Assessment in physical education lessons
SUBJECT:
Evaluation
New grading systems
1. Multi-level system of evaluation.
I started teaching back in the Kuibyshev district (now the Eastern District) at school number 1080. The school has two large sports halls, and we conducted lessons for boys and girls separately. For example, lessons in the 4th "A" and the 4th "B" were simultaneously entered into the school schedule. Boys of both classes studied in the same room with one teacher, girls in another room with another teacher. At that time, the direction of the work of our entire school was multi-level education.
I was wondering how it can be organized in a physical education lesson? I started to build it based on student test scores. After all, the test results should be primarily needed by us, physical education teachers. In addition, there is a close relationship between the level of physical fitness and the ability of children to learn and master motor skills.
I created a rating of the physical fitness of students: I wrote out all the results of children in parallel according to the tests conducted at school: shuttle running, pulling up on the crossbar, lifting the body in one minute, bending forward, long jumps from a place and running for endurance (in the future, almost all of these types of tests will make up a battery of tests of the mayor of Moscow), and then compiled a testing rating. The principle was the simplest - by the smallest amount of places occupied by the student in each test. The places taken by all indicators were summed up, and the one with the smallest amount took the first line in the ranking. The remaining places were distributed in ascending order of the total points (places) scored. A lot of work was done, despite the fact that there were no computers then.
Then all the boys of the two combined classes (for example, 32 people) were divided into 4 groups (departments). Group "A" consisted of the strongest guys, taking places from 1st to 8th. Group "B" - boys, occupying places from 9th to 16th, group "C" - for boys, occupying places from 17th to 24th, and in group "G" - the last of the rating list. In our work, my colleagues and I almost constantly used the circuit training method.
This division into groups helped us a lot in our work. We no longer had to divide the children into subgroups every time. Each of them knew his group and worked with it. And thanks to this division, we began to use different exercises for groups at each “station”. Naturally, the exercises for the “A” group were selected ahead of the program, and for the “G” group, on the contrary, a lighter version, and their dosage of exercises was less. At the same time, the description of the exercises was at each “station”, where it was clearly written what the guys from group “A” needed to do here, what - the guys from group “B”, etc. Depending on the objectives of the lesson, the teacher could pay more attention one or the other group. You should have seen how the eyes of the children lit up when the rating appeared! With what zeal they began to relate to the testing that we conducted every quarter! Everyone wanted to achieve a better result compared to the previous testing and improve their rating.
But what about evaluation? Such a division of children into groups allowed the teacher not only to select tasks of different levels, but also to evaluate the children within their groups accordingly. With this approach, the performance of different exercises by different children does not create any uncomfortable situation in the lesson. No one will laugh at your mistake, and at the same time, all the exercises become available, and the guys have a desire to achieve more and move to another group. By the way, in the final assessment, the highest score is always given to the student who, according to the results of the next test, moved from one group to another. If you managed to stay in your group - that’s also good, you went down, which means you won’t have a good mark. Thus, in itself, being in the strongest group does not guarantee a high mark in the subject and vice versa. I must say that in our time, the time of universal computerization, this assessment system has become more accessible. But I will immediately emphasize that it is best to use it when working in elementary school or with children no older than the 6th grade.
As in the previous assessment system, it is based on the so-called student rating. Rating options can be very different. In the previous grading system, the rating was based on test results. For a variant, consider another example of ranking. It will be based on student grades for completed test work.
Let's take the first quarter as an example. For 18 lessons, students can complete 6 tests (tests) to be assessed. For example, the performance of control standards (mayor tests or presidential tests), sprinting, throwing a small ball for a distance, track and field cross-country, ball delivery and ball passing technique in volleyball. The maximum possible number of points scored by a student in a quarter can be 30 (if the student receives “five” for all test exercises).
In order for the final grade to be excellent in the quarter, the student must score at least 85% of the maximum number of rating points, in our case, at least 25 points, that is, from 26 and above.
To get a "Four" for a quarter, the student needs to score at least 70% of the points, that is, the student's rating must be from 22 to 25 points.
Mark "3" (from 40 to 70% of the maximum) should fit in the range from 13 to 21 points.
At first glance, there is no difference with the generally accepted (normalized) grading system. However, it is not. Firstly, the student must complete all the test exercises, since failure to complete at least one test does not give him the opportunity to claim a high mark. Thus, the student should not miss lessons, and in case of absence for a good reason, be given the opportunity to pass the missed test. This, by the way, adds worries to the teacher, but believe me, it's worth it.
Secondly, by the points scored, you can determine the best student or student of the class, parallels, etc. By the way, in the second, third, fourth quarter, the rating is added to the rating of the first quarter, and then the assessment in physical education turns into a kind of competition. With an equal number of credits for all classes, it is possible to compare the rating of students even for the entire school.
Thirdly, the student’s final mark for a quarter becomes “transparent”, especially if the student rating is posted in the hallway in front of the entrance to the gym and changes are made to it after each test, as well as the next tests and requirements for students to complete them. This version of the rating is simpler than the previous one. It does not make any changes to the content of the lesson and does not entail additional entries in the school journal. But it makes sense to use the marks "1" and "2", since each point scored by the student is very important.
