Achievement Portfolio is a new way to track student progress. Digital portfolio of student achievement

Trenina N.A.

MBOU "NOSH №31"

Organization of a cumulative assessment system.

Achievement portfolio.

In the modern educational space, such qualities as independence, responsibility, initiative are becoming in demand and personally significant.

Innovative technologies that are adequate to the task of forming key competencies are distinguished by the fact that the following principle is the primary condition for their implementation - the student, within the framework of work on this technology, is the subject of his activity. And this provision is seen not as an ultimate goal, but as a prerequisite. One of the educational technologies supporting the competence-based approach in education, the development of independence is the technology of working with a portfolio of achievements.

2 What is a portfolio for?

"Each student will have a" portfolio ", that is, an individual" portfolio "of educational achievements - the results of district and regional Olympiads, interesting independent projects and creative work. This is very important in determining the student's readiness for in-depth study of a number of subjects."

(Minister of Education V.M. Filippov "Komsomolskaya Pravda" January 14, 2003)

The main function of this innovation is to help high school students choose a profile class, as well as the opportunity to present their achievements when entering universities.

3 A portfolio of achievements is a way of recording, accumulating and evaluating individual achievements a student during a certain period of his education. The portfolio of achievements allows you to take into account the results achieved by the student in a variety of activities (educational, creative, social communication, etc.) and is an important element of a practice-oriented approach to education.

The purpose of the achievement portfolio is to serve as an individual cumulative assessment and, along with exam results, to determine the ranking of basic school graduates.

We will all have to get used to the formula:

AT pedagogical literature the portfolio of achievements is characterized as:

A collection of student work that comprehensively showcases more than just him learning outcomesbut also the efforts made to achieve them;

An exhibition of a student's educational achievements in a given subject (or several subjects) for a given period of study (quarter, half year, year).

4 The philosophy of the academic achievement portfolio assumes:
- a shift in emphasis from what the student does not know and cannot, to what he knows and is able to do on a given topic and a given subject;
- integration of quantitative and qualitative assessments;
- the transfer of pedagogical emphasis from assessment to self-assessment;
- the main meaning of the portfolio of achievements: "Show everything that you are capable of."

5 A portfolio of achievements is not only a modern effective form of assessment, but also an effective tool for solving a number of important pedagogical problems, allowing:

1. maintain high educational motivation of students;
2. encourage their activity and independence, expand the opportunities for learning and self-study;
3. develop the skills of reflective and evaluative (including self-evaluative) activities of students;
4. to form the ability to learn - to set goals, plan and organize their own learning activities.

The portfolio of achievements can include the results achieved by the student not only during learning activities, but also in other forms of activity: creative, social, communicative, physical culture and health, labor activity, taking place both within the framework of everyday school practice and outside it.

What a student portfolio looks like primary school?

There are no strict requirements (state standard) at the moment. And it pleases! After all, working on a portfolio is a good opportunity to express yourself, get creative with this task, come up with something of your own, original. As a rule, the school administration gives advice, design recommendations. The only thing worth worrying about is that the portfolio of an elementary school student is not called "My Achievements Portfolio" ("My Achievements", etc.) and that a section documenting these achievements (all kinds of certificates and certificates).

Various types of portfolios.

There are three types of portfolio:

"PORTFOLIO OF DOCUMENTS" - a portfolio of certified individual educational achievements ... Such a model assumes the possibility of both qualitative and quantitative assessment of materials. The final document is presented in the form of an insert in the certificate and contains the final score, as well as a list and assessments of the certificates that make up it. Documents or their copies can be placed in the attachment to the portfolio.

Advantages:
Possibility of both qualitative and quantitative assessment of portfolio materials.

Disadvantages:
Process is not visible individual development of the student, the diversity of his creative activity, his educational style, interests, etc.

"PORTFOLIO OF WORKS" (process portfolio or exemplary) is a collection of various creative and project works of the student, as well as a description of the main forms and directions of his educational and creative activity: participation in conferences, competitions, training camps, passing elective courses, various kinds of practices, sports and artistic achievements. This portfolio option assumes a qualitative assessment in terms of completeness, variety and persuasiveness of the materials of the presented works, focus on the chosen training profile. It is drawn up in the form of a student's creative book with the attachment of his works, presented in the form of texts, electronic versions, photographs, videos.

Advantages:
Qualitative assessment, according to the parameters of completeness, variety and persuasiveness of materials, the quality of the submitted works, focus on the chosen training profile; an idea of \u200b\u200bthe dynamics of educational and creative activity, the focus of interests, the nature of pre-profile training.

Disadvantages:
The qualitative assessment of the portfolio complements the results of the final certification, but cannot be included in the student's educational rating as a total component.

"REVIEW PORTFOLIO" includes the characteristics of the relationship student to various activities, represented by teachers, parents, system workers additional education, as well as a written analysis of the student himself of his specific activities and its results. It can be presented in the form of texts of conclusions, reviews, reviews, essays, summaries, letters of recommendation.

Advantages:
The ability to turn on the student's self-assessment mechanisms, which increases the degree of awareness of the processes associated with learning and the choice of a profile direction.

