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Expert assessments are a comprehensive analysis of the judgments of
consultants (experts) involved in the educational process in various ways. Teachers
working with the child, his classmates, and parents can act as experts. They are
offered a scale with assessments of the child’s personality according to some
parameter, on which they give marks. Next, the average score (average opinion) is
calculated, and thus a relatively objective idea of the child is obtained (appendix 6).
From the teacher's point of view, the most effective methods are observation
and conversation. From the point of view of a psychologist, psychological tests are
more valuable for the scientific description of personality.
As an example, we can cite the world-famous tests that study personality
models — the Minnesota Multidimensional Personality Inventory (MMPI), the
California Psychological Inventory (GPI) and others. Although in the scientific
community these methods are usually classified as a test group, they are constructed
in the form of a questionnaire.
Among domestic tests, an example is the diagnosis of a person’s readiness for
self-development (methodology by A. M. Prikhozhan), which reveals the student’s
attitude towards self-development and his readiness for self-development. The text
contains descriptions of various actions, deeds, and experiences. By performing it, the
child expresses his attitude to what is described in each sentence and indicates how
often he behaves, thinks, and feels this way.
Projective methods are also applicable in educational psychology. Their
development and application are based on the idea that a person in certain situations
can carry out a symbolic transfer of the content of his inner world to objects of the
surrounding reality. Stimulus material (for example, Rorschach tests, thematic
apperception (TAT), word association, “Non-existent animal”, Rosenzweig’s
drawing technique of frustration, etc.) seems to recreate a situation in which personal
meanings, behavioral strategies, hidden motives, unconscious attitudes and other
personal characteristics that are not amenable to external observation. Tests and tasks
of this group of methods, due to the elimination of the situation of complicity of the
experimenter when working with them, help to minimize orientation towards known
values and strangers, to overcome the corresponding communication barrier, which
determines the relative freedom of the subject’s response to specific situations
described in the proposed tasks (spots, drawings, photographs, associations and
unspoken thoughts).
The unstructured nature and weak standardization of such tasks place special
demands on the personal and professional qualities of the researcher: he must be able
to remain objective and not succumb to “secondary projection” onto himself, have
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sufficient experience and strive to improve it, respect and recognize the value of the
subject’s personality.
It should be noted that most of the above methods are available for children to
perform no earlier than 9–10 years old, since only by this age is the child able to
clearly describe his opinion, conduct self-observation, and express his own reasoning.
Often in educational psychology and pedagogy, an assessment method is used —
evaluative scaling of characteristics. Its essence is that the diagnosed objects are
displayed on a certain numerical system. Characteristics of properties and qualities are
expressed in the form of numeric symbols. Numerical systems form rating or ranking
scales. This scale determines the order of intensity of the characteristic of educational
objects. Numerical values replace words (adjectives, participles, adverbs) representing
the qualitative characteristics of objects. The numerical order must correspond to the
order of intensity of the sign of the educational process.
Various point scales are used, the most convenient is the 4-point scale:
4 — quality, attitude manifest themselves stably and actively;
3 — quality, attitude manifest themselves steadily, but passively;
3 — quality, attitude are unstable;
1 — negative quality and attitude are manifested.
The 7-point scale is also popular:
7 — the sign always appears;
6 — very often, almost always;
5 — often;
4 — sometimes, not often, not rarely;
3 — rare;
2 — very rarely, almost never;
1 — the symptom never appears.
Many teachers tend to evaluate educational activities from the point of view of
children's emotional experiences. But this criterion is not objective, since an
emotional reaction may be caused not by the main content of a situation or event, but
by secondary circumstances, so the problem of the validity of the research results
arises.
Validity is a criterion of good quality that characterizes the correspondence of
the assessment to the real state of the assessment of the object. In relation to a
diagnostic method, validity presupposes the degree to which the results reflect what it
must assess to what extent the method is adequate to the problem posed.
The educational influences of a teacher on a child are cumulative in nature,
which leads to a qualitative leap in development, most often this happens covertly,
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without any external manifestations. In this regard, a number of problems arise:
firstly, the correct diagnosis of the educational result that characterizes the child’s
inner life and the development of his individuality; secondly, a violation of the
requirements of validity, since those external manifestations of the pupil’s spiritual
life (actions, statements, products of activity, etc.) that are proposed to be studied do
not adequately reflect the features of his formation, the level of development of those
qualities that are stated in the goals diagnostic technique; thirdly, the reliability of the
results obtained is very conditional, since it is almost impossible to use mathematical
processing methods due to the complexity and multifactorial nature of the study of
personality and its structure.
