An integrated approach to assessment. An integrated approach to assessing the value of an organization
An integrated approach to assessing results in accordance with the Federal State Educational Standard
Kovaleva S.S. - teacher of geography and biology MKOU "Anenkovskaya secondary school"
performance at RMS 18.08.2016
federal state educational standard contains requirements for the system for assessing the achievement of planned results, according to which the assessment system: 1. Fixes goals appraisal activities: a) focuses on achieving results:
spiritual and moral development and education (personal results);
formation of universal learning activities (meta-subject results);
mastering the content subjects(subject results);
b) provides an integrated approach to the assessment of all the listed results of education (subject, metasubject, personal); in the school as a whole). 2. Fixes the criteria, procedures, assessment tools and forms of presentation of its results.3. Fixes the conditions and boundaries of the application of the assessment system. In accordance with the Standards, the results assessment system involves the assessment of different areas of student activity. In this regard, the priority tasks in diagnostics are productive tasks (tasks) for the application of knowledge and skills, which involve the creation by the student in the course of solving his own information product: inference, assessment, etc. Verification of cognitive, regulatory, communicative actions is carried out by meta-subject diagnostic work, composed of competency-based tasks. The advantage of diagnosing meta-subject results is its pedagogical orientation. The standards provide for diagnosing results personal development which involves the manifestation by the student of the qualities of his personality: assessment of actions, designation of his life position, cultural choice, motives, personal goals. In accordance with the confidentiality rules, such diagnostics are carried out non-personally (the work performed by students is not signed, the tables that reflect this data reflect generalized results for the class or school as a whole, but not for each individual student). Forms of results control:
purposeful observation of the teacher (fixation of the actions and qualities shown by the student according to the given parameters);
self-assessment of the student according to the accepted forms;
results of educational projects;
the results of extracurricular and extracurricular activities, the achievements of students.
A means of accumulating information about the educational results of a student is a portfolio of achievements. The final grade for the primary school (the decision to transfer to the next level of education) is made on the basis of all the results (subject, meta-subject, personal; educational and extracurricular) accumulated in the student's portfolio of achievements for four years of study in primary school. ^ Comprehensive assessment of all student learning outcomes
represents general characteristics personal, meta-subject and subject results, which are summarized in the tables of educational results (appendix). Each of the tables has instructions for maintaining: when, how and on the basis of what it is filled in, how the results are interpreted and used. The grades and marks placed in the tables are the basis for making decisions on pedagogical assistance and support for each student in what he needs at this stage of development. ^ The boundaries of the application of the assessment system: 1) Gradual introduction of the assessment system in stages, from simple to complex: “minimum of the first stage”, “minimum of the second stage” (mandatory part) and “maximum” (part implemented at the request and capabilities of the teacher). 2) The system for evaluating results is being developed and supplemented in the course of its implementation. 3) Reducing to a minimum the number of “reporting documents” and the terms for their mandatory completion by the teacher, for which the means are used: - teaching students how to evaluate and fix their results under the control of the teacher; - the introduction of new report forms simultaneously with the computerization of this process, with the transfer of most of the reports to a digital, automated basis. 4) Focus on maintaining student success and motivation. 5) Ensuring the personal psychological safety of the student: the educational results of a particular student are compared only with his own previous indicators, but not with the indicators of other students in the class. Each student has the right to an individual educational trajectory - at his own pace of mastering the material, at the chosen level of claims. The technology of evaluation of educational achievements of students is used.
The purpose of the technology for evaluating educational achievements is to ensure, at the stage of control, the principles of a developing student-centered education system. Tasks
Determine how the student acquires the skills to use knowledge - that is, the modern goals of education.
To develop the student's ability to independently evaluate the result of his actions, control himself, find and correct his own mistakes.
Orient the student to success, relieve him of the fear of school control and assessment, create a comfortable learning environment, and preserve the psychological health of children.
The organization of control in the lesson in accordance with the technology for assessing educational achievements involves the implementation of seven rules that determine the procedure for actions in different situations of control and assessment. The system for assessing the achievement of planned results includes two mutually agreed upon assessment systems:
external evaluation carried out by services external to the school;
internal evaluation carried out by the school itself - students, teachers, administration.
The main object of the system for evaluating the results of education are the planned results of mastering by students of the main educational program of primary general education.The system for assessing the achievement of the planned results of mastering the main educational program of primary general education involves an integrated approach to assessing the results of education, which allows assessing the achievement by students of all three groups of educational results: personal, meta-subject and subject. Personal learning outcomes reflect the system of value orientations of the younger student, his relation to the environment, personal qualities. They are not subject to a final assessment in the form of a mark and are not a criterion for transferring a student to a main school. The teacher creates conditions for the formation of personal universal educational activities, presented in the Federal State Educational Standard of the IEO, evaluates the changes taking place in different areas of the student's personality: educational and cognitive motives; relationships with peers; civic identity (attributing oneself to the family, people, nationality, faith); the level of reflective qualities (respect for other opinions, personal responsibility, self-esteem), etc. The teacher fixes the student's personal results in two documents: the student's profile and his portfolio. The characteristic that is given to a graduate of an elementary school reflects his distinctive individual characteristics, not only related to the development of academic subjects (progress), but also revealing his character traits, personal qualities. The characteristic includes the following items:
assessment of the student's progress, his achievements in the study of academic subjects, possible difficulties in mastering a separate program material;
the level of formation of educational and cognitive motivation, attitudes towards educational activities; academic independence and initiative (high, medium/sufficient, low);
relationships with classmates, the level of formation of leadership qualities, participation in joint activities, the presence of friends in the class; attitude towards the student of other children.
^ Score personal results is an assessment of the achievement by students of the planned results in their personal development. The object of assessment of personal results is the formation of UUD, included in three blocks:
self-determination - the formation of the internal position of the student - the acceptance and development of a new social role student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see strengths and weak sides your personality;
meaning formation - the search for and establishment of personal meaning (i.e., "meaning for oneself") of the teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of "what I know" and "what I don't know" of "ignorance" and striving to bridge this gap;
moral and ethical orientation - knowledge of the basic moral norms and orientation towards their implementation based on an understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma in resolving the moral dilemma; the development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.^ The content of the assessment of personal results at the level of primary general education is built around the assessment:
the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to meaningful moments educational process- lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with a teacher and classmates, - and focusing on a model of behavior of a “good student” as an example to follow;
the formation of the foundations of civic identity - a sense of pride in one's Motherland, knowledge of significant historical events for the Fatherland; love for one's land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;
the formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;
the formation of motivation for educational activities, including social, educational and cognitive and external motives, curiosity and interest in new content and ways of solving problems, acquiring new knowledge and skills, motivation to achieve results, striving to improve one's abilities;
knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of observance/violation of a moral norm.
The personal results of primary school graduates in full compliance with the requirements of the standards are not subject to final assessment. The object of evaluation of meta-subject results is the formation of regulatory, communicative, cognitive universal actions:
the ability of the student to accept and maintain the learning goal and objectives; to independently transform a practical task into a cognitive one, the ability to plan one's own activity in accordance with the task and the conditions for its implementation and to look for means of its implementation; the ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning; the ability to carry out information search, collect and highlight significant information from various information sources;
the ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational and cognitive and practical tasks;
the ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, to establish analogies, refer to known concepts;
the ability to cooperate with the teacher and peers in solving educational problems, to take responsibility for the results of their actions.
