Education

Criteria-based assessment: what it is and how it is applied

Original in Russian: blog.skillbox.by
Criteria-based assessment: what it is and how it is applied

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What is criteria-based assessment?

Criterion-based assessment is a comprehensive method of teaching and Learning based on clear and understandable assessment criteria. This approach ensures transparency for all participants in the educational process, including teachers and students. The use of criteria allows for a more objective assessment of student achievement, which contributes to their development and improves educational outcomes. Criteria-based assessment not only simplifies the feedback process but also helps students better understand their strengths and weaknesses, which ultimately leads to improved learning.

Criteria-based assessment is based on established learning goals and expected outcomes for mastering educational programs. Each student has the opportunity to see a benchmark result to which they should strive, and also receives an assessment of their individual academic progress. This allows for an assessment of the student's current level of knowledge, skills, and abilities in comparison with previous achievements. Criterion-based assessment promotes a more objective and transparent assessment process, which improves student motivation and their understanding of their own strengths and weaknesses in learning.

How does criterion-based assessment differ from the traditional five-point system?

To effectively understand the assessment process, it is necessary to understand the terminology. Comparison of a specific student's results can occur using three main types of assessment. Each of these types plays an important role in determining the student's level of knowledge and skills.

  • Normative, or relative, assessment, in which a student's achievements are compared with the achievements of a peer group. This is the structure of IQ tests, some standardized tests for college admissions (for example, the American SAT and ACT), in which assessment is used to select the best among applicants, as well as the grading system in high schools in South Korea. There, grades are assigned on a 9-level scale and distributed along a bell-shaped curve at the class level: 4% of students fall into the first category, 7% into the second, 12% into the third, and so on.
  • Criterion-based assessment means that a student's achievements are compared to a fixed standard, and this assessment is not influenced by the results of other students.
  • Ipsative assessment involves comparing a student's current performance with their own previous results. This approach is often found in sports—for example, a runner strives to break a personal record by running a distance faster than last time. In education, it is used to measure academic progress by comparing a student's current knowledge, skills, and abilities with their previous level.

According to the existing typology, the traditional grading system in Russian schools, enshrined in the "Procedure for Completing, Recording, and Issuing Certificates of Basic and Secondary General Education and Their Duplicates," is criteria-based. Grades are awarded on a five-point scale, from "2" (unsatisfactory) to "5" (excellent), based on pre-established criteria. For example, to receive an "A," a paper must meet certain requirements: a dictation must be written without errors, all assignments in independent mathematics work must be completed, including complex problems, and an essay must contain arguments supporting the author's position. This system allows for an objective assessment of students' knowledge and skills, which contributes to a fairer and more accurate assessment of their academic achievements.

So what's the problem with the traditional grading system? After all, criteria-based grading is usually contrasted with it.

Despite the existence of criteria, the traditional grading system in Russian schools does not correspond to a true criteria-based approach. Key principles such as transparency and objectivity are not always observed. The grading criteria in the five-point system are generally formulated, which often remain unclear to students and are applied with insufficient objectivity. A 2021 study showed that grades are influenced not only by a student's knowledge, but also by their behavior in the classroom, as well as the teacher's personal preferences. Furthermore, the five-point scale does not provide sufficient information to adequately reflect a student's personal progress. For example, a student who, despite efforts and preparation, made fewer mistakes on a test, may still not get a B, which negatively affects his academic motivation, as confirmed by numerous studies.

Photo: Drazen Zigic / Shutterstock

Properly organized criteria-based assessment solves many problems in the educational process. Students receive a clear understanding of the "assessment standard" through specific criteria, which allows them to understand the requirements their work must meet and what the teacher will pay attention to. This not only contributes to higher-quality assignment completion but also helps students independently evaluate their achievements. In addition, criteria-based assessment serves as an excellent basis for planning an individual educational trajectory, including the possibility of accelerated mastery of the curriculum.

What other advantages does a criteria-based assessment system have over a traditional one?

Research and practice in education highlight a number of advantages of this approach. Firstly, it promotes deeper assimilation of the material, which allows students to better understand and apply the knowledge gained. Secondly, this method develops critical thinking, which is essential for developing independent and proactive individuals. Thirdly, it increases students' motivation, as they become more engaged in the learning process. Furthermore, this approach fosters collaboration and communication skills, which are key to future professional success. Overall, this educational approach can significantly improve the quality of learning and prepare students for real-life situations.

  • Criteria-based assessment allows for a more accurate assessment of student learning outcomes against learning objectives—that is, the teacher only evaluates what they teach.
  • The teacher receives meaningful feedback on each student's performance, which helps them manage learning trajectories.
  • It is easier for students to approach assignments correctly because they know the criteria for the desired outcome.
  • Criteria-based assessment promotes self-assessment of learning activities and teaches students to be responsible for their learning.
  • The risk of conflicts such as "Why did I get a B and not an A?" is reduced, since the criteria and principles for converting results into grades (with summative assessment) are transparent and known to everyone, including parents and school administration.

Criteria-based assessment in the context of developmental learning remains understudied aspect, especially in terms of its impact on student achievement. However, the results of a 2020 study demonstrated that this approach fosters important values ​​in elementary school students, such as a desire to find answers, take initiative, and reason and participate in group discussions. These skills not only contribute to children's personal development but also lay the foundation for future academic success.

This study also identified another important effect: with the traditional approach to assessment, students often focus exclusively on the grades they receive. This leads to students with low grades losing confidence in their abilities, while high-achieving students may overestimate their abilities. In contrast, criteria-based assessment allows students to independently and objectively evaluate their achievements, which helps them understand where they excel and where they still need to improve.

So, is criteria-based assessment the same as formative assessment?

Criterion-based assessment is a method used for both formative and summative assessment. Formative assessment focuses on the learning process and helps identify the level of material assimilation, providing the opportunity to adjust learning in real time. Summative assessment, in turn, is used to summarize and determine the achieved results at the end of the academic period. It is important to understand the differences between these two types of assessment to effectively use them in the educational process, providing deeper understanding and support for students.

Criterion-based assessment is an effective tool for collecting data on students' understanding of specific material, as well as the state of their knowledge, skills, and abilities during the learning process. This methodology allows for the identification of each student's strengths and weaknesses and the identification of immediate steps to improve educational outcomes. Criterion-based formative assessment facilitates a more in-depth analysis of the learning process and helps teachers adapt their teaching approaches, providing a more personalized and targeted approach to student development.

Assessment conducted to record the volume and quality of material learned, as well as to determine the level of knowledge, skills, and abilities at the end of a section or course, is criterion-based summative assessment. This type of assessment is usually combined with traditional grades, which allows criterion-based results to be converted into numerical or letter values. Criterion-based summative assessment plays an important role in the educational process, as it allows for an objective assessment of student achievement and the identification of areas requiring additional attention.

The difference between formative and summative assessment lies in their purpose and application. Formative assessment focuses on the learning process, allowing for the identification and correction of deficiencies in students' knowledge and skills. In contrast, summative assessment records the achieved level of knowledge at a certain point in time. Criterion-based assessment can be used in both formative and summative approaches, providing clear criteria for evaluating the results and effectiveness of the educational process.

How did criterion-based assessment originate, and who invented it?

The term "criterion-based assessment" was introduced by the American educator and psychologist Robert Glaser in his article "Instructional Technology and the Measurement of Learning Outcomes: A Few Issues," published in 1963. Glazer emphasizes that student assessment must be based on the concept of a continuous learning process that begins from scratch and leads to the achievement of specific educational outcomes. Criteria-based assessment allows us to objectively measure student progress, recording their development at different stages of learning, which contributes to a more effective teaching process and the individualization of educational approaches.

