Portfolio as a tool for understanding one's own goals of education. Portfolio in the form of a project

Novikova T.G., Pinskaya M.A., Prutchenkov A.S., Fedotova E.E. Portfolio in foreign educational practice // Educational issues.-2004.-№3.-p.201-238

Summary: The article reveals the goals and essence of the portfolio. Types, portfolio models and methods for their evaluation are presented. Having revealed the specifics of each portfolio model, the authors determine the merits of the portfolio as a popular and in-demand pedagogical technology. Given the introduction of the practice of accounting and evaluating the individual achievements of students in the form of a portfolio in the school system, it becomes necessary to solve a number of priority organizational tasks. The authors of the article offer a list of tasks that need to be addressed first. At the same time, it is clarified that a number of steps towards the implementation of these tasks have already been taken in the process of the federal experiment on specialized education.

Keywords: portfolio, individual educational achievements, assessment criteria, educational technology.

Novikova T.G., Pinskaya M.A., Prutchenkov A.S., Fedotova E.E. Portfolio in foreign educational practice//Problems of education.-2004.-№3.-p.201-238.

Today, there is a growing awareness in the world that the standard examination procedure, usually based on testing, does not capture many of the skills that students need to develop in order to ensure their successful life and professional strategies after graduation. The most commonly used standardized tests fail to assess both the "advanced skills" of students and their ability to perform tasks in a real life situation. The widespread use of tests as the arbiters of many school and university decisions is a constraint on the development of critical behavioral skills and key competencies that are in demand today in vocational education, in most workplaces, and in everyday civic life. And, of course, they are least of all tuned in to revealing individual giftedness and individual inclinations. From our point of view, based on a generalization of foreign experience and Russian practice, an important tool for solving such problems is a portfolio of individual educational achievements (“portfolio”) of a student.

Purpose and essence of the portfolio

The portfolio is now widely used in foreign practice, and the range of its application is constantly expanding. All new countries are incorporating portfolios into their educational systems and are beginning to use them at all levels of education, from higher education to elementary school. The general trend has been the emergence of new portfolio forms based on the use of modern information technologies(“electronic portfolio”) and focused on new educational goals (“passport of competencies and qualifications”). Another characteristic phenomenon that lies in line with the Bologna process is the creation of common European portfolio models, such as the “European Language Portfolio” adopted by the Council of Europe.

A portfolio is a form of authentic assessment of educational results based on a product created by a student in the course of educational, creative, social and other activities. Thus, the portfolio corresponds to the goals, objectives and ideology of practice-oriented learning (www.teachernet.gov.uk/professionaldevelopment).

The portfolio attaches significant importance to the planning and self-assessment by students of their educational results. A traditional portfolio is a collection of work that aims to showcase a student's educational achievement. Being essentially an alternative to traditional forms (test, exam) assessment method, the portfolio allows you to solve two problems:

1. Track the individual progress of the student, achieved by him in the process of obtaining education, beyond comparison with the achievements of other students.

2. Evaluate his educational achievements and supplement (replace) the results of testing and other traditional forms of control. In this case, the final document of the portfolio can be considered as an analogue of the certificate (for example, a portfolio in an American specialized school).

In accordance with the different tasks of using the portfolio, a system of its evaluation is built. One trend is informal assessment (peer assessment), which includes collective assessment of teachers, parents and fellow students. The other is the formalization and standardization of assessment criteria consistent with commonly accepted learning outcomes, such as core learning skills such as problem solving and communication skills, in the Vermont Mathematics Portfolio. The developers of the portfolio of elective subjects for English schools, the European electronic and language portfolio have taken the path of standardization and regulation of maintaining and evaluating the portfolio.

With all the variety of portfolio models, the difference in educational and professional areas in which they operate, the specific goals and requirements that certain types of portfolios are oriented towards, there are constantly attempts to build its specific typology. Portfolio typology according to the nature and structure of the materials presented in it can be considered the most traditional. In this case, the following portfolio types are distinguished (www.pgcps.pg.kl2.md.us):

Portfolio of documents, or "working" portfolio

Includes a collection of work collected over a specific period of study that demonstrates the student's progress in a particular area of study. This portfolio can contain any materials, including plans and drafts, that show how much progress the student has made in the learning process from the moment he set himself a certain goal until he achieved it. Therefore, both successful and unsuccessful trial works can be presented in the portfolio.

Process Portfolio

Reflects all phases and stages of learning. Allows you to show the entire learning process as a whole, how the student integrates special knowledge and skills and makes progress, mastering certain skills at both the initial and advanced levels. In addition, this portfolio demonstrates the process by which students reflect on their own learning experiences and includes self-observation diaries and various forms self-report and self-assessment.

Illustrative Portfolio

Allows you to best assess the student's achievements in the main subjects of the school curriculum. Can only include best work selected during a joint discussion between the student and the teacher. A mandatory requirement is a complete and comprehensive presentation of the work. As a rule, this portfolio includes a variety of audio and video recordings, photographs, electronic versions works. Submissions may be accompanied by written comments from the student justifying the choice of submitted work.

Another reason for distinguishing between different types of portfolio can be the purpose for which it is created and in what situations it can be used. The English Ministry of Education offers the following portfolio classification (www.ucal gary.ca/~bartktt/etypes.html):

Development Portfolio

A teacher interested in seeing how a student is progressing during the school year, such as language or math, may refer to a development portfolio that contains examples. academic work and the student's assessment of their results. This portfolio provides valid materials that can be used for student assessment or for discussion with parents at a parent-teacher meeting.

Portfolio for study planning

Teachers can use the existing portfolio system to learn more about the class. This will allow you to better assess the level of children's abilities even before the start of the educational process and plan the school year accordingly.

Portfolio preparedness (proficiency)

Some schools use a portfolio as a means of determining a student's readiness for graduation. Students are required to submit a set amount of materials that demonstrate their competence and achievement in several subject areas.

Illustrative Portfolio

This portfolio may include the best student work collected at a particular stage of learning and reflecting the student's academic achievement. For example, project and research materials, artwork, natural science experiments, achievements in the musical field, which most holistically represent the student's skills and abilities.

Employment Portfolio

Businesses are showing growing interest in student portfolios, which help potential employers assess the readiness of future employees for practical work and a professional career. Students create portfolios that demonstrate their working qualities and readiness to enter the labor market.

Portfolio for university admission

Colleges and universities use an exemplary portfolio as the basis for admission of applicants. The presented portfolios allow the admissions committee to better assess the real opportunities for future students to succeed in their studies at this institution.

The above classification makes it possible to judge how widely the portfolio technology is implemented in educational practice. It has found a place for itself at various stages and levels of education, deeply integrated into the educational process and, what is extremely important, has become a link both between the various stages of education, and between the educational sphere and the world of work.

It is also characteristic that the appearance of certain types of portfolios meets the practical needs of not only the school, but also the system of higher education and business, and, as a rule, is initiated by a request coming from them.

Portfolio models and their evaluation

Often, various portfolio models (as well as other forms of authentic assessment) in foreign countries are developed and tested within the framework of associations of pilot educational institutions, with the coordination of professional associations and research teams. At the same time, despite such a “bottom-up initiative” coming from educators and educational institutions of a progressive orientation, funding for the development of such technologies is usually allocated from the federal budget. It, of course, can be supplemented by other sources, which undoubtedly indicates the importance of this direction for the development of education systems.

For example, in the United States, since the late 1980s and early 1990s, within the framework of the activities of the Coalition of Basic Schools, working groups have been created that unite a number of schools that introduce portfolio technologies into specialized education. In parallel, at the state level of Vermont, California, Connecticut, Maryland, New York, Texas, their own systems of alternative assessment are being developed, which leads to the transformation of the existing testing system at the state level.

It is important to note that portfolio models are characterized by considerable diversity. For example, the state of Vermont has tested and implemented portfolios in mathematics and writing, which are considered in accordance with the state's grading system.