The main content of the assessment of meta-subject results at the level of primary general education is built around the ability to learn. ^ Assessment of subject results - assessment of student achievement of planned results in individual subjects: a system of fundamental elements of scientific knowledge - subject knowledge:
basic knowledge (fundamental elements of scientific knowledge - the conceptual apparatus (or "language") of educational subjects: key theories, ideas, concepts, facts, methods. This group includes a system of such knowledge, skills, educational activities that can be achieved by the vast majority of children .
knowledge that supplements, expands or deepens the basic knowledge system
actions with subject content (or subject actions):
subject actions based on cognitive UUD (use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishing connections, analogies; search, transformation, presentation and interpretation of information, reasoning), on different subjects these actions are performed with different objects and have a specific "objective" coloring.
specific objective actions (methods of motor activity mastered in the course of physical culture, or methods of processing materials, methods of modeling, drawing, methods of musical performance, etc.).
^ Evaluation of the subject results is an assessment of the achievement of students of the planned results in individual subjects. The achievement of these subject results is assessed both during the current and intermediate assessment, and during the implementation of the final test work. ^ Portfolio of achievements as a tool for assessing the dynamics of individual educational achievements Results of the accumulated assessment obtained during the current and intermediate assessment are recorded in the form of a portfolio of achievements and are taken into account when determining the final grade. ^ A portfolio of achievements is a collection of works and results that show the efforts, progress and achievements of the student in various areas useful work for people, etc.), as well as self-analysis by the student of his current achievements and shortcomings, allowing him to determine the goals of his further development.
^ The final assessment of the graduate and its use in the transition from primary to basic general educationOn the final assessment at the stage of primary general education, the results of which are used when deciding whether it is possible (or impossible) to continue education at the next level, only the subject and meta-subject results described in the “Graduate will learn” section of the planned results of primary education. The subject of the final assessment is the ability of students to solve educational-cognitive and educational-practical tasks built on the material of the basic knowledge system using means relevant to the content of educational subjects, including on the basis of meta-subject actions. The ability to solve a different class of problems is the subject of various kinds of non-personalized (anonymous) surveys. At the stage of primary general education, the assimilation by students of the basic system of knowledge in the Russian language and mathematics and the mastery of the following metasubject actions: speech, among which should be highlighted conscious reading and working with information skills; communicative skills necessary for educational cooperation with a teacher and peers. Russian language, mathematics and integrated work on an interdisciplinary basis). Grades for the final work characterize the level of mastery of the basic system of knowledge in the Russian language and mathematics by students, as well as the level of mastery of meta-subject actions. Based on these assessments for each subject and according to the program for the formation of universal educational activities, the following conclusions are drawn about the achievement of the planned results:
^ Materials of the accumulative assessment system (main sections of the program) Results of the final work
Passed At least 50% of basic level assignments
Good or excellent At least 65% of basic level items At least 50% of the maximum score of advanced level items
Not recorded Less than 50% of basic level tasks
The Pedagogical Council, based on the conclusions made for each student, considers the issue of successful mastering by this student of the basic educational program of primary general education and transferring him to the next level of general education. The decision to transfer the student to the next level of general education is made simultaneously with the consideration and approval of the characteristics of the student .All conclusions and assessments included in the characteristic are confirmed by the materials of the portfolio of achievements and other objective indicators. The system for assessing the achievement of the planned results of mastering the main educational program is based on the technology for assessing the educational achievements of students, developed in the educational system "School 2100".^ I. Description systems for evaluating results 1st rule. What is evaluated. The results are subject, meta-subject and personal. The results of the student are actions (skills) for the use of knowledge in the course of solving problems (personal, meta-subject, subject). Separate actions, especially successful ones, are subject to evaluation (verbal description), the solution of a full-fledged task is to be evaluated and marked.
Evaluation is a verbal description of the results of actions (“well done”, “original”, “but here it’s inaccurate, because ...”). A mark is a fixation of the evaluation result in the form of a sign on a 5-point scale.
You can evaluate any student's action (especially successful): a good thought in a dialogue, a monosyllabic answer to a reproductive question, etc. The mark is put only for the solution of a productive learning task, during which the student comprehended the purpose and conditions of the task, carried out actions to find a solution (at least one skill for using knowledge), received and presented the result.
Additionally, at the end of the lesson, it is permissible to invite the whole class to determine which hypotheses turned out to be the most accurate, interesting, and helped to find a solution to a common problem. The authors of these hypotheses are rewarded by a collective decision: they are given an assessment and (or) an “excellent” mark (solving an advanced level problem) is given to the skill by which the problem of the lesson was formulated. ^ Teacher results and their evaluation Teacher results ( educational institution) is the difference between the results of students (personal, meta-subject and subject) at the beginning of training (input diagnostics) and at the end of training (output diagnostics). The increase in results means that the teacher (school) managed to create an educational environment that ensures the development of students. A negative result of the comparison means that it was not possible to create conditions (educational environment) for successful development opportunities for students. To determine the increase, the input and output diagnostics of students are compared with the average all-Russian level. ^ 2nd rule. Who evaluates. The teacher and student together determine the grade and mark.
At the lesson, the student himself evaluates his result of completing the task according to the “Self-Assessment Algorithm” and, if necessary, determines the mark when he shows the completed task. The teacher has the right to correct grades and grades if he proves that the student overestimated or underestimated them. After lessons for written assignments, the grade and mark are determined by the teacher. The student has the right to change this grade and mark if he proves (using the self-assessment algorithm) that it is too high or too low.
In order to ensure adequate assessment, the student must learn to answer questions about the goals and results of his work, that is, master the self-assessment algorithm. ^ Self-assessment algorithm (questions answered by the student): 1 . What should have been done in the task (task)? What was the goal, what should have been the result? ^2. Did you manage to get the result? Found a solution, an answer? 3. Handled completely correctly or with a mistake? What, in what? To answer this question, the student needs to: - get the standard of the correct solution of the problem and compare his solution with it; - be guided by the reaction of the teacher and the class to his own decision - whether any of his steps corrected, whether his final answer was accepted. Did you cope completely on your own or with the help of (who helped, in what way)? Other questions are added to the specified self-assessment algorithm, including about the mark that the student puts on himself. So, starting from the 23rd grade, after teaching children to use the table of requirements (rule 4) and introducing success levels (rule 6), the following questions are added to this algorithm. Continuation of the self-assessment algorithm: tasks? 6. What was the level of the task (task)?
