception;

- identifying the level of visual perception (the ability to convey the shape of an object);

- checking the level of mastery of the concepts underlying the account, the account itself, the concepts of addition and subtraction operations;

- identifying a way to compare two sets by the number of elements;

- identifying the ability to classify and highlight the signs by which the classification was made;

- examination of phonemic hearing and perception;

- examination of the formation of the prerequisites for the successful mastery of sound analysis and synthesis;

- examination of the state of motor skills and hand-eye coordination.

After carrying out group work, the teacher will receive data on the level of formation of each child:

- spatial perception (task 2);

- visual perception (task 1);

- the ability to compare two sets by the number of elements (task 3);

- phonemic hearing and perception (task 4);

- prerequisites for the successful mastery of sound analysis (tasks 5,);

- fine motor skills and hand-eye coordination (tasks 1, 2).

Analysis of the results

In the course of the survey, after completing each task, a quantitative score is assigned in accordance with the proposed grading system.

3 points set at a high level of development of this parameter. Such an assessment for most of the parameters indicates a high level of children's readiness for learning. If a child has 3 points in most parameters, then his readiness can be considered high - in this case, it is necessary to offer an in-depth training program, provide for a system of more complex differentiated tasks.

2 points indicate the average level of development of the parameter, and the presence of 2 points for most indicators indicates the average level of the child's readiness to learn. Children who have received such grades are able to cope with most tasks on their own or with little help from a teacher.

1 point put at a low level of development of any parameter, and such an assessment for most parameters indicates a low level of readiness for learning. In practice, complex low readiness (that is, low readiness for a number of indicators) for mastering literacy and mathematics is more common.

The data obtained during the start-up diagnostics can be used to organize individual work with first-graders and their parents, while creating conditions for the successful adaptation of first-graders to new educational activities. These data can be used to assess the dynamics of educational achievement of primary school students, which will allow assessing the performance of primary school teachers and make informed decisions related to ensuring the quality of school education.

A set of materials is offered for starting diagnostics.

Quest texts

Exercise 1

Target. Reveal the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the firmness of the child's hand, the ability to draw corners without rounding them, and straight line segments.

The text of the task. “Look here (the picture for the assignment is indicated). Here you will complete the task. Inside the small box, you see a shape. Consider it on your sheets. Take a pencil. Draw a similar shape in a large frame "(the teacher draws a large frame with a pointer).

Assessment of the assignment:

0 points - the general shape of the figure is not captured, but some closed line is depicted;

1 point - the proportions between the elements of the figure are significantly changed; the general shape of the figure is poorly captured;

2 points - a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are straight, parallel lines are not always observed. The same point is given if the general shape of the figure is captured well, but the proportions between the elements of the figure are significantly changed, but all angles are straight and parallelism is observed;

3 points - a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is depicted with an unsteady hand, a minus sign is added to the point.

Assignment 2

Target. Reveal the ability to navigate on a plane (left, right, up, down). The ability to count cells is also tested.

The text of the task. "The task you will perform on the checkered part of your sheet (the place to complete the task is indicated). Find a black square on the checkered field.

1. Take a red pencil, count from the black cell to the right four cells and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, back down two cells and paint over the third with a blue pencil.

3. Take a green pencil and the cell to the left of the blue one, one cell from it, paint over with a green pencil.

4. Take the yellow pencil. Count up five cells from the green cell and paint over the sixth with a yellow pencil. "

Assessment of the assignment:

0 points - the student has not started the assignment; several cells are painted over, but their location does not correspond to the instructions;

1 point - only one point of the task was completed correctly, mistakes were made in the direction, counting of cells, and the beginning of the count;

2 points - done correctly 2-3 points of the assignment;

3 points - all items of the task were completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Assignment 3

Target. Reveal the ability to compare sets by the number of elements (regardless of the counting skill).

