MINISTRY OF EDUCATION AND SCIENCE OF THE
REPUBLIC OF KAZAKHSTAN
WEST KAZAKHSTAN UNIVERSITY NAMED AFTER
M.UTEMISOV
DEPARTMENT OF BIOLOGY AND ECOLOGY
Organization of Control Over the Assimilation of the Content of
Biological Concepts by Students
Coursework
Specialization 5В011300 «Biology»
Done by:
3d year student, Group B/Engl-3.1
__________ ____A.T. Shakhmetova
Signature/Date
Scientific Advisor:
Master of Natural Sciences
____________ ____ M. V. Mamysheva
Signature/Date
Uralsk, 2021
Contents
Introduction……………………………………………...........................................3
1. The aims and functions of control over the assimilation of the content of
biological concepts by students…………………………………………..………..4
1.1 The aims of control over the knowledge assimilation by students …….…......4
1.2 The functions of control over the knowledge assimilation by students……….5
2. Forms and methods of control over knowledge assimilation by students…..….8
2.1 Forms of control of knowledge assimilation by degree of individualization.....8
2.2 Forms of control by presentation method………………………………….......9
2.2.1 Oral control…...…………………………...………………………………....9
2.2.2 Written control...……………………………………………………………12
2.3 Forms of control by the submission method ………………………………..13
2.4 Laboratory and practical control………………………………………………14
2.5 Tests…………………………………………………………………………..15
3. Types of control over knowledge assimilation by students…………………….17
3.1 Preliminary control……………………………………………………………17
3.2 Current control………………………………………………………………..18
3.3 Final control…………………………………………………………………..19
3.4 External, mutual and self-control……………………………………………..21
4. Conclusion…………………………………………………………………...…23
Bibliography …………………………………………………………………......25
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INTRODUCTION
Control over the knowledge and skills of students is an important link in the
educational process. Success of educational process largely depends on proper
organization of such control. The reform of the education system in our country
associated with the introduction of new educational standards again actualized the
issue of control over the assimilation of educational material. Along with the
mandatory minimum of the content of education and the requirements for the level
of training of students, the educational standard establishes approaches to the
organization and assessment of students' compliance with the requirements of the
standard in modern conditions.
Many investigations and studies in pedagogy and psychology have been
devoted to the control and assessment of students' knowledge. Based on the results
of these research work, various tests, control works, Olympiad tasks, dictations,
and so on have been published.
On the basis of the above, given the role of control over the assimilation of
knowledge in the educational process, the purpose of this coursework is to disclose
the goals and objectives, functions, forms, methods, and types of organization of
control over the assimilation of the content of biological concepts by students.
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1.
THE AIMS AND FUNCTIONS OF CONTROL OVER THE
ASSIMILATION OF THE CONTENT OF BIOLOGICAL CONCEPTS BY
STUDENTS
1.1
The Aims of Control Over the Knowledge Assimilation by Students
In the methodological literature, it is generally accepted that control is the
so-called “feedback” between the teacher and the student. Control is the stage of
the educational process when the teacher receives information about the
effectiveness of teaching. According to this, there are the following goals of
control over knowledge and skills of students:
- diagnosing and correction of students’ knowledge and skills;
- assessing the effectiveness of individual stages of the teaching process;
- determination of the final outcomes of teaching at different levels.
These are the goals of a teacher during organization of control over the
assimilation of knowledge by students.
However, the main party in the educational process is a student. Therefore,
control should not be perceived by students as something that is necessary only for
the teacher. Control over the assimilation of knowledge should be perceived by
students as the stage of the educational process at which he can assess his learning
process and make sure that his knowledge and skills meet the requirements.
Therefore, we must add the following goals of a student to the goals of a teacher at
the stage of control over the assimilation of knowledge by students:
-to help students to determine to what extent their knowledge and skills meet
the requirements of the education standard;
- to receive information about whether or not each student has mastered the
knowledge indicated in the educational goal of the topic;
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- to get information about whether students have performed the activities and
developed the skills indicated in the goals of teaching the given topic.
Control over the assimilation of knowledge can only serve to diagnose the
presence of knowledge and skills, but not to correct them. The control stage has its
own, completely definite tasks, and you should not try to include here the tasks of
the next stage of work – correction of the acquired knowledge and skills. Only
after the shortcomings in the knowledge and skills of students have been clarified
at the control stage, can we talk about subsequent adjustments, if necessary.