Such problems have already been solved many times, did you need only “old”, already acquired knowledge? (Required level)
Did you encounter an unusual situation in this task (either you need already acquired knowledge in a new situation, or you need new knowledge on a topic that is only now being studied)? (Advanced level)
Such problems have never been learned to solve OR do you need knowledge that you did not learn in class? (Max level)
7. Determine the level of success at which you solved the problem. 8. Based on your level of success, determine the mark that you can give yourself. ^ Assessment in the 1st grade step (in the first lessons). We define our mood. Children are given the opportunity to emotionally appreciate past lesson (day). This reflection becomes the basis for an adequate assessment of their educational success. In the margins of a notebook or in a diary, children indicate their mood, reaction to the lesson (“happy”, “it was difficult”, etc.) in the form of symbols they understand (emoticons or circles with traffic light colors). 2nd step (after 2 -4 weeks). We learn to compare the goal and the result. Children are invited to evaluate the content of their written work. Having distributed notebooks with checked works, the teacher conducts a dialogue with the students, in which the main questions are: - What was your assignment? Who can say what needed to be done at home? (Teaching the 1st step of the self-assessment algorithm.) - Look at your work, do you agree that the task is completed? (Collective self-assessment learning the 2nd step of the self-assessment algorithm.) 3rd step (about a month later). We establish the procedure for evaluating our work. To the points 1 and 2 of the self-assessment algorithm already known to the students, points 3 (“correctly or wrongly?”) And 4 (“by myself or with someone else’s help?”) Are added. In this case, only successful solutions are evaluated. As a “reward” for solving the problem, the teacher invites the student to draw a circle in a notebook or diary and paint it in any color. 4th step. Learning to admit our mistakes. The teacher invites the student (psychologically prepared) in the class to evaluate the performance of the task in which he has minor errors. If an error is recognized, the circle in the notebook or diary (“reward” for solving the problem) is painted over halfway. 5th step. We learn to admit our failure. The teacher helps students in the classroom in evaluating their actions, admitting mistakes. Then one of the children is invited to evaluate himself in a situation where he did not cope with the task at all. In a diary or in a notebook, this (with the consent of the student) is indicated by an unfilled circle. 6th step. Use the skill of self-esteem. When all (or almost all) students have at least once evaluated their work in the class, the teacher stops pronouncing all the questions of the self-assessment algorithm and invites students to ask themselves these questions and answer them (based on the diagram). graduates of the 1st grade1) Assessment procedure 1st step. Students are encouraged to learn to evaluate their own work. To do this, a conversation is held on the following questions: “You are already experienced students, tell me how best: so that you yourself learn to evaluate your results or that others always do it for you?”, “How do we start evaluating our work?”, “What will we do thereafter?" etc. 2nd step. Based on the results, in the form of a reference signal (pictures, keywords), a self-assessment algorithm is drawn up from 4 main and 2 additional points: 1) What was the task? 2) Did you get the result? 3) Completely correct or with an error? 4) Completely on your own or with help? (hereinafter - except for the 1st grade): 5) On what grounds do we distinguish grades and grades? 6) What mark would you give yourself? 2) Choosing the time to develop the skill of self-esteem 1st step. A lesson is selected in which only the MINIMUM of the content of the educational material will be used. Use the time allotted for all the material to develop students' self-assessment skills. 2nd step. When designing this lesson, choose a stage (checking what you have learned or learning something new) for using the self-assessment algorithm. 3rd step. Choose a simple task, after which one of the students will be asked to publicly evaluate their result according to the self-assessment algorithm (reference signal). 3) Self-assessment procedure 1st step. Select the most prepared student for public self-assessment of the results of their work (ensuring the success of the procedure). 2nd step. After presenting the solution (oral answer, writing on the board, etc.), invite the student to evaluate the result of his work himself. To warn that at first the teacher will help in this: ask the student questions according to the self-assessment algorithm (pointing to the reference signal): “task?”, “result?”, “correctly?”, “himself?”. The student gives answers, the teacher corrects him, explains if there is an overestimation or underestimation. All other students at this moment observe how self-assessment occurs. Their attention is activated by the questions: “What step in evaluating the work have we already taken?” etc. 3rd step. In the following lessons, self-assessment according to the algorithm is carried out in turn by all students in the class (at least 1-2 episodes per lesson; in each lesson). 4th step. Gradually, instead of pronouncing the questions, the teacher suggests that the students themselves, looking at the reference signal, ask themselves these questions and answer them. In addition to dialogue, self-assessment can be carried out with a collective check of written assignments. A standard of the correct answer appears on the board, and each student evaluates his decision in his notebook. 5th step. When students start grading without looking at the cue, the teacher can remove it and use it only if someone is having trouble. 4) The time spent on self-assessment, subject to the formed skill 1st step. When all students have the ability to work according to the Self-Assessment Algorithm, the teacher, when planning a lesson, stops reducing its content to a minimum, including teaching material related to the maximum. 2nd step. The self-assessment algorithm collapses: after the teacher’s proposal to evaluate his answer, the student’s phrase follows: “the goal was achieved, there were no mistakes”, or “I got the solution, but with the help of the class”, or “I completely solved the problem without errors required level, which corresponds to the mark "4" is good.
If the opinion of the student and the teacher is the same, the lesson can be continued. If the opinion of the teacher differs from the opinion of the student (he overestimated or underestimated his mark), it is necessary to go through the algorithm and agree on the positions.
3rd step. After checking the written work, the student gets the right to reasonably challenge the assessment and mark of the teacher: after the student’s phrase “I do not agree with the mark”, the teacher invites him to explain his opinion using the self-assessment algorithm.
If the student is right, you need to thank him for helping the teacher find his mistake when checking. If the student is wrong, the teacher needs to explain on the basis of which he made the appropriate decision, to agree on positions.
an integrated approach to assessing the results of education using the planned results of the development of basic educational programs as a substantive and criteria-based assessment base; assessment of the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational and practical and educational and cognitive tasks; assessment of the dynamics of educational achievements of students; a combination of external and internal evaluation as a mechanism for ensuring the quality of education; the use of personalized procedures for the purpose of final assessment and certification of students and non-personalized procedures in order to assess the state and trends in the development of the education system, as well as for other certification purposes; a tiered approach to developing deliverables, tools and data presentation; the use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements; using, along with standardized written or oral work, assessment methods such as projects, practical work, creative work, introspection and self-assessment, observations, etc.; the use of contextual information about the conditions and features of the implementation of educational programs when interpreting the results of pedagogical measurements
Evaluation system External evaluation: The ratio of internal and external evaluation in the final evaluation, its composition depends on the level of education public services accreditation of educational institutions certification of personnel monitoring of the education system State final certification / final evaluation: provides a link between external and internal evaluation and is the basis for all external evaluation procedures is built on the basis of a) the accumulated current grade, b) the grade for the final written works Internal assessment: teacher, student, educational institution and parents Cumulative assessment (portfolio of achievements)
1. Starting diagnostics. Purpose: to determine the readiness of students - to study at school (Grade 1); -to study the course; - learning new material. 2. Intermediate assessment. Purpose: tracking the dynamics of achieving the planned subject, meta-subject, personal results. 3. Final assessment. Purpose: to determine the readiness of students to study in a basic school.
Starting diagnostics in the first grades is based on the results of monitoring the general readiness of first graders to study at school and the results of assessing their readiness to study this course. In the future, starting diagnostics can be used in any class before studying the thematic sections of the course to identify the level of readiness of each student to learn new material.
involves an integrated approach to assessing the results of education (assessment of subject, meta-subject and personal results). For the purpose of conducting the current assessment, we use following methods assessments: observations, evaluation of the execution process, open response. To track and evaluate subject knowledge, methods of activity, we use sheets of individual achievements. To assess each student's awareness of the features of the development of his own learning process, it is most appropriate to use a method based on questions for introspection.
1. In the course of studying the topic, it is convenient to record the individual achievements of younger students with the help of rulers (Methodology of T. Dembo - S. Rubinshtein), the features of which are studied in detail and described in the book "Evaluation without a mark" by G. A. Tsukerman and others. 2. "List of individual achievements", which must be kept for each child. Such sheets are developed within the school, approved by the pedagogical council, or taken ready-made. The "List of Individual Achievements" records current grades for all skills formed at this stage. This sheet notes the progress of the child in mastering other skills necessary for the formation of stable reading, writing, computing skills, etc.