The proposed assessment system works better in the middle and senior levels (from 5th to 11th grade), but, unfortunately, does not take into account formative (current) assessment.
It is also based on the rating of students. Here, every quarter, the student strives to score 100 points. At the end of the quarter, the points scored, according to the already known scheme, are transferred to the assessment scale we need. For the "five" you need to score more than 85 points, for the "four" - more than 70 and for the three - more than 40. How is the score collected? Consider this on the example of the same first quarter. Until the autumn holidays, at physical education classes, children study athletics and sports (outdoor) games. In addition, we are recommended to conduct control testing in the first quarter (approximately at the end of September). Thus, for the entire first quarter, we allocate three large tests (by the way, for a quarter there should be from two to five) and evenly distribute 100 points between them: 30 points for athletics, 30 for game types and 30 for testing. Where's the other 10 points? The teacher leaves the remaining points for the current (formative) assessment. These points are scored or not scored by the student for activity in and out of the lesson, for helping the teacher, conscientious attitude to work, etc.
Now back to the total control. How are points awarded here? Evaluation of students is carried out according to certain criteria, which are communicated to children in advance. Let's take a look at the example of control testing.
The student's final grade is made up of four components (criteria). Criterion A. Physical fitness of the student. The practical results of the student themselves are very important.
Control testing
Criterion B. Technical readiness of the student.
Exercise technique
Criterion B. Progress in test scores. In fact, it is this criterion that is of particular interest to the student and the teacher, since it allows us to analyze the dynamics of the physical development of students. A positive assessment of even small successes of children is very important.
Progress achieved
Criterion D. Attitude towards work. Unfortunately, students do not always show their maximum capabilities in testing, and some students perform tasks carelessly. And with the introduction of assessment according to this criterion, the guys try to do the exercises, fully realizing their full potential. The maximum score for this criterion is 5 points. Moreover, the teacher makes the decision to assign one or another number of points not subjectively, but on the basis of the proposed description, which the children also get acquainted with in advance.
Attitude to work
Once I happened to evaluate one competition in which criteria for evaluation were proposed, but there was no description. And how can you evaluate a contestant, say, according to the criterion of "artistic" without having such a description? And if he is not artistic enough, how many points out of 10 possible does he deserve? 9, 7 or 3? Such a criteria-based evaluation system becomes completely subjective. When using the description, this situation is unacceptable.
The total score is from 0 to 30
Just like the previous assessment systems, the criteria-rating system allows you to introduce an element of competition between students of the same parallel and even the entire school. This assessment system works most effectively in the middle link (from 5th to 8th grade).
4. Criteria evaluation system.
This grading system is used in schools operating under the International Baccalaureate programs, many schools abroad and individual schools in Russia. At first glance, it is quite complicated, but let's try to figure it out.
For each criterion, there is a predetermined number of points. So, according to criterion A (exercise technique), a student can score a maximum of 10 points, according to criterion B (artistic) - 10 points, according to criterion C (physical fitness) - 6 points, according to criterion D (tactical and theoretical training) - 6 points . Score descriptors are proposed in advance or developed jointly with students. Consider the system in more detail again using the example of a quarter.
The end of the study of one topic provides for the final work, say, a test on the topic covered. In the first quarter it is athletics and sports games. It is desirable, but by no means necessary, that the test on the topic covered be evaluated according to all of the above criteria. So, in athletics, we evaluate physical fitness, technique, knowledge and understanding of the rules. And in the lessons of sports games, we also evaluate the technique of mastering individual elements, tactical training. You can also develop special tests for physical fitness.
The most difficult thing to evaluate is artistry, but, I know, some teachers have experience in developing such assignments as well. Performing certain basketball exercises to the music, a competition of spectacular jump shots, rebounding from the backboard, ingenious combinations in pairs, etc.
For each criterion, the student receives a certain number of points (using descriptors). After evaluating all the criteria, the points are summed up and then divided by the maximum possible number of points. The resulting figure (as a percentage) is translated into the final mark for the offset based on the conversion scale discussed above. For example, in the athletics test, a student scored 8 points out of 10 according to criterion A, 5 points out of 6 according to criterion C, and 3 points out of 6 according to criterion D. Thus, the sum of his points is 16 out of 22 possible. By dividing and converting to a percentage, we get 72.7%, which corresponds to the mark "4" on our generally accepted five-point scale.
The scores according to the criteria for each test are recorded in the school journal. The ratio of points scored from the maximum possible number is also entered in the journal through a fraction. And in the very last column - the final mark for the offset. When setting the final mark for a quarter, the points scored by the student for each criterion separately are summed up, and only then the whole amount is divided by the maximum possible number of points for the entire quarter.
This principle when setting the final mark is more correct, as it allows you to objectively take into account the possibility of "controversial" marks. In addition, using criteria and recording them in a journal allows you to find the strengths and weaknesses of each student. This, in turn, can help in adjusting exercises and homework assignments.
Of course, the proposed list may be more extensive, but it depends on you and me. Indeed, over the years, the population of the country has developed a certain stereotype of a physical education teacher as a person with a whistle, walking along the corridor with a ball, constantly shouting at children and evaluating them only according to standards. Let's try to change it. If each of us changes our attitude to the assessment of a student and tries to find our own solution to the problem, then perhaps the attitude to physical education at school will change. And don't let some difficulties stop us.
