PSYCHOLOGICAL CAPABILITIES OF PEDAGOGICAL MARK

Introduction: the paper discusses the psychology of pedagogical mark problem, which has become very relevant in recent years. There is a growing public opinion that school grades should be abolished. It is obvious that such discussions periodically arise in the history of education for several centuries. However, the argument of the expediency of the abolition of the grades is insufficient, fragmented, contradictory and reinforced by the judgments is not scientific, but home plan with appeals to the psychological research of different levels. In this regard, it becomes necessary to create a scientific discourse on this problem in order to prevent pseudo-scientific speculation in solving social issues.

Materials and methods: the paper is an analytical review in which an attempt is made to systematize scientific psychological knowledge on the psychological problem of pedagogical assessment and mark. The main method of studying the psychological context of pedagogical assessment and mark is the method of theoretical analysis of scientific psychological sources.

Results: the consideration of theoretical positions and empirical research in the context of discussing the psychological problem of pedagogical marks and evaluation takes place in the perspective of research of emotional states of the pupil, school anxiety, school motivation, educational motivation, socio-psychological climate of the school class, self-esteem of the student, the relationship between the teacher and the pupil, parent-child relations. Consistently provides the scientific arguments refuting the opinion about the negative impact of teacher selection and evaluation in the above individual and social aspects of the system of relations of the student in the process of educational activity.

Discussion and Conclusions: the conclusion about inexpediency of school marks cancellation is proved. On the basis of the results of psychological research proves the need for pedagogical assessment and mark provided its objectivity and clarity as an effective way of feedback to the pupil and his social environment on the effectiveness of his educational activities.

1. Averina A.V., YAnicheva T.G. Dynamics of self-assessment of younger schoolchildren depending on school and family situations. Nauchnye issledovaniya vypusknikov fakul'teta psihologii SPbGU, 2015, vol. 3, pp. 3-11. (In Russ.)

2. Anan'ev B.G. Psychology of educational evaluation. Izbrannye psihologicheskie trudy: v 2 tomah. T. 2. Moscow, Pedagogy Publ., 1980. 228 p. (In Russ.)

3. Arhireeva T.V. Dynamics of educational motivation of children of primary school age. Kul'turno-istoricheskaya psihologiya, 2015, vol. 11, no. 2, pp. 38-47. doi: http://dx.doi.org/10.17759/chp.2015110204 (In Russ.)

4. Vygotskij L.S. Pedagogical psychology. Moscow, Pedagogy Publ., 1991. 480 p. (In Russ.)

5. Zinova T.V. The dynamics of self-esteem in primary school age: the author's abstract of the thesis of the candidate of psychological sciences. Moscow, 2002. 23 p. (In Russ.)

6. Kolominskij YA.L., Pan'ko E.A. Teacher on the psychology of children of six years. Moscow, Education Publ., 2009. 178 p.

7. Kurova YU.A. Evaluation and mark at school. Nauka i obrazovanie: novoe vremya, 2014, no. 1. Available at: https://elibrary.ru/item.asp?id=22678070 (accessed: 01.11.2018). (In Russ.)

8. Lipkina A.I. Self-esteem student. Moscow, Knowledge Publ., 1976. 64 p. (In Russ.)

9. Mart'yanov E.A. Pedagogical assessment: the nature, problems, types in the conditions of implementation of the GEF NOO. Nauchnoe obespechenie sistemy povysheniya kvalifikacii kadrov, 2011, issue 3 (8), pp. 76-82. (In Russ.)

10. Morenko I.M., Kuznecova A.A. Attitude to the academic assessment of children of primary school age. Kollekciya gumanitarnyh issledovanij. EHlektronnyj nauchnyj zhurnal, 2017, no. 5, pp.50-57. (In Russ.)

11. Nadezhdin D.S. Dynamics of the sociometric status of schoolchildren in the learning process from the 1st to the 11th grades. Voprosy shkol'noj i universitetskoj mediciny i zdorov'ya, 2017, no. 2, pp. 25-29. (In Russ.)

12. Prihozhan A.M. Anxiety in children and adolescents: the psychological nature and age dynamics. Moscow, Publishing house MPSI, Voronezh, Modek Publ., 2000. 303 p. (In Russ.)

13. Simonenko I.A. The development of the adequacy and sustainability of self-esteem of the younger student in learning activities: the author's abstract of the thesis of the candidate of psychological sciences. Moscow, 2002. 24 p. (In Russ.)

14. Sobkin V.S., Kalashnikova E.A. Sociology of the school mark. Pedagogika, 2013, no. 3, pp. 8-20. (In Russ.)

15. Tremaskina S.A. The problem of pedagogical evaluation in the traditional and developing educational systems. Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta, 2009, no. 562, pp. 91-99. (In Russ.)

16. Troickaya I.YU. Psychological aspects of pedagogical assessment in the modern elementary school. Nachal'naya shkola, 2018, no. 7, pp. 9-13. (In Russ.)

17. Umnyashova I.B. Psychological essence of the mark in modern education. Vestnik prakticheskoj psihologii obrazovaniya, 2006, no. 3, pp. 61-66. (In Russ.)

18. CHernyavskaya V.S., Andreeva E.A. Educational motivation of first-graders with different sociometric statuses, on the example of pupils of 1 class MBOU school №35, Vladivostok. Nauchno-metodicheskij ehlektronnyj zhurnal «Koncept», 2016, no. S11, pp. 14-21. Available at: http://e-koncept.ru/2016/76130.htm (accessed: 01.11.2018). (In Russ.)

19. Corpus J.H., McClintic-Gilbert M.S., Hayenga A.O. Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 2009, vol. 34, pp. 154-166. doi: 10.1016/j.cedpsych.2009.01.001

20. Eccles J.S., Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology, 2002, vol. 53, pp. 109-132. doi: https://doi.org/10.1146/annurev.psych.53.100901.135153

21. Poorthuis A.M.G., Juvonen J., Thomaes S., Denissen J.J.A., de Castro B.O., van Aken M.A.G. Do grades shape students’ school engagement? The psychological consequences of report card grades at the beginning of secondary school. Journal of Educational Psychology, 2015, vol. 107(3), pp. 842-854. doi: http://dx.doi.org/10.1037/edu0000002

22. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologis, 2000, vol. 55(1), pp. 68-78. doi: http://dx.doi.org/10.1037/0003-066X.55.1.68

23. Stipek D.J., Mac Iver D. Developmental change in children’s assessment of intellectual competence. Child Development, 1989, vol. 60, pp. 521-538. doi: 10.2307/1130719

24. Weidinger A.F., Steinmayr R., Spinath В. Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their Association. British Journal of Educational Psychology, 2017, vol. 87, pp. 187-204. doi: 10.1111/bjep.12143