Point-rating system of knowledge control. Point-rating system for assessing learning outcomes Rating system for training in universities

Since the 2008-2009 academic year, our university has introduced a point-rating system for assessing and recording academic performance, which has somewhat changed students’ usual ideas about studying. Surely everyone knows the saying: “Students live cheerfully from session to session...”, then in 2-3 days they learn the subject (with varying degrees of success), pass it and happily forget it. Not everyone, of course, learns this way, but no one will deny that such a practice exists. And one more thing: everyone knows perfectly well that a traditional session exam is in many ways a lottery: you can prepare from time to time during the semester, get a “good” ticket in the exam and get an “excellent” grade. Or, on the contrary, you can work all semester, prepare, go to lectures, read textbooks, but be unlucky in the exam. And if the teacher is in a bad mood on the day of the exam, then complaints about bias, bias, etc. are inevitable. And all because the usual traditional system almost completely does not take into account what is called the student’s current academic work.

In the point-rating system, these shortcomings are compensated. For certain types of work performed by students throughout the semester, points are awarded, a certain number of points are awarded for an exam or test, then all these points are summed up, and a final rating score for the subject is obtained. This score is converted to the traditional grading system.

The final grade in the discipline, which is included in the test report, grade book and, at the end of training, in the diploma appendix, reflects not only the results of passing the exam or test, but also the results of academic work throughout the semester;

In order to objectively evaluate the results of a student’s work, a system of control activities (checkpoints) of various forms and contents is introduced into the educational process, each of which is assessed with a certain number of points (as a rule, checkpoints are colloquiums, tests, etc., for successful completion in which the student is not given grades, as before, but points are awarded);

The final control (test/exam) is part of the overall assessment, and the scores for it are part of the final rating, which accumulates while studying the discipline.

ATTENTION: an important condition of the point-rating system is the timely completion of the established types of work. If a test point in a discipline is missed for an unexcused reason or is not passed the first time, then when it is retaken, even if the student answered well, some of the points are deducted.

Thus, in the process of studying the discipline, points are accumulated and a rating is formed, which ultimately shows the student’s performance.

The normative rating is the maximum possible amount of points that a student can score during the period of mastering the discipline. The normative rating of a discipline depends on the duration of mastering the discipline and is 50 points if the discipline is studied in one semester, 100 points if the discipline is studied in two semesters, 150 points if the discipline is studied in three semesters, etc. Each type of control also has its own standard rating, for example, for current and midterm control - 30% of the standard rating of the discipline, for final control (tests and exams) - 40%;

A passing rating is the minimum score for which a student will be considered certified in the discipline. A passing rating for a discipline is more than 50% of the standard rating, for example, 25.1 points for a discipline with a standard rating of 50 points; 50.1 points – for a 100-point discipline; 75.1 points – for a 150-point discipline, etc. If a student, based on the results of training, scores less than a passing rating, the discipline is considered unmastered;

The threshold rating is the minimum actual rating of the semester control, after gaining which the student is admitted to the final control. The threshold rating of the discipline is more than 50% of the normative rating of semester control;

Firstly, the objectivity of assessing student academic achievements increases. As already mentioned, objectivity, the main requirement for assessment, is not implemented very well in the traditional system. In the point-rating system, the exam ceases to be the “final verdict”, because it will only add points to those scored during the semester.

Secondly, the point-rating system allows you to more accurately assess the quality of studies. Everyone knows that three are different from three, as teachers say, “we write three, two in our mind.” And in the point-rating system you can immediately see who is worth what. For example, the following case is possible: the highest scores were obtained for all current and milestone control points, and average scores were obtained for the exam (you never know). In this case, the total amount of points can still result in a score that allows you to put a well-deserved A in the grade book (on the traditional grading scale).

Thirdly, this system eliminates the problem of “session stress”, since if at the end of the course a student receives a significant amount of points, he can be exempted from taking an exam or test.

And, finally, the quality of preparation for training sessions will certainly increase with the introduction of a point-rating system, which is important for occupying a worthy place in the labor market in the future.