Disadvantages:
The complexity of formalizing and recording the collected information.

Today, it is widely used comprehensive portfoliowhere the types listed above are its main sections.

1. Where to start?
Portfolio building is indeed most relevant in middle and basic school. And here's the question: does a portfolio have a right to exist in primary school and if so, in what form can it be presented?
2. Goals and objectives.

One of the main tasks of teaching and upbringing in primary school is to identify and develop the individual creative abilities of the child.

Creating a situation of success for each student, increasing self-esteem and confidence in their own capabilities;
- maximum disclosure of the individual abilities of each child;
- the development of the cognitive interests of students and the formation of readiness for independent knowledge;
- the formation of an attitude towards creative activity and skills of creative activity, the development of motivation for further creative growth;
- the formation of positive moral and ethical qualities of the individual;
- acquisition of reflection skills, the formation of the ability to analyze their own interests, inclinations, needs and correlate them with the available opportunities ("I am real", "I am ideal");
- the formation of life ideals, stimulation of the desire for self-improvement.

To solve these problems (according to many experts), it is necessary to shift the focus, focusing not on the portfolio of documents, but on the portfolio of creative works. In other words, the "CREATIVE WORKS" section should become the main and main, the "Official documents" section should fade into the background and be used only as an application!

The motto for working with a portfolio of an elementary school student should be the phrase:"The student's daily creative process must be recorded.".
_______________

1 Reflection - a tendency to analyze your experiences, reflect on your inner state. Reflection on oneself, cognition and analysis of one's own mental processes and states. It disrupts a person's life and reduces his adaptation both with an excess and with a lack of self-knowledge.

3. The main thing is not victory, the main thing is participation!

The unconditional value of the portfolio lies in the fact that it helps to increase the student's self-esteem, to maximize the individual capabilities of each child, and to develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to your child that making a portfolio is not a race for diplomas and all kinds of letters! The process itself is important participation in educational activities or creative work, and not its result.

Long-term research by psychologists has led many educational professionals to accept the view that the leading characteristic of a creative personality should be considered not "outstanding abilities" (high intelligence, creativity, etc.), but its motivation (life goals) ... It is she who is considered by many as a decisive factor in realizing the creative potential of an individual.
_______________
2 Motivation - motives that cause activity and determine its direction.

5. A possible option for compiling a portfolio of an elementary school student.

7 TITLE SHEET

Contains basic information (last name, first name and patronymic; educational institution, class), contact information and a photo of the student.

We consider it important to let the child choose the photo for the title page. Do not put pressure on him and persuade him to choose a strict portrait. Give him the opportunity to show himself as he sees himself and wants to introduce himself to others.

SECTION "MY WORLD"

Here you can put any information that is interesting and important for the child. Possible sheet titles:

· "My name" - information aboutwhat does the name mean, you can write aboutfamous people who bore and bear this name... If the child has a rare or interesting last name, you can find information about what it means.

· "My family" - here you can tell about each family member or make a short story about your family.

· "My city" - a story about his hometown (village, village), about its interesting places. Here you can place the picture drawn with the childroute plan from home to school It is important that dangerous places (road intersections, traffic lights) are marked on it.

· "My friends" - photos of friends, information about their interests, hobbies.

· "My hobbies" - a short story about what the child is fond of. Here you can also write about classes in the sports section, studying at a music school or other educational institutions of additional education.

· "My school" - a story about school and teachers.

· "My Favorite School Subjects" - small notes about favorite school subjects, built on the principle "I like ... because ...". Also a good option with the name"School items"... At the same time, the child can speak about each subject, finding in it something important and necessary for himself.

SECTION "MY STUDIES"

In this section, sheet titles are dedicated to a specific school subject. The student fills this section with well-written tests, interesting projects, reviews of books read, graphs of the growth of reading speed, creative works.

SECTION "MY PUBLIC WORK"

All activities that are carried out outside the framework of educational activities can be attributed to social work (assignments). Maybe the child played a role in a school play, or read poems on the solemn ruler, or issuedwall newspaper for a holiday or performed at a matinee ... There are a lot of options. It is desirable to arrange this section using photographs and short messages on the topic.

SECTION "MY CREATIVITY"

In this section, the child places his creative works: drawings, fairy tales, poems. If you have done a voluminous work (craft), you need to place its photo. Parents need to give their child complete freedom when filling out this section!

Important! If the work took part in the exhibition or participatedin the competition, it is also necessary to provide information about this event: the name, when, where and by whom.

It would be nice to add a photo to this message. If the event was covered in the media or the Internet, you need to find this information. If carried out by the Internet portal, make a printout thematic page

SECTION "MY IMPRESSIONS"

In elementary school, children take an active part in excursion and educational programs, go to the theater, to exhibitions, and visit museums. It is necessary at the end of the excursion or hike to offer the child a creative homeworkperforming which, he will not only remember the content of the excursion, but will also have the opportunity to express his impressions. If this is not practiced at school, it makes sense for parents to come to the aid of the teacher and develop and reproduce a standard "Creative assignment" form. At the end of the academic year, it is possible to conduct a presentation of creative assignments with the obligatory awarding of the best works in several nominations.

