Advantages and disadvantages
teacher assessment systems
educational activities of junior schoolchildren
What are the pros and cons of the existing system for assessing student achievement? First, let me explain to myself the concept of assessment and marking. An assessment is an opinion about value; it is a comparison of the result with a standard. A grade is the recorded result of the assessment process.
The basis for the need for grades in school.
"Behind"
The student wants to get a grade - this is an incentive.
The mark plays the role of control.
Parents can track their children's learning progress.
The mark is a means of communication between school and family.
The competitive aspect.
A means of encouragement.
"Against"
Studying for a grade.
Only the teacher, who can be subjective, has the right to give a mark.
A mark is a means of punishment.
The mark has power over the student.
“2” carries negative emotions, fear, uncertainty.
“5” causes envy and rivalry.
Success in learning determines a person’s characteristics - a good student studies at “4” and “5”, and a bad student at “2” and “3”.
Conclusion: the modern traditional five-point assessment system does not provide full opportunity for the formation of evaluative independence in students. It performs the function of external control, does not imply student self-esteem, and does not fully motivate. The assessment system creates difficulties in applying an individual approach. The teacher has to maneuver between recording the child’s results according to certain standards and recording the success of this child in comparison with himself. The assessment system is not very informative. The system is often traumatic for the child. This leads to decreased interest in learning, increased anxiety and deterioration in the health of schoolchildren.
How to make assessment a working tool for developing motivation for learning activities?
Firstly, fill the points with content, introduce the student to the standards for marking, introduce the standard.
Secondly, involve the student in evaluating his own educational work.
Formation of assessment in educational activities is based on students’ analysis of their own activities: what I know, what I don’t know.
If a teacher teaches his student to understand “what I know and can do,” “what I don’t know at all, but I want to know,” “I understand this a little, but I still need to figure it out,” he will teach the child educational independence, the ability to learn.
For children, their activities in the classroom often remain incomprehensible and therefore uninteresting. The teacher’s task is to introduce the student into the lesson system, identify goals and objectives, and jointly develop assessment criteria. If the student actively participates in planning, goal setting, and evaluation, then such a lesson becomes meaningful for him.
It is important to understand that at different stages of studying a topic, different aspects can and should be assessed:
Istage (mastering the material) – diligence, attention, interest are assessed.
IIstage (consolidation, exercise) - search activity, ability to pose smart questions, immersion in a topic, effort to practice, perseverance, independence are assessed.
IIIstage - the amount of work performed, creativity, non-standard solutions, the pace of work, the desire to go beyond the proposed scope, etc.
The main function of the class journal is to state the success or failure of a student over a certain period of time, recording the content of classes, the number of hours, and student attendance.
Protective sheet – the student writes down his last name before the lesson if he is not ready for the lesson. He can be sure that he will not be asked. The teacher, collecting sheets, keeps the situation under control.
Delayed mark – an unsatisfactory mark may not be immediately put in the class journal, but rather put in an open journal by setting and recording a retake date (advanced learning - the teacher can start working long before studying the topic).
Credit of trust – when giving a controversial rating, give it a higher one.
Peer education – by teaching another, the student masters theoretical positions and the control and evaluation part of joint action.
Promotion notebook (promotion sheet) – you can clearly see the process of forming subject knowledge, the student sees his results.
Using the symbols +, -; using a point system, percentage system .
Open journal (control sheets) .
Academic Achievement Sheets .
Notebook “what I know”, “what I don’t know” .
The social portrait of the mark is interesting:
Triumphant "5"
Encouraging "4"
Indifferent "3"
Depressing "2".
The spiritual component of the mark is taking responsibility for your actions. By leaving a student with a “3”, we form in him such a trait as indifference, we allow this spiritual sore to take root in a person. The teacher’s responsibility is to organize the student’s activities in the lesson in such a way as to prevent indifference, and to share responsibility for the grade between two.
Galkina Tatyana Georgievna ,
primary school teacher
During the assessment, the employer compares the employee occupying a particular position with a specialist ideally suited for this position.
In the West, formalized assessment appeared in US companies at the beginning of the twentieth century.
In the 1960s, a new methodology appeared - management by objectives (MBO - Management by objectives) - the personal achievements of each employee were assessed.
