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The article substantiates the expediency of using a point-rating system for assessing students' knowledge in mathematics at school, and indicates its advantages and disadvantages compared to the traditional system. The results of the development and application of this system in mathematics lessons in grades 5-6 are presented. In the course of the study, five main types of problems were identified, presented in the course of mathematics for grades 5-6, each type is divided into 4 levels depending on the set of numbers on which problems of this type are solved; weights are distributed between estimates of different significance. It has been established that thematic control plays an important role in fixing the results of teaching mathematics. For each topic, students are given a current grade, a control for extracurricular activities and a final grade, which is obtained by rounding the sum of all points. The advantages of a point-rating system for assessing knowledge can improve the efficiency of the teacher and students due to a number of reasons: 1) students' interest in a particular topic and discipline as a whole is stimulated; 2) the spirit of competition and rivalry is manifested in a playful way; 3) creative thinking develops and the experience of introspection is acquired; 4) the thinking and behavior of the student changes in the direction of productive, active-search activity.

teaching mathematics at school

thematic control and accounting of knowledge

1. Federal State Educational Standard for Basic General Education (5-9 grades) // Federal State Educational Standards for General Education. – 50 s. – URL: Ministry of Education and Science.rf/documents/543.

1. Lebedeva I.P. Formative evaluation in the structure of the score-rating system / I.P. Lebedeva, R.Yu. Fedorov // Contemporary Issues science and education. - 2014. - No. 5.; URL: https:// www.?id=15192 (date of access: 10/21/2017).

3. Latypova A.F. Score-rating system as a means of implementing a vector model of multidimensional diagnostics of learning outcomes / A.F. Latypova, A.V. Dorofeev // Modern problems of science and education. - 2016. - No. 4.; URL: http://?Id=24937 (date of access: 10/21/2017).

4. Karelin K.S. Ways to improve the effectiveness of teaching mathematics using a rating-point system for assessing secondary school students: dis. … cand. ped. Sciences / K.S. Karelin. - Moscow, 1999. - 154 p.

7. Zyabkina O.Yu. Modern approach to the assessment of students' achievements on the basis of a point-rating system / O.Yu. Zyabkina, V.I. Popova // Modern scientific research and innovation. - 2011. - No. 5. - P. 5–12.

Control of knowledge and skills of students is integral part educational process and is closely related to the study of new material, its comprehension, consolidation and application. It allows you to systematize and generalize the knowledge gained, to determine the level of assimilation educational material timely adjust the trajectory of the educational process. Systematic control of knowledge and skills is of particular importance in teaching mathematics, where all sections (topics) are closely related and the assimilation of each section is impossible without mastering the concepts and statements of the previous sections (topics).

The goals of teaching mathematics are formulated in the Federal Law "On Education in Russian Federation"(2012). The process of achieving these goals requires constant monitoring and evaluation of educational and cognitive activity of students. New educational standards impose requirements, first of all, on the results of mastering educational programs. The Federal State Educational Standard of basic general education outlines the following requirements for the system for assessing the achievement of planned results:

1) provide an integrated approach to assessing the results of mastering the basic educational program of basic general education, which allows for the assessment of subject, meta-subject and personal results of basic general education;

2) provide an assessment of the dynamics of individual achievements of students in the process of mastering the main educational program of basic general education;

3) provide for the use of a variety of methods and forms that complement each other (standardized written and oral work, projects, practical work, creative work, introspection and self-assessment, observations, tests, etc.).

An analysis of innovative educational concepts and control and evaluation systems indicates that serious changes are taking place in the domestic practice of didactic control. The first steps in this direction are the introduction of an independent assessment of the level of educational achievements in the format of a unified state examination of secondary school graduates and a state final certification of secondary school graduates.

The second generation GEF is based on a system-activity approach, which is understood as a set of methods and tools of system and activity approaches, in which the student acts as an active subject pedagogical process. Within the framework of the new standards, not only the knowledge, skills and abilities of students are evaluated, but also the meta-subject, subject and personal results of their learning. In this regard, changes are required in the organization of monitoring the knowledge and skills of students in mathematics in a general education school.

The current assessment system has a number of disadvantages. Practice shows that students, over time, lose their initial interest in learning. This is due to the imperfection of the process of stimulating the cognitive activity of schoolchildren, the lack or insufficient motivation for learning. The assessment scale used in Russia today does not contribute to the quality assimilation of educational material by all students equally. Let us designate the main shortcomings of the existing assessment system:

1. The assessment does not always reflect "pure knowledge" and does not take into account the individual characteristics of the student. Often a student spends a lot of time and effort on completing a certain task, but his grade is lower than the grade of an excellent student who has mathematical abilities and can quickly master similar material. In this regard, the child may form an opinion about the inconsistency and injustice of the teacher's assessments, there is resentment, a feeling of the futility of the effort. The result is a conflict in which both the teacher, the student and the parents can be involved.
2. Existing estimates lack flexibility and variability. For example, "4+", "4", "4-" are qualitatively different assessments, but in the journal their differences are leveled, prerequisites for mixing the concepts of "assessment" and "mark" appear again. In addition, there is always a personal attitude of the teacher to students: where one student can get an "A-", the other gets a "4". Thus, minimal differences in knowledge can turn into significant differences in the actual assessment of this knowledge.
3. A five-point assessment does not fully take into account the difficulty of the task and does not give the student the right to make a mistake, since in the vast majority of the work provided for by the curriculum, the correct completion of all the proposed tasks is required to obtain the highest score.
4. It does not allow assessing extra-curricular activities of students: participation in olympiads, performing creative tasks, speaking at conferences, etc.
5. A five-point grade negatively affects the mental state of the student, since one unsatisfactory grade can seriously affect the quarter or final performance.

One of the most promising areas in the process of assessing the quality of mathematical education is the introduction of a point-rating system for assessing students' knowledge. This system is widely used today in higher education institutions. A number of publications are devoted to it, which offer different approaches to its implementation.

Others offer a model of formative assessment, which is considered in unity with the point-rating system. They identify a set of principles, the implementation of which is aimed at increasing the efficiency of this system.

Still others explore the possibility of using a point-rating system for the implementation of multidimensional diagnostics based on a vector model and designing an individual educational trajectory of a student.

All these recommendations relate to the educational process at the university. The use of a point-rating system of assessment at school has its own characteristics and requires additional development, and its introduction into school practice will help to solve many problems of the traditional system, to differentiate the progress of each student. It is effective because:

• promotes the activation of independent work of students;
• more objectively and accurately evaluates subject and meta-subject skills through the use of a "flexible" rating scale;
• allows you to step by step control the progress of mastering the educational material by each student and determine the level of training of students at each stage of the educational process;
• allows you to track the objective dynamics of mastering the educational program not only during the academic year, but throughout the entire period of study;
• contributes to the differentiation of students' grades received for the performance of different types of work.

The use of a point-rating system for assessing students' knowledge has great advantages as a means of successfully mastering the discipline "mathematics". It allows you to significantly increase the effectiveness of both the activities of the teacher and the students themselves due to a number of factors. So, Maryashina I.V. identifies the following factors.

Firstly, increases the interest of students in the study of each topic, and, consequently, in the discipline as a whole.

Secondly, the spirit of competition and rivalry inherent in every person is manifested in a playful way, which contributes to the formation of personal and regulative universal educational actions.

Third, elements of creativity and introspection develop, additional reserves of the personality are included. Students tend to rethink certain mathematical concepts, taking into account their own experience. All this contributes to the formation of cognitive and communicative universal educational activities.

Fourth, the thinking and behavior of the student is changing in the direction of more productive, active-search activity.

When developing a point-rating system, it is necessary to prepare and describe a system of rewards for showing positive activity in the classroom in a timely manner, as well as distribute weights between grades of varying degrees of significance. It is equally important to explain to students and their parents all the principles of this system in a timely and accessible way.

Among the main types of students' work in mathematics lessons, we identified the following: work in regular classes (work at the blackboard, answering questions, etc.); independent and practical work; test papers. Obviously, a student's positive activity in regular classes does not guarantee high results in intermediate and final (control) work. As a result, the weight of a regular grade will be significantly different from the weight of a grade obtained on a test.

In addition to grades obtained in the main classes, students receive grades for extracurricular activities. Creating projects, writing reports and research papers, publishing mathematical newspapers, compiling crossword puzzles, preparing tests deepen knowledge, broaden the horizons of students. When evaluating creative work, a negative assessment is never given. This stimulates the creative activity of students and allows you to evaluate their work in a complex way: for literacy and culture of speech, for the originality of the idea, for design, etc. Thus, the final result is the sum of the points for all types of activities. Students quickly get used to this approach and try to be as versatile as possible, knowing that their assessment will consist of a number of components.

When developing a point-rating system of assessment, we analyzed both work programs in mathematics and special literature, which presents the experience of creating such systems by other teachers. The analysis of the literature and the practice of the work of a mathematics teacher in grades 5-6 showed that the thematic control and accounting of knowledge plays an important role in the implementation of the point-rating system, on the basis of which the final grades for each section of the subject area are calculated.

Taking into account a fairly wide range of tasks considered in various sections of mathematics throughout the entire training, as well as their specifics, we have identified three main stages of mathematical education, for each of which the model of the point-rating system of assessment will be created individually:

Mathematics (grades 5-6);

Algebra and geometry (grades 7-9);

Algebra and the beginning of analysis, geometry (grades 10-11).

Let's consider the first stage in more detail. A brief thematic planning for mathematics textbooks of the 5th and 6th grades (N.Ya. Vilenkin, V.I. Zhokhov) is presented in Table 1.

