QUESTIONNAIRE FOR THE APPLICANT FOR THE VACANCY "Seller-cashier"

ATTENTION!!! PLEASE FILL OUT THIS FORM AS FULLY HONEST. IF YOU FILL OUT IT DIFFERENTLY AS IT REALLY IS, IT WILL ALWAYS BE FOUND IN THE PROCESS OF WORK AND YOU WON'T STAY LONG WITH US, THEREFORE, PLEASE FILL OUT THE FORM HONESTLY!

FULL NAME_____________________________________________________________________________________

RETURN _________________________________________________________________________________

CONTACT TELEPHONE ________________________________________________________________________

EMAILS __________________________________________________________________________________

EDUCATION ___________________________________________________________________________

PREVIOUS WORKPLACES ____________________________________________________________

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WHAT QUALITIES DO YOU CONSIDER THE MOST VALUABLE IN YOURSELF _________________________________

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WHAT YOU HAVE BECOME DOING YOU ARE PROUD OF (YOUR PERSONAL ACHIEVEMENTS) ___

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SALARY AT PREVIOUS PLACES OF WORK ______________________________________________

How much do you want to earn?_____________________________________________________

How much do you want to earn in 6 months? ___________________________________________

How much do you think you can start working with? __________________________________

DESCRIBE CRITERIA FOR A GOOD WORK FOR YOU ___________________________________________

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HAVE YOU HAVE EXPERIENCE IN SALES? ________________________________________________

If yes, please answer the following questions:

How long have you been in sales by time (1-2-3 years)? ______________________________

What were you selling? _________________________________________________________________

Was it cold calling active sales in the store, sales at a meeting, sales by phone to regular customers _______________________________________________________________

Did you find clients yourself or take incoming calls? ____________________________

How did you find clients yourself? ___________________________________________

What was the cost of the product you were selling? _________________________________

DO YOU DO ANY SPORTS, WIN COMPETITIONS (this also includes dancing) __________________________________________________________________________________

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THANK YOU SO MUCH FOR COMPLETING THE QUESTIONNAIRE!

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5-point system vs. 10-point system: which is better?

The knowledge assessment system is an integral element educational process. In fact, this is the basic criterion for determining the level of assimilation of educational material. Most Russian parents are accustomed to and understand the 5-point system, because we remember it from our childhood. Abroad, new systems are relevant - 10-, 12- and even 100-point. This trend has not bypassed domestic education either: some schools, in addition to the usual 5-point scale, have introduced an assessment system on a scale of 10 points.

Which system is better? What to look for when choosing between the old and the new format of knowledge assessment? And how do children react to evaluation of their progress in general? Let's talk about it below.

Evaluation as a factor influencing the formation of personality

With early childhood we are going through a process of socialization, that is, integration into the existing society. The role of connecting links between the individual and society is performed by the so-called agents of socialization: first it is their own family, and then a kindergarten, school, university, work team. But if the family, as a rule, loves us for who we are, then the location of other agents still needs to be earned. Moreover, these agents are constantly evaluating us.

AT kindergarten the educator evaluates the behavior and success of the child: how he spends time, how he contacts other children and staff, how easy it is for him to play collective games, tasks and exercises. This is how children get used to evaluation - they begin to understand that their behavior is constantly compared with some reference values ​​("rather smart", "not too obedient", "very sociable"). Then they are evaluated at school, but here the emphasis is already on the level of assimilation of knowledge from curriculum- the student receives low or high marks. This experience is extrapolated to all further social life. At the university, a former student becomes an excellent student, a loser or an average student, and at work, respectively, a good, bad or mediocre employee.

The pubertal period of development falls precisely on the school years, so the assessment system at school has a special influence on the development of the child. Today, the situation in schools is ambiguous: some educational institutions use the traditional Russian 5-point system, others are gradually moving to a 10-point system, and some even use them in parallel. For example, in elementary grades, students are given grades from 1 to 5, and in middle and senior grades, from 1 to 10.

5-point system: pros and cons

As planned, the scale from 1 to 5 shows how the student has mastered the educational material. At the same time, each quantitative assessment corresponds to a certain semantic characteristic.

Pros:

• the system is traditional and familiar, and therefore understandable to both students and parents;
• good grades (in particular, fives) significantly increase the student's self-esteem.

Minuses:

• assessment criteria do not make it possible to accurately and objectively assess the knowledge of the student (hence the widespread use of non-existent in principle grades like “4+”, “3-”, etc.);
• the system does not objectively determine the student's educational progress (even if the student has allowed less mistakes than last time, or answered correctly, but made a mistake on the letter, his score will not change);
• bad marks negatively affect the student's self-esteem and can cause serious psychological trauma;
• very often the assessment is determined not by the academic success and real achievements of the child, but by the behavior and subjective attitude of the teacher.