SECTION "MY ACHIEVEMENTS"

Here are placed diplomas, certificates, diplomas, letters of thanks, as well as the final certification sheets. Moreover, in elementary school, academic success (certificate of honor) and success, for example, in sports (diploma), should not be separated by importance. It is better to choose the location not in order of importance, but, for example, in chronological order.

SECTION "FEEDBACK AND WISHES"

This section is not often included in the portfolio of an elementary student. It's a pity! Nothing raises a child's self-esteem more than a teacher's positive assessment of his efforts. Unfortunately, schoolchildren's diaries are full of either impartial remarks like "Not ready for a lesson!" And what if instead of the same "Well done!" give a little review in your portfolio? For instance: "I took an active part in the preparation for the extra-curricular event" The Price of Victory. "I learned and excellently recited a poem.

We consider it important to add a list of reviews, as well as a form where teachers can express their recommendations and wishes, for example, at the end of the school year.

AND THE LAST SECTION - "CONTENTS"

Do not get carried away with the design of this sheet, as it will have to be updated quite often.

6. It's important to remember.

In the first grade, when a child is just starting to work on a portfolio, he cannot do without the help of his parents. But as he grows up, this help should be minimized. Try from the very beginning to structure the child's work in such a way that he himself makes some effort to form a portfolio. In the process of work, the process of comprehending one's achievements inevitably takes place, the formation of a personal attitude to the results obtained and an awareness of one's capabilities.

Have you noticed that gradually "man for society" is giving way to "man for himself"? That is why it is now proposed to direct the main efforts in the field of education to the development, first of all, of those abilities that do not arise from some abstract "social needs", but are required by the person himself for successful self-actualization and self-realization, for moving towards the goals that the person has set for himself myself.

There is something to think about

The idea itself - to teach a child to generalize his experience, to summarize knowledge, to be able to "present himself" - is not bad. But, unfortunately, very often the student receives instructions on what to do, but does not receive advice on how to do it. And what is the result? "We wanted the best, but it turned out as always" ...

1. Mom or I - Novikov Ilya?
The famous poem by Agnia Barto perfectly demonstrates the most common mistake: the collection of materials by adults, not a child. Instead of support (with the rights of an advisory voice) in the collection and design of a portfolio, which, of course, is needed, parents completely replace the child in this process. In this case, instead of helping the child in self-determination, you will reduce the work on the portfolio to the principle "Vasya's daddy" and you will have to spend 11 school years in the race for diplomas. Adults cannot rely only on their preferences and their opinions about the child's abilities and interests. Unfortunately, we adults have a bad habit of thinking that we know better than our child what he needs.

2. Less is more.
Observing how parents discuss the "portfolio problem", I noticed that many seek to collect the maximum number of documents and materials placed in the portfolio. It is important to remember that the main thing in portfolio technology is to help the student understand what the trueinterests and the capabilities of the student, and not at all in creating a formally weighty folder of documents. The student should be aware of the fact thatfor what purpose it places a document in the portfolio folder.

"Technology portfolio

as a means of developing cognitive interest "

Prepared by T.A. Reshetnikova

Each teacher has come across in his practice situations when a student, when completing an assignment, cannot coordinate his position and actions with the actions of others, finds it difficult to express his point of view, because he does not know how to build a sentence, cannot defend his point of view, and build a good monologue. Children with different levels of readiness go to school, each child has his own mental potential, his own capabilities. But the state makes uniform requirements for graduates.

Persistent cognitive interest is a person's passion, the need to deepen and creatively apply knowledge. If a student has this interest, then he studies not for the sake of grades or praise, awards and rewards, but because he is passionate about studying, that he strives to improve his personality, that he simply cannot act differently. But deep interest does not arise and develop immediately. For its emergence and development, a system of education and self-education, upbringing and self-education is needed.

But at the same time, one should not forget about the personality traits that are aimed at cognitive interest, cognitive activity, and later on the need for self-education.

The problem of the development of cognitive interest remains one of the most urgent in modern education. The search for new pedagogical technologies is primarily associated with the rejection of traditional training and education.

The “Portfolio of Achievements” technology allows you to “soften” the requirements for the student, not to give him the opportunity to lose interest in learning.This problem is most pronounced in younger school age, because psychological characteristics children of this age, their natural curiosity, responsiveness to everything around them, a special disposition to assimilate new things, their readiness to perceive everything that the teacher gives, create favorable conditions for the development of their cognitive interest and activity. Cognitive interest acts as a selective orientation of the individual, addressed to the field of knowledge, its objective side.

The basis for using the “Portfolio” technique is the concept of “critical thinking”.It includes attitude plus a knowledge of facts, plus a set of thinking skills.
Critical thinking means evaluative, reflective thinking. Everyone can think critically, but not everyone wants to do it. Critical thinking needs to be taught, but not just for the sake of critical thinking itself. It is important that students are able to use critical thinking skills in specific subject-based activities.“A portfolio is a collection of student work that links individual aspects of their activities into a more complete picture. It is important for students to be able to use critical thinking skills in specific subject activities.