After formulation of the aims of the control stage of educational process, it
becomes clear that it has only one task: taking into account the results of the
teaching process and identifying its gaps both by the teacher and, that is no less
important, by the students themselves.
1.2 The Functions of Control Over the Knowledge Assimilation by
Students
Understanding the functions of control over the knowledge assimilation by
students will help the teacher to plan and to conduct control, to achieve the desired
effect with less time and effort. Scientists and methodologists highlight the
following functions of control over the knowledge assimilation:
monitoring,
educational,
orientation,
upbringing.
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The monitoring function is considered one of the main functions of the stage
of control over the assimilation of knowledge. It means determining not only the
level of knowledge, abilities and skills of students, but also the degree of
achievement of teaching goals, determined by educational standards and curricula
on biology.
The educational or developmental function is that the control over the
assimilation of educational material is also a means of repetition, deepening,
consolidation and systematization of knowledge. Students learn the material not
only on the basis of its representation in the textbook or explanation in the
classroom, but also on the basis of the teacher's requirements for their oral and
written answers. If the teacher is satisfied with unclear, vague answers, then
schoolchildren, as a rule, do not properly do their homework. If the teacher accepts
a mechanical retelling of the textbook, then the students usually do not highlight
the main idea in their answer.
The orienting function of control over the knowledge assimilation consists in
orienting students and the teacher about the results of their work, providing the
teacher with information about the achievement of teaching goals by individual
students and the group as a whole. The results of control help the teacher to direct
students to overcome the gaps in their knowledge, and help the students to identify
and correct their own mistakes. In addition, the results of knowledge assimilation
control inform the teachers and parents about the success of the educational
process.
The diagnostic function sometimes distinguished as an independent one is
close to the orienting one. It consists in the fact that the teacher can not only
control the level of knowledge and skills of students, but also find out the reasons
for the gaps in order to subsequently eliminate them.
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The upbringing function of control over the knowledge assimilation is
realized in developing a sense of responsibility, self-discipline of students. Any
activity affects our character in one way or another, and control really teaches us to
better organize our activities, discipline and responsibility.
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2. FORMS AND METHODS OF CONTROL OF KNOWLEDGE
ASSIMILATION BY STUDENTS
Forms of control of students' knowledge and skills are numerous and diverse.
There are a lot of forms of control as each teacher has the right to come up with his
own forms of control, which seems to him the best. The state educational standard
outlines the mandatory requirements for the form and content of control activities
in the classroom.
Methods of control are the methods of diagnostic activity that allow timely
feedback in the teaching process in order to obtain data on the effectiveness of the
educational process.
2.1 Forms of Control of Knowledge Assimilation According to the Degree
of Individualization:
Forms (methods) of control over knowledge assimilation according to the
degree of individualization:
•individual;
• group;
• front-end (mass)
The choice of a form of control over knowledge assimilation by students
depends on the content of the tested knowledge. The control of assimilation of
complex theoretical topics is usually carried out individually. A front-end oral
survey is planned when checking big, but not complex educational material
saturated with facts. A front-end written survey is carried out when it is necessary
to establish the level of assimilation by all students of one or two important
theoretical questions that will serve as reference points in the study of new material.
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It is advised to plan a front-end survey in those cases when it is necessary to test
the knowledge of a large volume of educational material of heterogeneous
complexity, to test the ability of students to work with one or another teaching tool,
or to interview a large number of students. Oral front-end control does not allow to
determine the full depth of the acquired knowledge, but within a short time the
teacher can determine how much all his students has mastered the basic ideas about
the phenomenon or object being studied, whether students are able to generalize
and systematize knowledge, and whether students are able to establish the simplest
connections. But excessive enthusiasm for front-end survey can lead to the
formation of students' habit of short, unambiguous answers. The method of an
individual survey allows you to identify the degree of assimilation of the
educational material, the ability to formulate, express and argue judgments. It is
important to use questions that require comparison, establishment of cause-andeffect relationships, identification of main features and properties, formulation of
conclusions and generalizations.