Current control;

Midterm control (colloquiums, testing, coursework, etc.);

Final control (semester test and/or exam).

The recommended amount of rating is: for current control - 30% of the normative rating of the discipline, for foreign control - 30% of the normative rating of the discipline and for final control - 40% of the normative rating of the discipline.

Current control is carried out during the semester for disciplines that have practical classes and/or seminars, laboratory work in accordance with the curriculum. It allows you to evaluate your academic progress throughout the semester. Its forms can be different: oral questioning, solving situational problems, completing an essay on a given topic, etc.

Midterm control is usually carried out 2-3 times during the semester in accordance with the working curriculum of the discipline. Each of the milestone control events is a “micro-exam” based on the material of one or more sections and is carried out to determine the degree of mastery of the material in the relevant sections of the discipline. The type of midterm control is determined by the department. The most popular forms of midterm control are colloquiums, tests, and testing.

Final control is an exam and/or test established by the curriculum. They are accepted, as a rule, in the traditional form.

R disc. = R current + R rub. + R total, where

How many points are awarded and for what? The ratio of grades by type of control activities within the framework of studying a specific discipline is established by the department when developing a schedule for studying the discipline.

At the beginning of the semester, the teacher leading classes in the discipline that students are starting to study must explain its rating structure, how many points can be obtained for a particular work or stage of control, bring to the attention of the study group information about the passing rating, deadlines, forms and maximum scores of control events in the discipline, as well as the terms and conditions for retaking them in the current semester.

After students have completed an ongoing control task or passed a milestone test, the teacher evaluates the work and enters this assessment into the rating sheet (it supplements the gradebook, but does not replace it!). If a student’s answer at a control point is unsatisfactory, he refuses to answer, or simply fails to appear at a control event, 0 points are assigned to the rating sheet.

To be allowed to take a test/exam in a discipline, the following conditions must be met:

The amount of classroom work (including attendance at lectures) required by the curriculum must be completed.

In order to be admitted to the session, the actual semester rating for each discipline studied in the semester must be more than 50% of its standard semester rating. In this case, the student receives “passed” in the grade book for the disciplines studied.

If the rating in a discipline scored in a semester is 50% or less than 50% of its standard semester rating, but more than 15% of the standard semester control rating, the student can “gain” the missing number of points by retaking control events. We remind you that during retakes, even with a brilliant answer, it is impossible to obtain the maximum score established for a given control point, due to the fact that part of the points, as a rule, is deducted by the department (with the exception of missing a class due to an excused illness). Therefore, you need to approach learning material thoroughly in order to pass the test points the first time.

If a student, due to regular missed checkpoints or systematic failure, scores a low rating in the semester (15% or less than 15% of the standard semester rating of the discipline), he is not allowed to retake the checkpoints, is considered to have not mastered the discipline and is expelled from the university.

And one more condition: a student’s high rating based on the results of control events does not relieve him of the obligation to attend lectures, seminars and practical classes, which, if missed, must be worked out in the usual manner (not to be confused with retaking control events!).

After the test/exam, points for it are entered into the rating and examination sheets and a certain amount is obtained, which is the final actual rating for the discipline. It is expressed in points (for example, from 28 to 50). Unfortunately, the student's grades and diploma supplement must be given a score according to the traditional scale adopted in Russia: excellent-good-satisfactory-unsatisfactory. Therefore, after the points are entered into the rating sheet, the rating is recalculated into an assessment on a traditional scale in accordance with the scheme below:

(in % of the maximum score for the discipline)

85.1 - 100% Excellent

65.1 – 85% Good

50.1 – 65% Satisfactory

0% Unsatisfactory

The point-rating system for assessing academic performance is based on regular work throughout the semester and on systematic monitoring by the teacher of the level of students' educational achievements. This means the following: in order to have a good score, all tasks must be completed not only well, but also on time. The schedule of control events, which students are familiar with at the beginning of the semester, indicates the dates for passing control points. Remember: time is also one of the evaluation criteria!

