An integrated approach to assessing the results of education. An integrated approach to assessing the value of an organization Focus on personality structures

An integrated approach to assessing the value of an organization

An integrated approach to assessing the value of an organization is the best way studying the reliable price, the effectiveness of the enterprise and its prospects in the future. Thus, a comprehensive assessment of the organization's value sets not only the possible selling price on the open market, but also the investment value - an indicator that is most interesting to investors who want to invest free money in business. The assessment of the investment value of the organization shows how justified the risks are, and whether the organization will subsequently be able to bring such income that would justify the investment.

An integrated approach is carried out with a complete inventory of all fixed assets, analysis of financial and management activities, market research and the industry as a whole. Also, as a result of the collection and processing of information, the liquidation value is determined - the price at which the property of the enterprise can be sold in a short time during the liquidation procedure of the organization.

COMPREHENSIVE ANALYSIS AND BUSINESS EVALUATION

Traditional approaches to complex analysis and appraisal of enterprises and businesses are divided into two groups: financial and the approaches of professional appraisers.

Financial approaches are based on the position that the financial condition is the most important characteristic of the enterprise, therefore, a comprehensive analysis and business assessment should be carried out on the basis of indicators characterizing the financial results and financial condition of the enterprise. These indicators can be obtained by analyzing public financial statements - financial statements of public companies published in print. This approach is used by analysts of banks, lending companies, and rating agencies. The methodology for such analysis is discussed in this chapter.

The approaches of professional appraisers are aimed at determining the price of an enterprise when making transactions for the purchase and sale of enterprises in general, their blocks of shares, their property, as well as transactions and agreements in mergers and acquisitions.

New approaches. Since the first half of the 90s. XX century. analysts and management consultants in developed countries are intensively developing new methods of complex analysis and business valuation, which combine analysis of financial condition and financial results with assessments of strategic opportunities and prospects, use the main provisions and tools of modern finance theory as applied to the valuation of enterprises' assets.

Analysis of the financial condition and financial results allows you to obtain indicators that are the basis for a comprehensive analysis and assessment of an enterprise as an issuer of securities and a recipient of credit resources. A stable financial condition and good financial results can determine the competitiveness of an enterprise, guarantee the effectiveness of the interests of the company's partners entering into financial relations with it.The financial position of an enterprise is the result of managing all its financial and economic activities and thus determines its comprehensive assessment.

Complex analysis techniques. The financial position can be considered not only as a qualitative, but also as a quantitative characteristic of the state of the company's finances. This provision allows us to formulate general principles for building a scientifically based methodology for assessing the financial condition, profitability and business activity of an enterprise using various methods and various criteria. Most of the analysis methods ultimately allow you to get some indicator that allows you to rank enterprises in the order of changes in their financial position. Thus, enterprises are classified according to their rating.

A comprehensive comparative analysis of the financial position of an enterprise involves the following stages:

Collection and analytical processing of initial information for the estimated period;

Substantiation of the system of indicators used for the rating assessment of the financial condition, profitability and business activity of the enterprise;

Classification - ranking of enterprises by rating.

Indicators of financial and economic activity of the enterprise. When constructing the final rating assessment, data on the production potential of the enterprise, the profitability of its products, the efficiency of using production and financial resources, condition and placement of funds, their sources, etc.

The choice and justification of the initial indicators of financial and economic activity should be carried out in accordance with the concepts of the theory of finance of the enterprise, proceed from the objectives of the assessment, the needs of the subjects of management in analytical assessment. Table 13.1 shows an approximate list of initial indicators for a general comparative assessment, proposed by A.D. Sheremet and R.S. Seifulin; the list is based on I, on the data of public reporting of enterprises, which provides< массовую оценку предприятий, позволяет контролировать изменения финансового состояния предприятий всем заинтересованным группам пользователей результатов экономического анализа хозяйственной деятельности.

Table 13.1

the first group - the most generalized and important indicators for assessing the profitability - the profitability of the economic activity of the enterprise. In the general case, the indicators of the profitability of an enterprise represent the ratio of profit to certain assets of the enterprise involved in making a profit. The proposed recommendations assume that the most important for comparative assessment are profitability indicators calculated in relation to net profit to all property or to the value of the company's own funds;

the second group - indicators for assessing the effectiveness of enterprise management. Since efficiency is determined by the ratio of profit to the total turnover (sales of products, works, services), four most general indicators are used: net profit, profit from product sales, profit from financial and economic activities, balance sheet profit;

the third group - indicators for assessing the business activity of the enterprise: the return of all assets (total capital of the enterprise) is determined by the ratio of the proceeds from the sale of products to the average for the period of the balance sheet; return on fixed assets - the ratio of the proceeds from the sale of products to the average for the period of the cost of fixed assets and intangible assets; the turnover of circulating assets (the number of revolutions) - the ratio of the proceeds from the sale of products to the average cost of the circulating assets for the period; inventory turnover - the ratio of the proceeds from the sale of products to the average cost of the inventory for the period; accounts receivable turnover - the ratio of proceeds from sales of products to the average amount of accounts receivable for the period: turnover of the most liquid assets - the ratio of proceeds from sales of products to the average amount of the most liquid assets for the period - Money and short-term financial investments; return on equity capital - the ratio of the proceeds from the sale of products to the average for the period the size of the sources of own funds;

the fourth group - indicators for assessing the liquidity and market stability of the enterprise. Coverage ratio is determined by the ratio of the amount of current assets to the amount of urgent obligations; critical liquidity ratio - the ratio of the amount of cash, short-term investments and accounts receivable to the amount of urgent liabilities; fixed asset index - the ratio of the value of fixed assets and other non-current assets to the amount of own funds; the coefficient of autonomy of the enterprise - the ratio of the amount of own funds to the total balance; provision of stocks with own circulating assets - the ratio of the amount of own circulating assets to the value of stocks.

After a set of statistical data for financial analysis - accounting reports for a number of years, it is advisable to organize and maintain an automated database of initial indicators for rating assessment.

As a rule, a modern enterprise is a rather complex structure that combines a large number of various assets - from real estate to the business reputation of an enterprise. In this regard, it is advisable to evaluate a business from the point of view of the following valuation approaches: cost, profitable and comparative. These approaches cannot be used separately from each other, they must complement each other, that is, for the assessment of enterprises they use an integrated approach of all existing methods. Moreover, each specific approach, based on the use of certain features of the enterprise, in one way or another, affects the value of its value. All of the above approaches (costly, profitable and comparative) have their positive and negative sides, their priority areas of application and combine a fairly large number of different methods, from a huge variety of which the appraiser chooses the most appropriate for a particular enterprise.

Business valuation of an enterprise includes:

Appraisal of all assets: appraisal of real estate, machinery, equipment, warehouse stocks, financial investments, intangible assets.

The efficiency of the company, its present and future income, business development prospects and the competitive environment in this market are assessed separately. Based on such a comprehensive analysis, the real value of the business is determined. Business appraisal may include the appraisal of property contributed as a contribution to the authorized capital. The calculation of the value of the enterprise is made using, as a rule, several methods in order to obtain the most reliable result.

With an integrated approach to the assessment of an enterprise, its real value is determined, as well as the ability to generate income in the future. A comprehensive assessment of the value of an enterprise includes an assessment of the market value of a business, as well as an assessment of the investment value of an enterprise. The first one is the most probable price, for the enterprise can be accepted on the open market in conditions of free competition. At the same time, the participants in the transaction must have all the necessary information, and no extraordinary circumstances should be reflected in the amount of the transaction. For this type of valuation of an enterprise, it is necessary to make an inventory of its fixed assets (streamline accounting, determine the market and liquidation value), conduct a market analysis, management and financial analysis of the company's activities, evaluate the results and issue a report on the assessment of the market value of the enterprise.

It is obvious that the assessment of the enterprise value should be carried out both taking into account the cost indicator, determined by one of the methods of the cost approach, and taking into account the cost calculated from the point of view of the income approach methodology. At the same time, if there is an active market for comparable property objects, it is necessary to take into account the market (comparative) valuation of the value of similar enterprises. In other words, for a more accurate and reasonable assessment of the value of an enterprise, an integrated approach is required based on the simultaneous use of three approaches to assessment, which will eliminate the one-sidedness of the assessments under consideration.

Syshchikova E.N. - An integrated approach to assessing the efficiency of an industrial enterprise

The article is devoted to the development of an integrated methodological approach to assessing the efficiency of the enterprise. As a basis for a comprehensive assessment of the efficiency of the enterprise, it is proposed to include in the enterprise management system four key subsystems (financial, personnel, operational, production), which form the required level of innovative activity of the enterprise with the proper level of information support and information management support. At the same time, it is indicated that the production subsystem is one of the most important or most important subsystems of management, since it is this subsystem that generates economic benefits from the operation and development of the enterprise. Thus, the methodology is based on taking into account the differentiated contribution of each subsystem of enterprise management: personnel, financial, operational, production in the results and observed effects. The methodology includes a certain sequence of analytical actions, the result of which is the calculation of a complex indicator of economic shift. The proposed methodology is characterized by consistency and consistency, while using an objective approach based on the calculation of a certain set of analytical indicators, which makes the results of these calculations relevant and reliably reflecting the current efficiency of the enterprise in the context of the main management subsystems. This allows you to make informed and reasonable decisions of a strategic, tactical or operational focus in order to further potentiate the growth of production efficiency, maximize economic and other benefits.

