PROBLEMS OF IMPLEMENTING CRITERIAL ASSESSMENT IN THE PRACTICE OF A SECONDARY SCHOOL IN THE ASPECT OF TEACHING MATH

The study presented in the article analyzes and summarizes world experience on the problem of implementing criteria-based assessment in education; the system of risks of using criteria-based assessment in educational practice is revealed; the analysis of methodological recommendations and teaching aids used by teachers of Kazakhstan in organizing the assessment of educational results of schoolchildren was carried out; a focus group survey was conducted to identify problematic aspects of educational assessment in teaching mathematics to schoolchildren. On the basis of the study, we have to state that despite the broad potential benefits of assessment based on criteria, problematic aspects of the ill-considered use of such assessment in educational practice inevitably arise, the study of which is not given sufficient attention by Kazakhstani scientists and teachers. The effectiveness of the use of criteria-based assessment in educational practice depends on many factors: the unambiguity and clarity of the assessment criteria, their unified interpretation by evaluators; the conformity of methods, tools and evaluation materials to the subject area; the level of competence of teachers as evaluators. The introduction of a new assessment system should be associated with constant work on the creation and improvement of assessment tools and procedures, with the study of the most effective practices of criteria-based assessment, their adaptation to the realities of the Kazakhstani education system.

1. Gosudarstvennaya programma razvitiya obrazovaniya i nauki Respubliki Kazakhstan na 2020 – 2025 gody.

2. [The State Program for the development of Education and Science of the Republic of Kazakhstan for 2020-2025]. http://adilet.zan.kz/rus/docs/P1900000988 [In Russian]

3. Bloom B. S., Madaus G. F., Hastings J. (1971). Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill, 925 p.

4. Black P., Wiliam D. (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice. Vol. 5(1), P. 7-74.

5. Sadler D.R. (1998) Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice. Vol. 5, No 1. P. 77–84.

6. Newton P.E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice. Vol. 14, No 2, P. 149–170.

7. Taras M. (2005). Assessment – Summative and Formative – some theoretical reflections. British Journal of Educational Studies. Vol. 53, No 3, P. 466–478.

8. Moeed A. (2015). Theorizing Formative Assessment: Time for a Change in Thinking. The Educational Forum. Vol. 79, No 2, P. 180–189.

9. Bennett R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy and Practice. Vol. 18, No 1, P. 5–25.

10. Cisterna D., Gotwals A. W. (2018). Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice. Journal of Science Teacher Education. Vol. 29, No 3, P. 200–222.

11. Dann R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice. Vol. 21, No 2, P. 149–166.

12. Dixson D. D., Worrell F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice. Vol. 55, No 2, P. 153–159.

13. Lau A. M. (2016). Formative good, summative bad? – A review of the dichotomy in assessment literature. Journal of Further and Higher Education. Vol. 40, No 4, P. 509–525.

14. Faber J. M., Luyten H., Visscher A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers and Education. Vol. 106, P. 83–96.

15. Pinger P., Rakoczy K., Besser M., Klieme E. (2018). Implementation of formative assessment–Effects of quality of programme delivery on students' mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice. Vol. 25(2), P. 160–182.

16. Bozhenkova L.I., Sokolova E.V. (2014) Kriterial`noe oczenivanie kak neobkhodimoe uslovie dostizheniya predmetnykh i metapredmetnykh rezul`tatov obucheniya geometrii // Prepodavatel XXI vek. # 4, 126‒135. [Criteria-based assessment as a necessary condition for achieving subject and metasubject results of teaching geometry / / Teacher of the XXI century. - No. 4, 126-135]. [in Russian]

17. Dalinger V.A. (2018) Kriterial`nyj podkhod k oczenivaniyu rezul`tatov obucheniya uchashhikhsya matematike // Mezhdunarodnyj nauchno-issledovatel`skij zhurnal.– # 4 (70), S. 15–18. [Criteria-based approach to evaluating the results of teaching students mathematics // International Scientific Research Journal. No. 4 (70), pp. 15-18]. [in Russian]

18. Brookhart S. M., Chen F. (2014) The quality and effectiveness of descriptive rubrics. Educational Review. Vol. 67, No 3, P. 343–368.