Alexey MASHKOVTSEV
The problem of a school mark only at first glance may seem formal and superficial in relation to the learning process. In fact, it performs a number of important and interrelated tasks. The mark acts as a means of diagnosing educational activities, with its help, communication is carried out between the teacher, student, parent. The control and corrective functions of the mark are essential. Undoubtedly, the significant educational potential of the mark, its stimulating and motivational role. (This characterization of the school mark was given by M.V. Boguslavsky, Doctor of Pedagogical Sciences, Professor, Corresponding Member of the Russian Academy of Education, Chief Researcher of the Institute of Theory and History of Pedagogy of the Russian Academy of Education).
It is clear that the scale of marks is rigid and formalized. It should be easy to use, understandable to all subjects of the educational process.
The main task of the assessment is to determine the nature of the personal efforts of students, to establish the depth and volume of individual knowledge; contribute to the correction of the motivational-need sphere of a student who compares himself with a certain standard of a student, the achievements of other students, himself some time ago. Evaluation is always aimed at the personality of the student, while the mark is addressed to the society.
To assess in the aggregate all types of student activity can be a lesson score. The concept of "lesson score" was introduced by Lipetsk teachers in the early 60s. Such an approach, undoubtedly, played a stimulating and motivational role, leveled the negative aspects of the mark. However, the module-rating system and its numerous analogue modifications were still an assessment system, not a mark of knowledge.
The teacher of physical culture, on the basis of the data available to the school doctor about the state of health of the child, decides on an individual approach in the selection of physical exercises. He also takes into account the results of the control and the comments of the parents. The teacher of physical culture, comparing the normative and actual results achieved by the student in the process of completing tasks at home, can determine which physical qualities are not sufficiently developed in the child and focus on their improvement. The grades given at physical culture lessons cannot be the final result. The Law on Physical Culture and Sports of the Russian Federation (Article 14) refers to the fulfillment of regulatory requirements for control tests determined by curricula. As a result of mastering the mandatory minimum content of the subject "Physical Education", graduates are required to: know, be able to, demonstrate (without taking into account the height, weight, physique of the child, etc.). To assess physical fitness, test methods and regulatory requirements for them are used, provided for by the main program and regulatory document - the Comprehensive Program for Physical Education in a secondary school: 30 m run (speed assessment); 6-minute run (endurance score); standing long jump (evaluation of speed strength); leaning forward from a sitting position (flexibility assessment); pulling up on a high bar (strength assessment in boys), lifting - lowering the body from a supine position for 30 seconds. (assessment of strength in girls). At school, to assess physical fitness, I use various tests that are now recommended: “School all-around”, “Presidential competitions”. And to set the final grade, I introduced additional grades: attending physical education classes (OKZ - attitude to one's health), control tests (CT), student activity at all stages of the lesson, current accounting (A), movement technique and theoretical knowledge in the learning process are assessed motor actions (TIM - technique of the studied material). The formula is obtained: OKZ + CT + A + TIM \u003d FINAL ASSESSMENT.
Let's make an explanation:
The grade for OKZ is put on the basis of taking into account the attendance of lessons. If the student attended from 91% to 100% of the lessons - a score of "5",
70% - 90% of the lessons - grade "4",
50% - 69% of the lessons - grade "3".
Lessons missed for a good reason or because of illness are not taken into account.
The assessment for CT is based on the estimated standards, taking into account the growth at the end of the year in relation to the beginning.
The increase in this student was 0.25 points = grade "4", if 0.50 points = grade "5".
The assessment at the beginning of the year is a kind of "springboard" for increasing the assessment of physical fitness. Rating "2" is excluded. If the standard is not met, then a score of "3" is put, from which the growth counts until the standard is met. When deriving an average grade, a student can significantly improve the results in one or two standards, which he does better, and then work out others. This is the zone of proximal development for him.
Grade A is given for conscientious work in the classroom. Work at all stages of the lesson: both when studying new material, and in games. Knowledge of theoretical information related to the performance of motor actions included in this topic is taken into account.
The TIM score is based on the credits for the studied topic. Each section has a set of topics for credit.
Thus, the assessment of the student in physical culture is formed on the basis of 4 components:
Moreover, the 1st and 4th quarters are calculated according to the formula: OKZ + A + CT + TIM (In the 4th quarter, CT, taking into account the growth over the year), and in the 2nd and 3rd, CT does not affect the final grade, those. only OKZ + A + TIM are added.
It is possible to pass exams in the final classes at the choice of students.
I believe that such an approach to physical education assessment is more gentle and objective in relation to students with poor health who have physical disabilities, and pursues the following goals:
- Develop a responsible attitude towards your health.
- Attending physical education classes.
- Overcoming the feeling of fear, gaining confidence in passing the standards for physical fitness.
- The return of the significance of the assessment for the child, his interest;
- Involving students in regular physical education and active physical exercise.
- The solution of the main task is to develop and improve the physical culture of the student's personality.
- Graduates reach the appropriate level of development of physical culture.