Keywords: control system, efficiency, industrial plant

Introduction

Increasing the efficiency of the enterprise management system can be realized through improving its internal environment, which will allow this enterprise to maintain a stable position in the external environment.

Theory

There are several main approaches to assessing the functioning and development of an enterprise (assessing its work). And in particular, there is a functional-analytical approach, a comparative-analytical, systemic or integrated approach. Within the framework of the functional-analytical approach, the efficiency of the enterprise is considered from the point of view of the analytically investigated functions of its management. Consequently, this approach establishes that any management function can influence one or another parameter that characterizes the efficiency of the enterprise. Analytical comparison is carried out over one or several periods; comparable values ​​are usually used for objectivity.

A comparative analytical approach is a kind of functional-analytical approach, but at the same time, the comparison is not made about the relationship between the functions and parameters of the work (activity) of the enterprise, but a set of certain key indicators, which, as a rule, give a general idea of ​​the efficiency of the functioning and development of an economic entity for a number of periods (in comparison with similar indicators of direct competitors, in comparison with the industry average indicators).

An integrated approach that considers an enterprise as a socio-economic system, in which the performance of functions is correlated with the performance indicators of an economic entity and takes into account the influence of a number of external and internal factors that determine, on the one hand, the enterprise's ability to perform efficiently, and on the other hand, the capabilities and threats localized in the external environment. An integrated approach assumes that the efficiency of the enterprise is assessed not only by financial, but also by socio-economic indicators, including the innovation and personnel aspects.

In the works of these scientists and researchers, it is proposed to consider the efficiency of an enterprise through a wide variety of indicators structured into several key groups. As a rule, such groups can be counted from 5 to 8 or 10, while each group can be allocated from 1 to 20 different indicators, criteria or parameters characterizing the current functioning and level of development of the enterprise.

Of course, on the one hand, such a detailed and comprehensive evaluative and analytical complex allows you to deeply, in detail and comprehensively explore the activities of an industrial enterprise. But on the other hand, a significant amount of information required for analysis and assessment, an extended list of data obtained in the course of assessment and analytical procedures does not allow localizing problems. And besides this, a significant amount of the obtained analytical data leads to a diffusion of the attention of managers responsible for making adequate decisions to ensure the efficiency of the enterprise.

The concepts of a comprehensive assessment of the efficiency of the functioning and development of enterprises adopted abroad are mainly reduced to the construction of a balanced scorecard. The balanced scorecard takes into account four key aspects of the activities of modern industrial enterprises and other economic entities: finance, customers (consumers), business processes (internal environment), training and development. The essence of the Balanced Scorecard is to formulate the financial strategy of an industrial corporation in several perspectives, set strategic goals and measure the degree of achievement of these goals using key performance indicators.

In methodological terms, the balanced scorecard is a clear and formalized definition of the main criterion values ​​characterizing the effectiveness of doing business of enterprises and companies (key indicators / performance indicators - KPI). At the same time, there is a detailing of criterion values ​​by management levels, business units and the specification of tasks for managers and employees, the implementation of which ensures the achievement of the necessary results.

However, it should be understood that building a balanced scorecard does not mean that you need to be guided solely by the aspect of finance, the consumer aspect, the aspect of personnel development and such an aspect as the internal environment (business processes). The aspect of the internal environment needs to be most clearly formalized analytically in order to obtain the most adequate and most objective assessment of the enterprise's ability to function and develop. Moreover, the exclusion from the aspect of the internal analysis environment related to human resources and the introduction of the personnel aspect into a separate evaluation criterion that is not interconnected with other criteria, in many respects contradicts the consistency and complexity of the approach to assessing the relative efficiency of the enterprise with the created (used) management system.

Quite often, in scientific and practical research, the efficiency of activities (work efficiency or the efficiency of functioning and development) of an enterprise is replaced by an analysis of the results of economic activity, which is far from the same thing. The result is, as a rule, a consequence, the final result of a sequence of actions, the completion of a process. Therefore, the results of the economic activity of the enterprise must be differentiated from the efficiency of its work.

The result of economic activity may be different, but it is usually expressed in terms of absolute value or quantitative indicators (quantitative indicators are expressed in terms of metric units).

So, for example, in the works of M.M. Hajiyeva, Z.A. Kunnieva, M.B. Bagishev, it is shown that optimization methods and models can be used to assess the efficiency of activities (work efficiency) of an enterprise. And at the same time, the same source indicates that these methods and models are based on the process of making the choice of the best (optimal) option out of all available. Based on this, M.M. Gadzhiev, Z.A. Kunnieva, M.B. Bagishev conclude that, therefore, optimization methods and models make it possible to make the best (most effective) decision on the current work or on the long-term development of the enterprise. In other words, we can conclude that the use of optimization methods and models is focused on finding the best result of the enterprise's activities from the set of possible ones.

But this approach is more focused on forecasting the development of an enterprise in the current medium or long term, rather than using optimization methods and models for the current assessment of the efficiency of this enterprise.

In the works of O.T. Tolstykh and O.V. Dudarev shows that the efficiency of an enterprise in a complex aspect is assessed in terms of its ability to create added value.

The calculation of economic value added includes an expanded set of financial and economic indicators and almost completely describes the entire production process. Therefore, an integrated approach to assessing the efficiency of an enterprise can be considered in the aspect of the latter's ability to create economic added value, and of course, that economic added value is a very important analytical and evaluative indicator. But at the same time, this approach does not allow us to understand the contribution of each of the control subsystems to the formation of this indicator. Also, the approach based on calculating the indicator of economic value added does not allow assessing the actual level of efficiency of the enterprise from the point of view of using all the resources at its disposal.

In the works of O.B. Rakshina, A.N. Starkova, S.N. Zolnikov and L.S. Kalinina and many other researchers show the sectoral aspects of assessing the effectiveness of work (conducting activities or functioning and development) of various industrial and production enterprises. This approach is based on the idea of ​​analytical comparisons of complex indicators of profitability and competitiveness. Within a set of homogeneous enterprises, taking into account changes (opportunities and threats) of the external environment, such an approach is certainly informative and objective, but it does not allow assessing the contribution of each subsystem to the overall efficiency of the enterprise's functioning and development over a period or a number of periods.

Methodology

Therefore, we consider it necessary to develop a comprehensive methodological approach to assessing the efficiency of an enterprise, taking into account the contribution of each management subsystem to the results obtained and the observed effects.

To analyze and assess the efficiency of the enterprise (functioning and development) (in the context of the main subsystems of its management), we propose to use the basic formula in the form of calculating the coefficient of economic shift:

where kdi is the coefficient of economic shift of the i-th indicator in the subsystem of enterprise activity management;

X is the mathematical differential of the i-th indicator characterizing the efficiency of the enterprise. It is calculated as the ratio of the value of the indicator of the current period to the value of the previous or base period (as an option, the ratio of the actual value and the planned value of this indicator can be used).

Thus, the coefficient of economic shift can be considered as a mathematically established differential between the values ​​of target indicators characterizing the efficiency of the enterprise for a period or a number of periods (or in the context of the actual achievement of the values ​​established by the plan).

Let us establish that the enterprise management system includes four key subsystems: personnel, financial, operational, and production. At the same time, we pointed out that the production subsystem is one of the most important or most important management subsystems, since it is this subsystem that generates economic benefits from the operation and development of the enterprise. Consequently, further it is necessary to develop a set of estimated indicators that will characterize the efficiency of the enterprise, taking into account the production aspect.

And these indicators, firstly, it is advisable to structure in the context of each subsystem, and, secondly, to give a methodology for calculating a complex estimated indicator.

For the production subsystem, in our opinion, the most important are the following indicators that allow us to assess the efficiency of the enterprise from the production point of view: production volume, the level of production cost-effectiveness, renewal of material infrastructure, renewal of technological infrastructure.

The volume of production is one of the most important indicators of the efficiency of any industrial enterprise. At the same time, it is important to take into account this indicator not in value, but in conditional-natural terms, taking into account the quality of the organization of the production process in the enterprise, for this we propose to use the formula (2):

where V is the volume of production in conventional natural units (metric units);

VP is the total volume of production in conditional natural units;

kr is the coefficient of rejects (the proportion of defective products in the total volume of production).

The second indicator, which characterizes the efficiency of the enterprise in the aspect of the production subsystem, is the indicator of production cost-effectiveness.

In this case, we propose to correlate the amount of gross profit received with the total costs of production and sale of the company's products. The calculation of the indicator is presented in the framework of the formula (3):

where RC is the cost-benefit obtained from the production of products;

GP is the amount of gross profit received;

Ex is the total costs associated with the production and sale of the company's products.

The third indicator characterizing the efficiency of the enterprise in the aspect of considering the production subsystem is the indicator of the renewal of material infrastructure (i.e. renewal of fixed assets). Here you can use the well-known formula for updating production assets, which is presented in (4):

where RM is the coefficient of renewal of the material infrastructure of production at the enterprise;

VNM is the cost of new fixed assets put into operation in the current period;

VAM is the total value of all fixed assets used in the production of products.

The fourth indicator of the efficiency of the enterprise from the point of view of the production subsystem is the indicator of the renewal of the technological infrastructure. A modified indicator from formula (4) can be used here. But, in our opinion, it is important to take into account the innovative ability of the enterprise, so we propose the following formula:

where RT is the coefficient of renewal of the technological infrastructure of production at the enterprise;

PNT - the number (cost) of technologies created or acquired from third-party organizations that are necessary for an efficient production process;

NRT is the total number (total cost) of technologies used in the production process and requiring immediate replacement.

