Define the internal system for assessing the quality of education. Abstract "quality management of additional education"

Topic: "Internal system for assessing the quality of education as a factor in improving student performance."

In textbooks of pedagogy, assessment refers to the process of assessment carried out by a person; the mark is the result of this process. The mark, which is attributed the innocent role of a simple reflection and fixation of the results of evaluation, in practice becomes a source of joy or serious shocks for the child.

Internal evaluation , exhibited by the teacher and the school, is expressed in the current marks that are set by teachers, in the results of student self-assessment, in the results of observations conducted by teachers and the school psychologist, in the intermediate and final grades of students and in the decision of the school's pedagogical council to transfer the graduate to the next class .

Internal evaluation functions:

First of all provide feedback by informing:

Pupils and their parents about progress in mastering the program, about their strengths and weaknesses;

Teachers about the effectiveness of their teaching activities.

Secondly , provide positive motivation for learning, stimulate student learning; focus on success, celebrate even minor progress, encourage students, highlight strengths, etc.

Any type of assessment creates a certain emotional background and causes the corresponding reaction of the student. Evaluation can inspire, support, or it can upset, exacerbate low self-esteem. Thus, assessment not only changes knowledge, correlates it with the requirements of the program and the educational standard, but also motivates and stimulates the student's cognitive activity and contributes to the formation of adequate self-esteem. Checking and evaluating knowledge in English lessons should be systematic, individual and objective.

In modern pedagogical and methodological literature, the following forms of control can be found:

Oral control (survey)

Written control

Testing

Poll - this is a well-known, widespread form of control, a variant of the current check, organically related to the course of the lesson.

The main distinguishing feature of the test is objectivity, in contrast to the traditional control work, the assessment for which is always subjective, since it is based on the impression of the teacher.

The teacher in his practice can apply any method of assessing knowledge, the main thing is that it contributes to an increase in cognitive activity and motivation for learning English among students.

In English lessons, the list of types and forms of educational work that may indicate the results of educational activities and are subject to evaluation has long been very wide and varied. These include:

Individual and joint activities of students in the course of work;

Test results;

Hometasks;

Mini-projects and presentations;

Various texts;

Collections of information materials, as well as

Various initiative creative works.

Evaluation can only becriterial . The main evaluation criteria are the expected results that correspond to the learning goals.

The evaluation criteria and the algorithm for setting the 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.

Self-assessment of students' own classroom and extracurricular activities is an important aspect of assessment. It has been established that one of the reasons for students lagging behind in learning is the underdeveloped ability to critically evaluate the results of their educational activities. The importance of self-assessment is not only that it allows a person to see the strengths and weaknesses of his work, but also that, based on understanding these results, he gets the opportunity to build his own program for further activities. It is necessary to accustom the child to the idea that a person can and should evaluate himself, this assessment is the most important, since it allows you to move on on your own, and not look at others: what will they say, how will they evaluate my actions.

Subject to a well-built control system, it is observed:

Discipline in terms of preparing homework;

Improving student achievement;

The desire to receive an assessment in each student increases;

Increased interest in the subject;

The punctuality of the student increases;

An interesting enough control leads to a decrease in voltage.

The problem of evaluating student performance has always been and will always be relevant.

Thus, we have listed the elements of the education quality assessment system. Let us consider in detail these positions of assessments, reflected in Table 1.

Internal rating system

Self-assessment of students (clause 1) and teachers (clause 6) . Until recently, this issue was not raised in pedagogy at all. For decades, the forms and methods of monitoring and evaluation by the teacher, educational institution, etc. have been developing. And the question - how to teach students self-control and self-assessment of their educational activities remains completely open. There are no guides for teachers, teachers. There is no corresponding methodological apparatus in textbooks and other educational literature. But in the conditions of continuous education, "education throughout life", self-control and self-assessment of one's educational activity becomes the most important quality for a person. So the problem needs to be solved in the form of developing an appropriate scientific and methodological apparatus for self-assessment by pupils, students of achievements in their educational activities, as well as a scientific and methodological apparatus for self-assessment of teaching staff and heads of educational institutions.

Self-assessment of students and teachers, of course, cannot and should not be institutionalized.