The point-rating system allows you to objectively control all educational activities of students, stimulates their cognitive activity and helps plan study time. In addition, the point-rating system will help develop democracy, initiative and healthy competition in studies.

At the end of each semester, the dean's offices will compile and post consolidated rating lists on their stands and on the university website, so that everyone can see what position each student of the faculty occupies. Maybe this doesn’t matter to some, but being a leader and occupying the highest level of the ranking is always prestigious.

The traditional knowledge assessment system for Russian universities is based on the fact that the student must demonstrate his knowledge in an exam or test. The intensity of work during the semester, attendance, quality of laboratory work and other educational activities may affect admission to the exam - but not the final grade. Of course, teachers often give particularly distinguished students “automatic” grades; and during the exam they torment “truant students” with tricky additional questions and are much more lenient towards those who demonstrated academic zeal during the semester, but at the exam pulled out a bad ticket. However, the decisive factor in the traditional assessment system is still success in passing the exam. How to take into account work during the semester (and whether to take it into account at all) depends only on the “good will” of the teacher.

Point-rating system, to which domestic universities began to switch in 2011, is based on completely different principles. Here, success in passing an exam or test is only one of the factors influencing the grade. Work during the semester is no less (and often much more) important - attending classes, answering questions, completing tests and homework, etc. Thus, students claiming good grades are forced to “gnaw on the granite of science” throughout the entire academic year, accumulating points for successful certification. At the same time, the amount of “homework” with BRS is on average higher than with the traditional assessment system - after all, points need to be earned on something.

Often, simultaneously with the introduction of BRS, universities also launch personal account systems that also serve as “electronic journals” - and students have the opportunity to track their ratings “in real time.”

What influences the assessment in a point-rating system of education

As a rule, a 100-point scale is used for BRS. In this case, a certain proportion of points (usually from 20 to 40) can be obtained by the student by answering the exam, while the rest are points that “accumulate” during the semester. They can be accrued, for example:

• for current work (attending classes, taking notes, answering on the spot, doing homework);
• for the preparation of reports, presentations, abstracts, essays;
• for completing tests or intermediate tests on sections of the course.

Often, towards the end of the semester, teachers offer students who have scored a low number of points additional tasks, the completion of which can increase their rating.

The points accumulated in this way are added to the points obtained for the exam. The resulting result is translated into a grade, which is entered into the statement and record book.

The scale may vary depending on the regulations on the point-rating system of education adopted by the university. Usually:

• for “excellent” you need to score from 80-85 to 100 points;
• “four” is given if the sum of points is in the range from 60-64 to 80-84 points;
• to get a “C” you need to get at least 40-45 points;
• students who do not achieve the minimum number of points receive an “unsatisfactory” grade.

In many cases Points accumulated during the semester can be “exchanged” for a grade without taking the exam. Naturally, in this case it is almost impossible to get an “excellent” grade, but students who are not chasing a “red” grade often use this opportunity to make their life easier during the semester.

What else is affected by a student’s rating?

Despite the fact that the assessment is given on a five-point scale, results on a one-hundred-point scale are usually taken into account when forming a rating of student performance in the course. And he, in turn, can influence the appointment of increased (including personal) scholarships, the establishment of individual discounts on education and the provision of other “bonuses”.

In some universities, the points taken into account when forming the ranking can also be used to evaluate other achievements of students - scientific work, participation in the public life of the university, volunteer activities, etc.

Pros and cons of the point-rating system

• systematic work of students throughout the academic year allows them to master the educational material more effectively, while the increase in workload in the semester is compensated by the absence of “overexertion” during the session;
• the need to submit intermediate work on time “spurs” and disciplines (which is especially important for junior students who are not yet accustomed to planning their workload independently);
• students have the opportunity to earn points in those activities in which they are strongest - some prefer oral presentations, others focus on written work;
• the final grade becomes more predictable and “transparent”, the student has more opportunity to influence it;
• students who are not alien to the “competitive spirit” receive additional - and quite strong - motivation to study.