19. Dawson P. (2017) Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment and Evaluation in Higher Education. Vol. 42, No 3, P. 347–360.

20. DeLuca S., Coombs A., LaPointe-McEwan D. (2019) Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation. Vol. 61, P. 159–169.

21. Hill J., West H. (2020) Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education. Vol. 45, No 1, P. 82–97.

22. Abekova Zh.A., Oralbaev A.B.,  Ermakhanov M.N.,  Dzhakipova A.S. (2015) Sovershenstvovanie uchebnogo proczessa pri kriterial`nom oczenivanii, ego glavnye preimushhestva i osobennosti // Uspekhi sovremennogo estestvoznaniya. # 5, S. 295–296. [Improving the educational process in the criteria-based assessment, its main advantages and features // Successes of modern natural Science. - No. 5, Pp. 295-296.] [in Russian]

23. Iskakova R.K., Azhigenova S.K., Zengin Zh. (2018) A modern assessment of students in schools in the education system of Kazakhstan// Bulletin of University of Karaganda, Pedagogy series. # 2(90), P.155–161.

24. Almagambetova L.S., Kabdirova A.A. (2017) Monitoring trudnostej pedagogov v ponimanii soderzhaniya, metodov, form organizaczii uchebnogo proczessa v usloviyakh obnovleniya soderzhaniya obrazovaniya Respubliki Kazakhstan // Obrazovatel`nyj proczess. # 2, S. 12–17. [Monitoring of teachers' difficulties in understanding the content, methods, forms of organization of the educational process in the conditions of updating the content of education of the Republic of Kazakhstan // Educational process. No. 2, pp. 12-17]. [in Russian]

25. Davletkalieva E. S., Muldasheva B. K. (2016) Vliyanie tekhnologii kriterial`nogo oczenivaniya na uchebno-poznavatel`nuyu motivacziyu uchashhikhsya // Vestnik KazNU. Seriya «Pedagogicheskie nauki». #3 (49), S. 120–127. [The influence of the technology of criterion assessment on the educational and cognitive motivation of students // Bulletin of KazNPU named after Abai. The series "Pedagogical sciences". No. 3 (49), pp. 120-127]. [in Russian]

26. Zhakiyanova Zh. G. (2019). K voprosu o realizaczii pedagogicheskoj oczenki i ee vliyanii na rezul`tat obucheniya // Vestnik KazNPU im. Abaya. Seriya «Pedagogicheskie nauki». #1 (61), S. 47–51. [On the question of the implementation of pedagogical assessment and its impact on the learning outcome // Bulletin of KazNPU named after Abai. The series "Pedagogical sciences". No. 1 (61), pp. 47-51]. [in Russian]

27. Barrie S., Brew A., McCulloch M. (1999) Qualitatively different conceptions of criteria used to assess student learning. Proceedings of the AARE-NZARE Conference, Melbourne. http://www.aare.edu.au/99pap/bre99209.htm

28. Sadler D. R. (2013) Assuring academic achievement standards: from moderation to calibration. Assessment in Education: Principles, Policy & Practice. Vol. 20, No 1, P. 5–19.

29. Brown G. T. L., Peterson E. R., Yao E. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology. Vol. 86(4), P. 606–629.

30. Harris L. R., Brown G. T. L., Harnett J. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. Vol. 26(2), P. 107–133.

31. Prikaz MON RK ot 31 oktyabrya 2018 # 604 «Ob utverzhdenii gosudarstvennykh obshheobyazatel`nykh standartov obrazovaniya vsekh urovnej obrazovaniya» (s izmeneniyami i dopolneniyami ot 28.08.2020 g.). [Order of the Ministry of Education and Science of the Republic of Kazakhstan dated October 31, 2018 No. 604 "On approval of State mandatory standards of education at all levels of education" (with amendments and additions dated 28.08.2020)]. http://adilet.zan.kz/rus/docs/V1800017669 [in Russian]