As an extracurricular work in physical education, I introduced the defense of homework in the form of competitions, the definition of the best class for the least missed lessons without a good reason (missing for the year of the entire class is counted) and I include this indicator in the school-wide sports day. This is another incentive for students.
Alexander WAGNER,
physical culture teacher
Kuraginskoy secondary school №7
Pavel Kuzmin, Director of the Moscow Education Quality Center, told how the MRKO system will be used when planning independent diagnostics in the new academic year at a weekly seminar on the implementation and operation of information systems.
The most important area of work of educational organizations is the competent alignment of the internal system for assessing the quality of education (VSOKO). A significant element of such a system is independent diagnostics.
The first mandatory diagnostics are diagnostics in the 4th grade. They will be held according to a separate schedule agreed with the Federal Service for Supervision in Education and Science. Mandatory diagnostics include the Russian language, mathematics, the world around.
In the 7th grade, compulsory diagnostics will be carried out in February and March 2016. The choice of diagnostics from the proposed list is planned to be carried out no later than 2 weeks before the day of the event, as part of an open draw at a weekly city video conference meeting.
“We assume that, perhaps, one of the students of the city of Moscow, during the live broadcast, will randomly select the appropriate subject from the list of educational organizations. This process will see all of Moscow. I think that all schools in the city will watch this selector with particular attention,” P. Kuzmin explained.
“We are ready to provide you with a platform for holding such a draw,” said Alexander Dobryakov, director of the Moscow Center for Technological Modernization of Education.
The following are corrective (auxiliary) mandatory diagnostics in the Russian language and mathematics in the 9th and 10th grades. Diagnostics in grades 9 are scheduled for the beginning of the school year (to assess the situation with preparation for the future OGE), and in grades 10 - in November (to see how effective the process of correcting “failures” at the OGE in mathematics and the Russian language is going) ).
Auxiliary mandatory diagnostics in mathematics and the Russian language in the 9th and 10th grades are carried out in those educational organizations that have shown results that are statistically significantly lower than the results for the city at the OGE. These diagnostics are aimed at helping schools.
P. Kuzmin also spoke about the registration process for diagnostics through MRKO: “Working with the MRKO system is clear and simple: you need to find the 2015 tab, register. The same system is filled in for auxiliary diagnostics. You can register for mandatory and additional diagnostics from August 31 to September 16.
The Moscow Center for the Quality of Education conducts independent diagnostics in most school subjects for all parallels: in Russian, mathematics, history, geography, biology, chemistry, social studies, a foreign language, computer science, etc. In order to take part in the diagnostics, it is enough to submit an application to the MCCS .
It will soon be possible to do this through the website or mobile application. At the request of the school, the results of diagnostics can be stored in the MRKO, and if desired, they will be taken into account during the certification of teachers.
You can watch P. Kuzmin's speech at the weekly seminar on the implementation and operation of information systems on the website of the Moscow Department of Education in the section
General provisions
This Regulation on the assessment of students in grades 2-11 in physical education was developed in accordance with the following legal documents in accordance with the Charter of the school and the letter of the Ministry of Education of the Russian Federation "On the assessment and certification of students classified for health reasons to a special medical group for classes physical culture” dated October 31, 2003, No. 13-51-263/123, for the purpose of objective, individual assessment of each student in physical education lessons. Federal Law "On Education in the Russian Federation" dated December 27, 2012 No. No. 273-FZ (as amended by the Federal Laws of 07.05.2013 No. 99-FZ, dated 07.23.2013 No. 203-FZ);
Federal Law of the Russian Federation dated December 4, 2007 No. 329-FZ “On Physical Culture and Sports in the Russian Federation”;
By order of the Ministry of Education of the Russian Federation, the Ministry of Health of the Russian Federation, the State Committee for Sports of the Russian Federation and
of the Russian Academy of Education of July 16, 2002 No. 2715/227/166/19 "On the improvement of the process of physical education in educational institutions of the Russian Federation";
Organization of physical education lessons
For the purpose of a differentiated approach to the organization of physical education lessons, all students, depending on their state of health, are divided into three groups: basic, preparatory and special medical groups. At the beginning of each school year, the health worker of the school fills out health sheets in the class register indicating the medical group of each student of the school. Classes in these groups differ in the training volume and structure of physical activity, as well as the requirements for the level of mastering the educational material.
Students with a satisfactory state of health belong to the main
medical group.
Students with insufficient physical development and low physical
preparedness or having minor deviations in the state of health,
belong to the preparatory medical group. This category of students
it is allowed to engage in physical culture according to the program of the day of the main group with
taking into account some restrictions in the volume and intensity of physical activity (including
number of temporary).
Students who, on the basis of a medical report on their condition
health cannot be engaged in physical culture according to the program for the main
groups belong to a special medical group (SMG). special
the medical group is divided into two subgroups: subgroup "A" (students with
reversible diseases, which, after medical and recreational activities
can be transferred to the preparatory group) and subgroup "B" (students with
pathological abnormalities, i.e. irreversible disease).
Due to the workload of the sports hall of the educational institution, students,
assigned to a special medical group, are engaged together with the main
group, but on the basis of an individual (differentiated) approach.