Personnel assessment is a system that allows you to measure the results of work and the level of professional competence of employees, as well as their potential in the context of the strategic objectives of the company.
In the 1980s, a technique called Performance management (PM) was created - performance management. Not only the result is evaluated, but also the ways to achieve it. Involves extensive feedback from the employee. It can serve as a tool for predicting the further professional development of an employee and planning his career in the company.
In the 1980s - 1990s, the objectivity of the assessment increased with the advent of new technology - “360 degrees”, which involves a systematic survey of the people (manager, subordinates, colleagues and clients) with whom the employee works.
At the same time, the Assessment Center, which provides a comprehensive assessment of competencies, is beginning to gain popularity. It was mainly used in the assessment of senior managers for the purpose of appointment to these positions and for inclusion in the personnel reserve of companies.
In Russia, the traditional method of assessment is certification.
Modern valuation methods in Russia appeared recently, with the arrival of Western companies on the Russian market. The number of companies using RM, Assessment Center, including internal, “360 degrees” is growing, but not as fast as we would like. The main obstacle is the Russian mentality of continuity of Western technologies, distrust in them, as well as a craving for stability and conservatism.
Let's consider the main methods of personnel assessment used in Russian companies.
Certification
The procedure for conducting certification is set out in officially approved documents. If there are none, the organization must have a duly approved “Regulation on Certification” of company personnel. The procedure and all regulations are agreed upon and approved by the top officials of the company.
Certification is a right of the company administration, which can be exercised in relation to all or certain categories of employees. Employees who have worked for less than one year, pregnant women or those with children under three years of age, and representatives of top management may be excluded from the assessment.
Certification is carried out once, twice or three times a year. It may be regular or extraordinary by decision of the administration.
Certification evaluates qualifications, work results (evaluation sheet or on recommendation from the manager), level of knowledge and practical skills (in the form of a standard exam), business and personal qualities.
The evaluation criterion is the professional standard of specialties and positions.
An attestation commission is created from representatives of middle management, personnel service workers, and trade union members. The number is usually determined by an odd number of participants ranging from 5 to 11. The commission, in the presence of the employee, reviews all the data and makes a decision on the future fate of the employee in the organization.
The results may be grounds for dismissal of an employee in accordance with Art. 81 Labor Code of the Russian Federation. In case of disagreement with the decision of the certification commission, the employee has the right to appeal to the labor dispute commission at the enterprise or go to court. The commission must provide reasons for its decision.
It consists of the joint setting of tasks by the manager and the employee and the assessment of the results of their implementation after the reporting period (usually the end of the financial year).
The assessment affects all categories and positions of the company.
1) A list of tasks is compiled:
a) the manager sets the tasks himself and then communicates them to the employees. Then adjustments take place taking into account the employee’s suggestions;
b) the manager and employee set tasks independently of each other, and then agree on them during the interview.
2) The criteria for completing tasks are determined (coefficient, weight as a percentage of overall success for each task) in accordance with the company's strategy.
3) The success of the task is determined. The opinion of the manager is considered priority or a higher manager is involved in the decision.
4) Measures are being outlined to improve the quality of work.
Evaluates the results, methods and competencies of employees, identifies areas of development, and plans the employee’s career. All categories and positions of the company can participate. The emphasis is on feedback from the manager to the subordinate in the form of regular contacts once a year (formally) and more often (as needed, informally).
Interviews on setting tasks and a final interview (carried out jointly by the manager and subordinate) take place once a year, where the employee is provided with feedback on his work and ways to develop his success and quality of work are developed. The results of work on tasks and competencies are assessed, areas are identified and plans are drawn up for employee training and career development.
"360 degrees"
A competency-based assessment performed by people who regularly work with the employee.
It is used both for individual personnel tasks and as an addition to the main system. The employee himself can initiate this assessment method to identify his own areas of development.
Opinions about an employee are made by four parties: the manager, subordinates, colleagues and clients (above, below, next to and around) in the amount of 7 - 12 people. It is desirable that people evaluate not only positively, but also critically.