Pp. 3,4,8. Internal quality monitoring. In many countries, in educational institutions, the so-called " internal quality monitoring". This is a regular, 2-3 times per semester, half-yearly survey among pupils, students, as well as teachers and lecturers. The questionnaires contain dozens of questions relating to all aspects of the life of an educational institution - the quality of teaching each academic subject, textbooks and other educational materials, objectivity of assessments, the state of classrooms, the work of the library, workshops, canteen, bookstore, sports facilities, etc. etc. For each question asked, the student puts down the appropriate mark (as a rule, one of three or five - for example, very satisfactory, satisfactory, unsatisfactory, very unsatisfactory, below any standards). These questionnaires are processed on a computer and submitted to the management of the educational institution. The analysis of such questionnaires makes it possible to judge the activities of each teacher, teacher, other employees and all services and take appropriate measures in a timely manner. A similar experience is gradually beginning to spread in Russia, for example, in Moscow College No. 8, as well as in a number of universities.

Pp. 2, 7, 12, 20. Internal evaluations of educational programs. Currently, educational standards are being developed at the federal level with the participation of interested federal departments, as well as scientists. At the regional, local levels, the level of an educational institution, there are only opportunities to make certain changes in the content of education in accordance with the required specifics.

To date, the quality of educational programs is practically not evaluated. Educational standards are developed, introduced into the educational process and “work” there until the next iteration of processing (“modernization”) as purely departmental documents.

Previously, only two categories of specialists were allowed to develop the content of general education, and now they are allowed. The first is scientists. Moreover, scientists only of fundamental sciences: mathematics, physics, etc., most often representatives of the Russian Academy of Sciences. The second category is employees and scientists in the field of education - the Ministry of Education and the Russian Academy of Education.

But if general education should be for everyone, if it should belong to the whole of society, then the whole of society, and not just scientists and educators, should determine its structure and content. That is, the content of general education should be a certain social agreement. In particular, directors of factories, businessmen, engineers, doctors, artists, builders, etc. should be included in the commissions for developing the content of general secondary education and evaluating this content. etc. – i.e. representatives of all spheres of human activity and social life.

Only then, by joint efforts, the necessary invariant of general education can be determined, only then, without lowering its level, can general education be given a practice-oriented, activity-oriented, rather than the current academic orientation.

To a large extent, the above also applies to the development and evaluation of standards for higher professional education. It is necessary to widely involve employers (both large and medium and small businesses), business unions, trade unions, representatives of political parties, public organizations, etc. in the development and evaluation of state professional educational standards and professional educational programs. Today, in particular, a large surplus of managers, lawyers, economists, etc. has accumulated in the country. But for the most part, university graduates in these specialties are, as it were, “specialists in general.” But in reality, good, real managers, lawyers, etc. is severely lacking.

Pp. 11.19. Internal evaluations of educational institutions(except for internal quality monitoring).

The institutional level of assessing the quality of the activities of educational organizations (institutions): licensing, attestation and accreditation educational institutions.

Expert commissions on the assessments of an educational institution are formed and approved by the state or municipal education authority. The composition of the commissions, as a rule, is dominated by representatives of educational institutions, experts from scientific and methodological institutions, education authorities.

It is necessary to develop uniform federal methods, mechanisms for assessing the activities of educational institutions in the process of their licensing, attestation and accreditation, a single assessment toolkit (separately for institutions of general, primary and secondary vocational education, higher education), since in regions and municipalities today there is complete disparity in these mechanisms.

The modern Russian practice of assessing the quality of education implies a significant strengthening of the role of self-assessment, self-examination of educational institutions. This process is already successfully developing in the system of higher education. The results of self-examination are considered as an important preliminary result of assessing the quality of the educational institution's activities. And in the future, the role of self-examination, as an effective tool for assessing the quality of education at the institutional level, should increase.

In this regard, the practice of public reporting of educational institutions on various aspects of their own activities requires further development. The standards for such reporting should obviously reflect:

Mission, goals of the educational institution, incl. in relation to quality and standards;

The structure of educational programs, their content, duration, input requirements for their passage;

The main directions of scientific research, the results of the activities of scientific schools (for universities);

Organization of the quality system;

The composition of students, students, their performance, as well as the assessment of students of curricula;

Achievements of graduates, their success in the labor market and / or further education;

The main financial performance indicators of the educational institution, the level of its resource support.

