The types of assessment of the quality of education include. The system for assessing the quality of education in an educational institution: practical experience, prospects
QUALITY OF EDUCATION IN EURASIA
RUSSIAN EDUCATIONAL QUALITY ASSESSMENT: MAIN LESSONS
BOLOTOV VIKTOR ALEKSANDROVICH, Vice-President of the Russian Academy of Education, Dr. Ped. sciences, acad. RAO.
Email: [email protected]
Moscow Russian Federation
VALDMAN IGOR ALEKSANDROVICH, head. Laboratory of Monitoring in Education of the Institute of Education Management of the Russian Academy of Education, Ph.D. ped. Sciences.
Email: [email protected]
Moscow Russian Federation
KOVALYOVA GALINA SERGEEVNA, Head of the Education Quality Assessment Center of the Institute of Content and Teaching Methods of the Russian Academy of Education, Ph.D. ped. Sciences.
Email: [email protected]
Moscow Russian Federation
PINSKAYA MARINA ALEKSANDROVNA, Leading Researcher, Center for Socio-Economic Development of the School, Higher School of Economics, Ph.D. ped. Sciences.
Email: [email protected]
Moscow Russian Federation
ANNOTATION. Within the framework of this article, the main lessons learned by Russia in the construction of a national system for assessing the quality of education are analyzed. It has been shown that assessment reforms are more successful when there is sustained political support, goals and priorities for change are clearly defined, changes are made incrementally, and the progress of the reforms is openly discussed with stakeholder groups.
KEY WORDS: education quality assessment, international comparative studies, national monitoring studies, examinations, grade level assessment.
RUSSIAN QUALITY ASSESSMENT SYSTEM IN EDUCATION: KEY LESSONS
VICTOR BOLOTOV, Vice-president of the Russian Academy of Education, Doctor of Science (Education), RAEAcademician.
Email: [email protected] u
Moscow, Russian Federation
IGOR VALDMAN, Head of the Educational Monitoring Laboratory, Institute for Education Management, Russian Academy of Education, Ph.D. in education.
Email: [email protected]
Moscow, Russian Federation
GALINA KOVALEVA, Head of the Center for Education Quality Assessment, Institute for Education Content and Methods, Russian Academy of Education, Ph.D. in education.
Email: [email protected] Moscow, Russian Federation
MARINA PINSKAYA, Senior researcher of the Center for School Socio-Economical Development, HigherSchoolofEconomy, Ph.D. in education.
Email: [email protected]
Moscow, Russian Federation
ABSTRACT. The article examines main lessons learned by Russia in the process of development national assessment system in education. This review shows that reforms are more likely to succeed when there is sustained political support, when there is a clear focus or priority area for change, when changes are gradually introduced, and when reforms are openly discussed with stakeholders.
KEYWORDS: quality assessment in education, international comparative studies, national monitoring studies, exams, classroom assessment.
1. INTRODUCTION
The education quality assessment system is one of the key elements system of education, it underlies smart management based on knowledge of the situation, helps to get an answer to the question “what have we achieved?”.
This review was carried out as part of the World Bank's initiative to prepare a series of case studies on the experience of building assessment systems in different countries of the world. The lessons that many countries have learned in reforming their assessment systems can be useful and instructive for those who are seriously concerned about the creation and development of their own systems for assessing the quality of education. We should all be able to learn not only from our own mistakes and successes, but also from others.
The review has been prepared on the basis of the conceptual framework developed under the Russian International Development Assistance Program in Education READ and used by the World Bank in conducting a diagnostic study of education quality assessment systems in READ countries (Kyrgyzstan, Tajikistan, Viet Nam, Ethiopia, Zambia, Angola and Mozambique). This framework very clearly and precisely defines the two basic characteristics of an effective assessment system - types of assessment: class-level assessment, public examinations, large-scale surveys (classroom assessment, public examinations, large-scale surveys) and factors that ensure quality: stimulating environment, consistency in system level, technical quality (enabling environment, system alignment, technical quality).
The review examines the features of the organization of national school exams in Russia, large-scale studies of education quality assessment and assessment at the grade level. For each of these assessment programs, a description is given of the conditions conducive to the construction and development of a national assessment system in the Russian Federation: political priorities and their legislative consolidation; institutions and organizations coordinating the development and implementation of evaluation programs, the use of their results; human resources and financial resources.
The overview has the following structure. The section Educational Quality Assessment System provides a description of the all-Russian education quality assessment system, its structure, human and institutional potential.
Sections 3-4 present the main types of assessment of educational achievements of schoolchildren that are used in the Russian Federation - inter-
international comparative studies, national monitoring studies, national and school examinations, school and grade level assessment.
The last part of the review presents the most significant lessons learned from the experience of building and reforming the national education quality assessment system.
2. SYSTEM OF EDUCATION QUALITY ASSESSMENT
CHARACTERISTICS OF THE ALL-RUSSIAN SYSTEM OF EDUCATION QUALITY ASSESSMENT
One of the leading priorities of the national educational policy is the creation of an all-Russian system for assessing the quality of education (OSOKO), which includes independent objective forms of assessment and control. The All-Russian system for assessing the quality of education is being created with the aim of improving the quality management system of education in Russia, as well as providing all participants in the educational process and society as a whole with objective information about the state of the education system at various levels and trends in its development.
The all-Russian system for assessing the quality of education is understood as a set of organizational and functional structures, norms and rules that provide an assessment of the educational achievements of students based on a single conceptual and methodological base, the effectiveness of educational institutions and their systems, the quality of educational programs, taking into account the needs of the main consumers of educational services.
The creation of OSOKO is aimed at solving the following tasks:
Ensuring objectivity and fairness in admission to educational institutions;
Formation of a unified educational space;
Increasing the level of awareness of consumers of educational services for making vital decisions (on continuing education or employment);
Making informed management decisions to improve the quality of education by education authorities at various levels;
Creation of a system for training and advanced training of specialists in the field of pedagogical measurements and assessment of the quality of education.
As part of the creation of the OSOKO, a significant role is given to improving the system for assessing the educational achievements of students. Currently, in Russia, the assessment of educational achievements of students is carried out in the course of:
State final certification of secondary school graduates in the form of a unified state exam, USE;
State final certification of graduates of the basic school in a new independent form (GIA 9);
International comparative studies (PISA, PIRLS, TIMSS, etc.);
Monitoring studies of the federal and regional levels;
Accreditation of educational institutions;
Various research projects carried out by individual research teams and organizations of the country;
Intermediate assessment of students organized at the grade and school levels.
The assessment system is one of the basic elements of the new federal state educational standards for general education, which are being developed and put into practice in 2010-2011. It performs the functions of feedback and regulation of the education system and is designed to orient the educational process towards achieving a variety of educational results: subject (knowledge, skills and abilities), meta-subject (cognitive, communicative, problem solving in life situations, etc.), personal (system values, interests, motivation, etc.).
The main distinguishing features of the updated system for assessing the educational achievements of students, focused on the use of new educational standards, are:
An integrated approach to assessing the results of education (assessment of subject, meta-subject and personal results of general education);
Evaluation of the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational and practical tasks;
Evaluation of the dynamics of educational achievements of students;
The combination of external and internal evaluation as a mechanism for ensuring the quality of education;
Integrated use of procedures for the final assessment and certification of students and monitoring studies of the state and trends in the development of the education system;
A tiered approach to developing deliverables, tools and data presentation;
The use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements;
The use of assessment methods such as projects, practical work, creative work, introspection and self-assessment, observations, etc.;
The use of contextual information about the conditions and features of the implementation of educational programs in the interpretation of the results of pedagogical measurements.
Work on the creation of elements of the all-Russian system for assessing the quality of education is being carried out within the framework of the federal program for the development of education and the national project "Education". More than half of the regions of the country are actively creating regional systems for assessing the quality of education, participating in the system of comparative studies of the quality of education conducted at the federal level, as well as organizing their own independent monitoring studies.
INSTITUTIONAL AND HUMAN RESOURCES
The OSOKO organization involves the creation of a network of management and research organizations that ensure the development, implementation and scientific and methodological support of procedures for assessing the quality of education. Since the early 2000s, as part of an experiment to introduce the USE, such a network began to form at the federal and regional levels. The organizational structure of OSOKO is presented in fig. 1.
Figure 1. Organizational structure of OSOKO
The Ministry of Education and Science of the Russian Federation determines national priorities in the field of education and is responsible for the formation and implementation of the state educational policy.
The Federal Service for Supervision in the Sphere of Education and Science exercises control and supervision over compliance with the legislation in the field of education in the regions of the Russian Federation in order to ensure additional
stupa of young people to quality education, and also conducts accreditation and licensing of educational institutions. Rosobrnadzor is also responsible for organizing the USE in the Russian Federation and methodological support state final certification of graduates of primary and secondary schools.
The Federal Institute for the Development of Education organizes research and expert activities that ensure the development and scientific and methodological support of strategic directions of educational policy.
The Federal Institute of Pedagogical Measurements develops standardized measuring materials, and also provides advanced training for specialists in the field of pedagogical measurements and education quality assessment.
The Federal Testing Center provides technological and information support for the organization and conduct of the unified state exam in Russia.
In the Russian Academy of Education, two institutes are directly involved in the problems of assessing the quality of education: the Institute for the Content and Methods of Teaching (Center for Educational Quality Assessment) and the Institute for Education Management. The Education Quality Assessment Center of the ISMO RAO takes part in organizing and conducting international comparative studies of the quality of education (PIRLS, TIMSS, PISA, CIVIC, SITES) in Russia, participates in the development of scientific and methodological support for the unified state exam, as well as in the development of a system for assessing the achievement of educational second generation standards. The Institute of Education Management of the Russian Academy of Education conducts applied research on the use of the results of assessing the educational achievements of schoolchildren and the quality of the work of educational institutions and systems for managing the quality of education.
In addition, the scientific and methodological support of OSEKO includes federal and regional scientific research institutes, as well as regional services for supervision and control in the field of education and centers for assessing the quality of education. The format of interaction between these organizations is determined by special regulations.
The most important task in ensuring the activities of OSOKO is the formation of human resources. Over the past decade, it has been possible to train a large number of qualified experts in the field of pedagogical measurements (test development, mathematical processing of test results, implementation of assessment programs, etc.). As part of the unified state exam and Russia's participation in international comparative studies, training of personnel in various forms was carried out by the Federal Institute of Pedagogical Measurements, the Federal Testing Center, the Center for Educational Quality Assessment.
title of the Institute of Content and Teaching Methods of the Russian Academy of Education.
The program of additional vocational education"Testologist - a specialist in the field of pedagogical measurements", which is implemented at the Peoples' Friendship University of Russia and Tomsk Polytechnic University.