Competencies assessed:
Leadership
Teamwork
People management
Self-management
Communication skills
Vision
Organizational skills
Decision making skills
Professionalism
Initiative
Adaptability
Data from completed questionnaires and forms is collected and sent for processing to an external provider (to achieve complete confidentiality) or processed online (automatically). Only the manager can show his assessment, thus providing feedback.
The results of the assessment (usually on a five-point scale) are received by the employee and his supervisor.
Assessment Center
1) Preparatory stage:
— determination of assessment goals;
— development (updating) of a competency model. The model must be consistent with the overall company strategy and include the competencies required to perform a specific task. To develop competencies, business leaders and preferably the top person of the company must be involved. Competencies are prescribed by level.
2) Development of the Assessment Center procedure:
— development of a scenario plan (timing and logistics of the event);
— modeling and/or adaptation of exercises;
— determination of the set and sequence of assessment methods;
— training of experts, training of observers;
— familiarization of assessed participants with the Assessment Center program.
3) conducting Assessment Center:
— conducting business games, cases, group discussions in which selected competencies are demonstrated. The topic can be anything, and does not necessarily have to correspond to the content of the employee’s work. Each case provides an opportunity to evaluate several competencies in different combinations. Exercises are performed in a group or in pairs. The behavior of employees is monitored by specially trained observers - external consultants, HR department employees, representatives of business units;
— individual interviews, tests (intelligence, personality) with each participant based on the results of the game;
- overall assessment of the game participant (integration session) - summary of assessments. All observers express their opinion about the person’s behavior during business games and discuss the overall assessment of each competency;
— drawing up a report based on the results of the Assessment Center;
— providing feedback to the participants of the Assessment Center.
It is very important that consultants/observers providing feedback be extremely tactful and careful. Ambitious employees with high self-esteem are often assessed in Assessment Centers. After giving feedback, they should be left with a positive impression.
Also, coaching can be informally associated with assessment methods, which is non-core, but provides more detailed information about the employee - his potential, motivations, intentions, aspirations, strengths and weaknesses. Coaching is a powerful method that motivates and initiates employee responsibility for their activities; therefore, at all stages of an employee’s work, it can be used as an assessment method, as a development method, and as a way to motivate an employee.
Comparative characteristics of various methods, stages of implementing an assessment system in a company, as well as difficulties arising in this case.
Determining the need for personnel assessment
The company must evaluate, and the consultant can help with this by informing (the pros and cons of each valuation method), which valuation method is acceptable for the company and whether it is necessary at all, based on an analysis of the following factors:
Date of the last assessment event.
Company age.
How financially prepared the company is to implement the assessment measure.
Having a strategy and mission.
How developed is the company’s corporate culture and what are its features?
Company size.
The scope of the company’s activities, the nature of the products manufactured or services provided.
Social and psychological atmosphere in the company.
Stage of work of employees subject to evaluation and other factors.
To determine the actual need for an assessment, the consultant and the customer need to understand the reason for contacting a consulting company, because wishes for an assessment can be very different, from a real need to identify the company’s level of success to conducting an assessment as a tribute to fashion. The last wish is not a need for an assessment, and its implementation may trigger an irreversible process of disintegration of the company. Therefore, the process of determining true intentions, where a clear goal, result and specific objectives of the company are built, is the first and most important stage in conducting the actual personnel assessment.
.jpg)
Each stage of an employee’s work in the company involves the use of certain assessment methods
— - used only in combination with other methods
Can be used separately
At the end of the probationary period, assessment interviews and tests of knowledge of the subject of activity are used.
Benefits of conducting an assessment
Benefits of valuation for a company
1. Determination of work results, level of knowledge and skills of company personnel.
2. Possibility of personnel rotation and creation of a personnel reserve.
3. Creation of a targeted personnel development program.
4. Staff motivation.
5. Building a corporate culture.
6. Organizational development.
Benefits of assessment for an employee
1. Determining the place and role of each employee in the company - horizontally and vertically.
2. A clear understanding of the assigned tasks, criteria for the success of their implementation, and the dependence of wages and bonuses on labor results.
3. The opportunity to receive feedback from your immediate supervisor.
4. Guarantee that achievements will not be ignored (if the system works effectively).
5. Opportunity for professional and career growth.
Place of personnel assessment in the personnel management process
Training. Personnel assessment helps to identify the training needs of employees, as well as determine the effectiveness of the training programs used.
