Assessment criteria of English within the framework of updated educational programs in secondary schools

Assessment criteria of English within the framework of updated educational programs in secondary schools.

CONTENT

1.Introduction……….……………………………………………………10

1.1. Criteria-based assessment system ………………………………………20

1.2. Principles of evaluation ……………………………………………………30

2.Assessment process…………………40

2.1. Development of tasks for assessment………………… 50

2.2. Conducting experimental work using the advantages of evaluation……………60

List of used literature………………………………………………………….61

Glossary …………………62

INTRODUCTION

Teacher's Guide to the Educational Program of Training Courses for Pedagogical Staff "Development and Examination of Tasks for Assessment" on the subject "English" (hereinafter - the Guide) prepared from the materials of the Autonomous Educational Organization "Nazarbayev Intellectual Schools" (hereinafter - AOO) and intended for use teachers in everyday practice before and after training in advanced training courses. The main goal of training is to provide methodical support to subject teachers in the ability to develop and conduct expert evaluation tasks. The manual includes information on the purpose, tasks and expected results of training, pedagogical approaches to the organization of the evaluation process, evaluation of student achievements, principles and methods of evaluation, the evaluation process, and also provides assistance in the development and examination of tasks for evaluation. This manual contains practical recommendations for the development of assignments, tests, and notes for solving various tasks when performing assignments for evaluation. The manual should be considered in conjunction with the educational program of training courses for teaching staff "Development and examination of tasks for evaluation" on the subject "English language" (hereinafter - the Program). The purpose of the program: to increase the professional level of teachers in the field of development and expertise of assignments for evaluation within the framework of updating the content of secondary education. Objectives of the Program:

 1) to reveal the main approaches to the development and evaluation of evaluation tools;

2) reveal the type and characteristics of tasks used in the evaluation process;

3) learn how to develop and conduct expert assessment tools;

Expected results:

1) to know and understand the main approaches to the development and expertise of assessment tools;

2) use skills in the development and examination of assignments for evaluation;

3) use the evaluation system to achieve learning goals. In the process of course training, special attention is paid to the development of different types of tasks, the ability to use different forms of their presentation, to improve pedagogical methods and approaches for the examination of developed tasks, the preparation of test questions and distractors, the ability to analyze the content of tasks and test questions and to select tasks for further use on their own lessons.

The subject of the diploma work: the process of using special methods and methods of intensive teaching of English language classes to representatives of the upper generation in the educational institution and systematic assessment accordingly.

      Research subject of the diploma work: Assessment of foreign language teaching to students using information technologies in the process of teaching English.

      The purpose of the diploma work: to determine the theoretical basis of teaching foreign language to students using information technologies in the process of teaching English, to create a methodological basis and to carry out a practical experiment and evaluate it accordingly.

      Objectives of the thesis: to define the theoretical basis of teaching a foreign language using information technologies to students in the process of teaching English at the higher level and to explain its meaning;

  - to determine the current situation and possibilities of information technologies through a foreign language to secondary school students of general education;

  - to create a structural-content formation model of the use of information technologies by schoolchildren through the process of teaching a foreign language, to determine its dimensions, indicators and levels;

      Methods of diploma work: Methodological guidelines, basic literary research, pedagogical practices, psychological linguistics;

      The theoretical value of the diploma work: rational mastering of the main theory in teaching students, i.e. representatives of the higher generation, using visual tools, scientific concepts, modern technologies and intensive methods on my part. Through active methods and methods, the student can easily learn the theory and implement it in a practical sense. to improve speaking skills, develop creative activity, and lead the learner to great interest in learning the language;

      The practical value of the diploma work: Systematically mastering the English language for the representatives of the senior generation, using various teaching methods correctly in practice. Using a set of intensive methods, separate from teaching, with a teaching-methodical complex, sharing systematic results from a practical point of view; using various test, project methods, cognitive methods to explain the English language to the representatives of the senior generation and to define the skill in improving the meaning of the language;

      The structure of the diploma work: The diploma work consists of its instructions, introduction, two chapters and three systematic divisions, conclusion and list of used literature, as well as main references. The practical part is connected through the theoretical part, and the effectiveness and consistency of my diploma work is clearly visible.

1.1. Criteria-based assessment system

The criterion-referenced approach to assessing student achievements allows comparing student achievements with the amount of knowledge to be mastered at a certain stage of education, since the teacher must assess which educational goals the student was able to master, and which ones need to be improved. Thus, an individual training route is evaluated, and for this it is necessary to develop pre-determined criteria. The criterion-referenced approach to student evaluation is used in many foreign countries, because this technology is considered more objective, accurate and valid. Evaluation with the help of criteria stimulates students to better performance of educational tasks, contributes to the deepening and expansion of knowledge, thus raises the level of thinking skills and affects the mental processes of students. The model of the criterion system of evaluation, used in AOO, shows the practical significance and advantage of this approach: - only the student's work is evaluated, not his personality; - the student's work is checked according to the evaluation criteria, which are known to him in advance; - students are graded only for what they have studied, as the evaluation criteria represent a concrete expression of educational goals; - the learner is familiar with the external evaluation algorithm, according to which he himself can determine the level of success of his training and inform his parents; - the motivation of students to self-evaluation and learning increases. Evaluation is a necessary component of the educational process, which is the collection and analysis of information on the performance of students at the current and final stages of education. Approaches to evaluation may differ depending on the content of the subject and the type of criterion evaluation. Formative assessment, which is part of training and continues throughout the entire educational process. With the help of formative assessment, the teacher - measures how well the student "progresses" in education and analyzes whether the approach to education should be changed; - decides what methods of evaluation allow to find out whether training is taking place; - studies and compares the effectiveness of used assessment methods; - receives as much information as possible about the learning process, for example, through oral surveys, group activities of students, independent tasks, thematic research, organization and supervision of role-playing games, etc. The teacher monitors learning progress, providing feedback to students and parents, acting as an assistant in learning and understanding the subject, and also stimulates students, adhering to an objective point of view according to the developed evaluation criteria. Formative assessment plays a major role in student development, so it should be clear, concise and motivating for further learning; Summative assessment, this type of assessment takes the form of observation in a real working environment of a written task, test, exam or project performed independently by the student. Any summative or final work of the student is performed without the participation of anyone else and is evaluated according to the set learning goals and evaluation criteria.