Date 21. 09. 05. 10 20. 10 Total for the 1st quarter Number of tasks 6 5 7 18 Surname Completed correctly % Olga S. 6 Andrey B. Anna N. Subject pr. Done correctly % 100 4% 80% 5 71% 15 83% Regression is outlined 5 83% 3 60% 6 86% 14 78% Results are unstable 4 67% 4 80% 6 86% 14 78% Progress is outlined
No. r. Topic Date Number of tasks in the work Done correctly % 1 21. 09. 6 6 100% 2 05. 10. 5 4 80% 3 20. 10. 7 5 71% 18 15 83% Total for the 1st quarter Olya, your results are slowly deteriorating …
Portfolio of achievements - a collection of work and results of the student. This is modern effective form assessment, as well as an effective tool for solving pedagogical problems: to maintain the educational motivation of students; encourage their activity and independence; develop skills of reflective and evaluative activity; to form the ability to learn (set goals, plan and organize their activities).
Cumulative Assessment: A Portfolio of Achievements Samples of Children's Works Literary reading Foreign language Approximate composition of the Sample of children's work Results of the initial diagnostics Materials of the current assessment: observation sheets, evaluation sheets Results and materials of thematic works Results and materials of the final control Achievements in extracurricular activities Dictation, presentations, compositions audio recordings of monologues, dialogues reader's diaries illustrated author's works materials of introspection and reflection Mathematics mathematical dictations mini-research and mini-projects, models, problem solving audio recordings of oral answers materials of introspection and reflection The world diaries of observations mini-studies and mini-projects of interviews, creative works audio recordings of oral answers materials of introspection and reflection Music fine arts Technology audio, photo and video materials products of own creativity audio recordings of oral answers materials of introspection and reflection Physical Culture video materials diaries of observations and self-control independent work materials of introspection and reflection
Conclusions on the achievement of the planned results The graduate has mastered the basic system of knowledge and educational activities necessary to continue education at the next level, and is able to use them to solve simple educational, cognitive and educational and practical problems by means of this subject The graduate has mastered the basic system of knowledge necessary to continue education at the next stage, at the level of conscious voluntary mastery of learning actions. The graduate has not mastered the basic system of knowledge and learning activities necessary to continue education at the next level. The materials of the cumulative assessment system recorded the achievement of the planned results in all main sections of the curriculum with at least a “pass” (or satisfactory) rating, at least 50% of the basic level tasks were completed correctly. The achievement of the planned results in all main sections of the curriculum was recorded, at least half of the sections were rated "good" or "excellent", and the results of the final work indicate the correct completion of at least 65% of the tasks of the basic level and the receipt of at least 50% from the maximum score for completing tasks of an increased level. The achievement of the planned results for all the main sections of the curriculum was not recorded, and the results of the final work indicate the correct completion of less than 50% of the tasks of the basic level.
Evaluation system: primary school External evaluation: public services Additional data/research needed. final assessment Internal assessment: teacher, student, educational institution and parents educational institution accreditation staff certification accumulated assessment + monitoring of the education system Sample survey of student work Reading, UUD three final works Russian mathematics
In younger children school age, as a rule, there are no more than 3 semantic groups, at an older age - 4 groups.
The triune purpose of the lesson
(in the didactics of the past) = A goal is a pre-programmed result that a person should receive in the future in the process of carrying out this or that activity.
goal-setting, goal-setting, purposefulness
l The Triune Lesson Objective (TCU) is a complex composite goal that incorporates three aspects:
cognitive, educational and developmental Informative aspect of TCU = To teach and teach each student to independently acquire knowledge. To teach others is to show them what they must do to learn what they are being taught; To fulfill the main requirements for mastering knowledge: completeness, depth, awareness, systematic, consistency, flexibility, depth, strength;To form skills - a combination of knowledge and skills that ensure the successful performance of activities. “It is advisable, when planning the educational goal of the lesson, to indicate what level of quality of knowledge, skills and abilities students are expected to achieve in this lesson: reproductive, constructive or creative"(V.F. Palamarchuk).
Developmental aspect TCU = a) Development of the sensory sphere
Development of the eye, orientation in space and time, accuracy and subtlety of distinguishing color, light and shadow, shape, sounds, shades of speech; b) Development of the motor sphere Mastering the motor skills of small muscles, the ability to control their motor actions, develop motor skills, proportionality of movement, muscle development; c) emotional sphere The manifestation of admiration, surprise, indignation, sympathy, empathy, etc. d) Speech development
Enrichment and complication of vocabulary, complication of the semantic function of speech (new knowledge brings new aspects of understanding), strengthening of the communicative properties of speech (expressiveness, expressiveness), mastery of artistic images, expressive properties of the language, fluency in the terminology of the subject.
Development of thinking Learn to analyze Learn to compare; Learn to highlight the main thing; Learn to build analogies; Learn to generalize and synthesize; Learn to prove and disprove; Learn to define and explain concepts; Learn to pose and develop problems.
Educational aspect of TCU = Upbringing Worldview and worldview; Ability to cooperate in a team, showing humanity, camaraderie, kindness, delicacy, courtesy, discipline, responsibility, honesty; Ability to communicate, demonstrating the culture of internal moral relations; Culture of educational work;
Ability and readiness for self-improvement, ability to formulate and defend one's own point of view; Responsible attitude towards educational work, composure, diligence; Active citizenship, patriotism, obedience to the law; Interests and needs of studying the subject, self-education.
12) Traditional lesson and explanatory and illustrative teaching method. Russian Pedagogical Encyclopedia: “A lesson as a unit educational process organized by the teacher, is characterized by a number of indispensable features (requirements) that do not depend either on the characteristics of the teacher, or on the peculiarity of the composition of the students, the provision of the school with equipment, etc., which include: Unity teaching and educational function; Stimulating the cognitive activity of students; Security development of cognitive independence; The lesson is an organic whole with a single didactic goal, which is subject to all its elements without exception; Each part of the lesson and the lesson as a whole must be built with taking into account the patterns of assimilation
Philosophical basis: humanism, anthroposophy, pedocentrism, pragmatism
Sources of human mental development: biogenic, sociogenic, psychogenic, idealistic
Concepts of the process of assimilation of social knowledge by an individual: interiorization, behavioral, associative-reflex, suggestive, neurolinguistic programming
Orientation to personal structures:
in information technology the formation of school knowledge, skills and abilities is carried out (ZUN);
operating rooms his main task provide the formation of ways of mental actions (COURT);
self-development technologies aimed at the formation of self-governing mechanisms of personality (SUM);
heuristic- to develop creative abilities;
applied- the formation of an effective-practical sphere of personality (DPS)
By the nature of the content and structure: educational, educational, general education, professional, humanistic, technocratic, mono- and poly-technologies, penetrating
By organizational form: Classroom, alternative, academic, club, individual, group, collective ways of learning, differentiated learning
Technologies are mass, compensatory, victimological advanced education for working with difficult or gifted children
by type of cognitive activity management: traditional (classical lecture, using TSO, learning from a book), differentiated (small group system, "tutor" system), programmed (computer, software, "consultant" system)
Teacher-student interaction can be:open(uncontrolled and uncorrected activity of students); cyclical(with control, self-control and mutual control); scattered(front); directed(individual)
15) Student-centered pedagogy and student-centered learning technologies: multi-level learning, collective mutual learning and cooperation technologies;
Technologies of student-centered learning; multi-level learning; collective mutual learning; cooperation.
Multi-level technology learning differences the bulk of students by level of learning comes down first of all to time necessary for the student to master the educational material;
incapacitated, who are not able to achieve a predetermined level of knowledge and skills, even with a large expenditure of study time; talented (about 5%), who are often able to do what everyone else cannot cope with; students who make up the majority (about 90%), whose ability to acquire knowledge and skills depends on the cost of study time
School with level differentiation Completion of classes of homogeneous composition from the initial stage of schooling based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills; Intra-class differentiation in the middle link, carried out by selecting groups for separate education at different levels (basic and variable). If there is sustained interest, the group becomes a class with an in-depth study of individual subjects;
Exercise "Complex Associations"
The subjects are presented with a form with a set of 20 pairs of words. Each couple is in a certain relationship. There are also six pairs of words in the cipher, marked with letters. It is necessary to determine which pair of words from the cipher corresponds in similarity to a pair of words in the set. The answers are recorded by the subjects on a piece of paper as follows: the number of a pair of words from the set is written and through the dash the answer is written with a letter
Computer games
20) Innovative Methods student education: distance learning technologies and electronic interactive learning at the university.