Robert GlaserPhoto: University of Pittsburgh

A key feature of criterion-based assessment is the shift from a relative assessment based on comparison with the results of other students to an absolute assessment, which is based on comparison with an ideal model. The criterion-based approach, as Glaser notes, demonstrates the unity of learning and assessment. Clearly formulated learning goals define what exactly we teach and how, and also establish criteria for measuring results. This method allows for a more accurate assessment of student achievement and promotes their further development.

What other pedagogical ideas and theories is criterion-based assessment associated with?

The authors of the "Methodology of the System of Criteria-Based Assessment of Student Academic Achievements" identify several theoretical foundations for this approach. This method provides a more accurate and objective assessment of students' knowledge and skills, which promotes their development. Критериальное оценивание позволяет не только выявить уровень усвоения материала, но и определить области, требующие дополнительного внимания. Использование данной методологии также способствует формированию у учащихся навыков самооценки и саморегуляции, что является важным аспектом в образовательном процессе.

  • Компетентностный подход — согласно ему, обучение строится на приобретении компетенций (то есть совокупности знаний, умений, навыков и личного опыта), а оценивание результатов основано на конкретных, измеримых критериях.
  • Обратный дизайн подразумевает, что проектирование обучения начинается с определения конечного результата, к которому должен прийти учащийся. А уже за этим следует выбор методик обучения и критериев оценки, разработка учебного плана.
  • Социальный конструктивизм и понятие зоны ближайшего развития Льва Выготского. С его точки зрения, обучение — это социальный процесс, и именно во взаимодействии с внешней средой и другими людьми (например, с одноклассниками и учителем) ребёнок учится делать то, чего раньше не умел, — сначала с поддержкой, а затем самостоятельно.
  • Теория полного усвоения знаний, впервые предложенная Бенджамином Блумом, гласит, что все ученики способны достичь фиксированного желаемого результата, если адаптировать учебный процесс под их способности и потребности — например, давать больше времени на усвоение нового материала тем, кому это нужно. Критерии эталонного результата в этом подходе задаются с помощью таксономии учебных целей.
  • Теория формативного (формирующего) оценивания, которое строится на качественном анализе учебной деятельности и трёх основных вопросах: «На какой стадии обучения находится ученик?», «Куда он стремится в своём обучении?» и «Что нужно сделать, чтобы помочь ему достичь цели?»

Что представляют собой критерии в оценивании? Как их обычно формулируют?

Критерий представляет собой признак или характеристику, отражающую уровень освоения материала учеником. Эти критерии формируются на основе поставленных образовательных результатов и могут быть представлены в виде фраз, таких как «решает алгебраические уравнения», «создает визуально привлекательные презентации», «определяет индексы в химической формуле». В сущности, критерии являются учебными действиями, которые ученик выполняет при выполнении заданий. Они играют ключевую роль в оценке знаний и навыков, позволяя определить, насколько успешно ученик справляется с поставленными задачами. Правильная формулировка критериев способствует более четкому пониманию требований к обучению и помогает в развитии необходимых умений.

Для обеспечения четкой и однозначной оценки результатов учеников используются критерии, которые расшифровываются с помощью дескрипторов. Дескрипторы, происходящие от латинского слова descriptor, что означает «описывающий», представляют собой конкретные действия и этапы, составляющие критерий или уровень выполнения учебной задачи. Они иллюстрируют, как должен выглядеть оптимальный результат и какие шаги необходимо предпринять для его достижения. Часто дескрипторам присваиваются баллы, что позволяет суммировать их итоговые значения и выставить оценку по необходимости. Эффективное использование дескрипторов способствует повышению прозрачности оценки и помогает ученикам понимать, какие именно достижения ожидаются от них.

Фото: Indypendenz / Shutterstock

Критерии, дескрипторы и соответствующие им баллы систематизируются в таблице, называемой критериальной или оценочной рубрикой. Эта рубрика является основным инструментом для проведения критериального оценивания. Использование оценочных рубрик позволяет точно и объективно оценивать результаты, обеспечивая ясные критерии для оценки работы.

В отдельной статье подробно рассматриваются критерии и рубрики, а также их функционирование.

Из чего состоит процесс критериального оценивания?

Последовательность критериального оценивания состоит из нескольких ключевых этапов. Каждый из этих шагов играет важную роль в формировании объективной оценки. На первом этапе необходимо установить четкие критерии, которые будут служить основой для оценки. Затем следует сбор данных о результатах, которые будут оцениваться по установленным критериям. После этого осуществляется анализ собранной информации, что позволяет выявить сильные и слабые стороны объектов оценки. Завершающим шагом является формулирование итоговой оценки, которая должна быть обоснованной и прозрачной. Такой подход обеспечивает высокую надежность и объективность критериального оценивания, что особенно важно в образовательных и профессиональных сферах.

  • Шаг 1-й — постановка учебной цели, которую нужно достичь ученикам.
  • Шаг 2-й — формулировка ожидаемых образовательных результатов. Они конкретизируют учебную цель и описывают, что именно должны знать и уметь учащиеся. Базовые образовательные результаты (личностные, предметные и метапредметные) закреплены в государственных образовательных стандартах — ФГОС.
  • Шаг 3-й — выбор задания, которое позволит наиболее полно оценить ожидаемые образовательные результаты.
  • Шаг 4-й — составление критериев, которые основаны на образовательных результатах и соответствуют выбранному заданию. Каждый результат может включать один или несколько критериев. А к их формулировке можно привлечь самих учеников.
  • Шаг 5-й — описание и конкретизация критериев с помощью дескрипторов и присвоение им баллов, если нужно. Например: 0 — учебное действие не выполнено; 1 — выполнено. Другой вариант: 0 — учебное действие не выполнено; 1 — требует доработки; 2 — выполнено полностью.
  • Шаг 6-й — объединение критериев, дескрипторов и баллов в рубрику.

Готовую рубрику предоставляют ученикам для предварительного изучения перед выполнением задания. После того как учащиеся сдадут свои работы, педагог использует рубрику для оценки и выставления отметок, особенно в случае констатирующего оценивания. Этот подход помогает обеспечить прозрачность критериев оценки и способствует более глубокому пониманию учебного материала. Использование рубрики также позволяет ученикам лучше подготовиться к выполнению заданий и повысить качество своих работ.

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Where is criterion-based assessment used?

In a number of countries, this approach to education is used in the majority of schools. In 1988, a system of internal criterion-based assessment was introduced in England and Wales as part of an educational reform. During the same period, the first national educational programs were developed that defined "key stages" of learning. Each key stage corresponds to certain educational outcomes that schoolchildren must achieve depending on their age.

The "assessment for learning" approach occupies an important place in UK education. This method includes both formative and summative assessment, which are aimed at identifying gaps in students' knowledge. The main goal of this approach is to provide constructive feedback that helps improve academic outcomes. Effective application of this approach not only helps identify areas for improvement but also fosters a deeper understanding of the material, which ultimately leads to improved education quality.

Swedish schools have used a norm-based grading system since the early 1960s, but it was replaced by a criteria-based grading system in 1994. The national curriculum sets subject mastery standards for all levels of education. It also defines the criteria for assigning grades from A to F, which students receive based on the results of national testing conducted at the end of grades 3, 6, and 9. This system allows for a more accurate assessment of student knowledge and its compliance with established educational standards.

In 2016, schools in Kazakhstan began implementing criteria-based grading. This approach to learning assessment aims to more accurately and objectively determine the level of student knowledge. We recommend reading the manual by Olga Mozhaeva, Aidana Shilibekova, and Dinara Ziedenova, which covers in detail the principles and methods of criteria-based grading. This new approach allows teachers to more effectively monitor student progress and adapt educational strategies to improve the quality of learning.

In Russia, a regulatory framework for assessing student performance has been established. Specifically, the Federal Educational Program for Basic General Education (FEP OGEE) stipulates that student achievement is assessed using a systemic-activity approach. This approach assumes that the content and assessment criteria are based on planned learning outcomes, which are presented in an activity-based format. This method allows for a more accurate assessment of students' knowledge and skill acquisition and also promotes the development of their learning activity and independence.