Personnel planning. The assessment of performance indicators allows us to determine both current and future quantitative and qualitative personnel requirements.
Personnel selection. Information on performance assessment is used to improve the methods used to attract and select personnel.
Employee development and career planning. Assessing performance indicators allows you to evaluate an employee’s potential and outline ways to perform more complex and responsible work.
Stimulation and motivation of work. Performance appraisal helps improve the effectiveness of the motivation and incentive system by providing employees with feedback, assessing their contribution to achieving the goals of the organization and department.
Formation of a personnel reserve and work with it. Assessing the work and working behavior of employees is the basis for forming a reserve and determining the effectiveness of its training.
Implementation of a personnel assessment system in the company
The implementation of an assessment system in a company occurs in several stages:
1) Making a decision to create an assessment system in the company by top management and the company’s HR department. Actions at this stage:
Determine the goals of the assessment and its impact on employee motivation (preliminarily conduct a survey of employees).
The HR function should make a presentation to senior management on the advantages and disadvantages of various appraisal methods.
Making a decision on the implementation of an assessment system in the company as a whole and on its method of implementation.
The decision to create a working group.
2) Creation of a working group, which will include representatives of middle management, HR department, legal and PR services, possibly external consultants and company employees. The group provides senior management with a detailed action plan for creating and implementing the system, and a budget, if necessary.
3) Selection of assessment methods and development of the first version of the system.
a) development of a system of corporate competencies.
b) the organizational structure of the company and linear subordination are clarified to clarify the cascade of hierarchy.
c) the assessment system correlates with the company’s business planning system and KPIs
d) the evaluation system must fit into the entire range of HR tools.
e) review and clarify job descriptions.
The result is a final decision on the assessment method, the structure of the assessment system, a set of competencies, a rating scale, options for forms and forms.
4) Finalization of the system and preparation of documents by the HR department: assessment regulations, assessment forms, instructions for the manager and employee.
5) Information support for the system within the company, training for managers (evaluators) according to the plan: explanation of the benefits of evaluation for the company and employees, a clear description of the sequence of evaluation, the structure of evaluation forms and how to fill them out, training in setting tasks and correlating them with the business plan , a story about the consequences of the result for employees and the company, training in skills for conducting evaluation interviews with employees.
6) Refinement of the system taking into account the wishes of middle managers.
7) Conducting training for staff.
8) Conducting an assessment.
9) Summing up, analyzing successes and failures.
Errors and difficulties in implementing an assessment system
Inconsistency in the method for assessing the company's maturity level.
Negative attitude of employees towards any assessment of their work.
Assessing the personal qualities of employees in isolation from job responsibilities and competencies.
The assessment system is not connected with the system of material and non-material motivation.
Managers believe that they do not have time to conduct assessments.
Employee participation in setting tasks is minimal.
Managers give bad feedback, and employees don't know how to take it.
Low or high self-esteem of employees.
Student assessment: pros and cons
One of the main slogans of modernization is improving the quality of education. It seems that this goal is to be achieved through tightening control, a kind of educational OTC.
In the modern understanding, the quality of education is the correspondence of what the school does with the needs of society and the demands of children and parents. But in our country, the state still plans the content of education and controls the quality of its acquisition. It’s also impossible without this, but the process must be two-way – state-public. The content of education proposed by specialists should be discussed with consumers of educational services, including students, parents, and employers.
In this case, the content and structure of the standards change radically, and key competencies appear in the list of requirements for the level of knowledge of graduates: mastering communication skills, working with information, information technology, etc. We need, as they now say, a “transparent” standard – open, understandable to students and parents.
The Ministry of Education and Science plans that assessment of the quality of education will be reduced to an analysis of the results of school certification and the state final certification of students. This approach is not used in most countries of the world. There, measuring the quality of education is a systematic procedure, an analysis of the entire context of education. We are also trying to take the first steps on this path by including requirements for learning conditions in the standards. However, besides this, there are many more factors that influence educational results.