Table 1

Thematic planning of educational material in mathematics in grades 5-6

Class	Chapter	Subject	Number of lessons
	Integers	Natural numbers and scales
		Addition and subtraction of natural numbers
		Multiplication and division of natural numbers
		Areas and volumes
	Fractional numbers	Common fractions
		Adding and subtracting decimals
		Multiplication and division of decimals
		Tools for calculations and measurements
	Repetition
	Common fractions	Divisibility of numbers
		Adding and subtracting fractions with different denominators
		Multiplication and division of ordinary fractions
		Relationships and proportions
	Rational numbers	Positive and negative numbers
		Addition and subtraction of rational numbers
		Multiplication and division of rational numbers
		Solving Equations
		Plane coordinates
	Repetition	Repetition of the material covered

As you can see, the division into chapters within the framework of the mathematics course of grades 5-6 is carried out mainly according to the numerical sets on which certain problems are solved, and not according to the type of these problems. In this regard, many tasks are considered repeatedly throughout the course (stage), but with a gradual expansion of the numerical set on which they are performed. For a more detailed analysis of student performance in each topic, we identified five main types of tasks, and also divided each type into four levels depending on the material being studied (Table 2). For each topic presented in Table 2, students receive a final grade.

table 2

Problems solved in the course of mathematics grades 5-6

Task type (subject) Level	Problems for adding and subtracting numbers	Multiplication and division problems numbers	Text problems	Equations	Geometric problems
	Integers	Integers	Integers	Integers	Segment, line, ray. Scales and coordinates
	Decimals	Decimals	Decimals	Decimals	Units. Area and volume
	Common fractions	Common fractions	Common fractions	Common fractions	Circle, circle, sphere.
	Rational numbers	Rational numbers	Rational numbers	Rational numbers	Coordinate plane.

An important place in fixing the results will play thematic control. The teacher can use a certain form of information storage in the form of an electronic journal, which allows you to regularly record both current and final grades for each topic. The knowledge log itself may have the form indicated in Table 3.

Table 3

Student Records Page

Name Topics	Topic 1							Subjectn
	Grade							Grade
		Additional	Control	total					Additional	Control	total

As can be seen from the table, the journal pages are divided into columns. There are as many columns as there are topics in a quarter. The columns dedicated to each topic are divided into four sub-columns for current, benchmark, additional, and final grades. The current grade is obtained by calculating the arithmetic average of the grades received by the student in all lessons on a given topic. Empirically, it was found that these assessments should be at least a quarter of the total number of lessons on the topic. Only if this condition is met, the student can receive the highest score in the "Current" sub-column.

It should be noted that in situations where a student lacks a small number of points to achieve the desired grade or the student missed a significant number of lessons, the teacher can provide him with the opportunity to receive additional marks by conducting additional control (theory test, individual assignment, etc.). The average score for these types of activities is displayed in the "Additional" subcolumn.

The final grade is calculated as the arithmetic mean of the current grade (taking into account the grade in the "Additional" subcolumn, if it is not empty) and the control grade. Upon completion of the topic, the teacher can provide the student with the opportunity to correct the final grade, but only outside of class time.

Of course, the point-rating system has its drawbacks: the number of points for each completed task is set by the teacher and can fluctuate quite a lot, reflecting the tastes and preferences of each teacher. Nevertheless, work on a point-rating system for assessing knowledge in classes with different levels of knowledge and skills makes it possible to stimulate the activity of students in the classroom and outside of school hours.

Thus, the use of a point-rating system of assessment when teaching mathematics in grades 5-6 allows you to pay due attention to all students, develop their skills of introspection and self-assessment, and create conditions for the manifestation of creative abilities. It contains a set of assessments that reflect the real knowledge and skill set of each student in the field of mathematics. This enables the teacher to timely adjust the educational program, focus on the most problematic areas of students' knowledge and, as a result, improve the quality of the educational process. This system reflects the dynamics of the progress of each student throughout the entire period of study from the 5th to the 11th grade. It serves as a tool for managing the educational process and stimulating schoolchildren to active educational and cognitive activity.

The article was prepared within the framework of a grant for research work in priority areas of scientific activity of partner universities in the context of network interaction (Bashkir State Pedagogical University named after M. Akmulla and Mordovian State Pedagogical Institute named after M.E. Evseviev) on the topic "Continuity in teaching mathematical disciplines to schoolchildren and undergraduate students of the pedagogical direction."

Bibliographic link

Chinyaev N.A., Kapkaeva L.S. SCORE-RATING SYSTEM FOR ASSESSING STUDENTS' KNOWLEDGE IN MATHEMATICS IN GRADES 5-6 // Modern problems of science and education. - 2017. - No. 6.;
URL: http://?id=27125 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The question of whether grades are needed at school and whether it is correct to evaluate children at school in general has been discussed for a long time. Many parents and children would find it easier if there were no grades at all. Different countries have different grading systems. And a 100-point scale, a 10-point school. Somewhere the work of children is evaluated within the framework of a 6-point scale, etc. There are countries where the system of assessing knowledge has been abolished altogether. In Russian schools, there is mainly a 5-point assessment system, which has been the main system for many decades. Unmarked education is necessarily provided only in the 1st grade. In the 2nd grade, children gradually begin to get used to the fact that their work is evaluated. It can be noted that both for successful children in school and for those who do poorly, assessment can become a traumatic factor. Increased anxiety in children, a decrease in learning motivation, the formation of an attitude towards a student, depending on what grades he receives at school, can be the result of unsuccessful learning. Questions about assessing students are enshrined in regulations and letters of recommendation from the Ministry of Education of the Russian Federation.

Normative base:

• Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation".
• Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 N 1015 "On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Primary General, Basic General and Secondary General Education".
• Order of the Ministry of Education and Science dated October 6, 2009 No. 1897 “On Approval of the Federal State Educational Standard of Primary General Education”.
• Order of the Ministry of Education and Science dated December 17, 2010 No. 1897 “On Approval of the Federal State Educational Standard for Basic General Education”.
• Letter of the Ministry of Education of the Russian Federation of 03.06.2003 No. 13-51-120 / 13 "On the system for assessing the educational achievements of younger students in conditions of ungraded education in general education institutions."
• Letter of the Ministry of General and Vocational Education of the Russian Federation No. 1561/14-15 dated November 19, 1998. The Department of General Secondary Education proposes a methodical letter "Monitoring and evaluation of learning outcomes in primary school" for use in practical work by general educational institutions.
• Local acts of the school "On the conduct of intermediate certification of students and the implementation of ongoing monitoring of their progress."

Evaluation of the results of mastering the educational program can be assessed according to the criteria that the Federal State Educational Standard assumes. Within the framework of the Federal State Educational Standard, the teacher must evaluate.

• Standardized oral and written work.
• Projects.
• Practical work.
• Creative work.
• Observations.
• Tests, etc.

The system for assessing the achievement of the planned results of mastering the educational program should include a description of the organization and content of the state final attestation of students, intermediate attestation of students in the framework of classroom and extracurricular activities, the final grade in subjects that are not submitted for the state final attestation of students, and assessment of the project activities of students.

The most common grading system is assessment of students on a 5-point scale.

First of all, it is necessary to take into account the psychological characteristics of a child of primary school age: the inability to objectively evaluate the results of one's activities, weak control and self-control, the inadequacy of accepting a teacher's assessment, etc. Any knowledge test should be determined by the nature of the amount of previously studied material and the level of general development of students.

Equally important is the requirement for objectivity. This is manifested primarily in the fact that the result of the student's activity is evaluated. The personal attitude of the teacher to the student should not be reflected in the assessment. This is especially important because the teacher often divides children into excellent students, good students, three students and, regardless of the specific result of the work, puts a mark in accordance with this division: he overestimates the excellent student, and understates the three student.

The teacher should remember that one of the main requirements for evaluation activities is the formation of students' skills to evaluate their results, compare them with the reference ones, see mistakes, and know the requirements for different types of work. The teacher's job is to create a certain public opinion in the classroom: what requirements does the work meet as "excellent", is this work correctly evaluated, what is the general impression of the work, what needs to be done to correct these mistakes? These and other questions become the basis of a collective discussion in the classroom and help the development of the evaluation activity of schoolchildren.

Thus, the monitoring and evaluation system becomes the regulator of relations between the student and the learning environment. The student becomes an equal participant in the learning process. He is not only ready, he strives to test his knowledge, to establish what he has achieved and what he still has to overcome.

The teacher uses a digital score (mark) and a value judgment for evaluation.

It is impossible not to recognize that assessment based on the analysis of current and final grades remains the most productive form so far.

Another important problem in the activity of assessment is the different approaches to the use of marks in the first grade. Grades must be waived for 1st grade students for the entire first year. The mark as a digital design of the assessment is entered by the teacher only when the students know the main characteristics of different marks (in which case “5” is put, in which cases the mark is lowered). Before the introduction of marks, it is not recommended to use any other marks of evaluation.- asterisks, flowers, multi-colored stripes, etc. The teacher should know that in this case, this object sign takes over the functions of the mark and the child's attitude towards it is identical to the attitude to the digital assessment.

The mark evaluates the result of a certain stage of training. While children are just beginning to learn the basics of reading, writing, counting, until any definite learning outcomes are achieved, the mark evaluates the learning process more, the student’s attitude to the completion of a specific educational task, fixes unsettled skills and unconscious knowledge. Based on this, it is inappropriate to evaluate this stage of training with a mark.

Taking into account modern requirements for valuation activities in elementary school, a four-point system of digital assessments (marks) is introduced. Revoked "very bad" rating(mark 1). This is due to the fact that the unit as a mark in elementary school is practically not used1 and the mark "very bad" can be equated to the mark "bad". The rating "mediocre" is canceled and the rating "satisfactory" is introduced.

Characteristics of the digital assessment (marks).

"5" ("excellent")- the level of fulfillment of the requirements is much higher than satisfactory: the absence of errors both in the current and in the previous training material; no more than one defect; consistency and completeness.

"4" ("good")- the level of fulfillment of the requirements is above satisfactory: the use of additional material, the completeness and consistency of the disclosure of the issue; independence of judgment, reflection of one's attitude; to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings on the current educational material; no more than 2 mistakes or 4 shortcomings on the material covered; minor violations of the logic of presentation of the material; the use of irrational methods for solving a learning problem; individual inaccuracies in the presentation of the material;

"3" ("satisfactory") - a sufficient minimum level of fulfillment of the requirements for a particular job; no more than 4-6 errors or 10 shortcomings on the current educational material; no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material; individual violations of the logic of presentation of the material; incomplete disclosure of the issue;

"2" ("bad")- the level of fulfillment of the requirements is below satisfactory: the presence of more than 6 errors or 10 shortcomings in the current material; more than 5 mistakes or more than 8 shortcomings on the material covered; violation of logic, incompleteness, non-disclosure of the issue under discussion, lack of argumentation or the fallacy of its main provisions.

