koz"Вестник Северо-Казахстанского университета имени Манаша Козыбаева"Bulletin of Manash Kozybayev North Kazakhstan University2958-003X2958-0048М. Қозыбаев атындағы СҚУ10.54596/2309-6977-2022-4-42-49koz-948Research ArticleПЕДАГОГИЧЕСКИЕ НАУКИPEDAGOGICAL SCIENCESВОЗМОЖНОСТЬ ИНТЕГРАЦИИ СУММАТИВНОГО И ФОРМАТИВНОГО ОЦЕНИВАНИЯ В ОБУЧЕНИИ МАТЕМАТИКЕPOSSIBILITY OF INTEGRATION OF SUMMATIVE AND FORMATIVE ASSESSMENT IN TEACHING MATHEMATICSШмигириловаИ. Б.ShmigirilovaI. B.

Петропавловск

Petropavlovsk

irinankzu@mail.ruРвановаА. С.RvanovaA. S.

Санкт-Петербург

Saint Petersburg

ТаджигитовА. А.TadzhigitovA. A.

Петропавловск

Petropavlovsk

Северо-Казахстанский университет имени М. КозыбаеваКазахстанM. Kozybayev North Kazakhstan UniversityKazakhstanУниверситет ИТМОРоссияITMO UniversityRussian Federation20220801202304 (56)4249Copyright © Шмигирилова И.Б., Рванова А.С., Таджигитов А.А., 20232023Шмигирилова И.Б., Рванова А.С., Таджигитов А.А.Shmigirilova I.B., Rvanova A.S., Tadzhigitov A.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.ku.edu.kz/jour/article/view/948

Фактором, обеспечивающим эффективность образовательного оценивания, является интеграция ее формативных и суммативных оценочных практик. В статье представлены результаты анкетирования школьных учителей, анализ которых подтверждает потребность в педагогов в подробных, теоретически обоснованных рекомендациях, которые позволят повысить эффективность оценочных мероприятий. Цель данной статьи представить авторскую точку зрения на возможность интеграции практик суммативной и формативной оценки обучении школьников математике. Наряду с методическими рекомендациями, отражающими возможные способы интеграции формативной и суммативной оценки, в статье показан пример активного участия обучающихся в процессе разработки дескрипторов. Особо отмечено, что суммативная оценка не должна восприниматься ни школьником, ни учителем как окончание определенного этапа обучения, она должна стать основой для формирующего оценивания.

The factor that ensures the effectiveness of educational assessment is the integration of its formative and summative assessment practices. The article presents the results of a survey of school teachers, the analysis of which confirms the need for teachers in detailed, theoretically substantiated recommendations that will improve the effectiveness of assessment activities. The purpose of this article is to present the author's point of view on the possibility of integrating the practices of summative and formative assessment of teaching mathematics to schoolchildren. Along with methodological recommendations reflecting possible ways of integrating formative and summative assessment, the article shows an example of the active participation of students in the development of descriptors. It is especially noted that the summative assessment should not be perceived by either the student or the teacher as the end of a certain stage of education, it should become the basis for formative assessment.

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The authors declare that there are no conflicts of interest present.