Since 2008, the Reimbursable Technical Assistance for Russian Education Development Assistance (READ FBS), a multi-year program financed by the Ministry of Finance of the Russian Federation, has been implemented with the support of the World Bank. The purpose of this program is to strengthen the expert potential in the field of educational policy analysis and education quality assessment as a resource for further involvement of Russian experts and organizations in international education development assistance.
The READ FBS program is supporting the development of two master's programs aimed at developing qualified specialists in education quality assessment and education policy. The program of the Higher School of Economics "Measurements in Psychology and Education" focuses on training specialists in the field of pedagogical measurements and test development. The program of the Moscow Higher School of Social and Economic Sciences "Evaluation of the quality of educational systems" focuses on the development of educational policy based on the data of pedagogical measurements and assessment. Training under these programs began in the fall of 2010.
3. LARGE-SCALE RESEARCH ON EDUCATIONAL ACHIEVEMENTS OF STUDENTS
GENERAL DESCRIPTION
At present, in Russia, large-scale studies of educational achievements of students (large-scale assessment) are carried out in two directions: the input of selective monitoring studies of the quality of education at the federal and regional levels, as well as the input of international comparative studies of the quality of education in Russia. A list of the main large-scale studies conducted in Russia over the past 20 years is given in the appendix.
The formation of a national system for monitoring the quality of education in Russia is most influenced by international comparative studies of the quality of education along with the unified state exam.
Since 1988, Russia has been actively participating in almost all international studies of the quality of general education conducted by the International Association for the Evaluation of Educational Achievements.
IEA (International Association for the Evaluation of Educational Achievements) and the Organization for Economic Cooperation and Development OECD (Organization for Economic Cooperation and Development).
Among the IEA studies, it is necessary to highlight TIMSS and PIRLS. For Russia, the TIMSS study (Trends in Mathematics and Science Study) is the first monitoring study in the field of general education, which makes it possible to trace the development trends of mathematical and natural science general education since 1995. As part of the TIMSS study, the quality of mathematical and natural science training of schoolchildren is assessed, taking into account the content of education of the project participating countries (the general educational preparation of students in grades 4 and 8 in mathematics and natural sciences is assessed, as well as the preparation of students in grade 11 in advanced mathematics courses and physics).
The PIRLS Progress in International Reading Literacy Study assesses the ability of graduates to elementary school read and understand various texts.
Russia has been participating in the International Student Assessment Program OECD PISA (Programme for International Student Assessment) since the first cycle of the study (2000). Within the framework of this program, the ability of graduates of the basic school (children aged 15 years) to apply the knowledge and skills acquired at school in personally and socially significant situations that go beyond educational ones is assessed (reading literacy, mathematical and natural science literacy is assessed).
All international studies are conducted on representative samples of students. Each of these studies involves at least half of the subjects of the Russian Federation, about 5,000 students from 230-250 educational institutions. Conducting research on representative samples makes it possible to transfer the results of research to the entire general population of the population under study. This approach makes it possible, with great economic efficiency, to regularly obtain information on the quality of general education in the country in accordance with international standards, which is especially important in the absence of federal monitoring of the quality of education in Russia (national assessment).
Russia's participation in three international comparative studies of the quality of general education PIRLS, TIMSS, PISA, which complement each other, provides more complete information about the education system, evaluating its various aspects. Comparison of the results of the PISA, PIRLS and TIMSS surveys makes it possible to identify the features of teaching reading, mathematics and science subjects in primary, secondary and secondary schools and to assess the quality of general education in terms of educational priorities developed by the international community.
In all international studies, the features of the content of general school education in the participating countries are additionally studied.
tsakh, features of the educational process, as well as factors related to the characteristics of educational institutions, teachers, students and their families.
According to the PIRLS study in 2006, Russian schoolchildren of the 4th grade (primary school graduates) showed the highest results among their peers from 40 countries in the ability to read and understand texts. In 2006, Russia's performance improved both in comparison with the international average and in relation to the Russian performance in 2001. By 2006, 61% of Russian fourth-graders achieved high and advanced levels of text comprehension. Positive changes in the abilities of Russian schoolchildren have been recorded. It is important to note a significant increase in the results in the group of skills to find information in the text, formulate conclusions, interpret, summarize information and analyze and evaluate the content of the text. The high results of Russian schoolchildren can be explained by considering in a complex all the changes that have occurred in the system primary education and in the country as a whole.
The results of research in the field of mathematics and science education (TIMSS 1995, 1999, 2003, 2007 and 2008) show that the level of preparation of schoolchildren in the 4th, 8th and 11th grades in science and mathematics subjects consistently exceeds the international average. Russian schoolchildren do not have significant differences in general education with their peers in most developed countries of the world. The exception is the world's leading group of countries in Southeast Asia and the Pacific region (Japan, South Korea, Singapore).
At the same time, these studies have already revealed that, with a sufficiently high level of mastery of subject knowledge and skills, Russian schoolchildren experience difficulties in applying this knowledge in situations close to everyday life, as well as in working with information presented in various forms.
The results of the international PISA program (2000, 2003, 2006 and 2009) showed that in all areas that the experts of the participating countries recognized as the main ones for the formation of functional literacy (reorientation to a competency-based approach, continuous self-education, mastering new information technologies, etc.), Russian students of 15 years of age, graduating from basic school, are significantly behind their peers from most developed countries of the world.
The main result of the PISA-2009 study is the conclusion that over the period from 2000 to 2009, the functional literacy of Russian 15-year-old students, namely, their ability to use the knowledge, skills and experience acquired at school for a wide range of life tasks in everyday life , in situations of personal and social significance, going beyond purely educational, no significant changes were recorded.
The conclusions about the insufficient level of the formed general educational and communicative skills of Russian schoolchildren are confirmed by domestic experts based on the results of monitoring educational achievements during the experiment on modernizing the structure and content of general education (2001-2004), the unified state exam, as well as the final certification of 9th grade graduates in a new form.
Comparison of the results of Russia with other countries clearly shows the difference between the priorities of domestic general education and the priorities typical for many countries. The results of the international TIMSS study show that the level of subject knowledge and skills of Russian eighth-graders is not lower or exceeds the level of students in many countries, which in PISA studies showed a significantly higher level of ability to apply their knowledge in situations other than educational ones (for example, Finland, the Netherlands, Canada , Australia, Czech Republic, Hungary, New Zealand, Sweden, etc.). This suggests that at present, while providing students with a significant baggage of subject knowledge, the Russian education system does not contribute to the development of their ability to go beyond learning situations in which this knowledge is formed and to solve creative problems. One of the reasons for this phenomenon is the extremes in the implementation of the academic orientation of the Russian school, the overload of programs and textbooks, the orientation of the educational process towards the study of the content of individual subjects.
It should be noted that a number of in-depth studies have been carried out in Russia to analyze and interpret the results of international comparative studies. Among them:
"Development and testing of the main directions of the transition to new educational standards based on a competency-based approach" (MVSES,
2003, hands. K. G. Mitrofanov);
“New requirements for the content and methods of teaching in the Russian school in the context of the results of the international study PISA-2000” (MVSES, 2003-2004, leader A. G. Kasprzhak);
"Monitoring of general educational achievements of graduates of the basic school" (NNU "Center for the Development of Education", 2005-2006, leader A. G. Kasprzhak);
"Factors of Russia's success in PIRLS-2006" (SU HSE, 2008, leader I.D. Frumin);
"In-depth analysis of the results of PIRLS-2006 and PISA-2006: reasons for different results" (SU HSE, 2009, leader I. D. Frumin).
In connection with the conduct of international studies, it is worth mentioning two projects of regional significance, which were carried out using international tools on representative samples of students from two regions.
The first study "Studying the mathematical and natural science training of schoolchildren in the Republic of Tatarstan (1999-2000)" was conducted on a representative sample of eighth grade schoolchildren in the Republic of Tatarstan on the basis of an independent international research tool T1M55-1999. The results of the study made it possible to compare the quality of mathematical and natural science education in the Republic of Tatarstan with the quality of education in the country as a whole.
The second study was conducted by the TsOKO ISMO RAE in the Smolensk region in 2002 in order to assess the level of reading preparation of primary school graduates who studied according to the set "Primary school of the XXI century." ed. N.F. Vinogradova, using for this purpose the tools and results of the international RSLB project conducted in 2001 on a representative sample of Russian primary school graduates.
The most significant national monitoring studies include the following:
Projects that were carried out in parallel with international studies on the same samples of students (Study of the algebraic preparation of students in the 9th grade of schools in Russia, 1995; Study of the mathematical preparation of graduates of primary schools in Russia, 1999);
Selective rechecking and analysis of the results of school exams for the course of basic and secondary school (2001-2002);
Monitoring of educational achievements during the experiment on modernization of the structure and content of general education (2001-
Monitoring the educational achievements of primary school students as part of the experiment on the introduction of second generation standards (2007-2013).
RESOURCES AND INFRASTRUCTURE
The participation of the country in international research is organizationally and normatively supported by programs approved by the Government of the Russian Federation. For example, within the Federal target program development of education for 2006-2010 from the budget of the Russian Federation was financed by the international studies in Russia PvLbS, TIMBB and RIABA.
At the international level, programs are carried out by international consortiums and focal points. This makes it possible to include the world's leading teams in the work and thus maintain the high quality of the research being carried out.
In Russia, research is carried out by specialists from the Center for Educational Quality Assessment of the ISMO RAO with the participation of specialists from the Ministry
Education and Science of the Russian Federation (Department of State Policy in Education) and the Federal Service for Supervision in Education and Science. At the regional level, in each subject of the Russian Federation, regional teams of specialists dealing with the problems of assessing the quality of education in the region have been created. As a rule, they represent the Ministry/Department of Education of the selected regions of Russia, pedagogical institutes, institutes for advanced training of educators or other institutions. Thus, over the years of participation in international research, an organizational chart of interaction between federal and regional structures of all subjects of the Russian Federation was created, which became the basis for conducting research in the field of education at the federal and regional levels.
Leading specialists in the field of assessing the quality of education of federal and regional organizations receive professional training or advanced training in the framework of international comparative studies (direct participation in research, participation in the creation of tools, analysis of results, participation in international and Russian conferences and seminars regularly held by organizations, leading international research). Regional coordinators (at least half of the constituent entities of the Russian Federation participate in each cycle of any international study) undergo special training on certain issues of conducting a survey in the regions at the Russian Academy of Education.
Developers of national exams, developers of second-generation standards, authors of textbooks and educational materials for the school are actively involved in international research as experts.
National and regional monitoring studies are carried out by scientific organizations, for example, the Center for Educational Quality Assessment of the ISMO RAO, the Federal Institute for Pedagogical Measurements, the Federal Institute for the Development of Education, regional centers for assessing the quality of education, etc. These studies are funded from the budget of the country or regions. Monitoring research tools are developed by specialists in the field of pedagogical measurements. Research results are published at the federal and regional levels. Many schools demonstrate the results of their participation in monitoring studies on their websites.