1. Physical education lessons are attended by all students, having a sports
form in accordance with weather conditions, type of sports activity or lesson,
in accordance with the requirements of safety and labor protection. From physical activity
students who provide a certificate from the medical control commission are exempted
at the beginning of each academic year.
2. All students, exempted from physical activity, are in the room
gym or on the sports ground under the supervision of a teacher of physical
culture.
3. Students temporarily exempted from physical activity, from the subject
"physical culture" are not exempt. In the classroom, they study theoretical questions,
prove themselves in judging, evaluate the movement technique of those involved, etc.,
receive appropriate grades and homework.
4. When skipping physical education lessons, the student must confirm the reason
lack of a certified medical certificate or other official document,
which is passed on to the class teacher.
5. The teacher of physical culture determines the type, degree and level of physical or
other activities with these students for the upcoming lesson:
Theoretical study of the material;
Intellectual games (checkers, chess);
Table tennis, badminton;
All possible assistance in judging or organizing a lesson.
Students recommended for physical therapy classes who attend specialized exercise therapy rooms outside of school hours under the supervision of doctors, upon completion of the exercise therapy course, must provide a certificate to the physical education teacher for an assessment.
6. Sports uniform for physical education lessons:
for the hall
Grades 1-4: T-shirts or T-shirts of the same color, sports shorts or trousers, socks, sneakers (sneakers).
5-11 classes T-shirts or t-shirts, sports shorts or trousers, sneakers (sneakers) in
in accordance with the sport studied in the program.
for the street (autumn and spring) - tracksuit, T-shirt, socks, sneakers
(sneakers), according to the weather hats, gloves.
Criteria for assessing the educational achievements of students in physical culture
Students are evaluated at physical education lessons for a grade of 5 (excellent),
subject to the following specific conditions.
2. Complies with all safety requirements and rules of conduct in
gyms and stadiums. Complies with hygiene rules and security
strongly motivated to exercise. There are significant
positive changes in the physical abilities of students, which
noticed by the teacher. Engaged independently in the sports section of the lyceum,
sports school of the city, has sports ranks or sports successes on
competitions of any rank.
4. Constantly in the classroom demonstrates significant changes in the formation
quarter or half a year. Successfully passes or confirms all required
in the classroom standards for physical culture for their age.
gymnastics, provides all possible assistance in refereeing school competitions
between classes or organizing class sporting events, owns
necessary skills, theoretical and practical knowledge in the field
physical culture.
Students are assessed in physical education lessons for a grade of 4 (good), depending on the following specific conditions.
1. Has a sports uniform with him in full accordance with the weather conditions,
type of sports activity or lesson.
labor when performing sports exercises.
3. A student who has pronounced deviations in the state of health, while
motivated to exercise. There are positive
changes in the physical abilities of students that are noticed
teacher.
4. Constantly in the lessons demonstrates significant changes in the formation
skills, abilities and in the development of physical or moral-volitional qualities in
quarter or half a year. Successfully passes or approves 80% of all
the standards for physical culture required in the lessons, for their age.
5. Performs all the theoretical or other tasks of the teacher, mastered the available to him
skills of self-improvement, or corrective
gymnastics, provides all possible assistance in refereeing or organizing a lesson,
also possesses the necessary theoretical and practical knowledge in
areas of physical culture.
Students are assessed in physical education lessons for a grade of 3 (satisfactory), depending on the following specific conditions.
1. Has with him a sports uniform that is not in full accordance with the weather
conditions, type of sports activity or lesson.
2. Complies with all safety requirements and rules of conduct in
gyms and stadiums. Complies with hygiene and safety requirements
labor when performing sports exercises.
3. A student who has pronounced deviations in the state of health, while
diligent, motivated to exercise, have
minor but positive changes in physical abilities
student, which can be seen by a physical education teacher.
4. Demonstrated insignificant shifts in the formation of skills, abilities and in
development of physical or moral-volitional qualities within six months.
5. Partially fulfills all the theoretical or other tasks of the teacher, mastered
available to him skills of self-improvement or
corrective gymnastics, necessary theoretical and practical
knowledge in the field of physical culture.
Students are assessed in physical education lessons for a grade of 2 (unsatisfactory), depending on the following specific conditions:
1. Does not have a sports uniform with him in accordance with weather conditions,
type of sports activity or lesson.
2. Does not comply with the requirements of safety and labor protection in the classroom
physical culture.
3. A student who does not have pronounced deviations in the state of health, while
does not have a strong motivation for physical exercises and dynamics
their physical abilities, there are no positive changes in physical
student's abilities, which should be noticed by the teacher.
4. Did not demonstrate significant changes in the formation of skills, abilities and
in the development of physical or moral-volitional qualities.
5. Did not fulfill the theoretical or other tasks of the teacher, did not master the available to him
skills of self-study of health-improving or corrective
gymnastics, the necessary theoretical and practical knowledge in the field
physical culture.