However, how adequate the BRS is in each specific case largely depends on the university and the specific teacher. Such an assessment system significantly increases the amount of his work: he must develop and approve an assessment system at a department meeting, come up with assignments, and spend time checking them during the semester. And, if the teacher treats this matter purely formally, studying using a point-rating system can result in endless tests and boring essays.

Quite often, an undeveloped system for accruing cumulative points leads to “distortions” - for example, simple presence in class turns out to be “more expensive” than successfully completed work, and a few words “on topic” spoken at a seminar bring the same number of points as labor-intensive written work . And in such cases it is difficult to talk about increasing motivation.

In addition, BRS sometimes leads to a seemingly paradoxical result: a decrease in student performance. Many young people, in an effort to save time and effort, simply refuse to take additional assignments or take an exam if they know that they have already achieved the “minimum score” that allows them to be certified in the course.

The introduction of a point system is the first step towards a full-scale transition to teaching a credit system. In addition, a mandatory condition for certification and accreditation of absolutely all universities will be the provision of results from this experiment.

The transition to a new education system will not qualitatively change the content of academic disciplines: the number of hours, lectures and seminars remains the same.

This system should be used in the educational process in all disciplines of the curriculum, including disciplines of the federal and university components, as well as disciplines of students’ choice. Apanasenko G.A. Ball - rating system: does it have the right to independent existence? // Modern school, 2008. - No. 2. - p. 9

1. Point-rating technology for assessing knowledge is used for the purpose of personality-oriented learning, stimulating the systematic work of students, revealing their creative abilities, and differentiating knowledge assessment.

2. The point-rating technology for assessing knowledge is intended to increase the objectivity and reliability of assessing the level of students’ training and is used as one of the elements of managing the educational process at a university.

Understand the system for forming grades in disciplines and other types of employment in order to obtain final grades;

Realize the need for systematic work to implement the curriculum based on knowledge of your current rating score for each discipline and its change due to untimely mastery of the material;

Timely assess the state of your work in studying the discipline, completing all types of academic workload before the start of the examination session;

During the semester, make adjustments to organize ongoing independent work.

Plan (in detail) the educational process in a specific discipline and encourage students to work systematically;

Make timely adjustments to the organization of the educational process based on the results of the current rating control;

Objectively determine the final grade for the discipline, taking into account systematic work;

Provide a gradation of assessment of the level of knowledge in comparison with the traditional system.

6. Point-rating technology makes it possible to ensure continuity of control and assessment of the quality of knowledge, both in a separate discipline and throughout the semester, at the current stage of study (all past semesters) and the period of study at a given level of higher professional education (HPE).

When developing a scoring system for assessing academic performance, departments and individual teachers take into account the following points:

Depending on the specifics of the disciplines taught, departments establish types of current control and their cost in points;

The cost of attending each lesson is calculated as the quotient of dividing the amount of points established for attending classes by the number of planned training sessions;

For each type of academic work, the maximum number of points is awarded provided that it is completed “excellently”;

If the assessment is unsatisfactory for performing any type of current control, no points are awarded;

The department has the right to declare the completion of any tasks mandatory. In case of failure to complete or receive an unsatisfactory grade for completing such mandatory tasks, the final grade will be unsatisfactory, regardless of the amount of points scored on other types of current control.

The accumulated points are used to determine the final grade. It is proposed to use the five-point scale adopted in Russia and the slightly modified ECTS system adopted in most European countries as the final grade scale.

Theoretical material - attending lectures;

Practical skills - performing and defending laboratory work, seminars;

Carrying out independent work (abstracts, creative assignments, calculation and graphic works, coursework and projects) and their defense;

Educational, production and other internships.

2. The point-rating technology must be clearly described for each discipline and brought to the attention of each student at the beginning of classes, as a component of the discipline study program, which is included in the educational and methodological complex (EMC).

