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July 19, 2020

At school, rating, like any other method of assessment, is conducted for all students.

At school, rating, like any other method of assessment, is conducted for all students.

How do you feel about your son (daughter) fulfilling their educational and work responsibilities: I do not show demands; I do not pay attention; control; I am demanding, I provide the necessary help.

9. Are you satisfied with your child’s academic success:

generally satisfied; I don’t care how she studies; could study better; completely satisfied.

Author: O. Shumeiko

January 24, 2007

A comparison that is not always in your favor … than a dangerous rating at school

Recently, there was a discussion about the content of education in physical education classes, about ways to assess children. One of the participants talked about the methods he uses to ensure that his students have the opportunity to analyze their achievements, their victories and failures in each lesson.

The question was:

– Well and then you line up children on a rating?

– Why?

– To work better! After all, if they compare themselves only with themselves, they have nothing to strive for. There is no healthy competition. Barely advanced, and all, you have the highest score. Is that correct?

– I do everything to make my students stop comparing themselves with others, and you offer to line them up on a single scale. I think it will only do harm. Yes, some students – those who are born "sports" – will amuse their self-esteem: that’s how strong, flexible, agile I am. But such children will most likely stop doing their level of physical training. They do not need it, they are the first. And how will those who find themselves at the bottom of the list feel? It seems to me that this will only lead to the appearance of new psychological traumas in children, but will not affect their desire to exercise. On the contrary.

Translation options

So is student competition in the classroom good or bad? And where does such a misunderstanding between teachers come from?

The word "rating" is translated from English in different ways. This is the assessment, determination of price or value; and assigning people to a particular class, category in a particular field of activity; and an indicator of success in any case.

This is how many teachers strive to build a scale of achievements of their students, believing that this is what motivates children to diligent classes, make them strive to change their position in the group, to prove to everyone (and yourself) that you are better than others.

However, when transferring the rating system from society to school, unfortunately, not much was taken into account. First of all, the fact that any rating, as well as any other dimension, in the system of general coercion quickly turns into … another variant of the "Procrustean bed". In society, a high or low rating indicates the success or failure of a person in his chosen field of activity. And our children do not choose which subjects they are ready to compete with peers (and whether they want to at all). In conditions of fierce competition in various types of educational activities, they are placed by adults.

Nobody cares that a child, for example, is a future artist and cannot reach the same heights in mathematics as a neighbor, with pronounced mathematical abilities. By creating so-called ranking tables at school, we are not really evaluating children’s learning outcomes, but their abilities or innate data. This is especially evident in fitness ratings: short or fat children will always be at the bottom of the list. And what does it mean? What is the body of some "good" and others – "bad"?

There is another translation of the word "raiting", which probably shows much more the meaning that this process acquires in school. Raiting – reprimand; prochuhan, prochuhanka. (I’ve helped old Mr. Leonards to give George a good rating. – I helped old Mr. Leonards give George a good spanking.)

The introduction of rating scales in schools is based on the belief that this type of assessment will make children learn better. But in fact, ranking becomes another way to scold "careless" students.

And I do not play your tennis!

Let’s think about it: what’s the difference between a child being given a deuce or being written in the general list that he is in the last place among his peers? So no!

Participation in a rating conducted in society or in sports is always a consequence of the free choice of people who are subjected to this type of evaluation. I am not involved in politics, and no one would think to find out my rating as a politician. I don’t play football or tennis and I will never compete with athletes who have chosen these sports, of which I would definitely have a very low rating. But my rating as a scientist or as a journalist interests me a lot. And if it starts to fall, I will do everything to raise it. If that doesn’t work, you’ll have to make a decision.

At school, children do not have the right to choose what to do, in what subjects and in what activities they want to compare themselves with others. At school, rating, like any other method of assessment, is conducted for all students. This leads to psychological trauma, unwillingness to learn, to try yourself in a new business. We, adults, continue to talk about the humanization of education, that the child is a person. In fact, after playing "development" and "personality-oriented education," we continue to evaluate our children all together, on the same basis as adults. And we are looking for new and new ways, trying to make evaluation more "objective".