In the future, it is necessary to develop independent (external) assessments of the quality of educational institutions - assessments obtained as a result of procedures independent of the educational institution / organization and the education system as a whole (including from educational authorities) procedures, standardized and universal (independent experts , assessment tools, etc.).

Evaluation of individual achievements of students (clauses 10, 15, 17).

At the level of an educational institution, the assessment of the quality of education is represented by two procedures: the state final certification of graduates (in a general education school - the Unified State Examination) and the intermediate and current certification of pupils / students within the framework of the internal education quality control system.

If in a complete secondary school a test toolkit for assessing the quality of student training is introduced by the USE organization, then for graduates of a basic school, for students and students of vocational education institutions in most subjects of the Russian Federation, the assessment toolkit is developed by the educational institutions themselves - i.e. Producers of educational services themselves assess the quality of their "products". The independence of assessment procedures as a fundamental principle of organizing quality control in education is not implemented.

In addition, currently in the domestic education system there is no "transparency" and openness of the procedures for assessing the quality of education. The results of the assessment of the quality of graduate training are not made public. In Russia, the tradition of official and public ratings of educational institutions is not widespread, as in many European countries.

Thus, the current practice of assessing the quality of training of graduates of the Russian education system is of a departmental (sectoral) nature. Neither public organizations, nor parents, nor employers as consumers of the “product” produced in the education system take part either in setting learning goals or in assessing the degree of their achievement by students.

As a priority measure for assessing the quality of individual educational achievements of students, it is obviously necessary to:

In a public school:

· completion of work on the creation and regulatory consolidation of the conditions for conducting the exam in the regular mode;

· introduction of a new practice of conducting state (final) certification of graduates of the 9th grade by independent municipal commissions;

· further development of the system for monitoring the quality of general education of students in grades 1-8, 10 based on the application of a competency-based approach to the development of test tools;

Extending the national testing system to other levels of education requires:

Development of methodology and methods of testing, its adaptation in relation to the specifics of vocational education: primary and secondary (possibly together), higher education;

Creation of control measuring materials for the cycles of professional disciplines in all areas of training;

Creation of infrastructures that provide testing in vocational education.

In the future, it is advisable to move to:

- development of forms (tools and test materials) that allow recording and evaluating the extracurricular activity of students and students (portfolio);

Determination of the status and legitimization of documents confirming the cognitive and non-educational achievements of pupils and students, creation of conditions that ensure the reliability of the information contained in them.

Evaluation of the quality of the activities of educators (clauses 14, 18) . At present, the process, although it causes a lot of criticism, is more or less regulated by the certification systems of pedagogical (general, primary and secondary vocational education) and scientific and pedagogical (higher education) personnel.

Assessments of educational authorities (items 5, 9, 13, 16). At present, educational authorities are evaluated only by the respective regional administrations or the government of the Russian Federation, depending on their subordination. Education authorities today are not subject to any assessment by either students, or teaching, educational institutions, or by external actors– parents, the public, industrial structures, political organizations, etc.

External evaluation system

1. Authorities (item 21). There are practically no formal assessments of the functioning of the education system by government bodies at both the federal, regional and municipal levels (not to mention the territorial level). The assessments are carried out mainly by will. Thus, the constant change of regional ministers of education, heads of regional and municipal structures of education management, and, after them, a significant part of the employees of the education administration apparatus, causes only bewilderment.

The assessment of the quality of the activities of educational authorities (or, which is the same, the assessment of the quality of management of territorial educational systems) is, in fact, the assessment of the quality of the activities of territorial educational systems, since the corresponding territorial education authority is responsible for the quality of the activities of the territorial EA. In accordance with the structure of executive power existing in the Russian Federation, six levels of educational systems can be distinguished: federal, regional, subregional (intermunicipal), municipal, territorial level, and the level of an educational institution.

As a methodological basis for assessing the quality of the activities of territorial educational systems (ES) - territorial in the narrow sense, municipal, subregional, regional - the so-called flow model of OS can be proposed. Like any system, the educational system (OS) is characterized by: composition(set of elements), structure(connections between elements), goals and functions. In addition, again, like any system, the OS operates in some external environment and is described restrictions imposed by the external environment, for example, state educational standards, the requirement for the availability of education, etc.