It is important to note that educational institutions independently determine the methods for assessing students' current performance. This includes assessment for answers at the board, tests, and homework, as well as an analysis of achievements at the end of an academic period, such as a quarter or trimester. This information is reflected in Article 28 of Federal Law 273-FZ "On Education in the Russian Federation." Many schools continue to use the traditional five-point grading scale, but some institutions, both public and private, are switching to criteria-based grading. In these cases, the five-point scale is used only for issuing certificates.

In 2023, the Ministry of Education published methodological recommendations emphasizing the feasibility of introducing criteria-based grading at all levels of general education. This change applies to internal academic assessment, with the exception of the state final examination, all-Russian assessments, and monitoring studies conducted by schools. The document makes no mention of abandoning the traditional five-point grading system. On the contrary, the introduction of criteria-based grading is aimed at increasing the objectivity of the existing student assessment system. This allows teachers to more accurately reflect students' knowledge and skills, and also promotes a fairer assessment of their achievements.

How do students and their parents perceive criteria-based assessment?

Based on our experience, students and their parents often find it difficult to understand the assessment system, criteria and descriptors, and the purpose of the rubrics. We explain these aspects in detail and recommend familiarizing themselves with the curriculum, which presents the assessment methods and forms. Students and their parents often turn to the familiar five-point system, trying to compare the grade: "Is this a 'B' or a 'A'?" We constantly remind students that converting criterion-based assessments to this scale is inappropriate, as the assessment process functions differently. Explaining these nuances helps to better understand the assessment system and improve the learning process.

Photo: Dragon Images / Shutterstock

Discussing criteria and descriptors with students plays A key role in developing their ability to self-assess and strive to achieve high results. Students often have difficulty perceiving criteria and descriptors if they are formulated in terms of learning outcomes and actions. Therefore, the teacher must explain these concepts in detail and clearly, using language that is understandable to children and adolescents. In this regard, discussing criteria in class can take a significant amount of time, sometimes equal to the time allotted for mastering the material that will be assessed using a given system. This emphasizes the importance of effective interaction between teacher and students for the successful implementation of the assessment system.

At what grade is it optimal to introduce such a system in school so that it is understandable and useful to students?

Criteria-based assessment can be introduced at various levels of education, starting from elementary grades. Research by Professor Galina Zuckerman shows that elementary school students are able to effectively use various assessment and self-assessment tools according to established criteria. Moreover, they can collaborate with their teacher to determine the criteria by which their work will be assessed. This not only helps develop self-assessment skills but also fosters students' responsibility for their own learning. The introduction of criteria-based assessment into the educational process can significantly improve the quality of learning and student motivation.

Photo: Vitalii Stock / Shutterstock

On the pages In their notebooks, students draw three segments with divisions that illustrate the level of task completion: "high," "above average," "average," and others. Each segment corresponds to specific assessment criteria and is marked with letters: "P" for correctness, "A" for accuracy, and "O" for work presentation. When assessing their achievements, students mark the segments-scales. This allows them to independently analyze the quality of their work and understand what needs to be improved.

Are there any shortcomings to this assessment system?

There are not so many shortcomings as certain difficulties in applying the criteria-based assessment system. First of all, as noted by foreign researchers, it is worth highlighting the problem of the diversity of criteria formulations. This diversity leads to the fact that both teachers and students, as well as administrative workers and researchers, may perceive and interpret this system differently. This problem is particularly evident when assessing complex skills and competencies, which can complicate the learning and assessment process. Effective implementation of a criteria-based approach requires a common understanding and clearly defined criteria, which, in turn, will help improve the effectiveness of the educational process.

The diversity of approaches to assessing educational outcomes in various school subjects seems natural. Achieving complete uniformity in these approaches is virtually impossible. Moreover, such standardization may be undesirable, since criterion-based assessment will be effective and reliable only if these criteria take into account the unique characteristics of each scientific field and school discipline. This diversity allows for a more accurate reflection of students' knowledge and skills, facilitating their full development.

Complex and multifaceted skills require the development of a detailed system of criteria for their assessment. This task is not easy and requires a significant investment of time, which teachers often lack. Effective assessment of such skills is essential for quality learning, but implementing it can be a significant challenge under time constraints.

The clarity of assessment criteria is sometimes compromised, which undermines the very purpose of the system. For example, it is difficult to identify and clearly formulate descriptors for assessing such an important competency as creativity. If the criteria are not sufficiently clear, this can lead to ambiguous interpretations by both teachers and students. As a result, the teaching and assessment process may lose its effectiveness, which will negatively impact the development of the necessary skills. Therefore, it is important to pay attention to the formulation of criteria to ensure their unambiguity and transparency in assessment.

What is criterion-based assessment?

Criter-based assessment is a comprehensive approach to learning and teaching based on the use of clearly defined assessment criteria. These criteria should be clear and accessible to all participants in the educational process, which contributes to a more objective and fair assessment of knowledge and skills. This approach not only assesses student achievement but also helps them better understand their strengths and weaknesses, which ultimately contributes to more effective learning.

Criteria-based assessment is based on the stated learning objectives and expected outcomes of educational programs. Each student has access to a benchmark result to strive for. During the assessment process, they receive information about their individual academic progress, which includes the current level of knowledge, skills, and abilities in comparison with previous achievements. This approach not only allows for the establishment of clear benchmarks but also promotes a deeper understanding of one's own development in the educational process.

What is criterion-based assessment?

Criteria-based assessment is a comprehensive teaching and learning method that is based on the use of clearly defined assessment criteria. These criteria must be known and understandable to all participants in the educational process, including students and teachers. This approach promotes a more objective and transparent assessment of knowledge and skills, and allows students to better understand the expectations and requirements for their work. Criteria-based assessment not only improves the quality of education but also promotes the development of student independence and responsibility for their own learning.

Criteria-based assessment is formed in accordance with the stated learning objectives and expected outcomes of educational programs. Each student has access to a benchmark result to which they should strive, and also receives an assessment of their individual academic progress. This includes an analysis of the current level of knowledge, skills, and abilities in comparison with previous achievements. This approach promotes a deeper understanding of students' strengths and weaknesses and allows teachers to more accurately tailor the educational process.

How does criteria-based assessment differ from the traditional five-point system?

First, it is necessary to understand the terminology. Depending on what exactly a student's performance is compared to, there are three main types of assessment.

  • Norm-based, or relative, assessment, in which a student's achievements are compared with those of a peer group. This is the structure of IQ tests, some standardized college admissions tests (for example, the American SAT and ACT), in which assessment is used to select the best applicants, and the high school assessment system in South Korea. There, grades are assigned on a 9-point scale and distributed according to a bell-shaped curve at the class level: 4% of students fall into the first category, 7% into the second, 12% into the third, and so on.
  • Criterion-based assessment means that a student's achievements are compared to a fixed standard, and this assessment is in no way dependent on the results of other students.
  • Ipsative assessment involves comparing a student's current results with their own previous results. This approach is often used in sports—for example, a runner strives to break a personal record by running a distance faster than their previous time. And in education, it is used to measure academic progress by comparing a student's current knowledge, skills, and abilities with their previous state.

According to the established typology, the traditional grading system used in Russian schools and enshrined in the "Procedure for Completing, Recording, and Issuing Certificates of Basic and Secondary General Education and Their Duplicates" is criteria-based. In this five-point system, each grade, from "2" (unsatisfactory) to "5" (excellent), is awarded based on predetermined criteria. For example, to receive an "A," a piece of work must meet certain requirements: a dictation must be written without errors, an independent math assignment must be completed in full, including complex problems, and an essay must contain arguments that substantiate and support the author's position. Thus, the assessment system is aimed at objectively measuring students' knowledge and skills, which contributes to a more accurate reflection of their educational achievements.

