Formation of evaluation at the initial stage of training activities

Context and relevance. Evaluation in pedagogy often acts as a tool that can either stimulate or inhibit the development of the child, especially in elementary school, where the criteria for evaluation are often unclear to the student and are perceived as encouragement or punishment. There is a contradiction between the objective need for assessment in learning and its possible negative psychological impact, which requires turning the assessment into a means of activity and initiative of the student himself as a subject of educational activity. Purpose. The study is aimed at studying the dynamics of the formation in children of the action of the assessment and determining the conditions under which the child becomes the subject of the assessment, able to independently assess their actions and their result according to objective criteria. Hypothesis. It is assumed that the formation of the assessment action goes through certain stages, as a result of which the child moves from an external assessment to an independent assessment of common methods of solving problems. It is assumed that the development of the subjectivity of evaluation is associated with the combination of the positions of "artist" and "viewer" (own point of view and the point of view of other people). Methods and materials. Study design: experimental study of the learning process in fine arts classes in several Moscow schools. Participants: first grade students (junior students). Research methods: fixation and analysis of children's estimated judgments when discussing drawings; recording and analysis of the nature of actions in the collective solution of educational tasks; analysis of children's drawings by indicators of levels of creative activity and levels of mastery of general methods. Theoretical approach: the concept of educational activity of D. B. Elkonin - V.V. Davydov. Results. Four stages of the formation of the educational action of the assessment were identified: 1) the inclusion of the assessment as the final act of the lesson (copying the teacher's criteria for evaluating others); 2) changing roles in the game "teacher-student" to find the advantages and disadvantages of the drawing; 3) division of roles into "artists" and "spectators" for teaching argumentation and separation of design from result; 4) forming the ability to evaluate the result from the position of the "artist-viewer," using a general method of color matching. It was established that by the end of the first year of education, the evaluation action becomes subject in most children, while the control action is formed later and in fewer students. It was found that the assessment of the "search action" (encouraging any activity in the search) contributes to the reorientation of the child's motivation from social (desire to be a "good student") to educational and cognitive. It is noted that the subjectivity of assessment in primary school is often interdependent with the activity of the teacher and classmates due to the conditions of compatibility of learning. Conclusion. The formation of the child's ability to evaluate their activities according to the criteria of the general method (subjectivity of assessment) occurs through the consistent development of the positions of "artist" and "viewer." This allows the student to see her work at the same time from the perspective of the author and outside observer, which creates the conditions for accountability for the result and turns evaluation from an external incentive into an internal tool for improving activities.