For example, the average score of students at a particular school in itself does not mean anything. We do not know what kind of children study there, whether it is a metropolitan gymnasium or a rural school. The average score in a rural school may be lower, but this does not mean that it is less effective. On the contrary, rural school teachers have to make enormous efforts to achieve results that may seem modest compared to the achievements of urban lyceums and gymnasiums. Often the success of elite education is due to the selection of students, while a rural school teaches everyone.
Today, all over the world, more attention is paid not to monitoring the quality of education, but to managing the quality of education, and for this it is necessary to study the educational environment and identify factors that influence the effectiveness of education.
The main importance for effective education is not the location of the school (city school or rural), but the socio-economic status of the student’s family and the level of education of the parents. 80% of children who intend to continue their education at a university have parents with higher education. Such families, as a rule, have more educational resources - books, computers. Children are given more help in learning. Unfortunately, in modern Russia, the family has a greater influence on educational outcomes than the school,
because the school does not work purposefully with different groups of children in accordance with their abilities, interests and level of preparation. In most countries of the world, children with low results are identified in various ways, the reasons for their lag are found out, and they try to compensate for gaps in knowledge. Why do Finns, Japanese, and New Zealanders have such high results? It is in these countries that equal conditions have been created for children in receiving education. The differences in the results of different schools, unlike in Russia, are insignificant there.
Various diagnostic monitoring allows you to detect gaps in a student’s knowledge, find out the reasons for his mistakes and build the educational process so that it corrects and compensates for these problems. Assessment of the quality of education in all its forms should stimulate the development of schools, but in our case it is focused on strict control and administrative penalties.
Since Soviet times, the certification of school graduates has been carried out according to the principle: three in writing, two in the mind. Evaluation of a teacher's work has always depended on the number of failed students. Before the introduction of the Unified State Examination, based on the results of the final assessment of students, schools gave us less than 1 percent of bad marks. And suddenly, according to the Unified State Exam results, this figure jumped to 20–30%! What happened? Yes, it’s just that a more objective toolkit has started working.
But the Unified State Examination procedure is imperfect. It happens that teachers receive penalties for getting Ds and Cs on the Unified State Exam; many schools have stopped accepting weak students into the 10th grade because they are afraid that they will not pass the Unified State Exam. (And this despite the letter from the Ministry of Education, which does not recommend using the Unified State Exam results for certifying teachers and schools). Thus, the school ceases to fulfill its main mission - to provide high-quality public education. Therefore, how can you use the Unified State Exam to assess the quality of education if the school is not interested in showing real results?
The solution, probably, lies in a fundamental change in the tasks that are aimed at by various procedures for assessing the quality of education. If, based on the results of the final certification, as in many countries of the world, schools were provided with assistance - both financial and methodological - they would be interested in showing the real picture. Schools need help and support.
The reasons for poor results in the Unified State Examination are not in primary school, but in basic school. Primary school provides a fairly high level of development of reading and understanding skills. But when moving from the fourth to the fifth grade, the student ends up with subject teachers, whose goal is to convey the maximum amount of knowledge. Teachers do not have time to develop general educational skills; they do not organize targeted work with text and information. Therefore, students gradually lose the skills they learned in primary school, and by the end of 9th grade they demonstrate a very low level of mastery.
The basic school requires very serious reform - it is in this section that a significant deterioration in results compared to the primary school can be seen.
If the tasks offered at the Unified State Exam are not completed by almost half of the schoolchildren, then there is reason to think: why is there such a large number of failures (for example, in mathematics)? What is the reason? Is it that there is low interest in the subject? Ineffective teaching? Are the requirements for the level of training too high? If this is a complex of reasons, then it is necessary to systematically approach the solution of the problem - to develop different content and requirements for different profiles of the school.
But if these requirements again begin to be formulated by specialists who are far from pedagogy and who do not correlate the requirements with their actual implementation, we will again get an unattainable result.
Assessing the quality of education should contribute to the development of the school and the making of informed decisions on education reform. Any innovation that is not supported by personnel, textbooks, methodological base, and most importantly, not accepted by the school, is doomed to failure.
A. Ershov, teacher at the Krasnolimanskaya Secondary School, Romanovsky District
Payment deferment– the most popular way to improve payment terms for supplies by supplier. An agreement with the supplier to pay, for example, 14 days after delivery, is in some industries a prerequisite even for the first transaction. The deferment must be specified in the contract - if this is not done, then in accordance with the law, the obligation to pay for the goods buyer The default is immediately after receiving the goods.