RESULTS AND LESSONS
Russia's participation in international comparative studies of the quality of education is of great importance for the creation of an all-Russian system for assessing the quality of education.
The information obtained as a result of these studies makes it possible to judge the quality of education in the country and its relative position
in the global education system, taking into account international educational standards.
The richest analytical material on programs, textbooks and requirements for educational achievements of schoolchildren in the countries of the world enables the country's specialists to make informed decisions about reforming the content of education and creating Russian educational standards of the second generation (FSES), create new textbooks, and update teacher training programs.
The system of planned results of primary education and the system for assessing their achievement in the state educational standards of primary education (which were introduced in 2011) take into account all the main world trends in the development of primary schools, as well as the problems of primary schools identified in international studies (certain sections of mathematics courses have been added or expanded and the surrounding world, increased attention to the practical application of the acquired knowledge, introduced a competency-based approach, which was first used in the PISA study). The results of international research are currently being used in the development of state standards for basic and secondary general education.
The use of pedagogical measurement technologies developed by the world's leading experts makes it possible to create in Russia a system for assessing the quality of education at the level of world standards with the greatest economic effect.
The active participation of Russia in international research and the involvement of specialists from various organizations and almost all subjects of the Russian Federation contributed to the dissemination of international standards for the quality of pedagogical measurements, the formation of a culture of monitoring research. Most of the well-known monitoring of the quality of education, conducted by federal or regional centers for assessing the quality of education, use both general conceptual approaches and individual elements of international research tools.
When developing control measuring materials for national exams (USE and GIA 9), the system of quality assurance of tasks used in international comparative studies is used.
Thus, regularly conducted international studies in Russia, as well as monitoring studies at the federal and regional levels, give grounds to state that the country has created the main elements of a system for assessing the quality of education.
At the same time, the country currently lacks a unified program for monitoring the quality of education at the federal level. As already mentioned, the initiative to hold it mainly belongs to scientific organizations and regional services.
At the regional level, the development of systems for assessing the quality of education is carried out faster and more efficiently than at the federal level. This was facilitated by the national project "Education", within the framework of which the component "Comprehensive Program for the Modernization of Education" was implemented. More than 30 regions of the country received financial support for the development of the regional education system, including the creation of a regional system for assessing the quality of education. Programs for monitoring the quality of education are already in place in a number of regions. Its data is used for education management, certification of teachers and accreditation of educational institutions.
In the current situation in Russia of the rapid development of regional systems for assessing the quality of education in comparison with the federal one and in the absence of coordination at the federal level, there are a number of problems: the creation at the regional level of "amateur" measuring materials that do not meet international standards; significant costs for the creation of quality assessment systems at the regional level; lack of qualified personnel in the field of pedagogical measurements, technologies for their organization and implementation; not always an adequate interpretation of the evaluation results.
To reduce the above risks, it is necessary to develop at the federal level general principles quality assessment, model parameters of the system for assessing the quality of education, organize training and advanced training of education specialists in the field of assessment and management of the quality of education. The most effective, as shown by Russian practice, is to do the input of international and national studies of the quality of education.
Particular attention should be paid to the adequate use of the results of ongoing monitoring studies for making managerial decisions, as well as the integrated use of the results obtained in the course of various measurements to stimulate the activities of both the education system and individual educational institutions.
4. EXAMS
GENERAL DESCRIPTION OF THE EXAM SYSTEM
The main element associated with the implementation of a comprehensive reform of the education system in Russia, focused on increasing the availability, quality and effectiveness of education, is the unified state exam (USE). He laid the foundation for the creation of a national system for assessing the quality of education, using independent and objective forms of assessing educational achievements. The course towards the introduction of the system
external assessment, independent of the school, was supported by the introduction of another exam as part of the experiment - the state final certification of graduates of the 9th grade of general education institutions in a new form.
UNIFIED STATE EXAM
The unified state exam is the main form of state final certification of graduates of secondary schools in the Russian Federation. At the same time, the USE is an entrance exam to all universities and other institutions of professional education in the country.
The introduction of the USE pursued two goals. First, it was necessary to create a school-independent system for assessing the educational achievements of students at the stage of graduation from school. Traditionally, the system for assessing the educational achievements of schoolchildren in Russia was based on trust in schools and teachers, who ensured the intermediate and final assessment of students. Along with the advantages, this state of affairs had its drawbacks. The situation when a school conducts training and then evaluates the quality of its work itself leads to a distortion of the true results. Often, two students from different schools who received the same grade for the exam could have a different level of preparation.
Secondly, it was extremely important to increase the accessibility of higher education for children from low-income families living in rural areas and small Russian towns. For example, during the Soviet period, only 25% of the inhabitants of these cities studied at universities and institutes in Moscow and Leningrad, while the remaining 75% of students were young people from various regions of the country. After perestroika, the situation changed to the exact opposite - only 25% of the student body of the leading universities were residents of the Russian regions. The system of higher education in the capital began to work mainly to support local elites. After the introduction of the Unified State Examination, which schoolchildren took at home, and not in the cities where universities were located, as it was before, the number of students from other cities in leading universities began to exceed the number of students living in the corresponding city. In addition, the proportion of university students from rural areas increased by 15%.
The introduction of the USE affected the interests of various professional and social groups. In addition, the procedure for organizing and conducting the exam was rather complicated. Therefore, between 2001 and 2008 An experiment was organized to introduce the Unified State Examination, in which regions of Russia took part on a voluntary basis.
Since 2009, the state exam has been held throughout the country.
In 2010 USE year was held in 14 academic subjects in 83 constituent entities of the Russian Federation and in 52 foreign countries. In May-June, the number of USE participants was more than 878 thousand people, the total number of exams held was over 3 million.
Compulsory for all graduates of schools in 2010 were the USE exams in the Russian language and mathematics. To confirm the development of the school curriculum and receive a certificate for each of the subjects, it was necessary to score at least the minimum number of points established by the Federal Service for Supervision in Education and Science. If a graduate intends to continue his education in a higher or secondary vocational educational institution, then he must pass the USE in additional subjects from the list of entrance examinations to a particular educational institution.
The exam is held according to uniform rules and using tasks of a standardized form - control measuring materials (tests). The state final exam is conducted in writing and (or) orally using tasks of various types, developed in accordance with the federal state educational standard of secondary (complete) general education. Measurement materials include tasks of three types:
Tasks with a choice of one answer out of four proposed (tasks of this type are not in the USE in mathematics and literature);
Tasks with a short free answer (word combination or number);
Tasks with a detailed free answer (verbal justification, mathematical derivation, essay, evidence, presentation of one's own position).
Answers to tasks with a choice of answers or a short answer are checked using a computer. Tasks with a detailed answer are checked by independent experts from among the teachers of universities and schools that are members of the state examination commission of the region of the Russian Federation, and then the results of the check are also entered into a computer. Primary test scores are scaled and converted to a 100-point scale.
The results of the exam are used to assess secondary school graduates, as well as admission to vocational education institutions. In the regions, the results are used for accreditation of schools and certification of teaching staff. Based on the data obtained, an in-depth pedagogical analysis of the quality of solving test tasks is carried out and methodological recommendations are prepared to improve the teaching of subjects for teachers, schools and institutions for advanced training of teaching staff.
STATE FINAL CERTIFICATION IN THE 9TH CLASS
The state final certification of 9th grade graduates who have mastered the educational programs of basic general education is a new form of organizing exams using standardization tasks.
shaped form. Their implementation makes it possible to establish the level of development of the federal state standard of basic general education.
This exam has been conducted in the form of an experiment since 2004 with the voluntary application of the regions of the Russian Federation and in 2014 will be introduced into mass practice. In 2009, graduates from 78 regions of the Russian Federation took part in the exam for the basic school course in a new uniform. The number of participants in this work is constantly growing. If in 2008 530,000 students wrote the exam in mathematics (about 59% of 9th grade graduates), then in 2009 this figure was about 820,000 (more than 75% of graduates). The total number of exams is 1.9 million.
Graduates of the 9th grade must take at least four exams. These are written exams in the Russian language and mathematics, as well as two exams for the choice of a graduate from among the subjects studied in the 9th grade. The exam uses standardized measuring materials (tests) developed at the federal level. The structure of the examination paper is similar USE structure by the number of parts and types of test items.
For each subject, an assessment scale is established (from 20 to 45 points) and a scale for converting the initial score for the exam into a mark on a 5-point scale, which is set in the certificate. Checking the work is carried out by regional experts who are part of the territorial examination commission responsible for organizing and conducting the exam.
The results of the exam are used for the final certification of graduates of the basic school, as well as for the formation of specialized classes in high school. In a number of regions, these data are taken into account when accrediting educational institutions and attesting teaching staff.
SCHOOL EXAMS
Intermediate attestation of students in grades 5-8 and 10 is carried out by schools at the end of the school year and is intended to check the mastery of the curriculum in the subject. Based on the results of school exams, students receive a final annual grade in the subject. Examinations can be held in various forms: written examination papers; oral exams on tickets, including practical and theoretical parts; defense of an essay or educational project, etc.
Exam materials are developed by school teachers using various didactic materials(tests, tasks, control works etc.), in a large number of educational literature presented on the Russian market.
RESOURCES AND INFRASTRUCTURE FOR EXAMS
NORMATIVE BASE
The legal basis for conducting a unified state exam is the Law "On Education", which defines the USE as a form of state final certification of graduates of the 11th grade of secondary school. Conducting the USE and GIA 9 is also regulated by the Regulations on the forms and procedure for conducting state (final) certification of students, approved by the Ministry of Education and Science of the Russian Federation, and the regulatory documents of the Federal Service for Supervision in Education and Science.
ORGANIZATIONAL CAPACITY
Coordination of work on the USE is carried out by several federal and regional organizations. The Federal Service for Supervision in Education and Science establishes the form, timing and duration of the USE, approves the structure and content of control and measuring materials (tests) and the procedure for conducting the USE. The development of measuring materials and meaningful analysis of the results are provided by the Federal Institute of Pedagogical Measurements. The Federal Testing Center provides organizational and information technology support for the organization and conduct of the unified state exam, including the production and delivery of examination materials to the regions of the Russian Federation, the processing of USE results and the maintenance of a federal database of exam results.
In each region of Russia, during the period of the exam, a state examination commission is created, which organizes, coordinates and controls the work on preparing and conducting the exam, approves the results of the exam at its meeting, and also makes decisions
about their cancellation. The USE Regional Information Processing Centers (RTsOI) provide organizational, technological and information support for the unified exam in a constituent entity of the Russian Federation, including the creation and maintenance of databases of educational institutions, participants and results of the USE. In addition, in each region, points of primary information processing have been created, which are attached to several points of the examination and ensure the collection and transmission of data to the RCI for the formation of a regional exam database.
