Criteria for evaluating educational activities in obzh material on obzh on the topic. Coursework modern methods and means of assessing students in the lessons of obzh Criteria and norms for assessing obzh

Characteristics of control and measuring materials,

used in assessing the level of preparation of students.

Testing and assessment of knowledge takes place in the course of current classes in oral or written form. Written work is carried out on significant issues of the topic or section of the life safety course. Control written work is carried out after studying the sections of the program of the life safety course at the end of the quarter and the academic year. In the course of life safety, a test form of knowledge testing can be used.

Teaching life safety, as well as other subjects, provides for individually - thematic control of students' knowledge. Moreover, when checking the level of assimilation of the material on each sufficiently large topic, it is mandatory to evaluate two main elements: theoretical knowledge and the ability to apply them when choosing practical ones.

To control knowledge on life safety, various types of work are used (tests, express surveys, independent, verification, control, practical, situational tasks).

Criteria for evaluation

Evaluation of students' oral responses.

Rating "5" it is set if the student shows a correct understanding of the issues under consideration, gives precise formulations and interpretations of the basic concepts, builds an answer according to his own plan, accompanies the story with examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the studied and previously studied material in the course of life safety, as well as with the material learned in the study of other subjects.

Rating "4" it is set if the student's answer meets the basic requirements for an answer to the mark "5", but is given without using his own plan, new examples, without applying knowledge in a new situation, without using links with previously studied material and material learned in the study of other subjects; if the student made one mistake or no more than two shortcomings and can correct them on his own or with a little help from the teacher.

Grade "3" it is set if the student correctly understands the essence of the issue under consideration, but the answer contains separate gaps in the assimilation of the questions of the life safety course, which do not prevent further assimilation of the program material; knows how to apply the acquired knowledge in solving simple problems using stereotyped solutions, but finds it difficult to solve problems that require deeper approaches to assessing phenomena and events; made no more than one gross error and two shortcomings, no more than one gross and one minor error, no more than two or three minor errors, one minor error and three shortcomings; made four or five mistakes.

Grade "2" is set if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than necessary for grade 3.

When evaluating students' oral answers, it is advisable to conduct an element-by-element analysis of the answer based on the program requirements for the basic knowledge and skills of students, as well as the structural elements of certain types of knowledge and skills, the assimilation of which should be considered mandatory learning outcomes.

Evaluation of written examinations.

Rating "5" is given for work done completely without errors or omissions.

Rating "4" is given for a job that is completed in full, but if it contains no more than one minor error and one defect, no more than three defects.

Grade "3" is set if the student correctly completed at least 2/3 of the entire work or made no more than one gross error and two shortcomings, no more than one gross and one non-gross error, no more than three non-gross errors, one non-gross error and three shortcomings, in the presence of four five shortcomings.

Grade "2" it is set if the number of errors and shortcomings exceeded the norm for grade 3 or less than 2/3 of the entire work was correctly performed.

Evaluation of practical work.

Rating "5" it is set if the student performs practical work in full in compliance with the necessary sequence of actions, independently and correctly chooses the necessary equipment; all techniques are carried out in conditions and modes that ensure obtaining the correct results and conclusions; complies with safety regulations.

Rating "4" is set if the requirements for grade 5 are met, but two or three shortcomings were made, no more than one minor error and one shortcoming.

Grade "3" is set if the work is not fully completed, but the volume of the completed part is such that it allows you to get the correct result and conclusion; if errors were made during the execution of the reception.

Grade "2" is set if the work is not fully completed and the volume of the completed part of the work does not allow drawing the right conclusions; if the steps were performed incorrectly.

In all cases, the mark is reduced if the student did not follow the safety rules.

Control and measuring materials are compiled in accordance with the requirements of the state standard for life safety, the level of education of students. Testing papers consist of questions and tasks that meet the requirements of the basic level in both volume and depth.

Content

Introduction 3
Chapter 1. general characteristics modern methods and means of assessment 7
1.1. Traditional controls 7
1.2. Control and evaluation system in modern education 8
Chapter 2
2.1. Practical tasks as a means of assessing students 13
2.2. Application of practical tasks in the course of the basics of life safety 17
Chapter 3. Empirical study of the use of practical tasks as a means of assessment in teaching schoolchildren the basics of life safety 23
3.1. Goals, objectives and methods of research 23
3.2. Analysis and experimentation 26
Conclusion 39
References 41
Applications 44

Introduction

Security problems have always existed, however, today they have become especially aggravated and are in the center of public attention. The issues of maintaining safe life activity and people's health should find their clear expression in the education of the 21st century. Protecting a person from negative impacts of anthropogenic and natural origin and achieving comfortable living conditions is the main goal of life safety as a science and the primary task of the state. In our time, the problem of security has become even more aggravated. Society bears huge losses and losses from accidents, fires, accidents, catastrophes. Much attention is paid to human security issues in scientific papers Yu.N. Arsent'eva, B.C. Belova, N.N. Maslova, O.N. Rusaka, E.Ya. Sokolova and others. Organizing and methodological work is carried out by the International Academy of Sciences of Ecology and Life Safety.
Meanwhile, the target settings of general education do not actualize the formation of students' readiness for safe activities. United methodological basis training in school education does not always correspond to the peculiarities of emergency situations in different regions. In the state educational standard for the subject "Fundamentals of Life Safety", the emphasis is on the protection of the environment, and not on human safety in any spheres of life and activity. Not all Russian schools study life safety purposefully, and in a number of schools the subject "Fundamentals of Life Safety" is replaced by an integrated course.
The concept of public security states that the modern activity of people in all its aspects - social, political, technical, economic, military - does not guarantee the survival of man as a biological species. Under these conditions, the issues of ensuring life safety are becoming the main problem of the upcoming new era in the development of society and, first of all, of the 21st century. In this regard, the need for the formation of qualities in a person that ensures both his own and public safety is increasing. These qualities become system-forming for solving a complex set of problems, and the educational area, which is directly responsible for solving these problems, acquires the role of the main basic component of the educational process. First of all, the sphere of education should become a key link in the formation of a “safe” type of personality, focused on the creation and development of society and aware of the value of one's life and health. At present, there is no doubt about the need for a speedy, widespread and decisive change in the basic paradigm of all types of human activity - from the maximum usefulness, as it has always been until now, to the guaranteed minimum of all possible dangers, while maintaining the maximum possible knowledge and skills. The formation of a student's readiness to overcome the adverse conditions of nature and society is hampered by the lack of consistency in the educational sphere, as well as insufficient attention to the means and methods of developing practical survival skills.
Based on the foregoing, it is necessary to highlight the contradictions that have arisen in the field of life safety research between the desire of each family to see their child ready to recognize the existence of dangers, predict their manifestation, protect themselves from them and the practical unpreparedness of schools to form a safe life activity, taking into account the climatic and geographical features of the region; between the real organizational and pedagogical conditions for teaching and educating the safe activity of students and the practical implementation in schools of the course "Fundamentals of Life Safety"; between the needs of the educational school in the new system of special training of schoolchildren and the lack of scientific justification for preparing them for safe life.
The object of this study is the methods and means of assessing students.
The subject of the study is the features of modern methods and means of assessing students in life safety lessons.
The purpose of the study is to analyze modern methods and means of assessing students in life safety lessons.
To achieve this goal, it is necessary to solve the following tasks:

Hypothesis: If a special set of modern methods and means of assessment is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to learning activities.
Research base: Murmansk Polytechnic Lyceum, 8th grade.
Research methods:

Practical significance: the set of lessons developed in the course of the study using modern methods and assessment tools can be used in the work of teachers.
The theoretical significance of the work is due to its novelty and consists in posing and solving an important problem for pedagogy: increasing knowledge and the level of emotional attitude to the life safety course.
Course work consists of an introduction, three chapters, a conclusion and a bibliography.

