The Rating System of the Rural School Pupils’ Assessment of the Republic of Kazakhstan

AbstractCurrently, comprehensive school teachers of the Republic of Kazakhstan pay special attention to assessment system of pupils’ knowledge based on personally oriented approach. In this article we present the results of the pilot study on assessment system of rural schools in the Republic of Kazakhstan, Aktobe region Kenkiyak village. Having chosen the theme of the experiment: “Control and evaluation activities in conditions of transition to 12-year education system” a working group of teachers-experimenters chose one of its directions for detailed study - the rating evaluation system. At present in all territories of Kazakhstan a five-point evaluation system has been introduced, which may not always estimate the each child's individual development trajectory. The new evaluation system is introduced in order to create optimal conditions for efficient tracking of individual pupils’ achievements using a rating evaluation system.The object of research throughout the work is the learning process of Mathematics, Cognition of the world, Chemistry, Russian and Kazakh languages in forms 3-8.Total in the experiment 10 forms were involved. The experiment took place during three years from2009 to 2012.Results of conducted research were those changes in the teaching process, which have caused qualitative characteristics such as increased digestible material and depth of its understanding, the activity of pupils at the lesson, their creative independence, change of self-criticism and self-evaluation, etc. Rating assessment system allows to create maximal comfort environment of learning and upbringing, allows to transfer learning activities of pupils in internal need. The particular importance is the educational aspect of the new evaluation system for the pupil - from the self-discipline and to focus on his own interests and needs