There are several learning models: passive - the student acts as an "object" of learning (listens and looks); active - the student acts as the "subject" of learning (independent work, creative tasks);
interactive - interaction.
Principles interactive learning : individualization; flexibility; electivity; contextual approach; development of cooperation; use of active learning methods.
Assimilation of the material. When delivering lecture material -
no more than 20-30% of information, When working independently with literature - up to 50%, When pronouncing - up to 70%, With personal participation in the activity being studied (for example, in a business game) - up to 90%.
Distance learning technology. Distance learning is a learning technology based on the use of information and telecommunication technologies and technical means,
which create conditions for the student to choose academic disciplines, dialogue exchange with the teacher, while the learning process does not depend on the location of the student in space and time.
Remote education- a system in which the process of distance learning is implemented to achieve and confirm by the student a certain educational qualification, which becomes the basis of his further activities.
Information and educational environment of distance learning- a systemically organized set of means of data transmission, information resources, protocols of interaction, hardware, software and organizational and methodological support, focused on meeting the educational needs of users.
Advantages of distance learning. Flexibility Modularity Parallelism Economical Coverage Adaptability Social equity Internationality The new role of the teacher
Disadvantages of distance learning. Lack of live contact between the teacher and the student; Lack of live communication between students; High labor costs at the first stage of creating training courses for distance learning; Students must have required access to technical training aids (at a minimum - a computer, modem, e-mail and Internet access); May create a significant load on the network; The impossibility of 100% control over students' knowledge.
Electronic interactive learning. an educational technology that uses network technologies (the Internet and corporate networks) to communicate formal and informal instruction, support, and evaluation.Means and methods of electronic interactive learning. interactive resources and materials, digital libraries and EBS, training materials and courses, real-time discussions, chats, video chats, e-mail, video conferences, video consultations and software applications for shared use (shared workspaces). e-learning tools. Web conferences Online seminar Webinar.
Advantages of electronic interactive forms of education. Students learn new material not as passive listeners, but as active participants in the learning process. The share of the classroom load is reduced and the amount of independent work is increased; Students acquire skills in modern technical means and information processing technologies; The ability to independently find information and determine the level of its reliability is developed; relevance and efficiency received information; students are involved in solving global, not regional problems - their horizons are expanding; Flexibility and accessibility. Students can connect to educational resources and programs from any computer on the network; The use of such forms as a calendar, electronic tests (intermediate and final) allows for a more accurate administration of the educational process; etc. Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between students and a teacher. They make education more personal.
21) The method of studying situations (case study). it teaching method when students and teachers (instructors) participate in face-to-face discussions on issues or cases (cases) business. The case method involves: a written example of a situation from business practice; independent study and discussion of the situation by students; joint discussion situations in the classroom under the guidance of a teacher; adherence to the principle "the process of discussion is more important than the decision itself". Principles of formation of a specific situation.Firstly, the learning situation is specially prepared (written, edited, constructed) for the purposes of learning. Secondly, the learning situation must correspond to a certain conceptual field of the course or program within which it is considered. Thirdly, work with them should teach students to analyze specific information, trace cause-and-effect relationships, highlight key issues and/or trends in business processes. In this way, ideal specific situation- is: an entertaining story of a specific business or an existing case from history this business; a puzzle to be solved; an abundance of information, the analysis of which is not trivial and requires searching additional information; an actual problem that can give a continuation of the situation in the future; More or less typical situation, coinciding in the main - the "theory" of the issue. A set of materials for working with a training specific situation includes: the situation itself (text with questions for discussion); applications with a selection of various information that conveys the general context of the situation (copy financial documents, publications, photos, etc.); conclusion on the situation Possible Solution problems, subsequent events); a note for the teacher outlining the author's approach to the analysis of the situation. The written representation of any situation should include: title page with a short, memorable title of the situation (the author and year of writing are indicated in the note); introduction where the hero (heroes) of the situation is mentioned, the history of the company is told, the time of the beginning of the action is indicated; main part, which contains the main array of information, internal intrigue, problem; conclusion, where the situation can "hang" at that stage of its development, which requires an appropriate solution to the problem. Sources of specific situations . The first option - the story is taken as a basis, and most often a fragment of the life of a real company, information about which was obtained by the author of the situation directly in the course of a research or consulting project, or a targeted collection of information. Second option - the use of secondary sources, primarily information "scattered" in the media, specialized magazines and publications, information bulletins and booklets distributed at exhibitions, presentations, etc. Third, the least common, option is a description of a fictional situation.
Problem learning. a system of teaching methods and tools, the basis of which is the modeling of a real creative process by creating a problem situation and managing the search for a solution to the problem. Stages of problem learning: informational, not requiring the creative activity of the individual, training, including repetition of the action and control over the success of the implementation. Forms of problem-based learning:problem statement- the teacher himself poses the problem and solves it; cooperative learning - the teacher poses a problem, and the solution is achieved together with the students; creative learning- students both formulate a problem and find its solution. Stages of human cognitive activity in a problem situation: problem situation - problem - search for solutions - problem solving. General functions of problem-based learning: students' assimilation of a system of knowledge and methods of mental practical activity; development of cognitive independence and creative abilities of students; formation of dialectical-materialistic thinking of students (as a basis). Special Features of Problem Learning: educating the skills of creative assimilation of knowledge (the use of certain logical techniques and methods creative activity); education of skills for the creative application of knowledge (application of acquired knowledge in a new situation) and the ability to solve educational problems; the formation and accumulation of experience in creative activity (mastery of methods scientific research, solving practical problems and artistic reflection of reality). Types of problem situations common to all subjects:The first: students do not know how to solve the problem, they cannot answer a problematic question, give an explanation for a new fact in an educational or life situation. Second: the collision of students with the need to use previously acquired knowledge in new practical conditions. Third: there is a contradiction between theoretically possible way problem solving and the practical impracticability of the chosen method. Fourth: there are contradictions between the practically achieved result of completing the educational task and the students' lack of knowledge for theoretical justification.
22) Method of projects. The purpose of the method is the development of self-educational activity among students. A project is defined as an organized purposeful activity. result project activities students under the guidance of a teacher is new knowledge . Reasons for using the project method: the need not to transfer knowledge to students, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems; the relevance of acquiring communication skills and abilities; the relevance of broad human contacts, acquaintance with different cultures, points of view on one problem; the ability to use research methods: collect information, facts, be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions. Requirements for using the project method: The presence of significant research plan problems/tasks requiring integrated knowledge, research search for its solution; Practical, theoretical, cognitive significance of the expected results; Independent (individual, pair, group) activity of students. Structuring the content of the project (indicating the phased results). The use of research methods that provide for a certain sequence of actions: Stages of designing educational activities based on the method of projects definition of the problem and the research tasks arising from it (using the method " brainstorming", "round table"); putting forward a hypothesis for their solution; discussion of ways to design the final results (presentations, protection, creative reports, views, etc.); collection, systematization and analysis of the data obtained; summing up, processing the results, their presentation; conclusions , bringing forward new research problems. Scope of the project method data collection in different countries, regions, cities, comparison of observations of natural and social phenomena; comparative study of events, facts to identify a certain trend, develop proposals and make decisions; joint cognitive activity. Requirements for the teacher when implementing the project method: Readiness for independent development of methods for managing the search and research work of students. Possession of the method of "brainstorming", holding a "round table", statistical methods. Active cooperation of teachers teaching various subjects.