The organization and conduct of the USE and GIA 9 is carried out by qualified specialists who have been trained at the federal and regional levels. With the participation of the Federal Institute of Pedagogical
measurements and the Federal Testing Center, various categories of specialists were trained: developers of measuring materials in various subjects, employees of information processing centers, experts from subject commissions that verify results, and exam organizers in regions and municipalities.
FINANCING
The USE is financed from the federal, regional and municipal budgets. The Federation allocates funds for the development of measuring materials, their replication and distribution, processing of results and the formation of a federal database of USE certificates. During the experiment, the federal budget financed the purchase of computer equipment and software for information processing centers, as well as the training of various groups of specialists. The regional budgets pay for the work of the RCOI and members of the subject commissions that check the assignments of part "C". Municipalities finance the work of primary information processing points and USE points, the transportation and accommodation of schoolchildren who come to the exam from remote settlements the day before.
In the case of GIA 9, the development of measuring materials is financed from the federal budget. The examination and verification of its results are provided at the expense of the regions and municipalities.
RESULTS AND LESSONS
The change in the system of final school exams and entrance exams to universities and the introduction of a unified state exam can be considered the most significant element of the reform of the assessment system and the entire education system in Russia. Let us note the main results, effects and lessons of the introduction of the USE.
SOCIAL EFFECTS
The USE has become a real mechanism for ensuring the democratization of education. High school graduates have the opportunity to really choose a university. Each student, regardless of social status and place of residence, had the opportunity to send a certificate with USE scores to any university (or several educational institutions at once) and take part in the competition. In Moscow, Petersburg and others major cities the share of applicants from the regions increased. Leading universities began to work for the whole country.
The exam dealt a blow to corruption in university admissions. Enrollment in universities is carried out only on the basis of USE scores, and there is no need to pay an “entrance ticket” (bribe, payment for the services of tutors from a given university with a guarantee of admission, etc.).
Society, parents and students now have the opportunity to effectively assess the quality of work of schools and institutions of higher education, focusing on the average USE score of graduates and applicants.
The results of the USE have become one of the indicators of the effectiveness of the activities of regional authorities in the field of education, according to which the Government of the Russian Federation evaluates the overall effectiveness of the activities of the executive authorities of the constituent entities of the Russian Federation. The amount of cash subsidies and transfers allocated to the region by the federal center directly depends on this assessment.
POLITICAL SUPPORT AS A DRIVE FOR CHANGE
The reform of the assessment system was carried out with strong political support. The decision to introduce the USE was taken at the initiative of the country's government. In connection with the transition to a system of budgeting and results-oriented management, the country's leadership needed reliable and objective information about the real state of affairs in education. In 2001, the Ministry of Education of the Russian Federation was instructed to develop a new exam model.
It is extremely important that political support was provided throughout the experiment on the introduction of the USE. Without this, it would hardly have been possible to make the USE an official state exam, since the support for this idea in society was very insignificant (the well-known rule worked here - the voices of opponents of innovation always sound louder than the voices of supporters). Several professional groups at once openly expressed their objections to the transition to the Unified State Examination.
Teachers and schools were accustomed to self-evaluate their students and distrusted external control. In addition, the practice of evaluating the quality of work of teachers and schools on the basis of the results of the Unified State Examination in the course of certification of teachers and accreditation of schools began to spread rather quickly. The USE began to take the form of an assessment "with high stakes and, as a result, was not supported by the professional community.
Representatives of universities did not trust the test form of control, they wanted to find out his knowledge and abilities in a lively dialogue with the applicant at the entrance exam. In fact, there were other, hidden motives - the desire to control the additional financial flows received by university employees (direct bribes, payment for the services of tutors and university preparatory courses), and the unwillingness of the rector to lose "administrative currency" (the ability to ensure admission of applicants through the rector's list). high-ranking and useful parents for the university).
Also, many media and politicians cultivated public opinion that the Unified State Examination is destroying the best Russian education in the world, since it only checks
primitive knowledge and skills and is not able to appreciate the creative qualities of the student's personality.
Some parents also spoke out against the Unified State Examination, who hoped to ensure their children's admission to universities through informal ties with the administration and teachers of the corresponding educational institution.
The experience of introducing the USE shows that political will and consistency in the implementation of the adopted decision played a key role in reforming the system of national examinations.
PROVIDING SUPPORT THROUGH THE ORGANIZATION
PUBLIC DISCUSSION
To attract additional supporters of the idea of the Unified State Examination and provide reasoned answers to the objections of its opponents, a broad public discussion was organized.
The exam was openly and systematically discussed in print and electronic media, on television and radio, on the Internet, at various meetings, conferences and forums. The discussion was not limited to the professional community, its participants were students, parents, employers, representatives of various social groups.
It cannot be said that in the end it was possible to convince the entire population of the country of the need to introduce the USE - and to this day opponents of this innovation are quite active, but without such a discussion there was a risk of losing supporters and losing public support. The Unified State Examination provided the first experience of organizing a broad public discussion on education issues.
USE AND THE ALL-RUSSIAN SYSTEM
EDUCATION QUALITY ASSESSMENTS
The introduction of a unified exam gave a powerful impetus to the further development of the all-Russian system for assessing the quality of education. We note the following changes.
A culture of pedagogical measurements arose and began to develop in the country, specialists and scientific organizations in this field appeared.
Regional quality assessment systems began to form and develop. On the basis of regional information processing centers in many regions, regional centers for assessing the quality of education began to be created. In addition to conducting the Unified State Examination, they organized other procedures for assessing the quality of education, primarily regional monitoring studies. For these purposes, the personnel, methodological and technological potential formed within the framework of the Unified State Examination began to be used to the fullest extent.
Based on the technology of conducting the exam, an exam for graduates of the basic school - GIA 9 was developed and introduced in experimental mode.
Based on the analysis of the results of completing specific tasks of the USE, it became possible to prepare detailed targeted recommendations for teachers, methodologists, authors of textbooks and developers of educational standards on improving the learning process.
External assessment and quality control procedures, in particular teacher certification and school accreditation, began to take into account the results of the USE as one of the criteria for the quality of the work of schools and teachers.
Thanks to the unified exam, the results of Russia's participation in international comparative studies to assess the quality of education (PISA, PIRLS, TIMSS, etc.) have become more thoroughly discussed.
PROBLEM QUESTIONS OF THE INTRODUCTION OF THE USE
The Unified Examination posed a number of problems and caused some negative trends. Firstly, with the transition to the Unified State Examination, the educational process in the upper grades has clearly reoriented towards preparing for this exam. Schoolchildren began to focus on the subjects in which they were going to take the exam (mathematics, Russian language, elective subjects), their motivation to study other academic disciplines significantly decreased. In natural science subjects, the share of workshops and laboratory work has significantly decreased, since the skills of organizing research and experiment were not tested in the USE. Such a form of education as external studies began to actively develop, when schoolchildren completed the program of 10-11th grades in one year, often formally and superficially, and then during the next year they diligently prepared for the Unified State Exam, attending preparatory courses or using the services of tutors.
Secondly, the USE is focused mainly on testing academic results (knowledge, skills and abilities) in a particular school subject. More complex educational outcomes (general learning skills, research skills, competencies, creative skills, physical development, etc.) are not assessed in the exam. In this regard, for admission to specialties related to culture, art and sports, in addition to the USE, additional tests were introduced that assess creative and sports achievements. In addition, the winners and prize-winners of the All-Russian Olympiads got the opportunity to enter specialized specialties without passing the Unified State Examination. Also, the most powerful universities of the country (in 2010, the Government of the Russian Federation determined 11 universities) were granted the right to conduct 1 additional exam in a specialized field to select the most prepared applicants.
Another problem that reduces confidence in the exam is related to the information security of the USE. There are known cases of leakage of information about USE assignments (for example, posting assignment options online on the eve of exams) and violations of USE procedures (the use of mobile phones, nominees, and groups of "fixers", which are often teachers themselves). In this regard, questions about public control over the conduct of the Unified State Examination, openness and transparency of its procedure are particularly acute.
Some of the problems that arise in connection with the introduction of the USE can be solved by introducing a system of in-class assessment. This will be discussed in the next section.
5. ASSESSMENT AT THE CLASS LEVEL
GENERAL DESCRIPTION OF THE TRADITIONAL SYSTEM
ASSESSMENT IN THE CLASS
In domestic practice, assessment in the classroom is traditionally considered as a way of monitoring the educational achievements of a student. It is conducted by the teacher and involves regular checking and evaluation of written work and oral responses of the student. According to the international comparative study of 2006 for domestic teachers, the main purpose of assessment in the classroom is the actual setting of marks and informing parents about the success of the student. Much less often, the information received is used by the teacher to adjust teaching or determine the individual needs of students, organize study groups and differentiate learning tasks. Least of all, classroom assessment is a source of data for local or regional monitoring of the quality of education.
As a test, as a rule, tasks prepared by a teacher or accepted at the school level, as well as diagnostic tests developed in accordance with the state education standard and widely represented in the press, are used. The result of completing the test work, homework, oral answer is expressed in points and recorded in the class journal, which is an official document and is filled in according to the general model by each teacher teaching a particular subject. Based on the current grades recorded in the journal, the teacher sets the final grade for a certain period - a quarter, half a year and a year. The mark is usually placed in the student's school diary, which serves as a means for the teacher to inform parents. But keeping a diary is not mandatory and is regulated at the school level.
A new popular form of presenting information about the student's educational achievements is an electronic journal, class or school, access to which is open to parents of students. To date, electronic journals have been introduced only in individual schools, but the prospect of their distribution is great due to the gradual transition of schools to electronic document management.
current the federal law"On Education in the Russian Federation" delegates to the school the responsibility for organizing and conducting assessment in the classroom. The competence of an educational institution includes the implementation of ongoing monitoring of progress and intermediate certification of students of an educational institution in accordance with its charter. The same regulation is retained in the draft of the new Law “On Education”, which provides schools with the opportunity to independently develop assessment in the classroom. But at the moment, experimentation in this area has the character of separate precedents, takes place in schools that implement author's programs, and does not change the overall picture, which is very conservative and does not correspond to modern educational values and tasks.