How does criteria-based assessment differ from the traditional five-point system?

First, it is necessary to understand the terminology. Depending on the criteria with which a particular student's results are compared, three main types of assessment are distinguished. These types of assessment play a key role in the educational process and help determine the level of material assimilation, as well as identify the student's strengths and weaknesses. Understanding these assessment categories contributes to more effective teaching and the development of educational strategies.

  • Normative, or relative, in which the student's achievements are compared with the achievements of a group of peers. This is how IQ tests are structured, as are some standardized college admissions tests (such as the American SAT and ACT), which use assessment to select the best applicants, and the high school grading system in South Korea. There, grades are assigned on a 9-point scale and distributed along a bell-shaped curve at the class level: 4% of students fall into the first category, 7% into the second, 12% into the third, and so on.
  • Criteria-based grading means that a student's achievements are compared to a fixed standard, and this assessment is not influenced by the results of other students.
  • Ipsative grading involves comparing a student's current performance with their own previous results. This approach is often seen in sports—for example, a runner strives to break a personal record by running a distance faster than last time. А в образовании его используют для измерения учебного прогресса, сопоставляя текущее состояние знаний, умений и навыков учащегося с их прежним состоянием.

Согласно установленной типологии, традиционная система оценивания в российских школах, закреплённая в «Порядке заполнения, учёта и выдачи аттестатов об основном общем и среднем общем образовании и их дубликатов», относится к критериальному типу. Эта пятибалльная шкала оценки, где «2» соответствует «неудовлетворительно», а «5» — «отлично», предполагает, что каждая отметка выставляется на основе заранее определённых критериев. Например, для получения пятёрки работа должна соответствовать ряду параметров: диктант необходимо написать без ошибок, все задачи в варианте самостоятельной работы по математике должны быть решены, включая сложные, а сочинение должно содержать аргументы, которые подтверждают позицию автора. Такая система оценки позволяет объективно оценивать уровень знаний и навыков учащихся, что способствует повышению качества образования.

Тогда в чём проблема с традиционной системой оценки? Ведь обычно критериальное оценивание ей противопоставляют.

Система оценивания в российских школах, основанная на пятибалльной шкале, не соответствует принципам критериального оценивания, таким как прозрачность и объективность. Критерии выставления отметок часто имеют общие формулировки и остаются непонятными для учеников, что снижает их значимость. Исследования, проведенные в 2021 году, показали, что на отметки влияют не только знания учащихся, но и их поведение на уроке, а также личное отношение учителя. Пятибалльная шкала недостаточно детализирована, чтобы адекватно отражать индивидуальный прогресс каждого ученика. Например, ученик, который приложил усилия и уменьшил количество ошибок в сравнении с предыдущими работами, может всё равно не получить заслуженную четвёрку. Это приводит к снижению учебной мотивации, что подтверждается результатами исследований, подчеркивающих необходимость пересмотра подхода к оцениванию в образовательной системе.

Фото: Drazen Zigic / Shutterstock

Правильная реализация критериального оценивания позволяет устранить существующие недостатки в образовательном процессе. Ученик получает четкое представление об «эталоне оценки» через конкретные критерии, что помогает ему понимать, каким требованиям должна соответствовать его работа и какие аспекты будут оцениваться учителем. Это не только способствует выполнению задания, но и позволяет ученику самостоятельно оценить свои достижения. Кроме того, критериальное оценивание является полезным инструментом для планирования индивидуальной траектории обучения, включая возможность ускоренного освоения учебной программы. Такой подход повышает мотивацию и способствует более глубокому пониманию материала.

Тогда в чём проблема с традиционной системой оценки? Ведь обычно критериальное оценивание ей противопоставляют.

Традиционная система оценивания в российских школах не соответствует критериальному оцениванию, несмотря на наличие определённых критериев. Основные принципы, такие как прозрачность и объективность, не всегда соблюдаются. Критерии оценки в пятибалльной системе часто имеют общие формулировки и могут быть неизвестны или непонятны ученикам. Кроме того, их применение не всегда отличается объективностью. Исследование 2021 года показало, что на оценки влияют не только знания ученика, но и его поведение на уроке, а также личное отношение учителя. Пятибалльная шкала оказывается недостаточно детализированной для отражения личного прогресса ученика. Например, ученик, который старательно готовился к самостоятельной работе и допустил меньше ошибок, чем раньше, может всё равно не получить ожидаемую четвёрку. Это приводит к снижению учебной мотивации, что подтверждают многочисленные исследования. Необходимость более объективного и прозрачного подхода к оцениванию знаний становится всё более актуальной в образовательной системе.

Фото: Drazen Zigic / Shutterstock

Правильно организованное критериальное оценивание позволяет устранить многие недостатки традиционных методов. Ученик получает четкие критерии оценки, что помогает ему понять, каким требованиям должна соответствовать его работа и на что обращает внимание учитель. Это не только способствует выполнению задания, но и дает возможность ученику самостоятельно оценить свои результаты. Кроме того, такая система является отличным инструментом для планирования индивидуальной траектории обучения, включая возможность ускоренного освоения программы. Критериальное оценивание делает образовательный процесс более прозрачным и эффективным, что в конечном итоге положительно сказывается на успеваемости учащихся.

В чём ещё преимущества критериальной системы оценивания по сравнению с традиционной?

Исследователи и практики в области образования выделяют ряд преимуществ данного подхода. Во-первых, он способствует активному вовлечению студентов в учебный процесс, что увеличивает их мотивацию и улучшает усвоение материала. Во-вторых, данный метод обучения развивает критическое мышление и творческие способности, позволяя учащимся находить нестандартные решения. В-третьих, он способствует формированию навыков командной работы, так как студенты часто работают в группах, что улучшает их коммуникацию и сотрудничество. Кроме того, применение этого подхода помогает адаптировать учебный процесс под индивидуальные потребности учащихся, что делает его более эффективным и персонализированным. В результате, использование данного подхода в образовании не только повышает качество знаний, но и готовит студентов к реальным вызовам в будущем.

  • Критериальное оценивание позволяет чётче установить соответствие образовательных результатов учащихся целям обучения — то есть учитель оценивает только то, чему учит.
  • Учитель получает информативную обратную связь о результатах каждого ученика, что помогает ему управлять траекториями обучения.
  • Ученикам проще правильно подойти к выполнению задания, так как им известны критерии желаемого результата.
  • Критериальное оценивание способствует самооценке учебной деятельности и учит школьников нести ответственность за своё обучение.
  • Снижается риск конфликтов на почве «Почему у меня „четыре“, а не „пять“?», так как критерии и принципы перевода результата в отметки (при суммативном оценивании) прозрачны и известны всем, в том числе родителям и школьной администрации.

Критериальное оценивание до сих пор не стало предметом широкого исследования в контексте его влияния на успеваемость учащихся. Однако результаты исследования 2020 года свидетельствуют о том, что критериальное оценивание в рамках развивающего обучения способствует формированию у учеников начальных классов таких ценностей, как стремление к поиску ответов, инициативность, умение рассуждать и участвовать в коллективных дискуссиях. Это подчеркивает важность внедрения критериального оценивания для повышения качества образовательного процесса и развития ключевых компетенций у школьников.

This study also identified another effect: with traditional assessment, students often focus on the grades they receive. This leads to students with low grades losing confidence in their abilities, while high-achieving students may overestimate their capabilities. In contrast, with criterion-based assessment, students have the opportunity to independently and objectively evaluate their achievements and identify areas in which they need to improve. This approach promotes a deeper understanding of the learning process and increases motivation for learning.

What are other advantages of the criterion-based assessment system over the traditional one?