"Portfolio of Achievements" - included as a mandatory component of determining the final grade in the Approximate Basic educational programsupplementing the Federal State Educational Standard. Thus, all teachers primary grades you need to teach your students to keep a portfolio of their achievements.

Reception "Portfolio" allows you to keep all the achievements of the child during the study: intellectual, sports, creative. These include the performed verification, diagnostic, standardized work, the results of various monitoring and questionnaires, diplomas and certificates received at competitions, competitions, and so on. This is both an indicator of the teacher's work and good motivation for the child.

At the first stage of work, students get acquainted with the portfolio and plan their activities to work on it. Practice shows that this is the most difficult and responsible stage, since it is he who subsequently determines the effectiveness of all educational activities.

”What exactly the sections of the portfolio of achievements should contain is not regulated in detail at the federal level. Each school solves this problem in its own way.

In my practice, I most often use thematic portfolios - reports that students submit at the end of the study of the topic. The portfolio constitutes the mandatory and optional parts. The mandatory part works for the standard and includes tasks that ensure the implementation of the standard. But already within the obligatory part of the portfolio, students are given the opportunity to choose depending on the style of thinking, memory characteristics and other individual characteristics.

The obligatory part is spelled out in the itinerary sheet that accompanies the Portfolio. The route sheet is a list of tasks, by completing which, students implement the standard laid down in the curriculum.The variable part assumes an extended level of education and is designed for high cognitive activity of students. It includes rubrics that were found to be interesting and meaningful to the student himself.

The only obligatory heading is "Portfolio self-assessment", which allows students to analyze their own work, and is also an element of feedback for the teacher, allowing them to correct further work.
For example, I check the diagnostic work, hand out worksheets with completed assignments, work with the guys on mistakes, then put them in a portfolio. In a special plate for better visual perception, we paint:green color - managed to reach an increased level,yellow - basic, are red

Achievement portfolio.

The best way to organize a cumulative assessment system is a portfolio of achievements (portfolio) of a student.

A portfolio is not only a modern effective form of assessment, but also an effective means for solving a number of important pedagogical problems, allowing:

maintain high educational motivation of students;

encourage their activity and independence, expand the opportunities for learning and self-study;

to develop the skills of reflective and evaluative activities of students;

to form the ability to learn - to set goals, plan and organize their own learning activities.

Portfolio creation is an exciting, collaborative, painstaking work of children and their parents, under the guidance of a teacher. The creation of it should be taken carefully and seriously - after all, this is the face of a child.

The portfolio of students in my class has 6 sections. This structure included in the basic educational program of primary general education our school in the section "The system for assessing the achievement of the planned results of the development of the PLO LEO"

Section 1: “It's me! Let's get to know each other " introductory, in which the child talks about himself, beautifully decorates title page with a photo, inserts all kinds of postcards and congratulations presented to the beginning of the school year.

"My name" the child gives a decryption of his name, who and why exactly called him that way.

"My Family" here tells about each member of the family or makes a short story about his family.

"My friends", a short essay is being written about their friends, what they are, what they like to do. If there are photos, they are attached. (this section is formed by the student himself together with the parents).

"My achievements" This section contains diplomas, certificates, diplomas, letters of thanks, as well as the final certification sheets. Moreover, in elementary school, academic success and successes, for example, in sports, should not be separated by importance.

Section 3: "My studies". An obligatory component of this section is materials for starting diagnostics, intermediate and final administrative work in individual subjects. The rest of the work should be selected so that their totality demonstrates the growing success of the student.

"Learning to learn"This section reflects systematized materials of observations of the process of mastering meta-subject skills (formed by primary school teachers, other subject teachers, school psychologist, and other direct participants educational process)

"My art" In this section, the child places his creative work. If a voluminous work has been done, you need to place a photograph of it. Parents and teachers need to give the child complete freedom when filling out this section.

Section 6: "Reviews and wishes". At the end of each academic year, the teacher writes the student a description, which is embedded in this section. Here the child himself can write his wishes to the teachers and his native school, how he would like to see them and what he would change. This section reflects only positive dynamics in the development of the student, plans for the new academic year are outlined.

Evaluation of certain achievements included in the portfolio can be both qualitative and quantitative.

The motto for working with a portfolio of an elementary school student should be the phrase: "The student's daily creative process must be recorded.".

The undoubted value of the portfolio lies in the fact that it helps to increase the student's self-esteem, to maximize the individual capabilities of each child, and to develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to your child that making a portfolio is not a race for diplomas and all kinds of letters! The very process of participation in educational activities or creative work is important.

Primary School Student Achievement Portfolio As A Means To Success

AT modern world education of a person with an active civic position in the field of responsibility and independence, tolerance and respect for people, a person who has absorbed the best achievements of culture, acquire special relevance. It is in the school that it is necessary to lay the foundations for self-education and create a stable dominant for self-improvement, conscious and purposeful development of the student's personal qualities.

Helping the student to gain self-confidence on the way to achieving success is the task of every teacher. The professional duty of every class teacher is to stimulate the student's inner activity, his need for self-improvement, to develop a healthy ambition and a conscious desire for success.