The Vermont Mathematics Portfolio is one of the most well-known examples of criteria against which grading can be made. The entire corpus of mathematical works is evaluated using two main indicators: problem solving and communication skills, which in foreign practice are usually referred to as key learning skills. Within each of them, several smaller indicators are distinguished, which makes it possible to more accurately determine and evaluate the measured skills. Thus, specific skills are ranked, such as understanding a mathematical problem, the ability to find the right approach to a solution and justify it convincingly. Their evaluation allows us to conclude how the student has demonstrated two basic learning skills in this subject.

The practice of Connecticut and New York is aimed at introducing a portfolio based on performing a science experiment or solving a real problem using interdisciplinary (mathematical and natural science) knowledge. California, Maryland, and several other states have developed a writing portfolio option that involves students completing complex writing assignments that require several days of work, followed by a presentation.

Such portfolios can be used both as a development portfolio and as separate components of the overall readiness portfolio (readiness for leaving school).

Another example of a portfolio of this kind is a portfolio that implements the principles of authentic assessment in specialized education at the senior level of Central Efsn Park in New York. The portfolio of a student of a specialized school includes work in fourteen areas.

1. Action plan after graduation. Students reflect on short and long term life goals and professional career, analyze related issues of earnings, living conditions, etc. Ultimately, they must determine why they need a diploma of education. The actual documents included in the portfolio may be exam results, interviews, letters of recommendation and other indicators of student achievement.

2. Autobiography. It serves as another opportunity to reflect on your life and determine plans for the future. A project of the student's choice is offered, such as family history, special relationships between people, values or beliefs in the media, etc.

3. Socially useful voluntary activity at school and in society. Internship (practice). Starting from grade 7, it is part of the student's learning activities. Students develop summaries of past work experience, including employment experience, while presenting materials demonstrating what they have learned in the course of practical work. These can be essays, videos, samples of work, letters of support, and other examples of their accomplishments.

4. Ethical and social issues. Students must demonstrate the ability to see a variety of perspectives, weigh and use different arguments, analyze the causes of social and moral problems in a variety of ways: through debate, writing an op-ed, in the form of a discussion important issues raised in a novel or film or in some other way.

5. Art and aesthetics. Creative expression and creative perception are evaluated. Students create a "spontaneous" representation of their artistic possibilities or an exhibition in any direction of art. They must demonstrate knowledge and understanding of the aesthetic field through analysis or critique of the artwork, the identity of the artist or artist, or the field of art.

6. Mass media. Students demonstrate an understanding of the content of the activities of various media, their influence on people and their way of thinking through a project or other activities: writing an essay, presenting a newspaper, TV shows, etc.

7. Practical skills. Job skills must be demonstrated in a number of areas: medical care, employment, citizenship, independent living, use of computers and new technologies, in the field of legal rights (for example, through the use of a driver's license to participate in elections, through the implementation of practical tasks on a computer, etc.).

8. Geography. A test developed by teachers and activity assessment is used, aimed at identifying knowledge of geography and the ability to use maps, a globe and other teaching aids.

9. Foreign language and/or bilingual training. Students must demonstrate competence in working in a non-native, foreign language (speaking, listening, reading, writing). In addition, they should describe their own experience of communicating in a non-native language and be able to discuss social and cultural issues related to the importance of using different languages.

10. Science and technology. Demonstrate knowledge of the sciences: submit a report on the material studied in the high school course, pass the school or state standard test to assess acquired competencies; demonstrate the application of scientific methods in the performance of tasks (conducting and describing the experiment); demonstrate an understanding of how the achievements of science are used in the modern world (conduct a study scientific development, including analysis of social costs and benefits, take part in discussions, etc.).

11. Mathematics. Students must demonstrate basic skills by taking the state proficiency test and a teacher-designed test. In addition, they must demonstrate a high level of mental activity skills, implementing them in a practical form: for example, using mathematical knowledge to solve political, civil, consumer problems (public opinion survey; copying architectural drawings, etc.).

12. Literature. Students should prepare a list of studied literary texts from various genres as a basis for discussion with the portfolio protection committee; and develop and submit an essay on literary works, in which they demonstrate communication and reflective skills, analyzing texts, ideas and intentions of the authors.

13. History. In addition to taking the State Competency Test and the School Test, students must prepare an overview of the areas of history they studied in high school and a timeline of major historical events and personalities. They must conduct a historical study, drawing on primary and secondary sources, and compiling a bibliography. They must demonstrate “mental habits” through establishing connections between past and future events, evaluating historical facts, and participating in discussions.

14. Physical training. Students must demonstrate and/or document their participation in sports teams, individual achievements in sports over the past four years. The purpose of assessing this competence is to form healthy lifestyle life, developing a sense of independence, interdependence, personal responsibility, belonging to the sports community.

It should be noted that this portfolio model also involves focusing on core competencies or learning skills, such as analysis and critical thinking, communication skills in assessing materials related to various subjects and areas. It is also important that it is required to demonstrate competence and skills when performing applied tasks or in real situations, which in fact is the basis of authentic (true) assessment, which underlies the portfolio technology.

If we talk about the procedure for compiling a portfolio by students, then it should be understood that it requires the involvement of a number of specialists and changes the strategy of the school. The English teaching and support program Progress File (www.dfes.gov.uk/progfile) offers a range of professionals to help the student with their portfolio. In the American profile school we are considering, a system of counseling has also been introduced. Students are divided into groups of 12-15 and each group is led by a consultant who is a teacher at the school for two years. Every day, at least an hour of meetings are held between the consultant and the group, during which a range of different issues (health, family, life in the community, etc.) are discussed. The consultant, as students note, becomes part of the family, interacts with parents. In addition, almost any teacher, deputy director, psychologist takes part in counseling and assists the student in compiling a portfolio. According to the school rules, this work included in official duties employees.

A separate activity of the consultant is to help the student in drawing up his career plan, which is adjusted several times - when choosing a profile, clarifying it, and then when forming plans after graduation. The career plan is an essential part of the portfolio and to develop it the consultant meets with the student individually and then with the student's parents. Various psychological techniques are used, for example, a student builds a life line, including key life events from birth to the present moment and for the next 10 years, with an emphasis on choosing a professional direction of activity (and as part of it - a training profile), ways to get a profession.

The portfolio assessment procedure is a rather complicated process and requires the involvement of both direct and indirect participants in the educational process: students, teachers, parents. Let us dwell in more detail on the formal procedure for evaluating the individual components of the portfolio. It is divided into two parts: evaluation of the written work as a component of the portfolio and oral presentation of the project.

So, each of the written components is evaluated on a four-point scale (from 1 to 4) according to the following criteria:

Presence of own position (point of view);

Establishment of internal relationships;

The degree of validity of the material, evidence of conclusions and conclusions;

The method of presenting the material (language, style, etc.);

Compliance with the rules of registration of work.

The table below shows a variant of the rating scale.

It should be noted that the proposed grading scale is not the only one possible, it is mainly used for grading written research work students as a portfolio component, and we provide it as a possible example and in connection with the considered portfolio option. Below are other options for assessing portfolios.

Each of the 14 portfolio components, representing a separate research paper or project, is assessed separately. Let us give an example of the Science and Technology component.

Central Efsn Park High School

15 73 Madison Avenue, NY 10029

Tel: 212 860 8935

Deborah Meyer, Associate Director

Paul Schwartz, Deputy Director

Central Efsn Park Middle School PORTFOLIO: abstract

Name of the student _________________________

Full name of the consultant _______________________

Portfolio submission date 3/12/02

Project Title: Infrared vs. Microwave Comparison: Strengthening vs. Hair Removal Comparison Portfolio Component: Science and Technology Abstract: Write 4-5 sentences describing the content of your portfolio. including its purpose, main ideas and themes.

My science portfolio consists of two distinct parts: the first part is a study of the effects of hair care products on the scalp and hair; the second part is a comparison of infrared rays and microwaves and their effect on food products.