Research and practical observations in the field of education reveal a number of advantages of this approach. Firstly, it promotes deeper student engagement in the learning process, which increases their level of motivation and interest. Secondly, this method promotes the development of critical thinking, allowing students to analyze and synthesize information more effectively. In addition, it promotes the development of teamwork skills, which is relevant in modern conditions. Finally, this approach allows us to adapt the educational process to the individual needs and interests of students, which in turn improves their learning outcomes.

  • Criteria-based assessment allows us to more clearly establish the correspondence of students' educational outcomes to the learning objectives - that is, the teacher evaluates only what he teaches.
  • The teacher receives informative feedback on the results of each student, which helps him manage learning trajectories.
  • It is easier for students to approach the task correctly, since they know the criteria for the desired result.
  • Criteria-based assessment promotes self-assessment of educational activities and teaches students to be responsible for their learning.
  • The risk of conflicts based on "Why did I get a 'B' and not an 'A'?" is reduced, since the criteria and principles for converting results into marks (with summative assessment) are transparent and known to everyone, including parents and school administration.

Criteria-based assessment in developmental education is still insufficient studied in the context of its impact on student achievement. However, research conducted in 2020 demonstrated that this approach contributes to the development of key values ​​in elementary school students. In particular, criterion-based assessment helps develop skills in finding answers, taking initiative, analytical thinking, and participating in group discussions. These aspects play a key role in the educational process, promoting a deeper understanding of the material and active student engagement in learning.

The study identified an important effect: with traditional assessment, students often focus on the grade they receive. This leads to students with low grades losing confidence in their abilities, while high-achieving students, conversely, may inflate their self-esteem. In contrast, criterion-based assessment allows students to objectively evaluate their achievements and identify areas in which they need improvement. Thus, the transition to criterion-based assessment can contribute to a healthier learning environment and increased student motivation.

So, is criterion-based assessment the same as formative assessment?

Criterion-based assessment is a method used for both formative and summative assessment. Formative assessment is aimed at tracking student progress and provides feedback, helping to improve the learning process. While summative assessment serves to summarize and determine the level of material assimilation. Understanding the differences between these approaches allows for more effective assessment and development of the educational process.

Criterion-based assessment serves as an important tool for collecting data on students' understanding of specific material, as well as the state of their knowledge, abilities, and skills in the learning process. This approach helps identify the next steps to improve educational outcomes. This is a criterion-based formative assessment method that helps not only identify students' current knowledge levels but also identify paths for further development. The use of criterion-based assessment fosters a deeper understanding of the learning process and allows teachers to adapt their teaching methods to the needs of each student.

When assessment is conducted to record the quantity and quality of material learned, as well as to determine the level of knowledge, skills, and abilities upon completion of a unit or course, it is called criterion-based summative assessment. This method is often combined with traditional grading, which allows for the conversion of criterion-based results into numerical or letter grades. This approach facilitates a more accurate assessment of academic performance and helps identify areas requiring additional attention.

The difference between formative and summative assessment lies in their purpose. Formative assessment aims to improve and develop student skills, while summative assessment records the results achieved. Criterion-based assessment can be used for both formative and summative assessment, as it provides clear criteria for evaluating both the learning process and its outcomes.

So, is criterion-based assessment the same as formative?

Criterion-based assessment is a method used for both formative and summative assessment. In this article, we will consider what this means and how the two types of assessment differ. Formative assessment focuses on the learning process and helps identify student progress, while summative assessment summarizes and records the results achieved. Understanding these differences is important for the effective use of criterion-based assessment in educational practice.

Criterion-based assessment serves as an effective tool for analyzing students' understanding of specific material, as well as for assessing their knowledge, skills, and abilities in the learning process. This methodology helps identify areas requiring additional attention and outline specific steps to improve educational outcomes. This approach, called criterion-based formative assessment, focuses on the learning process and promotes a deeper understanding of the subject matter. Criterion-based assessment helps teachers adapt instructional strategies and support student success. If assessment is conducted to record the quantity and quality of material mastered, as well as to determine the level of knowledge, skills, and abilities at the end of a section or course, it is called criterion-based summative assessment. This approach is usually combined with traditional grading, as criterion-based results are converted into numerical or letter grades. This allows for a more accurate reflection of student achievement and their progress in learning. The difference between formative and summative assessment lies in their purposes and applications. Formative assessment aims to identify and improve the learning process, while summative assessment records the results achieved. Criterion-based assessment can be an effective tool for both formative and descriptive approaches, as it allows for clear definition of assessment criteria and assessment of students' achievement of set goals.

How did criterion-based assessment originate, and who invented it?

The term "criterion-based assessment" was introduced by American educator and psychologist Robert Glaser in his article "Instructional Technology and the Measurement of Academic Results: Several Issues," published in 1963. Glaser emphasizes that student assessment should be based on the concept of a continuous process of knowledge acquisition, which begins with the beginning and reaches the desired results. Criterion-based assessment allows for a more accurate determination of students' knowledge and skills, and also promotes their development, as it focuses on specific criteria of success and progress. This approach helps not only in learning, but also in the formation of effective educational strategies, which makes it an important element of modern education.

Robert Glaser Photo: University of Pittsburgh

A key feature of criterion-based assessment is the transition from a relative assessment based on comparison with the results of other students to an absolute assessment, which is based on comparison with an ideal sample. The criterion-based approach, as Glaser notes, emphasizes the unity of learning and assessment. Clearly formulated educational goals determine not only the content and methods of teaching, but also the ways of measuring the results. This approach contributes to a more objective and transparent assessment of educational achievements, allowing students to better understand their strengths and weaknesses in the learning process.

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How did criterion-based assessment come about, who invented it?

The term "criterion-based assessment" was first introduced by the American educator and psychologist Robert Glaser in the article "Teaching Technology and the Measurement of Educational Results: Several Issues," published in 1963. Glazer emphasizes that student assessment should be based on the concept of a continuous process of acquiring knowledge, starting from the zero level and ending with the achievement of desired results. Criterion-based assessment allows for more accurate assessment of student progress by defining specific criteria and standards, which contributes to more effective learning and student development.

Robert Glaser Photo: University of Pittsburgh

A key feature of criterion-based assessment is the transition from relative assessment, which is based on comparing students' results with each other, to absolute assessment, based on comparison with an ideal model. The criteria-based approach, according to Glaser, emphasizes the unity of the learning and assessment processes. Clearly formulated learning goals define what and how we teach, and also allow for the accurate measurement of achieved results. This approach promotes a more objective assessment of students' knowledge and skills, and helps teachers identify areas for improvement and optimize the educational process.

What other pedagogical ideas and theories is criterion-based assessment associated with?

The authors of the "Methodology of the System of Criteria-Based Assessment of Students' Academic Achievements" point to the presence of additional theoretical foundations for this approach. The criteria-based assessment system promotes a more objective and transparent assessment of educational results, which allows for the identification of students' strengths and weaknesses. This method enables an individualized approach to each student and helps foster motivation for learning. An important aspect is that this approach focuses on developing key competencies, which in turn contributes to improving the overall quality of education.

  • The competency-based approach—according to it, learning is built on the acquisition of competencies (that is, a set of knowledge, abilities, skills, and personal experience), and the assessment of results is based on specific, measurable criteria.
  • Reverse design implies that learning design begins with defining the end result that the student should achieve. This is followed by the selection of teaching methods and assessment criteria, and the development of the curriculum.
  • Social constructivism and Lev Vygotsky's concept of the zone of proximal development. From his perspective, learning is a social process, and it is through interaction with the external environment and other people (for example, with classmates and a teacher) that a child learns to do what they previously could not do—first with support, and then independently.
  • The theory of mastery of knowledge, first proposed by Benjamin Bloom, states that all students are capable of achieving a fixed desired outcome if the learning process is adapted to their abilities and needs—for example, by giving more time to assimilate new material to those who need it. The criteria for the benchmark outcome in this approach are defined using a taxonomy of learning goals.
  • The theory of formative assessment, which is based on a qualitative analysis of learning activities and three main questions: "At what stage of learning is the student?", "Where are they striving in their learning?" and "What needs to be done to help him achieve his goal?"