Until now, the most common in domestic practice remains the traditional assessment system established by the Ministry of Public Education in 1937, based on a five-point scale: "1" - poor success; "2" - mediocre; "3" - sufficient; "4" - good; "5" - excellent. This system provides the ability to combine current and final grades, which gives grounds for forecasting and is a convenient form of fixing the final achievements of students. However, it has serious shortcomings and is deservedly criticized both by teachers and students, and by the scientific pedagogical community. Its main problem is the closeness and subjectivity of evaluation procedures, the lack of clear criteria on the basis of which the quality of the evaluated achievements is determined. The vagueness and, often, arbitrariness of the norms and criteria for marking make the assessment system opaque for students, which does not contribute much to the formation and development of their evaluative and, in general, educational independence, makes them dependent on external assessment, on the reaction of those around them.
Another reason for criticism was the narrowness of the scale, which acts almost like a three-point scale, since the most commonly used marks can only be positive "3", "4" and "5". Existing marks, due to the inflexibility of the scale used, do not allow recording individual individual progress, leaving the student within the same indicator (“albeit better, but still a three”).
The low information content of marks is also connected with the fact that they are used to evaluate mainly academic knowledge,
first of all, their completeness and consistency. Mastering the methods of activity, success in any area outside the curriculum is much less likely to become an object of assessment.
MAIN INNOVATIONS IN RECENT YEARS,
INITIATED BY EDUCATIONAL INSTITUTIONS
In recent decades, in various educational institutions and pedagogical systems that position themselves as non-traditional, new forms of assessment in the classroom have been developed and put into practice, going beyond the five-point scale. The following are the most famous.
1. Multi-point scales of marks, built on the fact that each point corresponds to a certain level or degree of performance of tasks. The most widely used is a ten-point scale based on a taxonomy that singled out 5 levels of student learning, from recognizing and remembering the presented information to transferring the learned theory into practice, including in a new, unfamiliar, non-standard situation. Based on the selected levels of learning, a scale is built from 1 point - very weak, to 10 points - excellent.
2. Since the beginning of the 2000s, various options educational portfolios. Portfolio models are usually developed at the level of an individual school or a group of schools belonging to the same educational system or participating in an experiment at the local, regional or federal levels. At the initial stage, portfolio variations are usually used, which include biographical information about the student; the profile of his achievements in dynamics, for example, by quarters; information about extracurricular activities, as well as two sections that are universal for different portfolio models: a section of documents in which the student submits certificates received at competitions, competitions, olympiads of various levels, and a section of works, including abstracts, creative works (poems, essays, drawings etc.), final grades in subjects.
The portfolio of students of the main stage was introduced in dozens of regions of the Russian Federation as part of an experiment on specialized training conducted by the Ministry of Education of the Russian Federation in 2002-2005.
3. To other most common non-traditional forms assessment in the classroom can be attributed to a rating system based on the principle of accumulating points over a certain period of time or during the passage of a separate subject topic. The construction of an educational rating is sometimes combined with a modular or credit organization of the educational process.
4. In the system of schools implementing the International Baccalaureate programs, the main thing is criteria-based assessment, combined with self-assessment and individual planning academic work. This approach is well developed and fits into the framework of the Western assessment system, but there are only a few schools in Russia that consistently implement it.
INNOVATIVE BODY INITIATIVES
EDUCATION MANAGEMENT
In 2003, the Ministry initiated the transition to gradeless assessment in elementary school. The recommendation letter of the Ministry postulated that not only the knowledge, skills and abilities of the student, but also his creativity and initiative in all areas of school life should be assessed. When teaching without marks, it was proposed to use such assessment tools that allow you to record the individual progress of each child and do not provoke the teacher to compare children with each other, ranking students according to their academic performance. For example, conditional scales on which the result of the work performed according to a certain criterion is recorded, various forms of graphs, tables. It was emphasized that all forms of fixing evaluation are the personal property of the child and his parents. Moreover, for assessment and self-assessment, it was recommended to choose only those tasks where there is an objective unambiguous criterion for success, given that the criteria and form of assessment of each work of students can be different and should be the subject of an agreement between the teacher and students.
It was proposed to enter the current grades, fixing the progress of junior schoolchildren in mastering all the skills necessary for the skills being formed, into a special "List of Individual Achievements". As a generalization of the child's educational achievements at the end of the year, use an evaluation sheet, which can reflect the levels of mastery of key skills in each subject.
As a means of presenting the student's own achievements for their assessment, the "Portfolio of Student Achievements" (portfolio) was considered in the form of a selection of his personal works.
In order for the educational institution to implement a unified "evaluation policy" and a course towards the introduction of gradeless education, the Ministry recommended that schools adopt the "Regulations on gradeless education". This school document records all the conditions, means, methods and forms of assessment used in the educational process, as well as the forms of maintaining school records (class journals, student diaries, forms of administrative school control of teachers' work).
Offering educational institutions participating in the experiment to improve the structure and content of general education such a radical change in the practice of assessment, which corresponded to the new strategies declared by educational policies, such as individualization and the active activity nature of the educational process, the Ministry recognized that this requires the highest pedagogical professionalism from teachers and, most importantly, a new pedagogical philosophy.
To date, the progressive proposals of the Ministry have been implemented only to a small extent in a limited number of schools. The main reason is that the pedagogical resources to implement the new assessment strategies have not been available until today. Practicing teachers have not undergone the necessary retraining in the advanced training system. Teacher training programs in teacher training universities do not contain educational blocks and practices that provide methodological training for future teachers in the field of assessment, and do not form a new pedagogical philosophy.
MODERNIZATION OF THE CLASS ASSESSMENT SYSTEM AND NEW
STATE EDUCATIONAL STANDARDS
A new initiative to reform the assessment system in the classroom came from the Russian Academy of Education and experts who developed the new Federal State Educational Standard (FSES). The recently adopted Primary School Standard provides for an expansion of the tasks and tools of assessment carried out at the school and grade level. Not only subject, but meta-subject and personal learning outcomes should be evaluated. In this case, it is necessary to use a variety of methods and forms that complement each other (standardized written and oral work, projects, practical work, creative work, introspection and self-assessment, observations, etc.). The planned results of mastering the main educational program should be a meaningful and criteria-based basis for the assessment system learning outcomes, including those held in the classroom.
Similar requirements for the assessment system are also formulated in the GEF Project for the basic school. An essential element of the standard was the introduction of a requirement for the development of a student's evaluative independence based on the formation of a conscious, adequate and critical assessment in learning activities, the ability to independently and reasonably evaluate their actions and the actions of classmates, adequately assess their ability to achieve a goal of a certain complexity in various areas of independent activity. To achieve this goal, a radical transformation of existing forms of assessment is necessary.
in class. Expert developers have already presented new approaches and tools that are in line with the formative assessment that is widespread abroad. At the moment, they are addressed to teachers working at the primary level, and are focused on the Federal State Educational Standard for primary school. Published methodological developments highlight the basic principles of teacher-led assessment in the classroom and assessment tools for the teacher, as well as students conducting self-assessment. The main principles that determine the formative nature of assessment include the following: assessment is an ongoing process integrated into educational practice; it can only be criterial, and the main criteria for evaluation are the expected results that correspond to the learning goals; the evaluation criteria and the algorithm for setting a mark are known in advance to both teachers and students and can be developed by them jointly. The assessment system is built in such a way that students are included in the control and assessment activities, acquiring the skills and habits of self-assessment.
RESULTS AND LESSONS
The new approach to assessment, developed to meet the requirements of the new Federal State Educational Standard, eliminates the shortcomings of the current traditional system and completely changes the current practice. At the same time, new developments continue and develop the line outlined in the 2003 letter of the Ministry of Education, which already recommended new assessment tools: student portfolio, observation sheets, etc. As in the recommendations of the Ministry, the new developments emphasize an individualized approach that focuses on the basis of differentiation of levels of achievement of planned results and requirements for the development of educational programs. The following can be distinguished as conditions for the implementation of new strategies.
INTEGRATION OF ASSESSMENT IN THE CLASS
TO THE SYSTEM OF ASSESSMENT OF THE QUALITY OF TRAINING
Previous experience has shown that integration is possible only when political decisions and declared initiatives lead to the development of regulations that provide a real possibility of use in the classroom in the overall system of assessing the quality of education. The results of the assessment conducted in the classroom can be used to determine the individual dynamics and progress of the student, to include the assessment activity of the teacher in the characteristics of his professional skills during regular certification and, finally, to consider the data obtained during in-class assessment, along with other data from the internal school assessment of educational achievements. students, when attesting an educational institution.
STAFFING FOR INNOVATION
The second prerequisite for the modernization of assessment in the classroom in line with the requirements of the new Federal State Educational Standards is a broad and systematic work on the development of human resources, since in this case it is not separate groups of trained specialists that become the conductors of innovations, but the whole mass of practicing teachers. The implementation of the new approach requires updating the content of retraining courses for the teaching staff of pedagogical universities and institutes for advanced training of teachers, the development of methodological literature, educational films, the organization of experimental sites for testing new assessment strategies and tools, the activation of professional communication and the exchange of experience, including in pedagogical associations on the network sites of the Internet.
DEVELOPMENT OF A PROFESSIONAL STANDARD FOR TEACHERS,
INCLUDING ASSESSMENT SKILLS
Another condition, without which the plans to modernize the practice of assessment conducted in the classroom will remain unrealistic, is the transformation of the system of professional training of teachers. First of all, the emergence of a professional teacher standard, which can be used as a guide for student training programs in the system of vocational education, and which will include such a block as the teacher's evaluative skills. On the basis of such a standard and models of effective teaching, which also include requirements for the assessment skills of a practicing teacher, individual professional development of teachers can be planned, increasing their readiness to use new assessment approaches and tools.
IN last years the importance of independent control external to the school is emphasized as much as possible, and the development of the structures and tools necessary for its implementation is ensured. The planned modernization of the practice of assessment at the classroom level requires similar activity and efforts: the transfer of world experience in the field of formative assessment, the accelerated development of assessment tools and equipping schools and existing teachers with them. All this will make it possible to include classroom-level assessment methods in the practice of schools and teachers.
6. MAIN LESSONS
Let us note the main lessons that can be formulated on the basis of the experience of reforming the national system for assessing the quality of education.
FOCUS ON THE REFORM
After a political decision was made to reform the assessment system, the correct strategic decision- focus
on the development and introduction into practice of one element of this system - the unified state exam. This made it possible to concentrate various resources and quickly introduce the USE into practice. The USE initiated the development of a culture of pedagogical measurements, gave impetus to the training of specialists and the creation of a network of various scientific organizations and quality assessment centers that coordinate work in the field of pedagogical measurements. As a result, the potential was formed for the introduction of new forms of education quality assessment at the federal and regional levels.
POLITICAL SUPPORT
When reforming the assessment system, one of the key factors is political support for the reform. And it consists not only in making a decision to carry out reform, but, more importantly, in consistently defending this decision at the implementation stage, when many professional and social groups resist change and support is not so easy to win. In practice, political support should be expressed in the normative consolidation of regulations and procedures for assessing the quality of education, which will ensure the sustainability of ongoing changes.
