Successes of educational and activity that is cognitive of pupils are seen as an quantitative and qualitative indicators expressed and recorded by http://www.custom-writings.org the assessment.

Assessment of real information – definitions and expressions in conditional devices (points), along with evaluative judgments associated with the trained teacher of real information, skills and abilities of pupils relative to what’s needed for the curriculum.

Concept of requirements for evaluating the total link between intellectual task of pupils

In modern pedagogy of twelfth grade there are different approaches to the meaning of requirements for assessing the total outcomes of intellectual activity of pupils. Some researchers propose for the thing of evaluation to make the structural the different parts of educational activities, particularly:

• Content component – the quantity of information about the item of research (relative to curricula, state criteria). Whenever assessing listed here faculties of real information to be analyzed: completeness, correctness, logic, understanding (understanding, the distinction amongst the main therefore the additional); verbalization, this is certainly verbalization (translation, explanation); capacity to use knowledge, etc.
• Operational-organizational component – the capability for the student to find the methods of action with regards to the curriculum for the discipline that is evaluatedsubstantive actions); specific psychological faculties, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); abilities to analyze, plan, organize, get a handle on the process as well as the results of the task, general task (basic academic actions). The analysis, as well as the correctness, self-reliance of this performance with regards to novelty ( because of the model, comparable, reasonably new), may also be become analyzed. understanding and spoken design: reproduction (interpretation), description, application in conditions of novelty, etc.
• Emotional and component that is motivational attitude to examine (indifferent, maybe not sufficient positive, interested, expressive, positive).

These traits could be taken as a foundation for determining the degree of educational success, general requirements with their assessment and relevant assessments (in points).

Other criteria for assessment pupil’s success

The criteria for assessment may be also:

• character of assimilation of already understood knowledge (standard of understanding, durability of memory, volume, completeness and precision of knowledge);
• the quality of knowledge found because of the student, the logic of reasoning, the argumentation, the series and independence associated with presentation, the culture of message;
• amount of mastering currently known types of activity, skills and skills of application of this acquired knowledge in practice;
• perfecting the knowledge of creative task;
• quality for the work (external design, the pace of execution, diligence, etc.).

Some instructors think about the standard of knowledge to end up being the criterion that is main evaluation:

• reproductive (knowledge is consciously perceived, fixed in memory and reproducible objective information on topics of cognition);
• reconstructive (knowledge is manifested within the willingness and cap ability for the pupil to put on them in similar, standard or variational conditions);
• creative (students can efficiently apply knowledge and assimilated ways of acting in non-typical circumstances).

Today, many educators are developing their approach that is own to pupils’ knowledge, skills and abilities. In the viewpoint of many of them, the evaluation must be on the basis of the content and amount of errors made by the pupil. They argue their standpoint that in some activities a performance without mistakes and shortcomings is predicted by the maximum wide range of points, and also for the errors being made, the score is paid down (gymnastics, acrobatics, figure skating, etc.). Continuing from such recommendations, some scholars contemplate it expedient to simply take particular assessment mistakes and defects in oral responses and written works for the evaluation criterion. It is important to elaborate norms of assessments, this is certainly, to determine the number of mistakes and defects that correspond to a specific evaluation. Requirements and norms of assessments must certanly be developed for every scholastic discipline, consequently, the necessity for any universal, general assessment requirements vanishes.