So, above we have presented indicators that will describe the efficiency of the enterprise in the context of the production subsystem.

The general indicator of the efficiency of the enterprise in the production aspect is proposed to be calculated on the basis of the formula (6):

where PS is an indicator characterizing the efficiency of the enterprise in the context of the production subsystem.

Next, let's move on to the definition of indicators that characterize the work of the enterprise in the aspect of the financial subsystem. And here the main indicators are as follows: the level of income received from the main activity; Operating profit; the amount of reinvestment of enterprise funds in development; financial cycle.

The level of income received, as well as the volume of production in conditional natural units, is one of the most important indicators not only of the current work of the enterprise, but also of its specific development. In our opinion, it is important to take into account the level of income, taking into account the inflationary effect, since the extensive rise in prices (due to inflation) can significantly distort the overall assessment picture, therefore, it is advisable to use the formula (7):

where I is the adjusted income from the main activities of the enterprise for the current period;

IO is the total operating income of the enterprise based on the results of the current period;

ir is the inflation rate for the current period.

Operating profit reflects the ability of an enterprise in a financial aspect to receive the effects of the production process. In our opinion, in this case, it is most correct to calculate the level of operating post-tax profit:

where NOPAT is the post-tax operating profit of the enterprise;

OP is the operating profit of the enterprise (operating income minus total operating expenses);

T - taxes and other obligatory payments to the budget, paid out of profit.

The third indicator is the indicator of reinvestment of funds in the development of the enterprise, in other words, the investments of net profit in the creation of intangible, prospecting assets, as well as investments of net profit in the infrastructural and technological renewal of the enterprise are taken into account. For this we propose to use the formula (9):

where AR is the volume of reinvestment of net profit in the development of the enterprise;

Div - dividends paid from the company's net profit;

fr is the amount of costs allocated from net profit to meet the current needs of the enterprise (replenishment of current assets).

And one more important indicator of the efficiency of the enterprise in the financial aspect is the indicator of the duration of the financial cycle in certain sources, this indicator is referred to as the cycle of conversion of funds. To calculate this indicator, it is advisable to use formula (10) and at the same time take into account that an increase in the financial cycle can negatively affect the efficiency of production activities, therefore, it will be most objective to assess the financial cycle, taking into account its tendency to increase or decrease:

where FC is the financial cycle of the enterprise;

OCP - Enterprise Operating Cycle;

DPO - the period of circulation of receivables.

The general indicator of the efficiency of the industrial enterprise in the financial aspect is proposed to be calculated based on the formula (11):

where FS is an indicator characterizing the efficiency of the enterprise in the context of the financial subsystem.

The next group of indicators, which will characterize the efficiency of the enterprise, is considered by us in the personnel aspect. And here, in our opinion, the most important indicators are: staffing; labor productivity; the volume of investments in personnel; personnel cost return.

Staffing is necessary for the organization and effective production process, and for the organization of other main, auxiliary processes, as well as business management and development processes. To determine the level of staffing, it is necessary to use data on a rationally justified structure of the state in comparison with the current number of employees of the enterprise in the context of each category taken into account, here we propose to use the following formula (12):

where AH is the overall provision of the enterprise with the necessary human resources;

APi is the actual provision of human resources for the i-th considered category, but not higher than determined by the staffing table;

n is the number of categories of personnel taken into account (administrative and managerial personnel, engineering and technical personnel, specialists, basic, auxiliary workers, etc.).

The efficiency of the enterprise can be assessed not only through the volume of production or sales of products, but also through the productivity of personnel. To assess the productivity of the personnel of the enterprise, you can use the well-known formula (13):

where LP is the average labor productivity of the i-th employee of the enterprise;

Vc is the volume of production in value terms;

Investments in personnel are important not only for the organization of the current efficient operation of the enterprise, but also for its intensive and competitive development. To determine the volume of investments of an enterprise in personnel, we propose to use the following formula (14):

where IH is the total volume of investments of the enterprise in personnel per i-th employee;

T is the total costs of the enterprise (not reimbursed by employees) for training, retraining, personnel development;

NS is the number of employees of the company.

And one more significant indicator in the personnel aspect of assessing the efficiency of the enterprise is the indicator of personnel cost return. To calculate it, it is proposed to use the formula (15):

where RH is the level of personnel expenditure at the enterprise per i-th employee.

The general indicator of the efficiency of the industrial enterprise in the personnel aspect is proposed to be calculated on the basis of the formula (16):

where HS is an indicator characterizing the efficiency of the enterprise in the context of the personnel subsystem.

Another important aspect of the enterprise, which must also be analyzed and evaluated, is the operational aspect (or operational subsystem). Here the most important, in our opinion, are indicators: supply organization, inventory turnover, sales organization, marketing intensity.

The organization of supply characterizes the reliability, stability and continuity of supply of materials, components, raw materials, as well as the necessary means of production necessary to ensure the efficient operation of the enterprise. For this, we propose to use the following formula (17):

where KP is an indicator of the reliability and stability of the supply of the enterprise;

Pf and Pp - respectively, the volumes of purchases of resources and means of production necessary to ensure the functioning and development of the enterprise in fact and according to plan.

kf is the ratio of the adequacy of financing the rational needs of the enterprise in resources and means of production.

The next indicator of the efficiency of the enterprise in the operational aspect is the indicator of inventory turnover, which includes finished goods, goods for resale, and stocks of necessary material and technical resources. It is advisable to calculate this indicator in days and use the formula (18) for this:

where IT is an indicator of the company's inventory turnover in days;

KIT is the inventory turnover ratio (the ratio of the total cost to the inventory balance at the end of the period).

Another important indicator is the sales organization indicator. It is also important to take into account the ratio of the actual and planned sales of products (19):

where KS is an indicator of the organization of sales of the company's finished products;

Sf - sales volume of products in the current period in fact;

Sp is the volume of sales of products in the current period according to the plan.

And the last indicator that will characterize the efficiency of the enterprise in the operational aspect is the indicator of the intensity of marketing (positioning and promotion). For this it is necessary to use the formula (20):

where MI is an indicator of the intensity of marketing in the enterprise;

GI and GM - respectively, the growth rate of income from core activities and the growth rate of marketing (positioning and promotion) costs of products.

The general indicator of the efficiency of the industrial enterprise in the operational aspect is proposed to be calculated on the basis of the formula (21):

where OS is an indicator characterizing the efficiency of the enterprise in the context of the operating subsystem.

All indicators that are used to calculate and assess the efficiency of the enterprise have the same interpretation - any increase is assessed positively, any decrease is considered a negative trend.

In order to calculate the coefficient of economic shift, it is necessary to compare the above mentioned indicators for a number of periods (preferably at least three periods), or take actual and planned (or actual and possible, in particular, industry indicators) as a basis for comparison. Then, for each subsystem, the coefficient of economic shift will have the form:

de SSi - coefficient of economic shift for each subsystem in the aspect of assessing the efficiency of the enterprise.

In turn, we propose to calculate the complex estimated indicator of the economic shift of an industrial enterprise on the basis of the geometric mean, which levels out the spread in indicators that have unequal values:

where KM is a complex estimated indicator of economic shift (as the efficiency of an enterprise for a period or a number of periods);

ПSSi– product of partial coefficients of economic shift (for each subsystem).

Conclusion

So, above we have developed a modified methodology for a comprehensive assessment of the efficiency of an industrial enterprise.

This technique is based on taking into account the differentiated contribution of each subsystem of enterprise management to the results and observed effects. The methodology includes a certain sequence of analytical actions, the result of which is the calculation of a complex indicator of economic shift. Observation this indicator in dynamics allows to formulate a conclusion about the efficiency of the enterprise, and about the specifics of its development in previous periods. In the general case, a complex indicator of economic shift is an information base for making management decisions of a strategic or tactical nature, and also serves as an integral element in assessing the impact of the enterprise management system on the results of its production and economic activities.