A mark is introduced “for the overall impression of the written work”. Its essence is to determine the attitude of the teacher to appearance work (neatness, "aesthetic appeal, cleanliness, design, etc.). This mark is put as an additional one, it is not entered into the log.

Reducing the mark " for the overall impression of the work» is allowed if:

• there are at least 2 inaccurate corrections in the work;
• the work is framed carelessly, poorly readable, the text has a lot of strikethroughs, blots, unjustified word abbreviations, there are no margins and red lines.

Verbal assessment is a brief description of the results of schoolchildren's educational work. This form of value judgment makes it possible to reveal to the student the dynamics of the results of his educational activity, to analyze his capabilities and diligence.

Features of the current certification

The current certification of students in grades 1 and 2 in the first half of the year is carried out qualitatively without fixing their achievements in class journals in the form of marks on a 5-point scale.

The current certification of students in grade 1 during the year and grade 2 in the first half of the year in a foreign language is carried out qualitatively without fixing their achievements in class journals in the form of marks on a 5-point scale.

Students enrolled in IEPs are only assessed in the subjects included in that plan.

Students who missed more than half of the study time due to circumstances beyond their control are not certified. The issue of attestation of such students is decided on an individual basis by the school principal in agreement with the student's parents.

Written independent, frontal, group and similar work, laboratory work of students of an educational nature after mandatory analysis and assessment do not require mandatory transfer of grades to the class journal.

The results of the work of students of a control nature should be reflected in the class journal, as a rule, by the next lesson in this subject.

The mark of a student for a quarter or half a year, for a trimester, as a rule, cannot exceed the arithmetic mean of the results of control, laboratory, practical and independent work of a control nature. The mark of the student for a quarter or half a year is set by the teacher if the students have at least 3 marks.

Quarterly (semi-annual), annual grades are given two days before the start of the holidays or the start of the attestation period. Class teachers must bring to the attention of students and their parents the results of the assessment and the decision of the school's pedagogical council to transfer the student, and in case of unsatisfactory results of the academic year or exams, in writing against the signature of the student's parents, indicating the date of familiarization.

Gradeless learning

The existing regulatory framework provides for the transition of the school to gradeless education. Numerous experiments on non-grading education or on approbation of another system of assessment have not yet received distribution in Russian schools. Children go to school and one of the stimulating factors, even among preschoolers, is precisely the assessment. Despite this, there is a regulatory framework that implies the transition of the school to ungraded education.

Gradeless learning is a search for a new approach to assessment that would overcome the shortcomings of the existing "grading" assessment system.

It is not only the knowledge, skills and abilities of the student that should be assessed. The assessment of creativity and initiative in all areas of school life should be framed with the same weight as the assessment of the skill side of learning.

It is necessary that the assessment of the creative manifestations of the child be socially framed, presented to teachers, students of different classes, and parents. These can be changing exhibitions, publications in the school newspaper, participation in various competitions. It is extremely important that, along with artistic creativity, the intellectual creative and initiative manifestations of the child find social recognition: smart questions, independent search for additional educational material by children, interesting guesses, not necessarily correct (they can be drawn up in a special classroom “Notebook of our guesses, questions and discoveries ").

Evaluation in the classroom should not be subject to the personal qualities of the child (rate of work, features of memory, attention, perception). The work performed is evaluated, not its performer.

Working within the framework of ungraded learning, the teacher, when assessing the knowledge and skill achievements of the student, should not use “substitutes” for the marking system: “asterisks”, “bunnies”, “turtles”, etc. on the one hand, they allow you to record the individual progress of each child, on the other hand, they do not provoke teachers to compare children with each other, ranking students according to their academic performance. These can be conditional scales that record the result of the work performed according to a certain criterion, various forms of graphs, tables, “List of Individual Achievements”, in which the levels of the child’s educational achievements are noted according to a variety of parameters. All these forms of fixing evaluation are the personal property of the child and his parents. The teacher should not make them the subject of comparison - it is unacceptable, for example, to hang out the so-called "Achievement Screen" in the classroom. Grades should not become the reason for punishment or encouragement of the child either by the teacher or by the parents.

A feature of the assessment procedure in non-marking learning is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two estimates becomes the subject of discussion. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous assessment criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected. The criteria and form of evaluation of each work of students may be different and should be the subject of an agreement between the teacher and students.

The student's self-assessment should be differentiated, that is, it should be made up of assessments of his work according to a number of criteria. In this case, the child will learn to see his work as the sum of many skills, each of which has its own evaluation criterion.

The child himself chooses the part of the work that he wants to present to the teacher for evaluation today, he himself appoints the evaluation criterion. This teaches students the responsibility of evaluative actions. The teacher does not have the right to make value judgments about the draft work that the student does not present for evaluation.

Working in the mode of ungraded learning requires the presence of certain conditions, the most important of which is the voluntary adoption of a single "assessment policy" by all members of the teaching staff. It is important that this “assessment policy” is not only adopted at the school level, but also carefully developed, at least a number of “nodal” issues should be thought out in advance to ensure the functioning of a single assessment “organism” of the school.

The current assessment of educational achievements can be recorded using special conditional scales - "magic rulers" that remind a child of a measuring device (this self-assessment tool, proposed by T. Dembo and S. Rubinshtein, is widely used in psychological diagnostics).

With a ruler, you can measure anything. For example, a teacher explains to first-graders that at the very top of the “ruler” the child who wrote all the words in the dictation separately can put a “cross”, at the very bottom of this ruler - the one who wrote all the words together. Thus, the child puts a “cross” on the conditional scale in accordance with the place that this result occupies between the best and worst results according to the selected criterion. Then the teacher puts his "cross" on the same "ruler". This form of assessment is convenient for students' written work. The fundamental difference between “magic rulers” and standard marks is that, due to their exceptional conditionality, they are not subject to any statistics, they cannot be accumulated by making them the subject of comparison, and it is almost impossible to translate them into the language of traditional marks.

You can evaluate the intermediate learning outcomes with the help of any other similar conditional meter. The main thing is that these forms of fixation are difficult to translate into standard marks, cannot be summed up and accumulated, and do not leave the possibility of comparing children with each other. Of course, any forms of assessment invented by the teacher must be used in compliance with the “Rules of Evaluation Safety” that have been developed by the teaching staff.

In addition to the traditional 5-point system, there is also a technology for evaluating the results of student achievements as "Portfolio" and Rating system.

Rating system

The purpose of rating education is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.

Rating technology involves the introduction of new organizational forms of education, including special classes to correct the knowledge and skills of students. According to the results of the student's activity, the teacher corrects the terms, types and stages of various forms of control over the level of the student's work, thereby ensuring the possibility of self-management of educational activities.

Accounting plays an important role in the work on the technology of individual training. From the above, it is clear that the mark loses its meaning, as students choose their level of difficulty. All tasks and tests are evaluated according to the principle: “done - not done” or “passed - not passed”. Moreover, “not done” and “not delivered” do not entail any organizational conclusions. Twos do not make sense, because the student who did not pass the test learns the material again and passes the test on the topic a second time. Depending on individual characteristics, he can pass the test in whole or in parts.

The total maximum rating mark of progress for the period of study is made up of the maximum rating marks for subjects, and the rating mark for each subject is made up of rating marks for its constituent topics (sections).

A variety of forms of assessment of students in the educational process will allow the most objective assessment of the results of students' activities. The teacher's activity during assessment should be structured in such a way that students are included in the assessment process on their own, acquiring the skills of both assessment and self-assessment. When performing work of increased complexity, it is necessary to remember the principle of voluntariness. The system for evaluating the results of a child's achievement in school should imply an objective, integrated approach in relation to the development of a system of knowledge by students.

Shidieva Raisa

School grading system

25/09/2018

In most Russian schools, a five-point grading system has been practiced for decades. It is familiar to both students and parents, teachers. However, there are now more and more questions about the reform of the assessment system.

Rosobrnadzor proposed to replace the traditional five-point grading system in secondary schools with a 12-point one. The department believes that it is time to introduce "modern methods of assessing knowledge." Deputy head of Rosobrnadzor Anzor Muzaev, in an interview with Izvestia, said that the Russian authorities have been going for many years to build an all-Russian quality assessment system. The Education Quality Monitoring Center of the Institute of Education of the National Research University Higher School of Economics supported the position of Rosobrnadzor on this issue and stated that the five-point assessment system is yesterday. The Center's experts note that, in fact, there is a four-point system in schools, because "they don't give a stake to anyone." “At the same time, the teacher puts three with a plus, four with a minus. It is necessary to legalize these pluses and minuses,” the Center believes.

At the all-Russian parent meeting on August 31, 2018, with the participation of the Minister of Education of the Russian Federation with direct contributions from the regions, the issue of reforming the assessment system at school was also raised. “The decision on the need for grades in Russian schools should be provided to the expert community, but they should not be in the first grades,” Russian Minister of Education Olga Vasilyeva said at the all-Russian parent meeting.

Earlier, Vasilyeva noted that the five-point assessment system in schools is traditional for Russia, and the transition to another system is hardly possible and necessary, because the five-point system has existed in the country for 75 years. A similar system is also used in many other countries. “Ideas of switching to other systems are constantly floating around. Now the discussion has become more active. Someone suggests using even zero as an assessment, someone - to reach a 100-point system in order to get as close as possible to the USE grading system, ”said Vasilyeva and noted that the initiators of ideas do not offer clear criteria for their new systems. The minister stressed that there were no serious proposals to change the grading system yet.

At the same time, some general education organizations independently switch to other assessment systems. For example, at the end of March, the teachers of one of the lyceums in Krasnoyarsk stopped assessing students' knowledge on a five-point system. They stated that grading does not stimulate children to learn and does not show the child's real level of knowledge. Instead of the usual grades, teachers decided to record comments in an electronic journal about the achievements, progress and problems of each student. Let's see what is behind the generally accepted assessment system in our schools.