In the system of teaching practice, there is work with a portfolio of achievements.Educational "portfolio of achievement" or "portfolio" - a special educational space (place), joint work of a student and a teacher to accumulate, systematize, analyze and present each student their results.

Portfolio - this is a portfolio of documents, creative works and rating results, as well as fixing steps on the way to implementing the selected guidelines for the student's personal growth, this is a kind of guide to achieving success.

Student Achievement Portfolio Goal : to help the student in self-realization as a success-oriented personality with the necessary qualities of a cultured person.

The portfolio of achievements helps to solve important pedagogical problems:

creating a situation of experiencing success for each student;

maintaining the child's interest in a certain type of activity, as well as high educational motivation;

encouraging his activity and independence;

developing the ability to learn, set goals, plan and organize their own activities;

developing the skills of the student's reflective and evaluative activities;

laying additional prerequisites and opportunities for successful socialization;

strengthening interaction with the student's family, increasing the interest of parents in the results of the child's development and joint activities with the school.

In 2013/2014, she took the first class, which studied under the Federal State Educational Standard. One type of work is maintaining the Portfolio of Achievements. I developed a plan for working with this document, it consisted of the following stages:

1. Work with a portfolio of achievements began with the study regulatory documents:

Federal state educational standard primary general education,

Order of the Ministry of Education and Science of the Russian Federation of 06.10.2009 N 373 "On the approval and implementation of the federal state educational standard of primary general education"

school Regulations on the portfolio of achievements of primary school students in the framework of the Federal State Educational Standard of the IEO.

Passed refresher courses on "Achievements portfolio as a tool for assessing the dynamics of individual educational educational achievements"

Having studied in detail, I started to work.

2. Determined the structure of the Portfolio of Achievements, which, according to the school Regulations on the Portfolio of Achievements, is not strictly regulated, chose the following sections: "My studies", "Monitoring of work", "My achievements", "My creative works", "My social life", “Works I'm proud of”.

Outlined the importance of each section:

TITLE PAGE

Contains basic information (last name, first name and patronymic; educational institution), contact information and a photo of the student.

SECTION "MY STUDIES"

This section has subsections: Grade 1, Grade 2, Grade 3, Grade 4. The student fills this section with written tests during the school year.

SECTION "MONITORING MY WORKS"

In this section, starting from grade 3, children monitor their work. To do this, they analyze the work, identify the successful parties, and also consider the failures. Conclude what topics need to be paid attention to to improve results.

They record all their observations on the graph, where they make a plan for their further work.

SECTION "MY ACHIEVEMENTS"

Here are placed diplomas, certificates, diplomas, letters of thanks, as well as the final certification sheets. These documents are arranged not in order of importance, but in chronological order.

SECTION "MY CREATIVITY"

In this section, the child places his creative works:design work, messages... If you have done a voluminous work (craft), you need to place its photo. When filling out this section, children are given complete freedom.

Important! If the work took part in the exhibition or participated, it is also necessary to provide information about this event: name, when, where and by whom it was held.

SECTION "MY PUBLIC WORK"

All activities that are carried out outside the framework of educational activities can be attributed to social work (assignments). This is participation in the life of the classroom and school: here we celebrate the preparation and participation of the class hour, participation in competitions and competitions for the class or individually.

SECTION "WORKS OF WHICH I AM PROUD"

In this section, children highlight their favorite works. This may be the result of the Olympiad, or maybe the child put a lot of soul into this work.

3. Stages of work with a portfolio of achievements

In the first and second grade, students began to work on filling out the Portfolio of Achievements folder, which I did with my help, but this help became less as they got older. At the same time, from the very beginning, the work was structured in such a way that the students themselves made certain efforts to form a portfolio, since in the process of work there is inevitably a process of comprehending their achievements, the formation of a personal attitude to the results obtained and awareness of their capabilities.

In the third grade, the children matured, I offered a teamwork with a portfolio. For a group of the most successful children, the course "Achievement portfolio - the path to success" was conducted. Children learned to work with schedules, analyze work and the ability to design their own ways to overcome difficulties, that is, they learned to find problems in learning and how to solve them. At the end of the course, the children were given a name - the curator. The curators organized their groups of wards at will. Each consisted of two people. Further, the work was structured as follows, the curator explained and controlled the work of his wards, helped to draw up a portfolio of achievements. In the classroom extracurricular activities "Project tasks" children chose the project "My portfolio of achievements". The children were assigned the topic of the project work. We worked in groups or individually. The teacher's role, first of all, was to stimulate children to collect materials, discuss with him various ways to demonstrate achievements, and give advice on design. And, especially important for me, she showed a sincere interest in the works placed in the portfolio, did not disregard the child's activity in its formation and, in every possible way, encouraged the activity of the student.

Practice shows that not only the teacher, but also classmates contribute to the compilation of the portfolio of friends, make constructive comments, give comments and advice. Therefore, at the end of the academic year, it is planned to present the portfolios of achievements.

I bring to your attention the design work of the students of my class.

Protection of Children's projects.