Peculiarities of evaluation of educational achievements of students of a special medical group. The main emphasis in the assessment of educational achievements in physical culture students in SMG groups should be based on their persistent motivation for classes physical exercises and the dynamics of their physical capabilities (with the most insignificant positive changes in the physical capabilities of students, a positive mark is set). A positive mark is given to students who regularly attend physical education classes, diligently fulfill the teacher's tasks, and have mastered the skills of independent study available to a particular student. recreational gymnastics, the necessary theoretical knowledge in the field of physical culture). Exercise therapy for children with chronic diseases is carried out in medical institutions by specialists - medical workers, methodologists. As the state of health improves, children can work with healthy children in their class, observing the conditions of the lesson form of classes. Current and final certification of students in physical culture When setting a quarter, semi-annual, annual and final mark in physical culture, diligence, diligence in working on oneself and the implementation of all the recommendations of a physical education teacher are taken into account.
Therefore, the final score may differ from the arithmetic mean score. All students exempted from physical activity, at the end of each academic quarter, half year and at the end of the academic year, receive final grades for the above tasks and completed homework. The current mark in physical culture in the SHG groups is set taking into account the success of the student in the formation of healthy lifestyle skills and a rational motor regimen so that the mark contributes to the development of the student, stimulates him to engage in physical culture.
The final mark in physical culture in the SHG groups is set taking into account theoretical and practical knowledge (motor skills and abilities,
to carry out physical culture and health-improving and sports and health-improving activities), taking into account the dynamics of physical fitness and diligence.
In the certificates of basic general education and secondary (complete) general education, a mark in physical culture is required for all students. on the assessment of students in grades 2-11, exempted from practical classes in physical culture
Requirements for attending lessons by students exempted from practical classes in physical culture
1. All students exempted from practical training in physical culture,
confirm the fact of release with a certified medical certificate or other
an official document that is provided to the class teacher or
physical education teacher.
2. All students exempted from practical training in physical culture,
during the lesson are in the gym or in the stadium under
supervised by a physical education teacher.
Criteria for assessing students
1. For students exempted from practical training in physical culture
for a period of not more than 50% of one quarter, the physical education teacher determines
lesson is a theoretical task that corresponds to the one planned in the working
educational material program.
2. When assessing knowledge in the subject "Physical culture", the following are taken into account
indicators: depth, completeness, argumentation, ability to use them
in relation to specific cases and physical exercises.
In order to test knowledge, the following methods are used: survey, testing.
score 5
For an answer in which the student demonstrates a deep understanding of the essence of the material;
logically states it, using it in activity.
score 4
For the same answer if it contains small inaccuracies and minor errors.
score3
For an answer that lacks a logical sequence, there are gaps in
knowledge of the material, there is no proper argumentation and the ability to use knowledge in practice.
score 2
For ignorance of the material of the program, refusal to complete the task of the teacher.
3. A teacher of physical education can evaluate positively (with a score of 4 or 5) the student's help in conducting refereeing, competitions, etc.
4. For students of grades 2-4, exempted from practical training in physical culture, the teacher of physical culture determines a theoretical task for the lesson, which corresponds to the educational material planned in the work program.
5. Students who are exempted from practical classes in physical culture for a period of more than 50% of the quarter (including for half a year or an academic year) prepare written reports on physical culture (grades 5-8, 10th grades), abstracts (9.11 th classes).
Requirements for the preparation and implementation of written reports, abstracts on physical culture.
1. The topic of a written report, abstract is determined by the physical education teacher based on the content of the program material.
2. Written communication, abstract are independent work of the student.
3. A written communication is prepared in the amount of no more than 2 pages of printed text (14 font, 1.5 spacing). Abstract no more than 10 pages of printed text (14 font, 1.5 spacing).
Abstract structure:
In the introductory part - to answer the question: why is this topic so important for society and for you personally;
A brief description of the sport or health system, its features, varieties and basic rules;
History of development and current state, achievements and development prospects in the future (schools, city, Russia, world + choice, Olympic achievements - mandatory)
The significance of this sport or health system for the development of athletes:
a) physical qualities (speed, endurance, etc.).
b) the basics of technique or system of exercises in this sport.
c) development of psychological, aesthetic, moral (personal) qualities.
d) the basics of tactical actions in interaction, playing in attack and defense.
e) safety requirements for self-study and training, and at competitions in this sport.
Conclusion: the importance of this sport (system of exercises) for physical and personal development. School achievements (teams, personal achievements, plans for
The meaning of the control function of the assessment is to objectively identify the level of knowledge, skills in the motor preparedness of students. The educational value of the assessment is expressed in the fact that it makes it possible to identify certain achievements and shortcomings in mastering the program material, to understand the reasons for success or failure.
Municipal budgetary educational institution
secondary school №55
Criteria for assessing progress in the subject
"Physical culture" at school.
Physical education teacher
Savrasova Lyubov Viktorovna
Voronezh 2015
The issue of assessing progress in the subject "Physical Education" is one of the most urgent in the life of a general education school. Many teachers are trying to take a much broader approach to assessing the educational work of their wards. The entire variety of skills acquired by students in the lesson is subject to assessment. More attention is paid to individual shifts in mastering skills and abilities.
Evaluation (mark) is one of the important forms of influence on the student. It is designed to perform three main functions: controlling, teaching and educating. This division of evaluation functions is conditional. For it is impossible to imagine training and education without control, as well as control outside the educational process.
The meaning of the control function of the assessment is to objectively identify the level of knowledge, skills in the motor preparedness of students.