In this article you will find answers to the following questions:
- If you are a seller: how much money are you actually giving the customer when you give him a deferred payment? If you are a buyer: how much real money does the supplier spend on you?
- What is more profitable - working with a supplier on a deferred or prepayment basis?
- How to determine the best offer among suppliers by comparing their different prices and different payment deferrals?
Formula for calculating the cost of deferment
Don't forget that any payment deferment– these are the real financial costs of the supplier. In my practice of managing commercial departments, I made an estimate of the cost of deferment when I confirmed it to the client as 2% of the delivery amount for one month of deferred payment. Many executives I know have taken a similar cost-of-money and risk-based approach.
Factors influencing the cost of deferred payment for the buyer
Picture 1
To calculate the savings that the buyer will receive by agreeing with the supplier on deferment of payment, you can use the following formula:
OP = (KDO / 365) x (BP / 100%) x SK,
where OP is the cost of deferred payment, rub.;
SK – the amount of the contract, agreement, transaction, rub.
Figure 2
This formula provides a fairly accurate understanding of how much money you save by using deferred payment supplier. The logic of this formula is that you estimate how much money you would need to spend to attract a loan from a bank in order to pay the supplier upon delivery.
You can also think of this formula as a way to estimate how much money your company spends providing deferment of payment to your clients. In this case, entrepreneurs add about 20% to the resulting number, taking into account the risk of non-repayment of money and the costs of collecting overdue debt.
Factors influencing the cost of deferment to the supplier
Figure 3
Example of calculating the delay effect
Let's look at an example of how to evaluate the economic effect of a deferment for a buyer. Let's assume you buy canisters from a supplier on a pay-as-you-delivery basis. During long and difficult negotiations, you managed to get the supplier to deferred payment 21 day. The amount of your order will be 1 million rubles. The financial director told you that at the moment your company can attract borrowed money from the bank at 22% per annum. Let's estimate the cost of deferred payment in this case:
OP = (21 / 365) × (22 / 100) × 1,000,000 = 12,658 rubles.
We can assume that 12,658 rubles. you saved the company. If payment deferment was not received, the company must pay the supplier 21 days earlier, and this would require borrowing money from the bank. RUB 12,658 - this is the money that would have to be spent for the company to use a loan of 1 million rubles. within 21 days.
When assessing the cost of credit money, it is correct to take into account not only the annual percentage, but also all kinds of one-time payments to the bank for opening a credit line: various commissions, costs for processing and insuring collateral, and other expenses that arise during the process of processing and servicing the loan.
When assessing the cost of deferment, some businessmen consider not the bank interest, but the percentage of profitability of an alternative investment (for example, in shares or a side business), or a fixed percentage tied to the profitability of the business.
The calculation formula I have given will also be useful if you buy goods from a supplier on an advance payment basis, and also with long delivery. In this situation, you can assume that you are lending money to the supplier. The cost of prepayment can be calculated using the same formula, only instead of the number of days of deferment, substitute in the formula the number of days from the moment of payment until the moment the goods arrive at your place.
In some companies, the client is quoted a price, to which, depending on the number of days of deferment, a certain percentage is added. For example, the price of a product is 200 rubles, if you want a deferment for a week, the price will be 202 rubles, if for a month – 210 rubles. In this case, the first thing the buyer should do is to maximize the prices offered with deferred payment, and secondly, the profitability of such an offer is calculated.
Assessing the profitability of a deal with a delay
An assessment of the profitability of the price of a product with a delay compared to the price of a product without a delay can be done using the inequality:
NZO / (100% - NZO) x (365 / KDO) x 100% ≤ BP,
where NPO is the premium for deferment, % (the amount of the lost discount if the transaction is with a deferred payment);
KDO – number of days of deferment;
BP – bank percentage of borrowed funds, %.
Figure 4
If the inequality is satisfied, it means that it is more profitable to use the supplier’s money than credit money, so the delay in this case will bring additional profit to the company. If it is not fulfilled, and the left side of the inequality is greater than the right, the delay is unprofitable.