What other pedagogical ideas and theories is criteria-based assessment associated with?

The authors of the "Methodology of the System of Criteria-Based Assessment of Student Academic Achievements" emphasize that this approach has a number of theoretical foundations. It is based on the principles of objectivity and transparency in assessment, which contributes to a more accurate reflection of the level of students' knowledge and skills. In addition, criteria-based assessment allows for the consideration of the individual characteristics of each student, making it a more effective tool for diagnosing and correcting the educational process. This approach also promotes motivation for learning, as students understand the specific criteria that influence their success. Thus, criteria-based assessment methodology is becoming an important element of the modern educational process, ensuring not only high-quality assessment but also the development of self-regulation skills in students.

  • Competency-based approach - according to it, learning is based on the acquisition of competencies (that is, a set of knowledge, abilities, skills, and personal experience), and the assessment of results is based on specific, measurable criteria.
  • Reverse design implies that the design of learning begins with defining the final result that the student should achieve. This is followed by the selection of teaching methods and assessment criteria, and the development of the curriculum.
  • Social constructivism and Lev Vygotsky's concept of the zone of proximal development. From his perspective, learning is a social process, and it is through interaction with the external environment and other people (for example, with classmates and a teacher) that a child learns to do what they previously could not do—first with support, and then independently.
  • The theory of mastery of knowledge, first proposed by Benjamin Bloom, states that all students are capable of achieving a fixed desired outcome if the learning process is adapted to their abilities and needs—for example, by giving more time to assimilate new material to those who need it. The criteria for the benchmark outcome in this approach are defined using a taxonomy of learning goals.
  • The theory of formative assessment, which is based on a qualitative analysis of learning activities and three main questions: "At what stage of learning is the student?", "Where are they striving in their learning?" и «Что нужно сделать, чтобы помочь ему достичь цели?»

Что представляют собой критерии в оценивании? Как их обычно формулируют?

Критерий представляет собой признак или характеристику, отражающую уровень знаний и умений ученика. Эти критерии формируются на основе образовательных результатов и могут включать такие формулировки, как «решает алгебраические уравнения», «визуально оформляет презентации» или «определяет индексы в химической формуле». В сущности, критерии обозначают учебные действия, которые ученик выполняет в процессе выполнения заданий. Правильная формулировка критериев позволяет объективно оценить достигнутые результаты и способствует более эффективному обучению.

Четкие и однозначные критерии оценки результатов учеников являются важным аспектом образовательного процесса. Для этого используются дескрипторы, что в переводе с латинского означает «описывающий». Дескрипторы представляют собой конкретные действия и шаги, необходимые для выполнения заданий и достижения определенного уровня учебной деятельности. Они помогают наглядно представить, как должен выглядеть идеальный результат и какие шаги необходимо предпринять для его достижения. Часто дескрипторам присваиваются баллы, что позволяет итоговую оценку формировать на основе суммирования этих значений. Это делает процесс оценки более объективным и прозрачным, что важно как для учеников, так и для преподавателей.

Фото: Indypendenz / Shutterstock

Критерии, дескрипторы и соответствующие им баллы объединяются в таблицу, известную как критериальная или оценочная рубрика. Данная рубрика является основным инструментом для проведения критериального оценивания, позволяя структурированно и объективно оценивать результаты. Использование критериальной рубрики обеспечивает прозрачность процесса оценки и помогает четко определить требования к выполнению заданий.

В отдельной статье подробно изложены критерии, рубрики и механизмы их функционирования.

Что представляют собой критерии в оценивании? Как их обычно формулируют?

Критерий представляет собой признак или характеристику, которая демонстрирует уровень усвоения материала учеником. Эти критерии формируются на основе четко сформулированных образовательных результатов и могут включать такие фразы, как «решает алгебраические уравнения», «создает визуально привлекательные презентации», «определяет индексы в химических формулах». В сущности, критерии отражают учебные действия, которые учащийся выполняет в процессе выполнения задания, и служат важным инструментом для оценки его знаний и навыков. Правильное определение и использование критериев оценки помогают как ученикам, так и преподавателям в достижении образовательных целей.

Для того чтобы критерии обеспечивали чёткую и однозначную оценку результатов учеников, необходимо использовать дескрипторы. Дескрипторы — это конкретные операции и шаги, из которых формируются критерии и уровни выполнения учебных действий. Они служат ориентиром, показывая, каким образом можно достичь наилучшего результата. Обычно дескрипторам присваиваются баллы, что позволяет суммировать их в процессе оценивания и выставлять итоговую отметку при необходимости. Правильное использование дескрипторов способствует более объективному и прозрачному оцениванию учебных достижений.

Фото: Indypendenz / Shutterstock

Критерии, дескрипторы и соответствующие им баллы объединяются в таблицу, известную как критериальная или оценочная рубрика. Эта рубрика является основным инструментом для проведения критериального оценивания. Она позволяет четко определить уровень достижения учащимися заданных целей и критериев, обеспечивая прозрачность и объективность в процессе оценки.

В отдельной статье подробно рассмотрены критерии и рубрики, а также их функционирование.

Из чего состоит процесс критериального оценивания?

Последовательность критериального оценивания состоит из нескольких ключевых этапов. Каждый шаг важен для достижения объективных результатов. Сначала необходимо определить критерии, по которым будет производиться оценка. Затем следует разработать систему баллов или уровней, чтобы обеспечить четкость и прозрачность процесса. После этого важно провести оценивание, основываясь на заранее установленной системе. Завершающим этапом является анализ результатов и предоставление обратной связи, что способствует улучшению будущих оценок и повышению качества работы. Эффективное критериальное оценивание помогает не только выявить сильные и слабые стороны, но и способствует развитию навыков и знаний.

  • Шаг 1-й — постановка учебной цели, которую нужно достичь ученикам.
  • Шаг 2-й — формулировка ожидаемых образовательных результатов. Они конкретизируют учебную цель и описывают, что именно должны знать и уметь учащиеся. Базовые образовательные результаты (личностные, предметные и метапредметные) закреплены в государственных образовательных стандартах — ФГОС.
  • Шаг 3-й — выбор задания, которое позволит наиболее полно оценить ожидаемые образовательные результаты.
  • Шаг 4-й — составление критериев, которые основаны на образовательных результатах и соответствуют выбранному заданию. Каждый результат может включать один или несколько критериев. А к их формулировке можно привлечь самих учеников.
  • Шаг 5-й — описание и конкретизация критериев с помощью дескрипторов и присвоение им баллов, если нужно. Например: 0 — учебное действие не выполнено; 1 — выполнено. Другой вариант: 0 — учебное действие не выполнено; 1 — требует доработки; 2 — выполнено полностью.
  • Шаг 6-й — объединение критериев, дескрипторов и баллов в рубрику.

Готовая рубрика предоставляется ученикам для изучения перед выполнением задания. После того как ученики сдадут свои работы, преподаватель применяет рубрику для оценки и выставления отметок, если речь идет о констатирующем оценивании. Использование рубрики помогает учащимся лучше понять критерии оценки и повысить качество выполненных заданий.

What does the criteria-based assessment process consist of?

The criteria-based assessment process consists of several key stages. First, it is necessary to define the criteria by which the assessment will be conducted. These criteria should be clear, measurable, and relevant to the task at hand. Next, a system of points or levels should be developed that will allow for a quantitative assessment of achievements. After this, it is important to test the assessment criteria in practice to ensure their effectiveness and correctness. The final stage is the analysis of the results obtained and, if necessary, adjustment of the criteria to improve their objectivity and accuracy. This approach to criteria-based assessment ensures transparency of the process and promotes a fairer assessment.