OS unit should be considered educational institution(whose characteristics are: set educational programs(OP), throughput of OP, their price and quality, etc.). It should be noted separately that the educational authorities (EMA) (regional, municipal, etc., as well as the governing bodies of educational institutions themselves) do not perform an educational function and should be considered as coordinating and “providing”. This needs to be specifically stated in view of the established negative tradition of “intervention” by employees of management bodies in functions that are unusual for them.

We single out three types of OS structure (three reasons for grouping educational institutions into an educational system):

- territorial structure : Federation, regions, sub-regions, inter-municipal formations, municipalities, territories;

- level structure : institutions of general education (basic and complete secondary school), professional educational institutions of three levels, etc.;

- profile structure : for general education institutions - their profiles, for professional educational institutions - the profile orientation of specialties and professions in accordance with the needs of regional, municipal, territorial labor markets.

- the impact of vocational education on the level of employment, unemployment, the level of NVP, etc.;

– the impact of education, including vocational education, on the development of civil society, on the reduction of social tension, on the number of offenses, etc.

Currently, the estimates are not formalized. The process develops through the development of social partnership between the governing bodies and educational institutions with public organizations, the development of supervisory, trustee and other councils.

It should be emphasized that an important factor in the successful development of regional and municipal educational systems is the broad participation of employers, public organizations, the educational community, and the population in these processes. One of the main conditions for such participation is the “transparency” of the activities of the territorial education authority, the completeness and availability of information for all social partners of the education system. That is why the information obtained in the framework of monitoring studies on the state and development trends of regional and municipal education systems should be presented to the main customers and consumers, social partners of education. The format for presenting monitoring information is determined by the readiness of various target groups to perceive such texts: a public analytical report - for interested "non-professionals", a series of popular articles in the media - for "ordinary people" (in the good sense of the word), a brochure with a more detailed presentation revealed facts and patterns - for the pedagogical community, etc.

3. Production (p. 23) .

– satisfaction with the quality of education of graduates of institutions of general and vocational education, their qualifications;

– satisfaction with the level of educational programs, their ratio in terms of the number of graduates of institutions of primary, secondary, higher professional education, their ratio by industry and profession (specialty);

- satisfaction with the professional qualification structure of graduates of vocational educational institutions - the ratio of the needs for workers and specialists in each profession, specialty and their actual graduation from vocational education institutions;

Increasing the profit and profitability of enterprises by reducing the cost of retraining personnel, reducing the share of costs for in-house training in the structure of product costs, etc.

Currently, the estimates are not formalized. The process is developing through the development of social partnership with enterprises, unions of employers, entrepreneurs, chambers of commerce and industry, etc.

4. Personality, incl. parents, family (item 24). As such, there are no assessments by the population. Required "external quality monitoring" of education:

- satisfaction / dissatisfaction with the education received (or not received) - the level of the educational program being mastered and the quality of education, as well as the conditions of education - comfort, personal security, etc.;

– satisfaction/dissatisfaction with the received (or not received) education – the level of the educational program and the quality of the education received;

- the level of capitalization of the received general and professional education, expressed in an increase in personal income (salary) of a person.

In addition, one of the assessments of the performance of the education system is the indicators of how families with children with disabilities (HIA) are provided with the opportunity to choose the conditions for mastering educational programs that correspond to the type of physical and intellectual limitations of a young person.

A separate issue is the satisfaction with the education received by graduates of schools and professional educational institutions after a certain period of time. This information can be obtained through sociological surveys as part of the monitoring.

5. Education system (clause 25):

– continuity of educational programs and state educational standards for continuing education;

- the degree of satisfaction of educational institutions of each subsequent level with the level of preparedness of graduates of educational institutions of the previous level: basic general education - senior secondary school, institutions of primary and secondary vocational education; the senior level of a general education school, institutions of primary and secondary education - universities;

- reducing resource costs for retraining, retraining, reaching out to students.

Estimates are not formalized. So far, there have been only isolated cases of interaction between OUs and, accordingly, mutual assessments. There is no interaction system.

