In accordance with the procedure for conducting national studies of the quality of education in the Russian Federation, instructions are provided for the following specialists:

• the regional coordinator of the OIV;
• responsible organizer of the PPI;
• the organizer in the audience;
• independent observer;
• PPI technical specialist;
• Assignment Reviewer.

What is the purpose of the briefing?

To train specialists to participate in conducting national studies of the quality of education.

Dates?

The briefing takes place:

Assignment Review Experts - from 24 to 28 October 2016.

Consultations for all research participants will continue until the completion of the work.

Who is leading?

Organizers of the National Research on the Quality of Education, employees of the Moscow Center for Continuous Mathematical Education and operators of the StatGrad and StatGrad-Expert systems, as well as developers of control and measurement materials for subjects.

The training includes familiarization with the procedure for conducting research on the quality of education in the field of information technology within the framework of NIKO, instructions for relevant specialists and illustrative video materials. An interactive discussion on the forum is provided for specialists participating in the organization of the study.

What is the form of training?

The form of instruction is remote. For registration in the training system and subsequent work, each participant must use a login.

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Our system only supports the following browsers: Internet Explorer (versions 10+), Chrome (latest versions), Firefox (latest versions).

Where to begin?

1. Study the materials on the site http://www.eduniko.ru.
2. Contact the administration of the school or region, get an invitation to the distance exchange rate system.

• 
  - regional coordinators of the IEP,
  - independent observers,
  - task review experts
  receive an invitation from the regional coordinator.
• Staff targeting courses
  - responsible organizers of the PPI,
  - organizers in the audience,
  - technical specialists of PPI
  receive an invitation from the responsible organizer of the PPI.

When you first enter your personal account, you need to confirm that your personal data has been entered correctly.

Questions about the procedure for conducting research procedures can be asked at [email protected]

Questions about working in the course system can be asked at [email protected]

NIKO "English" grade 5

1 a. was b. were c. are d. is

2 a. writing b. write c. written d. wrote

3 a. take b. took c. taken d. taking

4 a. he b. his c. him d. himself

5 a. better b. best c. good d. more good

6 a. do b. did c. am doing d. will do

For teacher

Listening texts:

1 Sam and Tom are friends. They like playing football and volleyball. They've got a new ball.

2 Look here! This little boy is my younger brother. He is playing with his toy car. It is his favorite toy.

3 This is Peter. He is doing his homework. He will do the exercise and then he will eat his apple.

4 This is a lesson of mathematics. Nick is doing sums at the blackboard. He is good at mathematics.

5 Look at this boy. Jack is happy. He's got a five for the English test. He is good at English.

Exercise 1

Assignment 4

Assignment 5

Assignment 6

Grading system for individual assignments and work as a whole.

In task 1 on listening, the participant receives 1 point for each correct correspondence. Tasks 2 and 3 are assessed by specially trained experts, taking into account the correctness and completeness of the answer in accordance with the criteria. To increase the objectivity of assessing the pronunciation skills in the oral responses of the study participants, the expert uses an automated system for counting gross and non-gross pronunciation errors. The maximum for the successful completion of the task is 2 - 2 points. The maximum for the successful completion of the task is 3 - 8 points. In task 4 (reading with understanding of the main content of the text), task 5 (using grammatical forms in a coherent text) and task 6 (using lexical units in a coherent text), the participant receives 1 point for each correctly chosen answer. The maximum initial point for the correct execution of all work is 30 points. For the performance of diagnostic work, students receive grades on a five-point scale.

Conversion table of points into marks on a five-point scale

Attention! Information about VLOOKUP 2017-2018.

As you know, from 2020 it is planned to introduce a compulsory USE and SIA in a foreign language. Today's 5th grade students who are going to take this exam in their final grades will be tested on their English knowledge in the upcoming October 25 and 26, 2016 year of the All-Russian verification work. Only one has been published so far demo version... VLOOKUP # 1 in English tests listening comprehension of English. We offer a transcript of the audio recording of this assignment.