The modern system of internal control of a company that includes an internal audit service is one of the indispensable management tools for organizing corporate governance and control. The effective work of the Internal Audit and Control Service (IAS) allows managers to make the right decisions aimed at complying with the requirements of legislation and internal regulations of the company, safeguarding assets, ensuring the reliability of all types of reporting, preventing, promptly identifying and minimizing internal and external risks; ensuring the efficiency of financial and economic activities and improving the management of the company.
Unfortunately, at present there is no specific methodology for conducting internal audits of the effectiveness of the company's internal control service, aimed at its objective assessment and development of proposals for its optimization. However, experts believe that the effectiveness of internal audit can be assessed from two positions:
internal, i.e. from the point of view of the company's management, heads of branches and other departments, financial managers;
external, i.e. from the point of view of partners, suppliers, buyers and other interested parties.
Most executives and specialists in companies with internal audit services agree that internal audit can be considered effective if, on the one hand, the reports on the results of internal auditors provide valuable information to senior management, and on the other hand, the resources used in implementation of internal audit are minimal. Therefore, to assess the effectiveness, each company must monitor the implementation of the developed internal audit programs, audit results, auditor reviews and the activities of departments.
An external assessment of the effectiveness of internal audit is usually carried out as a result of third-party audits: audit organizations, tax authorities, etc. Identification of violations, errors, facts of distortion of reporting or fraud by external auditors in the presence of an internal audit and control service in the company indicates ineffective work of internal auditors and the weakness of the company's internal control system.
Since the company's management is interested in the effective work of the IAS, it should initiate the development of a system for assessing the quality of the work of this service, aimed at ensuring the effectiveness of the financial and economic activities of the company and its separate divisions, as well as their development. To do this, you need to determine the range of assessment indicators: predicted and actual. Practice shows that the use of only quantitative indicators (such as the number of checks, the time to carry them out, the amount of detected thefts and illegal payments, etc.) is insufficient today. Therefore, for an objective assessment of the effectiveness of the IAS work, it is necessary to apply an integrated approach, that is, to use an assessment system that includes both quantitative and qualitative indicators.
Currently, there is no standard solution for the creation of a system of indicators of quality, efficiency, useful result of IAS work. However, one can focus on those factors that can serve as the basis for the development of such an assessment system. These include:
direct quantitative effect from the activities of the IAS, i.e. the number of violations detected, the amount of violations identified, the amounts recovered from the culprit, etc .;
indirect quantitative effect of IAS activities, which consists in reducing the cost of external audit and consulting services;
the effect of preventive measures recommended by IAS staff;
the effect associated with an increase in the validity of management decisions made based on the results of IAS control audits.
Many indicators can serve as the basis for assessing the CBA. The main ones include the following:
the ratio of the costs of IAS and the real benefits from its work;
directions of activity of IAS;
IAS status within the company;
professional level and development of IAS personnel;
IAS projects;
the applied methodology of internal audit;
applied technologies of internal audit.
A specific list and values ​​of indicators for assessing the activities of the IAS are usually determined by the head of the IAS, coordinating them with the top management of the company. To analyze the activities of the IAS by the top management of the company, the indicators can be enlarged, and for the heads of departments and services, they can be detailed. So, for example, in OJSC Severstal, according to the head of the internal audit department of this company A. Guriev, to assess managers, a set of indicators is used, including both organizational targets (implementation of the annual audit plan, development of corrective action plans by management based on the results audits) and the goals of personal and professional development (training and obtaining professional certificates). "
Aggregated indicators should be formed into a system so that it is possible to judge the degree of implementation of the annual work plan of auditors and the costs of audits. In addition, the system of indicators should provide an assessment of the contribution of the IAS and its specific employees to the general performance indicators of both the company as a whole and its separate structural divisions, as well as individual business processes.
In large companies, internal audit and control systems are usually integrated across all business units. Under such conditions, to assess the effectiveness of IAS, such important indicators are used as:
the ratio of the sum of the cost effect from the implementation of the IAS of all control and consulting activities in a certain period to the sum of all costs for the maintenance and development of the IAS;
the amount of additional savings from the dissemination of the results of verification and consulting activities to all business units of the company; 3) the degree of deviation of the actual financial and economic indicators of the company and its separate subdivisions from the planned level;
4) the amount of damage prevented as a result of the audit and analytical work of the IAS.
Detailed metrics can be used by both large and medium-sized companies. They can be divided into qualitative and quantitative indicators.
Qualitative indicators include:
general level of qualification of auditors;
the average duration of their work in NEA;
the average number of hours spent on professional development of one auditor per year;
the number of IAS staff with professional and qualification certificates of auditors;
availability and implementation of internal audit standards.
Quantitative indicators can be grouped into two groups:
productivity indicators - the average number of audits performed by one auditor; average duration of one check; implementation of the approved IAS work plan; percentage of audits completed on time; the number of recommendations sent to the initiators of the checks; the number of unsatisfied inspection orders;
performance indicators - the number of auditors' comments on facts previously unknown to the head of the audited unit; the number of customer requests to IAS; customer satisfaction; percentage of recommendations of internal auditors implemented; direct economic effect from the implementation of audit recommendations.

Children of primary school age, as a rule, do not have more than 3 semantic groups, at an older age - 4 groups.

The triune goal of the lesson
(in didactics of the past) = The goal is a pre-programmed result that a person should receive in the future in the process of carrying out a particular activity.

Goal-setting, goal-fulfillment, purposefulness

l The Triune Lesson Goal (TLC) is a complex composite goal that includes three aspects:

cognitive, educational and developmental Informative aspect of TCU = Teach and teach each student to independently acquire knowledge. Teaching others is to show them what they have to do in order to learn what they are taught; Implement the fulfillment of the main requirements for mastering knowledge: completeness, depth, awareness, consistency, consistency, flexibility, depth, strength; To form skills - a combination of knowledge and skills that ensure the successful implementation of the activity. “It is advisable, when planning the educational goal of the lesson, to indicate what level of quality of knowledge, abilities and skills students are invited to achieve in this lesson: reproductive, constructive or creative"(V.F. Palamarchuk).

Developmental aspect TCU = a) Development of the sensory sphere

Development of the eye, orientation in space and time, accuracy and subtlety of distinguishing color, light and shadow, form, sounds, shades of speech; b) Development of the motor sphere Mastering the motor skills of small muscles, the ability to control their motor actions, develop motor dexterity, proportionality of movement, muscle development; c) Emotional sphere Manifestation of admiration, surprise, indignation, sympathy, empathy, etc. d) Speech development

Enrichment and complication of vocabulary, complication of the semantic function of speech (new knowledge brings new aspects of understanding), strengthening of the communicative properties of speech (expressiveness, expressiveness), mastery of artistic images, expressive properties of language, fluency in the terminology of the subject.

Development of thinking Learn to analyze; Learn to compare; Learn to highlight the main thing; Learn to build analogies; Learn to generalize and synthesize; Teach to prove and disprove; Learn to define and explain concepts; Learn to pose and develop problems.

The nurturing aspect of TCU = Upbringing World outlook and outlook; Ability to cooperate in a team, showing humanity, camaraderie, kindness, delicacy, politeness, discipline, responsibility, honesty; Ability to communicate, demonstrating the culture of internal moral relations; Culture of educational work;

Ability and readiness for self-improvement, the ability to formulate and defend one's own point of view; Responsible attitude to academic work, composure, diligence; Active citizenship, patriotism, obedience to the law; Interest and need to study the subject, self-education.

12) Traditional lesson and explanatory and illustrative teaching method. Russian Pedagogical Encyclopedia: "The lesson as a unit of the educational process organized by the teacher is characterized by a number of indispensable features (requirements) that do not depend either on the characteristics of the teacher, or on the originality of the composition of students, the provision of school equipment, etc.", which include: Unity of teaching and educational function; Stimulating the cognitive activity of students; Security development of cognitive independence; The lesson is an organic whole with a single didactic goal to which all of its elements are subordinated; Each part of the lesson and the lesson as a whole should be built with taking into account the patterns of assimilation

Philosophical basis: humanism, anthroposophy, pedocentrism, pragmatism

Sources of human mental development: biogenic, sociogenic, psychogenic, idealistic

Concepts of the process of assimilation of public knowledge as an individual: interiorization, behavioristic, associative-reflex, suggestive, neurolinguistic programming

Orientation to personality structures:

in information technology the formation of school knowledge, skills and abilities is carried out (ZUN);

operating rooms his main task provide the formation of methods of mental actions (COURT);

self-development technologies aimed at the formation of self-governing personality mechanisms (SUM);

heuristic- on the development of creative abilities;

applied- the formation of an effective and practical sphere of personality (DPS)

By the nature of the content and structure: teaching, educational, general educational, professional, humanistic, technocratic, mono- and poly-technologies, penetrating

By organizational forms: Classroom, alternative, academic, club, individual, group, collective learning methods, differentiated learning

Technologies are massive, compensatory, victimological advanced education for working with difficult or gifted children

by the type of cognitive management: traditional (classical lecture, using TCO, learning from a book), differentiated (small group system, "tutor" system), programmed (computer, software, "consultant" system)

The teacher-student interaction can be:open(uncontrolled and uncorrected student activity); cyclical(with control, self-control and mutual control); absent-minded(frontal); directed(individual)

15) Personality-oriented pedagogy and person-oriented learning technologies: multilevel learning, collective mutual learning and cooperation technologies;

Personality-oriented learning technologies multilevel learning; collective peer learning; cooperation.

Multilevel technology learning differences the bulk of students by the level of learning comes down primarily to time, necessary for the student to master the educational material;

incapacitated, who are not able to reach the pre-planned level of knowledge and skills even with a large expenditure of study time; talented (about 5%), who are often able to do something that everyone else cannot cope with; students who make up the majority (about 90%), whose ability to acquire knowledge and skills depends on the expenditure of study time

Level differentiated school Completing classes of a homogeneous composition from the initial stage of schooling on the basis of diagnosing the dynamic characteristics of the personality and the level of mastering general educational skills; Intra-class differentiation in the middle link, carried out through the selection of groups for separate education at different levels (basic and variable). In the presence of sustained interest, the group becomes a class with in-depth study of individual subjects; Profile education in basic school and high school, organized on the basis of psychodiagnostics, expert assessment, recommendations of teachers and parents, self-determination of schoolchildren

Exercise "Complex associations"

The examinees are presented with a form with a set of 20 word pairs. Each couple is in a certain relationship. There are also six pairs of words in the cipher, indicated by letters. It is necessary to determine which pair of words from the cipher corresponds to the similarity of a pair of words in the set. The answers are recorded by the subject on a sheet of paper as follows: the number of a pair of words from the set is written and, through a dash, the answer is written

Computer games

20) Innovative teaching methods for students: technology distance learning and electronic interactive learning at the university.