Make sure your portfolio is complete. Include in it: a list of organizations you applied to or visited; lists of specialists you have interviewed; written working materials; recommendations; applications; bibliography; audio recordings; video recordings; summary of the presentation / demonstration of the portfolio, etc.

The full text of the portfolio component under consideration is a rather voluminous research project, in which tasks are set and the procedures and methods for their solution are described in detail. Target questions are used in the text, chemical terms are introduced and disclosed, the procedure of the chemical experiment and laboratory research is described in detail. The results of the experiment and observations are presented in tables, and conclusions are drawn. The assessment of this portfolio component is carried out, as indicated above, in accordance with the criteria developed for written works, and is conducted by members of the project committee. The student receives a mark from 1 to 4 points. The procedure of oral presentation and portfolio protection, as noted in a number of sources, is a key moment in the educational process, aimed at demonstrating to students the skills and abilities formed and adjusting their activities based on the comments received. In the example we are considering, the evaluation of the portfolio presentation is carried out by a commission, which includes representatives of the school administration, parents, teachers, students, and psychologists. Portfolio of 14

paragraphs is often a voluminous work of 100 pages of printed material, including essays, bibliographic lists, research abstracts, etc.

According to the instructions, the student is given 5-10 minutes for a speech, 20 minutes for defense (answering questions from members of the commission), 10-15 minutes for discussion and evaluation of the portfolio by members of the commission. Students and parents may request permission to access the results of the panel's deliberations. If the student does not agree with the results, he has the right to retake the presentation, as well as if he received an unsatisfactory mark. Below is an example of a portfolio oral presentation rating scale.

Assessment Form of Oral Presentation

Student__________________________________

Consultant _______________________________

Title of the report _________________________

Portfolio component ______________________

Members of the commission ___________________________

Score______________________________________

Procedure

1. The student makes a 5-7 minute presentation.

2. Members of the commission ask questions to the student.

3. The student leaves the classroom.

4. Members of the commission discuss the report submitted by the student.

5. Members of the commission discuss the completed columns of results.

6. The student is called to view the next presentation. Members of the commission sum up at the end of all presentations.

Comments: __________________________________________

Self-assessment, peer and parent assessment, in addition to teacher assessment, have an important place in the portfolio assessment process. Separate assessment forms have been developed for each category of experts. In addition to formal criteria, in many cases indicators are used to identify key social competencies, their formation in the process of making a portfolio, in combination with formal signs of an attitude to work. For example, to determine the degree of involvement in group work on the implementation of portfolio strategies, such indicators would be: the number of absences or tardiness for portfolio preparation classes; amount of work performed; a clear understanding and acceptance of the goals of the work of the group (class); skills to work with partners; degree of concentration; communication skills.

Portfolio in the form of a project

Another portfolio model that has become widespread in the industry in recent years developed countries ah Europe and the USA, is associated with the implementation of the final project by students.

A portfolio of this kind can also be used as a preparedness portfolio.

For example, in Denmark, since 2000, the final examinations at the gymnasium have been replaced by an interdisciplinary project followed by a public defense, which is a mandatory requirement for all students.

Let's consider this model on the example of the Hodgston High School, New Castle County, Delaware, USA. The school is a member of the Coalition of Basic Schools, an association of innovative educational institutions.

The idea of the graduation project-portfolio is based on the previous experience of participation of school students in exhibitions and competitions in various areas corresponding to the profile of education. Considerable attention at the school is paid to the strategy of competence-based and interdisciplinary approaches in profile education. It was these developments that became the basis for a new initiative, preparation for which was carried out during the year at seminars for school teachers.

The next logical step was to develop a three-part portfolio project plan:

A research project carried out within the framework of a specialized seminar-workshop, formalized in writing, involving the involvement of students in new knowledge from various academic disciplines;

A specific activity product, which is designed and executed by the student in the workshop, is associated with a learning profile and a research project and requires students to master new skills and abilities;

Official public oral presentation portfolio project. Portfolio development includes five stages:

1. Selection of a portfolio consultant and members of the Project Committee.

2. Choosing a topic for the portfolio project.

3. Study of the topic, preparation of a research project, finished product and oral presentation.

4. Formal oral presentation of the portfolio to members of the Project Committee.

5. Evaluation.

The choice of a consultant is made by students at the end of their 11th or beginning of their 12th (graduation) year of high school high school. The consultant can be a teacher of both academic and specialized disciplines. The consultant and the student jointly plan the portfolio work and select members of the Project Committee. The Project Committee is an important resource throughout portfolio development and evaluates the research project, completed product, and oral presentation. The committee must include at least three adults: consultants: branch representative in English, a teacher of specialized training, as well as representatives of business, society, etc. After the selection of committee members, the student submits a list to the Graduation Projects Evaluation Commission, which general leadership and coordinating school-wide work on a portfolio project.

The second stage is the selection of the theme of the project. At the same time, the authors of educational technology emphasize the importance of focusing the chosen topic on developing the interests and abilities of students, strengthening their motivation. Therefore, much attention is paid to introspection of inclinations, interests and personal qualities. In addition, the study of the topic should contribute to the formation of new knowledge and skills of students, attracting additional information. In the process of selecting and adjusting portfolio project topics for students, consultations and discussions are held with teachers of academic and specialized disciplines. Controversial issues are considered separately at meetings and seminars of school teachers.

The theme of the portfolio is discussed with members of the Project Committee. If one of the committee members disagrees with the chosen topic, the committee members must come to a decision during the discussion and inform the student about it. Committee members certify the rationale for the portfolio theme with their signatures. The data (full name) of the student, the topic of the portfolio project, the consultant, the composition of the committee are submitted to the school-wide commission and officially published.

Here are examples of portfolio project topics. The following topics were chosen by students of the humanitarian profile: “The history of the design of posters aimed at propaganda of war”, “Using information systems in sports journalism, etc. Students of the biomedical profile chose topics such as “The impact of stress on children”, “AIDS and dentistry”, etc. An example of a portfolio within the framework of the construction and architectural profile was the topic “The architecture of the Sistine Chapel and its impact on other churches, etc.

The third stage is connected with the direct implementation of a written research project, the manufacture of a product, and training for oral presentation. Teachers of specialized disciplines and English allocate special time in their classes to develop the necessary skills. For example, in English classes, students are taught a step-by-step methodology for conducting independent research and writing a research paper. Projects are subject to requirements specific to real scientific research. Projects should include a research plan, table of contents, introduction, thematically organized content, conclusion, tables, graphs and diagrams, definitions of key terms, bibliography, well-formed citations from the sources used, processed interview data, etc. Great importance is given to the formulation of ideas, logical and evidentiary their disclosure. Students are taught methods and techniques for preparing and using visuals for oral presentation, etc. The involvement of additional resources is especially encouraged: the Internet, libraries of nearby universities and colleges.

Teachers of specialized disciplines manage the development of product design and manufacture, recommend relevant literature, offer additional materials, participate in decision-making, and help solve emerging problems. Examples of resulting products are "success outfit"; layout of a country house, preparing a school lunch, etc. Students who have practical experience in paid or voluntary work often turn to employees or business leaders for advice and technical support. Video recordings of the work of students at the enterprise or in the workshop significantly enrich the content of the portfolio. Throughout the preparatory phase, regular meetings are held between students and the advisor and committee members. Committee members act as mentors and coaches, guiding students towards certain resources, providing support in difficult situations, repeatedly proofreading draft versions of the project. The schedule of these consultations is approved by the school-wide project commission, and the student is obliged to strictly follow it. The fourth stage, which is called the culmination of the work on the portfolio project, is its oral presentation. The presentation should be no less than ten and no more than thirty minutes. Researchers emphasize the importance of this component of authentic assessment. Students meet their judges and their work face to face. It's theirs real work, and not the results of ability tests in accordance with the parameters set by the test developers and their understanding of the required level of knowledge. In this case, students themselves determine the degree of formation of their own knowledge and skills and decide which of them and how to demonstrate. The evaluation procedure takes into account the interdisciplinary nature of the completed projects.