Exercise 1

There are 5 photos in front of you on the screen. Consider them carefully. You will hear 5 short texts, numbered from 1 to 5. For each text in the table, select a photo. To do this, select from the drop-down list the letter that denotes the desired photo. Only one photo is suitable for each text. The texts will be performed 2 times. Check yourself when re-listening. You have 45 seconds to familiarize yourself with photographs.

VPR-2016-English-5-grade

Text 1

Sam and Tom are friends. They like playing football and volleyball. They've got a new ball.

Text 2

Look here. This little boy is my younger brother. He is playing with his toy car. It is his favorite toy.

Text 3

This is Peter. He is doing his homework. He will do the exercise and then he will eat his apple.

Text 4

This is a lesson of mathematics. Nick is doing sums at the blackboard. He is good at mathematics.

Description of the presentation for individual slides:

1 slide

Slide Description:

MOU "Mugunskaya secondary school" Analysis of the results of the National Research on the Quality of Basic General Education in grades 5 and 8 on the subject "English"

2 slide

Slide Description:

Purpose of the study. Assistance in the implementation of the Federal State Educational Standard in terms of the transition of all educational organizations of the Russian Federation to the compulsory USE in a foreign language.

3 slide

Slide Description:

Research objectives. development of a concept for the study of the quality of education in foreign languages ​​in grades 5 and 8; the formation of organizational and information resources for the study of the quality of education in foreign languages ​​in grades 5 and 8; development of tools for researching the quality of education in foreign languages ​​in grades 5 and 8; advising specialists involved in organizing research on the quality of education in foreign languages ​​in grades 5 and 8; providing the participants with the necessary materials for the study of the quality of education in foreign languages ​​in grades 5 and 8; carrying out diagnostic work in foreign languages; conducting a questionnaire in the framework of the study of the quality of education in foreign languages ​​in grades 5 and 8; processing the results of the study of the quality of education in foreign languages ​​in grades 5 and 8; analysis of the results of the study of the quality of education in foreign languages ​​in grades 5 and 8.

4 slide

Slide Description:

Results of the study of 5th grade students at the Mugunskaya Secondary School 12 students of the 5th grade took part in the study of the English language. Since the study was carried out at the beginning of the school year, the requirements of the Federal State Educational Standard of primary school were taken as the basis for the codifier of the skills and abilities being tested.

5 slide

Slide Description:

The content of KIM: Diagnostic work of NIKO in English, grade 5 contained 6 tasks. No. of task Skills and skills to be tested Max-yybol for tasks Average% of completion 1 Listening with understanding of the main content of the listened text. 5 58 2 Meaningful reading of the text aloud 2 0 3 Speaking: a monologue statement based on the plan and visual information 8 17 4 Reading with understanding of the main content of the read text 5 42 5 Skills of operating linguistic means in a communicatively meaningful context: grammatical forms 6 0 6 Skills of operating linguistic means in communicative - meaningful context: lexical units. 4 8

6 slide

Slide Description:

Part 1 - Listening In the tasks of this part, the ability to perceive by ear the main content of the simplest sounding texts and correlate it with the corresponding image (photograph) was tested. All texts corresponded to the subject content of the elementary school curriculum and were based on active vocabulary studied at the initial stage of teaching a foreign language.

7 slide

Slide Description:

8 slide

Slide Description:

Listening texts (Sounds 2 times) Text 1. It is summer. Anna is riding on a horse with her father. They want to get to the forest. The horse is running fast. Text 2. The tiger is walking in the forest. It's winter. There is a lot of snow. The tiger is beautiful. Text 3. Lucy and her family are sitting on the sofa. They are smiling. Their dog is very nice. Lucy loves her dog. Text 4. It is very hot today. The tiger is sleeping on the grass. The tiger is big. It looks very nice. Text 5. Look at the baby with a kitten. This is Mary. She is playing with her kitten. Mary is smiling. She wants to touch the kitten.