2.2 Forms of Control by the Presentation Method
Forms (methods) of control over knowledge assimilation according to the
presentation method:
• oral;
• written
2.2.1 Oral Control
Oral control is presented in numerous forms. The most commonly used are:
front-end survey, individual survey of a student at the blackboard, preferably with
commenting on the answer by other students, interrogation of students, including
elements of the game (one row of students ask questions to another row of students,
etc.), competition for the best answer, oral Olympiad, etc. Oral control contributes
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to the development of students' speaking skills, allows to quickly check knowledge,
involve the students themselves in the implementation of control of knowledge
assimilation, it also goes well with practical work skills.
In teaching biology, oral control of students is one of the main methods of
control. There is a number of requirements to it:
1. All forms of oral control should be accompanied by the atmosphere of
cooperation between teacher and students, the atmosphere of mutual trust and
goodwill.
2. The assignment of marks should be accompanied by the motivation for
each mark that is extremely clear to the students.
3. Students should be able to correct a negative mark.
4. It is unacceptable to assess moral qualities of a student instead of
assessing the knowledge assimilation and hard work.
5. The oral survey should cover all students in the classroom, not just the
respondents.
6. Do not allow remarks that would pre-set the student to a bad answer.
7. Do not use the mark as a disciplinary action.
8. Do not put several negative marks one after another (more than 2) - this
will make the student feel doomed and unfriendly towards the teacher. After giving
2 negative marks, it is necessary to provide the student with a specific opportunity
to correct them.
Oral front-end control does not allow to establish the full degree of the
knowledge assimilation, but within a short time the teacher specifies how much the
whole class has mastered the basic ideas about the phenomenon or object being
studied, whether students are able to generalize and systematize knowledge, and
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establish the simplest connections. The method of an individual oral control allows
you to identify the degree of assimilation of the studied material, the ability to
formulate, express and argue judgments. It is important to use questions requiring
comparison, establishing causal relationships, basic features and properties,
formulating conclusions and generalizations.
The disadvantages of oral control include:
- limited ability to control general skills and abilities;
- limited opportunities for a differentiated approach to control (for example,
the quality of the response of students with a delayed reaction can be influenced by
the lack of time allotted for the answer);
- excessive enthusiasm for front-end control can entail developing students'
habit of short, unambiguous answers.
The total number of students called for an answer depends on the volume of
the material being studied and on the work that the teacher has planned to carry out
in the lesson. In some cases, control of knowledge assimilation as an independent
stage of the lesson may be absent altogether. It is better not to complete one of the
elements of the lesson than to crumple up the whole lesson without having done
the main thing - learning new knowledge and consolidating it. An oral survey on
the lesson must be carried out on pre-prepared questions. The formulation of
questions should address not only to the student's memory, but also should require
an understanding of biological phenomena and processes. The survey should also
include previously studied material that is logically related to the topic of the
lesson and should be used to prepare for presentation of new material. The oral
survey should assess the students' own observations and the conclusions from these
observations. The teacher should not answer himself instead of the student, should
not miss the mistakes of the students, and should highlight incomplete, inaccurate
answers. It is necessary to be able to deepen and direct the survey, to achieve an
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exhaustive answer, at the same time not asking a student a series of questions
thereby preventing him from collecting his thoughts. It is unacceptable to misjudge
the answer: an underestimated mark gives the student a feeling of injustice, an
overestimated one lowers the teacher's authority.
2.2.2 Written Control
Written control is represented by variety of forms, among which the most
common are: exercises, written tasks, including tests, dictations, written answers to
questions from textbooks, didactic materials; drawing up plans-summaries,
reference diagrams, analytical and summarizing tables, diagrams, schemes,
algorithms; preparation of reports on the results of laboratory experiments,
practical work, excursions; papers.
The disadvantages of written forms of control include:
1.
Limited opportunities in identifying general abilities and skills;
2.
Limited opportunities to differentiate tasks;
3. Irrational organization of the teacher's work when checking the results of
written control, requiring additional time;
4. There is no development of speaking skills of students;
5. Inability to combine written control with testing of practical skills.
However, in comparison with oral forms, written control provides more
opportunities for rational organization of time on the lesson, allows for a more
objective assessment of students who are "lost" during oral control, worried when
answering, and develops writing skills.