  • Step 1 - Setting the learning goal that students need to achieve.
  • Step 2 - Formulating the expected educational outcomes. They concretize the learning goal and describe exactly what students should know and be able to do. Basic educational outcomes (personal, subject-specific, and meta-subject) are enshrined in state educational standards — FSES.
  • Step 3 — choosing an assignment that will allow the most complete assessment of the expected educational outcomes.
  • Step 4 — creating criteria based on the educational outcomes and corresponding to the selected assignment. Each outcome may include one or more criteria. The students themselves can be involved in their formulation.
  • Step 5 — describing and specifying the criteria using descriptors and assigning points to them, if necessary. For example: 0 — the educational action is not completed; 1 — completed. Another option: 0 — the educational action is not completed; 1 — requires revision; 2 — fully completed.
  • Step 6 — combining criteria, descriptors, and points into a rubric.

The rubric is provided to students for preliminary study before completing the assignments. After students have submitted their work, the teacher uses a rubric to assess and mark the assessment. This approach ensures transparency and objectivity in the assessment process, and helps students better understand the criteria by which their work will be assessed.

Where is criterion-based assessment used?

In a number of countries, the approach to in-school criterion-based assessment has become the standard in the educational system. For example, in 1988, this system was introduced in England and Wales as part of an educational reform. As part of this reform, the first national educational programs were developed and "key stages" were established, which define the educational outcomes that students need to achieve at a certain age. This approach allows for a more accurate assessment of students' level of knowledge and skills, and also promotes their further development.

In UK education, the main approach is "assessment for learning". This method includes both formative and summative assessment, aimed at identifying gaps in students' knowledge. The main goal is to provide constructive feedback that helps students improve their performance. This approach not only promotes academic achievement but also develops self-assessment skills, which is an important aspect of the educational process. The introduction of "assessment for learning" into the educational process helps create a more dynamic and adaptive educational environment focused on the needs of each student. Swedish schools have used a norm-based grading system since the early 1960s, but it was replaced by a criteria-based system in 1994. The national curriculum defines subject mastery standards for each grade level. In addition, criteria are established for assigning grades from A to F based on the results of national tests taken by students at the end of grades 3, 6, and 9. A criteria-based assessment system allows for a more accurate reflection of students' knowledge and skills, which contributes to improving the quality of education in the country.

In 2016, educational institutions in Kazakhstan began implementing criteria-based assessment. This approach to assessing student knowledge and skills was developed to improve the quality of education and more accurately evaluate academic achievement. We recommend reading the manual by Olga Mozhaeva, Aidana Shilibekova, and Dinara Ziedenova, which provides useful information on criteria-based assessment and its application in the school system.

In Russia, a regulatory framework for assessing student performance has been established. In particular, the Federal Educational Program for Basic General Education (FEP BGE) emphasizes that student achievement is assessed within the context of a systemic-activity-based approach. This approach is based on the content and criteria of assessment, where the planned learning outcomes are presented in an activity-based format. This allows for a more accurate reflection of students' knowledge and skills, and promotes their comprehensive development throughout the learning process.

Schools have the freedom to independently determine their methods for assessing student performance, including grading for answers at the board, tests, and homework, as well as summing up results at the end of the academic period, whether it be a quarter or trimester. This is enshrined in Article 28 of Federal Law 273-FZ "On Education in the Russian Federation." Many educational institutions continue to use the traditional grading system based on a 2-5 point scale. At the same time, some public and private schools are switching to criteria-based assessment, using a five-point scale exclusively for certificates. This approach allows for a more accurate reflection of students' knowledge and achievements, which promotes a more individualized approach to learning.

In 2023, the Ministry of Education published methodological recommendations emphasizing the implementation of criteria-based assessment at all levels of general education. This innovation is recommended for use within the framework of internal assessment, which concerns all forms of academic performance, with the exception of the state final certification, all-Russian tests and monitoring studies that are not conducted by the school itself. It is important to note that the abandonment of the five-point scale is not being considered; on the contrary, the proposed approach is aimed at increasing the objectivity of the traditional five-point assessment system. This change is intended to improve the quality of the educational process and ensure a more accurate reflection of the level of students' knowledge.

Where is criteria-based assessment used?

In a number of countries, this approach is used in all or almost all educational institutions. For example, in 1988, a system of internal school criteria-based assessment was introduced in England and Wales as part of an educational reform. During the same period, the first national educational programs were adopted, and "key stages" were defined corresponding to the educational outcomes that schoolchildren of a certain age should achieve. This has enabled a more structured approach to assessing students' knowledge and skills, as well as improving the overall quality of education. The implementation of such systems helps ensure uniform standards and increase the transparency of the educational process.

In UK education, particular attention is paid to the "assessment for learning" approach. This method includes both formative and summative assessment to identify gaps in students' knowledge. The main goal of this approach is to provide constructive feedback that enables students to improve their performance and develop their learning skills. The application of this strategy in the educational process promotes a deeper understanding of materials and the effective overcoming of learning difficulties.

Swedish schools have used a norm-based assessment system since the early 1960s, but it was replaced by a criterion-based one in 1994. The national curriculum establishes subject mastery standards for each grade level, as well as criteria for assigning grades from A to F based on the results of national testing, which students take at the end of grades 3, 6, and 9. This system is aimed at more accurately reflecting the level of student knowledge and skills, ensuring fair and transparent assessment.

In 2016, schools in Kazakhstan began implementing criteria-based assessment. This approach to assessing student knowledge and skills allows for a more accurate assessment of their achievements and progress. For a deeper understanding of criteria-based assessment, we recommend reading the manual by Olga Mozhaeva, Aidana Shilibekova, and Dinara Ziedenova, which covers the key aspects of this methodology and its application in the educational process. Criteria-based assessment contributes to the formation of an objective and transparent assessment system, which in turn helps improve the quality of education in Kazakhstan.

In Russia, a regulatory framework for assessing student performance has been established. In particular, the Federal Educational Program for Basic General Education (FEP BOGE) emphasizes that student achievement is assessed using a systemic, activity-based approach. This approach is based on the content and assessment criteria, which are expressed in planned learning outcomes in an activity-based format. Thus, the emphasis is on students' active participation in the educational process and their ability to apply acquired knowledge in practice. Schools have the right to independently determine the methods for assessing their students' current performance. This includes grading for answers at the board, tests, and homework, as well as summing up results at the end of the academic period, whether a quarter or trimester. This provision is enshrined in Article 28 of Federal Law No. 273-FZ "On Education in the Russian Federation." Many educational institutions continue to use the traditional 5-point scale, with grades ranging from 2 to 5. However, a number of public and private schools are switching to criteria-based assessment, using the 5-point scale only for certificates, which allows for a more accurate reflection of students' knowledge and skills.

In 2023, the Ministry of Education published methodological recommendations emphasizing the importance of implementing criteria-based assessment at all levels of general education. This assessment will be used as part of internal performance monitoring, with the exception of the state final certification, all-Russian assessments, and monitoring studies conducted by third-party organizations. It should be noted, however, that the recommendations make no mention of abandoning the 5-point grading system. On the contrary, the introduction of the criteria-based approach is aimed at increasing the objectivity of the traditional five-point assessment of student performance, which can significantly improve the quality of the educational process.

How do students and their parents perceive criteria-based assessment?

Students and parents often find it difficult to understand the assessment system, criteria and descriptors, as well as the purpose of the rubrics. We explain these aspects in detail and recommend that you familiarize yourself with the curriculum, which presents the methods and forms of assessment. Also, parents and students often refer to the five-point system, trying to understand how to correlate criterion-based assessments with the traditional scale: "Is it a 'four' or a 'five'?" We constantly remind that converting criterion-based assessments to a five-point system is impractical, since the principles of their operation are different. Understanding these nuances helps you navigate the learning and assessment process better.