Reference:“The digital five-point system was introduced in Russia back in 1944 by the Decree of the Council of People's Commissars of the RSFSR dated January 10, 1944 No. 18. Currently, the school assessment system is regulated by the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 3, 2016) “On Education in the Russian Federation”, Article 28, paragraph 3: “... an educational organization has autonomy in the implementation of ongoing monitoring of academic performance and intermediate certification of students, establishing their forms, frequency and procedure for conducting.

The five-point system consists in determining the knowledge of students by grades that are set by the teacher based on certain criteria. Criteria for all subjects are different, but you can define general requirements for all subjects:

5 - "excellent"- used in case of deep assimilation of the material, convincing answer, absence of errors;

4 - "good"- it is put in the case when the material is learned, however, minor inaccuracies were made during the assignment;

3- "satisfactory"- used in the presence of some knowledge that the student cannot accurately state, makes mistakes;

2 - "unsatisfactory"- indicates a poor understanding of the material;

1 - "unit"- in practice, such an assessment is practically not used, therefore there is no specific definition for it. Theoretically estimate 1(unit) indicates a lack of understanding of the material.

The five-point grading system is familiar and familiar to many, so parents and students do not have questions about the grading criteria. This is the main advantage of this system, as well as the simplicity of the evaluation criteria. Unlike other assessment methods that use a larger number of assessments, the five-point scale does not include many criteria by which the depth of understanding of the material is determined. It takes less time for the student to answer, as well as for the teacher to check the work. In order to determine the correct grade with a ten-point grading system, the teacher needs to ask the student a lot of additional questions. At the same time, the five-point system offers a specific level of knowledge for each assessment. Availability a large number estimates blur the lines between them. So, for example, in a five-point grading system, there is a big difference between 5 and 3. If we take a ten-point grading system, then the difference between 5 and 7, for example, is difficult to identify not only for the student, but also for the teacher.

Disadvantages of the five-point system

The main shortcomings are the non-use in practice of such grades as 2 and 1. Teachers most often use grades 3, 4 or 5, and they prefer not to put two, and even more so one. Therefore, this system is more "three-point". A bad habit can be called the way teachers use ratings "with a minus", "with a plus"… The use of such estimates reduces the accuracy of the result. But even such an expansion of the scale is sometimes not enough for teachers, which gives rise to such outlandish marks as "four with two minuses" or "three with a big minus". Obviously, such evaluative creativity is generated precisely by the low accuracy of the standard scale. The presence of "pluses" and "minuses" would remain a small drawback if they were legalized, and there was the possibility of taking them into account when deriving the final mark. But when transferred to class magazines, all the “pluses” and “minuses” disappear, which can lead to a biased assessment of students. Anyone who has studied at school can give many such examples. A big disadvantage of the five-point scale is the difference from many modern methods of assessing knowledge. The most striking example is the Unified State Exam. It is mandatory for graduates of each school, the further education of the child depends on its results. At the same time, the USE assessment scale is 100 point. Therefore, students and parents often have problems with the analysis of the results of the exam, as they are accustomed to a five-point scale.

The disadvantage of all scoring systems, many experts call the lack of evaluation of student progress. Points are given only for a specific work, strict criteria are used. In this case, the previous level of knowledge of the student is not taken into account. This prevents the teacher from assessing the student's progress. The education system undergoes many changes every year. Therefore, the five-point system for assessing knowledge is becoming less and less relevant. For many years experts have been arguing about the need to reform it. Most foreign countries use other assessment systems, which also have their own advantages and disadvantages. Today, the issue of abolishing any point system at all is acute, since grades often become a reason for strong stress for students. At the same time, assessments cannot give an accurate description of the level of knowledge of the child, and also do not take into account his progress, which reduces the motivation to study.

100 point system

pros. There is no conflict with the USE, also assessed on a 100-point scale. It allows you to understand how much is missing from the ideal and visually see progress if you study better.

Minuses. May create a sense of unfairness when evaluating creative assignments. Like other assessment systems, it is not aimed at ensuring that all students perform tasks only well and excellently, which, of course, is unrealistic in principle.

pros. Thanks to the competitive spirit, it gives a powerful incentive to get a good education. It has a relative character (this month the first one is one student, next number one may already be another). Climbing the rating steps, the child increases his self-esteem. With the help of a rating system, you can easily determine the result, identify and encourage even a slight progress of the student.

Minuses. It creates serious competition among schoolchildren, does not push students to communicate and interact, does not form the skill of working in a team. It becomes simply not profitable for students to cooperate. Constantly in the team there are obvious outsiders.

criteria system(for each completed task or work, the student is given several different points at the same time according to different criteria).

pros. A foreign language, for example, can be evaluated according to seven criteria, mathematics - according to four. In this way, it is clear in which areas success has been achieved and where there are gaps. The system does not form perfectionism, as well as complexes ("I'm bad, stupid, weak").

Minuses. With such a system, the emotional component is lost. Criteria system does not give the feeling "I'm an excellent student." Because the more differentiated it is, the more difficult it is to get upper and lower scores for all criteria. And emotions, not only positive, but also negative, are a strong stimulus in learning.

Pass / fail (satisfactory / unsatisfactory)

pros. It does not create unnecessary rivalry between students, it aims children at getting results.

Minuses. There is a very thin line between positive and negative. There is no motivation for self-improvement (to learn, to do better, better). This approach can be transferred to other areas of life, which leads to a decrease in its quality.

Not marked at all

pros. Creates psychological comfort. It allows you to realize: you need to chase not for grades, but for knowledge, and concentrate on your studies. Without experiencing evaluative neurosis, some children begin to learn noticeably better. No need to cheat, cheat out of fear of getting a bad mark, lie to your parents and hide the diary if you get an unsatisfactory mark.

Minuses. For many students, there is less incentive to study well. It is difficult for both them and their parents to objectively assess how the material is learned.

How are grades set abroad?

Marks were and are in schools all over the world, and since ancient times they have not changed much. For example, children in Ancient Egypt they gave one stick for a mediocre answer and two for a good one. Then the sticks were simply drawn on student parchment. This is exactly what is happening now. What is the grading system in other countries today? Maybe we have something to learn from them?

Germany. 6-point scale. In the German system, 1 is the best grade and 6 is the worst.

France. 20-point system. It should be noted that, with rare exceptions, French students are not given higher than 17-18 points.

Italy. 30-point system. The most differentiated scale among European countries. The best students have "thirty" in their notebooks.

Great Britain. Word system. In some English schools, instead of a digital mark in a student's notebook or diary, you can see an entry like "answered the lesson mostly without errors", "homework was done averagely", "test work was written generally well".

USA. Letter system (A-F). American students receive a "quality index" from A to F. The mark "A" is set if the student has correctly completed more than 90% of the task, in part it corresponds to the usual "5" points for us.

Japan.100-point scale. Surprisingly, in Japan there are often situations when a mark is given not to one specific student for a completed task or a solved example, but to the whole class at once - one collective mark.

Critical analysis of the traditional assessment system: an ethical aspect.

In Russian schools, a five-point system for assessing student learning is almost universally used. Many researchers note that this system needs to be improved. Moreover, some speak about this in a very harsh form: “the need to modernize the domestic control and evaluation model is long overdue,” “scientists, technical school teachers, and teachers expressed their views. All of them consider the five-point system an absolute anachronism.” Many authors (Abasov Z.A., Amonashvili Sh.A., Arkhangelsky S.I., Guzeev V.V., Zvonnikov V.I., Karnaukhova M.V., Ksenzova G.Yu., Pidkasisty P.I. , Podlasy I.P., Chelyshkova M.B., etc.) conducted a fairly complete analysis of the shortcomings of the traditional assessment system: low information content of the mark, low differentiating ability, lack of clear rules for deriving final marks, the same weight of any marks, etc. Of the authors listed above, Sh.A. Amonashvili.

In his research, the point system of assessment is subjected to devastating criticism, including from the moral side. What are the shortcomings of the traditional assessment system that lead to results that have an obvious ethical connotation? The low resolution of the assessment system and the limitation of its scale from above inevitably lead to the fact that students with different levels of educational achievements can be assessed with the same mark. It is clear that the whole variety of educational successes and failures is almost impossible to fit into the Procrustean bed of a five-point system. The presence of only four marks leads to the fact that often the same final mark in the subject is received by students whose level of knowledge varies greatly. Such facts give rise to talk about the "injustice" of grades and lead to their depreciation. In any case, the parallel existence of an official and "extended" scale undermines the credibility of the grading system. It is worth noting another aspect that usually escapes the field of view. Low resolution leads to the fact that the mark is often undeserved. The derivation of the final mark using rounding often creates a situation where an excellent mark is received by a student who does not know a significant proportion of the material as “excellent”. So with the current marks "5", "4", "5", "4", "5" - the final mark will be "five". The reference to the fact that such rounding is done "in favor of the student" only masks the ethical ambiguity of the position in which the student receives a mark that does not correspond to his level of knowledge. It is clear that all these vague formulations: “reserves the teacher the right”, “as a rule”, “the greatest importance is attached” accurately reflect the practice that has developed over the years, which is expressed by the words: “At the discretion of the teacher.” So, the vagueness of the rules for deriving final grades forces the teacher to take on the role of a judge in controversial cases, which leads to a number of consequences. On the one hand, this reinforces the “special” role of the teacher. He now acts not only as an expert in his subject area, but also as an “evaluator” of completely different manifestations of the student. Often in a controversial situation, teachers tend to take into account such very ephemeral matters as attitude to the subject, diligence, systematic studies, stability of results. On the other hand, the student in such a situation receives a very important life lesson. He understands that many difficult situations are not regulated by law, and that someone can take on the function of "regulator". Although in no case can it be said that such actions of the teacher are illegal. Just the imperfection of the law, the presence of ambiguities in the rules for deriving marks and suggests a “special” role of the teacher as an interpreter of the law, a kind of additional source of law. The student in this situation most often remains a passive and powerless observer.