32. Tipovye pravila provedeniya tekushhego kontrolya uspevaemosti, promezhutochnoj i itogovoj attestaczii obuchayushhikhsya v organizacziyakh obrazovaniya, realizuyushhikh obshheobrazovatel`nye uchebnye programmy nachal`nogo, osnovnogo srednego, obshhego srednego obrazovaniya. Prilozhenie k prikazu Ministra obrazovaniya i nauki Respubliki Kazakhstan ot 28 avgusta 2020 goda # 373. [Standard rules for conducting current monitoring of academic performance, intermediate and final certification of students in educational organizations that implement general educational programs of primary, basic secondary, general secondary education. Appendix to the Order of the Minister of Education and Science of the Republic of Kazakhstan dated August 28, 2020 No. 373. http://adilet.zan.kz/rus/docs/V080005191_#z17]. [in Russian]

33. Prikaz Ministra obrazovaniya i nauki Respubliki Kazakhstan ot 3 aprelya 2013 goda # 115 «Ob utverzhdenii Tipovykh uchebnykh programm po obshheobrazovatel`nym predmetam osnovnogo srednego obrazovaniya i obshhego srednego obrazovaniya» (s vnesennymi izmeneniyami i dopolneniyami na 25 oktyabrya 2017 g. # 545). [Order of the Minister of Education and Science of the Republic of Kazakhstan dated April 3, 2013 No. 115 "On approval of Standard curricula for general subjects of basic secondary education and general secondary education" (as amended and supplemented on October 25, 2017 No. 545)]. http://adilet.zan.kz/rus/docs/V1300008424#z725 [in Russian]

34. Metodicheskie rekomendaczii po realizaczii kriterial`nogo oczenivaniya uchebnykh dostizhenij obuchayushhikhsya v ramkakh obnovleniya soderzhaniya obrazovaniya (4, 9, 10, 11 klassy). Astana: NAO imeni I. Altynsarina, 2018. - 320 s. [Methodological recommendations for the implementation of criteria-based assessment of students' educational achievements in the framework of updating the content of education (grades 4, 9, 10, 11). Astana: NAO named after I. Altynsarin, 2018. 320 p.] [in Russian]

35. Metodicheskie rekomendaczii po summativnomu oczenivaniyu po predmetu «Algebra» 9 klass. Nur-Sultan, 2019. - 23 s. [Methodological recommendations for summative assessment on the subject "Algebra" grade 9. Nur-Sultan, 2019. - 23 p.] [in Russian]

36. Speczifikacziya summativnogo oczenivaniya za chetvert` po predmetu «Geometriya» 8 klass. Astana, 2018. - 22 s. [Specification of summative assessment for a quarter on the subject "Geometry" grade 8. Astana, 2018. - 22 p. ]. [in Russian]

37. Metodicheskie rekomendaczii po summativnomu oczenivaniyu po predmetu «Geometriya» 10 klass (EMN). Nur-Sultan, 2019. - 21 s. [Methodological recommendations for summative assessment on the subject "Geometry" grade 10 (EMN). Nur-Sultan, 2019. - 21 p.] [In Russian]

38. Shmigirilova I.B., Rvanova A.S., Tadzhigitov A.A. (2020) Integracziya idej formiruyushhego i summiruyushhego oczenivaniya v obrazovatel`noj praktike obucheniya matematike // Materialy mezhdunarodnoj nauchno-prakticheskoj konferenczii «Kozybaevskie chteniya – 2020: prioritetnye napravleniya razvitiya, dostizheniya i innovaczii sovremennoj kazakhstanskoj nauki». Tom 2. Petropavlovsk: SKU. S. 241-244. [Integration of the ideas of forming and summing assessment in the educational practice of teaching mathematics // Materials of the international scientific and practical conference "Kozybayev readings-2020: priority directions of development, achievements and innovations of modern Kazakh science". Volume 2. Petropavlovsk: SKU. pp. 241-244]. [in Russian]

39. Shmigirilova I.B., Rvanova A.S. (2021) Oczenivanie sistemno-deyatel`nostnykh rezul`tatov v obuchenii shkol`nikov matematike // Sovremennye tendenczii estestvenno-matematicheskogo obrazovaniya: shkola – vuz: materialy X Mezhdunarodnaya nauchno-prakticheskaya konferenczii, 10–11 aprelya 2021 g. Solikamsk: SGPI. S. 100-104 [Evaluation of system-activity results in teaching mathematics to schoolchildren / / Modern trends in natural-mathematical education: school-university: materials of the X International Scientific and Practical Conference, April 10-11, 2021. Solikamsk: SGPI. pp. 100-104 ]. [in Russian].