But is it possible to create such a rating system that could be used in secondary school? Certainly. And there can be many options, and the various: the rating constructed on the basis of test tasks (as authors of the Unified state examination try to make it); competitive rating based on competitions between individual children; the results of the teacher’s expert assessment can be expressed in the form of a rating of students. However, only in one case will the introduction of a rating system lead to psychological trauma: if students are allowed not only to compete with each other, but also to choose in which activities they want to be subjected to such assessment. And allow to change activity if the child feels unsuccessful in it, the last. And give a chance to start again when the student feels new strength.

Author: O. Leontieva


Portfolio at school

Teachers and students of Lozova City Gymnasium last school year worked on the introduction of a new system for assessing individual student achievement – a portfolio. During the school year, a portfolio of all classes was created, which includes a portfolio of each student

Students, parents, teachers of the gymnasium believe that such an assessment system is the most acceptable for a modern school. We advise everyone to take the portfolio system as a basis for evaluation, because it is modern, democratic, objective, humane.


Any assessment involves measuring what is and comparing it with what should be, that is, comparing the real situation with the norm. In everyday life, everyone evaluates either themselves or other people and, conversely, evaluate it. And it is very sad in those moments when, it seems, you did everything for success, and you were not noticed.

One of the modern technologies for assessing educational and cognitive activities is the technology "PORTFOLIO".

This is an individual portfolio of educational achievements, individual cumulative assessment in a particular area of ​​personal activity.

As you know, learning activity does not belong personal narrative topic ideas to the innate qualities of personality. It is formed in the process of cognitive activity and is characterized by the desire for knowledge, mental stress and the manifestation of moral and volitional qualities of those who are taught. However, success may not be in all types of educational and cognitive activities.

It is on this feature of human capabilities and counts the teaching staff of Lozova City Gymnasium, using the technology "Portfolio" in educational activities.

The philosophy of the training "Portfolio" assumes:

Shift the emphasis from what the student does not know and can not, to what he knows and can do on this topic and this subject. Shifting the pedagogical emphasis from teacher assessment to student self-esteem.

The content of self-assessment is the self-control of the learner, his self-regulation, self-examination of their own activities.

The main content of the "Portfolio" is to show everything you are capable of.

Portfolio functions:

Diagnostic – records changes and growth over a period of time. Goal setting – supports learning goals. Motivational – encourages the results of students, teachers and parents. Meaningful – reveals the full range of work performed. Developmental – reveals the continuity of the learning process from year to year. Rating – shows the range of skills and abilities.

Types of "Portfolio":

"Portfolio" of documentation, process, demonstration, evaluation.

Purpose of "Portfolio":

Perform the role of individual cumulative assessment and, along with the results of exams, determine the rating of high school students.

Advantages of "Portfolio":

Gives a broad idea of ​​the dynamics of educational and creative activity of the student, the direction of his interests.

Limitations of the "Portfolio":

Qualitative assessment of "Portfolio" complements the results of the final certification, but can not be included in the educational rating of the student as a total component.

"Portfolio" is designed to help determine the level achieved, to outline further steps in the study of program material and to participate more actively in the learning process.

"Portfolio" is an ideal means of proper organization of extracurricular activities. The "Portfolio" of the gymnasium has many achievements of both students and teachers, our graduates. This is a victory in the regional competition "School of the Year", and a victory in regional and All-Ukrainian Olympiads in various subjects. This includes participation in various competitions, and most importantly – creating conditions for high school students, teachers or parents to test their strength, their abilities, believe in themselves that they can change the world for the better.


The "portfolio" of the gymnasium is its golden fund, which consists of three components of the educational process: children, parents and teachers.

Recently, the pedagogical council of the gymnasium considered the issue of assessing the knowledge of high school students and came to the conclusion that when assessing knowledge, we do not take into account all the positive traits that everyone has. It is important for everyone, first of all, what assessment is in the magazine.

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