2.3 Forms of Control by the Submission Method
Forms control by submission method of control tasks on biology:
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practical work;
laboratory work;
dictations;
test;
credit;
Olympiad, etc.
creative projects;
crosswords;
scanwords;
puzzles;
relay races;
tournaments;
lotto;
quizzes, etc
2.4 Laboratory and Practical Control
Practical methods of teaching biology can be used at different stages of
students' cognitive activity. Laboratory work happens when students conduct
observations and experiments during the period of studying new material. The
didactic essence of laboratory work is to use practical teaching methods to form
new knowledge and practical skills. Laboratory and practical work differ not only
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in the didactic tasks to be solved, but also in structure. Laboratory-practical control
includes a number of aspects of control, such as:
- checking skills and abilities of setting up an experiment;
- checking skills of working with magnifying devices;
- checking the ability to use determinants;
- checking skills of working with handouts;
- checking practical skills for laying and conducting experiments on the
school site.
Assessment of laboratory and practical work has a certain specifics. The
main criteria for such an assessment are as follows:
1. The attentiveness of the student when studying the written instructions for
carrying out the work;
2. Compliance with occupational safety and health standards;
3. Organization of the workplace, performing calculations;
4. Technology of operations for carrying out work;
5. Correctness and independence during selection of tools, devices and
materials;
6. Attitude to work, discipline during the performance of work;
7. Reporting.
A grade for the implementation of practical work is quite appropriate
because by the time it is completed, a significant part of the cognitive cycle has
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already been completed. When putting a grade, it is necessary to take into account
not only knowledge, but also the skills that students have mastered. The systematic
approach will allow to combine all laboratory works of the program based on the
special practical skills of students formed, to determine the required number
practical research skills of students based on a given level of results of educational
activities.
The knowledge gained during laboratory work is well remembered and is
kept in memory for a long time, since in laboratory classes students learn to
acquire knowledge on their own, through direct study of wildlife objects. This is of
great importance for the formation of the skills of independent study of nature. In
addition, in the process of laboratory work, students acquire a number of practical
skills and abilities: to handle various devices and tools, to examine with the use of
a magnifying glass, to sketching from life, etc. These classes develop students'
interest to study nature: after a good examination and assimilation of natural
material, students are satisfied and have the desire for further study. And, finally,
laboratory works are important in educational terms: if they are properly organized,
it is possible to develop a work culture, a careful attitude to tools, devices and
materials; conscious discipline is brought up in conditions different from the usual
lessons. In addition, laboratory works teach students to bring work to a certain
result and educate a conscious labor discipline.
2.5 Tests
A very promising and pedagogically important control method is the test. A
test is a tool that consists of instructions for its implementation, a system of test
tasks, the corresponding standards for their execution, and a scheme for processing
and analyzing the results. The advantages of the tests are great. Firstly, it is a better
and more efficient way of assessing, because it uses standard procedures for
conducting and monitoring quality indicators for each of the tasks offered to
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students. Secondly, tests make it possible to quickly correct knowledge and skills
of students on each element of the learning content: key concepts, facts, rules, laws,
etc. At the same time, one can compare the current and past results of students, the
level of training of various groups of students. Thirdly, with the help of tests in a
relatively short period of time, it is possible to cover a large amount of material.
The tests can contain tasks of various levels of complexity, from simple to very
difficult, among which there are tasks:
with a choice of answer;
binary (yes or no);
to fill in the gaps;
with a free answer (they are the most difficult for students), etc.
The time for the test is limited, but sufficient to complete all or most of the
tasks.
There are different ways of presenting tests to students:
1. On a printed basis. Test assignments are placed on separate sheets or in a
brochure, for each of which students record their answers.
2. Using a computer.
3. Verbally. The teacher dictates questions or tasks (to extend the phrase he
started, write down a formula, calculate, depict graphically, etc.), and the students
record their answers in a notebook or on a separate form.
4. On a blackboard or projected onto a screen. Students record the answers
on a separate form or in a notebook.
Each of the above methods of presenting tests has its own advantages and
disadvantages. For example, the last two methods are the cheapest, but less
convenient for students to perceive. Verbal test control does not take into account
the pace of students' cognitive activity. The print-based test is convenient for
schoolchildren, but requires to spend money on paper and reproduction of
materials. Testing using a computer allows you to use an interactive mode of work,
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and also provides the opportunity to pre-train students, view errors and correct
gaps in knowledge and skills.