Programmed education. The goal is to increase the efficiency of managing the learning process based on the cybernetic approach. Training implies the work of the listener according to a certain program, in the course of which, he acquires knowledge.
The role of the teacher is to monitor the psychological state of the student and the effectiveness of the stage-by-stage development of educational material by him, and, if necessary, the regulation of program actions. In accordance with this, algorithms for programmed learning were developed: straight-line, branched, mixed, and others, which can be implemented using computers, programmed textbooks, teaching materials and etc.
Programmed Learning Principlessmall steps- educational material is divided into small parts (steps) to make it easier for students to master it, immediate confirmation of the correctness of the answer- after answering the question, the student can check the correctness of the answer and only if his answer completely matches the correct one, he can proceed to the next step. individualization of the pace of learning- the student works at his own pace, gradual increase in difficulty- a significant number of leading instructions at the first steps gradually decreases, thereby increasing the degree of difficulty of tasks, differentiated consolidation of knowledge- each generalization is repeated several times in different contexts and illustrated with carefully selected examples, uniform course of instrumental teaching- the principle of programs with a linear structure.
Research method of teaching. organization of search, cognitive activity of students by setting cognitive and practical tasks by the teacher that require an independent creative solution.Functions of the research method of teaching: organizes the creative search and application of knowledge, ensures the mastery of the methods of scientific knowledge in the process of searching for them, is a condition for the formation of interest, the need for creative activity, for self-education. The essence of the research method of teaching- the teacher formulates the problem to the students, and they independently look for its solution. In this case, it is supposed to apply the research method not in a separate lesson, but in the whole discipline (possibly optional).
The main components of the method: identification of problems - development and formulation of hypotheses - observations, experiments, experiments - judgments and conclusions made on their basis.
Organization of the integrated application of the research method of teaching . Choice of an interdisciplinary topic: Must allow students to go through the stages of scientific research, be sufficiently voluminous. Selection of a group of students actively participating in the study of an interdisciplinary topic: The group attends classes without fail, (other students are invited to wish) The direct supervision of the student's research is carried out by the teacher - "intermediary" he "is" between the student and the process of obtaining new knowledge.
23)Modular learning programs and principles of their construction. Principles of modular education and their relationship with general didactic principles
Principles of modular training. the principle of modularity; separation of separate elements from the content; dynamism; effectiveness and efficiency of knowledge and its system; flexibility; conscious perspective; versatility of methodological consulting; parity (according to P.A. Yutsyavichenya)
mp structure
An integrated approach to assessing the problem of learning failure.
Detailed classification of the causes of failure (P.P. Borisov, 1980)Pedagogical reasons: shortcomings in teaching certain subjects, gaps in knowledge for previous years, incorrect transfer to the next class; Social causes; unfavorable living conditions, unworthy behavior of parents, material security of the family, lack of daily routine, neglect; Physiological causes: diseases, general weakness of health, dysfunction of the central nervous system; Psychological reasons: features of the development of attention, memory, slowness, insufficient level of speech development, lack of formation of cognitive interests, narrowness of outlook.
The theory of underachievement at the present time. MM. Bezrukikh: the problem of academic failure requires an integrated approach of specialists and is both pedagogical, medical, and psychological and social. To identify the causes, a comprehensive examination is required. Experts believe that in different age periods the leading causes of academic failure may differ: the beginning of schooling, the period of puberty - psychophysiological reasons prevail, in other periods - social reasons.
Diagnosis of the causes of school failure. Stages of work to determine the causes of learning difficulties: Collection of preliminary data about the student, their analysis; Diagnostics using methods; Comparison of the results of the first and second stages; Selection of the necessary pedagogical influence; Correct construction of work with the student.
Comprehensive examination of the student. Medical (somatoneurological) examination;Psychological diagnostics;Pedagogical examination (including defectological examination);Speech therapy examination.
Universal psychodiagnostic methods: D. Veksler's intelligence test; R. Cattell's multifactorial personality questionnaire; Raven test of mental performance; School Test of Mental Development (SIT); Drawing association test by S. Rosenzweig; Luscher's color test, Phillips' test for determining the level of school anxiety, G. Moreno's sociometric test, a number of projective tests.
5) Pedagogical systems for teaching younger students =
Developmental learning according to V.V. Davydov; according to L.V. Zankov;
Traditional initial school: “Primary School of the 21st Century”, “School 2100”, “School of Russia”, “Harmony”, “Perspective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective” All existing programs are approved and recommended by the Ministry education, tested in practice. The learning outcomes for any of the programs are focused on a single educational standard.
Features of developmental education according to L.V. Zankov L.V. Zankova relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. Learned material is fixed practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, the leading role of theoretical knowledge, the passage of educational material "in a spiral". For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. The task of education is to give a general picture of the world on the basis of science, literature, and art. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.
Features of developmental education in
D.B. Elkonin-V.V. Davydov
The student must learn to look for missing information when faced with a new task, to test their own hypotheses.
The system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate own actions and partners' points of view.
This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.
In the system of D.B. Elkonina - V.V. Davydov emphasizes not on the result - the acquired knowledge, but on the ways to comprehend them. The student may not remember something, but he must know where and how, if necessary, to fill this gap.
The class studies the principles of building a language, the origin and structure of numbers, etc.
Knowledge of the rules, based on an understanding of their causes, is better remembered.
General educational skills and abilities - ArbitrarinessOrganizationAttentionObservation
Particular attention should be paid to the development of logical memory and voluntary attention. If they add up spontaneously, they lead to significant distortions and learning disorders. (When moving from elementary school to secondary school, tests are conducted to diagnose the development of general educational skills, to check the logic of conclusions and attention features, see the "Grouping" test - the ability to semantic processing of memorized material)
The problem of adaptation to learning in secondary school = Adaptation to school at this age is a complex theoretical and practical problem that does not have a clear answer;
Teachers and parents at the same time “mature” fifth-graders (should be independent and organized) and emphasize their “childishness”.
The consequence is duality, inconsistency of relations and a system of requirements that are assimilated by schoolchildren, they learn to manipulate adults with the help of this duality.
Areas of work with teachers during the adaptation period
(beginning of school year in 5th grade) = 1. Discussion individual features schoolchildren (increased slowness or impulsiveness, timidity, excessive sensitivity to comments); Note: teachers have fairly general assessment characteristics that do not take into account the individuality of the student; 2. Pedagogical consultations for each 5th grade. Prepared jointly by teachers of secondary and primary schools and psychologists of secondary and primary schools. The main task is to harmonize the requirements of different teachers for students, the continuity of the requirements of primary and high school.
Different emotional attitude to the lesson of students of the 5th and 7th grades For students of the 5th grade it is important: How the teacher tells the material, how often he jokes, in what form he praises or scolds the students;
For students of the 7th grade it is important: The attitude of the teacher to the answers of the students, the opportunity to show initiative and independence, to discuss in the lesson.
Formation of the ability to study in secondary school \u003d Skills and skills that have developed in primary school often do not correspond to the material and requirements of secondary school;
It is advisable to conduct special classes:How to listen to a teacher; How to do homework; What to mark for; How to check your work; How to learn from your own mistakes; How to prepare for a test; Why sometimes you don’t want to study and what to do about it; and what you don’t know; How to remember better; What is laziness; How to do written homework; How to learn to think better, etc.