The text of the task. “Find a drawing on your sheets of paper with circles and triangles(the figure for task 4 is indicated).Which is more: circles or triangles? If there are more circles, then draw another circle next to it. If there are more triangles, then draw another triangle. "

Assessment of the assignment:

0 points - the comparison was made incorrectly (one triangle is drawn);

3 points - the comparison is correct (one circle is drawn).

Assignment 4

Target. Check the state of phonemic hearing, phonemic perception in the process of selecting pictures with a given sound in their names.

The text of the task. " Take a look at these pictures. See, there are little circles underneath them. You need to name each picture yourself and, if there is a sound [s] in the name of the picture, cross out the circle under it. The first picture shows the sun. In the word sun there is a sound [s], which means that you need to cross out the circle. Now get down to completing the assignment on your own. "

Performance assessment:

0 points - no differentiation of sounds [s] - [h], [s] - [c], [s] - [w] or complete rejection of the task;

1 point - the presence of errors (there is no differentiation of sounds [s] - [h]);

2 points - the sound is selected only from the position of the beginning of the word, there is no mistaken selection of other sounds;

Assignment 5

Target. Reveal the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

The text of the task. “You see a house with three windows and pictures next to it. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house. " (Print word)

Performance assessment:

0 points - complete lack of correspondence between the number of sounds in a word and the number of "windows";

2 points - the presence of errors in one sound (the word wolf is marked);

3 points - correct performance of the task.

Diagnostic data per class

Pedagogical diagnostics of the starting readiness of first graders.

Teacher:

Class:

Surname First name	Visual perception	Spaces. perception	Ability to compare	Phonemic hearing	Sound Analysis	Total	Level Readiness to training

We work with the personality of the child by studying his interests, abilities, motivation and interpersonal relationships in a team. Why do we study specifically the individual qualities of a child? because children are different, with different abilities, interests, with different motivation for learning, with different temperaments and place in the team. The task of the teacher is precisely to see these individual characteristics in the child, fix them and, most importantly, develop his abilities, encourage motivation and help to navigate in the team. Diagnostic work on the study of the child's creative abilities will help to understand his personality, develop general and special abilities, and prevent him from getting lost in a large team of his own kind.

Motivation- these are the motives that cause the activity of the organism, determining its direction (motivation to action).

Pupils are invited to evaluate a number of motives on a five-point system.

	What prompts you to visit the club.	significance.
	I want to express myself and assert my individuality (in music, choreography, vocals, etc.)
	I want to be a cultured and developed person.
	I want to learn: play an instrument, dance, etc.
	I want to prepare for the profession.
	I want to perform.
	I like to feel the joy of being successful in my classes (music, dance, painting, etc.)
	I love to learn new things.
	I would like to continue my professional training in music, choreography, etc.
	It's nice to get approval.
	I want to be the best (musician, dancer, etc.)
	I want to take a worthy place among my comrades.
	I want to take a worthy place among musicians, dancers, etc.
	I want to learn a new kind of activity.
	I like to take difficult tasks, overcome difficulties.

A group of motives.

Capabilities- individual psychological personality traits, which are the possibilities of successfully performing a certain type of activity.

Abilities are usually divided into general and special.

Capabilities

There are no special methods for diagnosing abilities, but "Criteria for determining abilities" are proposed for the profiles of the circles.

1. spatial representation.

2. artistic imagination.

3. mental operations (analytical mind, introspection).

4. sense of color.

5. manual skill.

For circles of junior work.

1. communication.

2. vigilance.

3. the ability to analyze.

4. experimentation.

5. concentration of attention.

For the art department.

1. a sense of rhythm.

2. ear for music.

3. musical memory.

4. intonation.

5. working capacity.

Note: the teacher determines the abilities of children by the method of observation, and assesses them according to the following criteria: high (H), average (Wed), low (H), above average (Vsr), below average (Nav).

If the child shows low abilities, then the teacher will have to work individually on their development.

Interest- emotionally colored, increased attention of a person to any object or phenomenon.