10-point system: pros and cons

The main difference of this system is a deeper classification and detailing of the student's educational achievements. In addition to the level of assimilation of the material, such a scale also shows quality characteristics learning activities.

The system was called a 10-point system, although in fact it contains 11 marks - from 0 to 10. The mark "0" is provided for those cases when the student simply refuses to answer a question or complete a task. But at the same time, the assessment cannot characterize the level of assimilation of the material, which is why it was not displayed in the name of the scale.

Pros:

• extended gradation allows you to more clearly and objectively determine the current level of knowledge;
• the scale allows you to analyze the mental abilities of the student, assess the involvement in the educational process and detect it weak spots;
• the system is psychologically comfortable - scores from 5 points are already positive;
• the gap between excellent students and poor students, which is uncomfortable for students, is reduced: all students who receive from 7 to 10 points are successful by definition.

Minuses:

• the system does not solve the traditional problems of school education: the psychological trauma of poor students, the subjective attitude of teachers, etc.;
• parents get confused in new scores and do not always understand what this or that score indicates.

Both systems cannot be called ideal, but it is obvious that the 10-point scale is still more comfortable for students and makes the process of assessing knowledge at least a little, but more adequate. Therefore, if there is a choice, it is better to send the child to a school where grades are given from 1 to 10. It is optimal if the child gets used to such a system already from the first grade and studies according to it until graduation. A sharp transition from one scale to another, which is sometimes practiced in domestic schools, brings children only additional discomfort.

An interesting fact: the Finnish school system, which is considered the best in the whole world, has abandoned grades altogether. According to employees of the Finnish Ministry of Education, children study in order to receive and use knowledge, and not for the sake of good grades. The innovative approach has already proved its effectiveness: Finnish graduates are breaking all records of success, and their parents are calm about the psychological health of their children.

I studied the official documents and is ready to explain what each mark is for.

First level (low): 1-2 points

Recognizing, recognizing and distinguishing concepts are requirements for the lowest marks.Yes, yes, no zero knowledge.

Second level (satisfactory): 3-4 points

Marks 3 and 4 are given to students who present the educational material from memory, that is, a memorized theory is enough for satisfactory scores.

Third level (intermediate): 5-6 points

To get 5 or 6 points, the educational material must not only be reproduced, but understood. Plus, be able to describe and analyze actions with objects of study.

Fourth level (sufficient): 7-8 points

A student who claims a sufficient level of marks easily applies knowledge in practice and gives his own examples, similar to those given in the textbook. On the basis of a generalized algorithm, it also solves new learning problems. Another requirement is the ability to understand the essence of the objects being studied and perform actions with clearly defined rules.

Fifth level (high): 9-10 points

Applicants for "9" and "10" apply knowledge in unfamiliar, non-standard situations. And to solve qualitatively new problems. They independently describe, explain and transform the objects of study.

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Total found: 23

Hello! Which is correct - a ten-point storm or a ten-point storm?

Correctly: ten point storm.

What is the correct spelling: high-grade, five-point or with LL?

The answer of the reference service of the Russian language

These words are written with two l: high point, five-point.

Good afternoon! Can you tell me, please, what is the correct supplier score or supplier score? Thanks

The answer of the reference service of the Russian language

The score is called score.

Tell me, please, why do they write "point-rating system" with one "l"? How to write correctly? Logically: score but ... Thank you!

The answer of the reference service of the Russian language

Ball ny - from score(assessment, unit of measure); ballroom - from ball(dance night). Correctly: score-rating.

Hello. Please answer, is the following spelling of the word correct: two hundred points? Is it generally correct to use it in phrases like “evaluate on a two-hundred-point scale,” or, perhaps, it is preferable to use such a spelling - 200-point, which is exactly what is found in the texts?

The answer of the reference service of the Russian language

Both spellings are correct: 200-point and 200-point. The choice of option depends on the style of the text.

Which is correct - "point-rating system", or "point-rating system"?

The answer of the reference service of the Russian language

Good afternoon! Please help me to understand the following question. If the state of the path is evaluated by points, then what is the correct way to say and write: "The path of zero points" or "The path with zero points"?
Thanks

The answer of the reference service of the Russian language

Both options are possible.

how to write correctly: score-rating or score-rating

The answer of the reference service of the Russian language

Hello!
Please tell me how to write correctly: "stobal niki" or "stobalniki"?

