Педагогические науки /4. Стратегические направления
реформирования системы образования
Suleimenova Saule,
Professor
Askarova Aliya, Doctor
PhD
al-Farabi Kazakh
National University, Almaty, Kazakhstan
ISSUES OF IMPROVING GRADING SYSTEM
OF STUDENTS
The use of score-rating system
is common in secondary and higher education institutions in many developed
countries in the world that allows for a comprehensive account of progress of
each student, both in individual subjects and in general, compared to other
students. The reasons for the transition to the score-rating system in higher
education is not only the unification of evaluation systems in the framework of
accession of the Republic of Kazakhstan to the Bologna process and the
transition to a system of bachelor, but also the need to improve the
educational process.
Analyzing the various definitions "rating" and "rating
system" can be seen that in the literature there are several approaches to
address these concepts.
As a definition - the rating is an individual numeric indicator integrated
assessment of the quality of training of the student in a subject or series of
subjects, which is the sum of points earned by the student for certain
activities for a certain period, according to certain rules. The term
"rating system" is directly related to the concept of "quality
education" as the theoretical basis for the creation of a rating system of
education quality assessment is kvalitologiya - triune science, including the
theory of quality, the subject of which is the study of the nature of quality,
social, information and other aspects quality; theory of quality management,
dedicated to the development of scientific bases and methods of quality assurance
and management; Qualimetry necessary in all cases when it is necessary to
quantify the quality of an object, especially complex.
Well-known expert in the field of development of systems of total
quality management A. Feigenbaum said: "Quality is essentially a measure
of management efficiency." To measure the quality of education possible
using the methods of quality control. It is believed that the measurement - is
a comparison of one product to another. A comparison can be used three scales
or methods: Scale; Scale intervals; scale relations. When the rating system of
assessment is mainly used range order. The issue of comparison on the principle
of "better or worse", "more or less".
When the scale of the order of the method of paired comparisons. The scale of
the order often comprise advance and fixed thereon anchor points, called
points. Introduction of the scale points makes it possible to enhance the
ordinal scale. Basic requirements for scale - the common, uniqueness, need a
reference, selection of evaluation points, depending on the nature of the
problem, the required accuracy. Used 5-, 10-, 100-point scale.
However, in the implementation of elements of score-rating system, some
aspects related to the regulation of the learning process, can have a demotivating
effect on the students. The first problems arise in connection with a fixed
number of points that a student can get in the discipline. Limit points leads
to the fact that students tend to collect a fixed amount necessary to obtain
the desired result, then stop working, yielding a set of points to other
students. Overall performance in the group at the same time is likely to rise,
but as works of students, as well as on the development of their commitment to
the initiative, competence, it has very negative implications. An alternative
to this approach is a system in which a set of scores for each subject studied
is unlimited and 100 points received the best result, recruit students for a
course of study of discipline, but not less than a certain set of the
department or the teacher score. This scoring system encourages students to be
more active in the practice sessions. The logic of this system is based on the
fact that if a student is interested in a good assessment, he is forced to
constantly participate in classroom work and a motivation for further learning
and research.
Also in the process of applying the point-rating system set points the teacher
may face the problem of the negative impact of the total weight of students on
the student leader of the rating. This happens in the case when the gap between
the student who received the maximum number of points, and the bulk of students
is significant. However, this problem may occur in the system, focused on a
fixed number of points, and in the system focused on the calculation of
performance on the result of a group leader. In this case, the bulk of the
students can have a psychological pressure on the rating leader, forcing him to
a less active actions to the rest of the students could score extra points, and
a similar situation occurs, usually at the end of the semester shortly before
the exam week. A significant problem is and the lack of an operational change
teachers use educational technologies in the process of reading the course. In
terms of total fixity in UMKD all used during the read rate of species lectures
and practical work, as well as a fixed number of points for each activity the
teacher loses the opportunity to apply new educational technologies, and to
abandon the method shown in this group to be ineffective. Successful teaching
activities is largely due to a creative approach to teaching discipline and
constant updating of tools used to monitor students' knowledge and, therefore,
requires constant updating of the methods of control and homework. In some
cases, students can also offer some options for classroom or homework to find
an interesting case or develop (or learn online) scenario of the business game,
which can be an additional factor stimulating the students' interest in learning
and self-searching and analysis of new information. Accordingly, if a certain
type of work does not allow students to discover their abilities for the
development of the course, it must be replaced by a more efficient type of
work. If the replacement of the type of work will take place after the end of
this group of students and carried out through the leaves change in the
calculation of the next group, then this group of innovation will lose its
effectiveness.
Such a fixed approach to learning the score-rating system makes it impossible
for an individual approach to the opportunities and needs of students,
especially disabled students, international students and student-athletes. No
possibility of stable attendance puts these students in an unequal and a losing
position in comparison with the bulk of the student population. The problem is
that these categories of students, due to illness, or leaving for the
competition, unable to secure a permanent presence on the lectures or seminars
and, accordingly, are not able to collect enough points, despite the high
interest in learning. And if before the application of score-rating system
teacher can vary the task, allowing for such categories of students earn points
and write test papers in those days when they have the opportunity to attend
classes, then in a ballroom-rating system of these categories of students may
be deprived of such capabilities.
A similar situation as with foreign students, especially the
representatives of foreign countries, as well as with students who have speech
problems, both physical and psychological problems, such as stuttering. Such
students, due to the imperfections of language skills or problems with
pronunciation are not able to actively participate in oral tasks, such as
reports, business games, etc. But they are quite capable of learning,
compensating for their deficiencies in the written test and the additional
tasks. A fixed set of criteria for evaluating the student's academic
achievement has demotivating effect on
the development of students' science. Currently, the main way of attracting
students to participate in competitions, actively writing articles, conducting
independent research are the methods of financial and non-financial incentives,
such as grants, awards, scholarships and certificates. However, most students
do not show interest in these awards, as more and more regular fee they can get
by using their free time not for academic research, and for part-time work. In
view of this, very few students are engaged research work of the student, and
even fewer are interested in independent work, preferring real research copying
of already printed jobs.
In modern conditions the main reason that motivates the majority of
students to write scientific papers is not so much personal interest in studies
as an interest in a higher ranking and good final assessment on discipline.
Earning points for the NIRS is usually held either separately for each course
to which the work performed by the student, or the accrual of individual points,
listed as overall rating. The most effective appear to the first case, with
reference points on the NIRS as additional bonuses that a student can earn in
excess of points provided for current and intermediate achievers.
References:
1.
Kochetova L., Winnick S. Methodological approaches to the teaching of the
course of general surgery // Modern problems of science and education. 2009.
№2. P. 42
2. Schepilova A. Point-rating system of evaluation: some results of the
experiment in pedagogical high school // Bulletin of Moscow City Pedagogical
University. Series
philology. Language Theory. Language education. 2010. №1. P. 80-87