In conclusion, here is another sad fact. In the Law of the Russian Federation "On Education", adopted back in 1992. provides for an external assessment of the quality of education: "...objective quality control of graduates' training ... is provided by the state attestation service, independent of the education authorities in accordance with state educational standards" (Article 15 (p. 5)). This formulation should have been a major step towards the democratization of education. But for 15 years (!!), this state attestation service has not only not been created, but no one even “stutters” about it! She is disadvantageous The education system itself – neither teachers, nor heads of educational institutions, nor educational authorities – no one wants their activities to be evaluated by someone from the outside. Let everything remain as it is - at the level of "cabal". And the external structures of the "consumers" of education - public organizations, political parties, business, etc. in Russia, unfortunately, they have not yet taken shape to the extent that they can actively influence this process.

As we can see from this brief (and far from complete) analysis, the assessment of the quality of education includes a lot of components and requires the solution of many problems: legislative, scientific, methodological, organizational, managerial, etc.

This provision provides for the necessary assessment procedures, the development and implementation of the VSOKO model, ensures the assessment, accounting and further use of the results obtained.

The material was developed and prepared

Vedeniktova Ekaterina Vasilievna

Deputy Director for MMR

MOU Kazachinskaya secondary school

Kazachinsko-Lensky district

Irkutsk region

POSITION

on the internal system for assessing the quality of education

municipal educational institution

Kazachinskaya secondary school

1. General Provisions.

1.1. The Regulation is a regulatory document developed in accordance with the "Law on Education in the Russian Federation" (Article 28, paragraph 3, subparagraph 13), on the basis of which the competence of an educational organization includes ensuring the functioning of the internal assessment of the quality of education (hereinafter referred to as VSEKO). The charter and local acts provide the legal basis for the implementation of this system in accordance with the legal documents of the Russian Federation in the field of education.

1.2. The internal system for assessing the quality of education is an activity for information support of the management of an educational organization, based on a systematic analysis of the quality of the implementation of educational activities, its resource support and its results.

1.3. The regulation applies to the activities of all teaching staff of an organization engaged in educational activities, carrying out professional activities in accordance with an employment contract, including teaching staff working part-time.

1.4. The organization carrying out educational activities ensures that the necessary assessment procedures are carried out, the development and implementation of the VSEKO model, ensures the evaluation, accounting and further use of the results obtained.

1.5. The following terms are used in this provision:

The quality of education- a comprehensive description of the educational activities and training of the student, expressing the degree of their compliance with federal state educational standards and the needs of the individual in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program;

Condition quality– implementation of sanitary and hygienic standards for the organization of the educational process; catering at the school; implementation of measures to ensure the safety of students in the organization of the educational process.

Assessment of the quality of education- determination, with the help of diagnostic and evaluation procedures, of the degree of compliance of resource support, the educational process, educational results with regulatory requirements, social and personal expectations.

Internal system for assessing the quality of education- an integral system of diagnostic and evaluation procedures implemented by various subjects of state and public management of an educational organization, which are delegated certain powers to assess the quality of education, as well as a set of organizational structures and regulatory legal materials that ensure the management of the quality of education.

Measurement- assessment of the level of educational achievements with the help of control measuring materials in a standardized form, the content of which corresponds to the implemented educational programs.

Criterion- a sign on the basis of which the assessment is made, the classification of the assessed object.

Monitoring- complex analytical tracking of the processes that determine quantitative and qualitative changes in the quality of education, the result of which is to establish the degree of conformity of the measured educational results, the conditions for their achievement and the provision of a generally recognized system of state and public requirements for the quality of education, as well as personal students' expectations.

Expertise- a comprehensive study and analysis of the state of educational activities, conditions and results of educational activities.

1.6. The assessment of the quality of education is carried out through:

licensing;

state accreditation;

state (final) certification of graduates;

systems of intraschool control;

monitoring the quality of education.

1.7. The sources of data for assessing the quality of education are:

educational statistics;

intermediate and final certification;

monitoring studies;

sociological polls;

reports of school employees;

visiting classes and extracurricular activities

2. Main goals, objectives and principles

internal system for assessing the quality of education.

2.1. The internal system for assessing the quality of education is focused on solving the following tasks:

Systematic monitoring and analysis of the state of the education system in an educational organization to make informed and timely management decisions aimed at improving the quality of educational activities and educational results.

Maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results, and at the stage of assessing the effectiveness of educational activities to achieve the appropriate quality of education.