The educational value of the assessment is expressed in the fact that it makes it possible to identify certain achievements and shortcomings in mastering the program material, to understand the reasons for success or failure.
The essence of the educative function of evaluation is that it evokes a certain attitude towards itself. Evaluation stimulates schoolchildren to work systematically, disciplines them, and increases their sense of duty and responsibility.
However, in order for the assessment to fulfill all its functions, it must be carried out systematically, it must be objective, comprehensive, differentiated and individual.
Systematic assessment requires its periodic implementation in a logical sequence, from stage to stage, from one topic to another.
The objectivity of the assessment is the determination of the student's educational success, regardless of the teacher's attitude towards him. The assessment of progress should not be influenced by the behavior of the student, other similar factors.
The components of a comprehensive assessment should be objective indicators of the level of mastering all the components of the program material: knowledge, technique of motor skills and abilities, general physical fitness (including the fulfillment of educational standards), possession of methods of physical culture and health and sports activities.
The differentiated and individual nature of the assessment lies in the fact that, when determining the progress of the student, the teacher takes into account the characteristics of his personality, temperament, character, mental and physical abilities, health, physique. A differentiated approach to assessment is also manifested in the fact that at different stages of mastering knowledge and skills, different requirements are imposed on students: at the stage of learning a motor skill, they are simpler, and as the skill develops and consolidates, the requirements increase.
Evaluation of progress in physical culture is not limited to putting a mark. Performance evaluation is a broader concept than a point mark. First of all, the assessment can be direct and indirect. In the first case, the assessment of the student's actions is carried out by the teacher when he directly addresses the student. In the second case, the assessment of the student's actions is given not by the teacher, but by the class as a whole or by individual students (if they already have the knowledge and understanding of the assessment technique necessary for this). Indirect evaluation should be used as often as possible. This technique contributes to the activation of the class, leads to the development of independence, criticality and depth of thinking of schoolchildren, who are given the opportunity to evaluate and compare the achievements of their comrades themselves.
Direct and indirect assessment is positive and negative. In any case, in order for assessments to have a stimulating effect, they must be justified. With a positive assessment, the teacher explains to the student the reason for his approval of his actions, knowledge or skills, and with a negative assessment, he motivatedly points out shortcomings and without fail reveals to the students the prospect of further development and improvement.
With oral non-point grades, approval can be expressed, for example, with phrases such as “That's right, bolder”, “You are doing everything better”. This technique is especially useful for schoolchildren who are not confident in their abilities, timid, physically weak. When giving oral negative assessments, in no case should one use expressions that offend students, fixing their natural shortcomings such as: “You have no abilities”, “You won’t get anything worthwhile from you”. On the contrary, it should be emphasized: “You have good motor abilities, but you do not use them”, “So far, not everything is working out for you, but little progress is noticeable.”
The evaluation criteria for physical culture should be both qualitative and quantitative indicators.
A qualitative indicator of progress is the degree of mastering the program material with knowledge, motor skills, ways of physical culture and sports activities. These components of the curriculum are one of the main ones in assessing the progress in physical culture, but they do not take into account the most important aspects of the physical culture of the student's personality - the systematic and regularity of physical exercises, maintaining a healthy lifestyle.
Quantitative performance indicators include the level of physical fitness, which usually consists of indicators of the development of basic physical qualities: strength, speed, endurance, flexibility, coordination and their combinations (strength endurance, speed-strength qualities). These indicators are determined by the results of the implementation of the educational standards of the program, developed on the basis of measuring the levels (high, medium, low) of the development of physical qualities in large groups of students of the appropriate age and gender. Quantitative indicators should be only one of the components of the overall assessment of physical education performance in combination with a deep qualitative analysis of the performance results, achievements and shortcomings of a particular student.
Unlike other general education subjects, the assessment of progress in physical culture requires a more complete and in-depth consideration of both the mental qualities, properties and state of the individual, as well as the characteristics of the physique, physical development, physical abilities and health status of the student. The teacher of physical culture, evaluating the educational work of schoolchildren, must take into account their individual characteristics, the significance of which is especially great in the educational process.
When evaluating academic performance, first of all, one should take into account the characteristics of physical development (length and weight of the body, etc.) and body types (asthenoid, digestive, thoracic, muscular). Students with a large body weight and length find it easier to do exercises in throwing at a distance, many of which are sports and games. At the same time, it is much more difficult for them to master the technique of gymnastic exercises on apparatus (stops and hangs) and show high results in endurance tasks. In contrast, children with a small body weight and length are more successful in gymnastic and acrobatic exercises, more easily achieve high results in tasks of a cyclic nature that require endurance. Children with relatively high stature and low body weight cope with jumping exercises (in height, length, etc.) relatively easily and more successfully than others. And vice versa, guys of small stature and with solid muscle mass, these exercises are given with great difficulty. Low results in endurance tasks for students of the digestive type and low performance in strength exercises for asthenics should not be the basis for a significant reduction in performance assessment, especially at the initial stages of training and control. In this case, the approach to academic performance is especially significant not by absolute results, but by the gains achieved for a given time.