There is another example, not directly related to grades, but very well showing the passivity of the student and his dependence on the teacher as the bearer of power. This is the right of the teacher to question the student at any lesson and the practical impossibility of refusing to answer - for the student. September 10, 2018 The Commission of the Public Chamber of the Russian Federation for the Development of Education and Science launched a survey on the website of the Public Chamber on what system should be used to assess the knowledge of students at school. You can express your opinion September 25 on the portal of the Public Chamber of the Russian Federation. The Commission for the Development of Education and Science decided to appeal to teachers and their parents with a request to express their opinion on non-judgmental technologies from the first to the ninth grade. A participant in a survey launched on the OP's website will have to answer five questions. “We are also interested in the opinion of those who receive grades, that is, the opinion of the schoolchildren themselves. We will announce the results of the nationwide survey at a press conference to be held at the Civic Chamber on September 28, 2018,” says Lyudmila Dudova, First Deputy Chairman of the Commission for the Development of Education and Science.

Everyone who wants to can take part! We encourage you, our readers, to participate in this survey, because it was organized due to requests from parents and teachers with proposals to abolish the traditional system of assessing schoolchildren's achievements.

Methodological materials developed. Assessment system according to the Federal State Educational Standard

GEF grading system

The introduction of the federal state standard for IEO requires a rethinking of pedagogical activity in general and assessment practice in particular.

The assessment system occupies a special place in the new GEF. Assessment is one of the important goals of learning.

Working in the context of the implementation of the Federal State Educational Standard, we must take into account the following requirements:

Ability to assess the dynamics of educational achievements

Criteria Approach to Evaluation

Including students in the process of self-monitoring and self-assessment

When moving to a new standard, not only knowledge, skills, skills, but meta-subject and subject results are evaluated. When assessing the achievement of the latter, the standard fixes an important feature: the focus should be on the application of knowledge in standard and non-standard situations.

Criteria-based assessment- this is a process based on comparing the educational achievements of students with clearly defined, collectively developed criteria that are known in advance to all participants in the process, corresponding to the goals and content of education, contributing to the formation of educational and cognitive competence of students.

Criteria-based assessment

Formative (current) assessment

Ascertaining (final) assessment

Determination of the current level of assimilation of knowledge and skills in the process of daily work in the classroom. Formative assessments do not affect the final grades, and this allows students to remove the fear of mistakes that are inevitable during the initial assimilation of the material. By evaluation, we mean the process of comparing the current successes (failures) of a child with his previous successes (failures) and the process of correlating learning outcomes with the norms set by existing learning standards. The process of creating criteria and forms of assessment is carried out jointly with students, and we consider it as a way to form children's self-esteem.

Determination of the level of formation of knowledge and learning skills upon completion of the study of the block of educational information. The marks given for ascertaining works are the basis for determining the final marks at the rate for the reporting periods (half year, year).

(Marina Alexandrovna Pinskaya, candidate of pedagogical sciences, leading researcher at the Institute for the Development of Education, writes in the book “New Forms of Assessment”: Formative assessment is necessary in order to diagnose how the learning process is going on at the initial and intermediate, and not only at the final stage, and if the data turn out to be unsatisfactory , on the basis of the information received, make the necessary changes to improve the quality of educational activities.

An important condition: for assessment to be truly formative, it is necessary that its results be used by the teacher to correct the teaching. They must be communicated to the student and used for planning.

The most important stage of the evaluation procedure: feedback between assessor and assessee.

Not only the teacher, but also the child must imagine what he needs to work on in the near future.

Assessing one or another of his ability to know, understand or do something, to act accordingly, the child must always have a model in front of him - a standard.

The systematic involvement of children in evaluative activities makes it possible to form an adequate self-esteem, since he evaluates the response of others relative to himself.

In class, you must use predictive and retrospective self-assessment.

Work should begin with a retrospective self-assessment (work already completed)

Step 1 - the child evaluates the work after the teacher has checked it;
Step 2 - assessment immediately after the work is done.

Predictive self-assessment - assessment of future work. This is the "growth point" of self-esteem of the younger student.

The technology of evaluation by ruler is familiar to everyone. Retrospective self-assessment was set even before the introduction of the Federal State Educational Standard, but prognostic, where even before completing the task, the student correlates his abilities with the task and evaluates himself - this is an innovation.

Once the task is completed, the assessment is repeated. Thus, comparing the predictive assessment with the retrospective one allows the child to see his successes and difficulties.

Forms
predictive assessment

Badges
"+" (I know),
"?" (difficult)
"-" (I won't do it, I don't know)

"magic rulers", which shows the level of self-esteem

Mechanisms for fixing the results of monitoring the assessment of the quality of education at the school level should be as simple as possible and be reduced to the following types of assessment: scoring; level assessment; binary assessment, rating assessment, self-assessment and mutual assessment, what is provided for by the Federal State Educational Standard.

Score involves a preliminary description of the norms of evaluation in points. To do this, an assessment scale (or scales) is selected for the work (5-point, 10-point, n-point); scoring is traditionally used in the school to assess the subject results of students. This is the fastest mechanism for evaluating the subject results of students. However, its significant limitation is the content "contraction" of the evaluation result. The score directly characterizes the object of assessment only in a generalized way. However, there is a variant of scoring of some objects of assessment, which provides the possibility of differentiated fixation of the maximum number of points. For example, if there are only 7 components in the object of assessment in an ideal state, and as a result of the assessment, the presence of only 5 components was revealed at the time of assessment, then the assessment result can be fixed by a scoring expression in the format “5 out of 7”. This method of assessing the results of children is most suitable for fixing a whole range of results (5 out of 12 literacy skills are formed at a high level, 6 out of 15 training modules are mastered at a high level, 7 out of 12 requirements for conditions are fully provided, etc.)

Level assessment implies a preliminary meaningful description of the levels that record the state of the assessed object and a description of the signs and methods of diagnosing, ensuring that the status of the assessed object is assigned to one of the described levels.
Level assessment is most effectively used to assess the results of education (primarily meta-subject results).
The final assessment is carried out on the basis of success levels:
- low (insufficient) level - less than 50% of the tasks of the basic level were completed correctly, the outer side of the algorithm, the rules were mastered;
- basic (required subject) level - the tasks built on the basic educational material were correctly completed, the basic system of knowledge and methods of action on the subject, which is necessary for continuing education in the main school, has been mastered;
- advanced (functional) level - students demonstrated mastery of the basic knowledge system at the level of conscious voluntary mastery of educational actions, as well as the ability to use, transform knowledge (method of action) to solve problems in new conditions, new structures of action.

To organize the assessment of personal results of students, the most optimal mechanism is binary evaluation. Binary assessment allows you to fix the state of the assessed object at the level of "Yes-No", "Yes - no", "Manifested - not manifested", etc.

Also, in accordance with the Regulations on the Portfolio of Achievements of Primary School Students, a rating assessment has been introduced - this is an individual numerical indicator for assessing the achievements of students.

Rating reflects the participation of schoolchildren in any intellectual, creative and sports competitions held both at school and outside it. These can be subject Olympiads, creative festivals and exhibitions, competitions for research and art projects. For each achievement of a certain level, the student is awarded points in the rating table. If this or that competition was a team competition, then each member of the winning team receives a point. In the future, the points scored are summed up, i.e. rating is cumulative.

1. Evaluation is a mechanism that provides the teacher with the information he needs to improve teaching, find the most effective teaching methods, and also motivate students to become more actively involved in their teaching.

2. Evaluation is feedback. It provides information about what students have learned and how they are learning at the moment, as well as the extent to which the teacher has realized the learning goals.

The self-assessment algorithm of younger students teaches them to remember the purpose of the work, compare the result with the goal, find and admit mistakes, and evaluate the work process.

Sample questions for self-assessment:

I liked (disliked) this work because…
I found it the most difficult...
I think it's because...
The most interesting was...
If I were to do this job again, I would do the following...
If I were to do this job again, I would do the following differently...
I would like to ask my teacher...

3. Evaluation guides learning. Having written diagnostic, test papers, students will learn about what level they have reached by solving the next educational, educational and practical task.

4. Evaluation is a dynamic, i.e. individual progress is taken into account when summing up the results of a student's education over a certain period of time;

5. Assessment should be technological, i.e. the presence in the educational institution of a common (unified) system for assessing individual educational results, the reasonable use of different assessment scales, procedures, forms of assessment and their correlation.

For a clear organization of valuation activities, it is necessary to solve a set of tasks:

To identify the features of monitoring and evaluating educational achievements that ensure the implementation of the Federal State Educational Standard - to develop a Regulation on the assessment system, to determine the criteria;

To study the scientific and methodological literature on the problem of assessing the achievement of the planned results of mastering the basic educational program of general education;

Develop and test tasks for monitoring and evaluating educational achievements in subjects, diagnostic tools for determining the level of formation of UUD;

To develop the material necessary to fix the results of individual achievements of students.

Mandatory self-assessment and assessment at the reflective stage of the lesson

At other stages of the lesson, educational situations for the formation of self-assessment actions are planned by the teacher based on the expediency

The main object of the assessment system, its content and criteria base are the planned results of mastering the basic educational program of primary general education by younger students:
- subject results.
- metasubject results
- personal results

In elementary school, the material necessary for fixing the results of individual achievements of students has been developed, tables have been created in which the planned results are entered, indicating the skills that characterize this result. This includes:
- evaluation sheets, which record the quality of knowledge acquisition and the level of skills development in each topic;
- control charts with the results of the obligatory practical part of the program;
- sheets of individual achievements of students in subjects;
- indicators of the formation of universal educational activities;
- a list of general educational achievements (grades 3-4);
The folder is created for:
- a student - allows you to gain confidence in your cognitive abilities and the possibility of successful inclusion in the system of continuous education;
- teachers - provides information about the success of their own teaching activities, the effectiveness of the training program, the individual progress and achievements of students;
- parents - can track the process and result of their child's education and development

To fill in this table, we use a 4-color indicator: red - "I know well and can help", green - "I know", blue - "I doubt", ! The sign is "I don't know". Filling in such a table allows you to generally see the picture of the child’s success according to all the criteria studied by him during the year, the formation of the adequacy of self-esteem, the child’s awareness of his “growth”, clearly show the child what he already knows and what he has to learn.

It is possible to track the achievement of the planned results using these tables throughout all four years of study, because only the subject material with which the student must perform this or that action will change. This will make the control system more efficient and, accordingly, better.

As a result, for each academic subject (including separately for the section of this subject), one can judge whether the student has subject knowledge and actions with subject content.