STEP BY STEP
One of the success factors in the introduction of the USE is its phased introduction in the experimental mode. It took time to work out the technologies for conducting, to understand the most serious problems and difficulties, and, taking into account the experience gained, to adjust the structure and content of the exam.
PUBLIC DISCUSSION
Introduction of large-scale changes affecting the interests a large number public and professional groups, it is impossible to provide without public support. Here, a skillfully organized, broad and open public discussion becomes a key factor. The authors of innovations should make every effort to expand the number of supporters and proactively respond to the objections of the opponents of the changes.
No less important is active professional communication, the creation of open platforms for the exchange of professional experience and contacts between teaching practitioners, researchers, and expert groups. This horizontal interaction is a condition for preparing the professional community for the implementation of political decisions and innovative strategies. The lack of opportunities for professional discussion and promotion of initiatives from below, the formation of groups interested in the development of innovations is one of the reasons that the education reform faces resistance or is implemented in a formal bureaucratic way.
PUBLIC CONTROL
The Unified State Examination is a high-stakes assessment procedure for both students and teachers and schools whose performance is judged on its results. In order to prevent deliberate violations of the exam procedure and falsification of results, it is necessary to take care of creating a system of public control at all stages of the organization of the exam. The openness and transparency of its procedure can be ensured by involving independent public observers during the examination, publishing the results in the media (including cases of violations and falsification), discussing the results with the involvement of authoritative public organizations.
INTERPRETATION OF THE RESULTS
The most important problem in assessing educational achievements has been and remains the problem of adequate interpretation of measurement results. The experience of the USE has shown that exam data is often used for illegal comparison and rating of schools and municipalities without taking into account the conditions affecting the activities of educational institutions. There are known cases of severe sanctions applied to schools by higher authorities.
One possible way to overcome this problem is to develop detailed methodological guidelines on how the results of the examination (or other assessment program) should be analyzed and what decisions can be made based on the available data.
STANDARDIZED TESTS AND SCHOOL PRACTICE
Unlike a number of countries with developed systems of standardized testing (for example, the USA, Great Britain, Australia, etc.), standardized tests have practically not been used in Russian school practice over the past 50 years. The concept of "psychometrics" was unfamiliar to school teachers and a wide range specialists in the field of education. They started talking about standardized measurements mainly after the introduction of the unified state exam. It is still widely believed that school teachers are best able to assess the knowledge of their students.
In the current situation, one can single out both negative aspects (for example, distrust of pedagogical measurements, inability to make decisions based on objective data), which hinder the introduction of an independent objective assessment of educational achievements, and positive aspects (for example, the teacher’s readiness to strengthen his role in assessing educational achievements). in formative and diagnostic assessment), which allow to form an adequate system of internal assessment at the school level.
This state of affairs requires the adoption of decisions in at least two directions: improving the system of training teachers and improving the qualifications of teachers and creating the necessary tools and teaching aids.
It is necessary to include special courses "Pedagogical measurements" in the system of training of pedagogical personnel and advanced training of teachers. However, these courses should adequately present various methods and forms of standardized and non-standardized assessment, consider the advantages and disadvantages of each direction, form an understanding and the need to use various tools for the most objective assessment and diagnosis of schoolchildren, on the basis of which various decisions can be made, for example, about transfer to the next level of education or about prompt assistance and support in the educational process.
In parallel with the acquisition of new knowledge, teachers need to be given a sufficient amount of methodological literature and tools for assessing educational achievements developed by professional organizations.
RUSSIA IN THE MIRROR OF INTERNATIONAL STUDIES
As the experience of countries participating in international comparative studies shows, research results contribute to the development of education systems only if they become the property of the whole society, professional discussions are held on them and managerial decisions are made about changes in the education system.
The Russian public, having received sufficiently extensive information about the quality of its general education, is pleased to perceive good results, for example, PIRLSJ studies and does not pay enough attention to the problems of school education, identified, for example, in TIMSS studies (decrease in the quality of education during the transition from primary to secondary school) or in the PISA study (insufficient formed functional literacy of basic school graduates). Relevant studies are of interest only to a limited circle of scientists. Decisions made in connection with the results of ongoing research are not recorded. This allows us to conclude that one of the significant problems of Russian education is decision-making on a fairly wide range of issues without referring to the results of research on the quality of education (not only international, but also Russian, including the Unified State Examination and State Academic Examination 9).
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10) The results of the activities of the commission for the study and evaluation of the results of the experiment on the introduction of a unified state exam. - M.: Federation Council, 2009.
11) Kadnevsky, V. USE in the mirror of social policy / V. Kadnevsky,
B. Polezhaev // Public Education. - 2009. - No. 6.- S. 23-30.
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16) Monitoring of general educational achievements of graduates of the basic school / under the general. ed. K. N. Polivanova. - M.: University book, 2006.
17) An unexpected victory: Russian schoolchildren read better than others / under scientific. ed. I. D. FRUMIN. - M.: Ed. house. State. un-ta - Higher School of Economics, 2010.
18) New requirements for the content and methods of teaching in the Russian school in the context of the results of the international study P15A-2000. - M .: Universitetskaya kniga, 2005.
19) A new look at literacy. According to the results of the international study P15A-2000.- M .: Logos, 2004.
20) Education and society: is Russia ready to invest in its future?: Report of the Public Chamber of the Russian Federation / Public Chamber of the Russian Federation. - M.: Ed. house. State. un-ta - Higher School of Economics, 2007.
21) The main results of the international study of the quality of school mathematical and natural science education T1M5$-2007 - M.: ISMO RAO, 2008.
22) Evaluation of achievement of planned results. Elementary School. Job system. Standards of the second generation / ed. G. S. Kovaleva, O. B. Loginova. - M.: Education, 2009.
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29) Russian school: from PISA-2000 to PISA-2003 / ed. ed. A. G. Kasprzhak, K. N. Polivanova. - M.: Logos, 2006.
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32) Pros and cons of the Unified State Examination / V. S. Sobkin, D. V. Adamchuk, Yu. O. Kolomiets, I. D. Likhanov, A. I. Ivanova, D. A. Narbutt // Human child. - 2009. - No. 5.-S. 9-15.
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36) Clarke, M. Roadmap for building an effective assessment system. The World Bank, 2010.
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38) Kovaleva, G., Krasnianskaia, K. Russian Federation // TIMSS-2007 Encyclopedia. Guide to Mathematics and Science Education Around the World v 2 Edited by I. Mullis, M. Martin, A. Kennady, C. Flaherty. IEA, ISC, Boston College,
39) PIRLS 2006, International Report, IEA, TIMSS & PIRLS International Study Center, Lynch school ofeducation, Boston College.
40) PISA 2009: Volume I, What Students Know and Can Do: Student Performance in Reading, Mathematics and Science. OECD, Paris, 2010.
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INTERNET SOURCES
1) Federal state educational standards [Electronic resource]: website of the federal state educational standard. - Access mode: www.standart.edu.ru.
2) Official information portal of the unified state exam [Electronic resource] / Federal Service for Supervision in Education and Science. - Access mode: www.ege.edu.ru.
3) Federal Service for Supervision in Education and Science [Electronic resource]: official website of Rosobrnadzor. - Access mode: www.obrnadzor.gov.ru.
4) Center for assessing the quality of education ISMO RAO [Electronic resource]: website of the Center OKO. - Access mode: www.centeroko.ru.
5) Federal Institute of Pedagogical Measurements [Electronic resource]: FIPI website. - Access mode: http://www.fipi.ru.
6) Federal Testing Center [Electronic resource]: website of the FCT of the Federal Service for Supervision in Education and Science. - Access mode: www.rustest.ru.
7) International Association for the Evaluation of Educational Achievements = International Association for the Evaluation of School Achievement [Electronic resource]: IEA website. - Access mode: www.iea.nl.
8) Program for International Student Assessment (PISA) = International Student Assessment Program / Organization for Economic Cooperation and Development = Organization for Economic Cooperation and Development [Electronic resource]: site 0ECD.- Access mode: www.oecd.org.
9) PIRLS and TIMSS / International Study Center = International The educational center[Electronic resource]: PIRLS and TIMSS website. - Access Mode: http://tfmssandpirls.bc.edu/.
EURASIAN ASSOCIATION FOR EDUCATION QUALITY ASSESSMENT
The problem of assessing the quality of education is currently one of the most relevant for the entire education system of the Russian Federation. A common feature of systemic changes in the education system, both at the federal and regional levels, is the focus on ensuring the quality of education, improving the quality assessment system and its compliance with today's requirements of society.
WITH strategy development of education in the Russian Federation, the implementation of the priority national project "Education", the Federal Target Program for the Development of Education for the period 2006-2010. provide for the solution of the strategic task of developing a system for ensuring the quality of general education through the implementation of program activities within the framework of regional systems for assessing the quality of education (SOKO).
Under quality of education is understood as an integral characteristic of the education system, reflecting the degree of compliance of the actual educational results achieved with regulatory requirements, social and personal expectations.
Assessment of the quality of education implies an assessment of the quality of educational achievements of students and an assessment of the quality of the educational process.
To the main tasks education quality assessment systems relate:
- Assessment of the level of educational achievements of students of educational institutions for their final certification and selection for admission to the next level of education.
- Evaluation of the quality of education at various levels of education in the framework of monitoring studies of the quality of education (federal and international).
- Formation of a system of meters for various users, which allows to effectively implement the main goals of the system for assessing the quality of education.
At the moment, as part of the implementation of a comprehensive program for the modernization of education in the Sverdlovsk region, a regional system for assessing the quality of education is being developed. The regulatory document governing this process is Regulations on the system for assessing the quality of education in the Sverdlovsk region, which defines the scope of authority of various structural units. In particular, the activities of the educational institution in this area should be as follows:
Educational institutions:
1) develop and implement the educational program of the educational institution, including the system for assessing the quality of education of the educational institution;
2) participate in the development of a system of indicators characterizing the state and dynamics of the development of an educational institution, the municipal education system and the education system of the Sverdlovsk region;
3) provide on the basis of the educational program, conducting in an educational institution control and evaluation procedures, monitoring and other studies on the quality of education;
4) organize:
- system for monitoring the quality of education in educational institution, collect, process, store and present information on the state and dynamics of the development of an educational institution, analyze the results of assessing the quality of education at the level of an educational institution;
- studying and providing information at the request of the main users of the education quality assessment system of an educational institution;
5) provide:
- provision of information in accordance with the regulations on the information exchange on the quality of education, including for making a decision on the distribution of an incentive salary allowance for employees of an educational institution;
- development of a system for assessing the quality of education of an educational institution based on an educational program;
- informing the population through the provision of an annual public report on the state of education in an educational institution.
Our educational institution has experience in creating a comprehensive system for assessing the quality of education.