Interest can be: - direct (to the very process of activity), the process of cognition, labor, creativity and mediated (to the results of activity);

Passive (a person is limited by the perception of an object of interest);

Active (a person acts by taking possession of the object of interest, engaging in creativity in the area of interest);

Long and short term.

Interest development levels.

1. High level

2. Above average

3. Medium

4. Below average

5. Low.

Pupils are invited to assess their areas of interest on a 5-point scale. 1 point - the area is not significant for students, 2 points - not significant, 3 points - the area of medium importance, 4 points - significant, 5 points - very significant.

Areas of interest.

1. Television, radio.

2. Communication in the family.

4. Sports, physical education.

5. Communication with the opposite sex.

6. Domestic work.

7. Communication with a teacher, leader.

8. Music.

9. Business.

11. Team.

12. Clothes.

13. Self-education of the individual.

14. Chatting with friends.

15. Painting, drawing, modeling, etc.

16. Hiking.

17. Excursions, local history.

18. Technical creativity.

19. Communication with nature.

20. Reading fiction.

21. Making any products with your own hands.

22. Other types of creative activity.

23. Occupation with no particular purpose - doing nothing.

Key to the Areas of Interest methodology.

The breadth of interests in terms of the number of different highly significant areas of interest (if the importance of the area is equal to or greater than 4 points).

Interests in labor-intensive, active activities are taken into account grades 4 and 5 on questions 3, 4, 6, 9, 13, 15, 16, 17, 18, 21, 22. Qualitative analysis is carried out in the following major areas of interest of students (grades 4 are taken into account and 5): communication No. 2, 5, 7, 14, 19, entertainment No. 1, 8, 10, 12, 20, creative activity No. 15, 16, 18, 21, 22, collective of group No. 11, work organized by adults No. 3, 6, self-education №13.

With the help of a qualitative analysis, the teacher determines which types of communication, entertainment, creativity are most or least preferred for the student or for the group as a whole. The leading interests of students, the presence of interest in active types of activity, the ratio of passive and active interests are highlighted.

Needs- this is the state of the individual, created by the need he experiences for objects necessary for his existence and development and acting as a source of his activity.

Diagnostics based on the study of needs.

Read each question carefully and note your opinion in one of the four grades:

2. rather "no" than "yes"

3. rather "yes" than "no"

1) In your free time, is it typical for you to strive to be more with people?

2) Do you often have a desire to have fun in one of the ways: listen to music, read fiction, visit a theater or go to an exhibition?

3) Do you have a desire to participate in the development and creation of something new, but not recognized?

4) Can you "sit" idle for a long time?

5) Do you feel dissatisfied that your knowledge is less than it could have been?

Data processing.

High scores (3, 4) indicate the child's needs:

1. The need for communication

2. In entertainment

3. In a creative search

4. In activity

5. In learning new things

Questionnaire for parents.

1. What are your common hobbies with your children?

2. In which circle would you like your child to study?

3. Do you approve of your child's choice?

Temperament.

Provides for the definition of temperament according to the following method.

Types of temperament: choleric, sanguine, phlegmatic, melancholic.

The leading type of temperament is determined by the number of qualities noted. Determined by observation method.

Target.

Download:

Preview:

Input diagnostics

(held in early September)

Exercise 1

Target. Reveal the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the firmness of the child's hand, the ability to draw straight line segments, draw corners without rounding them.

Task text ... Look here (). Here you will complete the task. Inside the small box, you see a shape. Consider it on your sheets. Take a pencil. Draw a similar shape in a large box (teacher traces a large frame with a pointer).

Assessment of the assignment:

3 points - a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved;

1 point - the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly captured;

0 points - the general shape of the figure is not captured, but some kind of closed line is depicted.

In case the figure is depicted with an unsteady hand, a "-" sign is put in addition to the point.