Grading in grades 2-4 may vary.
Option 1 - the system of unmarked assessment can be continued;

Option 2 - introduced the traditional four-point system;

Option 3 - some subjects are assessed with a “pass-fail” rating

Most items are graded by the traditional mark

Criteria assessment And self-assessment of achievements obligatory
The choice of assessment option remains with the school.

From Wikipedia, the free encyclopedia

Knowledge assessment system- a system for assessing the quality of mastering educational programs by students, the most important element of the educational process.

Currently, there are many scales for assessing knowledge in use around the world. In some scales, it is customary to use numerical designations of categories, and fractional marks are allowed, other scales (for example, in the USA) traditionally deal with letter designations. The American scale also has a numerical interpretation, in which the highest grades A and A + correspond to a score of 5. Letter designations, by the way, are also abbreviations and have their own percentage (used for the rating evaluation system and for maintaining the rank / class of the student and not only), namely:

International knowledge assessment systems

Most countries have a national school grading system in their schools. There are also standard international systems for assessing knowledge.

International Baccalaureate

Currently, the GPA program does not exist separately from the International Baccalaureate program. The IB Diploma and IB MYP systems have introduced a single rating scale from 1 to 7, where 7 is the highest mark, 1 is the lowest. Estimates are always integers.

CIS countries, Russian Empire and USSR

In the history of Russian education, initially, as in Europe, there was a three-digit grading system. In the list of students of the Kyiv Theological Academy (city), the highest category denotes very good successes: "the teachings are fair, reliable, kind, honest, good, laudable." The middle rank denotes the successes of the “mediocre, mediocre, not bad teaching”. The lowest category characterizes successes below the average: "teachings of the weak, vile, wicked, hopeless, lazy."

Gradually, the verbal assessment became more monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was set opposite to the German one.

The tradition of designating the diligence and success of students with numbers was established in Russia at the beginning of the 19th century. Then in the gymnasiums the numbers from 0 to 5 were used. Zero showed that the student did not fulfill his duties at all; if he received two zeros in a row, then he was subjected to corporal punishment (until 1864). One and two were put when the student prepared the lesson unsatisfactorily; a three was given for mediocre diligence; four - when the student performed his duties well; five he received only for excellent knowledge of the lesson. The teacher was obliged to give points in the class, characterizing only the knowledge of the lesson given at home, and had no right to take into account the attention or absent-mindedness of the students during the lesson, as well as the temporary or permanent diligence of the student, his age and abilities.

At various times in Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, a 5-point one took root, which was officially established by the Ministry of Public Education in 1837: "1" - weak successes; "2" - mediocre; "3" - sufficient; "4" - good; "5" - excellent. During the 20th century, the "1" rating gradually fell into disuse, as a result, the 5-point system was transformed into the modern 4-point system. In recent years, in some educational institutions in Russia, the 5-point system is returning (“1” - a point for outstanding work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space, although in recent years there has been a departure from it:

• The Republic of Belarus switched to a 10-point scale;
• Ukraine on 12-point;
• The Baltics preferred the Anglo-Saxon system (in Estonia, a five-point scale is still used, "1" is an assessment for outstanding work), etc.;
• Moldova
• Georgia switched to a 10-point scale.
• Armenia switched to a 10-point scale.

Kazakhstan

Moldova

In Moldova, a 10-point scale is used, where 5 is the minimum satisfactory score:

• 10 (excellent)
• 9 (very good)
• 8 (good)
• 6–7 (medium)
• 5 (satisfactory)
• 1–4 (unsatisfactory)

Russia

School knowledge assessment system

Since January 11, 1944, a digital five-point system for assessing student progress has been introduced in Russian schools in accordance with the Decree of the Council of People's Commissars of the RSFSR No. 18 of January 10, 1944 and the Order of the People's Commissar of Education of the RSFSR No. 24 of January 10, 1944.

In accordance with the instructions of the Department of Primary and Secondary Schools of the People's Commissariat for Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, the following criteria for assessing students were established:

Grade	Description
5	A score of "5" is given when the student exhaustively knows all the program material, understands it perfectly and has firmly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks, he is able to independently use the acquired knowledge. In oral answers and written works, he uses literary correct language and does not make mistakes.
4	A score of "4" is given when the student knows all the material required by the program, understands it well and has firmly mastered it. Answers questions (within the program) without difficulty. Able to apply the acquired knowledge in practical tasks. In oral answers, he uses literary language and does not make gross mistakes. Allows only minor errors in written work.
3	A score of "3" is given when the student discovers knowledge of the main program educational material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers, he makes mistakes in the presentation of the material and in the construction of speech. Makes mistakes in writing.
2	A score of "2" is given in the case when the student reveals ignorance of a large part of the program material, answers, as a rule, only to the leading questions of the teacher uncertainly. In written work, he makes frequent and gross errors.
1	A score of "1" is given in the case when the student reveals complete ignorance of the educational material being passed.

According to the Instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, when determining quarter and final (at the end of the school year) marks, it is not allowed to derive them as arithmetic averages. These final grades must correspond to the level of knowledge of the student at the time of his certification.

In certificates and certificates, marks of progress are indicated by numerical points and in brackets by the name: 5 (excellent); 4 (good); 3 (satisfactory).

Knowledge assessment system in secondary and higher educational institutions

In universities and colleges of Russia, knowledge assessments were established by Order of the USSR State Committee for Public Education dated June 22, 1990 No. 432 “On Approval of the Regulations on the Forms of Monitoring the Educational Work of Students in Daytime and Evening Departments of Secondary Specialized Educational Institutions”. According to this normative document, the knowledge, skills and abilities of students in all forms of control of educational work, including educational and technological practices, are evaluated in points: 5 (excellent); 4 (good); 3 (satisfactory); 2 (unsatisfactory). Laboratory works, practical classes and pre-diploma practice are evaluated: "passed", "failed". Educational institutions of culture and arts may use other systems for assessing student progress, agreed with a higher authority.

Ukraine

Ukraine introduced its new grading scale in autumn 2000, which replaced the Soviet grading scale.

The new grading system is practiced on the basis of the previously existing 5-point grading scale, which correlates with the 12-point grading system. Rating "12" is given only for outstanding achievements or for any creative work.

5 (10,11,12) - Full disclosure of the topic or question with examples, as well as the correct semantic construction of the answer.

4 (9,8,7) - A satisfactory answer regarding the question asked.

3 - (6,5,4) Inaccuracy or generalization of the answer to the question. semantic errors.

2 - (3,2,1) Minimum score. There is no answer to the question or it contains gross errors.

Europe

The scoring system originated in Jesuit schools in the 16th-17th centuries and had the humane goal of replacing the corporal punishments accepted at that time with rewards. The first three-point grading scale originated in Germany, it resulted from the division of all students into three numbered categories: the best, average and worst, and the transition from one category to a higher one marked the acquisition of a number of advantages and privileges. Initially, the unit had the value of the highest rating. Over time, the middle category, to which the largest number of students belonged, was divided into additional sub-categories, so a multi-level ranking scale was formed, with the help of which they began to assess the knowledge of students.

Austria

The 10-point rating scale provided by the Indian Institute of Technology is as follows:

Grading in high school

For grading in high school, an average percentage is used. A score above 90 percent is considered excellent; between 70-89 percent - the first level; between 50-69% - the second level, 40-49% are the minimum passing score; however, this terminology and classification is up to the Board of Education.

Indonesia

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Notes

An excerpt characterizing the Knowledge Assessment System

- What? What? Natasha asked.
“This is this, that, this…” said Sonya with a pale face and trembling lips.
Natasha quietly closed the door and went with Sonya to the window, not yet understanding what she was being told.
“Do you remember,” Sonya said with a frightened and solemn face, “remember when I looked for you in the mirror ... In Otradnoye, at Christmas time ... Do you remember what I saw? ..
- Yes Yes! - Natasha said, opening her eyes wide, vaguely remembering that then Sonya said something about Prince Andrei, whom she saw lying.
– Do you remember? Sonya continued. - I saw then and told everyone, both you and Dunyasha. I saw that he was lying on the bed,” she said, making a gesture with her hand with a raised finger at every detail, “and that he closed his eyes, and that he was covered with a pink blanket, and that he folded his hands,” Sonya said, making sure as she described the details she saw now, that these same details she saw then. Then she saw nothing, but said that she saw what came to her mind; but what she thought up then seemed to her just as real as any other memory. What she then said, that he looked back at her and smiled and was covered with something red, she not only remembered, but was firmly convinced that even then she had said and seen that he was covered with a pink, precisely pink blanket, and that his eyes were closed.
“Yes, yes, exactly pink,” said Natasha, who also now seemed to remember what was said in pink, and in this very she saw the main extraordinary and mysteriousness of the prediction.
“But what does that mean? Natasha said thoughtfully.
“Ah, I don’t know how extraordinary all this is! Sonya said, clutching her head.
A few minutes later, Prince Andrei called, and Natasha went in to him; and Sonya, experiencing a feeling of excitement and tenderness rarely experienced by her, remained at the window, pondering the whole unusualness of what had happened.
On this day there was an opportunity to send letters to the army, and the countess wrote a letter to her son.
“Sonya,” said the countess, looking up from her letter as her niece passed her. - Sonya, will you write to Nikolenka? said the countess in a low, trembling voice, and in the look of her tired eyes, peering through glasses, Sonya read everything that the countess meant by these words. This look expressed both prayer, and fear of refusal, and shame at what had to be asked, and readiness for irreconcilable hatred in case of refusal.
Sonya went up to the countess and, kneeling down, kissed her hand.
“I will write, maman,” she said.
Sonya was softened, agitated and touched by everything that happened that day, especially by the mysterious performance of divination that she just saw. Now that she knew that on the occasion of the resumption of relations between Natasha and Prince Andrei, Nikolai could not marry Princess Marya, she gladly felt the return of that mood of self-sacrifice in which she loved and used to live. And with tears in her eyes and with joy in the consciousness of committing a generous deed, she, interrupted several times by tears that clouded her velvety black eyes, wrote that touching letter, the receipt of which so struck Nikolai.