Chapter 1. General characteristics of modern methods and means of assessment

1.1. Traditional controls

Traditional means of control include written or oral lesson surveys, homework assignments and exams. Oral lesson surveys are usually used in the current control. They involve getting students' answers to the teacher's questions and have advantages, because they are easy in organizational terms, provide prompt feedback in the process of correcting the assimilation of knowledge by students, stimulate discussions in the class and develop communicative competencies. The disadvantage of oral surveys is the fragmentation of the coverage of students, since a teacher can interview no more than 4-5 people per lesson. Written lesson surveys include tests that sum up the results of a certain period of study.
A special form of control is homework, the discussion of the results of which in the class has a learning effect, especially in cases where tasks allow non-standard solutions. In the final control, oral or written exams are usually used, which cause significant emotional and physical overload in schoolchildren.
The advantages of traditional control and evaluation tools are that their development does not cause difficulties for teachers, since it is based on an extensive methodological base and is easily implemented. The necessary preparation for the use of familiar surveys and exams teachers receive from their own experience. school years, and also does not require preliminary financial investments, expensive computers, software, tests are not needed.
The disadvantages are that there are no links between traditional means of control and modern teaching technologies that ensure the development of variability and accessibility of educational programs for students, low efficiency in mass education, subjectivity and incompatibility of control results.
The verification activity of the teacher ends with grading. Traditionally, in the educational process, the word "assessment" means a certain result. In a broader sense, this word means not only the final result, but also the process of forming an assessment, in this case the term “assessment” is used.
Evaluation is a necessary component of the control process, the results of which have great importance for students and their parents, since school grades affect the future of the child to one degree or another and introduces an element of competition in relation to students. However, often grades are given in a hurry or depend on the personal relationship between the teacher and the student, class attendance, student behavior in the classroom, etc.
To give the assessment maximum objectivity and adequacy of the goal of control, it is necessary to focus on the subject of assessment and minimize the influence of other factors.

1.2. Control and evaluation system in modern education

The general idea in a modern control and evaluation system is to create a set of methods, procedures, meters, software and pedagogical tools that interact as a whole in the process of checking learning outcomes, assessing the state of control objects, analyzing control data, interpreting them and developing corrective actions in order to improving the quality of education.
A modern control and evaluation system should have a holistic functional and structural structure, combining traditional and innovative methods of control.
The creation of such a system in a school involves the establishment and support of all the necessary information flows to manage the quality of education, the coverage of users with different levels of access, including students, their parents, teachers and school administration.
In the course of further research, modern methods for assessing knowledge, skills and abilities were considered:

The system for testing students' knowledge uses programmed control, which is also called the alternative method (from the French Alternative - one of two possibilities), or the method of choice. The essence of this method is that the student is offered questions, each of which is given three or four answers, but only one of them is correct. The student's task is to choose the correct answer. Several similar questions and answers can be given in the class at the same time to all students on separate sheets of paper or using a computer, which makes it possible to test their knowledge within a few minutes. This is the positive side of the programmed control method.
However, this method also has its shortcomings. The main one is that it can be used to check only certain aspects of the assimilation of the studied material. However, this method does not allow revealing the entire completeness and volume of knowledge. However, each of the above methods of testing and evaluating knowledge has its pros and cons. Written tests are useful in that they make it possible to check and evaluate the knowledge of all students in a class or group at the same time, but they require a lot of time and therefore cannot be carried out often. Hence the conclusion follows: in the system of educational work, all the above methods of testing and assessing knowledge should be applied in order to ensure the necessary systematic and depth control over the quality of students' progress.

The progressive assessment methods include the rating method as a way to assess knowledge, skills and abilities. The application of the rating is a system that organizes the educational process and actively influences its effectiveness.
The rating system of assessment takes into account all the vigorous activity of students associated with the acquisition of knowledge, skills and other indicators that form the personal qualities of students. The score obtained with the test is more differentiated. Traditional assessment methods use a four-point scale (“excellent”, “good”, “satisfactory”, “unsatisfactory”).
Test results, due to the special organization of tests, can be presented in differentiated scales containing more grades of assessment. At the same time, high accuracy of measurements of educational achievements is ensured.
Since ranking is a scale of achievement, there must be a standard of measurement. Such a tool is a correctly constructed and well-written test that corresponds to the subject of study.
The rating system is not only an assessment of the level of knowledge assimilation, but also a method of a systematic approach to the study of the discipline.

By and large, one can quantify a person's knowledge just as well as measure his character with a ruler. But a modern school cannot do without grades. Since an impartial attitude towards a person is impossible, the assessment of his knowledge inevitably contains an “emotional component”, the value of which strongly depends both on the experience of the teacher and on the acting skills of the respondent. In general, the greatest objectivity is inherent in the assessments obtained by the method of written testing. If we approach the problem of assessing knowledge as a way of comparison, then two different students should be offered the same tests (questions) and limit the time for reflection. Tests should be pre-tested on a fairly large group of guys. Statistical processing of responses is also required. Up to this point, they are not even considered tests, but test items, that is, questions that do not have an insufficiently reliable “checking ability”. The more tests, the more reliable the assessment of knowledge. In serious cases, when assessing the knowledge of adults, a set of 100-200 questions is used, limiting the time for reflection on each. This is a serious test that requires good preparation. A lighter version of this test has long been used in schools in the form of exams or credit tests. If the compilers of the tests know the real program well, and even better - the content of the basic textbook (which happens infrequently), then the assessment is quite objective. In addition to credit or examination tests, there are also lesson (working) tests for the current assessment of students' knowledge in each lesson. In essence, these two types of tests are related as geographic Maps large and small scale, respectively. It is the lesson tests that require special attention, so, if necessary, they can replace the examination ones.
In the future, to consider modern methods of assessment, new tasks of the control and evaluation system were considered
These include:

school system

Based on modern methods of assessment and new tasks of the control and assessment system, we came to the conclusion that we will consider testing as a means of identifying knowledge, skills and abilities, as a way to obtain objective information about the level and quality of individual educational achievements of students, as a way to ensure the possibility of individualization educational process as a way to develop new forms, methods and means of control. Thanks to the creation of a pedagogical test, a minimum of time will be spent, but a maximum of checking the preparedness of students.

Chapter 2 2.1. Practical tasks as a means of assessing students

The leading principle of teaching and upbringing in the secondary school is the close connection between learning and labor. All-round development of independence and initiative of students is one of the most important conditions for the correct construction of the teaching of all school disciplines, including the basics of life safety (LS). The solution of these problems requires that students, receiving a general education, have practical training, be able to link theoretical knowledge with practice. In the light of these tasks, correctly organized practical tasks of students become especially important. Life safety programs for high school, in accordance with the restructuring of the work of schools based on the implementation of the connection between learning and life, provide for mandatory practical tasks with the allocation of special time for their implementation.
Practical tasks, being one of the means of increasing the activation of the educational process, contribute to solving the problems of both learning and the moral development of the personality of students, help to overcome the known gap between teaching and education.
The correct organization of practical tasks is an important means of ensuring the development of thinking, mental abilities of students, since comparisons, analysis, and generalizations are widely used in the process of their implementation. These tasks contribute to the assimilation of the essence of the phenomena and concepts of the security of the state, the environment and the individual, studied in school life safety courses, the development of a culture of educational work and a creative approach to educational work.
Purposeful and correctly methodically organized practical tasks are a means for a comprehensive disclosure of knowledge, a criterion for the assimilation of knowledge and a means of instilling skills and abilities.
The value of practical tasks was highly appreciated by teachers and the most prominent methodologists of the pre-revolutionary school.
Practical tasks of students contribute to the development of very important volitional qualities of the student, necessary in life: perseverance and perseverance in work and in overcoming the difficulties encountered, a high sense of responsibility, diligence and diligence. By performing this or that practical task, students master a certain range of knowledge, acquire the skills and abilities to independently solve the task assigned to them, learn deeper and better the material on which the task was built. In practical tasks, knowledge is concretized: what was only in thoughts becomes material, tangible, visible, real. In the process of their implementation, the development of practical skills and abilities is carried out, the initiative of students, their creativity appears and develops, which is very important in educational terms. Practical tasks prevent the premature onset of overwork, are performed with great desire, interest and efficiency.
The program provides only the main types of practical tasks, but, as observations show, teachers do not complete them completely, individual teachers sometimes, only after passing theoretical material assign special lessons for practical work; tasks that are in textbooks are not always completed. They must be carried out in direct connection with the theoretical material being studied; practical tasks should take place at all stages of the pedagogical process.
The purpose of practical work can be different. Some of them form and improve knowledge, others develop certain practical skills and help to better comprehend and assimilate the material being studied, but one thing is clear that they must be started from the very beginning of systematic teaching, with a gradual complication of the content of given tasks and a consistent increase in the degree of independence of students in their implementation.
The quality of the knowledge, skills and abilities acquired by students from practical work is determined mainly by the nature of its organization and involves greater mental activity of students, tension of their attention, will, attraction of the experience accumulated by students and the application of previously acquired knowledge.
Before proceeding with the implementation of practical tasks, it is necessary to systematically prepare students, conduct training work on the implementation of these tasks, through detailed instructions, conducting joint preliminary exercises with the whole class. A necessary condition for the preparation and conduct of practical work is the collective and active work of the whole class in explaining new material.
The first practical tasks are semi-independent and are carried out under the direct guidance and supervision of the teacher in the classroom. The teacher monitors the progress, makes the necessary comments, instructions and provides assistance in the course of work. Only after the teacher is convinced that the students will be able to cope on their own, it is possible to give practical tasks of an independent nature.
Of great importance is how the task is composed and how it is presented to students. Tasks performed mechanically, without the necessary understanding and active mental work, are pedagogically inappropriate. Any practical work should be feasible and difficult enough. It is important to cultivate the ability to spend no more time than necessary on work, and for this the teacher must do the work himself and know how much time is needed for it and, accordingly, correlate it with the time for the students. The delay in completing tasks indicates that the student either has a poor command of the method of its implementation or does not understand this task.
When organizing and conducting practical tasks, it is necessary that:

Practical tasks can be carried out when studying new material, where they not only provide activity, but also allow you to differentiate the approach to students, determine the degree of assimilation of the studied material by them, identify difficulties and provide individual assistance in a timely manner. Practical work takes place when consolidating in the process of applying the acquired knowledge, as well as when doing homework, and is carried out both in writing and orally.
In the pedagogical and methodological literature, the importance of students' practical tasks is highly appreciated. They are considered as a necessary link in the educational process and an effective means of mastering strong and deep knowledge, skills and abilities. The correct setting of practical tasks not only contributes to a better understanding, assimilation of the material being studied, but also awakens the creative thought of students, raises new questions. Conducting practical work at all stages of the lesson is justified by the provisions of the Marxist-Leninist theory of inquiry, the data of psychology, the materialistic doctrine of the higher nervous activity of a person and Soviet pedagogy.
The degree of independence of students in the learning process can be very different. So, when conducting a conversation in the classroom and at the stage of learning how to perform practical tasks, students, depending on their knowledge, answer the questions posed to them in different ways, and here the leading role of the teacher is enormous, the general course of mental operations of each depends on him. student.
When conducting practical work, each student independently studies the task and performs the work indicated in it, drawing the appropriate conclusions, although the leading role of the teacher is not excluded here either. In the process of performing such work, knowledge is not only concretized and consolidated, but new ones are acquired, and thinking develops.
The conscious acquisition of knowledge by the students themselves improves the quality of learning. If they have the skills to perform practical tasks, students show their initiative in a certain sequence of completing the task, but when determining the content of practical work, the initiative belongs only to the teacher. Therefore, when compiling a task, it is necessary to accurately indicate the order of its implementation: a) the topic; b) questions to be answered; c) the content of tasks and the sequence of their implementation; d) lesson equipment; e) time to complete the work. The degree of independence of students at the same time depends on the general level of development and preparation of students and should change both throughout the year and from grade to grade.
Practical work in the experience of schools has not yet received mass distribution. Due to the large amount of program material, teachers do not find time for practical work.
The question of practical tasks in many disciplines has not yet been adequately developed theoretically, and in the struggle for the conscious and stable assimilation of knowledge, it acquires exceptionally great importance. The problem of organization, content and methodology of practical assignments remains unresolved, and there are serious gaps in the conduct of these works.

2.2. Application of practical tasks in the course of the basics of life safety

The main goal of organizing the educational process on the basics of life safety at school is to enable participants in the educational process to expand their cognitive capabilities and skills in the field of ensuring the safety of the individual, society and the state, maintaining and strengthening their health through the most appropriate and effective forms of classes, in which the organizers - teachers use practical tasks.
The main goal of training students in the basics of life safety (LS) is to prepare a person for successful actions to ensure the security of the individual, society, and the state.
The subject "Fundamentals of life safety" must not only be studied, but also actively, purposefully develop practical skills in children and young people. Students must acquire not just knowledge, but the sum of competencies that will make their lives as safe as possible.
Lifestyle is not a set of skills or a list of questions. This list of effective responses to a wide range of modern threats is an innovative field of rapidly evolving interconnected technologies that include legislative and other regulatory requirements that cannot be studied in isolation in courses of different subjects.
Important tasks in the practical activities of students are: the formation of habits, skills, abilities that ensure successful actions in solving issues of personal and public safety, the ability to systematize knowledge on life safety issues and effectively apply them in everyday life.
The project proposed by the Ministry of Education and Science of the Russian Federation makes it possible to provide an active approach to learning as a process of developing a safe type of personality, gaining spiritual and moral experience and social competence.
The activity approach of the OBJ teacher should ensure the transition from defining the goals of training in the OBJ course as the assimilation of knowledge, skills, and skills to determining the goal of forming schoolchildren's ability to learn, to adequately respond to emergencies of a natural, man-made and social nature.
As a result of studying the system by students scientific concepts that make up the content of the life safety course, the activity approach should provide them with the solution of significant life tasks, recognition of the decisive role of educational cooperation in achieving learning goals.
The active approach of students to the study of the life safety course will give them the opportunity to:

emergencies

Achieving high results in training students in the basics of life safety largely depends on the quality of planning the educational process, which should provide a logical sequence and reasonable connection when studying topics, as well as building up the knowledge, skills and abilities of students in all years of study.
When developing and planning the implementation of OBZh, it is necessary to take into account the specifics of this course. Not all educational areas, such as fire safety and rules of conduct in case of fire, safety in forced autonomous existence, safety in changing climatic and geographical conditions, safety on water, lend themselves to detailed practical study, the acquisition of skills and the training of these skills in natural conditions for this section. Activities for the implementation of the acquisition of practical skills in such areas are carried out, as a rule, in classrooms and are implemented through practical tasks, such as modeling dangerous and extreme situations, solving situational problems.
To ensure the effectiveness of the educational process on life safety, it is necessary to use all types of organization of training sessions; all types of educational activities of students, including games, projects, research with the use of practical tasks.
The content of the OBZh subject provides for the mandatory study of topics related to fire safety issues. At the same time, practice shows that the time allotted by the federal basic curriculum is not enough for a complete theoretical and practical coverage of fire safety problems and practicing practical actions in the event of a fire.
The formation of systemic knowledge, skills and abilities in the field of fire safety among students in educational institutions requires additional extracurricular time and should be carried out not only within the training hours provided for the study of life safety, but also through practical extracurricular activities (workshops, "round tables", quizzes, sports contests, didactic games on fire safety, Fire Safety Day, etc.) throughout the school year and, in particular, at the end of the quarters before the holidays, when it is extremely important for students to be reminded of the basic rules of fire safety, the causes and consequences of fires and actions to take when they occur.
An important means of developing skills for safe behavior in case of fires is training with trainees to develop an evacuation plan in case of fire in an educational institution, which are recommended to be carried out at least once every six months.
Approbation of new practical tasks has been going on for a long time. Practical lessons are a way to enhance cognitive activity, develop interest in the lesson and, as a result, increase motivation.
Of great methodological importance is the idea of such a construction of training that would take into account the zone of proximal development of the personality, i.e. it is necessary to focus not on the current level of development, but on a slightly higher one, which the student can achieve under the guidance and with the help of a teacher.
The quality of training students in the basics of life safety is largely determined by the forms and methods of teaching the course. The practice of professional activities of life safety teachers, who use various types of practical tasks, shows that this significantly activates the activity of students, helps them to better assimilate the educational material.
In the domestic school, there was a tendency to reduce the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. The vast majority of teachers reacted to the aggravation of the problem by actively using practical lessons aimed at arousing and maintaining students' interest in educational work. The search for new practical tasks that were not included in the program of the life safety course is aimed at giving the educational process greater flexibility, efficiency, freeing it from clichés and overorganization.
An analysis of the pedagogical literature made it possible to single out several types of practical tasks. Their names give some idea of the goals, objectives, methods of conducting such classes. We list the most common types of practical tasks:

The main methods of teaching the life safety course at school should be visual (movies and computer programs) and practical. Least of all in the study of the course should be given to verbal methods. All the main training time should be devoted to demonstration and practice of practical actions.
The key component of the course is a practice-oriented component, which manifests itself in the implementation of a system of practical tasks in the main sections of the life safety course.
In the lessons of the educational process using practical tasks, it is necessary to include situational tasks, which expands the pedagogical possibilities of the workshop for the formation of skills and abilities in students.
The task of any education is to familiarize a person with the cultural values of science, art, morality, law, economy, and life safety. The problem of the goals of educating a safety culture is reflected in pedagogy and methods of teaching the basics of safety. One of the main goals of education is readiness for survival, education of a safe personality, i.e. a person who is not capable of harming either people, or nature, or himself. Safety culture, as a component of culture, exists in various forms, includes the main elements of the spiritual life of society and the structural components of spiritual activity. Regardless of the form of implementation of one or another component of safety culture, their function is common for them - prevention and overcoming of harmful and dangerous factors in the life of a person and society.