9 slide

Slide Description:

Difficulties: In general, the students of the 5th grade of the Mugun secondary school coped with this task, 7 students scored a MAX point. The analysis of the results of the tasks of this part showed that: students have formed the ability to understand the main content of short texts based on the studied lexical and grammatical material; however, for weak learners, understanding is not based on a holistic perception of the text, but on separate familiar words snatched from the text, which often leads to a negative result;

10 slide

Slide Description:

Recommendations - analyze instructions for tasks and ask children to explain what needs to be done in each specific task; - to disassemble the tasks themselves and the difficulties that may arise in connection with their implementation; - at each lesson, listen to the texts, while giving different types of tasks for understanding the main content of the texts with and without pictures; - to acquaint students with different strategies and techniques for extracting basic and requested (necessary) information in a sounding text; - show different types of supports for understanding the content of the text, primarily keywords, numbers and grammatical constructions, and teach them to highlight them when listening to longer texts with written fixation in the form of words or signs; - to teach children to listen to texts in the lesson and at home no more than 2 times; - ask the children, after completing the assignment, to comment on the difficulties they encountered, and after another listening, correct their answers and explain why

11 slide

Slide Description:

Part 2 - Reading the text out loud In the tasks of this line, the skills of meaningful reading aloud of a small simple text were tested. The maximum score for this assignment is 2. The assignment was assessed by experts according to the following criteria. 2 points Speech is perceived easily: there are no unreasonable pauses; phrasal stress and intonation contours with practically no violations of the norm; no more than five phonetic errors are allowed in the pronunciation of words, including one or two errors that distort the meaning (gross errors) 1 point Speech is perceived quite easily, but there are unreasonable pauses; phrasal stress and intonation contours practically without violations of the norm; no more than seven phonetic errors are allowed in the pronunciation of words, including four errors that distort the meaning (gross errors) 0 points Speech is perceived with difficulty due to a significant number of unnatural pauses, hesitations, incorrect placement of stress AND / OR more than seven are allowed in the pronunciation of words phonetic errors, OR more than four phonetic errors have been made that distort the meaning (gross errors)

12 slide

Slide Description:

13 slide

Slide Description:

Difficulties The tasks of this part of the fifth-graders of the Mugunskaya secondary school gave a low percentage of completion - 0%. The vast majority of students could not correctly read the names of school subjects. Problems arose when reading the names of the months, many students misread the endings -ed in the words ‘cooked’, ’packed’. Typical mistakes include skipping whole words while reading, as well as skipping a line, which, on the one hand, can be explained by inattention or excitement, and on the other hand, it shows the lack of formation of reading skills.

14 slide

Slide Description:

Recommendations Use not only an imitative approach (reading behind the speaker, together with the speaker, after the speaker), but also a consciously imitative approach (understanding and assigning reading rules); To practice pronunciation of sounds, take oppositions of phonemes, for example, [θ– ð]; To practice sounds, use rhymes, songs, poems; To work out the fusion of speech and the correct division into syntagmas (semantic groups) when reading, use the "phonetic ladder / snowball" technique; To facilitate the perception of intonation, use hand movements that show a descending or ascending tone in the design of communicative types of sentences.

15 slide

Slide Description:

Part 3 - speaking (monologue statement - photo description) In the tasks of this part, the skills of spontaneous speaking were tested - the elementary skills of monologue speech. The trainees were asked, on the basis of a plan, to describe one photograph of their choice out of three offered. All photographs, in their subject matter, corresponded to the subject content of the speech of the elementary school and made it possible to create a detailed statement.

16 slide

Slide Description:

17 slide

Slide Description:

Difficulties At this stage of education, schoolchildren often find it difficult to start a monologue, so they were also given the first technical phrase: “I've chosen picture №…” (“I chose picture № ...”) - and the first words of the actual description: “This is ... ”Max point for completing this task - 8. Students of the 5th grade of the Mugun secondary school gave a low percentage of completion - 17%: 2 students scored a max point, 2 students did not start the task, 2 students scored - 1 point, 6 students scored - 0 points.

18 slide

Slide Description:

Analysis of the results of the tasks in this part revealed the inability of the participants to describe pictures and create a holistic monologue statement. Students found it difficult to select words (although such pictures were selected that needed active vocabulary to describe), made a large number of lexical, grammatical and phonetic errors. Sometimes the children simply did not understand what they had to do. So some children just read the assignment, some described three, not one picture, some used the points of the plan as questions (while not observing the grammatical rules) and tried to answer them.