Achievement Portfolio - Student Face

Achievement Portfolio Learning Assistant

In the fourth grade, I plan the following work: children will independently plan activities in a certain area, so as to most successfully show their abilities. My role as a teacher in this work will be only - as a curator, guiding helping to achieve the goal.

The unconditional value of the portfolio lies in the fact that it helps to increase the student's self-esteem, to maximize the individual capabilities of each child, and to develop motivation for further creative growth.

Great personalities are not formed through beautiful speeches,

but by their own labor and its results.

A. Einstein

Student Achievement Portfolio Statement

MOU Nazarievskaya average comprehensive school

1. General Provisions

1.1. “Portfolio of Achievements” is a mandatory component of determining the final grade in the main educational program that complements the Federal State Educational Standard.

1.2. Purpose of creating the Portfolio:

Collect the student's work and results that show the student's efforts, progress and achievements in different areas (study, creativity, communication, health, work useful to people, etc.),

Motivate the student to self-analyze their current achievements and shortcomings, allowing them to determine the goals of their further development.

1.3. Portfolio creation tasks:

Maintain the results of ALL student achievements - academic and extracurricular - for all four years of elementary school. Throughout the year, a similar task is solved by the Tables of Results and the Student's Diary, and the “Achievement Portfolio” can collect and accumulate it;

Save information about the process of solving problems by a student, about the dynamics of his achievements and mistakes, which are not able to display the tables of results, and even more so the official journal, where marks save information only about the final result of the solution;

To develop the student's ability to learn: to independently think over the motives of their actions, set a goal, plan and organize its achievement, independently evaluate the result; to confirm the effectiveness of the teacher's work during his attestation, when the materials of the "Portfolio of Achievements" can pass an external assessment, which records the progress of the student through a comparison of the initial and final results.

1.4. Tasks of the participants in the educational process.

students:

Learn to replenish and evaluate the materials of your portfolio, teachers:

To teach the student the order of replenishing the portfolio with the main set of materials and their assessment on a qualitative scale: "normal", "good", "almost excellent", "excellent", "excellent" (Appendix No. 1),

Use the tables of results after the final tests in subjects (once per trimester) and diagnostics of metasubject results (approximately once a year),

Help the child in the collection and design of portfolio materials,

Help the child to analyze and self-assess their achievements,

Help the child think over the motives of his actions, teach to set a goal, plan and organize its achievement, independently evaluate the result.

Indicators of subject results (test papers, data from tables of results, a sample of design, creative and other works in various subjects);

Meta-subject outcome indicators;

Indicators of personal results (primarily in extracurricular activities).

2.1. Portfolio section titles:

1) "Who I am and what I want."

This section contains the student's personal reflection, including on the materials of the "Portfolio" itself, this is part of his personal results.

2) “What I learned in ALL subjects”: working with information, communicating with people, organizing my affairs, choosing and evaluating actions.

This section reflects personal meta-subject and results - universal training activities: regulatory, cognitive, communicative.

3) "What have I learned in DIFFERENT subjects."

This section presents the student's subject results (Appendix No. 3)

4) "Achievements OUTSIDE of study."

This section reflects the student's personal results.

5) "Rules for maintaining the Portfolio of Achievements and evaluating its materials."

This section is needed to determine the final grade.

2.2. The "Portfolio of Achievements" presentation form is a folder with files storing materials on paper and on electronic media (disks, flash drives).

At the same time, the "Portfolio of Achievements" can exist in electronic form. It can automatically receive data from electronic Tables of results and from the Electronic diary. It can be freely replenished by a student and from time to time (at least once a year) his materials can be copied and transferred to a folder - the "official" "Portfolio of Achievements"

2.3. The procedure and terms for replenishing the portfolio.

A student at any time can place in any section any material about his successes: drawings, certificates, photos of performances, sheets of completed assignments, awards, etc.

Starting from the 2nd grade, the student (trained by the teacher) conducts a self-assessment of the materials in the portfolio of his achievements on a qualitative scale: "normal", "good", "excellent", "excellent". Self-assessment of materials can be carried out at the student's choice at different times: simultaneously with the placement of the material (for example, a drawing) in the portfolio; at the end of the term or school year - all or some of the materials at once. If the student ceases to consider some material as his achievement, he can at any time remove it from the folder, except for the results of the required part.

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The teacher completes only the obligatory part: once a trimester, he places subject tests in the student's folder and reminds him to put a copy of the Diary page with the Table of results there.
At the end of the academic year, the teacher places in the folder diagnostic metasubject works (except for personal results) and their systematized data - a copy from the Results Table.

2.4. The procedure for determining a comprehensive assessment based on the materials of the "Portfolio of achievements"

Compulsory materials (supplemented by the teacher): subject control, diagnostic metasubject works are included in the "Portfolio of achievements" already with ready-made qualitative assessments on the scale of success levels.

Results tables organize these scores into conclusions.

Materials that are completed by the student are graded on the same scale of success levels by the student himself.