Chapter 3 3.1. Goals, objectives and research methods

The purpose of the work: to theoretically substantiate and experimentally prove the impact of the use of a complex of modern methods and means of assessment in the course of the basics of life safety on the level of knowledge and emotional attitude to educational activities.
Object: the process of teaching life safety to schoolchildren using a set of practical tasks.
Subject: the role of practical tasks in the assessment of schoolchildren "Basics of life safety".
Hypothesis: If a special complex of modern methods and means of assessment is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to learning activities is formed.
In accordance with the goal, the following tasks are put forward in the work:

Research methods:
Methodology for diagnosing motivation for learning and emotional attitude to learning in middle and high school (Appendix 1,2,3).
The proposed method for diagnosing learning motivation and emotional attitude to learning is based on the questionnaire of Ch.D. Spielberger, aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits.
Purpose of the test:
The questionnaire allows you to identify the level of cognitive activity, anxiety and anger as a current state. The technique is a modification of the C.D. Spielberger adapted by A.D. Andreeva in 1988.
Here, cognitive activity is understood as the curiosity inherent in a person (as opposed to curiosity at the level of perception), direct interest in the world around, activating the cognitive activity of the subject. Anger and anxiety are emotions that depend on hierarchically organized brain structures; they enhance the effect of emotional stimuli, and this enhancement externally manifests itself in the form of a difficult adaptation of the subject to vital situations.
Experimental material: methodology form, instruction and task (Appendix 3).
Order of conduct:
The technique is carried out frontally - with a whole class or group of students. After handing out the forms, the students are invited to read the instructions, then the teacher must answer all the questions they ask. You should check how each of the students completed the task, whether they understood the instructions exactly, and answer the questions again. After that, the students work independently, and the teacher does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.
Test Description:
The questionnaire combines scales of cognitive activity, anxiety and negative emotional experiences that characterize a person's state at a particular moment. In accordance with the task of diagnosing an emotional attitude to learning, the questionnaire reflects the state of students in the lesson, in the course of educational work in the classroom. This technique allows us to determine how the learning process affects the characteristics of the student's emotional experiences. In addition, the questionnaire can be used to study the emotional attitude of students to a particular subject.
The questionnaire is most appropriate to use in the course of individual work with a child experiencing difficulties in mastering certain educational material.
Test key:
Anxiety: 1, 4, 7, 10, 13, 16, 19, 22, 25, 28.
Cognitive activity: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29.
Negative emotional experiences: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
When answering, the subjects use a four-point rating scale: "Almost never" (1 point), "Sometimes" (2 points), "Often" (3 points), "Almost always" (4 points).
Results processing: The scales of cognitive activity, anxiety and negative emotions included in the questionnaire consist of 10 items arranged in a certain order.
Some of the items on the questionnaire are formulated in such a way that a score of "4" reflects a high level of anxiety, cognitive activity, or negative emotional experiences (for example, "I'm angry"). Others (eg, "I'm calm", "I'm bored") are worded in such a way that a high score expresses a lack of anxiety or cognitive activity; there are no such items in the scales of negative emotional experiences. Point weights for scale items in which a high score expresses the presence of a high level of emotion are calculated in accordance with the way they are marked on the form. For scale items in which a high score reflects the absence of emotion, the weights are calculated in reverse order:

These items are:
On a scale of anxiety: 1.7, 19, 25.
On a scale of cognitive activity: 23, 29.
To obtain a score for any state or property, the sum of the weights for all 10 points of the corresponding scale is calculated. The minimum score for each scale is 10 points, the maximum is 40 points. If 1 item out of 10 is missing, you can calculate the average score for those 9 items that the subject answered, then multiply this number by 10; the score will be expressed by the average following this result. If two or more points are missing, the reliability and validity of the scale will be considered relative.
Thus, for each individual receive data on the level of basic emotional processes in the course of learning activities, such as anxiety, cognitive activity and negative emotional experiences. Based on individual data, it is possible to calculate the average values of anxiety, cognitive activity and negative emotions for a certain group of students (for example, a class). This allows you to determine the indicators of the levels of cognitive activity, anxiety and negative emotional experiences in the classroom in different age groups. Data for different age groups are given in the table. (Appendix 2).

3.2. Analysis and experiment

The main way to organize the activities of students in the practical is a group form of work.
Main stages:

didactic materials

The relevance of this problem is indisputable, because. knowledge, skills cannot be transferred from a teacher to a student, resorting only to words. This process includes acquaintance, perception, independent processing, awareness and acceptance of these concepts and skills.
To study the quality of knowledge assimilation through practical tasks in the lessons of life safety, we selected two groups, the control group - grade 8A and the experimental group - grade 8B.
Ascertaining experiment.
In the EG and CG the current section of knowledge was made. The students were offered a test in 2 versions, each with 7 questions (Appendix No. 1). Test tasks were developed by S.S. Solovyov according to the program of the textbook by I.K. Toporova. The topic of the test was determined by the topic of the previous lesson according to the given program.
The correct performance of one task was equal to 1 point. For correctly solved 13 tasks, the mark is "excellent", 10 tasks - "good", 7 tasks - "satisfactory", 5 task - "unsatisfactory". Students were given 20-25 minutes to complete the test. Test control makes it possible to check all students at a low cost of classroom time. The main disadvantage of this control is its limited application: it can only be used to check the reproductive activity of a schoolchild (familiarity with the educational material and its reproduction. After checking the work, the data were entered in a table in average values. According to the results of the data, we can say that the level of theoretical knowledge in the experimental and the control group is approximately equal (table No. 1) The number of students who coped with "5" in the CG is 28% (no people), in the EG 32% (7 people), who coped with "4" - in the CG 43% (9 people .) in the EG 36% (8 people), who coped with "3" - in the CG 24% (5 people), in the EG 32% (7 people), and who coped with "2" - in the CG 5% (1 person .), in the EG 0% (0 people).
Table 1
The results of the verification work of the ascertaining experiment

Based on the results of the table, a diagram was compiled (Fig. 1), from which it can be seen that the level of theoretical knowledge in the experimental and control groups does not differ significantly.

Rice. 1. Results of the verification work of the ascertaining experiment

The formative experiment included a series of lessons.
In the control group, classes were carried out in the usual way traditional system in accordance with the curriculum. In addition, the classes developed by us were not held in it. In the experimental group, the presentation of new material was in the form of practical work on the same topic as in the control group using practical tasks. The number of classes on life safety in the formative experiment was 5.
In the classroom, the subjects of the EG were offered various types of practical work. In practice, we used the brainstorming method, self-filling tables, solving situational problems, writing a solution to an intellectual question (Appendix 4).
At this stage of the experiment, we created the necessary conditions for equipping the developing environment of students in the educational process. The implementation of the practical part of the program required a close interweaving of the practical and theoretical activities of schoolchildren, the performance of most of the work in the course of studying new material. Conducting each practical and independent work should be carefully planned. At each lesson, we clearly formulated the goals of the forthcoming work, determined its scope and forms of fixing the results in accordance with the requirements of normalizing the teaching load, and also determined the sources of information necessary for the performance of the work.
It is necessary to distinguish three fundamental stages within which the activities of students were organized:
Stage 1 - preparatory.
Preliminarily preparing for the lesson, students got acquainted with the theory on this material, watched various videos and programs, studied the material of the textbook and additional literature, prepared for a conversation with the teacher on the main issues (presented in the textbook), using additional literature if desired.
Stage 2 - direct implementation of practical tasks.
At the practical lesson, the teacher set the goal and main tasks. During the conversation with schoolchildren, the teacher drew attention to the theoretical and practical significance of the work, noted the feasible level of complexity of practical tasks, thereby contributing to the creation of positive motivation for work.
Stage 3 - the stage of final control.
The students presented the results of the work in the form of tables, examples of which were offered at the beginning of the lesson in the methodological description. Thus, ordering, awareness of the actions performed by students was achieved. At the end of the tasks, the students analyzed the results obtained, compared them with the theoretical material.
Control experiment.
The main goal of the control stage was the following: to identify the level of knowledge of middle-level students and the effectiveness of using a special set of practical tasks after conducting a series of lessons in the EC and according to the system of traditional education in the CG. The main tasks at this stage were:

After conducting practical classes in the EC using the brainstorming method, working with additional literature on life safety, independently solving situational problems, introspection and drawing appropriate conclusions, and conducting classes according to the traditional system in the CG, students 8 "A" and 8 "B" were it was proposed to perform control test tasks on the topic covered: "Emergency situations of natural and man-made nature."
The students were asked to answer 13 test questions (Appendix 5). The test was developed by S.S. Solovyov according to the program of the textbook by I.K. Toporova. The work was carried out in the conditions of a school lesson, all students performed tasks individually. The teacher supervised the work of the group and the order of testing. The time set for the work is 25-30 minutes. For correctly completed 11 tasks, the score is 5 "excellent", 9 tasks - 4 "good", 7 tasks - 3 "satisfactory", 5 tasks - 2 "unsatisfactory".
After comparing the results of the control group (grade 8 A) and the experimental group (grade 8 B), it can be seen that the level of knowledge in the CG (control group) remained approximately the same as before. In the control group, where practical work was carried out according to the school curriculum, we did not marked significant changes in the level of existing knowledge of schoolchildren. This can be judged by analyzing their overall result: those who completed "5" - 29%, "4" -38%, "3" - 28%, "2" - 5% (Table 2).
The results of educational achievements after the study in the experimental group (EG), which used practical tasks using various forms of conduct, showed significant differences from the primary ones and amounted to: 50% mastered knowledge perfectly well, 41% well, and only 9% satisfactorily ( appendix 6).
This is due to the fact that in this case this form of conducting a lesson determines for students an independent search for information and the manifestation of their existing knowledge.
The use of a practical lesson in the Basics of Life Safety course on the topic "Emergencies of a natural and man-made nature" turned out to be much more effective than the traditional presentation of theoretical information. After a series of lessons, we found out that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work (Table 2).
table 2
Comparative data of the results of the verification work in the 8th grade after the formative experiment

Comparative results of the verification work after the formative experiment are presented in the diagram in fig. 2.