There are several models of learning: passive - the learner acts as an "object" of learning (listens and looks); active - the student acts as a "subject" of learning (independent work, creative tasks);

interactive - interaction.

Principles of Interactive Learning: individualization; flexibility; electivity; contextual approach; development of cooperation; use of active learning methods.

Assimilation of the material. When lecturing material -

no more than 20-30% of information, when working independently with literature - up to 50%, when speaking - up to 70%, with personal participation in the studied activity (for example, in a business game) - up to 90%.

Distance learning technology. Distance learning is a learning technology based on the use of information and telecommunication technologies and technical means,

which create the conditions for the student to choose educational disciplines, dialogue exchange with the teacher, while the learning process does not depend on the location of the student in space and time.

Distance education- a system in which the distance learning process is implemented to achieve and confirm a certain educational qualification by the student, which becomes the basis for his further activities.

Information and educational environment for distance learning–System organized set of data transmission facilities, information resources, interaction protocols, hardware and software and organizational and methodological support, focused on meeting the educational needs of users.

Benefits of distance learning. Flexibility Modularity Parallelism Efficiency Coverage Technological efficiency Social equity Internationality New role of the teacher

Disadvantages of distance learning. Lack of live contact between the teacher and the student; Lack of live communication between students; High labor costs at the first stage of creating training courses for distance learning; Students must have mandatory access to technical training facilities (at least a computer, modem, e-mail and Internet access); Can create a significant load on the network; The impossibility of 100% control over the knowledge of students.

Electronic interactive learning. educational technology that uses network technologies (Internet and corporate networks) to convey formal and informal instructions, support and assessment.Means and methods of electronic interactive learning. interactive resources and materials, digital libraries and EBS, training materials and courses, real-time discussions, chats, video chats, email, video conferencing, video consulting, and software sharing applications (shared workspaces). Electronic interactive learning tools. Web conferences Online seminar Webinar.

Advantages of electronic interactive forms of education. Students learn new material not as passive listeners, but as active participants in the learning process. The share of the classroom load is reduced and the volume of independent work increases; Students acquire the skill of mastering modern technical means and information processing technologies; The ability to independently find information and determine the level of its reliability is developed; Relevance and promptness information received; students become involved in solving global, rather than regional problems - their horizons are broadened; Flexibility and availability... Students can connect to educational resources and programs from any computer in the network; The use of such forms as a calendar, electronic tests (intermediate and final), allows for a clearer administration of the educational process; etc. Interactive technologies make it possible for permanent, rather than episodic (according to the schedule) contacts between students and the teacher. They make education more personal.

21) The method of studying situations (case study). it teaching method when students and teachers (instructors) participate in direct discussions of problems or cases (cases) business. The case study method assumes: a written example of a situation from business practice; independent study and discussion of the situation by students; joint discussion of the situation in the classroom under the guidance of a teacher; adherence to the principle "the process of discussion is more important than the decision itself." Principles for the formation of a specific situation.Firstly, the educational situation is specially prepared (written, edited, constructed) for teaching purposes. Secondly, the educational situation should correspond to a certain conceptual field of the educational course or program in which it is considered. Thirdly, working with them should teach students to analyze specific information, trace causal relationships, highlight key problems and (or) trends in business processes. In this way, ideal specific situation- it is: an entertaining story of a specific business or an existing case from the history of this business; puzzle to be solved; an abundance of information, the analysis of which is not trivial and requires the search for additional information; an urgent problem that can give a continuation of the situation in the future; more or less typical situation, which coincides in the main - the "theory" of the question. Case Study Toolkit includes: the actual situation itself (text with questions for discussion); applications with a selection of various information that conveys the general context of the situation (copy of financial documents, publications, photos, etc.); conclusion on the situation (possible solution to the problem, subsequent events); a note for the teacher outlining the author's approach to analyzing the situation. A written representation of any situation should include: title page with a short, memorable name of the situation (the note indicates the author and year of writing); introduction where the hero (heroes) of the situation is mentioned, the history of the company is told, the time of the beginning of the action is indicated; the main part, which contains the main body of information, internal intrigue, problem; conclusion, where the situation can "hang" at the stage of its development that requires an appropriate solution to the problem. Sources of specific situations . First option - the story is taken as a basis, and most often a fragment of the life of a real company, information about which was obtained by the author of the situation directly in the course of a research or consulting project, or purposeful collection of information. Second option - the use of secondary sources, primarily information "scattered" in the media, specialized magazines and publications, newsletters and booklets distributed at exhibitions, presentations, etc. The third, the least common option is a description of a fictional situation.

Problematic learning. a system of methods and teaching aids, the basis of which is the modeling of a real creative process by creating a problem situation and managing the search for a solution to the problem. Stages of problem learning: informational, personal, not requiring creative activity, training, including repetition of actions and control over the success of the performance. Forms of problem learning:problem statement- the teacher himself poses the problem and solves it; cooperative learning - the teacher poses a problem, and the solution is achieved together with the students; creative learning- students formulate a problem and find a solution. Stages of human cognitive activity in a problem situation: problem situation - problem - search for solutions - problem solving. Common functions problem-based learning: the assimilation by students of the knowledge system and methods of mental practical activity; the development of cognitive independence and creative abilities of students; the formation of dialectical-materialistic thinking of students (as a basis). Special features of problem learning: education of skills of creative assimilation of knowledge (application of certain logical techniques and methods of creative activity); education of skills creative application knowledge (application of acquired knowledge in a new situation) and the ability to solve educational problems; the formation and accumulation of experience in creative activity (mastering the methods of scientific research, solving practical problems and artistic reflection of reality). Types of problem situations common to all subjects:First: students do not know how to solve the problem, cannot answer a problematic question, give an explanation to a new fact in an educational or life situation. Second: the collision of students with the need to use previously acquired knowledge in new practical conditions. The third: there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method. Fourth: there are contradictions between the practically achieved result of completing the educational task and the lack of students' knowledge for theoretical justification.

22) Method of projects. The purpose of the method is to develop self-educational activity among students. A project is defined as an organized purposeful activity. The result of the project activities of students under the guidance of a teacher is new knowledge ... Reasons for using the project method: the need not to transfer knowledge to students, but to teach them to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical problems; the relevance of acquiring communication skills and abilities; the relevance of broad human contacts, acquaintance with different cultures, points of view on one problem; the ability to use research methods: collect information, facts, be able to analyze them from different points of view, put forward hypotheses, draw conclusions and conclusions. Requirements for using the project method: The presence of a significant research problem / task requiring integrated knowledge, research search for its solution; Practical, theoretical, cognitive significance of the expected results; Independent (individual, pair, group) activity of students. Structuring the content of the project (indicating the phased results). The use of research methods that provide for a specific sequence of actions: Design stages learning activities based on the project method definition of the problem and the research tasks arising from it (use of the "brainstorming" method, "round table" in the course of joint research), hypothesis of their solution; discussion of ways to design the final results (presentations, defense, creative reports, views, etc.); collection, systematization and analysis of the data obtained; summing up, registration of results, their presentation; conclusions, the advancement of new research problems. Scope of the project method collection of data in different countries, regions, cities, comparison of observations of natural and social phenomena; comparative study of events, facts to identify a certain trend, develop proposals and make decisions; joint cognitive activity. Requirements for the teacher when implementing the project method: Willingness to independently develop methods for managing students' search and research work. Possession of the method of "brainstorming", holding a "round table", statistical methods. Active cooperation of teachers teaching various subjects.

Programmed training... The goal is to improve the efficiency of management of the learning process based on the cybernetic approach. Training implies the student's work according to a certain program, in the process of which he acquires knowledge.

The role of the teacher is to monitor the psychological state of the student and the effectiveness of the stage-by-stage mastering of the educational material, and, if necessary, to regulate program actions. In accordance with this, programmed learning algorithms were developed: straight-line, branched, mixed and others, which can be implemented using computers, programmed textbooks, teaching materials, etc.

Principles of Programmed Learningsmall steps- the training material is divided into small parts (steps) to make it easier for learners to master it, immediate confirmation of the correct answer- after answering the question posed, the student can check the correctness of the answer, and only if his answer completely coincides with the correct one, he can proceed to the next step. individualizing the pace of learning- the student works at an optimal pace for himself, gradual increase in difficulty- a significant number of guiding indications at the first steps gradually decreases, thereby increasing the degree of difficulty of tasks, differentiated knowledge consolidation- each generalization is repeated several times in different contexts and illustrated with carefully selected examples, uniform course of instrumental teaching- the principle of programs with a linear structure.

Research teaching method. the organization of the search, cognitive activity of students by the teacher setting cognitive and practical tasks that require independent creative solutions.Functions of the research teaching method: organizes the creative search and application of knowledge, ensures the mastery of the methods of scientific knowledge in the process of searching for them, is a condition for the formation of interest, the need for creative activity, for self-education. The essence of the research teaching method- the teacher formulates the problem to the students, and they independently look for its solution. In this case, it is supposed to apply the research method not in a separate lesson, but in the whole discipline (possibly an elective).

The main components of the method: identifying problems - developing and formulating hypotheses - observations, experiments, experiments - judgments and inferences made on their basis.