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3.
TYPES OF CONTROL OVER KNOWLEDGE, SKILLS AND
ABILITIES OF STUDENTS.
There are following main types of control over the results of students'
learning activities: preliminary, current (lesson and thematic, intermediate
(periodic) and final (annual).
3.1 Preliminary Control.
The purpose of the preliminary control is to fix the initial level of students’
knowledge to design the educational process, to choose the optimal option of
educational process, that is, establishing the readiness of students to learn new
material.
3.2 Current Control.
The purpose of the current control is to determine the degree of assimilation
of educational material by each student in order to correct the educational process,
stimulate the educational work of students. Current control is subdivided into
lesson-based and thematic ones.
• Lesson control.
It is carried out in order to check the assimilation of the program material by
the students. It has a stimulating, educational and corrective value, and it is the
most difficult part of the lesson. Its success depends not only on the knowledge and
preparedness for this work of the teacher, but also of the students. In some cases,
due to deviations from the plan at this stage of the lesson, the teacher is forced to
make adjustments to all other parts of the lesson. In this case, you have to redesign
the lesson on the fly. Only the teacher's methodological experience and ability to
make decisions quickly can bring the lesson back on track. The choice of forms of
the lesson control depends on the content of the tested knowledge. The control of
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assimilation of complex theoretical topics is usually carried out individually. A
front-end oral survey is planned when checking big, but not complex educational
material saturated with facts. A front-end written survey is carried out when it is
necessary to establish the level of assimilation by all students of one or two
important theoretical questions that will serve as reference points in the study of
new material. It is advised to plan a front-end survey in those cases when it is
necessary to test the knowledge of a large volume of educational material of
heterogeneous complexity, to test the ability of students to work with one or
another teaching tool, or to interview a large number of students. With lesson
control, the teacher determines both the level of success achieved by the student
and the existing difficulties in mastering the educational material at a specific stage
of study. To do this, the teacher provides the student with the opportunity to
complete tasks corresponding to different levels of assimilation of the studied
material - from recognition to application in an unfamiliar situation.

Thematic control.
It is carried out to control assimilation of a certain topic of the program by
students. The biology program is structured in such a way that each topic is studies
on average 5 - 6 hours. Such volume of material can be considered optimal for
conducting thematic control over students' knowledge. With short topics, control
can be combined, with big topics, it can be broken into small parts. The forms of
thematic control are determined by the teacher depending on the volume and
nature of the studied material. This can be tests, answering to questions orally or in
writing, combined tasks, etc. To control the results of the educational process on
biology you can also compose tasks of five levels. The duration of the test work
can vary from 20 to 45 minutes, depending on the volume and complexity of the
material studied. The results of the thematic control are decisive in setting the
grade for the academic quarter.
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Examples of control tasks of 5 levels of assimilation
1.Recognition (1-2 points)
Indicate the coelenterates: bovine tapeworm, echinococcus, freshwater polyp
hydra, barley, corner jellyfish.
2. Playback from memory (3-4 points)
Hydra breathes: a) with lungs; b) the entire surface of the body; c) gills.
3.Reproduction at the level of understanding (5-6 points)
Name the features of hydra reproduction.
4.Application of knowledge in a familiar situation (7-8 points)
What are the similarities between plants and animals?
5.Application of knowledge in an unfamiliar situation (9-10 points)
Offer experience proving that the hydra can move.
3.2 Intermediate (periodic, quarter, semi-annual) Control.
It is carried out in order to check assimilation of educational material by students
over a long period of time and, if necessary, can be carried out at the end of a
quarter (half a year). Intermediate control usually includes tasks aimed to assess
the knowledge of the most general concepts and patterns, and not the details of the
studied biological objects and processes. Students are presented with tasks of a
receptive, receptive-productive, reproductive, productive-creative and productive
nature. The duration of the work is from 30 to 45 minutes.
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Examples of creative tasks on biology
1. It is known that lichens grow very slowly (up to several millimeters per year).
Your assumptions why this is happening?
