The main approaches to the description of planned learning outcomes in the Russian language adopted in Moscow Electronic School

The paper presents the main approaches to formulating planned learning outcomes in the Russian language for the "Planned Results" service of Moscow Electronic School. The research considers the principles of setting a SMART goal and the requirements for learning outcomes in this subject. These requirements are reflected in the new Federal state educational standards for basic general education. The ultimate aim of the study was to create a tool that can not only make the processes of goal setting and assessment of learners’ achievements more meaningful, but also draw teachers’ attention to the potential of research methods for teaching Russian. Based on the taxonomy of planned learning outcomes (reproductive, productive, and reflective) adopted in Moscow Electronic School, we suggest a classification of reflective type outcomes identified according to the nature of the activity. These are the groups united by the concepts of "systematization", "research", "creativity"). Additionally, the paper describes a possible logic of material presentation depending on the methods chosen by the teacher and the results whose achievement should become the result of studying particular content elements. We pay particular attention to the issues of developing and employing the activity-based approach to learning. This is manifested in our attempt to shift the focus from assessing the final result to assessing the process of completing the task. Drawing on the studies undertaken by V. V. Davydov, I. Ya. Lerner and their followers, we emphasize the importance of describing learning outcomes through naming the activity students perform in the classroom. This position is based on two fundamental principles of work, namely the unity of subject and meta-subject learning outcomes and the reliance on the activity-based approach. At the same time, the paper also highlights the importance of observing the principle of differentiation between teacher and student wording of the task. The approach indicates an understanding of goal setting and assessment as a common purpose of the student and the teacher.