Immediately after the presentation, committee members discuss the results and come up with overall scores. The results are announced to the student. In case of serious disagreement or disagreement of the student with the score marks, an additional discussion is held. At the same time, the student fills out the Student Questionnaire, the questions of which are aimed at identifying his attitude to work on the portfolio project, experience gained, etc. Subsequently, the results of the questionnaires are analyzed by the school-wide commission when summing up the results of a year-long work on this authentic assessment technology, developing recommendations for introducing changes, etc.

Portfolio and career passport: through profile training to the world of employment (experience of the USA and European countries). Electronic portfolio models

In economically developed countries, a new concept of employment has been formed today. It provides, in addition to traditional forms of employment, the increasing spread of new forms of labor (part-time or part-time employment; work at home; participation of citizens in social - socially oriented, voluntary - types of activities, etc.). The characteristics of the new understanding of employment include the removal of part of the activity outside the country through the distribution of work across global computer networks, further internationalization and globalization of the labor market and work force and etc.

This provision has the most important prognostic value for the domestic social and educational contexts. The revealed characteristics of the labor market and employment are largely taken into account by the system of preparation for work of students in economically developed countries in order to ensure the outstripping nature of their development. This finds expression in the concepts of profiling learning, further development of the competence-based approach in education and authentic assessment.

Special attention focuses on the issues of internationalization of primary and continuing professional education, mutual recognition of certification and qualification documents, primarily within the European Union. These trends undoubtedly have an impact on the change in the content of general secondary education and, in particular, its profiling. In 2001, at a meeting of European ministers of education, a unique document "Concrete long-term goals of general and vocational education systems for the period up to 2010" was adopted. In total, 13 strategic goals have been formulated, among which are the preservation of the continuity of general secondary, primary and continuing professional education, the further unification of certification and qualification documents. In order to develop the professional and geographical mobility of young people, a number of programs are being implemented within the framework of the European Union. For example, these are the Petra program, aimed at improving the vocational education of young people, the Iris program, which unites projects aimed at expanding the opportunities for vocational education for women. The second phase of the "Leonardo da Vinci" program provides for the extension until 2006 of funding for educational mobility projects, in which part of the vocational training of young people is carried out on a bilingual basis in foreign EU member states.

The European Union's Youth Training Scheme, which has been in operation since the 1980s, aims to provide young people aged 16-17 with "limited professional and educational achievements" with training opportunities based on individually organized training in the workplace.

Important in the framework of the internationalization and integration of preparation for employment is the adoption by EU member states of the "European Language Portfolio" in the framework of the European Year of Languages (2001). Portfolio as a tool to motivate young people to learn foreign languages, as well as the introduction of language teaching at all stages of school, vocational and continuing education, in addition to the official measures taken by the governmental structures of the European Union, are important tools for the development of mobility.

In order to further develop the system of international recognition of professional qualifications of graduates of the initial vocational education (VET) system, unified recommendations have been developed for the development and implementation of an electronic version of the portfolio - the "European Portfolio-Resume", recognized throughout the EU.

Portfolio resume

Prutchenkov Alexander Sergeevich, doctor ped. Sciences, Professor, Chief Researcher State. Research Institute of Family and Education of the Russian Academy of Education.

Novikov Tatyana Gennadievna, cand. ped. Sciences, Associate Professor, Head of the Department of Development of Educational Systems in the Agroindustrial Complex and PPRO.

According to leading Russian educators, one of the significant shortcomings of the traditional educational system is that the goals of education are set and determined external factors, circumstances, even municipal conditions, but not for those who directly receive education, being the main consumer of the educational services offered.

Consequently, a paradoxical situation, from the point of view of common sense and economic laws, is already beginning to take shape in the education market, in which the goals of the consumer are dictated and determined from the outside, and with the transition of the entire system of Russian education to normative per capita financing, he, that is, the consumer, will have to and pay for these same educational services, the purpose of which is not always clear and acceptable to him. And he still has practically no real rights and, most importantly, an effective, understandable and easy-to-use tool with which he could independently, consciously and under his own responsibility determine his educational goals, fix them, formalize and bring them to those who is called upon to provide educational services, and only after that pay for them.

The problem of independent and conscious goal-setting is also relevant because the labor market is increasingly beginning to evaluate educational results not only by the formal availability of the relevant document (certificate, diploma, advanced training certificate, etc.), but by real skills, abilities, more advanced professional experience, formed competencies that need to be demonstrated on the first day after being hired or for further professional training. This is due to the fact that the rapidly changing economic reality does not give either time or the right to "professional complacency" - today everything is dictated by tough economic or financial expediency, or the need to become competitive. This applies not only to an individual, but also to enterprises, firms, educational institutions, and even entire sectors of the economy.

And therefore, at present, the question of revising the effectiveness of pedagogical technologies is particularly acute, precisely from the point of view of the presence in them of elements that orient students to the independent setting of learning goals, which becomes organic. integral part social and vocational training and education of both the younger generation and those who have been working successfully for a long time, and who, in the near future, will have to constantly improve their skills or professional retraining.

This is explicitly stated in the Federal Target Program for the Development of Education from 2006 to 2010, where the fifth direction is called "Introduction of models of continuous professional education that provide each person with the opportunity to form an individual educational trajectory for further professional, career and personal growth", and as an indicator designated " specific gravity numbers employed population who underwent advanced training and professional retraining: 2006 - 5%, 2007 - 10%, 2008 - 12%, 2009 - 15% and 2010 - 30%."

One of the main tasks facing the education system is the reorientation to the training of a person who independently chooses an individual development trajectory in accordance with his abilities and capabilities, who makes responsible decisions and acts accurately, efficiently, and reasonably in today's changing world. Independence as responsible, proactive, independent behavior performed on one's own is the main vector of growing up. Therefore, without changing the approaches to the system of goal-setting and evaluation in the current conditions of the development of education, it is impossible to achieve the educational goals set.

In the course of specially conducted research, scientists have found that one of the reasons for students lagging behind in learning is a poorly developed ability to determine educational goals and critically evaluate the results of their educational activities. The use of the "portfolio" technology is designed to solve this and many other problems associated with objective goal-setting and evaluation of the results of a student's activities.

The vector of the modern approach to learning can be considered its practical activity orientation, focusing not so much on the assimilation of knowledge, but on the ability to apply it, use it in practice, the portfolio is “tuned” not to information reproduced by the student, but to an independent product created by him, ideally having applied value. Common examples of such a product are various educational projects: research, artistic, social, etc.

Modern educational innovations focus on learning itself (learning, not teaching), making the student the subject and center of the educational process, giving him maximum freedom and responsibility in setting goals and organizing his own learning activities. For example, in the search for sources of information, the selection of experts and leaders in educational research, the development of individual curricula, etc.

In the last few decades, in developed foreign countries, a student's portfolio has been one of the alternative forms of educational goal-setting that meets the requirements of new socio-economic realities. ultimate goal many foreign authors see the educational portfolio as evidence of the progress of learning based on the results, on the efforts made, on the materialized products of the educational and cognitive activity of a particular student. Systematic recording of one's achievements, constant analysis of the reasons for successes and failures, one's attitude to a particular type of activity - all this helps not only to understand one's purpose in life, to determine one's future profession(and for a specialist - and it can be with a change in an already mastered profession), but also intuitively (and with special help and support from a teacher, parent, consultant and consciously) come to an understanding of the need to set the goals of any educational activity, the results of which in In the future, you can and should record in your personal portfolio.

