The Rating System of the Rural School Pupils' Assessment of the Republic of Kazakhstan

Abstract

Currently, comprehensive school teachers of Republic of Kazakhstan pay special attention to of pupils' knowledge based on personally oriented approach. In work A black box: what there inside? An of knowledge of pupils as a way of increase of efficiency of teaching and educational P. Blek and D. William note that Improvement of quality of at schools is one of important state priorities... initiatives for purpose of improvement of planning and management, statement are more whole, more careful and frequent inspections - all this... doesn't give desirable feedback in improvement of teaching and educational process at school conclusion arises: something in this scheme isn't enough... In our work we try to glance in a black box. We in detail consider such aspect of as the forming assessment which is a basis of effective training (1). Today became quite obvious that in modern Kazakhstan education traditional of estimation of proficiency of pupils was insolvent. The cult instead of a cult of knowledge dominates. Similar situation - result of Former Soviet approach to of estimation of pupils which assigned a duty to have an appreciation on all subjects to each pupil, and only three points from five are carried to that. In a 5-mark scale of estimation applied in Kazakhstan such points, as 2 and 1 - negative. The similar perception formally narrowed a 5-mark scale to 3-mark. As a result teachers of schools are compelled by points 3, 4, 5 and estimated judgments corresponding to them to estimate pupils of different level and different degree of readiness. This of estimation operates on pupils of both comprehensive schools, and gymnasiums, lyceums, establishments of correctional developing type. To distinguish these marks which are put down in documents on education as practice shows, it is simply impossible that is a serious contradiction. As a result we receive unauthenticated of an of quality of in general. Kazakhstan signed in 1999 Bologna convention, is on threshold of new educational reform - transition to 12 years' education. For this period different systems of estimation were considered: 10-mark (2), 12-mark (3), 100-mark (4), test and modular (5) and others. In this article we present results of pilot study on of rural schools in Republic of Kazakhstan, Aktobe region Kenkiyak village. Having chosen theme of experiment: Control and evaluation activities in conditions of transition to 12-year education system a working group of teachers-experimenters choses one of its directions for detailed study - rating evaluation system. At present in all territories of Kazakhstan a five-point evaluation has been introduced, which may not always estimate each child's individual development trajectory. The new evaluation is introduced in order to create optimal conditions for efficient tracking of individual pupils' achievements using a rating evaluation system. The object of research throughout work is learning process of Mathematics, Cognition of world, Chemistry, Russian and Kazakh languages in forms 3-8.Total in experiment 10 forms were involved. The experiment took place during three years from2009 to 2012.Results of conducted research were those changes in teaching process, which have caused qualitative characteristics such as increased digestible material and depth of its understanding, activity of pupils at lesson, their creative independence, change of self-criticism and self-evaluation, etc. Rating allows to create maximal comfort environment of learning and upbringing, allows to transfer learning activities of pupils in internal need. The particular importance is educational aspect of new evaluation for pupil - from self-discipline and to focus on his own interests and needs.