Rice. 2. The results of the verification work after the formative experiment

It can be seen from the diagram that the constituent levels of knowledge of the students of the experimental group have increased markedly. In the control group, according to the results of diagnostics, the level of knowledge remained practically unchanged.
To confirm the reliability of the above conclusions, it is necessary to carry out mathematical processing. To check the presence of a positive effect when applying practical tasks, we chose the method of solving according to the angular f - Fisher's criterion.
Solution:

So, filling in a four-cell table, we get:

We see that none of the percentages is equal to zero.

N o: The proportion of subjects in the experimental group who "have an effect" does not exceed the proportion of the same subjects in the control group.
H 1: The proportion of subjects in the experimental group who "have an effect" exceeds the proportion of the same subjects in the control group.

? 1 (91%) =2,532 ?; ? 2 (9%) = 0,609.

? emp = (? 1 - ? 2) v(n 1 n 2 /(n 1 + n 2))
? emp \u003d (2.532 - 0.609)v (21x22 / (21 + 22)) \u003d 1.923v (462/43) \u003d 1.923x3.278 \u003d
6,304

? emp = 6.304 corresponds to a significance level of p – 0.00.
Let's compare

emp s? cr. (R< 0,05) = 1,64 и? кр. (р < 0,01) = 2,31

(they can also be found in Table 6).
We have the following on the significance axis:

Because? emp > ? cr(r< 0,05) и подавно? эмп >? cr(r< 0,01), то принимается H 1 с вероятностью > 99%.
The proportion of children in the experimental group who completed the task is higher than the proportion of such children in the control group. Statistically, this percentage of differences is sufficient.
Answer: Differences in the results of the test groups are statistically significant.
At the last lesson in our experimental study, we offered students from the EG and CG to answer the questions of the questionnaire using the C.D. Spielberg, aimed at identifying the level of emotional attitude to learning (Appendix 3). This level is revealed using scales of cognitive activity, anxiety and negative emotions. We chose the C.D. Spielberg because the positive indicators of these scales determine a deeper study of the subject and, as a result, a better assimilation of knowledge and an increase in educational achievements.
The results of diagnosing the level of emotional attitude to learning in the control group after the program are presented in Table 3:
Table 3
The results of diagnosing the level of emotional attitude to learning in the control group after the program

№	Cognitive	Negative	Anxiety
student	activity	emotional
p/n		experiences
1	12	33	25
2	13	30	26
3	12	32	28
4	14	32	22
5	12	31	25
6	13	38	22
7	11	35	23
8	13	38	22
9	11	35	24
10	12	26	25
11	13	30	26
12	12	32	28
13	13	32	28
14	11	31	25
15	10	30	26
16	12	32	18
17	13	33	28
18	11	31	25
19	13	33	28
20	11	25	21
21	10	26	28

The results of diagnosing the level of emotional attitude to learning in the experimental group after the program are listed in Table 4:
Table 4
The results of diagnosing the level of emotional attitude to learning in the experimental group after the program

student number, p / p	cognitive activity	Negative emotional experiences	Anxiety
1	35	13	14
2	24	12	18
3	33	12	12
4	27	10	15
5	32	13	12
6	24	14	13
7	26	14	11
8	31	15	10
9	27	13	12
10	26	10	15
11	28	10	14
12	35	14	13
13	28	10	16
14	26	13	14
15	23	10	12
16	14	11	10
17	21	13	11
18	23	14	12
19	25	14	13
20	23	10	11
21	26	10	11
22	24	16	10

Based on the results of the average values, we will compile a table (Table 5) and a diagram (Figure 3).
Table 5
Table of average values of the results of the methodology for determining the level of emotional attitude to learning after the study

Rice. 3. Average results

From the results of the questionnaire, it can be seen that in the EG GPA cognitive activity, which, first of all, contributes to the improvement of academic performance is 28 and refers to the 2nd level of motivation for learning (Appendix 2), which, according to the methodology, is interpreted as a productive motivation for acquiring knowledge, a positive attitude to learning. In the CG, the average score is 12 and relates it to the 3rd level of motivation for learning and is defined as a level with a slightly reduced cognitive motivation and a negative attitude towards learning.
After analyzing the data on normative indicators (Appendix 2), we can say that in the CG the emotional attitude to learning is interpreted as an experience of "school boredom", in the EG the indicators indicate the internal psychological calm of the group and a positive emotional attitude to learning.

conclusions
Thus, our hypothesis is confirmed.
If a special complex of modern methods and means of assessment is used in the lessons of the basics of life safety, then the level of knowledge increases and a positive emotional attitude to learning activities is formed. The use of practical tasks in the Basics of Life Safety course turned out to be much more effective than the traditional presentation of theoretical literature. During the pilot study, we found that this form of education contributes to a better assimilation of knowledge. This conclusion is confirmed by the analysis and the result of our work.
After the end of the formative stage, using similar methods as at the ascertaining stage (testing, observation, analysis of the products of students' activities), we analyzed the dynamics of changes in the level of students' knowledge.
If at the initial stage of the experiment, many schoolchildren had difficulties in completing tasks, then gradually there were less and less unsolved tasks and erroneous answers when performing test work, difficulties were overcome by activating the knowledge gained in practical lessons.
The biggest problems were:

Difficulties were associated with inattentive reading of instructions for tasks, with ignorance of theoretical material. In these cases, the teacher tried to bring students to the realization of their mistakes through a careful collective analysis of acceptable incorrect answers.
It should be noted that the students performed practical tasks with great interest. They tried to understand the essence of the tasks themselves, to find answers to questions, to solve the proposed situational tasks.
Summing up, it is necessary to note the positive impact of practical tasks on the level of educational achievements. When performing tasks, there was a desire to achieve one's goal, concentration.
Comparing the results, we can state that the organization of classes in the traditional form has a lower result than the use of a special set of practical tasks. The CG results confirm this. The use of special practical tasks in life safety lessons contributes to a better assimilation of knowledge and an increase in cognitive activity.
life safety

"The system for assessing the achievements of students in life safety in the light of the Federal State Educational Standard."

Federal state educational standards of basic general education are aimed at personal and cognitive development a student in the education system through the formation of educational activities, which are the invariant basis of the educational and educational processes. The mastery of universal educational actions by students creates the possibility of independent assimilation of new knowledge, skills and competencies.

The main types of universal educational activities (hereinafter - UUD) include:

Personal - (self-determination, meaning formation and the action of moral and ethical assessment);

Regulatory - (goal setting, planning, control and correction, assessment, forecasting);

Cognitive - (general educational, logical, sign-symbolic);

Communicative - (communication and interaction, group work).

The basis for the development of UUD is a cultural-historical system-activity approach that reveals the main psychological conditions and mechanisms for the assimilation of knowledge, the formation of a picture of the world, and the general structure of educational activity. The leading position of the system-activity approach is the position that the psychological abilities of a person are the result of the transformation of higher objective activity into internal mental activity through successive changes leading to neoplasms. Therefore, the development of the student is determined by the nature of the organization of their various activities, primarily educational.

The system-activity approach changes the paradigm of education, which is determined by new qualitative characteristics:

The purpose of school education is the ability to learn;

Teaching - as a process of education and generation of meanings;

The educational activity of the student - as a strategy of purposeful organization and systematic formation;

Learning collaboration is the main form in achieving learning goals.