Assignment 2

Target. Revealing the ability to navigate on a plane (left, right, up, down). At the same time, the ability to count the cells is tested.

Task text ... The task will be performed on checkered paper ().

1. Take a red pencil, count from the black cell to the right four cells and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step back down through two cells and paint over the third with a blue pencil.

3. Take a green pencil and the cell to the left of the blue one and one cell away from it, paint over with a green pencil.

4. Take the yellow pencil. Count five cells up from the green cell and fill in the sixth with a yellow pencil.

Assessment of the assignment:

3 points - everything was done correctly;

2 points

1 point - only 1 point of the assignment was completed correctly (mistakes were made in the direction, counting, starting point);

0 points - the task has not been completed.

If the cells are poorly colored, a "-" is added to the score.

Assignment 3

Target. Revealing the ability to choose and perform the addition and subtraction operation; according to the correct understanding of the text of the problem, go from a number to the corresponding finite set of objects (circles, squares).

The text of the task. Here you will perform the third task (the place to complete the task is indicated).

Look at your sheets. Listen to the assignment.

1. 3 girls and 2 boys are playing in the clearing. How many children are playing in the meadow? Draw as many circles as there are children playing in the clearing. ()

2. There were 6 people in the car. Two got out of the car. Draw as many squares next to the circles as there are people left in the car. (The task text can be repeated.)

Assessment of the assignment:

3 points - both tasks were completed correctly;

2 points - one task was completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;

1 point - only one task was completed correctly, there are no attempts to complete the second task;

0 points - there is an attempt to solve one problem, but the number of circles or squares is incorrect.

Assignment 4

Goals. Revealing intuitive topological representations, understanding the terms "inside", "outside"; identifying the ability to correctly understand the statement, for example: "Mark a point inside the square, but outside the circle."

Task text ... Look at the blackboard (the teacher draws a triangle on the blackboard). I drew a triangle (marks a point within a triangle). I marked a point inside the triangle (marks a point outside the triangle). I marked a point outside the triangle. Now look at this drawing (the drawing for the task is indicated). Find a circle on your sheets, find a square.

1. Take a blue pencil and mark a point inside the circle but outside the square.

2. Take a red pencil and mark a point inside the square but outside the circle.

3. Take a green pencil and mark a point that would be located both inside the circle and inside the square.

4. Take a simple pencil and mark a point that is both outside the circle and outside the square. "

Assessment of the assignment:

3 points - everything was done correctly;

2 points - completed correctly 2-3 points of the assignment;

1 point - only 1 point of the assignment was completed correctly;

0 points - the task has not been completed.

Assignment 5

Goals. Revealing the ability to compare sets by the number of elements; identifying a way to compare two sets by the number of elements (regardless of the counting skill).

The text of the task. Find a drawing on your sheets of paper that shows circles and triangles (the drawing for the task is indicated). Which is more: circles or triangles? If there are more circles, then draw another circle next to it. If there are more triangles, then draw another triangle.

Assessment of the assignment:

3 points - the comparison is correct;

0 points - the comparison has been made incorrectly.

Assignment 6

Target. Revealing the ability to classify, the ability to find the signs by which the classification is made.

The text of the task. Consider these two figures (the drawings for the task are indicated). In one of these drawings, you need to draw a squirrel. Think about what kind of drawing you would draw it on. From the squirrel to this drawing, draw a line with a pencil.

Assessment of the assignment:

3 points - the line is drawn correctly (to the animals);

2 points - the line is drawn to the birds;

0 points - the task has not been completed.

Assignment 7

Target. Check the state of phonemic hearing, phonemic perception.

The text of the task. Look at the pictures on the sheet, you see, there are small circles under them. You will need to name each picture yourself. If the name of the picture contains the sound [s], then you need to cross out the circle under it. The first picture is "sun", in the word "sun" there is a sound [s], which means you need
cross out the circle. Now get down to completing the assignment on your own.