19 slide

Slide Description:

Recommendations -In the classroom, pay more attention to the unprepared spontaneous speech of students based on photography; -The teacher himself speaks more in a lesson in a foreign language than in Russian, and involve students in communication: -Pupils should speak most of the lesson, while it is necessary to ensure that the study time is fairly divided between strong, weak and average students; -Disassemble instructions for tasks and ask children to explain what they need to do; -Disassemble the tasks themselves and the difficulties that may arise in connection with their implementation; -To teach to work according to the plan, clearly observing all the proposed points in the correct order, which helps to build a logical and clear statement; -To teach to describe only what is shown in the picture, not to invent or add anything superfluous; -To teach the use of the simplest means of communication such as and, but, or for logical transitions in a monologue; -Give assignments not only for reproduction (memorizing monologues, dialogues), but also for products, composing monologues / dialogues to various supports: by analogy with a sample, keywords, plan, speech situation, picture, problematic issues, the first phrase, etc. etc .; -Make the control of speaking skills regular, use its different types and forms; - Record the prepared and unprepared speech of fifth graders on digital media and discuss the positive and negative aspects of their monologic and dialogical statements, while creating a benevolent, trusting atmosphere conducive to understanding the importance of such discussions.

20 slide

Slide Description:

Part 4 - reading with an understanding of the main content In the tasks of this part, the ability to understand the main content of the text, built mainly on familiar lexical material, was tested. Students were asked to read five texts silently and relate them to topics. Two types of tasks were used: one - without a distractor (five texts and five topics); the other with a distractor (five texts and six topics). For completing this task

21 slide

Slide Description:

22 slide

Slide Description:

23 slide

Slide Description:

Difficulties Overall, reading comprehension assignments performed better than reading aloud and speaking assignments. It can be assumed that a significant part of students have formed basic reading skills with an understanding of the main content. Max point for completing this task - 5. Students of the 5th grade of the Mugun secondary school scored - 42%: 5 students scored a max point, 4 students scored 3 points, 2 students scored - 2 points, 1 student scored - 0 points.

24 slide

Slide Description:

No descriptor. Based on the content of the texts, we can assume that students may have difficulty choosing a topic for texts A and D, since the topics "Hobby" and "Sports" are close. This error does occur, but is not typical. A much larger number of participants defined the topic of the text A as “Party” (“Holiday”, “Party”), although the text refers to the passion for horse riding. Topic 4 “Party” is unambiguously related to text E about birthday celebrations. With a descriptor. Specifically for the task with the descriptor, the last text was the most difficult. The correct answer is “Meals”. Fifth graders mistakenly named his topic as “Family”, “Drinks”, “Kitchen”. Of the proposed texts, only for the first and last students uniquely identified their topics (“A living room”, “A classroom”), although the topic of all the texts presented in the assignment is basic for primary school.

25 slide

Slide Description:

Recommendations As a recommendation, it is important to note the following. Reading skills with different depths of penetration into the content of the text are the basis for the development of other speech skills, as well as for the cognitive development of students. Confident proficiency in reading skills is an important condition for the further successful mastering of a foreign language course, therefore, in primary school lessons, it is recommended to pay great attention to completing tasks to understand the general content of the text. It is recommended to systematically complete tasks to determine the main topic of the text or to choose a suitable topic from the proposed list, to come up with headings for texts and draw up a plan for the text to be read. In addition, it seems that in school teaching, the translation of the text into Russian is still often used as a way to test its understanding. This is in contradiction with modern approaches that focus on continuous comprehension, especially when it comes to reading with an understanding of the main content. In school practice, you should use various ways to control reading comprehension, without relying on translation.

26 slide

Slide Description:

Part 5 - grammatical skills In the tasks of this line, the skills of using grammatical forms in a communicatively meaningful context were tested. Students were offered a coherent text with gaps, which had to be filled in with the desired grammatical form from the drop-down list. Thematically, the texts corresponded to the subject content of the primary school speech.