For example, you buy canisters from a supplier on a payment upon delivery basis. Price per canister – 200 rubles. During the negotiations on changing the terms of delivery, you settled on the fact that if you are interested in deferment of payment 21 days the cost of a canister will be 206 rubles. The financial director told you that your company can currently raise borrowed money at 22% per annum. The bonus for deferment is (206 ‒ 200) = 6 rubles. or 3%. Let's evaluate the benefits of working with deferred payment in this case:
3 / (100 - 3) × (365 / 21) × 100% = 53.75 ? 22
53,75% > 22%
The left side turned out to be larger than the right. The inequality shows that under such conditions, working with a supplier with deferred payment unprofitable. You need to sit down at the negotiating table again, or make a management decision: agree to continue working with payment upon delivery of the canisters, or prefer a deferred payment that is more expensive than credit money. In the example above, it is profitable to work with a delay of 21 days if the price increases by no more than 1.25%.
Many foreign manufacturing companies with which I cooperate do not work with Russian suppliers on deferred payment terms. Their task is to get the lowest possible price and set of conditions instead of a delay. The cost of European money at a lending rate of 3% per annum on average is six to ten times cheaper than Russian money. Therefore, for a European company to work with Russian suppliers on a deferred basis often tantamounts to ineffective and expensive lending.
Comparison of terms and conditions between two suppliers
If there is a need to compare two suppliers with the same product, but with different prices and deferred payment(other things being equal), you can use the “conditional purchase price” - an estimate of the purchase cost taking into account the deferment:
UslZak = ZAK x (1 – (BP / 100%) x (KDO / 365)),
where UslZak is the conditional purchase price taking into account the deferment provided by the supplier, rub.;
ZAK – purchase price, rub.;
BP – bank percentage of borrowed funds, %;
KDO – number of days of deferment.
Figure 5
For example, we have two offers from suppliers “Alpha” and “Beta” for canisters. The canisters are absolutely identical and, other things being equal, only the price and delay differ among suppliers. Supplier Alpha offers a price of 200 rubles per canister. and doesn't give deferment of payment. Supplier "Beta" provides a price of 205 rubles. and gives a 30-day grace period for payment. Let's assume that your company can raise borrowed money at 22% per annum. Which offer is better? Let's calculate the conditional purchase price for two suppliers:
“Alpha”: UslZak = 200 × (1 – (22 / 100) × (0 / 365)) = 200 rub.
“Beta”: UslZak = 205 × (1 – (22 / 100) × (30 / 365)) = 201.3 rub.
Thus, despite the fact that supplier Alpha does not offer deferred payment, its offer, taking into account the cost of deferment, will be more profitable than that of supplier Beta. It can be calculated that the supplier's offer "Beta" becomes more profitable than "Alpha" provided deferred payment more than 41 days.
How negotiate a deferment
Postponement pl ateja– the most important condition of the contract with the supplier. I recommend that buyers begin discussing the size of the deferment after certain agreements have been reached on the price - if you start negotiations with a deferment, it will be included in the price.
If the supplier himself offers a deferment, the buyer’s task is to achieve the lowest possible price with a maximum deferment, and then receive the price subject to prepayment. After this, calculate the profitability of the deferment using the above formula.
If you are currently working with deferred payment, get the lower price on an advance payment basis and evaluate the effectiveness of these two prices using the above formula. Conduct several transactions without a deferred payment, and then attempt to obtain a deferred payment while maintaining the recently received prepaid price.
If you are a seller, remember that every day of deferment granted costs your company some money, and be sure to “sell” the deferment - it is actually an additional discount that your client receives. Don't forget also that deferment payment it can be not only 14, 30, 60 days, but also 11, 26, 47 days.
Suns, stars, bunnies
pros. They do not exert negative psychological pressure that is harmful to learning, like real (in points) grades. Children gradually get used to the fact that from now on everything they do is taken into account and evaluated.
Minuses. Very quickly they begin to be perceived as analogous to conventional digital assessments. But since they are mostly of an encouraging nature, they do not allow one to really assess the level of knowledge and progress of the student.
5 point system
pros. It is traditional, familiar, understandable to both parents and students, and good grades increase the student’s self-esteem.