The term "portfolio" came to pedagogy from politics and business: everyone is familiar with the concepts of ministerial portfolio, investment portfolio, etc. Portfolios can be official, professional, business and presented both in text format and in in electronic format. This gives the portfolio orderliness in the use of interested parties: teachers, parents, classmates, administration, etc. Externally, the portfolio can be designed in the form of folders, file cabinets, briefcases, that is, complete freedom is provided and initiative is welcomed, with the only requirement - ease of storage.

The main meaning of a portfolio is "to show everything that you are capable of." The pedagogical philosophy of the portfolio, expressed in the formula "Take responsibility for your education in your own hands", suggests:
• shifting the emphasis from what the student does not know and is not able to, to what he knows and is able to do on a given topic, section, subject;
• integration of quantitative and qualitative assessments of student performance;
• transfer of pedagogical emphasis from assessment to self-assessment of students.

These features of the portfolio allow students, with its active and systematic use, to gradually learn to INDEPENDENTLY not only evaluate their achievements in various fields, which, of course, in itself is a fact sufficient to recognize the pedagogical expediency of the widespread and constant use of the portfolio, but also go out to use its main purpose - to help students realize the goals of education as education for themselves and throughout their lives.

The composition of the portfolio depends on the specific learning objectives that can and should be set by the students themselves, regardless of age and existing social and professional competencies. It is deeply conscious and clearly formulated goals that are the result of the efforts made by a person and the achievements achieved. And real progress in the learning process is accelerated in the presence of such personally significant goals formulated by the student himself.

Each element of the portfolio should "work" to clarify previously set goals, become a kind of indicator of the degree to which these goals are achieved, or serve as a signal for their inevitable adjustment in order to optimize the efforts made to achieve previously defined goals. Moreover, with the help of systematic work with the portfolio, only really with the complete independence of the student, the habit of realizing the goal of any type of activity, whether it is participation in school competition social projects, the city Olympiad in a subject, additional classes in the palace of creativity, etc., becomes an internal need of the child.

As a number of authors who are actively working on improving portfolio technology point out, it is advisable that when completing it, the student must include such an element as self-analysis of the "portfolio owner" and his look into his own future, including in the form of a five-year plan with sections "What am I going to to do during this period" and "What is personally required of me for this".

The main criteria for the quality of a portfolio in a foreign school are:
• development of thinking (flexibility, rationality, originality);
• formation of the ability to solve problems;
• formation of applied skills (ability to solve practical problems, apply new technologies to solve applied problems, etc.);
• the development of communication skills (the ability to work in small groups, make presentations, the formation of a written language, the ability to clearly and reasonably express one's thoughts, literacy in the design of problem solving, the skillful use of graphs, diagrams, tables, etc.);
• formation of self-control and self-esteem skills (self-criticism, ability to work on mistakes, realism in assessing one's abilities, etc.).

All these criteria to some extent contribute to the formation of the ability to realize their own educational goals, help to consolidate them in the process of constant use of the portfolio, seeing the real results of use.

There are different approaches to the definition of the concept of "portfolio":

1. Portfolio- this is a way of fixing, accumulating and evaluating the individual achievements of a student in a certain period of his education. The portfolio is focused not only on the process of evaluating the results obtained by the student, but also on self-assessment, that is, the active and conscious attitude of the student himself to the process and learning outcomes.

2. Portfolio is a collection of a student's work and results that showcases the student's efforts, progress, and accomplishments in various areas.

3. Portfolio – systematic and specially organized collection of evidence used by the teacher and students to monitor the knowledge, skills and attitudes of students.

4. Portfolio- a working file folder containing a variety of information that documents the experience gained and the achievements of students.

Despite the different approaches to defining the definition, it can be noted that the portfolio complements the traditional control and evaluation tools aimed at checking the reproductive level of assimilation of information, and is also considered precisely as a tool for introspection and setting goals for various activities. Even in junior school age the child may be aware that by participating in the competition, he can receive a beautiful diploma, which can then be included in his personal achievements folder. Consequently, he involuntarily formulates a goal - to show the maximum result. And it is not so important that the stimulus is still just a beautiful form, the main thing is that he begins to realize the relationship between his goal and the result.

The portfolio allows you to take into account the results achieved by the student in a variety of activities - educational, creative, social, communicative and others - and is essential element practice-oriented approach to education.

Based on the foregoing, we conclude that the portfolio is not only a modern effective form of assessment, but also helps to solve the most important pedagogical task - to form the ability to learn - to set goals, plan and organize one's own learning activities.

Thus, at present, the need to find effective ways of teaching schoolchildren the skills to independently determine their own goals of education has become quite clear.

In fact, scientists and advanced practitioners received a social order for the speedy resolution of this difficult issue. It has been established that one of the reasons for students lagging behind in learning is a poor understanding of the goals that the child faces in the classroom, in extracurricular activities, the lack of developed skills to critically evaluate the results of their educational activities, analyze and systematize the results and achievements already obtained, etc.

Working with a portfolio helps to solve this and many other pedagogical problems. However, when using a portfolio, there may be problems associated with various aspects, both technical and socio-psychological. For their competent and pedagogically sound solution, it is advisable to refer to the experience of previous years and new developments of modern educational institutions. Russian school rich in history and actively involved in innovation. Studying the theory and getting acquainted with the real practice of using a portfolio as a tool for a student to realize his own educational goals will help to avoid possible risks and uncertainties.

---
For links:
Prutchenkov A. S., Novikova T. G. Portfolio as a tool for understanding one's own goals of education. // Internet magazine "Eidos". - 2007. - February 22. http://www.htm..

In his speech on September 5, 2005, V.V. Putin, as one of the tasks in the transition to normative budgetary financing of the education system, put forward the task of “transitioning to a new system of remuneration for teachers and other school workers, which should be based on the quality of work of teachers and elimination of the hourly principle of their payment.

The implementation of the NSOT involves the introduction of individual work plans for teaching staff; establishing requirements for the rationing of the types of work provided for in individual plans, in particular, the establishment of a “framework” rationing by hours of all types of teacher work; introduction of incentive certification tools. Attestation aimed at stimulating quality is established for schools and for teachers. For schools: two-level certification divided into minimum requirements and quality assessment with built-in incentive mechanisms for high-quality schools. For teachers: the introduction of a new differentiated system of teacher categories and certification, stimulating the quality of work and career growth.

Teacher's portfolio An effective mechanism for fixing professional competencies is the "Portfolio". The composition of the portfolio depends on the specific tasks that the teacher himself or the chairman of the methodological association sets for himself. It is advisable to maintain a portfolio for certification in parallel in several sections.

In practice, the portfolio of a teacher performs the following tasks: The professional portfolio of a teacher serves as the basis for obtaining a certificate for teaching and re-licensing - a portfolio of licensing - is requested by the bodies that carry out licensing of practicing teachers; A categorical portfolio is one of the grounds for determining the amount of wages and is presented to the administration of the educational institution and authorities competent in deciding the issue of determining the category of a teacher and the amount of his salary; The portfolio of the educational process - the portfolio of educational planning - is compiled by the teacher and reflects the dynamics of educational achievements and the educational process of students, the class and serves as the basis for the teacher to plan, control, evaluate his teaching activities, firstly, and the curriculum, secondly, and is also used at parent meetings, pedagogical conferences, etc. The essential characteristics of the teacher's portfolio is that it serves not only as a tool that facilitates the external examination of the teacher's activities and its results, but also provides the teacher with the opportunity for reflection and self-assessment, and most importantly serves as a tool that supports professional growth, allowing you to design and control its stages, tasks. , forms of their implementation.

When preparing a portfolio, the teacher draws up an individual plan for professional development, in which he determines: - the goals and objectives of his professional growth - the skills that he needs to acquire - the trainings and courses that he is going to take in the next 2-3 years.

When evaluating a portfolio, the following indicators are considered: Professional skills, knowledge, duties of a teacher - mandatory Student achievements - as a rule Overall school results in attestation - possible Teacher professional achievements, newly acquired skills are considered from the point of view of how they influenced the results of students.