Organization of a comprehensive application of the research teaching method . Choosing an interdisciplinary topic: Should allow students to go through the stages of scientific research, be sufficiently voluminous. Selection of a group of students actively participating in the study of an interdisciplinary topic: The group attends classes without fail, (other students are invited to request) The direct supervision of the student's research is carried out by the teacher - "mediator" he "is" between the student and the process of acquiring new knowledge.

23)Modular learning programs and the principles of their construction. Principles of modular learning and their relationship with general didactic principles

Principles of modular learning. the principle of modularity; separation of isolated elements from the content; dynamism; efficiency and efficiency of knowledge and their system; flexibility; a conscious perspective; versatility of methodological consulting; parity (according to P.A.Yucevičienė)

structure of mp

An integrated approach to assessing the problem of training failure.

Detailed classification of the reasons for academic failure (P.P. Borisov, 1980)Pedagogical reasons: shortcomings in teaching certain subjects, gaps in knowledge in previous years, incorrect transfer to the next grade; Social and domestic reasons; unfavorable living conditions, unworthy behavior of parents, material security of the family, lack of a daily routine, neglect; Physiological causes: diseases, general weakness of health, dysfunction of the central nervous system; Psychological reasons: peculiarities of development of attention, memory, slowness, insufficient level of speech development, lack of formation of cognitive interests, narrow outlook.

The theory of academic failure at the present time. M.M. Bezrukikh: the problem of academic failure requires an integrated approach of specialists and is both pedagogical, medical, and psychological and social. To identify the causes, a comprehensive examination is required. Experts believe that in different age periods the leading reasons for academic failure may differ: the beginning of school, the period of puberty - psychophysiological reasons prevail, in other periods - social reasons.

Diagnostics of the causes of school failure. Stages of work to determine the reasons causing difficulties in learning: Collecting preliminary data about the student, their analysis; Diagnostics using methods; Comparison of the results of the first and second stages; Choosing the necessary pedagogical influence; Correct structure of work with the student.

Comprehensive examination of the student. Medical (somatoneurological) examination; Psychological diagnostics; Pedagogical research (including defectological); Speech therapy examination.

Universal psychodiagnostic techniques: D. Veksler's intelligence test; R. Cattell's multi-factor personality questionnaire; Raven's mental performance test; School test of mental development (STUR); S. Rosenzweig drawing association test; Luscher's color test, Phillips' test for determining the level of school anxiety, J. Moreno's sociometric test, a number of projective tests.

5) Pedagogical training systems for primary schoolchildren =

Developmental training according to V.V. Davydov; after L.V. Zankov;

Traditional initial school: "Primary School of the 21st Century", "School 2100", "School of Russia", "Harmony", "Prospective Primary School", "Classical Elementary School", "Planet of Knowledge", "Perspective" All current programs approved and recommended by the Ministry of Education, tested in practice. Learning outcomes for any of the programs are focused on a single educational standard.

Features of developing education according to L.V. Zankov L.V. Zankova relies on the independence of the student, his creative comprehension of the material. The teacher does not give out the truth to schoolchildren, but makes them "dig" for themselves. The scheme is the opposite of the traditional one. Examples are given first, and the students themselves must draw theoretical conclusions. The learned material is reinforced with practical tasks. The new didactic principles of this system are the rapid mastery of the material, high level difficulties, the leading role of theoretical knowledge, the passage of educational material "in a spiral". For example, schoolchildren are introduced to the concept of "Parts of Speech" already in the first year of study, and they must come to understand these concepts on their own. The task of teaching is to give a general picture of the world based on science, literature, art. The program is aimed at the comprehensive development of the child, it teaches children to get information on their own, and not get ready-made information.

Features of developmental education
D.B. Elkonin-V.V. Davydov

The student must learn to look for missing information when faced with a new problem, to test their own hypotheses.

The system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and the points of view of partners.

This system is suitable for those who want to develop in a child not so much the ability to analyze as the ability to think in an unusual way, deeply.

In the system of D.B. Elkonin - V.V. Davydov's emphasis not on the result - the acquired knowledge, but on the ways of comprehending it... The student may not remember something, but he must know where and how, if necessary, to fill this gap.

In the class, the principles of building a language, the origin and structure of numbers, etc. are studied.

Knowing the rules based on understanding their causes is better remembered.

General educational skills and abilities - Arbitrariness Organization Attention Observation

Particular attention should be paid to the development of logical memory and voluntary attention. If they add up spontaneously, they lead to significant distortions and learning disabilities. (When going from primary school in the middle, tests are carried out to diagnose the development of general educational skills, to check the consistency of inferences and peculiarities of attention, see the test "Grouping" - the ability to semantic processing of memorized material)

The problem of adaptation to learning in secondary school = Adaptation to school at this age is a complex theoretical and practical problem that does not have an unambiguous answer;

Teachers and parents at the same time "grow up" fifth graders (should be independent and organized) and emphasize their "childishness".

The consequence is duality, contradictory relationships and a system of requirements, which are assimilated by schoolchildren, they learn to manipulate adults with the help of this duality.

Areas of work with teachers during the adaptation period
(Start school year in the 5th grade) = 1. Discussion of the individual characteristics of schoolchildren (increased slowness or impulsiveness, timidity, excessive sensitivity to remarks); Note: teachers have fairly general evaluative characteristics that do not take into account the individuality of the student; 2. Pedagogical councils for each 5th grade. Prepared jointly by secondary and primary school teachers and secondary and primary school psychologists. The main task is to harmonize the requirements of different teachers for students, the continuity of the requirements of primary and secondary schools.

Different emotional attitudes towards the lesson of 5th and 7th grade students For 5th grade students it is important: How the teacher tells the material, how often he jokes, in what form he praises or scolds the students;

For 7th grade students, it is important: The teacher's attitude to the students' answers, the opportunity to show initiative and independence, to discuss in the lesson.

Formation of the ability to study in secondary school = Skills and skills developed in primary school often do not correspond to the material and requirements of secondary school;

It is advisable to conduct special classes:How to listen to the teacher; How to do homework; What is the mark for; How to check your work; How you can learn from your own mistakes; How to prepare for the test; Why sometimes you don't want to learn and what to do about it; How to better know what you know, what you don’t know; How to memorize better; What is laziness; How to do written homework; How to learn to think better, etc.

6) Methodology "Grouping" - For memorization, a series of 20 words grouped according to the meaning (5 groups in total, 4 words in each) are presented. Memorization is carried out by the method of incomplete memorization (the material is presented and reproduced three times). Instructions are given before each playback.

Methodology rules:

Words are read with a pause of 1 s between pronouncing the elements of the row.

At the end of the reading of the entire row, its playback begins. Reproduction is free, since the subject must grasp that words can be combined into groups.

All words played by the child are recorded in the order of their naming. Then it is suggested to listen again to the whole series of words.

The original row of words is read again. Then the subject reproduces it in free order. The words played by him are recorded. Then comes the third reading of the row and the third reproduction.

The sequence of the words presented: Sun PoplarCupHareMoonHatBearPineSpoonSkirtLipa SaucerStar FoxDressSkyChristmas treeSquirrelMugKoftInstruction for first playback: “Now I will read a number of words. You listen carefully, and then repeat it in a convenient order for you. Attention!" Instructions for second playback: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you said for the first time and that you remembered again. All clear? Attention!" Instructions for third playback: “Now I will read all the words again. You listen, and then say all the words that you remember. Name the words that you said the first and second times, and again memorized. All clear? Attention!"

Processing and analysis of results = The words played are recorded in the order of their naming by the child; the grouping of words into groups related to categories is determined: "Animals", "trees", "clothes", "dishes", "firmament".

The normal course of mnemonic activity with the ability for semantic processing of the material looks like this: during the first reproduction of the presented words, the volume of short-term memory is 1-4 words for children 6-7 years old (on average, 3 words). Grouped words, with rare exceptions, are not observed.

In the second reproduction, the total volume of the reproduced words increases by 2-4 words; 1-2 partially formed groups appear, usually consisting of 2 words.

During the third reproduction, 3-4 groups of 2-3 words appear, one or two groups of all 4 words may appear.

The Federal State Educational Standard contains requirements for a system for assessing the achievement of planned results, in accordance with which the assessment system:

1. Fixes the goals of the appraisal activity

2. Fixes criteria, procedures, assessment tools and forms of presentation of its results.

3. Fixes the conditions and limits of application of the assessment system.

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An integrated approach to assessing results according to the Federal State Educational Standard

Kovaleva S.S. - primary teacher

Classes of secondary school №6

Performance at the MMO 02/26/2014

The Federal State Educational Standard contains requirements for a system for assessing the achievement of planned results, in accordance with which the assessment system:

1. Fixes the goals of the appraisal activity:

a) focuses on achieving a result:

• spiritual and moral development and education (personal results);
• forming universal training activities(metasubject results);
• mastering the content of academic subjects (subject results);

b) provides an integrated approach to assessing all of the listed resultseducation (subject, metasubject, personal);

c) provides the ability to regulate the education system based on the information received on the achievement of the planned results (to be able to take pedagogical measures to improve and improve the educational processes in each class and in the school as a whole).

2. Fixes criteria, procedures, assessment tools and forms of presentation of its results.

3. Fixes the conditions and limits of application of the assessment system.

In accordance with the Standards, the performance assessment system involves the assessment of different areas of student activity. In this regard, priority in diagnostics areproductive tasks(tasks) on the application of knowledge and skills, involving the creation by the student in the course of solving his information product: conclusion, assessment, etc. Testing cognitive, regulatory, communicative actions carried outmetasubject diagnostic work,composed of competency-based tasks. The advantage of diagnostics of metasubject results is its pedagogical orientation.