It is necessary that knowledge is not transferred in finished form, but obtained by the students themselves in the process of cognitive activity. Therefore, it is necessary to move from learning as the transfer of a system of knowledge to the active work of students in the process of cognitive activity, as well as to the active work of students on tasks that are directly related to real life problems. The system-activity approach assumes:

Education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a Russian civil society based on the principles of tolerance, dialogue of cultures and respect for its multinational, multicultural and multi-confessional composition;

Orientation to achieve the goal and the main result of education;

development based on the formation of UUD, knowledge and development of the world of the student's personality, his active educational and cognitive activity, the formation of his readiness for self-development and continuous education.

The system for assessing the achievement of the planned results of the development of the main general educational program basic general education in life safety.

The system for assessing the achievement of the planned results of mastering the main educational program of basic general education in life safety is one of the tools for implementing the requirements of the Standard for the results of mastering the main educational program of basic general education, aimed at ensuring the quality of education, which implies the involvement of both teachers and students in the assessment activities . The assessment system is designed to help maintain the unity of the entire education system, ensure continuity in the system continuing education. Its main functions are the orientation of the educational process towards achieving the planned results of mastering the basic educational program of basic general education and ensuring effective feedback, which allows to manage the educational process.

The system for assessing planned results is based on the integration of the following educational technologies:

Technologies based on the level differentiation of learning,

Technologies based on the creation of problem situations,

Technologies based on the implementation of project activities,

Information and communication technology education.

The main object, content and criterion base of the final assessment of the training of graduates at the level of basic general education are the planned results.

The main content of the assessment personal results at the level of basic general education is built around the assessment of:

the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates, and orientation to the model of behavior of "good student" as an example to follow;

the formation of the foundations of civic identity - a sense of pride and personal responsibility, love for one's Fatherland, faith in Russia, respect for nature, history, culture of Russia, national characteristics, traditions and lifestyles of the Russian and other peoples, tolerance;

the formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;

the formation of the motivation of educational activity, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation for achieving results, striving to improve one's abilities;

knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of compliance / violation of a moral norm.

Grade metasubject results.

The main content of the assessment of meta-subject results at the level of basic general education is built around the ability to learn, i.e. that set of methods of action, which, in fact, ensures the ability of students to independently master new knowledge and skills, representing the content and object of evaluation of meta-subject results, can be qualitatively assessed and measured in the following main forms:

1) the student's involvement in the educational process, his initiative, activity;

2) keeping a record of the student's participation in olympiads of all levels, conferences, other scientific activity;

3) test tasks that require students to work together for a common result, allow assessing the formation of communicative learning activities;

4) verification tasks, the successful completion of which requires mastering the skills of working with information.

The evaluation of meta-subject results is an assessment of the achievement of the planned results of mastering the main educational program on life safety - these are regulatory universal educational activities, communicative universal educational activities and cognitive universal educational activities, as well as the planned results of interdisciplinary training programs.

Grade subject results.

The assessment of subject results is an assessment of the student's achievement of the planned results.

The system of subject knowledge is the most important component of subject results. It can be divided into basic knowledge (knowledge, the assimilation of which is fundamentally necessary for current and subsequent successful learning: key concepts, facts, phenomena) and knowledge that complements, expands or deepens the basic knowledge system, as well as serving as propaedeutics for the subsequent study of the course on the basics of life safety .

When evaluating subject results, the main value is not in itself the development of a system of basic knowledge and the ability to reproduce them in standard learning situations, but the ability to use this knowledge in solving educational, cognitive and educational and practical problems. In other words, the object of evaluation of subject results are actions performed by students with subject content. In the lessons of life safety, such actions include: modeling situations; comparison, grouping and classification of objects; forecast; actions of analysis, synthesis and generalization; establishing links (including cause-and-effect) and analogies; search, transformation, presentation and interpretation of information, reasoning, etc.

Evaluation of the achievement of these substantive results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work. At the same time, the final assessment is limited to monitoring the success of mastering the actions performed by students with subject content that reflects the basic knowledge system of this training course.

The system for assessing the achievements of the planned results within the framework of the current and thematic control of knowledge on life safety includes:

1. Starting diagnostics (consists in checking the level of general readiness at the beginning of the school year): it is carried out in the form of a test, defense of summer projects based on the previous material.

2. Current control: is to check homework in the form of a frontal survey, work with cards, mutual checks, checks of written homework.

3. Thematic control: (control at the end of the study of the topic, chapter) is carried out in the form of a test, independent or control work.

The system for assessing the achievements of the planned results in the framework of the intermediate certification, final assessment, assessment of project activities for life safety includes:

1. Intermediate control (control at the end of the quarter): carried out in the form of lightweight tests, independent work, in the form of games (lesson-game "Lucky chance"), brain rings, quizzes.

2. Final control (control at the end of the academic year): is carried out in the form of a test, final control work.

3. Protection of the project individual work on the topic agreed with the teacher.

The sources of information for evaluating the achieved educational results, the process of their formation and the measure of awareness by each student of the features of the development of his own learning process, as well as for evaluating the progress of learning are:

The work of students performed during the training (homework, projects and presentations, formalized written assignments - various texts, collections of information materials, studying and compiling reports based on statistical materials, as well as a variety of initiative creative work- posters, crafts, etc.);

Individual and joint activities of students in the course of work;

Statistical data based on explicit indicators and obtained in the course of targeted observations or mini-studies;

Test results (results of oral and written tests).

Criteria for evaluating student performance include marks for oral response and written work. Additional marks on the subject of the basics of life safety are given to students for individual creative work at extracurricular and extracurricular activities, for example, competitions and quizzes, subject olympiads, excursions, circle work, as well as "Health Days", "decades of life safety", "Child Protection Days " etc.

Evaluation of students' oral responses.

The answer is graded "5" if the student:

fully disclosed the content of the material in the amount provided for by the program and the textbook;

presented the material in a literate language in a certain logical sequence, concretized with examples, brought new objects and phenomena under general concepts, explained their features;

showed the ability to illustrate the theoretical provisions with specific examples, to apply them in a new situation when performing a practical task;

demonstrated the assimilation of previously studied related issues, the formation and stability of the skills and abilities used in the development;

answered independently without leading questions from the teacher. One or two inaccuracies are possible when covering secondary issues or in calculations, which the student easily corrected at the teacher's remark.

An answer is rated "4" if it basically satisfies the requirements for a "5" mark, but has one of the following disadvantages:

there are small gaps in the presentation that did not distort the content of the answer;

one or two shortcomings were made in covering the main content of the answer, corrected according to the teacher's remark;

an error was made or more than two shortcomings were made when covering secondary issues or in calculations, easily corrected at the teacher's remark.

Mark "3" is placed in the following cases:

the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material are demonstrated;

there were difficulties or mistakes were made in defining concepts, the student did not cope with the application of the theory in a new situation when performing a practical task, but completed the tasks of a mandatory level of complexity on this topic;

with knowledge of the theoretical material, insufficient formation of basic skills and abilities was revealed.

Mark "2" is placed in the following cases:

the main content of the educational material is not disclosed;

ignorance or misunderstanding by the student of the most or most important part of the educational material is revealed;

errors were made in the definition of concepts, features, patterns, conclusions were not given, errors were not corrected after several leading questions from the teacher.

Evaluation of students' written work.

The mark "5" is set if:

the work is done completely, conclusions are drawn, neatly;

there are no gaps and errors in logical reasoning and justification of the answer (one inaccuracy is possible, a typo that is not the result of ignorance or misunderstanding of the educational material);

when performing tests in the GIA format, 3-5 errors are allowed.

Mark "4" is set if:

the work has been completed in full, but the substantiation of the conclusions is insufficient, inaccurate;

one mistake or two or three shortcomings in the conclusions;

when performing tests in the GIA format, 6-8 errors are allowed.

Mark "3" is set if:

more than one mistake or more than two or three shortcomings were made, but the student has the required skills on the topic being tested, there are no conclusions;

when performing tests in the GIA format, 9-11 errors are allowed.

Mark "2" is set if:

significant errors were made, showing that the student does not own the material studied, performed incorrectly;

when performing tests in the GIA format, 12-17 are allowed.

The mark "1" is set if:

the work showed the student's complete lack of required knowledge and skills on the topic being tested, or a significant part of the work was not done independently.

The system of intra-school monitoring of educational achievements and the portfolio (portfolio) of achievements as tools for the dynamics of educational achievements.

The indicator of the dynamics of educational achievements is one of the main indicators in assessing educational achievements. The positive dynamics of educational achievements is the most important basis for making a decision about the effectiveness of the educational process, the work of a teacher or educational institution, and the education system as a whole. The system of intra-school monitoring of educational achievements (personal, meta-subject and subject), the main components of which are materials of initial diagnostics and materials that record current and intermediate educational and personal achievements, allows you to fully and comprehensively evaluate both the dynamics of the formation of individual personal qualities and the dynamics of mastering meta-subject actions and content.