3. When studying one discipline, a student can receive no more than 100 points. At the same time, the student receives most of the points during the semester, about 1/3 - the final certification.

Classes missed for a valid reason are made up at the student’s initiative upon the direction of the dean’s office; The points received during the training are included in the rating.

5. By decision of the department, students who have a high rating in the discipline (from 90%) may (with their consent) be exempted from taking the exam. To receive an “excellent” grade, passing an exam is required.

7. The complexity of studying the discipline (number of hours or credit units according to the curriculum) is taken into account by the coefficient in the assessment based on the average performance indicator (APR):

Where O1, O 2, On are the numerical equivalents of grades in the discipline;

K1, K2, Kn - accounting credit units of the corresponding discipline.

The scoring system for assessing progress monitoring provides not only for differentiated assessment of various types of educational work, but also for compliance with deadlines for their completion. The following deadlines are established for departments (teachers) to submit reports on current student performance:

By these deadlines, each teacher submits reports to the dean’s office on the current progress of students in the groups where he conducts training sessions. Kolbanov V.V. Pedagogy: Textbook. - St. Petersburg: DEAM, 2008. - 32 p.

If a student who has not scored, or has scored few points by the time the report is submitted, has a documented valid reason (illness, departure for training camps, competitions), the dean’s office extends the deadline for submitting control orders to the dean’s office with mandatory notification of this to the student and the relevant teacher (department ).

A student who, without a good reason, has not completed test assignments and has not scored the minimum number of points required to receive a credit or examination grade at the end of studying a discipline, can only be allowed to study it again on a compensatory basis. If he refuses this or if he receives an unsatisfactory grade again, he will be expelled from the university. Vasilyeva O.S. Point-rating system // Psychological Bulletin of the Russian State University, 2008. - No. 3. - p. 45

Thus, the use of rating control and assessment can increase the level of motivation to study the subject. The results can be counted as the final grade for the semester test and, as a result, as the final exam grade. And when using a point-rating system, you can monitor the dynamics of the performance of the group as a whole and each student; voicing the rating results will increase the activity of students and introduce a moment of competition into the learning process, identifying the best and lagging students.

Today, the main task facing the country's universities is to improve the quality of education. One of the key areas in solving this problem is the need to switch to new standards. In accordance with them, a clear ratio of the number of hours for independent and classroom work is established. This, in turn, required the revision and creation of new forms of control. One of the innovations was a point-rating system for assessing students' knowledge. Let's take a closer look at it.

Purpose

The essence of the point-rating system is to determine the success and quality of mastering a discipline through certain indicators. The complexity of a specific subject and the entire program as a whole is measured in credit units. The rating is a certain numerical value, which is expressed in a multi-point system. It integrally characterizes students’ performance and their participation in research work within a particular discipline. The point-rating system is considered as the most important part of the activities to control the quality of the educational work of the institute.

Advantages

Implications for Educators

1. Plan the educational process in a specific discipline in detail and stimulate the constant activity of students.
2. Timely adjust the program in accordance with the results of control activities.
3. Objectively determine final grades in disciplines, taking into account systematic activities.
4. Provide gradation of indicators in comparison with traditional forms of control.

Implications for students

Selection of criteria

1. Implementation of the program in terms of practical, lecture, and laboratory classes.
2. Execution of extracurricular and classroom written and other works.

The timing and number of control events, as well as the number of points allocated for each of them, are established by the leading teacher. The teacher responsible for monitoring must inform students about the criteria for their certification at the first lesson.

Structure

The point-rating system involves calculating the results obtained by the student for all types of educational activities. In particular, attendance at lectures, writing tests, performing standard calculations, etc. are taken into account. For example, the overall result at the chemistry department can consist of the following indicators:

Additional items

The point-rating system provides for the introduction of fines and incentives for students. Teachers will inform you about these additional elements during the first lesson. Fines are provided for violations of the requirements for the preparation and execution of abstracts, untimely submission of standard calculations, laboratory work, etc. At the end of the course, the teacher can reward students by adding additional points to the number of points scored.