Speaking about the diagnosis of education, it is necessary to distinguish
between its two types: pedagogical and psychological diagnostics. A teacher has the
right to use psychological diagnostics in his practice, but still more often he
encounters pedagogical qualimetry. What's the difference?
Let's consider a pedagogical approach to diagnosing the level of a child's
upbringing and his social development. From the point of view of pedagogy,
diagnostics of education is a specially organized type of activity, carried out in stages,
with the aim of correctly determining the results of upbringing the child’s personality
[V. Ya. Makashov]. The subject of pedagogical diagnostics can be both phenomena
(for example, good manners) and processes (for example, the process of moral
education).
Modern pedagogical reality is characterized by a wide variety of concepts,
including education. The author of each of them substantiates a certain structure of
the phenomenon of education, which makes it very difficult to develop criteria and
indicators that could guide practicing teachers in educational activities.
Good manners are the result of the teacher’s educational activities. As in most
humanities, here you can find a variety of different approaches to its understanding.
The Pedagogical Encyclopedic Dictionary gives the following definition of good
manners: this is the ability to behave in society, good manners [Педагогический
энциклопедический словарь]. In a narrow sense, this term refers to the polite,
courteous behavior of a person who is distinguished by good manners, correct and
beautiful speech, and the ability to communicate with people around him in various
situations. More broadly, education is interpreted as a person’s internal culture,
reflected in his worldview.
L. I. Gritsenko suggests diagnosing the level of education of students, focusing
on five indicators: practical humanism, responsibility-freedom, discipline, spirituality
(eruditeness), hard work [L. I. Gritsenko]. Next, ranking occurs according to
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development levels. Table 1 shows the levels of student upbringing according to
these indicators.
Table 1
Indicators of student upbringing (L. I. Gritsenko, 2008)
Qualities
of a student
Low level
Average level
High level
Practical
humanism
(morality)
Does not help others,
does not perform useful
actions or deeds
Occasionally, upon request,
helps others and does
useful things
On his own initiative
he comes to the rescue
and does good deeds
Responsibility-
freedom
Always looks
for reasons for his
failures and actions
in other people or
circumstances, cannot
make free choices
To explain all failures,
actions episodically, under
the influence of others,
he can show self-criticism
and make free choices
Always responsible
for his actions, knows
how to make free choices
Discipline
Not restrained, often
breaks discipline
May occasionally violate
discipline and show
intemperance
Always restrained
and disciplined
Spirituality
(interests,
erudition)
No spiritual interests,
little erudite
Has narrowly focused
spiritual interests, is erudite
in a particular area
Diversity of spiritual
interests and wealth
of knowledge in various
fields (age appropriate)
Hard work
Not engaged in work
activities
Performs work
assignments as needed
Shows initiative
in carrying out work
assignments
As criteria for assessing the psychosocial qualities of primary school students,
a number of scientists identify:
- patriotism (interest in the past and present of the native land; love and respect
for nature; love for one’s school);
- camaraderie (having friends; voluntary participation in group games and
activities; the desire to share one’s joys and sorrows with friends; the willingness to
selflessly help a friend; the desire not to let the class down);
- respect for elders (obedience; politeness; providing strong assistance to
parents, teachers, adults);
- kindness (caring attitude towards children; friendliness; willingness to share
books, toys, etc. with friends; love for animals);
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- honesty (truthfulness; sincerity; the habit of not taking other people’s things
without asking; fulfillment of promises; voluntary recognition of one’s actions);
- diligence (conscientious fulfillment of household duties; conscientious study;
interest in work activities; active participation in collective service, socially useful
work);
- frugality (neat appearance; careful attitude to school property; keeping
personal belongings in order);
- discipline (diligence; fulfilling the requirements of the class team; observing
the rules of behavior on the street, at school, at home, in public places);
- diligence (attendance at classes; regular and conscientious completion of
homework; attentiveness and diligence in class);
- curiosity (love of reading; interest in everything new, unknown; asking
questions to others; good academic performance);
- love of beauty (interest in art classes; active participation in amateur artistic
activities; the ability to notice beauty; the desire to do everything beautifully);
- the desire to be agile, strong, hardened (compliance with the rules of personal
hygiene and daily routine; interest in physical education; daily morning exercises;
active participation in sports games) [O. V. Uvarovskaya].
Most teachers diagnose a student’s upbringing during the process of
observation, filling out various cards along the way. Their content is based on certain
positions and concepts of the authors, and since there are a huge number of views on
the problem of education, there are many maps.
One of the options for such a map is offered by O. R. Schaefer (table 2).