2. Can the seeds be stored in the refrigerator? Why?
3. Can weeds benefit crop plants? Justify your answer.
4. How does increase of CO 2 concentration in the atmosphere threatens the
Earth ? Your predictions and evidence.
5. What consequences can deforestation have for local nature? Why?
6. Express the pros and cons of obtaining transgenic plants and animals.
3.3 Final Control.
Final control involves determining the level of assimilation of educational material
by students for the academic year. When organizing the final control, it is
necessary to comply with the following rules:
- uniformity of control for all trainees, regardless of their individual capabilities,
using a single rating scale;
- determination of the final learning objectives on the basis of regulatory
documents, which allows to ensure the stability and comparability of results;
- the need to include in the procedure for the final control tasks of all levels of
complexity.
3.4 External, Mutual and Self Control
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• External control is carried out by a teacher, a high school student or parents
at the teacher's request;
• mutual control is carried out by a student over the activities of a classmate;
• self-control is carried out by the students for their own activities;
External control teaches students to conscientiously and systematically
perform educational work, causes the desire to make it better, and with the
purposeful work of the teacher, it contributes to the development of mutual control
and self-control.
With mutual control, a more responsible attitude of students to the
assessment of the activities of classmates is developed, rather than their own.
Student’s self-control is aimed to realize correctness of his actions, to
prevent or detect mistakes that have already been made, to develop the ability to
independently find mistakes, inaccuracies, and outline ways to eliminate the gaps
found. When teaching self-control, special attention should be paid to familiarizing
and mastering the techniques of conducting self-control by students. Teach various
types of control related to all self-control techniques, preferably from the first
course of study. Basic self-control techniques are:
• verification with the sample (answer);
• re-solving the problem;
• solution of the inverse problem;
• solving the problem in various ways;
• simulation of the situation;
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• a rough estimate of the desired results, etc.
CONCLUSION
Monitoring the knowledge, skills and abilities of students is a necessary part
of the learning process. Control is the identification and comparison (at a certain
stage of training) of the result of educational activity with the requirements that are
set for this result by the program. The control establishes a feedback in the
"Teacher - Pupil" system, which allows you to regularly receive information used
to determine the quality of mastering by students of educational material, timely
diagnosis and correction of their knowledge and skills. During the control, the
knowledge and skills of students are identified and evaluated, which makes it
possible to receive and accumulate information necessary for the successful
management of their training, upbringing and development.
The organization of control in the classroom has a significant impact on the
educational process. Control is positive when the teacher's assessments of students'
activities are objective, timely and meaningful, when the student's performance is
compared with his previous achievements, when the teacher's conviction and faith
in the ability and capabilities of each student is manifested, when students are
involved in self- and mutual testing, knowledge tests, skills and abilities based on
the student's preferred learning styles.
The search for ways to improve control continues, but any control must be
targeted, objective, comprehensive, regular and individual.
Systematic control is one of the main conditions for improving the quality of
education.
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Control is constantly accompanied by the learning process. Testing
knowledge and skills reveals the availability and quality of knowledge assimilation
by students, allows you to identify gaps in knowledge, skills and abilities and
eliminate them in time. If control over the quality of knowledge and skills of
students showed the absence or weak assimilation of knowledge on a particular
topic, the teacher should also analyze his work: the correct choice of educational
and didactic material, methods, organization of the educational process, taking into
account the capabilities of students of the entire group and each student
individually etc.
Mastering even elementary concepts requires a student to have a sufficiently
high level of development of such logical thinking processes as analysis, synthesis,
generalization, comparison.
Therefore, a well-organized quality control of knowledge, skills and abilities
helps to significantly optimize the learning process of students with special
educational needs. For this reason, a lot of special preparatory work of the teacher
is also required. All stages of control are planned in advance; underestimation of
this work is fraught with serious flaws in the knowledge of students. Thus,
competent control of the learning activity of students helps the teacher to analyze
the results of his work, taking measures to eliminate the existing shortcomings.
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BIBLIOGRAPHY
Ксенз В.А. Методическое пособие. «Контроль знаний, умений и
навыков обучающихся на урока». Зерноград, 2017.г
Л. Минец, В. В. Гричик. Учебно-методическое пособие «Контроль
знаний, умений и навыков на уроках биологии». Минск , 2010г.
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