The professional skills and abilities of the teacher are assessed in accordance with the teaching standards. The number of these standards varies, but the general ideology and focus is the same. As the main standards, the following can be distinguished: competence in teaching; competence in planning and preparing lessons; competence in class management; using a variety of assessment methods; creating an environment and using methods that ensure maximum activity of students; planning their activities to best meet the needs of students; collegiality and cooperation; observed professional growth.

Although there is no rigid portfolio standard, the set of materials is quite stable: In the portfolio, the teacher presents various evidence of his professional development. pedagogical concept; awards and certificates; trainings and courses; publications; author's or collective programs; projects and research; lesson plans; examples of tasks; student achievement; reviews and assessments of students, colleagues, administration. This set of materials differs from the folder traditional for our school, presented by the teacher during certification, in that the teacher’s understanding of his activity (pedagogical concept or philosophy) and, in general, his reflexive position come first.

The teacher's portfolio is drawn up in a storage folder with files (binder). Each individual material included in the portfolio must be dated. The composition of the portfolio depends on the specific tasks that the teacher himself or the chairman of the methodological association sets for himself. It is advisable to maintain a portfolio for certification in parallel in several sections. Teacher Portfolio

Section 1. " General information about the teacher” last name, first name, patronymic, year of birth; education (what and when he graduated, the specialty received and diploma qualification); work and teaching experience, work experience in this educational institution; advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses); copies of documents confirming the availability of academic and honorary titles and degrees; the most significant government awards, diplomas, Thanksgiving letters; diplomas of various competitions; other documents at the discretion of the certified person. This section allows you to judge the process of individual development of the teacher.

Section 2. "Results of pedagogical activity" This section contains: materials with the results of mastering educational programs by students and the formation of their key competencies in the subject being taught; comparative analysis activities teacher for 3 years on the basis of; control slices of knowledge; participation of pupils in school and district Olympiads, competitions; results of intermediate and final attestation of students; the presence of medalists; admission to universities in the specialty, etc. The materials of this section should give an idea of the dynamics of the results of the pedagogical activity of the certified teacher for a certain period.

Section 3. "Scientific and methodological activity" materials in which the choice is justified: - certified educational program and a complex of educational and methodical literature; - certified educational technologies used; - application by certified in their practice of certain means of pedagogical diagnostics to assess educational results; - use of information and communication technologies in the educational process, - technologies for teaching children with developmental problems, etc.; - work in a methodological association, cooperation with the district methodological center, universities and other institutions; participation in professional and creative pedagogical competitions; participation in methodical and subject weeks; organizing and conducting seminars, round tables", master classes, etc.; holding scientific research; development of copyright programs; writing a manuscript for a candidate's or doctoral dissertation; preparation of a creative report, abstract, report, article; other documents

Section 4. "Extracurricular activities on the subject" a list of creative works, abstracts, educational and research works, projects completed by students on the subject; winners of olympiads, competitions, competitions, intellectual marathons, etc.; scenarios extracurricular activities, photographs and video cassettes with a record of the events held (exhibitions, subject excursions, KVNs, brain-rings, etc.); programs of circles and electives; other documents.

Section 5. "Educational and material base" This section contains an extract from the passport of the study room (if any): availability of dictionaries and other reference literature on the subject; the presence of visual aids (layouts, tables, diagrams, illustrations, portraits, etc.); availability technical means training (TV, VCR, music center, overhead projector, etc.); availability of a computer and computer training aids (virtual experiment programs, knowledge control, multimedia electronic textbooks, etc.); audio and video aids; the presence of didactic material, collections of tasks, exercises, examples of essays and essays, etc.; indicators of the quality of student learning; other documents at the request of the teacher.

License No. 004744 Registration certificate PI No. 77-3448 dated May 10, 2000

Subscription index in the catalog of JSC Agency "Rospechat"

Series: "Library for teachers, parents and doi and

Monthly Supplement to the magazine "Out-of-school student

Issue #12

Novikov T. G. Design and expertise innovation activities in education. Issue. 12. - M.: TsRSDOD, 2001. - 64 p.

(Series "Library for teachers, parents and children")

The author of this issue is T. G. Novikova, Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Development of Educational Systems of APKiPRO

Pedagogical innovation. What it is? Features and distinctive features, criterial bases of innovation, design in innovative educational activities. The project, its main features, factors influencing the design process, goals and objectives of the project, modeling in project activities, the project development algorithm, its structure, the content of the individual phases of the project, you will receive answers to all these questions in this publication. Here you will also find interesting material on the structure of the examination apparatus, the principles of its organization, the classification of its models, the examination procedure, and much more.

Published by decision of the Methodological Council

System Development Center additional education children

Ministry of Education of Russia

Protocol #7

Chief Editor: T. H. Kleymenova

Scientific consultant: M. H. Povolyaev,

doctor of pedagogical sciences

Release Responsible: A. G. Medvedev

Corrector: E. H. Tretyakova

Kit: L. AND. Veselovsky

Computer imposition: O. .4. Paladium

1. Innovation in education

At the beginning of the XX century. a new field of knowledge is being formed - the science of the new, of innovations, which studies the patterns of their occurrence, development and introduction of innovations in material production. However, soon innovations stepped into social sphere and, consequently, in education, where the foundations of pedagogical innovation are laid.

The following works are devoted to the problems of creation, development and dissemination of pedagogical innovations: K. Angelovski, N. R. Yusufbekova, M. V. Klarina, O. G. Khomeriki, M. M. Potashnik, A. V. Lorensov, S. D. Polyakov , A. I. Prigozhina and others. Scientists consider innovations from different perspectives: the foundations of the theory of innovative processes in education, the problems and classification of innovations in education, innovative methods and technologies in a foreign school, the development of innovations in a modern school and their management.

P edag Logic innovation is a field of science that studies the processes of school development that are associated with the creation of a new educational practice. Novelty in pedagogy can be fromcarrier Noah, that is, already known in world or domestic practice, but at the same time completely new for a given region, school or individual teacher, and absolute - which has no analogues either in Russian or in foreign practice.

One of the important tasks of modern pedagogical innovation is the classification of innovations, the knowledge of which is absolutely necessary for a modern teacher, and above all, in order to learn to understand the object of school development, to be able to identify a comprehensive, understand the general that unites him with others, and that special which distinguishes it from other innovations. Finally, in order to use the amount of knowledge gained, to most accurately select the necessary new for mastering, in the best way to develop a technology for mastering everything new - a technology that takes into account the specifics of innovation (49, 14)*.

Consider different approaches to the concept innovation.

In literature, the concept innovation interpreted in different ways. In the encyclopedic dictionary innovation considered (lingu.) as well as innovation.

The most complete definition, revealing the essence of innovation, is interpreted in the work "New Values of Education". Innovation- these are such actual significant and systemically self-organizing neoplasms that arise on the basis of a variety of initiatives and innovations that become promising for the evolution of education and positively influence its development, as well as the development of a wider education space.

Innovation(from lat. innovations) is an essential element in the development of education. They are expressed in the trends of accumulation and modification of various initiatives and innovations in the educational space, which together lead to more or less global changes in the field of education and the transformation of its content and quality. Initiatives arise in the course of the natural evolution of the education sector, in the search for more promising forms and means of pedagogical activity, testing new teaching methods and techniques. Initiatives are consolidated during the exchange and dissemination of experience, in the formation of mass initiatives and social movements of teachers, among which groups of initiators and innovators are formed, generating new socio-pedagogical, psychological, projective and socio-cultural ideas.