Maximum level				"Excellent"
Advanced (software) level			"Excellent"
Necessary level		"Okay"	The known problem was solved completely independently
"Fine"	A known familiar task has been solved, but with errors or with someone's help

The procedure for determining a comprehensive cumulative assessment of educational results

A comprehensive cumulative assessment is a conclusion based on all the materials of the "Portfolio of Achievements", which should contain answers to the questions of the questionnaire sheet "Expert comprehensive cumulative assessment of student achievements"

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CRITERIA FOR EVALUATING PORTFOLIO MATERIALS

By featured three levels of success.

Required level (basic) - solving a typical problem, similar to those that have already been solved many times, which required practiced actions (section "A student will learn" of the sample program) and acquired knowledge (included in the basic knowledge system of the subject in the sample program). It is enough for continuing education, it is possible and necessary for everyone. Qualitative marks - "good, but not excellent" or "normal" (problem solving with flaws).

Advanced (software) - solution non-standard taskwhere it took:

Either action in a new, unusual situation (including actions from the "A student can learn" section of the sample program);

Or the use of new knowledge being acquired at the moment (including those that go beyond the framework of the basic knowledge system on the subject).

The ability to act in a non-standard situation is a difference from the level necessary for everyone. Qualitative marks: "excellent" or "almost excellent" (problem solution with flaws).

The maximum level (optional) is a solution to a "super task" not studied in the classroom, for which either independently acquired, not studied knowledge, or new, independently acquired skills and actions required at the next stages of education were required. This demonstrates the exceptional success of individual students on selected topics beyond school requirements. Qualitative rating - “excellent”.

Qualitative assessments in terms of success levels can be converted into marks on any point scale: the traditional 5-point scale (rethought and preferably modified with the help of pluses), into 10-point, 100-point, 6-point, etc.

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DETAILED DESCRIPTION

POSSIBLE MATERIALS OF THE PORTFOLIO OF ACHIEVEMENTS BY SECTION

1) "Who am I and what I want" (reflection on the materials of the "Portfolio" - part of the personal results)

Brief information of the student about himself at the beginning of the 1st grade (to be filled in with the parents).

For example: photo; my name is, my parents, my friends ...

Most of all I love (business, occupation) ...

Before school I had many successes, for example: ...

At the beginning of each school year, the student, with the help of adults, fills out the sheet "My achievements, goals and plans."

For example: “Having scrolled through the Achievement Portfolio, I can say that:

My main achievements now are ...

I want to achieve ..., become ...

I need to learn to do better….

This year I will try to learn first of all: ...

I can achieve this if I do this:

1.… 2.… 3.… ".

At the end of the school year, on the sheet “My achievements, goals and plans”, the student (with the help of adults) assesses whether the goals have been achieved.

Starting from the 3rd grade, the following section may appear by the decision of the teaching staff and with the consent of the parents:

“Fill in only what you can and want to tell - to others: My ancestors are ________. Remembering them, I feel _________, because __________.

My people are _______. Feeling my connection with him, I feel ___________,

because__________ ________________________________________________. I live in Russia, and I am connected with my country by the fact that _______________. Remembering that I am from Russia, I feel _______________ because ____________________________________________.

I am connected with all people of the planet Earth by the fact that ___________________________________________.

2) "What have I learned in ALL subjects."

Obligatory part of the section (supplemented by teachers):

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a) data of the input and output diagnostics of the UUD in each class (the student's work itself and their systematized results - Tables of results from the Diary);

b) possible (but optional) materials of teachers' observations of mastering UUD:

Primary school teacher and GPA teacher-educator - all ECDs based on the results of daily observations (once a year according to the Tables of Results - copies of the Diary page);

School psychologist - personal and motivational sphere, personal self-esteem (only positive conclusions from observations and testing);

Any teacher - observation of participation in group work (communicative ECD - only positive results are presented).

An example of the sheet "Observation of participation in group work" * (for one lesson, observation is carried out for one student, for a week - for all students of one group, for a month - for all students in the class)

Scheme for recording observation results:

pupils	The number of answers (reflections) of the student during the discussion ("+/-" - logical / no	Number of student questions during discussion («+ + +»)	Behavior in discussion (politeness, rudeness, attention / inattention to other people's opinions)	Actions in a conflict situation, clashes of opinions and interests (reaction to criticism, a form of criticism of someone else's opinion, manifestation of the ability to compromise, develop and recognize a common solution, etc.)
Petya M.	+ + - + -
Lena S.

Assessment of observation results:

Maximum level				"The real leader"	Can resolve acute conflict, calm and involve everyone in work, lead the group to a result
Program level			"Excellent participant"	For a long time and steadily active in the process of solving and presenting the results, constantly correct, takes into account other people's opinions
Required level		"Good participant"	Active, logical, polite in the process of solving (but not always when presenting the result); listens to others, but may not reckon with their opinion, may flare up, take offense, refuse to work
"I still have a lot to learn"	Not very active, reacts only to familiar material. Speaks out himself, but does not hear others, violates the norms of politeness, tries to impose his opinion on others
"I'm at the beginning of the road"	He hardly speaks, agrees with any opinion, or does not react in any way

The part to be completed by the student in the section “What I learned in all subjects”.

a) the student's self-assessment of the development of their UUD - copies of the pages of the Diary:

Selected Weekly Spreads Pages: My Progress This Week. Examples - any, very different: "learned to peel potatoes"; “There were fewer mistakes in the math test”, “performed at a concert”, “passed a new level in a computer game”, “fixed the stool myself”, “my mother praised that she washed the dishes”, “never had a fight”, etc. .,

Diary page “What I have learned in all subjects this year”;

b) materials of student oversubject projects: research, crafts, events, solving a real life problem or its model (the entire set of UUD).