2.2. The goals of the internal system for assessing the quality of education:

Formation of a unified system for diagnosing and monitoring the state of education, which ensures the identification of factors and the timely detection of changes that affect the quality of education at school;

Obtaining objective information about the functioning and development of the education system at school, trends in its change and the reasons that affect its level;

Providing all participants of educational relations and public reliable information about the quality of education;

Making reasonable and timely management decisions to improve education and raising the level of awareness of consumers of educational services when making such decisions;

Forecasting the development of the educational system of the school.

2.3. The following principles are the basis of the WSOKO:

Objectivity, reliability, completeness and consistency of information about the quality of education;

Realistic requirements, norms and indicators of the quality of education, their social and personal significance, taking into account the individual characteristics of the development of individual students in assessing the results of their training and education;

Openness, transparency of procedures for assessing the quality of education; continuity in educational policy, integration into the all-Russian system for assessing the quality of education;

Availability of information on the state and quality of education for various consumer groups;

Reflexivity, implemented through the inclusion of teachers in the criteria-based self-analysis and self-assessment of their activities based on objective criteria and indicators; increasing the capacity of internal assessment, self-assessment, self-analysis of each teacher;

The optimality of using primary data sources to determine indicators of the quality and effectiveness of education (taking into account the possibility of their repeated use;

Instrumentality and manufacturability of the indicators used (taking into account the existing possibilities of data collection, measurement methods, analysis and interpretation of data, consumer preparedness for their perception);

Minimization of the system of indicators, taking into account the needs of different levels of management; comparability of the system of indicators with municipal, regional indicators;

Mutual supplementation of evaluation procedures, establishment of interconnections and interdependence between them;

Compliance with moral and ethical standards when conducting procedures for assessing the quality of education at school

3. The procedure for organizing VSOKO

3.1. The key areas of ESEKO by levels of general education for the current academic year:

conditions for the implementation of educational programs;

achievement by students of the results of mastering educational programs.

3.2. The quality of educational activities, the quality of conditions and the quality of the result determine the logical structure of the WSEKO, the composition of the persons involved in the assessment of the quality of education, the schedule of assessment procedures (monitoring system).

3.3. The internal system for assessing the quality of education is carried out in relation to the results of mastering by students and the conditions for the implementation of the educational program of the corresponding level of general education and includes:

the initial assessment necessary for the design and (or) correction of the target section of the BEP, self-assessment of the compliance of the content of education with mandatory requirements, the development of a "road map" of the conditions for the implementation of the BEP;

control assessment based on the results of the implementation of the BEP and the implementation of the "road map";

border monitoring.

3.4. The initial assessment is carried out at the stage of designing and (or) correcting the BEP of each of the levels of basic general education and does not involve an assessment of the results.

3.5. The control assessment is carried out based on the results of the development / implementation of the BEP for the current academic year and includes an assessment of:

the effectiveness of the implemented / mastered BEP;

implementation of the "road map";

achievement by students of the planned results.

2.6. The milestone monitoring of the implementation of activities of individual subprograms / components of the BEP and the analysis of the results of the intermediate certification is carried out in order to determine the effectiveness of the development / implementation of the BEP.

4. Organizational and functional structure of the WSOKO

4.1. The organizational structure that deals with intra-school assessment, examination of the quality of education and interpretation of the results obtained includes: school administration, pedagogical council, methodological council, methodological associations of subject teachers, temporary councils (pedagogical council, temporary creative and (or) working groups, etc. .d.).

4.2. School administration:

Forms a block of local acts regulating the functioning of the school's VSOKO and annexes to them, approves by order of the school director and controls their implementation;

Develops activities and prepares proposals aimed at improving the system for assessing the quality of school education, participates in these activities;

Provides, on the basis of the educational program, the conduct of control and evaluation procedures at the school, monitoring, sociological and statistical studies on the quality of education;

Organizes a system for assessing the quality of education, collects, processes, stores and provides information on the state and dynamics of development; analyzes the results of the assessment of the quality of education at the school level;

Organizes the study of information requests of the main users of the education quality assessment system;

Provides conditions for the training of school employees in the implementation of control and evaluation procedures;

Ensures the provision of information on the quality of education to the municipal and regional levels of the system for assessing the quality of education; generates information and analytical materials based on the results of assessing the quality of education (analysis of the work of the school for the academic year, public report, etc.);

Makes managerial decisions on the development of the quality of education based on the analysis of the results obtained in the process of implementing the VSEKO.