The standards provide fordiagnostics of the results of personal development, which involves the student's manifestation of the qualities of his personality: assessment of actions, designation of his life position, cultural choice, motives, personal goals. In accordance with the confidentiality rules, such diagnostics are carried out impersonally (the work performed by students is not signed, the tables in which these data are reflected reflect generalized results for the class or school as a whole, but not for each specific student).

Results control forms:

• purposeful observation of the teacher (fixing the actions and qualities shown by the student according to the given parameters);
• self-assessment of the student according to the accepted forms;
• results of training projects;
• the results of extracurricular and extracurricular activities, the achievements of students.

The means of accumulating information about the educational results of the student isportfolio of achievements.The final grade for primary school (the decision to transfer to the next level of education) is made on the basis of all the results (subject, metasubject, personal; educational and extracurricular) accumulated in the student's portfolio of achievements over four years of primary school.

^ Comprehensive assessment of all educational outcomes of a student

represents general characteristics personal, metasubject and subject results, which are summarized ineducational results tables(attachment). Each of the tables has instructions for maintaining: when, how and on the basis of what it is filled in, how the results are interpreted and used. The grades and marks placed in the tables are the basis for making decisions on pedagogical assistance and support for each student in what he needs at this stage of development.

^ The scope of the assessment system:

1) Gradual implementation of the assessment system by stages, from simple to complex: "minimum of the first stage", "minimum of the second stage" (mandatory part) and "maximum" (the part introduced at the request and capabilities of the teacher).

2) The system for evaluating results is being developed and supplemented in the course of its implementation.

3) Reducing to a minimum the number of "reporting documents" and the terms of their obligatory filling by the teacher, for which the means are used:

Teaching students how to evaluate and record their results under the supervision of a teacher;

The introduction of new forms of the report simultaneously with the computerization of this process, with the transfer of most of the reports to a digital, automated basis.

4) A focus on maintaining the success and motivation of the student.

5) Ensuring the personal psychological safety of the student: the educational results of a particular student should be compared only with his own previous indicators, but not with the indicators of other students in the class. Each student has the right to an individual educational trajectory - to his own pace of mastering the material, to the chosen level of aspirations.

The technology for assessing the educational achievements of students is used.

purpose technology for assessing educational achievements is to ensure, at the stage of control, the principles of a developing personality-oriented education system.

Tasks

• Determine how the student masters the skills to use knowledge - that is, the modern goals of education.
• To develop the student's ability to independently evaluate the result of his actions, to control himself, to find and correct his own mistakes.
• Orient the student to success, relieve him of fear of school control and assessment, create a comfortable learning environment, preserve the psychological health of children.
• The organization of control in the classroom in accordance with the technology of assessing educational achievements involves the implementation of seven rules that determine the order of actions in different situations of control and assessment.The system for assessing the achievement of planned results includes two consistent assessment systems:
  

• external assessment by services external to the school;
• internal assessmentcarried out by the school itself - students, teachers, administration.

The main object of the system for assessing the results of education is the planned results of mastering by students of the basic educational program of primary general education.
The system for assessing the achievement of the planned results of mastering the basic educational program of primary general education involvesA complex approachto assess the resultseducation, which allows assessing the achievement of students of all three groups of educational outcomes:personal, metasubject and subject.

^ Personal learning outcomesreflect the system of value orientations of the younger student, his attitude to the world around him, personal qualities.They are not subject to a final grade in the form of a mark and are not a criterion for transferring a student to a primary school.... The teacher creates conditions for the formation of personal universal educational actions presented in the Federal State Educational Standard of the NEE, assesses the changes taking place in different areas of the student's personality: educational and cognitive motives; relationships with peers; civic identity (referring to the family, people, nationality, faith); the level of reflective qualities (respect for other opinions, personal responsibility, self-esteem), etc.

The teacher records the student's personal results in two documents: the student's characteristics and his portfolio. The characteristic that is issued to a graduate of an elementary school reflects his distinctive individual characteristics, not only associated with the development of academic subjects (academic performance), but also revealing his character traits and personal qualities. The characteristic includes the following items:

1. assessment of the student's progress, his achievements in the study of academic subjects, possible difficulties in the assimilation of individual program material;
2. the level of formation of educational and cognitive motivation, attitude to educational activities; educational independence and initiative (high, medium / sufficient, low);
3. relationships with classmates, the level of formation of leadership qualities, participation in joint activities, the presence of friends in the class; the attitude of other children towards the student.

^ Assessment of personal resultsis an assessment of the achievement of the planned results by students in their personal development.

The object of assessing personal resultsserves as the formation of UUD, included in three blocks:

• self-determination- the formation of the student's internal position - the adoption and development of a new social role student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see strong and weak sides your personality;
• sense-formation - search and establishment of personal meaning (ie, "meaning for oneself") teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know” “not knowing” and striving to bridge this gap;
• moral and ethical orientation- knowledge of basic moral norms and an orientation towards their implementation on the basis of an understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in a moral dilemma when resolving a moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

^ Content of the assessment of personal resultsat the level of primary general education is built around the assessment of:

• the formation of the student's internal position, which is reflected in the emotionally positive attitude of the student to the educational institution, orientation to the meaningful moments of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates - and orientation to the pattern of behavior of a "good student" as an example to follow;
• the formation of the foundations of civic identity- feelings of pride in their Motherland, knowledge of significant historical events for the Fatherland; love for one's land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;
• 
  formation of self-esteem,including awareness of their capabilities in learning, the ability to adequately judge the reasons for their success / failure in learning; the ability to see your strengths and weaknesses, respect yourself and believe in success;
• 
  the formation of motivation for educational activities,including social, educational, cognitive and external motives, curiosity and interest in new content and ways of solving problems, acquiring new knowledge and skills, motivating to achieve a result, striving to improve one's abilities;
• 
  knowledge of moral norms and the formation of moral and ethical judgments,the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to assess their own actions and the actions of other people in terms of compliance / violation of a moral standard.

Personal performance of primary school graduatesin full compliance with the requirements of standardsnot subject to final assessment.

The object of assessment of metasubject results isthe formation of regulatory, communicative, cognitive universal actions:

• the learner's ability to accept and maintain the learning goal and objectives;independently transform a practical task into a cognitive one, the ability to plan one's own activity in accordance with the task set and the conditions for its implementation and look for means of its implementation; the ability to control and evaluate their actions, to make adjustments to their implementation based on the assessment and consideration of the nature of mistakes, to show initiative and independence in learning;
• the ability to carry out information search, collection and selection of essential informationfrom various information sources;
• ability to use sign-symbolic meansto create models of studied objects and processes, schemes for solving educational, cognitive and practical problems;
• ability to perform logical operationscomparison, analysis, generalization, classification by generic characteristics, to the establishment of analogies, referring to known concepts;
• the ability to cooperate with the teacher and peerswhen solving educational problems, take responsibility for the results of their actions.

The main content of metasubject results assessmentat the level of primary general education is built around the ability to learn.

^ - assessment of the student's achievement of the planned results in individual subjects:

• system of fundamental elements of scientific knowledge- subject knowledge:

1. basic knowledge (the fundamental elements of scientific knowledge are the conceptual apparatus (or "language") of academic subjects: key theories, ideas, concepts, facts, methods. This group includes a system of such knowledge, skills, educational actions that can be achieved by the overwhelming majority of children.
2. knowledge complementing, expanding or deepening the basic knowledge system

• action with subject matter(or substantive actions) :

1. substantive actionsbased on cognitive UUD (use of sign-symbolic means; modeling; comparison, grouping and classification of objects; actions of analysis, synthesis and generalization, establishment of connections, analogies; search, transformation, presentation and interpretation of information, reasoning), on different subjects these actions are performed with different objects and have a specific "subject" coloring.
2. concrete substantive actions(methods of motor activity, mastered in the course of physical culture, or methods of processing materials, techniques of sculpting, drawing, methods of musical performance, etc.).

^ Assessment of subject resultsis an assessment of the achievement of the planned results of students in individual subjects.

Evaluation of the achievement of these subject results is carried out both in the course of the current and interim assessment, and in the course of the final verification work.

^ Achievements portfolio as a tool for assessing the dynamics of individual

educational achievement

The results of the cumulative grade obtained during the current and interim assessment are recorded in the form of a portfolio of achievements and are taken into account when determining the final grade.

^ Achievement portfolioIs a collection of works and results that show the efforts, progress and achievements of the student in different areas (study, creativity, communication, health, useful work for people, etc.), as well as the student's self-analysis of his current achievements and shortcomings, allowing him to determine goals of their further development.

^ The final grade of the graduate and its use in the transition from the initial

to basic general education

For the final grade at the level of primary general education, the results of which are used when deciding on the possibility (or impossibility) of continuing education at the next level,only subject and metasubject resultsdescribed in the "Graduate will learn" section of the planned outcomes of primary education.

The subject of the final assessment isthe ability of students to solve educational-cognitive and educational-practical tasks, built on the material of the supporting system of knowledge using means relevant to the content of academic subjects, including on the basis of meta-subject actions. The ability to solve a different class of problems is the subject of various kinds of non-personalized (anonymous) surveys.