The main document that defines the system for assessing the quality of education of an educational institution is the educational program. An integral part of this program is a comprehensive program education quality management, which has the following structure:
Section 1. Information and analytical substantiation of the program.
Section 2. Scientific and theoretical foundations of quality management.
Section 3. The main directions of the program.
Section 6. Stages of implementation of the integrated program "Quality".
In more detail, you should dwell on sections 3, 4, 5.
Section 3. Main directions of the program: (Appendix)
Regulatory direction
Organizational and content direction
Scientific and methodological direction
Expert-analytical direction
Section 4. The structure of education quality management. The mechanism of education quality management.
Education quality management mechanism
Collecting information from potential social customers
Formation of social order
Defining the mission of the school
The ratio of the chosen option to the available options
Choice of type of control (per process or per result)
Determining the parameters for assessing educational outcomes
Diagnostics of the personality of students
Forecasting the results of education of students
The ratio of the desired results with the existing results and the mode of life of the school
Identification of factors, preparation and implementation of the school development program
Comparison of the obtained results of education with the set goals
Defining the quality of education
Compliance of the quality of education with the goal
This mechanism corresponds to the scientific and theoretical provisions in the development of the definition of quality and is based on the approaches and principles described above. The quality management mechanism is universal, it allows you to determine the quality of education at all levels of the educational process from the student to the administration of the educational institution.
Section 5 Routing monitoring.
For effective management, making informed decisions on quality management, it is necessary to have reliable and reliable information about the course of the educational process, the activities of the management system, etc. Obtaining such information is possible during monitoring.
Educational monitoring is a form of organizing, collecting, storing, processing and disseminating information about the activities of the pedagogical system, which ensures continuous monitoring of its state and forecasting its development.
Evaluation of the quality of education by the dynamics of changes in its results is a very productive method that requires systematic monitoring of results. Thus, the fundamental basis of the mechanism for managing the quality of education is psychological and pedagogical, medical, social monitoring, and the essence of the process of managing the development of the quality of education is a reflexive approach both in the development of the object itself (educational process) and its management.
This block of the program “Quality” is based on the application of a technological approach. The specificity of the technological approach lies in the fact that it guarantees the achievement of the goals of education by all participants in the educational process. It is based on the interdependence of goals, objectives, means to achieve them and the results achieved. Monitoring the quality of education acts as a mechanism through which all students have not only the required level of knowledge, skills and abilities in accordance with the SES, but also the optimal (individual) level of education for each, expressed in its (education) quality.
Technological monitoring map (Appendix 2) defines:
Subjects of management;
coordinators;
Control objects;
Indicators;
Information sources;
Criteria;
Tools;
Method of collecting, storing information;
Exit, management decision.
This block of the program “Quality” is based on the application of a technological approach. The specificity of the technological approach lies in the fact that it guarantees the achievement of the goals of education by all participants in the educational process. It is based on the interdependence of goals, objectives, means to achieve them and the results achieved.
Monitoring the quality of education acts as a mechanism through which all students have not only the required level of knowledge, skills and abilities in accordance with the SES, but also the optimal (individual) level of education for each, expressed in its (education) quality.
Education Quality Assessment System (SOKO)
Criteria and assessment of the quality of education
The problem of the quality of education is now acute. The rejection of a unified state system of education, of many long-established traditions and the introduction of new ones (testing instead of traditional exams, lengthening the time of study at school, intensive development of the non-state education system, etc.) makes this problem a priority for state and public. All subjects of the educational process are interested in ensuring the quality of education (students and their parents, teaching staff of schools and university teachers, education authorities, employers).
What is required for evaluation?
When used in an educational context, the concept of "quality" is often assigned various meanings to the latter. For example, for educators, it can mean having a quality curriculum supported by educational materials, for students - correlates with life position, skills and abilities. For parents, it is connected with the development of the individuality of their children. For society, quality is associated with those value orientations of students that can be expressed in a civic position, in the humanistic or technocratic orientation of their professional activities. Thus, the understanding of the “quality” of education is often contradictory.
Assessment of the quality of education implies an assessment of the quality of educational achievements of students and the quality of the educational process. In this case, the quality of education should be understood as a characteristic of the education system in a general education institution, which reflects the degree of compliance of the actual results achieved with regulatory requirements, social and personal expectations.
The quality of education is not the same as the quality of learning. To assess the effectiveness of the school, taking into account the level of knowledge of students over a certain period, it is necessary to analyze what contingent comes to study at this school, what conditions have been created for the work of teachers, what is the personnel potential, material and technical support, etc.
The principles of creating a system for assessing the quality of education can be the following:
a broader understanding of educational achievements, which can be key non-subject competencies (cognitive, social, informational, etc.), satisfaction with education, the degree of participation in the educational process (active work in the classroom, educational and extracurricular work, the number of missed classes, etc.), further education and graduate career;
openness, accessibility of information about the state and quality of education, transparency of the very procedures for its assessment;
adoption and implementation of management decisions based on the results of assessing the state of education in an educational institution;
minimum indicators in the education management system;
compliance with moral and ethical standards in the selection of indicators.
Criteria for assessing the quality of education should be determined in accordance with the objectives of the functioning of the educational institution, and their number should be minimal, but sufficient to assess the most significant parameters. Evaluation of performance is possible only in the relationship of criteria.
Criteria for assessing the quality of the educational process
|
Criteria |
Indicators |
Levels of manifestation |
Timing of diagnostics |
|
1. Learning success |
1.1. Compliance of knowledge, skills and abilities with state and regional educational standards. 1.2. Adequacy of learning outcomes to the learning abilities of students |
Conforms to the standard; exceeds the standard; Below standard; higher learning opportunities; adequate to learning opportunities; below learning opportunities |
Twice during the academic year (first and second semester) |
|
2. Formation of general educational (educational and cognitive) skills |
2.1. Awareness of skill. 2.2. Autonomy of use. 2.3. skill fullness |
Formed; partially formed; Not formed |
At the end of elementary school, at the beginning of basic school, at the end of the 7th, 9th grade |
|
3. Formation of positive motivation for learning |
3.1. Social motivation: broad social motives; narrow social motives; actual school motivation; family motivation. 3.2. Cognitive motivation: situational interest; narrow cognitive interest in individual academic subjects; cognitive interest; broad cognitive need |
Optimal; Sufficient; short |
At the beginning of basic school (5th grade), in 7th grade, after graduating from basic school (9th grade) |
|
4. Formation of value self-determination of students |
4.1. Personal qualities of students in accordance with the goals of the school, the model of the graduate |
are clearly manifested; appear; weakly manifested; do not appear |
At the beginning of basic school, at the end of the 7th, 9th and 11th grades |
|
5. Formation of professional self-determination of graduates of basic and secondary schools |
5.1. Availability of a plan in the main and alternative options 5.2. Justification of professional choice in accordance with their capabilities, desires and the demand for the profession in society |
High; average; short |
Once per academic year in 9th, 10th and 11th grades |
|
6. Formation of skills to adapt and interact in a team |
6.1. Emotional and psychological comfort in the team. 6.2. Interaction to achieve common collective goals. 6.3. Assimilation of general collective motives of activity |
Leaders: accepted; not accepted; outcasts |
Once a year in 7th, 9th, 11th grades |
Criteria 3,4,5 can be considered as indicators of educational achievements and as factors influencing these achievements. For each criterion, several methods can be used, their target settings should correspond to the goals of the educational process. The labor intensity of data processing should be minimal, as well as the time spent on data collection.
The role of evaluation
When assessing the quality of education, the following provisions should be highlighted:
quality assessment should not be limited to testing students' knowledge (although this remains one of the indicators of the quality of education);
the assessment of the quality of education is carried out in a comprehensive manner, the educational institution is considered in all areas of its activity.
The monitoring system makes it possible to assess the quality of education, if standards are defined, there are measurable values, criteria are established by which it is possible to judge the achievement of standards, data is collected and results are evaluated, and appropriate measures are taken.
Monitoring the quality of education can be carried out directly in the educational institution. To do this, it is necessary to clearly understand the content and goals of the standards (both the standards of the content of education and the standards of the final result achieved by students). An example of standards that relate to the conditions that ensure the successful implementation of standards is the availability of the required number of textbooks and qualified teachers, appropriate material and technical support for the educational process, etc.
Thus, the assessment of the quality of education of an educational institution involves monitoring both the level of knowledge and skills of students (simultaneously by the teaching staff and external government bodies) and the activities of teachers. Therefore, it is no less important for effective leadership school and analytical assessment of the quality of teaching of an individual teacher.
The Moscow Register of Education Quality is a specialized information and analytical base. It is designed to ensure effective control of the state of the educational process at all levels. Let us further consider in detail how the monitoring of the quality of education is carried out, what activities it includes, what information the participants receive and how it is used.
Basic goals
The education quality assessment system operates on the basis of the following principles:
- Availability.
- Structuredness.
- Transparency.
- Flexibility.
- objectivity.
- Modularity.
The goals of creating an information and analytical base are:
- Increasing the availability and openness of information about education for the family.
- Implementation of an objective analysis of learning outcomes.
- Improving the quality of education.
- Ensuring the participation of parents and students in the control of the pedagogical process.
- Increasing the transparency of education at all levels, from a particular institution to the city system as a whole.
Users
The Moscow Register of Education Quality is online. The base operates on the portal www. new.mcko.ru. The users are:
- Parents of children raised in preschool.
- Teachers of secondary educational institutions.
- Schoolchildren and their parents.
- Teachers working in preschool.
- Representatives of administrations of kindergartens and schools.
- Professional experts.
- Department of Education.
- District offices.
- Capital Center for the Quality of Education.
Structure
The Moscow quality of education is available on the basis of cloud technologies. The ability to work with data has an unlimited number of users. For each of them, a personal account is formed. Monitoring the quality of education is carried out through:
The Education Quality Register includes:
- Database.
- Services.
- Tools.
The education quality assessment system allows you to regulate the volume and content of incoming data using the settings of users' personal accounts within their powers and rights. Personal pages of parents are supplied with sets of tools and services. In their structure and content of information, they differ from personal accounts of other categories of users.
Gaining access
For those who want to control the quality of education at a school or preschool educational institution, an individual login and password are generated. Parents receive this information from the institution their child attends. Anyone is provided with a login and password when contacting a teacher or class teacher. According to statistics, at present more than 185 thousand parents are registered in the database and have their own offices.
Advantages
Parents registered in the database can analyze and control the quality of education in various areas. In particular, they get access to the results:
In addition, the education quality system provides methodological and analytical materials. The study of the latter allows you to take part in solving managerial problems at the level of an educational institution. Thanks to the availability of sets of services and tools, parents can not only analyze the quality of education, but also conduct with the content of the educational process. The portal has created conditions for introspection, participation in significant events, communication with other users.