Table 2
Student education card
Full Name____________________________________________________
School___________ Class__________
Indicators
of good
manners
High
Optimal
Acceptable
Critical
Invalid
Personality
orientation
Social
motivation of
activity and
behavior
Group,
behavior is
determined by
the common
interests of the
group
Business,
behavior is
determined
by business
purpose
Unformed
orientation
Selfish
orientation
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Indicators
of good
manners
High
Optimal
Acceptable
Critical
Invalid
Moral
Characteristics
Guided by
universal
human moral
standards,
behavior is
always
characterized
by high
morality
Almost
always
demonstrates
moral
behavior; if he
shows
immorality in
behavior, he is
ashamed of it
Doesn’t
always show
moral
behavior and
is ashamed
of it
Does not show
morality in
behavior and is
not ashamed of
it; often words
are at odds with
deeds
Does not
show
morality in
behavior,
does not
consider it
necessary,
shows
unprincipled
behavior
Self-awareness
Self-critical,
demanding of
oneself and
others,
objective selfesteem
Lack of
obvious selfcriticism,
mostly
objective selfassessment
High or low
self-esteem
Not self-critical,
condescending
to his
shortcomings
Critical of
others,
intolerant of
criticism of
oneself,
undemanding
of oneself
Volitional
characteristics
Shows selfcontrol,
independence,
resourcefulness,
and is able to
overcome
difficulties in
achieving a
goal
Shows will in
achieving
goals, knows
how to control
oneself in
difficult
situations
Not
independent,
susceptible to
other
people's
influence,
acts at the
direction of
others
Willful or
weak-willed,
inappropriate
behavior
Weak-willed
or stubborn,
behavior
causes
protest from
others,
conflict
behavior
Mental
characteristic
Characterized
by curiosity and
intelligence;
erudite; knows
how to defend
his point of
view with
arguments
Characterized
by a good
memory,
inquisitive in
one specific
area, able to
think
independently
Can study
well, but
studies
unevenly;
interests are
unstable
Is not
conscientious
about studying,
has difficulty
grasping the
essence of
questions,
cannot think
Doesn't want
to learn, can't
think,
forgetful,
limited, lazy
Emotional
characteristics
Shows
humanity,
empathy,
sympathizes
with others,
responsive,
decent
Has
receptivity;
sensitive to
good and evil,
but often
disappointed
in others and
himself
Emotionally
unstable:
sometimes
cheerful,
sometimes
upset — it all
depends on
personal
success or
failure
Shows
rudeness,
callousness,
pessimism or
hysteria
Cruel or
indifferent to
other people,
dissolute,
pessimistic
77
Indicators
of good
manners
High
Optimal
Acceptable
Critical
Invalid
Manifestation of
civic position
Always
demonstrates
his clearly
expressed civic
position in his
behavior
Almost
always shows
his civic
position in
behavior
Doesn’t
always show
his own
weakly
expressed
civic position
in his
behavior, but
only when
it’s beneficial
Lack of own
civic position
Having one’s
own position
that does not
correspond
to the norms
of citizenship
Manifestation of
patriotic feelings
Patriotic
feelings are
always shown,
he is proud of
his Motherland
Patriotic
feelings are
almost always
manifested in
behavior;
when this
happens, the
student feels a
sense of
shame
Patriotic
feelings are
not always
manifested in
behavior
Lack of
patriotic
feelings, but the
student tries to
hide it from
others
There are no
patriotic
feelings, and
the student
does not hide
it, but, on the
contrary,
flaunts it
Hard work
There is a need
for
conscientious
study and work,
knows how to
work together,
has a sense of
responsibility
and high
efficiency
Able to take
care of
himself; does
the job, but
without much
effort or
initiative;
likes to do
only what he
likes
Works only
when
required
from outside,
does not
always
complete the
work
efficiently,
gets tired
quickly
Incapable of
independent,
systematic
work; avoids
work
responsibilities;
seeks to
delegate one's
work to others
Lazy, lives
off the labor
of other
people; does
not like
stressful
work
N. E. Shchurkova identifies the following among the main indicators of good
manners:
- appearance of the child;
- facial and plastic image;
- speech;
- behavior that consists of individual actions;
- electoral activities;
- reactions to social phenomena;
78
- system of relationships with others;
- quality of subject activity;
- ideals [N. E. Shchurkova].
A. K. Markova proposes levels of good manners and educational ability, with
good manners being presented as a result of pedagogical influences, and good
education as a meaningful resource of the child’s personality, facilitating or hindering
educational influence.