At the level of primary general education, the acquisition by students ofsupport system of knowledge in the Russian language and mathematicsand mastering the following meta-subject actions:

Speech , among which it should be notedmindful reading and information skills;

· communicativenecessary for educational collaboration with teacher and peers.

The final grade of the graduate is formed on the basis of the accumulated grade recorded in the portfolio of achievements in all academic subjects and grades for the implementation of three (four) final works (in the Russian language, mathematics and complex work on an interdisciplinary basis).

The accumulated assessment characterizes the implementation of the entire set of planned results, as well as the dynamics of educational achievements of students during the period of study. Grades for the final work characterize the level of mastering by students of the support system of knowledge in the Russian language and mathematics, as well as the level of mastery of metasubject actions. Based on these assessments for each subject and for the program for the formation of universal educational actions, the following conclusions are drawn about the achievement of the planned results:

Pedagogical Council on the basis of the conclusions made for each student, considers the issue of successful mastering by this student of the basic educational program of primary general education and its transfer to the next stage of general education.

The decision to transfer a student to the next stage of general education is taken simultaneously with the consideration and approval of the student's characteristics.

All conclusions and assessments included in the characteristic are confirmed by the materials of the portfolio of achievements and other objective indicators.

The system for assessing the achievement of the planned results of mastering the basic educational program is based on the technology for assessing the educational achievements of students, developed in educational system School 2100.

^ I. Description of the results assessment system

1st rule. What is being evaluated.

Results are evaluated subject, metasubject and personal.

Student results are actions (skills) for the use of knowledge in the course of solving problems (personal, meta-subject, subject). Individual actions, especially successful ones, are subject to evaluation (verbal description), solving a full-fledged problem - assessing and mark.

Assessment - this is a verbal description of the results of actions ("well done", "original", "but here it is inaccurate, because ...").	Mark - this is the fixation of the assessment result in the form of a sign on a 5-point scale.
You can evaluate any action student (especially successful): a successful thought in a dialogue, a monosyllabic answer to a reproductive question, etc.	The mark is put onlyfor solving a productive educational task, during which the student comprehended the purpose and conditions of the assignment, carried out actions to find a solution (at least one skill in the use of knowledge), received and presented the result.

Additionally, at the end of the lesson, it is permissible to invite the whole class to determine which hypotheses turned out to be the most accurate, interesting, helped to find a solution to a common problem. The authors of these hypothesescollective decisionare encouraged: they are given an assessment and (or) an “excellent” mark (solving a problem of an advanced level) is put on the skill for which the problem of the lesson was formulated.

^ Teacher results and their assessment

results teachers (educational institution)- this is difference between student results(personal, metasubject and subject) at the beginning of training (input diagnostics) and at the end of training (output diagnostics). An increase in results means that the teacher ( school ) managed to create an educational environment that ensures the development of students. A negative result of the comparison means that it was not possible to create conditions (educational environment) for the successful development of students' capabilities.

To determine the increase, the input and output diagnostics of students are compared with the average all-Russian level.

^ 2nd rule. Who is evaluating.

The teacher and student together determine the grade and grade.

In order to ensure adequate assessment, the student must learn to answer questions about the goals and results of his work, that is, master the self-assessment algorithm.

^ Self-assessment algorithm (questions the student answers):

1 . What should have been done in the task (task)? What was the goal, what was the result?

^ 2. Did you get the result? Found a solution, an answer?

3. Did you do it completely correctly or with a mistake? What, what? To answer this question, the student needs:

Get the benchmark correct decision tasks and compare your solution with it;

Be guided by the reaction of the teacher and the class to their own decision - did they correct any of his steps, did they accept his final answer.

4. Did you manage completely on your own or with the help (who helped, in what)?

Other questions are added to the specified self-assessment algorithm, including about the grade that the student sets for himself. So, starting from 2 3rd grade, after teaching children to use the table of requirements (4th rule) and the introduction of success levels (6th rule), the following questions are added to this algorithm.

Continuation of the self-assessment algorithm:

5. What skill did you develop while completing the assignment?

6. What was the level of the task (task)?

• Have you solved such problems many times, did you need only the "old", already mastered knowledge?(Required level)
• In this task, faced with an unusual situation (either you need already acquired knowledge in a new situation, or you need new knowledge on a topic that is only now being studied)?(Advanced level)
• You have never learned to solve such problems OR do you need knowledge that you have not studied in the classroom?(Maximum level)

7. Determine the level of success at which you solved the problem.

8. Based on your level of success, determine the mark that you can set yourself.

^ 1st grade assessment(a feature of age - the student is not yet psychologically ready for an adequate assessment of his results, including admitting his mistakes)

1st step (in the first lessons).We indicate our mood.

Children are given the opportunity to emotionally evaluate the past lesson (day). This reflection becomes the basis for an adequate assessment of their educational success. On the margins of a notebook or in a diary, children indicate their mood, reaction to the lesson (“satisfied”, “it was difficult”, etc.) in the form of symbols they understand (emoticons or circles with traffic light colors).

2nd step (after 2-4 weeks).We learn to compare the goal and the result.

Children are encouraged to evaluate the content of their written work.

Having distributed notebooks with checked works, the teacher conducts a dialogue with students, in which the main questions are:

- What was your assignment? Who can say what needed to be done at home? (Teaching the 1st step of the self-assessment algorithm.)

- Look everyone at their work - do you agree that the task has been completed? (Collective self-assessment teaching the 2nd step of the self-assessment algorithm.)

3rd step (after about a month).We establish the procedure for evaluating our work.

Items 1 and 2 of the self-assessment algorithm already known to the students are supplemented with items 3 ("right or wrong?") And 4 ("on my own or with someone's help?"). In this case, only successful solutions are evaluated. As a "reward" for solving the problem, the teacher invites the student to draw a circle in a notebook or diary and paint it in any color.

4th step. We learn to admit our mistakes.

The teacher asks the student (psychologically ready) in the class to evaluate the performance of an assignment in which he has minor errors. If an error is recognized, the circle in the notebook or diary (the “reward” for solving the problem) is filled in by half.

5th step. We learn to admit our failure.

The teacher assists students in the classroom in assessing their actions, admitting mistakes. Then one of the children is invited to evaluate himself in a situation where he quite did not cope with the task. In a diary or notebook, this (with the consent of the student) is indicated by an open circle.

6th step. We use the skill of self-esteem.

When all (or almost all) students have at least once evaluated their work in the classroom, the teacher stops pronouncing all the questions of the self-assessment algorithm and invites the students to ask themselves these questions and answer them (based on the diagram).

^ Teaching the rule "Self-assessment" for pupils who have completed the 1st grade

1) Assessment procedure

1st step. Students are encouraged to learn how to evaluate their own work. For this, a conversation is held on the following questions: "You are already experienced students, tell me what is the best way: so that you yourself learn how to evaluate your results or that others always do it for you?", "How do we start evaluating our work?", "What will we do? thereafter?" etc.

2nd step. Based on the results, a self-assessment algorithm consisting of 4 main and 2 additional points is drawn up in the form of a reference signal (pictures, keywords):

1) What was it the task ?

2) I managed to get result?

3) Is it completely correct or wrong?

4) Completely by yourself or with the help? (hereinafter - except for the 1st class):

5) On what grounds are we distinguish grades and grades?

6) Which one you put yourself mark?

2) Timing to develop self-esteem skills

1st step. A lesson is selected in which only the MINIMUM of the content of the educational material will be used. Use the time allotted for all material to develop students' self-esteem skills.

2nd step. When designing this lesson, choose a stage (checking what has been learned or learning new) for using the self-assessment algorithm.

3rd step. Choose a simple task, after the completion of which one of the students will be asked to publicly evaluate his result according to the self-assessment algorithm (reference signal).

3) Self-assessment procedure

1st step. Choose the most prepared student for public self-assessment of the results of your work (ensuring the success of the procedure).

2nd step. After presenting the solution (oral answer, writing on the board, etc.), invite the student to evaluate the result of his work himself. Warn that at first the teacher will help with this: ask the student questions on the self-assessment algorithm (pointing to the reference signal): "task?", "Result?", "Right?", "Myself?" The student gives answers, the teacher corrects him, explains if there is an overestimation or underestimation of the grade. All other students at this moment observe how self-assessment occurs. Their attention is activated by the questions: "What step have we already taken in evaluating the work?" etc.

3rd step. In the next lessons, self-assessment according to the algorithm is carried out in turn by all students in the class (at least 1-2 episodes per lesson; in each lesson).

4th step. Gradually, instead of pronouncing the questions, the teacher is invited to the students themselves, looking at the reference signal, to ask themselves these questions and answer them. In addition to dialogue, self-assessment can be carried out through collective review of written assignments. The standard of the correct answer appears on the board, and each student evaluates his solution in his notebook.

5th step. When students begin assessing without looking at the reference signal, the teacher can remove it and use it only if someone is having difficulty.

4) Time spent on self-assessment, subject to the formed skill

1st step. When all students have developed the ability to work according to the "Self-Assessment Algorithm", the teacher, planning a lesson, stops reducing its content to a minimum, including educational material related to the maximum.

2nd step. The self-assessment algorithm collapses: after the teacher's suggestion to evaluate his answer, the student's phrase follows: “the goal was achieved, there were no mistakes”, or “I got the solution, but with the help of the class,” or “I solved the problem of the required level completely without errors, which corresponds to the mark“ 4 " good. "