Minuses. Doesn't assess the result very accurately (hence the C's with a plus and the B's with a minus). It does not allow you to mark your progress, which reduces your motivation to study (if you made 30 mistakes and then improved the result by 2 times, the mark is still “2”). Poor grades can be stigmatizing and psychologically damaging for life. Often, the assessment is determined not only by knowledge, but also by behavior and diligence, which means that it is not the student who is being assessed, but the person, the individual.
10-, 12-point system
pros. A finer gradation allows one to more clearly determine the level of knowledge. Psychologically more comfortable: “six” sounds more reassuring than “three”.
Minuses. Does not solve the basic psychological and educational problems of the traditional system. Children do not study better, and parents are confused by incomprehensible scores.
100 point system
pros. There is no conflict with the Unified State Examination, also assessed on a 100-point scale. Allows you to understand how much is missing from the ideal and clearly see progress if you study better.
Minuses. May create a feeling of unfairness when grading creative assignments. Like other assessment systems, the goal is not for all students to perform tasks only well and excellently, which, of course, is unrealistic in principle.
System with awarding places (ratings)
pros. Thanks to the competitive spirit, it provides a powerful incentive to get a good education. It is relative in nature (this month one student is number one, next month another may become number one). As the child climbs the ranking ladder, he increases his self-esteem. Using the rating system, you can easily determine the result, identify and reward even minor student progress.
Minuses. It creates serious competition among schoolchildren, does not encourage students to communicate and interact, and does not develop teamwork skills. It simply becomes unprofitable for students to cooperate. There are always obvious outsiders in the team.
Criteria system(for each completed task or work, the student is given several different points at the same time according to different criteria)
pros. A foreign language, for example, can be assessed according to seven criteria, mathematics - according to four. This makes it clear which areas have achieved success and where there are gaps. The system does not create perfectionism, as well as complexes (“I am bad, stupid, weak”).
Minuses. With such a system, the emotional component is lost. The criteria system does not give the feeling of “I am an excellent student.” Because the more differentiated it is, the more difficult it is to obtain upper and lower estimates for all criteria. And emotions, not only positive, but also negative, are a strong stimulus in learning.
Pass/fail (satisfactory/unsatisfactory)
pros. It does not create unnecessary competition between students and aims the students to achieve results.
Minuses. There is a very fine line between positive and negative assessment. There is no motivation for self-improvement (to learn, to do better, better). This approach can be transferred to other areas of life, which leads to a decrease in its quality.
Marks are not given at all
pros. Creates psychological comfort. Allows you to realize: you need to chase knowledge, not grades, and concentrate on your studies. Without experiencing evaluation neurosis, some children begin to learn noticeably better. There is no need to cheat, cheat for fear of getting a bad grade, lie to your parents and hide your diary if you get an unsatisfactory grade.
Minuses. For many students, there is less incentive to study well. It can be difficult for both them and parents to objectively assess how the material has been learned.
How are grades awarded abroad?
Marks were and are in schools all over the world, and they have not changed much since ancient times. For example, children in Ancient Egypt were given one stick for a mediocre answer and two for a good one. Then they simply began to draw sticks on student parchment. This is roughly what is happening now. What is the rating system like in other countries today? Maybe we have something to learn from them?
Germany . 6-point scale. In the German system, 1 point is the best score, and 6 is the worst.
France . 20 point system. It should be noted that, with rare exceptions, French students are not given higher than 17-18 points. The French even have a corresponding saying: only the Lord himself can earn a mark of 20 points, and 19 is due to a teacher. So the French good students have to be satisfied with only 11-15 points.
Italy . 30 point system. The most differentiated scale among European countries. The best students have a solid "thirty" in their notebooks.
Great Britain . Verbal system. In some English schools, instead of a digital mark in a student’s notebook or diary, you can see a record like “I answered mostly without errors in class,” “the homework was completed averagely,” “the test was written generally well.”
USA . Letter system (A-F). American schoolchildren receive a “quality index” from A to F. The mark “A” is given if the student has completed more than 90% of the task correctly, partly it corresponds to the usual “5” points.
Japan . 100 point scale. Surprisingly, in Japan there are often situations when a mark is given not to one specific student for a completed task or solved example, but to the entire class at once - one collective mark.