Intra-school monitoring of educational achievements should be conducted by each subject teacher and recorded using assessment sheets, class journals, diaries of students on paper or electronic media.

Separate elements from the intra-school monitoring system can be included in the portfolio (portfolio) of the student's achievements. It is a specially organized selection of works. that show effort. Progress and achievements of the student in areas of interest to him. The portfolio of achievements may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical culture and health, labor activities, occurring both within the framework of everyday school practice and outside it. , including the results of participation in olympiads, competitions, reviews, exhibitions, concerts, sporting events, various creative works, crafts, etc.

The decision to use the portfolio of achievements within the framework of the internal evaluation system is made by educational institution. The selection of works for the portfolio of achievements is carried out by the student himself, together with the class teacher and with the participation of the family. The inclusion of any materials in the portfolio of achievements without the consent of the student is not allowed.

I. 3. Features of assessment in teaching life safety.

Firstly, attention should be paid to different kind features of teaching and, in connection with this, the assessment of knowledge depending on the age of students. If in primary school it is advisable to gradually bring the child to the marking system for evaluating his educational activities, then in the 10th-11th grade the requirements, especially in the evaluation of practical normative actions, are as close as possible to the level of an adult. Secondly, there are features associated with the types of lessons - theoretical, practical or combined (where new material is reported and at the same time skills and abilities of both a theoretical and practical nature are formed in the same lesson). What does it mean? If in theoretical lessons, where new knowledge is communicated or the ability to analyze situations, draw conclusions and make optimal decisions, the same assessment methods are used, then in practical and combined classes, the main method of assessment will be grading for students' performance of standards.

Grades can be current (for the assimilation of educational material in individual lessons), thematic, control (for a quarter, half a year, year) and final (for proven knowledge, skills and abilities throughout the course of study).

Senior level assessment.

II.1. General requirements.

Firstly Once again, it should be emphasized that assessment is a means that controls and directs the educational, developing and teaching function of the educational process in the course of life safety as well as in other school disciplines.

It is advisable to put marks also in the course of studying and consolidating new material.

When it coincides with previously learned concepts and facts, awareness and strength of knowledge, the ability to operate with them, mastering the skills of comparison and analysis are revealed.

An explanatory mark can be used to evaluate the correct and evidence-based solution of a problem task based on the material presented by the teacher.

When setting marks in aggregate, one can take into account the knowledge, skills and abilities shown by students in extracurricular and extracurricular activities in the subject (quiz, KVN, competitions during the game "Zarnitsa", etc.).

Maintaining a systematic record of basic knowledge, skills and abilities creates good opportunities for dealing with gaps in students' knowledge, for high efficiency in studying the life safety course. Thanks to this, quarterly, semi-annual, annual and final grades for the entire course of study will be more objective.

It should be noted that during the study and consolidation of the material, as well as for the production of visual aids, as a rule, positive marks are given, which are a means of encouraging and stimulating active educational work. An unsatisfactory mark can be given in exceptional cases, when the teacher wants to draw the attention of the student who is given the mark, and the class as a whole, to his obvious dishonesty in academic work.

Particular attention should be paid to quarterly, semi-annual and annual marks. You can not put them on the last, often random mark. But it is also wrong to display them as the arithmetic average of all one-time marks for the study period. Some students during the year there are serious developmental shifts in relation to academic work, as well as the assimilation of knowledge.

Marks are derived on the basis of knowledge, skills and especially skills in performing vital practical actions, but with the obligatory consideration of other various indicators of the student's progress in his educational activities (increase in independence, confidence in the analysis of extreme situations, the ability to generalize, make decisions, especially in complex situations, general personal development, the growth of skills of correct social behavior). In a word, the life safety teacher should see and stimulate, through the evaluation of students' educational activities, the formation of a new, safe type of personality, a personality that is safe for oneself, people around, society and nature.
II.2. Case Analysis and Solutions (ACS)

ACS technique : a complete description of the situation is given, all options for its solution, including the optimal one. And then you can organize a discussion (analysis) of the situation on the issues.
II.3. The main criteria for grading.

In conclusion, let us consider specifically the main criteria for grading, primarily for oral answers, as the main form of assessment.

Rating "5" is awarded to the answer, in which :

fully, consciously and correctly disclosed the content of the material in the volume
programs and textbooks;
there is independence and confidence in the judgments used earlier
acquired knowledge (both in the lessons of life safety and in the lessons of other
subjects), as well as knowledge from personal experience and other people's experiences;

3) the story is built logically consistently and competently using general scientific methods (analysis, comparison, comparison, generalization and conclusions);

4) definitions are clearly and correctly given and the content of concepts is disclosed,

scientific terms are used correctly.

Rating "4" is given when :

the main content of the material is disclosed, the answer is independent and built quite confidently and competently in speech terms;
Basically, the definitions of concepts are correctly given and used
scientific terms;
however, the definition of concepts is not complete, minor
sequence violations, distortions, there are 1-2 inaccuracies in the answer
when using scientific terms or in conclusions and generalizations;

A score of "3" is given if :

1) the main content of the educational material is mastered, but it is presented fragmentarily, not always consistently;

definitions of concepts are not clear enough;
conclusions and generalizations are not used as evidence or
mistakes are made in their presentation, the acquired knowledge is ineptly applied in life situations, but can be eliminated with the help of a teacher;
errors and inaccuracies in the use of scientific terminology and the definition of concepts are allowed.

Rating "2" goes to, Who:

did not disclose the main content of the educational material;
did not give answers to the auxiliary answers of the teacher;
when checking homework, did not answer any of the

questions posed to the class frontally in solving situational

tasks or when analyzing specific situations;
makes gross errors in the definition of concepts when using terminology.

Rated "1" in the middle and senior levels of the school in terms of life safety, set not necessary- one negative rating is enough "2" with unsatisfactory assimilation of educational material by students.

Ensuring the educational process in the subject "Fundamentals of life safety" in No. 26.

The subject "Life Safety" is studied in grades 10 - 11 atIIIlevels of education.

Ensuring the educational process:

№	UMB name	Quantity. index.
1.	Availability of a specialized office	Room-33
2.	Availability of textbooks: - "Fundamentals of life safety" Moscow 2011, AST - Astrel.	Grade 10
3.	Regulatory legal acts applied in the course of OBZh and OVS	Electronic variant
4.	Electronic presentations have been developed for the OBZh and OVS course, as well as taken from the Internet. By topic, DVDs and video films are also available.	Course Topics: Natural emergencies; Technogenic emergencies; - GO; -OVS.
5.	Collection of situational tasks grades 10 - 11 (Moscow "Enlightenment", 2010), Tests, practical tasks for OVS grades 10 - 11 Tests, practical tasks on life safety 8 - 9 grade (Rostov - on - Don, "Legion" 2011. Tests, thematic control on life safety 10 - 11 class (Rostov - on - Don, "Legion" 2012.
4.	Audiovisual technical means: TV - "LG" DVD - "Pioneer" VCR - "LG" Computer Overhead projector epiprojector	1 PC. 1 PC. 1 PC.
5.	Availability of stands according to "OBZH" Actions of the population in case of accidents and catastrophes. State of the art respiratory protection. Corner of civil defense. Know how to act in case of fire. Actions of the population in case of natural disasters. PMP in emergencies. International ground-to-air code table. Terrorism is a threat to society. Symbols of the Russian Federation and the Republic of Kazakhstan.
6.	Posters on "OVS and OBZH": Fire training. Shooting technique. Fundamentals of military service. Terrorism. Classification of emergencies of a natural nature. Fundamentals of life safety (elementary school).	10 sheets. 12 sheets. 13 sheets. 10 sheets.
7.	For carrying out theoretical and practical classes on the course "OBZh" the following are available: 7.1 On the topic "GO": Radiation reconnaissance devices DP - 5B Chemical exploration VPKhR OV set Degassing Training Kit First aid kit AI - 2 Spare tubes for VPKhR - Respiratory PPE : R - 2 GP - 5 GP - 7 F -62 Sh PDF - 2 Sh On the subject of "OVS": - Tourist tent Tourist compass Mines PMN UPMN - 2 OZM -72 Grenades RGD - 5 Rifle MP - 512 command box sighting machine	2 pcs. 1 PC. 2 sets. 10 pieces. 10 pieces. 3 pcs. 3 pcs. 2 pcs. 1 PC. 2 pcs. 2 pcs.

Necessary textbooks for the implementation of the work program:

M.P. Frolov and others. OBZH-10, grade 11. Moscow,

Astrel-AST, 2011.