When taking into account the individual characteristics of schoolchildren, it is necessary to be as tactful as possible, attentive, maintain the dignity of children, use the assessment in such a way that it contributes to their development and stimulates further studies.
Assessment of progress in physical culture includes preliminary, current and final accounting.
Preliminary accounting is carried out at the first lessons of the academic year, at the beginning of the study of individual topics or sections of the program. It allows the teacher and students to get an objective picture of the initial level of knowledge, mastery of the technique of motor actions, initial indicators of physical fitness, the ability to carry out physical culture and health and sports activities.
Marks for the results of preliminary accounting, as a rule, are not set.
Current accounting enables the teacher to obtain information about the progress of students mastering the program material. This allows you to assess the correctness of the chosen teaching methodology, the planned plan of educational work and, if necessary, make appropriate adjustments to it. For example, having identified shortcomings in the technique of mastering individual actions, the teacher supplements the educational material with appropriate preparatory and lead-up exercises. In other cases, it reinforces the emphasis on developing the missing physical abilities.
Final grades are given for mastering the topic, section, quarter, half year, academic year. They include the current grades received by students for the assimilation of all components of academic performance. At the same time, the marks obtained at the end of training, for mastering a particular topic or section of the program, have the largest share. It is impossible to display final grades only as arithmetic averages of current grades. At the same time, it is advisable to reasonably increase the assessment for the systematic nature of classes, for the interest shown in physical culture, maintaining a healthy lifestyle.
Recently, such forms of final accounting as an exam and a test have become widespread.
When evaluating the theoretical knowledge of students in the subject "Physical Education", it is necessary to take into account their depth and completeness, reasoning, the ability to use the knowledge gained in relation to specific cases and practical exercises. A mark of "5" is given for an answer in which the student demonstrates a deep understanding of the essence of the material, logically presents it, using examples from practice or his own experience. A mark of "4" marks the answer, which contains small inaccuracies and minor errors. Students receive a mark of "3" for an answer in which there is no logical sequence, there are gaps in the material presented, there is no proper argumentation and the ability to use knowledge in practice. Mark "2" is given for poor understanding and knowledge of theoretical and methodological material.
The criteria for evaluating progress in the technique of mastering motor actions are as follows: “5” the motor action was performed correctly (in a given way), exactly at the proper pace, easily and clearly; “4” motor action was performed correctly, but not easily and clearly enough, some stiffness of movements is observed; “3” motor action was performed mostly correctly, but one gross or several minor errors were made, which led to uncertain or tense performance; “2” motor action was performed incorrectly, with gross errors, uncertainly, indistinctly.
The criteria for evaluating the ability to carry out physical culture and recreational activities can be as follows: “5” the student demonstrates a complete and varied set of exercises aimed at developing a specific physical quality, or a set of exercises for morning, athletic or rhythmic gymnastics, can independently organize a place to practice, pick up equipment and apply in specific conditions, monitor the progress of tasks and evaluate it; "4" there are minor errors or inaccuracies in the implementation of independent sports and recreational activities; "3" the student makes gross mistakes in the selection and demonstration of a set of exercises, experiences difficulties in organizing places of employment, selection of equipment, satisfactorily controls the progress and results of the task; "2" the student does not possess the skills to carry out various types of physical culture and recreational activities.
When evaluating the level of physical fitness, two indicators should be taken into account: the fulfillment of the standards of the physical education program at marks "5", "4", "3" and the real improvement in the student's preparedness in the corresponding indicators for a certain period of time. When evaluating shifts in indicators of physical qualities, the teacher needs to take into account the features of the development of these qualities, the dynamics of their change in children of a certain age, the initial level of a particular student. When evaluating the growth rates at the marks "5", "4", "3", it is necessary to proceed from the above arguments, since in each specific case it is impossible to predict these rates.
The final assessment of progress in physical culture is the sum of the points received by the student for all components. At the same time, assessments for skills and abilities to carry out independent motor, physical culture and health and sports activities are of primary importance.
In no case, when assessing the progress of students in the subject "Physical Education", one should not put bad marks for poor class attendance, for lack of sports uniform, indiscipline.
Students who are assigned to the preparatory medical group for health reasons are evaluated on a general basis, with the exception of those types of motor actions and standards that are contraindicated for them for health reasons. Evaluation of progress is scoring.
Students of a special medical group are evaluated by their performance of available motor actions, mastery of the educational section "Knowledge Fundamentals", the ability to carry out sports and recreational activities.
The main task of the teacher is to make all children fall in love with physical culture and, on the basis of the knowledge, skills and abilities acquired at school, choose their own path to physical self-improvement.
Methodical literature:
- “A comprehensive program of physical education for students in grades 1-11” (V. I. Lyakh, A. A. Zdanovich. - M .: Education, 2009)
- IN AND. Lyakh, A.A. Zdanevich "Physical culture" grade 10-11 - M: Education, 2010
- Webinar 2015 "Modern approaches to improving the professional activities of a teacher of physical culture"
A.P. Matveev, professor, doctor of pedagogical sciences, author of the teaching materials for physical education of the Prosveshchenie publishing house
- The program of the educational institution. Physical education. Main school. Basic and profile levels. 5-11 grade. A. P. MATVEEV - M.: Enlightenment, 2008.