Innovative mechanisms for the development of education include:

creation of a creative atmosphere in various educational
institutions, motivation of interest in the scientific and pedagogical community to innovations;
creation of socio-cultural and material (economic) conditions for the adoption and operation of various innovations;
initiation of search educational systems and mechanisms for their comprehensive support;
integration of the most promising innovations and product projects into actual educational systems and the transfer of accumulated innovations into the mode of permanent search and experimental educational systems (“New Values of Education”) (28.43)

Let us dwell on the specifics of pedagogical innovations. He retained the main features of innovative processes, pedagogical innovations differ from others primarily in that the subject of their activity is the personality of a student or teacher, a personality with unique features and specifics, a personality that is constantly developing. It is to improve the process of development of this personality that any pedagogical innovations are aimed. When a teacher makes changes in the content, methods, means and technologies, he must understand that this is done with the aim of developing (changing) the personality. Implement these changes in personality, it is possible to transfer it to a higher, new level of development with the help of new content, methods, technologies, technical means, and this is the main meaning, essence, goal of pedagogical innovations.

The intensification of innovative processes in pedagogy is associated both with the social order and the means available in theoretical research and innovative experience that can ensure its implementation, and with significant changes in the sphere of consciousness of the pedagogical community as a whole. In its basic meaning, the concept innovation refers not only to the creation and dissemination of innovations, but also to transformations, changes in the field of activity, the style of thinking that is associated with these innovations. From which it follows that the most significant condition for the success of innovative activity is the psychological readiness of teachers to accept systemic innovation (41).

So, the distinctive features and features of pedagogical innovations are:

the subject of innovative activity is personality: unique,
developing, with specific features;
dependence on objective conditions in the form of social order
or demand by society;
psychological readiness of the teacher to accept and implement
pedagogical innovations.

Innovation processes take shape cyclesdevelopment(formation, active formation, transformation), during which the innovative potential of educational systems is formed: their desire for self-development.

The life stages of an innovation are closely related to pedagogical aboutdesigning innovative activities, developing innovationrational project various level difficulties: the creation of an educational system at the regional, municipal levels and a separate educational institution; educational system (systemic innovations); designing new educational technologies (modular innovations), etc.

When classifying innovations in education, it should be taken into account that innovations are one of the most important types of human activity. This activity does not tolerate strict distinctions and divisions, and although it is rather difficult and almost impossible to include all components and aspects of education in the classification, it is even more difficult to combine them into one component. So, innovations in the content of education necessarily affect the management, organization and, accordingly, the methodology (technology) of work and vice versa.

It is difficult to draw a clear line between planned (systematic) and spontaneous innovations, or between those that arise from outside or appear from within education itself. Therefore, innovations in education often require help, support and influence, reinforcement from parents, public and other organizations. This applies to both large (large) and small (small) innovations.

Of course, any classification suffers from schematism, insufficient completeness and consistency, since it is practically impossible to describe all possible innovations in several categories. However, regardless of the apparent difficulties, it is necessary and possible to carry out a classification, but subject to prior approval criterion yev, on which it will be based.
The first criterion depends on spheres, v which innovations are made.

According to the first criterion, that is, depending on in which area, in which sector of education innovations are carried out (what is being updated), innovations can be distinguished: in the content of education in technology, in organization, in the management system, in economic mechanisms.

Depending on the method of implementation of the innovation, their mi > press divided into: systematic, planned, pre-conceived i c hic. spontaneous, random.

The third criterion is latitudeanddepthinnovativeprocess.

Depending on the breadth and depth of innovative activities, we can talk about: mass, large, global, radical, fundamental, strategic, significant, deep and other innovations: partial, small, small innovations.

The fourth criterion is the foundation, where innovations appear.

Depending on the origin, innovations can be represented as external and internal.

The fifth criterion is processdisseminationpedagogical ideas andinnovations(or distribution method), which consists of three independent streams: spontaneous, purposeful, publicleg.

A purposeful state flow is a well-thought-out effort, the actions of public education bodies to introduce pedagogical innovations. Public innovation flow - the result of activity public organizations. Along with the purposeful dissemination of the idea, there is also a spontaneous, spontaneous flow in line with the personal communication of teachers.

The sixth criterion - scale ongoing innovative preformations, which can be represented as systemicbutintroductions(building a new educational system, an educational system at various levels, etc.), private(local, single or point) and modular, representing a complex of private innovations, united on some common grounds.

A very important basis (criterion) of grouping, the seventh criterion. is an innovativepotential. In accordance with the criterion under consideration, modification,combinatornyeandradicalinnovation. Modification innovations are associated with the improvement, rationalization, modification and modernization of what has an analogue or prototype.

Combinatorial innovations imply a new constructive connection of elements from the previously known ones, which were not previously used in this combination. It is assumed not an eclectic connection, but a constructive one, in which new, previously non-existing system properties appear, generating a new integration effect. Radical innovations involve a new or radically opposite approach to existing developments or solutions to some direction, problem, etc. (49, 16).

Of course, such a division is relative, innovative activity creative educators- this is both a state stream and a public one at the same time. The transfer of pedagogical ideas in personal communication (spontaneous flow) can be stimulated by the press and television, that is, state and public institutions.
Classification on criteria grounds

Criteria	Innovation
The area in which innovation	I, In the content of education 2. In the technology of education 3. In the organization of the pedagogical process 4. In the education management system 5. In the economic mechanisms of education
How innovation occurs	1. Spontaneous, spontaneous, random 2. Systematic, planned, preconceived
Breadth and depth of diffusion of innovation	!. Mass, global, fundamental 2. Partial, small, small
The basis for the emergence of innovation	1. External (from outside) 2. Internal
Way of spreading innovation	1. Spontaneous 2. Purposeful 3. Public
Scale of innovation	1. Systemic 2. Modular 3. Private (local)
Innovation potential	1. Modified 2. Combinatorial 3. Radical

In the course of the development of an innovative educational environment, various models of distance education are being created, on the basis of which modern institutional forms of distance learning institutions are being developed. On the basis of new institutional forms of education, organizational innovations appear that use new pedagogical technologies, methods, techniques, means, the functioning of which is carried out using new economic mechanisms.

List of used literature

Angelovski TO. Teachers and innovations. Per. with maked.- M.: Enlightenment, 1991.
Anisimov O. WITH. Methodological culture of pedagogical activity and thinking. - M., 1991.
Babanskiy YU. TO. Problems of improving the effectiveness of pedagogical research. - M.: Pedagogy, 1982.
Veselova H. V., Glushankova V. WITH, Zerganiiova T. E. and others
Innovations in education through the eyes of a sociologist. - Yekaterinburg, 1996.
Hesse WITH. AND. Fundamentals of Pedagogy. Introduction to Applied Philosophy. - M.: Shkola Press, 1995.
Zagvyazinsky V. AND. Innovative processes in education and
pedagogical science // Innovative processes in education. -
Tyumen, 1990.

Zagvyazinsky V. AND. The teacher as a researcher. - M., 1980.

Zagvyazinsky V. AND., Gilmanov WITH A. Creativity in management
school. - M.: Knowledge, 1991.
Innovation v Russian education: Higher professional education. - M., 2000.

Innovation at school: character and results // National Education, 1993, No. 6.
innovative training: strategy and practice / Ed.
V. Ya. Liaudis. - M., 1994.
innovative schools Russia. Information-
reference guide to help school leaders. - M., 1992.

License No. 004744 Registration certificate PI No. 77-3448 dated May 10, 2000

Subscription index in the catalog of JSC Agency "Rospechat"

Series: "Library for teachers, parents and doi and

Monthly Supplement to the magazine "Out-of-school student

Issue #12

NovikovT. G. Design and examination of innovative activity in education. Issue. 12. - M.: TsRSDOD, 2001. - 64 p.

(Series "Library for teachers, parents and children")

Pedagogical innovation. What it is? Features and distinctive features, criterial foundations of innovation, design in innovative educational activities. The project, its main features, factors influencing the design process, goals and objectives of the project, modeling in project activities, project development algorithm, its structure, the content of individual phases of the project, you will receive answers to all these questions in this publication. Here you will also find interesting material on the structure of the examination apparatus, the principles of its organization, the classification of its models, the examination procedure and much more.

