Control and Evaluation of Self-suficiency of Younger Schoolchildren during Full-time and Part-time Forms of Education

Sanina Svetlana Petrovna ORCID: 0000-0002-4033-3913 PhD in Pedagogy Associate Professor, Department of Pedagogical Psychology named after Professor V. A. Guruzhapov, Moscow State University of Psychology and Education 127051, Russia, g. Moscow, ul. Sretenka, 29 geografi@yandex.ru Other publications by this author

Enzhevskaya Marina Vladimirovna ORCID: 0000-0002-1395-5231 PhD in Pedagogy Associate Professor, Department of Educational Psychology named after Professor V.A. Guruzhapova, Moscow State Psychological and Pedagogical University 127051, Russia, Moscow, Sretenka str., 29, office 213 enzhevskaya@mail.ru

Introduction.

According to the law "On Education of the Russian Federation", in secondary schools, parents have the right to choose one of three forms of education for their child: full-time, part-time or correspondence ^[6].

In full-time education, a child attends school daily during school periods according to a schedule, is certified together with the class, in other words, "is in the contingent of an educational organization" ^[3]. In this form of education, the student is in a society where he is influenced by the teacher and other subjects of the educational process. However, this form of education is not suitable for every child. Increasingly, parents resort to other forms of education under the influence of various external factors (family circumstances, the child's individual schedule, taking into account sports attendance, the epidemiological situation, etc.). Full-time education is necessary if the child needs constant supervision from the teacher.

If a child is able to learn a textbook program without the daily supervision of a teacher, if he needs more free time, but it is important not to lose touch with his peers, if his sports or creative schedule does not coincide with school, full-time and part-time education is more suitable for such a child.

In correspondence and part-time forms, the child, being enrolled in school and attached to a specific class, is free to attend an educational organization at the discretion of the parents several times a week, according to an individual schedule. At the same time, he passes and receives homework, performs control work.

Currently, many schools have switched to a mixed learning format, combining full-time and distance learning. At the same time, the family and the school are equal partners, and the goal of each of them is to achieve effective results for each student.

For the middle and senior levels of education, such a transition is not difficult, which cannot be said about the primary level student. Distance learning made us think about this during the difficult period of the Covid-19 pandemic. Organizing high-quality education in a remote format for children who have not formed the foundations of educational activities, do not have the skills to read and write, do not know how to organize their learning space, do not know how to learn, required special ingenuity of teachers.

In the works of scientists D.B. Elkonin and V.V. Davydov, educational activity is a structure in which three main units appear:

- an educational task, which is a means of achieving educational activities, since it allows you to master a way to solve similar tasks and which students set themselves under the guidance of a teacher;

-educational activities designed to solve this educational task, that is, to master the way of activity by working with information, namely: its search, analysis, processing and transformation, classification of found objects and, finally, application in a certain situation;

- monitoring and evaluation actions to compare the results with the sample and plan corrective work, identify and eliminate errors and their causes ^[4].

In our opinion, one of the main components in the structure of educational activity is the control and evaluation activity of the student.

The rejection of the authoritarian form of assessment only by the teacher, the priority of control and evaluation independence of schoolchildren has long aroused the interest of scientists, teachers and psychologists. From the point of view of pedagogy, control is an operation of comparison, reconciliation of the planned result with reference requirements and standards ^[2]. This means that the control function can be performed by the student himself.

L. Bertsfai believes that "... in educational activities, a student cannot use control in the form of arbitrary attention, because in this activity the subject of control is not the end result, but the way to achieve it. In a developed educational activity, the student exercises biased and reflexive control" ^{[1, p.55]}.

Let's consider the indicators of the formation of the control action in students:

First, the student needs to plan and determine the sequence of their learning activities before they are implemented;

secondly, to switch from one form of work to another, namely, from natural to symbolic and vice versa;

Thirdly, to evaluate the results of your skills according to the criteria;

and finally, create tasks to test your skills.

In the educational process, the action of control and evaluation are interrelated. Evaluation as a subject of scientific and empirical research in psychology and pedagogy is reflected in the work of many scientists. Among them are Sh. Amonashvili, E. Zaika, A. Zakharova, G. Lipkina, T. Mathis, V. Repkin, G. Repkina, Yu. Poluyanov, G. Zuckerman and others.

In education, "the action of assessment allows us to determine whether or not the general method of solving a given educational task has been learned (and to what extent), whether or not (and to what extent) the result of educational actions meets their ultimate goal" ^{[5, p. 163]}. This means that the student can also evaluate his own educational results independently if there are clear and understandable criteria for him.

In this case, monitoring and evaluation by one teacher will not be effective without monitoring and evaluating one's own results by the student himself. The study tested the hypothesis that the organization of work of primary school students on the basis of a criteria-based assessment of educational skills in full-time and part-time education contributes to the development of control and evaluation actions among students.

Methodology.