Assessment of the assignment:

3 points

2 points - the sound is selected only from the position of the beginning of the word; there is no mistaken selection of other sounds;

1 point - the presence of errors (there is no differentiation of sounds [s] - [s]);

0 points - lack of differentiation of sounds [s] - [h], [s] - [c], [s] - [w] or complete rejection of the task.

Assignment 8

Target. Revealing the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

The text of the task. You see a "house" with three windows and pictures next to it. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with a line to the house.

Assessment of the assignment:

3 points - correct execution of the task;

2 points - the presence of errors in one sound;

0 points - rejection of the task, complete lack of correspondence between the number of sounds in a word and the number of "windows".

Stage II - individual examination

An individual examination is carried out using a sheet on which the child performed tasks during the group examination. The child's answers are recorded on this sheet next to the assignment.

Task 5-I

If the child was mistaken in completing task 5 in group work, he needs to repeat the task and ask: "Why do you think there are more circles (triangles)?"

If the explanation is correct: "One extra circle", "Each circle has a triangle, but this one does not", apparently, the error is associated with insufficient attention to the wording of the task, and you immediately change the grade obtained during the group survey, put 2 points.

In case of an incorrect answer or its absence, it is necessary to give the child a simpler analogous task (5 circles, 6 triangles) and ask: "What is more?"

If the child completed the task and gave the correct explanation, then instead of the initial assessment, you give him 2 points. If the task is completed correctly, but an explanation is not given, give 1 point, if the task is not completed and not explained, the mark does not change.

Task 6-I

If the child made a mistake when performing task 6 in the frontal examination, it is necessary to find out the cause of the error. This is done by asking, "Why did you draw a line from the squirrel to this drawing?" If a student says: "I was wrong! I should have drawn a line from squirrel to animals," you ask again: "Why do you think that it is necessary to draw a line from squirrel to animals?" If the answer is "A squirrel is not a bird" (or another answer related to an essential feature of the classification), change the estimate obtained in the course of the group examination (put 2 points).

If the explanation is based on external signs ("To have 5 objects in each picture" or "Birds and squirrels live in trees"), you change the assessment obtained during the group survey, give 1 point. If the child cannot explain his actions, the mark does not change - 0 points.

Task 7-I

If, in the course of performing group work, the child made mistakes in identifying pictures whose names contain the sound [s], he should be given simpler tasks.

1. Self-name a word with a given sound: "Say a word with sound [s]".

2. Return to task 7 of group work and show pictures, the names of which contain the sound [s]: "Name each picture. If the name has a sound [s], show this picture."

If the child has selected only pictures in the names of which the sound [s] is in the initial position, the teacher tells him: "You have chosen these pictures correctly, but you missed some. Now listen, I will name the pictures again, and you will speak, there is a sound [with] or not ". The teacher should highlight the sound [s] slightly intonationally when pronouncing words.

If, during the first independent attempt, the child showed, along with pictures whose names contain the sound [s], pictures whose names contain the sound [z] or [w], you need to tell him: "You tried, but among the pictures that you chose, there is unnecessary; now I will name all the pictures you have marked, and you will say whether there is a sound [s] or not, you can repeat the words after me. " When pronouncing words, the sounds [s], [h], [w] stand out intonationally.

If the child independently singled out a sound at the beginning of a word, and from the position of the middle and end of a word, he singled out a sound after the teacher pronounced this word with intonation highlighting a given sound, then the assessment of the group examination changes, 2 points are given.

References:

Conversations with the teacher: Teaching methodology: Grade 1 of educational institutions / Ed. L.E. Zhurova. - 2nd ed., Revised. And additional - M. Ventana Graf, 2007
Primary School newspaper - http://nsc.1september.ru/article.php?ID=200701304
№13 (624), 1-15.7.2007 15.

Explanatory note.

The short duration of the camp shift makes pedagogical diagnostics indispensable, which helps to quickly obtain information about pupils, to identify the abilities, inclinations, interests of children, as well as to prevent conflicts and correct behavior.

