International Electronic Journal of Mathematics Education

Features of Assessment Activity at the Lessons of Literature
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 1, pp. 339-345
  • Published Online: 10 Apr 2016
  • Article Views: 594 | Article Download: 722
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Vedishenkova MV, Kadyrova FR. Features of Assessment Activity at the Lessons of Literature. Int Elect J Math Ed. 2016;11(1), 339-345.
APA 6th edition
In-text citation: (Vedishenkova & Kadyrova, 2016)
Reference: Vedishenkova, M. V., & Kadyrova, F. R. (2016). Features of Assessment Activity at the Lessons of Literature. International Electronic Journal of Mathematics Education, 11(1), 339-345.
Chicago
In-text citation: (Vedishenkova and Kadyrova, 2016)
Reference: Vedishenkova, Marina V., and Fatima R. Kadyrova. "Features of Assessment Activity at the Lessons of Literature". International Electronic Journal of Mathematics Education 2016 11 no. 1 (2016): 339-345.
Harvard
In-text citation: (Vedishenkova and Kadyrova, 2016)
Reference: Vedishenkova, M. V., and Kadyrova, F. R. (2016). Features of Assessment Activity at the Lessons of Literature. International Electronic Journal of Mathematics Education, 11(1), pp. 339-345.
MLA
In-text citation: (Vedishenkova and Kadyrova, 2016)
Reference: Vedishenkova, Marina V. et al. "Features of Assessment Activity at the Lessons of Literature". International Electronic Journal of Mathematics Education, vol. 11, no. 1, 2016, pp. 339-345.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Vedishenkova MV, Kadyrova FR. Features of Assessment Activity at the Lessons of Literature. Int Elect J Math Ed. 2016;11(1):339-45.

Abstract

The rational way (a mark, a test) of assessment of a school student’s perception of art contradicts the principles of personality oriented learning and reduces the interest of a child in fiction. In the article the problem of assessment of learners’ achievement in the lessons of aesthetics, namely in literature lessons, is solved. The author identifies the reasons for the lack of result in the research into the problem: the figurative nature of the literary text which accounts for the plurality of its interpretations, impossibility to define the criterion for assessment of free communication of learners discussing the work of art. The emotional nature of esthetic perception interferes with objective assessment of the reader's activity, and the children with a more developed sphere of feelings find themselves in a less advantageous position, than the children with developed analytical thinking, however not inclined to empathy. The author sees the solution to the problem by means of rating scales of assessment widespread in psychological diagnostics. Such scales should be developed by each class staff on the basis of their own experience of class work with a literary text, they will have a different number of criteria, but that will allow to do justice to every learner.

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