Conversion to academic grades

It is carried out according to a special scale. It may include the following limits:

Another variant

The total number of points also depends on the level of labor intensity of the discipline (on the size of the loan). The point-rating system can be presented as follows:

Point-rating system: pros and cons

The positive aspects of this form of control are obvious. First of all, active presence at seminars and participation in conferences will not go unnoticed. The student will be awarded points for this activity. In addition, a student who scores a certain number of points will be able to receive automatic credit in the discipline. Attendance at the lectures themselves will also count. The disadvantages of the point-rating system are as follows:

Conclusion

Control occupies a key place in the point-rating system. It provides for end-to-end certification in all disciplines within the curriculum. As a result, the student is assigned a rating score, which, in turn, depends on the degree of preparedness. The advantage of using this form of control is to ensure its information transparency and openness. This allows students to compare their results with those of their peers. Monitoring and assessment of educational achievements acts as the most important element of the educational process. They must be carried out systematically throughout the semester and throughout the year. For this purpose, ratings of students in the group and on the course in specific disciplines are formed, and intra-semester and final indicators for a certain period are displayed.

Designed for teachers who use a point-rating system to stimulate and evaluate student learning in courses. The software was developed by the Department of O&T of the Informatization Directorate of the Yaroslavl State Pedagogical University named after K.D. Ushinsky to support the activities of teaching staff 2.1 in accordance with the university in the latest edition (February 2015).

The basic pedagogical approach to using BRS 2.2 at a university is the implementation of a subject-oriented type of pedagogical process with the priority of the student’s responsible attitude to the results of his learning, setting his own educational goals and individual educational trajectories for studying the course. The development of responsibility and overcoming the student’s scholasticism are considered as a key means of improving the quality of education and growing the graduate’s professionalism.

The calculation of the complexity of completed tasks is based on the new generation standard and the European system ECTS - European Credit Test System.

The specificity of this software is the provision of wide opportunities (freedom) to the teacher in choosing the amount of assignments, their significance, establishing requirements for IOM 2.3, standards for obtaining credits, parameters for intermediate and final certification of students when fitting them into the existing credit-modular structure of the main educational program (curriculum plan).

Point-rating comparison system

2.2. Purpose of the coupling system

• An organizational means of creating and regulating individual educational trajectories of students.
• A means of distributing student labor costs to master given competencies and evaluating them (labor costs) in points.
• A means of stimulating self-organization of students’ activities while studying the course.
• A tool for assessing student success (rating assessment).

2.3. Stages of development of BRS by discipline (course)

1. Clarification of the labor intensity of the T course in credits, the student’s time resource for studying the course in hours and the recommended number of points for assessing the real learning efforts of students based on 1 credit = 36 ECTS points = 36 hours.
2. Clarification of competencies that are the result of studying the course and the activities of students, during which they should be formed.
3. Developing a list of course assignments that the student must complete and assigning the amount of points for their completion.
4. Filling out the BRS-1 form (number and name of tasks, their status).
5. Preparation of Recommendations for students on the BRS-assessment of their success and the minimum score requirements for obtaining a pass (admission to exams). It is advisable not only to provide students with an e-version of the BRS grading table, it is recommended to place it in the online educational complex 2.4.
6. Working with BRS-1: ongoing filling out of the form and placing it in student access.

2.5. Openness of information on BRS

BRS-assessment of student performance in a discipline can achieve its goals only if its information is open. The ideology of BRS assessment presupposes constant access for students to current grades and the rating list of the group (groups in the discipline), however, the version of the web interface used ensures the openness of fixed data to the teacher himself and the ability to process them in the university’s automated control system. Informing students, preferably permanently, should be done by posting the PDF version 2.6 of the BRS table in the e-learning environment http://Moodle.yspu.org or by sending it to students at established email addresses.

2.6. An example of a description of the BRS for students

The student's independent work is assessed in points. Below are the types of work and their weight in points