CRITERIA EVALUATING ASSESSMENT SYSTEM is remained, but there will be some changes.

Currently, a working group has been created at the Ministry of Education and Science under the Ministry, which will be discussed ways to improve the assessment system based on criteria.

Discussions continue, suggestions are accepted. Teachers exchange, agree, confirm and complement each other.  Issues are discussed with colleagues on the formative assessment, the frequency of final assessments and the frequency of final assessments by sections, as well as other issues raised by teachers.

But teachers agreed that they could not return to the old 3-point system.

Teachers understand that the criteria-based assessment system methodology is correct and that it has provided new standards and assessment mechanisms that can be compared with the requirements of the assessment system in developed countries. That is why we do not give up the system of criteria.

Let me explain.

Updating the content of education required new forms of monitoring learning outcomes, introduced a criteria-based assessment system.

Prior to this, the standard emphasized the acquisition of factual knowledge, which was evaluated using a system of repetition, testing and control of small fragments in the lessons. This approach was consistent with information learning, when students were provided with edited and prepared materials.

The requirements for assessment tools that provide objectivity have been strengthened in the new assessment system. The developed criteria and tasks allow us to determine not only the level of knowledge, but also the ability to apply skills and knowledge of a high level of thinking (as a student speaks and reasons, the main thing is to be able to draw conclusions, make decisions, apply knowledge gained in life). ) This eliminates the inaccuracy of traditional assessments and ensures uniformity of requirements, standardization and equality of procedures.
In fact, summative assessment for the unit is the subject control work used in the past, summative assessment for the term is for a quarter control work. There is no significant difference in the number of inspections performed in the old and new assessment systems. For example, in 2013, the following types of control activities were identified in the curriculum for Kazakh language / Russian language subjects: dictation, storytelling, writing, testing, up to 13-15 control dictations in elementary school (grade 2 - 15, Grade 3 - 14, Grade 4 - 13).

As part of the updated content, the questions and answers of these classes are small and consist of 12 tasks per year. In the subject “Mathematics” - in 2012 the number of tests in grade 5 was 13, and the number of summative assessment for the unit and for the term was 14. And in grade 6 the number of summative assessment for the unit and for the term in new programs is lower than in 2012 in chemistry.

The changes concern only the processes of designing homework and studying specific criteria of students. This is based on the need to improve the quality and objectivity of the assessment, as well as on the student’s ability to understand what he has achieved and what he needs to work on.
Previously, control was evaluated using the subtraction method, that is, the number of errors and corrections that affected the result (for example, errors in the standards - 1 error - “5”, 1-2 errors - “4”, 3-4 errors - “3” , 4 -5 errors and more - “2”). The new grading system takes into account each stage of the course work, which allows you to earn points. The accumulation system stimulates the independent activity of students and helps to master the curriculum, which helps to improve the quality of education.

This applies to teachers. Primary school teachers checked their notebooks on the old system every day, which was standard practice for them. Each day, they looked through 25 students' written assignments in several subjects, commented on the class the next day, and gave homework.

Laboratory and practical works were written for middle and high school students, for teachers of mathematics, physics, chemistry, and biology.

These teachers today will not encounter any difficulties in testing their summative assessments tasks.

Of course, this is difficult for subject teachers who do not have written work in the old system and are used to only evaluating students' oral answers.
It applies to students. In 2016, children in the 1st grade under the updated curriculum were immediately evaluated formally and summarized and actively entered into new situations. They are not afraid to get "bad" signs, they do not even know about it. They learn to respond to the reaction of their teacher to what is good and what is not. Newly educated children are gradually adapting to the new education system, which they studied and evaluated in the old system. When their psychological problems get used to them, they must now adapt.

It refers to parents. Today’s parents are yesterday’s schoolchildren, who themselves studied and evaluated according to the old program “3”, “4”, “5”. Any ratings for them are connected with their judgment. It is difficult for them to imagine something else. In addition, the first is more convenient and that is understandable.
At the same time, the regulations of the Ministry of Education and Science of the Republic of Kazakhstan should not exceed the number of summative assessment tasks per day, a flexible schedule for passing summative assessment tasks, etc. in order to avoid overloading students. It should be noted that in addition, we will continue to train teachers through courses, seminars and trainings. It is important for us, parents and teachers, to explain the features of the new assessment system, which is objective, and most importantly, to support and stimulate student learning.                                            

© Sholpan Karinova – Vice Minister of Education and Science.

Source : https://www.gov.kz/memleket/entities/mangystau-edu/press/news/details/34407?lang=kk