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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Employing Tsukerman's Inventory "Always — Sometimes — Never" for Assessing Metasubject Skills in Students of 5th Class

Sorokova M.G., Ph.D. in Pedagogy, PhD in Physics and Mathematics, Professor, Chair of Applied Mathematics, Faculty of Information Technology, Moscow State University of Psychology and Education, Moscow, Russia, sorokovamg@mgppu.ru
Abstract
The transition to the new federal state standards in primary and elementary education makes the task of developing adequate tools for psychological and educational assessment a very important one. In the 2011/12 academic year the Psychological Institute of the Russian Academy of Education (PIRAE) together with the Moscow State University of Psychology and Education (MSUPE) carried out an extensive research entitled "Complex approach to the assessment of metasubject outcomes of primary school education according to the new educational standards" (leading researcher I.M. Ulanovskaya). One of the research tasks was to test a series of techniques for evaluating various aspects of competence in students that had been developed by psychologists at PIRAE on the material of school subjects. This paper focuses on the statistical analysis of the test outcomes for the "Always — Sometimes — Never" inventory developed by Galina A. Tsukerman. The inventory was used on a sample of 5class students of the Central Administrative Okrug of Moscow (1398 children from 40 schools, 702 males and 696 females) and the Gymnasium №1567 of the Western Administrative Okrug of Moscow (74 children, 46 males, 27 females, the sex of 1 subject unspecified). The research proved the scales of inventory to be statistically reliable and revealed the effect of 'Sex' and 'Student Category' factors on scales in general and on particular points of the inventory. Representative norms for overall scales were defined as well. Also, it was found that the impact of Mathematics on the development of classification skills, the ability to prove and on general competence of schoolchildren is much greater than that of Russian Language lessons. Thus the possibility of using this inventory for assessing the specified metasubject skills in students of 5th classes has been experimentally proved.

For Reference

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