“High level of education: a wide stock of moral knowledge (about attitude
towards work, society, towards another person, towards oneself). Combining moral
ideas into a holistic individual worldview. The consistency of moral knowledge with
personal beliefs and motives. Harmony of knowledge and beliefs with moral
behavior, unity of word and deed in teaching. Expanded cognitive and social motives
in learning. Developed goal setting — maintaining goals in situations of difficulties,
mistakes, interference, bringing work to completion. The predominance of positive
constructive emotions in learning.
Low level of education: weak, scattered moral ideas about what is good and
what is bad. Assimilated moral knowledge is not always accepted as the basis of
personal beliefs; personal motives are inconsistent with generally accepted rules and
norms. A discrepancy between a person’s moral knowledge, beliefs, and actions.
Goals are inflexible, unrealistic, situational and unpromising, and are destroyed in the
face of difficulties and obstacles. Negative destructive emotions in learning, anxiety,
and self-doubt predominate.
High level of education: responsiveness to the help of another person in the
development of his personality — following the advice of another person. Ease of use
and transformation of learned methods of social behavior in new conditions.
Low level of education: personality is closed to development, unwillingness to
listen to the advice of others. Difficulty in navigating new social conditions.
Difficulty in education — barriers, conflicts with others, aggression when trying to
influence another person” [A. K. Markova].
In addition to observation, pedagogical methods based on the idea of “free
choice” are common at school, which allows one to identify the real attitudes and
motives of a child’s behavior. “Free choice” expresses either an emotional preference
or, alternatively, an actual behavioral action. Such methods include the following:
“Fantastic choice”, “Unfinished dialogue (story)”, “Writing a letter”, etc.
In modern pedagogy and psychology, a peculiar paradox has developed:
various types of education have been developed and put into practice, technologies
have been created based on them, but the effectiveness of using these forms is
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determined intuitively, from the subjective point of view of the teacher using them,
since they are not accompanied by an appropriate package of diagnostic techniques.
Unfortunately, the developers of the Educational Standard did not offer the
teaching community any criteria, indicators, or tools for assessing educational results.
So, having analyzed different approaches to diagnosing educational practice, it
can be argued that it is necessary to use a systematic approach in order to establish
the relationship of all components of the educational system. Diagnosis of changes in
the developmental situation should be carried out over several years with unchanged
criteria and methods throughout the entire period of study, and not be replaced by
one-time sections. Methods and techniques that study the effectiveness of the
educational process should belong to the class of psychological and pedagogical
diagnostics.
Test questions and assignments
1. List the methods for diagnosing the psychosocial development of a child.
Give a more detailed description of one of the methods.
2. How do psychological diagnostic methods of psychosocial development
differ from pedagogical ones?
3. Observe the organization and conduct of educational activities (in
kindergarten, school, university) and record the main provisions of the psychological
and pedagogical analysis of the actions of the teacher and children (appendix 1).
4. Give one example of an experiment conducted with children in order to
study different structural components of their personality development (you must
name: the country where the experiment was conducted; the year; the name of the
scientist / scientists; the age of the children; the purpose and hypothesis of the study).
5. A. N. Leontyev conducted the following experiment with children: “An
adult places candy on the table in front of a sitting child. The child’s task is to get the
candy without getting up from his chair (the task cannot be solved in this form). The
child tries to reach the candy, but cannot. At some point the experimenter leaves.
How will the subject behave? The three-year-old jumps up, grabs the candy and eats
it. The younger student waits patiently, not doing anything without the permission of
an adult. The older preschooler takes the candy and eats it, but when an adult comes
in and, praising the child, gives him a second candy, he begins to cry.”
Analyze the research results from the point of view of educational psychology.
6. Conduct a diagnosis of a person’s personal characteristics using a written
survey in the form of a questionnaire (optional), and provide the results.
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Recommended literature
1. Макашов, В. Я. Педагогическая диагностика воспитания : монография /
В. Я. Макашов, Л. Н. Смотрова. — Балашов : Изд-во БГПИ, 2001. — 100 с.
2. Маркова, А. К. Мотивация учения и ее воспитание у школьников /
А. К. Маркова, А. Б. Орлов, Л. М. Фридман. — Москва : Педагогика, 1983. —
65 с.
3. Педагогическая диагностика процесса воспитания в школе / сост.
О. Р. Шефер. — Челябинск : Изд-во ЧИУМЦ «Образование», 2002. — 36 с.
4. Щуркова, Н. Е. Воспитательный процесс в школе : в 3 частях /
Н. Е. Щуркова. — Москва : Педагогический Поиск, 2011.
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