The answer of the reference service of the Russian language

Right: 100 nick(from noun. score).

Hello! How to write correctly: score-rating or score-rating? Thanks in advance for your reply!

The answer of the reference service of the Russian language

Correctly: score but...(from the word score).

Good afternoon, tell me, please, if I wrote correctly:
Point system of assessment.

The answer of the reference service of the Russian language

Correctly. Spelling can be checked in the "Word Check" by typing ball * ny.

As you know, the ultimate goal of the functioning of any pedagogical system is the effective side of learning, and the assessment of the level of learning, as a problem and need, practice has one invariable goal - to establish the level of assimilation of knowledge at all stages of learning, as well as to measure the effectiveness educational process and achievement. It is quite natural that the learning process is more effective when learning is identified with the development of cognitive interest, when the process of cognition is activated under its influence, creative activity increases, and interest in research activities is observed. It is quite reasonable to assume that more efficient methods cognitive activity than more precisely a tool assessment, the higher the need for learning and, as a result, the higher academic performance.

The knowledge assessment system is a system for assessing the quality of mastering educational programs by students, the most important element of the educational process.

Currently, there are many scales for assessing knowledge in use around the world. In some scales, it is customary to use digital designations of ranks, and fractional estimates are allowed, other scales (for example, in) traditionally deal with letters. The American scale also has a numerical interpretation, in which the highest marks A and A + correspond to a score of 5.

In the history of Russian education, initially, as in Europe, there was a three-digit grading system. In the list of students of the Kyiv Theological Academy (1737), the highest category denotes very good successes: "the teachings are fair, reliable, kind, honest, good, laudable." The middle rank denotes the successes of the “mediocre, mediocre, not bad teaching”. The lowest category characterizes successes below the average: "teachings of the weak, vile, wicked, hopeless, lazy."

Gradually, the verbal assessment became monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was set opposite to the German one.

The tradition of designating the diligence and successes of students with numbers was established in Russia back in early XIX century. Then in the gymnasiums the numbers from 0 to 5 were used. Zero showed that the student did not fulfill his duties at all; if he received two zeros in a row, then he was subjected to corporal punishment (until 1864). One and two were given when the student prepared the lesson unsatisfactorily; a three was given for mediocre diligence; four - when the student performed his duties well; five he received only for excellent knowledge of the lesson. The teacher was obliged to put points in the class, characterizing only the knowledge of the lesson given at home, and had no right to take into account the attention or absent-mindedness of the students during the lesson, as well as the temporary or permanent diligence of the student, his age and abilities.

AT different time in Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, a 5-point one took root, which was officially established by the Ministry of Public Education in 1937: "1" - weak successes; "2" - mediocre; "3" - sufficient; "4" - good; "5" - excellent. During the 20th century, the "1" rating gradually fell into disuse, as a result, the 5-point system was transformed into the modern 4-point system. AT last years in Russia, some educational institutions are returning a 5-point system (“1” - a point for outstanding work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space.

Since January 11, 1944, a digital five-point system for assessing student performance has been introduced in Russian schools in accordance with the Decree of the Council of People's Commissars of the RSFSR No. 18 of January 10, 1944 and the Order of the People's Commissar of Education of the RSFSR No. 24 of January 10, 1944.

In accordance with the instructions of the Department of Primary and Secondary Schools of the People's Commissariat for Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, the following criteria for assessing students were established:

Description

5

A score of "5" is given when the student exhaustively knows all the program material, understands it perfectly and has firmly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks, he is able to independently use the acquired knowledge. In oral answers and written works, he uses literary correct language and does not make mistakes.

4

A score of "4" is given when the student knows all the material required by the program, understands it well and has firmly mastered it. Answers questions (within the program) without difficulty. Able to apply the acquired knowledge in practical tasks. In oral responses uses literary language and does not make blunders. Allows only minor errors in written work.

3

A score of "3" is given when the student discovers knowledge of the main program educational material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers, he makes mistakes in the presentation of the material and in the construction of speech. Makes mistakes in writing.

2

A score of "2" is given in the case when the student reveals ignorance of a large part of the program material, answers, as a rule, only to the leading questions of the teacher uncertainly. In written work, he makes frequent and gross errors.

1

A score of "1" is given in the case when the student reveals complete ignorance of the educational material being passed.

According to the Instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, when determining the quarter and final (at the end school year) estimates are not allowed to be derived as arithmetic averages. These final grades must correspond to the level of knowledge of the student at the time of his certification.