Distinctive features
The capital register of the quality of education is a single information city database. It is based not only on the results of statistics and the provision of information. The portal is formed in accordance with expert, objective assessments. It allows the user to work with the content of the educational process, analyze, determine at what level the quality of education is. It is also important that parents can manage the state of the educational process in accordance with the results obtained. The system uses numerical indicators, conceptual apparatus, analytical data.
Internal analysis
It is carried out by the educational institution during the entire academic year independently. This is necessary to ensure control and the ability to make management decisions in accordance with the results obtained. In school practice, this is expressed in testing, various verification and control work, sections of knowledge, including remotely. In the preschool educational institution, the implementation of these tasks is carried out through long-term observation of the development of the pupil. During monitoring, the register records all the indicators and achievements of the child. These results are processed automatically. The system builds dynamics, points to stable successes, identifies and shows problem areas. As a result, parents receive complete information about the development of their child.
External control
It is carried out by the Department of Education both planned and at the request of school leaders. Such control is necessary to objectify the performance of children in accordance with the requirements of pedagogical standards. The register provides multivariate automatic data analysis. This information is subsequently used by parents, civil servants, teams of teachers, managers. Through this external and internal analysis, a comprehensive control is carried out, which makes it possible to timely and objectively determine the level at which the quality of education is located.
Analysis Independence
The objectivity of the external evaluation is ensured by:
- Use at all existing levels of uniform materials for verification, formed in accordance with the base of standardized tasks. The latter undergo substantive and testological examinations.
- Comparisons of external and internal control.
- Use of a standardized unified technology for conducting knowledge tests, computer processing of results using mathematical statistics techniques.
Planned activities
It should be noted that the capital is not the only city in which such an assessment of the quality of education is carried out. Standards have been developed for all regions of the country. Thus, in the 2014/2015 academic year, the education quality register was successfully introduced. Tula region. Among the activities included in the external control, it is worth noting:
The program also provides:
- Determining the readiness of students to continue their education at the next stages.
- Evaluation of children's knowledge in subjects.
- Accompanying the implementation of the Federal State Educational Standard in primary and primary schools.
- Interdisciplinary and metasubject diagnostics of students' achievements.
- Organizational and methodological support of international research.
Usage levels
The operation of the system is based on three elements:
- At this level, the school does not add any information to the database, but only uses the data entered into it by the Department of Education.
- statistical field. At this level, the institution can receive reports when introducing an internal assessment.
- management field. If an institution uses internal and external analysis tools, the system issues detailed materials that determine the quality of education in a preschool educational institution or educational institution.
Management field
At this level, one can see not only stable achievements, problem areas, discover the factors that influenced the child to obtain certain results, but also form a further direction of development or develop a program for prompt assistance to the student/educational institution. It is impossible to manually or using any other traditional methods to calculate and analyze the indicators achieved by all children in a class or study group on existing topics, program elements, and skills that are laid down in the pedagogical standard. The quality register will give an assessment in a few seconds automatically. This, in turn, allows the teacher to make prompt adjustments to their work, to exclude coaching, which is often ineffective. The teacher, based on the results obtained, develops a student-centered approach to learning. Parents, in turn, get a clear understanding of the situation. For them, conditions are formed for competent participation in the control and management of the learning process, the creation of an individual plan and direction of development for the child. Only if you have information about areas of stable success and problem areas, working to eliminate difficulties and improve skills, you can significantly improve the quality of personal results. With a simple calculation of grades, it is impossible to objectively analyze the situation and carry out adequate process management.
Innovations
Since the 2012/2013 academic year, parents have been using a unique service for Moscow and the whole country to provide online information about the results of their child's participation in independent external diagnostics. At the same time, adults will be able to see not only the indicators themselves, but also the focus of the activities. In addition, parents received access to a map of mastered or unmastered controlled elements of education. They are also provided with recommendations and all explanations regarding the external diagnostics of the quality of the pedagogical process. If these indicators are not available in your personal account, this means that the educational institution does not participate in external diagnostics.
Features of personal user pages
The tools present in the parents' offices are aimed at establishing interaction between the school and the family. Today, despite the rather high development of mobile technologies, communication between an educational institution and parents can not always be considered productive, convenient and affordable. The main reason for this situation is the employment of adults. Parents often have an irregular day, frequent meetings, business trips, negotiations and other official moments. The information base allows the school and the family to interact in real time without disturbing the rest or work schedule of adults. In the personal account there is a service that allows parents to see and plan their participation in various activities related to the educational process or extracurricular activities.
Electronic portfolio
It allows you to take into account the individual needs in the field of education for each student. At the same time, each parent can participate in creating a portfolio of their child. Adults, therefore, not only see it, but can also fill it in. Such involvement of the family helps to increase the competitiveness of the child. The e-portfolio shows:
- All the abilities of a child.
- dynamics of its development.
- specific successes.
This tool allows you to adjust the educational process, provide targeted support to the student in a timely manner. Parents, in turn, monitor the results, determine the quality of education. It is important that the range of achievements of the child can be unusually wide. It is sometimes simply impossible to collect all the achievements of a student on paper.
Register of the quality of education of the Tula region
The database provides the ability to manage multidisciplinary educational institutions that have several buildings, a large number of children and teachers, and a variety of resources. Portal www. tula.mcko.ru provides:
- Internal independent audit of the educational institution.
- Uploading results, analytical models and saving parameters.
- Fixing the content and course of the educational process.
- Accounting for pedagogical activity.
- fixation professional achievements teachers.
- Accounting for the personal achievements of children in the development of general education programs at all levels.
- Compilation is multi-module, analytical and for different users.
- Interaction between subjects.
In the system, among other things, there are electronic diaries of teachers and students.
Transparency and clarity of analysis
The results that the assessment of the quality of education gives are presented as:
- Forms with indicators of verification work. They contain information about each child and the entire class as a whole.
- A detailed map of the development by students of the tested components of the content of education, meta-subject and subject skills.
- Dynamics of educational achievements and individual development of children.
- Analytical materials formed in accordance with the results of the diagnostics of the educational institution. They allow you to compare the data of a particular institution with the averages for the city or county.
- Recommendations for improvement, according to the factor analysis of the information received on the educational process.
Conclusion
Considering the information given above, the importance of introducing a register in the regions of the country becomes undeniable. The information and analytical base allows all interested users to see the results of the work of the teaching staff of the educational institution. At the same time, a voluminous holistic picture is formed, which is directly dependent on the achievements of each child individually. The register allows you to take into account all pupils and students. The information and analytical base is formed on the basis of continuity and taking into account personal dynamics, targeting of the approaches used. For example, an electronic portfolio is created from the age of three. You can fill it up up to the age of 18.
Quality management system(quality system) is an organizational structure that includes interacting management personnel that implements quality management functions by established methods. The introduction of a quality system allows you to organize and carry out planned, regular work on quality. With the necessary material base, modern technology and qualified, interested personnel, this increases the stability of the quality of all products. Create quality system means develop and implement it into the activities of the enterprise.
When creating a quality system, a significant amount of work is required, which will depend on the size of the enterprise, the characteristics of production and the nature of the products produced, and on how the organization of work in the enterprise for quality complies with the recommendations of the ISO 9001 standard, or the corresponding industry standard.
When developing a quality system, three main questions need to be answered:
What should be done in quality management;
Who will do all this?
How, by what methods to do it, according to what documents.
Education quality standard- identified and documented system of requirements for the quality of education, corresponding to the needs of the individual, society, state.
Assessment of the quality of education there is a measure of quality (numerical or semantic), which expresses the correlation of measurements of properties (functions) with the base, which fixes the reference level, the quality standard.
measure of quality- mapping quality as a set or set of properties onto a set of numbers or value semantic (semantic) units formed as preference scales. Quality assessment is a measure of quality (numerical or semantic), which expresses the correlation of measurements of properties (functions) with the base, which fixes the reference level, the quality standard. The assessment of the quality of education is organized as the most important function of managing the quality of education (ensuring the level of quality of education specified by the standards) taking into account the rank of educational systems and the stages of lifelong education. External and internal systems for assessing the quality of education are distinguished. The external system for assessing the quality of education is represented by state institutions for licensing, attestation and accreditation of educational institutions and certification of certain components of vocational education. In addition, public accreditation institutions are being formed on the basis of various scientific, pedagogical and scientific associations and associations. The internal system for assessing the quality of education is organized in educational institutions in the form of final and stage-by-stage certification (self-certification) of students, systems for assessing applicants, systems for psychodiagnostics and sociodiagnostics in educational institutions, as well as in the systems of self-assessment and self-certification of educational institutions and their divisions.
3. The concept and functions of the education quality assessment system.
The quality of education- a characteristic of the education system, reflecting the degree of compliance with the actual achieved educational results and the conditions for ensuring the educational process with regulatory requirements, social and personal expectations. A quality education provides each child with the best starting conditions for success in the future.
The criterion for a good educational system (of high quality) is the extent to which the poorest members of society are able to excel.
Assessment (assessment) is the process of collecting and evaluating information about what the student knows, understands and can do, it is aimed at making an informed decision about what to do next in the educational process.
The assessment of the quality of education is
Objective assessment:
educational achievements of students,
evaluation of the effectiveness of the implementation of the educational process in an educational institution,
assessment of the effectiveness of the entire educational system of the country and its territorial subsystems.
SOCO OBJECTIVES
1) Determination of progress in the education of a particular student.
2) Certification of graduates (confirmation of completion of training).
3) Selection - selection for continuing education or getting a job.
4) "Assessment" of the results of the activities of teachers.
5) Evaluation of the activities of educational institutions and systems.
6) Evaluation of the activities of the national educational system.
Effective education quality assessment systems are systems that provide the right quality and quantity of information to meet the information needs of all interested groups and decision makers to improve the quality of student learning.
An effective assessment system is based on a combination of various assessment methods. Standardized testing is just one of the approaches used to determine the quality of training. Expert assessments and sociological surveys are also widely used.
Assessment procedures are focused on broader educational outcomes than knowledge within academic disciplines.
Educational Outcomes:
competence,
student health,
motivation for learning
civil position,
the ability to interact positively with others
self respect,
respect for family and society,
caring for others and caring for the environment…
The analysis of the results of the assessment of educational achievements is carried out taking into account the factors influencing these results.
A combination of internal and external evaluation is the basic approach for evaluating school performance.
Types of evaluation programs. Grade-level assessment: questions, observation tests (formative assessment), state examinations (graduate, entrance), large-scale studies (national assessment, international comparative studies) (final assessment)
(PRESENTATION WALDMAN answer)
4. Structural components of the education quality assessment system. Purpose, objects, subjects, subject, process, procedures, indicators, criteria, results of the OKO.
