Diagnosing the Formation of Metasubject Competences among Fifth-graders

Abstract

The article presents the results of the survey of 1287 students from 40 schools in the Central Administrative District (648 boys and 639 girls) and 88 students of gymnasium № 1567 in the West Administrative District of Moscow (46 boys, 42 girls) by the method of "Permutations" (author A.Z. Zak). This technique, based on a material spatially-combinatorial problems of non-academic content, comprises tasks aimed at determining the level of the formation of metasubject competences associated with the implementation of cognitive reflection (task 1), searching for ways of solving problems of exploratory nature (task 2), planning the achievement of the desired result (task 3). The data obtained show a statistically significant difference in the formation of the considered competences between the distributed general populations of schools in the CAD and the gymnasium (p < 0,001) and gender differences among students of CAD schools in the ways of solving problems of exploratory nature (p < 0,05), as well as the absence of gender differences among students of the gymnasium in all competences. The reliability of the method scales and their differential validity, which is understood here as the ability to identify differences in the socio-demographic factors "student category" and "gender", is statistically proven. For the first time the results reflect quantitative and qualitative characteristics of the formation of cognitive and regulatory metasubject competences of fifth-graders in solving spatially-combinatorial problems of non-academic content, and experimentally confirm the possibility of using the method of "Permutations" in general practice of national education for the assessment of the abovementioned metasubject competences.