6) Method "Group" - For memorization, a series of 20 words grouped in meaning (a total of 5 groups, 4 words each) is presented. Memorization is carried out according to the method of incomplete memorization (the material is presented and reproduced three times). Instructions are given before each play.
Rules for the methodology:
Words are read with a pause of 1 s between the pronunciation of the elements of the row.
At the end of the reading of the entire row, its playback begins. Reproduction is free, since the subject must catch that words can be combined into groups.
All the words reproduced by the child are recorded in the order they are called. Then it is proposed to listen again to the whole series of words.
The original row of words is read again. Then the subject reproduces it in a free order. The words reproduced by him are recorded. Then comes the third reading of the series and the third reproduction.
The sequence of the presented words: SunPoplarCupHareMoonHatBearPineSpoonSkirtLinden SaucerStarFoxDressSkyChristmas treeSquirrelMugJacketInstruction for the first playback: “Now I will read a series of words. You listen carefully, and then repeat in the order convenient for you. Attention!" Instructions for the second play: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you spoke for the first time, and again memorized. All clear? Attention!" Instructions for third play: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you said the first and second time, and again memorized. All clear? Attention!"
Processing and analysis of the results = The reproduced words are recorded in the order they are called by the child; the association of words into groups related to categories is determined: "animals", "trees", "clothes", "dishes", "firmament".
The normal course of mnemonic activity with the ability to semantic processing of the material looks like this: at the first reproduction of the presented words, the volume of short-term memory is 1-4 words for children 6-7 years old (on average 3 words). Grouped words, with rare exceptions, are not observed.
At the second playback, the total volume of the reproduced words increases by 2-4 words; 1-2 partially formed groups appear, usually consisting of 2 words.
At the third playback, 3-4 groups of 2-3 words appear, one or two groups of all 4 words may appear.
An integrated approach to assessing the value of an organization
An integrated approach to assessing the value of an organization is the best way studying the reliable price, the efficiency of the enterprise and its prospects in the future. Thus, a comprehensive valuation of the organization's value establishes not only the possible selling price on the open market, but also the investment value - an indicator that is most of all interesting to investors who want to invest free money in a business. An assessment of the investment value of an organization shows how justified the risks are, and whether the organization will subsequently be able to bring such income that would justify the investment.
An integrated approach is carried out with a complete inventory of all fixed assets, analysis of financial and management activities, studying the market and the industry as a whole. Also, as a result of the collection and processing of information, the liquidation value is determined - the price at which the property of the enterprise can be sold in short time during the liquidation of the organization.
COMPREHENSIVE ANALYSIS AND BUSINESS EVALUATION
Traditional approaches to a comprehensive analysis and valuation of enterprises and businesses are divided into two groups: financial and professional appraisers' approaches.
Financial approaches are based on the position that the financial condition is the most important characteristic of the enterprise, therefore, a comprehensive analysis and assessment of the business should be carried out on the basis of indicators characterizing the financial results and financial condition of the enterprise. These indicators can be obtained by analyzing public financial statements - published in the press financial statements of open joint-stock companies. This approach is used by analysts of banks lending to enterprises, and rating agencies. The methodology for such an analysis is discussed in this chapter.
The approaches of professional appraisers are aimed at determining the price of an enterprise when making transactions for the sale and purchase of enterprises as a whole, blocks of their shares, their property, as well as transactions and agreements in mergers and acquisitions.
New approaches. Since the first half of the 90s. 20th century analysts and management consultants in developed countries are intensively developing new methods complex analysis and business valuations that combine financial analysis and financial results with assessments of strategic opportunities and prospects, use the main provisions and tools modern theory finance in the appendix to the assessment of assets of enterprises.
Analysis of the financial condition and financial results allows you to obtain indicators that are the basis for a comprehensive analysis and assessment of the enterprise as an issuer of securities and a recipient of credit resources. A stable financial condition and good financial results can determine the competitiveness of an enterprise, guarantee the effectiveness of the implementation of the interests of the company's partners entering into financial relations with it. The financial position of an enterprise is the result of managing all its financial and economic activities and thus determines its comprehensive assessment.
Methods of complex analysis. The financial position can be considered not only as a qualitative, but also as a quantitative characteristic of the state of the enterprise's finances. This provision allows us to formulate the general principles for constructing a scientifically based assessment methodology financial condition, profitability and business activity enterprises using different methods and different criteria. Most analysis techniques allow you to eventually get some indicator that allows you to rank enterprises in the order of change in their financial position. Thus, the classification of enterprises according to their rating is obtained.
A comprehensive comparative analysis of the financial position of an enterprise involves the following steps:
Collection and analytical processing of initial information for the period under evaluation;
Substantiation of the system of indicators used for the rating assessment of the financial condition, profitability and business activity of the enterprise;
Classification - ranking of enterprises by rating.
Indicators of financial and economic activity of the enterprise. When constructing the final rating assessment, data on the production potential of the enterprise, the profitability of its products, the efficiency of using production and financial resources, the state and placement of funds, their sources, etc.
The choice and justification of the initial indicators of financial and economic activity should be carried out in accordance with the ideas of the theory of enterprise finance, based on the objectives of the assessment, the needs of management entities in analytical assessment. In table. 13.1 shows an indicative list of baseline indicators for a general comparative assessment proposed by A.D. Sheremet and R.S. Seifulin; the list is based on data from public reporting of enterprises, which ensures< массовую
оценку предприятий, позволяет контролировать
изменения финансового состояния предприятий
всем заинтересованным группам пользователей
результатов economic analysis economic activity.
Table 13.1
the first group - the most generalized and important indicators for assessing profitability - the profitability of the economic activity of the enterprise. In the general case, the profitability of an enterprise is the ratio of profit to certain assets of the enterprise involved in making a profit. The proposed recommendations assume that the most important for a comparative assessment are profitability indicators calculated in relation to net profit to all property or to the value of the company's own funds;
the second group - indicators for evaluating the effectiveness of enterprise management. Since efficiency is determined by the ratio of profit to the entire turnover (sales of products, works, services), the four most common indicators are used: net profit, profit from product sales, profit from financial and economic activities, balance sheet profit;
the third group - indicators for assessing the business activity of an enterprise: the return on all assets (the entire capital of an enterprise) is determined by the ratio of proceeds from sales of products to the average balance sheet total for the period; the return of fixed assets - the ratio of proceeds from the sale of products to the average cost of fixed assets and intangible assets over the period; turnover of working capital (number of turnovers) - the ratio of proceeds from the sale of products to the average cost for the period working capital; inventory turnover - the ratio of proceeds from the sale of products to the average value of inventories over the period; turnover of accounts receivable - the ratio of proceeds from the sale of products to the average amount of receivables for the period: the turnover of the most liquid assets - the ratio of proceeds from the sale of products to the average amount of the most liquid assets for the period - Money and short-term financial investments; return on equity - the ratio of proceeds from the sale of products to the average for the period the value of sources of own funds;
the fourth group - indicators for assessing the liquidity and market stability of the enterprise. The coverage ratio is determined by the ratio of the amount of working capital to the amount of term liabilities; critical liquidity ratio - the ratio of the amount of cash, short-term investments and receivables to the amount of term liabilities; permanent asset index - the ratio of the value of fixed assets and other non-current assets to the amount of own funds; coefficient of autonomy of the enterprise - the ratio of the amount of own funds to the balance sheet; security of stocks with own working capital - the ratio of the amount of own working capital to the value of stocks.