Training exercises

for NIKO in English

Grade 5

Compiled by an English teacher

MBOU "Uvelskaya secondary school No. 1"

Kosovskaya Yu.N.

2016-2017 academic year

Exercise 1.

There are 5 photos in front of you on the screen. Consider them carefully. You

hear 5 short texts, indicated by numbers from 1 to 5. For

of each text, indicate in the table the photo about which in it

it says. Only one photo is suitable for each text. Texts

will sound 2 times. Check yourself when re-listening. You

have 45 seconds to view the photos.

A B

C

D E

Task 2. Read the text out loud. You have 1 minute to get ready.

One day a boy found a brown bear-cub in the forest. He was very little and looked like a puppy. The boy carried him home. Every day the boy went to school. The bear-cub went with him and waited for the boy in the field. At first the other boys were afraid of the bear-cub, but soon they became great friends. Many of them brought food to school and gave the bear-cub some bread and butter.

Task 3. Select a photo and describe the person on it (5-6 phrases). Have

You have one and a half minutes to get ready. An answer plan will help you :

who is in the photo

how old he / she is

what he / she looks like

what he / she is wearing

Start with:I’ve chosen picture No.…. This is …

Task 4.

Read the text and define what it is about.

Texts

The text is about ...

After each term we have holidays. It's fun to have holidays. You can do whatever you like, you don’t have to get up early and do your homework.

My house.

My family likes traveling. Father travels a lot for his work. He always brings nice souvenirs from different country.

Big cats.

This is my house. I live in Russia, so it's typical Russian house. It has got two floors - the ground floor and the first floor.

Souvenirs.

The lion is the loudest of all big cats. You can hear a lion roar from about 8 kilometers away. Lions live in families called prides.

A school teacher.

I get up very early, usually at 6 o'clock. I give 4 or 5 English classes a day. After work I go home to have a rest and prepare my lesson plans.

My holidays

Task 5. Read the text and select for each pass

the correct answer out of the four proposed.

First of all, I must tell you about myself. IA____thirteen and I am in the third class at a Grammar school in Manchester

What a terrible day! I woke up late andB_____have time to eat my breakfast. I couldn’t findC_____books or my school cap. At last I found my books in the bathroom; and at last, I found my cap - my dog ​​was playing with it! I was nearly late for school.

The first lesson on Monday morning is Maths. What a terrible way to start the week! Mr Green, the Maths teacher, took our homework. He saw that my exercise - book was dirty. He was very angry and gaveD____a bad mark for it.

Then he gave us some tasks to do. I sat next to Jane, whoE____fat and not very pleasant - but very good at Maths. I asked her to tell me the answers, but she didn`t want.

The next lesson was French. I like French. It's nice to be able to talk to somebody in another language.

At last, it was eleven o'clock: time for break. Nell gave me a piece of cake to eat with my milk. She also gave meF____Latin homework to copy. I think she likes me and she’s a nice girl.

After break, we had two lessons of Latin! They are bad: I hate Latin!

Mr Williams punished me for talking to Nell.

A

are

were

B

didn’t

don’t

not

C

him

D

mine

E

are

was

were

F

she

her

Task 6. Read the dialogue and fill in the blanks with words from the list

on right. Two words in the column are superfluous.

- Hi!

- .....................!

- ……… ’s your name?

- …… Vicky.

My …… ..’s Alex. Goodbye!

Bye!

Hello!

I'm

Who

She's

Name

What

Attachment 1

Texts for the task 1.

TEXT 1 ThisisTom. He is playing football with his father. He likes playing football very much. (E)

TEXT 2 This boy is at school now. He is writing. He is a very good student! (A)

TEXT 3 These pupils are doing Geography. They are looking for a country. They are good at Geography (D)

TEXT 4 Look at Cindy! She is reading a book. She likes reading. (B)

TEXT 5 It's time for lunch! Pupils have sausages and pasta for lunch. They also have some oranges and some tea. (FROM)

application 2

Memo to prepare for the task number 3