Before starting to communicate and interact with children, the head of a temporary children's group needs to learn as much as possible about his immediate pupils within the framework of a short-term stay of a group of different ages. Given the limited time of the camp shift, it is recommended to use express diagnostic techniques that allow you to quickly obtain the necessary information about children, quickly process and analyze it.

To do this, he must skillfully collect the necessary and sufficient information about them, analyze it, conduct a pedagogical diagnosis of the personality of the children with whom he will have to live the summer shift in the camp together.

Conducting pedagogical diagnostics, you need to strictly follow a number of rules:

1. Compliance with a hidden pedagogical position in relation to children about whom you want to receive pedagogically meaningful information.

2. Pupils have the right to refuse to answer questions.

3.When using any diagnostic technique, one cannot influence in any way the choice of answers: neither by intonation, nor by indication, nor by explanation of instructions or tasks.

4. It is necessary to create conditions for the maximum possible autonomy of the pupil during his diagnosis, preservation of the anonymity of the obtained indicators

The main diagnostic method in the practice of the head of the children's group should be the observation of behavior, activities, actions, communication. Correlation of the results of observation and diagnosis will provide an objective picture.

The diagnostic techniques used must meet the following requirements:

Simplicity of carrying out and processing of research results;

The short duration of the procedure in time and fatigue for children;

The presence of elements of entertainment (desirable game forms).

The manual presents diagnostic measures aimed at studying the children's team at different stages of the camp shift. Diagnostics can be carried out in an individual, group form.

It is possible to use the presented diagnostic material in the work with the classroom.

DIAGNOSTIC METHODS MAP

SUBSECTIONS	NAME OF THE PROCEDURE	PURPOSE OF THE PROCEDURE
SECTION 1. INPUT DIAGNOSTICS (ORGANIZATIONAL PERIOD)
"Let's get to know" or "Tell us about yourself"	Questioning.		Exploring the needs and interests of the child
	Live questionnaire "Let's get to know each other"
	Method "Tree"
Study of moral values and personality orientation of children and adolescents	"Flower" questionnaire		Obtaining primary information about the child
	Questionnaire "I choose"		Exploring the interests and desires of the child
	Fantastic choice questionnaire		Study of moral values
	"Magic Lake"		Getting information about the qualities and actions of the child through his self-characteristics
	"Seven Wishes" questionnaire
	"The most of the most"		Studying the focus of the child
	"Self-esteem"		Examining the child's self-esteem
	Questionnaire "Who am I?"		Traits research
Know yourself	10. Picturesque test "What am I?"		Obtaining information about the character of the child
SECTION 2. CURRENT DIAGNOSTICS (MAIN PERIOD)
The emotional well-being of the child and the group as a whole	Monitoring - map		Obtaining a conditional assessment of the degree of development of the team "for today"
	Mood target		Getting information about a child's mood
	Emotional color painting		Studying the emotional well-being of the child
	"Thermometer"		Identifying the emotional states of the child
Study of the temporary children's collective	"Picture-image"
	"Drawing-symbol"		Revealing the emotional attitude of the child to the team
	"Analogy"		Obtaining the characteristics of the children's collective
SECTION 3. FINAL DIAGNOSTICS (FINAL PERIOD)
Now it's time to say goodbye to you and me	Questionnaire		Revealing the attitude of each child to the content of the work of the association, the group during the entire shift
	Game "Miracle tree"
			Definition of self-development
	3. "Agree-Disagree" questionnaire		Getting information about why a teenager enjoyed camp
	4. Technique "Glade of flowers"		Analysis and reflection of the participation of children in detachment and camp affairs
	5. Methodology "Building a house"		Summing up the participation of the children's collective in detachment and camp affairs

SECTION 1. ENTRANCE DIAGNOSTICS (organizational period)

Questioning.