In the guardhouse, where Pierre was taken, the officer and soldiers who took him treated him with hostility, but at the same time respectfully. There was also a sense of doubt in their attitude towards him about who he was (isn't he a very important person), and hostility due to their still fresh personal struggle with him.
But when, on the morning of the next day, the shift came, Pierre felt that for the new guard - for officers and soldiers - he no longer had the meaning that he had for those who took him. And indeed, in this big, fat man in a peasant's caftan, the guards of the other day no longer saw that living person who fought so desperately with the marauder and the escort soldiers and uttered a solemn phrase about saving the child, but they saw only the seventeenth of those held for some reason, according to the order of the higher authorities, taken by the Russians. If there was anything special in Pierre, it was only his timid, concentrated, thoughtful look and the French language, in which, surprisingly for the French, he spoke well. Despite the fact that on the same day Pierre was connected with other suspects taken, since the officer needed a separate room that he occupied.
All the Russians kept with Pierre were people of the lowest rank. And all of them, recognizing the gentleman in Pierre, shunned him, especially since he spoke French. Pierre sadly heard ridicule over himself.
The next day, in the evening, Pierre learned that all these detainees (and, probably, including himself) were to be tried for arson. On the third day, Pierre was taken with others to a house where a French general with a white mustache, two colonels and other Frenchmen with scarves on their hands were sitting. Pierre, along with others, was asked questions about who he is with that allegedly exceeding human weaknesses, accuracy and determination with which defendants are usually treated. where he was? for what purpose? and so on.
These questions, leaving aside the essence of life's work and excluding the possibility of disclosing this essence, like all the questions asked at the courts, were aimed only at substituting the groove along which the judges wanted the defendant's answers to flow and lead him to the desired goal, that is, to the accusation. As soon as he began to say something that did not satisfy the purpose of the accusation, they accepted the groove, and the water could flow wherever it wanted. In addition, Pierre experienced the same thing that the defendant experiences in all courts: bewilderment, why did they ask him all these questions. He felt that it was only out of condescension or, as it were, courtesy that this trick of the substituted groove was used. He knew that he was in the power of these people, that only power had brought him here, that only power gave them the right to demand answers to questions, that the only purpose of this meeting was to accuse him. And therefore, since there was power and there was a desire to accuse, there was no need for the trick of questions and trial. It was obvious that all answers had to lead to guilt. When asked what he was doing when they took him, Pierre answered with some tragedy that he was carrying a child to his parents, qu "il avait sauve des flammes [whom he saved from the flame]. - Why did he fight with a marauder? Pierre answered, that he defended a woman, that the protection of an offended woman is the duty of every man, that... He was stopped: it did not go to the point. Why was he in the yard of the house on fire, where witnesses saw him? He answered that he was going to see what was being done in Moscow. They stopped him again: they did not ask him where he was going, but why he was near the fire? Who is he? They repeated the first question to which he said that he did not want to answer. Again he answered that he could not say this .
- Write it down, it's not good. Very bad, - the general with a white mustache and a red, ruddy face said sternly to him.
On the fourth day, fires began on Zubovsky Val.
Pierre was taken with thirteen others to the Crimean Ford, to the carriage house of the merchant's house. Walking through the streets, Pierre was choking on the smoke that seemed to be rising over the whole city. Fires were visible from all sides. Pierre did not yet understand the meaning of the burned Moscow and looked at these fires with horror.
Pierre stayed in the carriage house of a house near the Crimean Ford for another four days, and during these days, from the conversation of the French soldiers, he learned that everyone contained here was expecting the decision of the marshal every day. What marshal, Pierre could not learn from the soldiers. For a soldier, obviously, the marshal seemed to be the highest and somewhat mysterious link in power.
These first days, until September 8, the day on which the prisoners were taken for a second interrogation, were the most difficult for Pierre.

X
On September 8, a very important officer entered the barn to the prisoners, judging by the respectfulness with which he was treated by the guards. This officer, probably a staff officer, with a list in his hands, made a roll call to all Russians, calling Pierre: celui qui n "avoue pas son nom [the one who does not speak his name]. And, indifferently and lazily looking at all the prisoners, he ordered the guard it is proper for the officer to properly dress and tidy them up before taking them to the marshal. An hour later a company of soldiers arrived, and Pierre and thirteen others were taken to the Maiden's Field. The day was clear, sunny after the rain, and the air was unusually clean. The smoke did not creep down, as in the day when Pierre was taken out of the guardhouse of the Zubovsky Val, smoke rose in pillars in the clear air. The fire of fires was nowhere to be seen, but pillars of smoke rose from all sides, and all of Moscow, all that Pierre could see, was one conflagration. on all sides one could see wastelands with stoves and chimneys and occasionally charred walls of stone houses. Pierre looked at the conflagrations and did not recognize the familiar quarters of the city. In some places one could see the surviving churches. The Kremlin, undestroyed, whitened from afar with its towers and Ivan the Great. Nearby, the dome of the Novo Devichy Convent shone merrily, and the bells and whistles were heard especially loudly from there. This Blagovest reminded Pierre that it was Sunday and the feast of the Nativity of the Virgin. But it seemed that there was no one to celebrate this holiday: the ruin of the conflagration was everywhere, and from the Russian people there were only occasionally ragged, frightened people who hid at the sight of the French.
Obviously, the Russian nest was ruined and destroyed; but behind the destruction of this Russian order of life, Pierre unconsciously felt that his own, completely different, but firm French order had been established over this ruined nest. He felt it from the look of those, cheerfully and cheerfully, marching in regular rows of soldiers who were escorting him with other criminals; he felt it from the look of some important French official in a twin carriage, driven by a soldier, who rode towards him. He felt this from the cheerful sounds of regimental music coming from the left side of the field, and he especially felt and understood this from the list that, calling the prisoners, was read by the French officer who arrived this morning. Pierre was taken by some soldiers, taken to one place, to another with dozens of other people; it seemed they could forget about him, mix him up with the others. But no: his answers given during interrogation returned to him in the form of his name: celui qui n "avoue pas son nom. And under this name, which was terrible for Pierre, he was now led somewhere, with undoubted confidence, written on their faces that all the other prisoners and he were the very ones who needed, and that they were being led where they needed.Pierre felt like an insignificant chip that fell into the wheels of an unknown to him, but correctly operating machine.
Pierre and other criminals were led to the right side of Maiden's Field, not far from the monastery, to a large white house with a huge garden. It was the house of Prince Shcherbatov, in which Pierre often used to visit the owner and in which now, as he learned from the conversation of the soldiers, the marshal, Duke of Ekmul, was standing.
They were brought to the porch and one by one they began to enter the house. Pierre was brought in sixth. Through a glass gallery, a vestibule, a front hall familiar to Pierre, he was led into a long, low office, at the door of which an adjutant stood.
Davout sat at the end of the room, above the table, his glasses on his nose. Pierre came close to him. Davout, without raising his eyes, seemed to be coping with some paper lying in front of him. Without raising his eyes, he quietly asked:
Qui etes vous? [Who are you?]
Pierre was silent because he was unable to utter words. Davout for Pierre was not just a French general; for Pierre Davout was a man known for his cruelty. Looking at the cold face of Davout, who, like a strict teacher, agreed to have patience and wait for an answer for the time being, Pierre felt that every second of delay could cost him his life; but he didn't know what to say. He did not dare to say the same thing that he had said at the first interrogation; to reveal one's rank and position was both dangerous and shameful. Pierre was silent. But before Pierre had time to decide on anything, Davout raised his head, raised his spectacles to his forehead, narrowed his eyes and looked intently at Pierre.
“I know this man,” he said in a measured, cold voice, obviously calculated to frighten Pierre. The cold that had previously run down Pierre's back seized his head like a vise.
– Mon general, vous ne pouvez pas me connaitre, je ne vous ai jamais vu… [You couldn't know me, general, I never saw you.]
- C "est un espion russe, [This is a Russian spy]," Davout interrupted him, referring to another general who was in the room and whom Pierre did not notice. And Davout turned away. With an unexpected boom in his voice, Pierre suddenly spoke quickly.
“Non, Monseigneur,” he said, suddenly remembering that Davout was a duke. - Non, Monseigneur, vous n "avez pas pu me connaitre. Je suis un officier militionnaire et je n" ai pas quitte Moscou. [No, Your Highness… No, Your Highness, you couldn't have known me. I am a police officer and I have not left Moscow.]
– Votre nom? [Your name?] repeated Davout.
- Besouhof. [Bezukhov.]
- Qu "est ce qui me prouvera que vous ne mentez pas? [Who will prove to me that you are not lying?]
- Monseigneur! [Your Highness!] Pierre cried out not offended, but in an imploring voice.
Davout raised his eyes and looked intently at Pierre. For a few seconds they looked at each other, and this look saved Pierre. In this view, in addition to all the conditions of war and judgment, a human relationship was established between these two people. Both of them in that one minute vaguely felt countless things and realized that they were both children of humanity, that they were brothers.
At first glance, for Davout, who only raised his head from his list, where human affairs and life were called numbers, Pierre was only a circumstance; and, without taking the bad deed into his conscience, Davout would have shot him; but now he saw him as a man. He thought for a moment.
– Comment me prouverez vous la verite de ce que vous me dites? [How will you prove to me the justice of your words?] – said Davout coldly.
Pierre remembered Rambal and named his regiment, and his last name, and the street on which the house was.
- Vous n "etes pas ce que vous dites, [You are not what you say.] - Davout said again.
Pierre, in a trembling, broken voice, began to give evidence of the validity of his testimony.
But at that moment the adjutant entered and reported something to Davout.
Davout suddenly beamed at the news given by the adjutant, and began to button up. He apparently completely forgot about Pierre.
When the adjutant reminded him of the prisoner, he, frowning, nodded in the direction of Pierre and told him to be led. But where he was to be led - Pierre did not know: back to the booth or to the prepared place of execution, which, passing through the Maiden's Field, was shown to him by his comrades.
He turned his head and saw that the adjutant was asking something again.
– Oui, sans doute! [Yes, of course!] - said Davout, but Pierre did not know what "yes" was.
Pierre did not remember how, how long he walked and where. He, in a state of complete senselessness and stupefaction, not seeing anything around him, moved his legs along with others until everyone stopped, and he stopped. One thought for all this time was in the head of Pierre. It was the thought of who, who, finally, sentenced him to death. These were not the same people who interrogated him in the commission: none of them wanted and, obviously, could not do this. It was not Davout who looked at him so humanly. Another minute, and Davout would have understood what they were doing badly, but this minute was prevented by the adjutant who entered. And this adjutant, obviously, did not want anything bad, but he might not have entered. Who, finally, executed, killed, took away his life - Pierre with all his memories, aspirations, hopes, thoughts? Who did it? And Pierre felt that it was nobody.
It was an order, a warehouse of circumstances.
Some kind of order was killing him - Pierre, depriving him of his life, of everything, destroying him.