Photo: Dragon Images / Shutterstock

Discussing criteria and descriptors with students plays Criteria-based assessment plays a key role in developing their ability to self-assess and strive to achieve better results. Schoolchildren often have difficulty understanding criteria formulated in terms of learning outcomes and actions. Therefore, it is important for the teacher to explain these concepts clearly and accessibly, adapting them to the level of understanding of children and adolescents. This explanation can take a significant amount of time, sometimes comparable to the time allocated for studying the material to be assessed according to a given system. Effective discussion of criteria not only helps students better understand their achievements, but also promotes a deeper assimilation of the educational material.

How do schoolchildren and their parents perceive criteria-based assessment?

Based on our experience, students and parents often have difficulty understanding assessment criteria and descriptors, as well as the purpose of rubrics, at the beginning of their studies. We explain these aspects in detail, suggesting that you familiarize yourself with the curriculum syllabus, which describes the methods and forms of assessment. Often, students and their parents turn to the familiar five-point system when trying to determine whether a grade is a “four” or a “five.” We constantly emphasize that it is impractical to transfer criteria-based assessment to this scale, since these systems work differently.

Photo: Dragon Images / Shutterstock

Discussing criteria and descriptors with students plays a key role in developing their ability to self-assess and strive to achieve better results. Schoolchildren often have difficulty perceiving criteria and descriptors presented in terms of learning outcomes and actions. Therefore, teachers need to carefully explain these concepts, reformulating them into language accessible to children and adolescents. As a result, discussing criteria in class can take a significant amount of time, sometimes comparable to the time allotted for mastering the educational material itself, which will be assessed using a given system. This emphasizes the importance of a competent approach to developing students' understanding of assessment criteria in order to improve their academic performance.

At what grade is it optimal to introduce such a system in school so that it is understandable and useful to students?

Criteria-based assessment can be introduced at all levels of education, starting from elementary school. Professor Galina Zuckerman's research shows that elementary school students are not only able to effectively use various assessment and self-assessment tools based on established criteria, but also actively participate in discussions with their teachers, defining the criteria by which their work will be assessed. This helps develop critical thinking and self-regulation skills in children and increases their motivation to learn. The introduction of criteria-based assessment into the educational process helps to create a more transparent and understandable assessment system, which is especially important for developing students' self-confidence and readiness for further education.

Photo: Vitalii Stock / Shutterstock

Students often use the margins of their notebooks to create three scales with divisions that reflect the level of work performance: "high," "above average," "average," and so on. Each segment corresponds to a specific criterion and is designated by letters: "P" for correctness, "A" for accuracy, and "O" for work presentation. When assessing their work independently, students place crosses on the scales, allowing them to visually track their progress and identify areas for improvement. This approach promotes self-control and responsibility for the quality of completed assignments.

At what grade is it optimal to introduce such a system in school so that it is understandable and useful to students?

Criteria-based assessment can be implemented at all levels of education, starting in elementary school. Исследования профессора Галины Цукерман показывают, что ученики начальных классов способны эффективно использовать разнообразные инструменты оценки и самооценки по установленным критериям. Более того, они могут совместно с учителем определять критерии оценки своей работы. Это способствует развитию навыков самооценки и критического мышления у детей, что в свою очередь положительно сказывается на их учебном процессе. Внедрение критериального оценивания в образовательную практику способствует более прозрачной и объективной оценке достижений учащихся.

Фото: Vitalii Stock / Shutterstock

Ученики на полях тетрадей рисуют три отрезка с делениями, которые отражают уровень выполнения работы: «высокий», «выше среднего», «средний» и другие. Каждый отрезок соответствует определённому критерию и обозначается буквами: «П» — правильность, «А» — аккуратность, «О» — оформление работы. Оценивая свои достижения, ученики ставят крестики на отрезках-шкалах, что позволяет им самостоятельно анализировать качество выполненных заданий и развивать навыки самоконтроля.

А есть у этой системы оценивания какие-нибудь недостатки?

Существуют не столько недостатки, сколько сложности в применении системы критериального оценивания. Важно отметить, что, как и у зарубежных исследователей, возникает проблема разнообразия формулировок критериев. Это приводит к различным интерпретациям системы как среди педагогов и учеников, так и среди административных работников и исследователей. Особенно это разнообразие становится заметным при оценивании комплексных навыков и компетенций, что может затруднять процесс обучения и оценки результатов. Необходимость единого подхода к формулированию критериев становится актуальной для обеспечения прозрачности и эффективности оценивания.

С одной стороны, такое разнообразие методов оценки образовательных результатов выглядит естественно. Полное единообразие в подходах к оценке по различным школьным предметам практически невозможно достичь. Более того, это может быть нежелательным, так как оценка, основанная на определенных критериях, будет эффективной и надежной только при условии, что эти критерии учитывают уникальные особенности различных научных областей и школьных дисциплин. Поэтому важно разрабатывать адаптивные методы оценки, которые смогут отражать индивидуальные характеристики предметов и способствовать более точному пониманию образовательных достижений учащихся.

Оценка многоаспектных и сложных навыков представляет собой значительную трудность, поскольку требует разработки комплексных критериев. Этот процесс требует времени, что является постоянной проблемой для учителей, у которых и так ограничены ресурсы. Эффективная оценка таких навыков необходима для понимания уровня подготовки учащихся и их способности применять знания на практике. Поэтому важно создать четкие и доступные критерии, которые помогут педагогам в этом непростом процессе.

Четкость критериев оценки является важным аспектом образовательной системы, однако иногда она оказывается под угрозой. Примером может служить сложность формирования четких критериев и дескрипторов для оценки такой компетенции, как креативность. Недостаточно четко сформулированные критерии могут привести к неоднозначному толкованию как со стороны учителей, так и со стороны учеников. Это создает риски для объективности оценивания и может негативно сказаться на процессе обучения и развитии креативных навыков. Важно разработать ясные и понятные критерии, чтобы обеспечить эффективную оценку и поддержку развития креативности в образовательной среде.

А есть у этой системы оценивания какие-нибудь недостатки?

Существует не столько недостатков, сколько определенные сложности в применении системы критериального оценивания. В первую очередь, стоит отметить, что разнообразие способов формулирования критериев приводит к неоднозначному восприятию этой системы. Педагоги, ученики, административные работники и исследователи могут интерпретировать её по-разному. Особенно это становится заметным при оценивании комплексных навыков и компетенций, где различные подходы могут вызывать путаницу и затруднения в понимании результатов.

С одной стороны, разнообразие подходов к оценке образовательных результатов выглядит естественно. Достичь полного единообразия в методах оценки по различным школьным дисциплинам вряд ли возможно. Более того, это может быть нежелательно, поскольку оценка, основанная на критериях, эффективна и надежна только в том случае, если сами критерии учитывают уникальность различных научных областей и учебных предметов. Учитывая особенности каждой дисциплины, можно обеспечить более точную и справедливую оценку, что в свою очередь способствует лучшему пониманию и усвоению материала учениками.

Оценка многоаспектных и сложных навыков представляет собой значительную задачу. Для этого необходимо создать детализированную структуру критериев, что требует значительных временных затрат. Учителям, как известно, часто не хватает времени на разработку таких систем оценки, что усложняет процесс анализа компетенций учащихся. Поэтому важно находить эффективные подходы для упрощения этой задачи, чтобы обеспечить более точную и объективную оценку навыков студентов.

Иногда под угрозой оказывается ясность критериев, ради которых была разработана система оценивания. Например, сложно выделить и сформулировать чёткие критерии и дескрипторы для оценки такой компетенции, как креативность. Если критерии будут недостаточно чётко определены, это может привести к неоднозначному толкованию как со стороны учителей, так и со стороны учеников. Важно создать понятные и доступные критерии, чтобы обеспечить объективность и прозрачность в оценивании креативных навыков. Чёткие дескрипторы помогут избежать недоразумений и позволят всем участникам образовательного процесса лучше понимать ожидания и цели обучения.

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