Name, surname ____________________ Age ____________

1. Have you been to other camps, if so, what did you like about them and what did not?

2.What was your mood when you arrived at the camp?

a) enthusiastic, active

b) joyful, warm

c) bright, pleasant

d) calm, even

e) sad, sad

f) anxious, dreary

g) a state of extreme dissatisfaction

3. What camp activities would you like to participate in ?.

4. What are your interests, hobbies, hobbies?

5. What clubs would you like to attend in the camp?

6. What do you expect from the camp? ( mark the one you want, there may be several options)

a) find friends

b) acquire new knowledge, skills

c) improve your health

d) get to know and understand yourself better

e) just relax, have fun

Method "Tree" It can also be used both on the first day of the child's stay in the camp, and then, in order to track the comfort of the child's stay, his self-esteem.

Previously, on a sheet of Whatman paper, you need to draw a tree with little men located on it.

The instruction is given in the following form: “Consider this tree. You see a lot of little people on it and next to it. They each have a different mood and different positions. Choose the person who reminds you of yourself, is similar to you, your mood and your position. "

For ease of explanation, each figure is assigned a number.

The choice of position No. 1, 3, 6, 7 characterizes the mindset to overcome obstacles.

№ 2, 11, 12, 18, 19 - sociability, friendly support.

No. 4 - stability of the situation (the desire to achieve success without overcoming difficulties).

№ 5 - fatigue, general weakness, a small reserve of strength, shyness.

# 9 - motivation for fun.

№ 13, 21 - detachment, isolation, anxiety.

№ 8 - detachment from the educational process, withdrawal into oneself.

No. 10, 15 - a comfortable state, normal adaptation.

No. 14 - a state of crisis, "falling into the abyss."

Position # 20 is often chosen as a perspective with high self-esteem and leadership attitudes. It should be noted that the position

Children do not always understand No. 16 as the position of "the little man who carries the little man No. 17", but tend to see in it a person who is supported and hugged by others.

Live questionnaire "Let's get to know each other!"

Purpose: diagnostics of the interests and needs of children.

Preparation: identify people-counters, explain the rules of the live questionnaire - each must choose one of the 4 proposed options.

Legend:

· Red color ("K") - 1 th option;

· Blue ("C") - 2 th option;

Green ("З") - 3 th option;

· Yellow ("F") - 4 th option.

A group of observers is needed to monitor the children's emotional reactions during the game.

1. I am in the camp in order to:

"K" - to have a rest;

"C" - to find new friends;

"Z" - to learn something new;

"F" - because it happened.

2. I represent the educator as:

"K" - older friend;

"C" - commander;

"Z" - the organizer of all affairs;

"F" - a consultant, an advisor in difficult situations.

3. In my squad, I like:

"K" - girls and boys;

"C" - educators;

"Z" - something that is not boring, we always do something;

"F" - I just can not understand.

4. My favorite activity is:

"S" - to sing, dance, listen to music;

"Z" - to play sports;

"F" - to make something with your own hands.

5. My first impressions of the camp:

"K" - I like it here very much;

"S" - all is well, but I miss home;

"Z" - there is something to do here;

"F" is normal, it could be better.

6. What should be our camp?

"K" - it doesn't matter, I didn't think about it;

"S" - each squad lives and works by itself, when we need to meet.

"Z" - life in the camp should be friendly and fun, this requires interesting things for everyone;

"F" - varied, where everyone could choose a business to their liking, regardless of who is from which association.

"Flower" questionnaire

On the back of the flower petals, write the answers to the questions asked

Questionnaire "I choose ..."

For selection, children are offered a list of creative workshops available in the camp. Underline which workshops you would like to study in this camp shift:

1. Workshop of creative games.

2. Workshop "Know thyself"

3. Workshop of educational games.

4. Workshop of the chess problem.

5. Theater workshop.

6. Beauty salon.

7. Nature and art.

8. Isomaster.

9. Workshop "Miracles from paper".

10. Workshop of songs.