From the house of Prince Shcherbatov, the prisoners were led straight down the Maiden Field, to the left of the Maiden Monastery, and led to the garden, on which stood a pillar. Behind the post was a large pit with freshly dug earth, and a large crowd of people stood in a semicircle around the pit and the post. The crowd consisted of a small number of Russians and a large number of Napoleonic troops out of order: Germans, Italians and French in heterogeneous uniforms. To the right and left of the pillar stood fronts of French troops in blue uniforms with red epaulettes, boots and shakos.
The criminals were placed in a certain order, which was on the list (Pierre was the sixth), and brought to the post. Several drums suddenly struck from both sides, and Pierre felt that with this sound, a part of his soul seemed to be torn off. He lost the ability to think and reason. He could only see and hear. And he had only one desire - the desire that something terrible be done as soon as possible, which had to be done. Pierre looked back at his comrades and examined them.
Two people from the edge were shaved guards. One is tall, thin; the other is black, furry, muscular, with a flattened nose. The third was a courtyard, about forty-five years old, with graying hair and a full, well-fed body. The fourth was a peasant, very handsome, with a bushy blond beard and black eyes. The fifth was a factory worker, yellow, thin fellow, eighteen years old, in a dressing gown.
Pierre heard that the French were discussing how to shoot - one at a time or two at a time? “Two,” the senior officer answered coldly and calmly. There was a movement in the ranks of the soldiers, and it was noticeable that everyone was in a hurry - and they were in a hurry not in the way they are in a hurry to do a task understandable to everyone, but in the same way as they are in a hurry to complete a necessary, but unpleasant and incomprehensible task.
A French official in a scarf approached the right side of the line of criminals and read the verdict in Russian and French.
Then two pairs of Frenchmen approached the criminals and, at the direction of the officer, took two guards who were standing on the edge. The watchmen, going up to the post, stopped and, while they brought the bags, silently looked around them, as a downed animal looks at a suitable hunter. One kept crossing himself, the other scratched his back and made a movement like a smile with his lips. The soldiers, hurrying with their hands, began to blindfold them, put on bags and tie them to a post.
Twelve men of riflemen with measured, firm steps stepped out from behind the ranks and stopped eight paces from the post. Pierre turned away so as not to see what was to come. Suddenly there was a crash and a roar, which seemed to Pierre louder than the most terrible thunderclaps, and he looked around. There was smoke, and the French, with pale faces and trembling hands, were doing something by the pit. They took the other two. In the same way, with the same eyes, these two looked at everyone, in vain, with the same eyes, silently, asking for protection and, apparently, not understanding and not believing what would happen. They could not believe, because they alone knew what their life was like for them, and therefore did not understand and did not believe that it was possible to take it away.
Pierre wanted not to look and turned away again; but again, as if a terrible explosion struck his hearing, and together with these sounds he saw smoke, someone's blood, and the pale, frightened faces of the French, again doing something at the post, pushing each other with trembling hands. Pierre, breathing heavily, looked around him, as if asking: what is this? The same question was in all the looks that met Pierre's.
On all the faces of Russians, on the faces of French soldiers, officers, all without exception, he read the same fear, horror and struggle that were in his heart. “But who is doing this after all? They all suffer just like me. Who? Who?” - for a second flashed in Pierre's soul.
– Tirailleurs du 86 me, en avant! [Arrows of the 86th, forward!] Someone shouted. They took the fifth, who was standing next to Pierre, - one. Pierre did not understand that he was saved, that he and all the others were brought here only to be present at the execution. He looked at what was being done with ever-increasing horror, feeling neither joy nor calm. The fifth was a factory worker in a dressing gown. As soon as they touched him, he jumped back in horror and grabbed Pierre (Pierre shuddered and pulled away from him). The factory worker could not go. They dragged him under the armpits, and he shouted something. When they brought him to the post, he suddenly fell silent. He seemed to suddenly understand something. Either he realized that it was useless to shout, or that it was impossible for people to kill him, but he stood at the post, waiting for the bandage along with the others and, like a wounded animal, looking around him with shining eyes.
Pierre could no longer take it upon himself to turn away and close his eyes. The curiosity and excitement of him and the whole crowd at this fifth murder reached the highest degree. Like the others, this fifth one seemed calm: he wrapped his robe and scratched one bare foot against the other.
When they began to blindfold him, he straightened the very knot on the back of his head, which cut him; then, when they leaned him against a bloodied post, he fell back, and, as he was uncomfortable in this position, he recovered and, putting his legs straight, leaned calmly. Pierre did not take his eyes off him, not missing the slightest movement.
A command must have been heard; after the command, shots of eight guns must have been heard. But Pierre, no matter how much he tried to remember later, did not hear the slightest sound from the shots. He only saw how, for some reason, the factory worker suddenly sank down on the ropes, how blood appeared in two places, and how the very ropes, due to the weight of the hanging body, unraveled and the factory worker, unnaturally lowering his head and twisting his leg, sat down. Pierre ran up to the post. Nobody held him back. Frightened, pale people were doing something around the factory. An old, mustachioed Frenchman's jaw shook as he untied the ropes. The body went down. The soldiers awkwardly and hurriedly dragged him behind a post and began to push him into the pit.
Everyone, apparently, undoubtedly knew that they were criminals who needed to cover up the traces of their crime as soon as possible.
Pierre looked into the pit and saw that the factory worker was lying there with his knees up, close to his head, one shoulder higher than the other. And this shoulder convulsively, evenly fell and rose. But already shovels of earth were falling all over the body. One of the soldiers angrily, viciously and painfully shouted at Pierre to return. But Pierre did not understand him and stood at the post, and no one drove him away.
When the pit was already filled up, a command was heard. Pierre was taken to his place, and the French troops, standing in fronts on both sides of the pillar, made a half-turn and began to walk past the pillar with measured steps. Twenty-four men of riflemen with unloaded rifles, standing in the middle of the circle, ran up to their places, while the companies passed by them.
Pierre was now looking with meaningless eyes at these shooters, who ran out of the circle in pairs. All but one joined the companies. A young soldier with a deadly pale face, in a shako that fell back, having lowered his gun, was still standing opposite the pit in the place from which he fired. He staggered like a drunk, taking a few steps forward and then back to support his falling body. An old soldier, a non-commissioned officer, ran out of the ranks and, grabbing a young soldier by the shoulder, dragged him into the company. The crowd of Russians and French began to disperse. Everyone walked in silence, with their heads bowed.
- Ca leur apprendra a incendier, [This will teach them to set fire.] - said one of the French. Pierre looked back at the speaker and saw that he was a soldier who wanted to console himself with something in what had been done, but could not. Without finishing what he started, he waved his hand and walked away.

After the execution, Pierre was separated from the other defendants and left alone in a small, ruined and filthy church.
Before evening, the guard non-commissioned officer with two soldiers entered the church and announced to Pierre that he was forgiven and was now entering the barracks of prisoners of war. Not understanding what they told him, Pierre got up and went with the soldiers. He was led to the booths built at the top of the field from burnt boards, logs and hews and entered into one of them. In the darkness about twenty different people surrounded Pierre. Pierre looked at them, not understanding who these people were, why they were and what they wanted from him. He heard the words that were spoken to him, but did not draw any conclusion or application from them: he did not understand their meaning. He himself answered what was asked of him, but did not understand who was listening to him and how his answers would be understood. He looked at faces and figures, and they all seemed equally meaningless to him.
From the moment Pierre saw this terrible murder committed by people who did not want to do this, it was as if in his soul that spring was suddenly pulled out, on which everything was supported and seemed to be alive, and everything fell into a heap of senseless rubbish. In him, although he did not realize himself, faith was destroyed in the improvement of the world, and in the human, and in his soul, and in God. This state was experienced by Pierre before, but never with such force as now. Before, when such doubts were found on Pierre, these doubts had their source of guilt. And in the very depths of his soul, Pierre then felt that from that despair and those doubts there was salvation in himself. But now he felt that it was not his fault that the world had collapsed in his eyes and only meaningless ruins remained. He felt that it was not in his power to return to faith in life.
Around him in the darkness stood people: it is true that something interested them very much in him. They told him something, asked about something, then they took him somewhere, and he finally found himself in the corner of the booth next to some people who were talking from different sides, laughing.
“And now, my brothers ... the same prince who (with a special emphasis on the word which) ...” said a voice in the opposite corner of the booth.
Silently and motionlessly sitting against the wall on the straw, Pierre first opened and then closed his eyes. But as soon as he closed his eyes, he saw before him the same terrible, especially terrible in its simplicity, the face of a factory worker and the faces of unwitting murderers, even more terrible in their anxiety. And he opened his eyes again and stared senselessly in the darkness around him.
Sitting next to him, bent over, was a small man, whose presence Pierre noticed at first by the strong smell of sweat that separated from him with his every movement. This man was doing something in the dark with his legs, and, despite the fact that Pierre did not see his face, he felt that this man was constantly looking at him. Looking closely in the darkness, Pierre realized that this man was taking off his shoes. And the way he did it interested Pierre.
Unwinding the twine with which one leg was tied, he carefully folded the twine and immediately set to work on the other leg, looking at Pierre. While one hand was hanging the string, the other was already beginning to unwind the other leg. Thus, in neat, round, argumentative movements that followed one another without slowing down, the man took off his shoes and hung his shoes on pegs driven in above his heads, took out a knife, cut something, folded the knife, put it under the head of the head and, having sat down better, hugged his raised knees with both hands and stared directly at Pierre. Pierre felt something pleasant, soothing and round in these disputed movements, in this well-organized household in the corner, in the smell of even this man, and he, without taking his eyes off, looked at him.