In certificates and certificates, marks of progress are indicated by numerical points and in brackets by the name: 5 (excellent); 4 (good); 3 (satisfactory).

In universities and colleges of Russia, knowledge assessments are established by Order State Committee USSR on public education dated June 22, 1990 No. 432 "On approval of the Regulations on the forms of control of educational work of students in daytime and evening departments of secondary specialized educational institutions." According to this normative document knowledge, skills and abilities of students in all forms of control of educational work, including educational and technological practices, are evaluated in points: 5 (excellent); 4 (good); 3 (satisfactory); 2 (unsatisfactory). Laboratory works, practical classes and pre-diploma practice are evaluated: "passed", "failed". Educational establishments cultures and arts may use other student assessment systems agreed with the higher authority.

When developing a new assessment system, five levels of learning activities (or degrees of mastery of new material) were identified:
The first level is actions for recognition, recognition of concepts (object), distinction and establishment of similarity.

The second level - actions to reproduce educational material (object of study) at the level of memory, that is, unconscious reproduction.

The third level - actions to reproduce the educational material (object of study) at the level of understanding (conscious reproduction), description and analysis of the action with the object of study.

The fourth level - actions to apply knowledge in a familiar situation according to the model, perform actions with clearly defined rules, apply knowledge based on a generalized algorithm to solve a new learning task

The fifth level is the application of knowledge (skills) in an unfamiliar situation to solve a new range of problems, creative transfer of knowledge (independent use of previously acquired knowledge in a new situation, to solve a problem; vision of the problem and ways to solve it, etc.).

The indicated criteria and signs are conditionally structured into three groups:

subject-content (completeness, generalization, consistency, correctness, meaningfulness of knowledge, etc.)

content-activity (strength, effectiveness of knowledge, mental operations, special subject, intellectual, general educational and other non-subject skills);

individual, personal (activity, independence, self-esteem, criticality, motivation for learning and other personality traits that characterize the motivational, emotional, volitional spheres, the sphere of self-regulation, etc.).

The degree of completeness of their manifestation according to the levels of educational activity is a generalized criteria for the educational achievements of students in the form of levels. The expansion of the evaluation scale from 5 to 10 points allows each level to adequately establish a certain range of marks or points, which are characterized by integral indicators.

Integral 10-point scale for assessing the educational achievements of students:

0 No response or no response

1. Low (receptive)

1 Recognition of the object of study, recognition of certain well-known terms and facts; manifestation of the desire to overcome educational difficulties; manifestation of situational interest in the doctrine and subject

2 Recognition of the object of study, distinction between definitions, structural elements of knowledge, manifestation of volitional efforts and motivation for learning

2. Satisfactory (receptive-productive)

3 Incomplete reproduction of program educational material at the memory level; the presence of significant, but eliminated with the help of a teacher, errors; difficulty in applying special, general educational and intellectual skills; the desire to overcome difficulties; situational manifestation of responsibility, self-criticism.

4 Mastering educational material at the reproductive level and its incomplete reproduction; the presence of correctable errors with additional (leading) questions; difficulties in applying certain special, general educational and intellectual skills or individual skills; manifestation of strong-willed efforts, interest in learning, adequate self-esteem, independence, meaningfulness of actions, etc.

3. Medium (reproductive-productive)

5 Conscious reproduction of program educational material, including varying degrees of complexity, with minor errors; difficulties in applying certain special, general educational and intellectual skills and abilities; interest in learning and achieving results.

6 Complete reproduction of program material with minor errors; application of knowledge in a familiar situation according to the model; the use of special, general educational and intellectual skills with little help from a teacher; perseverance and desire to overcome difficulties; situational manifestation of the desire for creativity.

4. Sufficient (productive)

7 Software proficiency educational material including varying degrees of complexity, operating it in a familiar situation; the presence of single minor errors in the actions; independent application special, general educational and intellectual skills and abilities; manifestation of aspirations for creative transfer of knowledge, organization, self-criticism, reflection, etc.

8 Possession of program educational material and operating it in familiar and unfamiliar situations; the presence of single minor errors in actions that are independently corrected by the student; the presence of a certain experience of creative activity; manifestation of conscientiousness, responsibility, self-esteem, reflection, etc.

5. High (productive creative)

9 Free operation of program educational material of varying degrees of complexity in an unfamiliar situation; performance of tasks of a creative nature; high level of independence and erudition.

10 Free operation of program educational material of varying degrees of complexity using information from other training courses and disciplines; the ability to consciously and quickly transform the acquired knowledge to solve problems in non-standard situations; manifestation of purposefulness, responsibility, cognitive activity, creative attitude to learning.