Materials can be: themselves research work; recordings of the solution of the problem, photos, videos, presentation materials of crafts and activities carried out - everything that the student of the CAM considers it necessary to include here. But in order for him to do it, it must be regularly offered to do it and reminded of such an opportunity. Each material or group of materials can be accompanied by a sheet "Self-assessment of the supra-subject project". It is also necessary to remind students about the necessity and usefulness of evaluating their achievements from time to time: “Is it interesting to look at your achievements? Try to evaluate your own success. "

An example of a sheet "Self-assessment of a supra-subject project"

1. At the beginning of this project I had a goal….

4. I can evaluate my result as follows (optional)

Maximum level				"Excellent"	Extraordinary result, it will be difficult to repeat
Program level			"Excellent"
Necessary level		"Okay"
"Fine"

3) "What have I learned in DIFFERENT subjects"

Indicators of subject results are a sample of children's work (formalized and creative) in subjects and electives, as well as systematized grades for them (Tables of subject results from the Diary).

Mandatory part, replenished by the teacher: Shows the required level of actions from all, is placed in the "Achievements Portfolio":

Starting diagnostics on the subject (the first tests on the subject at the beginning of each year);

Tables of subject results from the Diaries (copies - paper or electronic) with the student's answers to the self-examination questionnaire about his current achievements and shortcomings;

Final standardized work on the subject (at the end of the 4th grade). Part to be completed by the student: each material is accompanied by a Self-Assessment Sheet.

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An example of a "Subject Achievement Self-Assessment Sheet"

1. My task (task) was to:….

2. I have coped with the task / failed.

3. The task was completed without errors (or there are such and such shortcomings): ...

4. The task was completed independently (or with the help of (whom) ...

5. My work was assessed by me and the teacher as follows (words-characteristics and, possibly, a mark):

Maximum level				"Excellent"	A new, completely unfamiliar problem has been solved
Program level			"Excellent"	Solved an unusual, somewhat new task
Necessary level		"Okay"	A familiar problem solved completely independently
"Fine"	A familiar problem was solved, but with errors or with someone's help

Examples of materials on subjects:

Russian language, Literary reading, Foreign language: presentations, essays, dictations, audio recordings of monologues and dialogues, a reader's diary, written creative works of children, etc.

Mathematics: recordings of solving problems, created mathematical models (drawings, diagrams), audio recordings of mathematical reasoning and proofs, mini-studies, etc.

The world around us: completed tasks of the workbook, audio recordings of oral answers, subject mini-projects, results of mini-studies, observation diaries, creative works, etc.

Fine art, Music and Technology: audio-video recordings and photographs, illustrations, products of one's own creativity, audio recordings of monologues, descriptions, etc.

Physical education: photos, videos of performing activities, diaries of self-control of physical development, independently compiled daily routine and complexes of physical exercises, etc.

4) "Achievements OUTSIDE of study" (personal results). It can be:

Any creative work of a student, photos, videos of his various performances, crafts, etc.;

Each or most of them are accompanied by a sheet "Self-assessment of creative work."

Example of a sheet "Self-assessment of creative work":

1. At the beginning of this case, I had a goal….

2. I was especially good at ...

3. Next time I'll try to do better ...

4. I can evaluate my result as follows (optional):

Maximum level				"Excellent"	Very high result, it will be difficult to repeat
Program level			"Excellent"	I am very satisfied as the result is different from usual
Necessary level		"Okay"	Satisfied, similar to what I usually do
"Fine"	The goal is achieved, but next time I will do a lot differently

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RESULTS TABLES AND PORTFOLIO OF ACHIEVEMENTS

The teacher begins to use the tables of results only after the final tests in the subjects (once per trimester) and diagnostics of the metasubject results (approximately once a year). After carrying out such work, the teacher puts marks for each of the tasks in the table of results. In the current work, when filling out the official journal, the teacher is guided by the usual rules. The marks in the results tables are set:

In the 1st grade in the form of "+" (test, problem solving, task completion) or absence of "-" (task not solved, task not completed),

In grades 2-4, marks are put on the traditional 5-point scale. This data is used to track how specific students are meeting program requirements (how successful they are). Only this data is transferred by the teacher to the "Student achievement portfolio". The student completes the rest of the portfolio of achievements independently (in consultation with the teacher).

Thanks to these efforts, students will acquire the ability to self-esteem, a number of qualities of control and evaluation independence; administration, teacher and parents will be able to track the real successes and achievements of each student, will receive the necessary data for a comprehensive cumulative assessment. However, since an incomplete set of assessment rules is used, the indicators of comfort and conscious attitude of students to learning activities will not change so much.