After a set of statistical data for financial analysis - accounting reports for a number of years, it is advisable to organize and maintain an automated database of initial indicators for rating assessment.
As a rule, a modern enterprise is a rather complex structure that combines a large number of various assets - from real estate to business reputation enterprises. In this regard, it is advisable to carry out business valuation from the point of view of the following valuation approaches: costly, profitable and comparative. These approaches cannot be used separately from each other, they must complement each other, that is, to assess enterprises, they use an integrated approach of all existing methods. At the same time, each specific approach, based on the use of certain features of the enterprise, in one way or another affects the value of its value. All of the above approaches (costly, profitable and comparative) have their positive and negative sides, their priority areas of application and combine a fairly large number of different methods, from the huge variety of which the appraiser chooses the most appropriate for a particular enterprise.
Business valuation of an enterprise includes:
Valuation of all assets: valuation of real estate, machinery, equipment, stocks, financial investments, intangible assets.
The efficiency of the company's work, its current and future income, business development prospects and the competitive environment in this market are separately assessed. Based on such a comprehensive analysis, the real value of the business is determined. Business valuation may include the valuation of property contributed as a contribution to the authorized capital. The calculation of the value of the enterprise is carried out using, as a rule, several methods in order to obtain the most reliable result.
With an integrated approach to the valuation of an enterprise, its real value is ascertained, as well as its ability to generate income in the future. A comprehensive valuation of the enterprise value includes an assessment of the market value of the business, as well as an assessment of the investment value of the enterprise. The first is the most likely price that the enterprise can be accepted on the open market under conditions of free competition. At the same time, the participants in the transaction must have all the necessary information, and no extraordinary circumstances should be reflected in the transaction amount. For this type of valuation of an enterprise, it is necessary to conduct an inventory of its fixed assets (to streamline accounting, determine the market and liquidation values), conduct a market analysis, managerial and the financial analysis activities of the company, evaluate the results and issue a report on the assessment of the market value of the enterprise.
Obviously, the assessment of the value of the enterprise should be carried out both taking into account the cost indicator, determined by one of the methods of the cost approach, and taking into account the cost calculated in terms of the methodology of the income approach. At the same time, if there is an active market for comparable properties, it is necessary to take into account the market (comparative) valuation of the value of similar enterprises. In other words, for a more accurate and reasonable assessment of the value of an enterprise, an integrated approach is required, based on the simultaneous use of three approaches to assessment, which will eliminate the one-sidedness of the assessments under consideration.
Modern system internal control company that has a service internal audit, is one of the indispensable management tools in the organization corporate governance and control. Effective work internal audit and control services (IAC) allows managers to make the right decisions aimed at complying with the requirements of legislation and internal regulations of the company, the safety of assets, ensuring the reliability of all types of reporting, preventing, promptly identifying and minimizing internal and external risks; ensuring the efficiency of financial and economic activities and improving the management of the company.
Unfortunately, at present there is no specific methodology for conducting internal audits of the effectiveness of the company's internal control service, aimed at its objective assessment and development of proposals for its optimization. However, experts believe that the effectiveness of internal audit can be assessed from two positions:
internal, i.e., from the point of view of the company's management, heads of branches and other divisions, financial managers;
external, i.e. from the point of view of partners, suppliers, buyers and other interested parties.
Most executives and specialists of companies with internal audit services agree that internal audit can be considered effective if, on the one hand, reports on the results of internal audit reviews provide valuable information to top management, and on the other hand, the resources used in implementation of internal audit are minimal. Therefore, in order to evaluate the effectiveness, each company must monitor the implementation of the developed internal audit programs, the results of audits, feedback from auditors and the activities of departments.
An external evaluation of the effectiveness of internal audit is usually carried out as a result of third-party audits: audit organizations, tax authorities, etc. Identification of violations, errors, facts of misstatement of reporting or fraud by external auditors in the presence of an internal audit and control service in the company indicates ineffective the effective work of internal auditors and the weakness of the company's internal control system.
Since the management of the company is interested in the effective work of the IAS, it should initiate the development of a system for assessing the quality of the work of this service, aimed at ensuring the effectiveness of the financial and economic activities of the company and its separate subdivisions as well as their development. To do this, it is required to determine the range of assessment indicators: forecast and actual. Practice shows that the use of only quantitative indicators (such as the number of checks, the time for their implementation, the amount of detected theft and illegal payments, etc.) is insufficient today. Therefore, in order to objectively assess the effectiveness of the IAS work, it is necessary to apply an integrated approach, i.e., use an assessment system that includes both quantitative and qualitative indicators.
Currently does not exist standard solution to create a system of indicators of quality, efficiency, useful result of the work of the IAS. However, one can focus on those factors that can serve as the basis for the development of such an assessment system. These include:
direct quantitative effect from the activities of the IAS, i.e. the number of violations detected, the amount of violations detected, the amounts recovered from the perpetrators, etc.;
indirect quantitative effect of IAS activities, which consists in reducing the cost of external audit and consulting services;
the effect of the preventive measures recommended by the IAS staff;
effect associated with an increase in the validity of accepted management decisions according to the results control checks SVA.
Many indicators can serve as the basis for assessing SVA. The main ones include the following:
the ratio of the costs of IAS and the real benefits from its work;
areas of activity of the IAS;
IAS status within the company;
professional level and development of IAS personnel;
SVA projects;
applied internal audit methodology;
applied internal audit technologies.
The specific list and values of indicators for assessing the performance of the IAS are usually determined by the head of the IAS, coordinating them with the top management of the company. To analyze the activities of the IAS by the top management of the company, the indicators can be enlarged, and for the heads of departments and services - detailed. So, for example, in OJSC Severstal, according to the head of the internal audit department of this company A. Guryev, to evaluate managers, a “set of indicators is used, including both organizational targets (implementation of the annual audit plan, development of corrective action plans by management based on the results audits) and the goals of personal and professional development (training and obtaining professional certificates)”.
Aggregate indicators should be formed into a system so that it is possible to judge the degree of implementation of the annual work plan of the auditors and the costs of audits. In addition, the scorecard should provide an assessment of the contribution of the IAS and its individual employees to the overall performance of both the company as a whole and its separate structural divisions, as well as individual business processes.
AT large companies internal audit and control systems are usually integrated into all structural units. Under such conditions, to assess the effectiveness of IAS, such important indicators are used as:
the ratio of the sum of the cost effect from the implementation of the IAS of all control and consulting activities in a certain period to the sum of all costs for the maintenance and development of the IAS;
the amount of additional savings from the distribution of the results of verification and consulting activities to all business units of the company; 3) the degree of deviation of the actual financial and economic performance of the company and its separate subdivisions from the planned level;
4) the amount of damage prevented as a result of the audit and analytical work of the IAS.
Detailed indicators can be used by both large and medium-sized companies. They can be divided into qualitative and quantitative indicators.
Quality metrics include:
the general level of qualification of auditors;
the average duration of their work in NEA;
the average number of hours spent on professional development of one auditor per year;
the number of IAS employees who have professional and qualification certificates of auditors;
availability and implementation of internal audit standards.
Quantitative indicators can be grouped into two groups:
performance indicators - the average number of audits carried out by one auditor; average duration of one check; implementation of the approved IAS work plan; the percentage of audits conducted on time; the number of recommendations submitted to the initiators of the audits; the number of unsatisfied inspection orders;
performance indicators - the number of auditors' comments on facts previously unknown to the head of the audited unit; the number of customer requests to IAS; degree of customer satisfaction; percentage of internal auditors' recommendations implemented; straight economical effect from the implementation of audit recommendations.