Published by decision of the Methodological Council

Center for the Development of the System of Additional Education for Children

Ministry of Education of Russia

Protocol #7

Chief Editor: T. H. Kleymenova

Scientific consultant: M. H. Povolyaev,

doctor pedagogical Sciences

Release Responsible: A. G. Medvedev

Corrector: E. H. Tretyakova

Kit: L. AND. Veselovsky

Computer imposition: O. .4. Paladium

1. Innovation in education

At the beginning of the XX century. a new field of knowledge is being formed - the science of the new, of innovation, which studies the patterns of their occurrence, development and introduction of innovations in material production. However, soon innovations stepped into the social sphere, and consequently into education, where the foundations of pedagogical innovation are laid.

One of the important tasks of modern pedagogical innovation is the classification of innovations, the knowledge of which is absolutely necessary for a modern teacher, and above all, in order to learn to understand the object of school development, to be able to identify a comprehensive description of the innovation being mastered, to understand the common thing that unites it with others, and that special thing that distinguishes it from other innovations. Finally, in order to use the amount of knowledge gained, to most accurately select the necessary new for mastering, in the best way to develop a technology for mastering everything new - a technology that takes into account the specifics of innovation (49, 14)*.

Consider different approaches to the concept innovation.

In literature, the concept innovation interpreted in different ways. In the encyclopedic dictionary innovation considered (lingu.) as well as innovation.

Innovation(from lat. innovations) is an essential element in the development of education. They are expressed in the trends of accumulation and modification of various initiatives and innovations in the educational space, which together lead to more or less global changes in the field of education and the transformation of its content and quality. Initiatives arise in the course of the natural evolution of the education sector, in the search for more promising forms and means of pedagogical activity, testing new methods of teaching methods. Initiatives are consolidated in the exchange and dissemination of experience, in the formation of mass initiatives and social movements of teachers, among which groups of initiators and innovators are formed, generating new socio-pedagogical, psychological, projective and socio-cultural ideas.

Innovative mechanisms for the development of education include:

creation of a creative atmosphere in various educational institutions, motivation of interest in the scientific and pedagogical community for innovations;

creation of socio-cultural and material (economic) conditions for the adoption and operation of various innovations;

initiation of search educational systems and mechanisms for their comprehensive support;

integration of the most promising innovations and product projects into actual educational systems and transfer of accumulated innovations into the mode of permanent search and experimental educational systems ("New values of education") (28.43)

So, the distinctive features and features of pedagogical innovations are:

the subject of innovative activity is a personality: unique, developing, having specific features;

dependence on objective conditions in the form of a social order or demand by society;

psychological readiness of the teacher to accept and implement pedagogical innovations.

Innovation processes take shape cycles development (formation, active formation, transformation), during which the innovative potential of educational systems is formed: their desire for self-development.

The life stages of an innovation are closely related to pedagogicalaboutdesigninginnovativeactivities, developinginnovationrationalprojectvariousleveldifficulties: the creation of an educational system at the regional, municipal levels and a separate educational institution; educational system (systemic innovations); designing new educational technologies (modular innovations), etc.

The first criterion depends on spheres, v which innovations are made.

According to the first criterion, that is, depending on the area, in which sector of education innovations are carried out (what is being updated), innovations can be distinguished: in the content of education in technology, in organization, in the management system, in economic mechanisms.

Depending on the method of implementation of the innovation, their mi > press< разделить на: систематические, плановые, заранее задуманные i ц хийные. спонтанные, случайные.

The third criterion is latitude and depth innovative process.

The fourth criterion is the foundation, where innovations appear.

Depending on the origin, innovations can be represented as external and internal.

The fifth criterion is process dissemination pedagogical ideas and innovations (or distribution method), which consists of three independent streams: spontaneous, purposeful, publicleg.

A purposeful state flow is a well-thought-out effort, the actions of public education bodies to introduce pedagogical innovations. The public innovation flow is the result of the activity of public organizations. Along with the purposeful dissemination of the idea, there is also a spontaneous, spontaneous flow in line with the personal communication of teachers.

The sixth criterion - scale ongoing innovative preformations, which can be represented as systemicbutintroductions (building a new educational system, an educational system at various levels, etc.), private (local, single or point) and modular, representing a complex of private innovations, united on some common grounds.

A very important basis (criterion) of grouping, the seventh criterion. is an innovative potential. In accordance with the criterion under consideration, modification, combinatornye and radical innovation. Modification innovations are associated with the improvement, rationalization, modification and modernization of what has an analogue or prototype.

Of course, such a division is relative, the innovative activity of creative teachers is both a state stream and a public one at the same time. The transfer of pedagogical ideas in personal communication (spontaneous flow) can be stimulated by the press and television, that is, state and public institutions.

Classificationoncriterialgrounds

Criteria	Innovation
The area in which innovation
How innovation occurs	1. Spontaneous, spontaneous, random 2. Systematic, planned, preconceived
Breadth and depth of diffusion of innovation	Mass, global, fundamental 2. Partial, small, small
The basis for the emergence of innovation	1. External (from outside) 2. Internal
Way of spreading innovation	1. Spontaneous 2. Purposeful 3. Public
Scale of innovation	1. Systemic 2. Modular 3. Private (local)
Innovation potential	1. Modified 2. Combinatorial 3. Radical

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2. Design in innovative educational activities

Until recently, the term project was used primarily in the technical field, and the idea of developing complex documentation was associated with it. At present, any research activity is associated with the implementation of various projects. Projects are being developed in the social, political, international, technical, theatrical, literary and, of course, pedagogical fields of activity.

The process of creating a project is called design. "Design is an activity that gives rise to changes in the built environment" (J. K. Jones, 1976). In a broad sense, design is the activity of bringing about changes in the environment.

The design problem is extremely multifaceted due to its integrative function, therefore it is equally significant. for any activity. Design is an essential component of the way of life of any person. In life, each of us has to plan some ways to implement ideas or implement them, ways to promote, search and make plans, etc. And these processes do not depend on the field of activity, that is, they represent a cultural and historical phenomenon (23). All these actions are of an intellectual (creative) nature, and composite design.

Pedagogical design is a complex task, the solution of which is carried out taking into account the socio-cultural context of the problem under consideration and in which socio-cultural, psychological-pedagogical, technological, organizational and managerial aspects interact and complement each other (13).

Education is inseparable from the socio-cultural context with its characteristic models of activity, communication and social relations. It is through this connection that cognitive stereotypes are formed, a way of thinking that seeks to be translated into actions. Knowledge of socio-cultural characteristics means a correct understanding of the goals that are pursued in the educational process. Only on this basis is it possible to build effective educational strategies, because the differentiating ability of education systems is largely the cause of social and other conflicts, and it is extremely important to know what causes can be avoided already at the level of designing and adjusting educational systems and programs (11).

Productive and responsible work on the design of innovative activity consists, first of all, in the responsible choice of the way of understanding the connection between the past, present and future and its constructive form. “As a cultural activity, design involves a certain correlation of tradition and innovation, norms and creativity” (8, 28).

Taking into account the psychological and pedagogical aspects of pedagogical design allows you to create a design culture space that contributes to the achievement of the main goals of the project and advancement in the personal development of its participants, the creation of a psychological climate and an atmosphere of creative activity and efficiency of team members, the formation of a community of people interested in individual self-development and in achieving collective goals and objectives.

Accounting for organizational and managerial aspects makes it possible to ensure the optimal distribution of functional duties, responsibilities and roles of design participants, as well as management adequate to the goals and objectives of the project.

Design is currently considered as the most important component of pedagogical activity. This process covers: educational systems of various levels (federal, regional, municipal), the content of education, pedagogical technologies, management of the pedagogical process, planning and control of the development of an institution, and much more.

In pedagogical innovation, the following areas of design can be distinguished: projects in the field of financing educational institutions and their management, projects in the organization of schools and training, projects to develop the content of education, projects on educational technologies, forms and methods of teaching, projects on structuring the system of education and education, etc.