V.N.Latchuk and others. OBZH-10, grade 11. Moscow, "Drofa". 2010.

To test knowledge, there are collections of test tasks:

Collection of situational tasks grade 10 - 11

(Moscow "Enlightenment", 2010),

Tests, practical tasks for OVS grades 10 - 11

(Rostov-on-Don, "Legion" 2011.

Tests, practical tasks on life safety 8 - 9 grade

(Rostov-on-Don, "Legion" 2011.

Tests, thematic control on life safety 10 - 11 class

(Rostov-on-Don, "Legion" 2012.

Test tasks on "Fundamentals of life safety" - S.A. Leshchikov. Syktyvkar 2010.

ASSESSMENT SYSTEM OF STUDENTS' ACHIEVEMENTS IN LIFE LIFE IN THE LIGHT OF GEF

The mastery of universal educational actions by students creates the possibility of independent assimilation of new knowledge, skills and competencies.

The main types of universal educational activities (hereinafter - UUD) include:

Personal - (self-determination, meaning formation and the action of moral and ethical assessment);

Regulatory - (goal setting, planning, control and correction, assessment, forecasting);

Cognitive - (general educational, logical, sign-symbolic);

Communicative - (communication and interaction, group work).

The system-activity approach changes the paradigm of education, which is determined by new qualitative characteristics:

The purpose of school education is the ability to learn;

Teaching - as a process of education and generation of meanings;

The educational activity of the student - as a strategy of purposeful organization and systematic formation;

Learning collaboration is the main form in achieving learning goals.

Orientation to achieve the goal and the main result of education;

The system for assessing the achievement of the planned results of mastering the basic general education program of basic general education in life safety.

The system for assessing the achievement of the planned results of mastering the main educational program of basic general education in life safety is one of the tools for implementing the requirements of the Standard for the results of mastering the main educational program of basic general education, aimed at ensuring the quality of education, which implies the involvement of both teachers and students in the assessment activities . The assessment system is designed to help maintain the unity of the entire education system, ensure continuity in the system of continuous education. Its main functions are the orientation of the educational process towards achieving the planned results of mastering the basic educational program of basic general education and providing effective feedback that allows you to manage the educational process.

The system for assessing planned results is based on the integration of the following educational technologies:

Technologies based on the level differentiation of learning,

Technologies based on the creation of problem situations,

Technologies based on the implementation of project activities,

Information and communication technology education.

The main object, content and criterion base of the final assessment of the training of graduates at the level of basic general education are the planned results.

The main content of the assessment of personal results at the level of basic general education is built around the assessment of:

Grade metasubject results.

1) the student's involvement in the educational process, his initiative, activity;

2) keeping a record of the student's participation in olympiads of all levels, conferences, and other scientific activities;

3) test tasks that require students to work together for a common result, allow assessing the formation of communicative learning activities;

4) verification tasks, the successful completion of which requires mastering the skills of working with information.

Grade subject results.

The assessment of subject results is an assessment of the student's achievement of the planned results.

The system for assessing the achievements of the planned results within the framework of the current and thematic control of knowledge on life safety includes:

2. Current control: it consists in checking homework in the form of a frontal survey, working with cards, mutual checking, checking written homework.

3. Thematic control: (control at the end of the study of the topic, chapter) is carried out in the form of a test, independent or control work.

The system for assessing the achievements of the planned results in the framework of the intermediate certification, final assessment, assessment of project activities for life safety includes:

1. Intermediate control (control at the end of the quarter): carried out in the form of lightweight tests, independent work, in the form of games (lesson-game "Lucky chance"), brain rings, quizzes.

2. Final control (control at the end of the academic year): is carried out in the form of a test, final control work.

3. Protection of the project individual work on the topic agreed with the teacher.

The work of students performed during training (homework, projects and presentations, formalized written assignments - various texts, collections of information materials, studying and compiling reports based on statistical materials, as well as a variety of initiative creative work - posters, crafts, etc. );

Individual and joint activities of students in the course of work;

Statistical data based on explicit indicators and obtained in the course of targeted observations or mini-studies;

Test results (results of oral and written tests).

Evaluation of students' oral responses.

The answer is graded "5" if the student:

fully disclosed the content of the material in the amount provided for by the program and the textbook;

presented the material in a competent language in a certain logical sequence, concretized with examples, brought new objects and phenomena under general concepts, explained their features;

showed the ability to illustrate the theoretical provisions with specific examples, to apply them in a new situation when performing a practical task;

demonstrated the assimilation of previously studied related issues, the formation and stability of the skills and abilities used in the development;

An answer is rated "4" if it basically satisfies the requirements for a "5" mark, but has one of the following disadvantages:

there are small gaps in the presentation that did not distort the content of the answer;

one or two shortcomings were made in covering the main content of the answer, corrected according to the teacher's remark;

an error was made or more than two shortcomings were made when covering secondary issues or in calculations, easily corrected at the teacher's remark.

Mark "3" is placed in the following cases:

with knowledge of the theoretical material, insufficient formation of basic skills and abilities was revealed.

Mark "2" is placed in the following cases:

the main content of the educational material is not disclosed;

ignorance or misunderstanding by the student of the most or most important part of the educational material is revealed;

errors were made in the definition of concepts, features, patterns, conclusions were not given, errors were not corrected after several leading questions from the teacher.

Evaluation of students' written work.

The mark "5" is set if:

the work is done completely, conclusions are drawn, neatly;

when performing tests in the GIA format, 3-5 errors are allowed.

Mark "4" is set if:

the work has been completed in full, but the substantiation of the conclusions is insufficient, inaccurate;

one mistake or two or three shortcomings in the conclusions;

when performing tests in the GIA format, 6-8 errors are allowed.

Mark "3" is set if:

more than one mistake or more than two or three shortcomings were made, but the student has the required skills on the topic being tested, there are no conclusions;

when performing tests in the GIA format, 9-11 errors are allowed.

Mark "2" is set if:

significant errors were made, showing that the student does not own the material studied, performed incorrectly;

when performing tests in the GIA format, 12-17 are allowed.

The mark "1" is set if:

the work showed the student's complete lack of required knowledge and skills on the topic being tested, or a significant part of the work was not done independently.

The system of intra-school monitoring of educational achievements and the portfolio (portfolio) of achievements as tools for the dynamics of educational achievements.

Intra-school monitoring of educational achievements should be conducted by each subject teacher and recorded using assessment sheets, class journals, diaries of students on paper or electronic media.

The decision to use the portfolio of achievements within the framework of the internal assessment system is made by the educational institution. The selection of works for the portfolio of achievements is carried out by the student himself, together with the class teacher and with the participation of the family. The inclusion of any materials in the portfolio of achievements without the consent of the student is not allowed.

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Thank you very much for the very useful information in the article. Everything is very clear. It feels like a lot of work has been done to analyze the operation of the eBay store.
- root shell
  
  Thanks to you and other regular readers of my blog. Without you, I wouldn't be motivated enough to dedicate much of my time to running this site. My brains are arranged like this: I like to dig deep, systematize disparate data, try something that no one has done before me, or did not look at it from such an angle. It is a pity that only our compatriots, because of the crisis in Russia, are by no means up to shopping on eBay. They buy on Aliexpress from China, since there are many times cheaper goods (often at the expense of quality). But online auctions eBay, Amazon, ETSY will easily give the Chinese a head start in the range of branded items, vintage items, handicrafts and various ethnic goods.
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    In your articles, it is your personal attitude and analysis of the topic that is valuable. You do not leave this blog, I often look here. There should be many of us. Email me I recently received a proposal in the mail that they would teach me how to trade on Amazon and eBay. And I remembered your detailed articles about these auctions. area I re-read everything again and concluded that the courses are a scam. I haven't bought anything on eBay yet. I am not from Russia, but from Kazakhstan (Almaty). But we also do not need to spend extra. I wish you good luck and take care of yourself in Asian lands.
root shell

It's also nice that eBay's attempts to Russify the interface for users from Russia and the CIS countries have begun to bear fruit. After all, the vast majority of citizens of the countries of the former USSR are not strong in knowledge of foreign languages. English is spoken by no more than 5% of the population. More among the youth. Therefore, at least the interface in Russian is a great help for online shopping on this trading platform. Ebey did not follow the path of the Chinese counterpart Aliexpress, where a machine (very clumsy and incomprehensible, in places causing laughter) translation of the product description is performed. I hope that at a more advanced stage in the development of artificial intelligence, high-quality machine translation from any language into any will become a reality in a matter of fractions of a second. So far we have this (profile of one of the sellers on ebay with a Russian interface, but an English description):
https://uploads.disquscdn.com/images/7a52c9a89108b922159a4fad35de0ab0bee0c8804b9731f56d8a1dc659655d60.png