The aim of the study was to identify the peculiarities of the formation of control and evaluation independence among younger schoolchildren in the conditions of full-time and part-time education.

The study was conducted during the 2021-2022 academic year, from September to May at the GBOU "School No. 1468" in Moscow. The object of the study was two groups of primary school students in the number of 35 people (8-10 years old). The control group (KG) consisted of 20 students and the experimental group (EG) consisted of 15 primary level students. The experimental group included younger students studying full-time and part-time, at home using distance learning technologies. The control group consisted of full-time students.

In order to diagnose the level of formation of control and evaluation actions, a methodology was used to assess the level of formation of educational activities, authors G.V. Repkina, E.V. Zaika (according to the components of control and evaluation).

Results.

Let's consider the results obtained using the technique at the stage of the ascertaining experiment, which are presented in Fig. 1.

Fig.1. The results of the ascertaining experiment regarding the formation of the control action in the subjects.

The analysis of the diagrams made it possible to see that for most of the second graders, the control action is formed at the second level, but does not correspond to the norm, since in this case the student is unable to detect an error in subject skills without the help of a teacher or parent.

Fig.2 shows the results of a ascertaining experiment on the formation of the assessment action in the experimental and control groups.

Fig.2. The results of the ascertaining experiment regarding the formation of the assessment action in the subjects.

According to the diagram, the assessment effect for most of the second graders is formed only at the first level, which is also below the norm. That is, children are not interested in self-assessment of the correctness of their actions and the obtained educational results and are content with the mark set by the teacher.

No statistical differences were found between the results of the two groups (control and experimental) (U-criterion 177).

As part of the formative experiment, consultations were held with students of the experimental group on working with assignments and assessment sheets. In the future, students received assignments from teachers, accompanied by assessment sheets.

The work with the assessment sheets included several stages.

Stage 1. At the initial stage, immediately after the end of the lesson on a certain topic, students were asked to perform diagnostic work on the topic they had passed. After the tasks were solved, the correct answer was revealed to the students. They had to compare it with their answer and evaluate their work according to the criteria from the evaluation sheet.

The first stage included the following sequence:

1) studying the topic;

2) diagnostic work;

3) reconciliation of the results with the sample;

4) criteria assessment;

5) identification of gaps in subject skills;

6) planning of correctional work. 

The result of the first stage was a list of insufficiently acquired skills. An example of a score sheet for diagnostic work in the Russian language is shown in Fig. 3.

Fig. 3. Evaluation sheet of diagnostic work in the Russian language.

Stage 2. Now the second grader had to eliminate his gaps by independently selecting tasks from the list that would help him in this. We emphasize that the second grader was not obliged to fulfill every single card offered, but to limit their number as misunderstandings and skills are eliminated. Information sources and advice from the teacher at the request of the student himself, which he could receive in a remote format, also help the student.

A fragment of the table with tasks to eliminate gaps in subject skills in mathematics is shown in Fig. 4.

Fig.4. A fragment of a table with criteria and numbers of math assignments.

Stage 3. Upon completion of independent remedial work, the student had the opportunity to confirm his success with a control task. Figure 5 shows the final assessment sheet for the surrounding world.

Fig.5. The final assessment sheet on the topic using the example of the surrounding world.

After that, the whole cycle was repeated first on the following topics in each subject.

At the end of the academic year, a re-diagnosis of the level of formation of control and evaluation skills was carried out using the same methodology.

The diagrams below demonstrate the dynamics of the formation of control and evaluation actions in the subjects within the control experiment.

Fig. 6. The level of formation of the control action (according to the methodology for assessing the level of formation of educational activity, authors G.V. Repkina, E.V. Zaika).

According to the diagram, most of the second graders in the control group showed that the control action was formed at the third level, whereas in the students of the experimental group this level increased to the fourth level. Thus, the differences between the control and experimental groups are statistically significant (U-criterion (82).

Fig. 7 shows the results of diagnostics of the level of formation of the assessment action.

Fig.7. The level of formation of the assessment action (according to the methodology for assessing the level of formation of educational activity, authors G.V. Repkina, E.V. Zaika).

A significant leap in the formation of the assessment effect in the experimental group of subjects relative to the control group (U-criterion (90).

Conclusions.

A comparative analysis of the results of the final work in the control and experimental groups showed that students working with assessment sheets began to take a more conscious approach to monitoring and evaluating their own subject results. They are able to detect errors in their own work and the work of another student, identify and explain the reasons for the mistakes made.

          The data obtained confirm the effectiveness of criterion assessment as a pedagogical tool for the formation of control and evaluation independence of students, which is especially important in the conditions of correspondence and full-time correspondence education, since in this case the student bears part of the responsibility for the learning outcomes himself, without shifting it to the parents, which allows him to see a student who "knows how to learn". In parallel, we note that the academic performance of such students turned out to be significantly higher, however, this indicator was not the subject of this study.