4.3. Pedagogical Council:

Contributes to the definition of strategic directions for the development of the education system at school;

Takes part in the formation of information requests of the main users of the school education quality assessment system;

Takes part in the discussion of the system of indicators characterizing the state and dynamics of the development of the education system;

Takes part in the examination of the quality of educational results, the conditions for organizing educational activities at school;

Participation in the assessment of the quality and effectiveness of the work of school employees;

Contributes to the organization of work to improve the skills of teaching staff, the development of their creative initiatives;

Takes part in the discussion of the system of indicators characterizing the state and dynamics of the development of the education system at school;

Decides on the list of subjects submitted for intermediate certification.

4.4. Methodical council and methodical associations of subject teachers:

Participate in the development of a methodology for assessing the quality of education; participate in the development of a system of indicators characterizing the state and dynamics of the development of the school;

Participate in the development of criteria for evaluating the effectiveness of the professional activities of school teachers;

Contribute to the training of school employees on the implementation of control and evaluation procedures;

Conduct an examination of the organization, content and results of attestation of students and form proposals for their improvement;

Prepare proposals for the administration to develop management decisions based on the results of assessing the quality of education at the school level.

5. Assessment of the content of education and educational activities

5.2. The assessment of the content of education is carried out by the deputy directors for educational and educational work, the pedagogical council based on the parameters and meters developed in the OO.

5.3. As part of the content of education, the following are assessed:

5.3.1. For OO classes studying in accordance with the FKGO:

compliance of the structure and content of the curriculum with the structure and content of the basic curriculum of 2004;

the availability of curricula for students mastering the OOP according to an individual curriculum;

the availability of materials confirming that the curriculum takes into account the educational needs and requests of students and (or) their parents (legal representatives) when forming the OO component;

availability of work programs for educational subjects, courses, disciplines in all subjects, courses, disciplines (modules) of the curriculum;

compliance of the content of the work programs of educational subjects, courses, disciplines in all subjects, courses, disciplines with the requirements of the Federal State Educational Standard;

availability of educational programs;

availability of a schedule of extracurricular activities within the framework of the PEP;

availability of work programs and other documentation in the areas of extracurricular activities, compliance of the content with the declared direction;

implementation in full of the content of the program material in the areas of extracurricular activities;

availability of adapted educational programs;

availability of curricula for students mastering OOP in full-time, part-time and part-time forms of education; according to an individual curriculum (according to the educational needs and abilities of students).

5.3.2. For classes studying in accordance with the Federal State Educational Standard IEO, LLC, COO:

compliance of the PEP structure with the requirements of the corresponding GEF (FGOS NOO, GEF LLC, GEF SOO);

taking into account in the PEP the specifics and traditions of an educational organization, the social demand of consumers of educational services;

the presence in the curriculum of compulsory subject areas and subjects of the corresponding GEF (FGOS IEO, GEF LLC, GEF COO);

compliance with the volume of hours for a certain period of study in accordance with the requirements of the relevant FSES (FSES IEO, FSES LLC, FSES COO) and the curriculum of the educational institution by level of education;

availability of work programs for educational subjects, courses, disciplines in all subjects of the curriculum, their compliance with the requirements of the relevant Federal State Educational Standard;

full implementation of the content of the program material on the academic subject(s), course(s), discipline(s) (implementation of work programs);

availability of a program for the formation and development of UUD;

availability of a program for the spiritual and moral development of students (for primary general education);

availability of a program of socialization and education of students (for basic general education);

availability of a plan for extracurricular activities within the framework of the BEP, its provision with work programs and other documentation in the areas of extracurricular activities, compliance with the content of the declared direction;

implementation in full of the content of the program material in the areas of extracurricular activities.

5.4. Evaluation of educational activities is carried out according to the following indicators:

5.4.1. The total number of students mastering the main educational program, including:

primary general education;

basic general education;

secondary general education.

5.4.2. Provided forms of education; the number of students receiving education in each of the forms:

part-time;

5.4.3. Provided forms of implementation of the BEP by levels of general education, the number of students receiving education in each of the forms:

using distance learning technologies;

using e-learning;

homeschooling on an individual basis.

6. Assessment of the conditions for the implementation of the main educational program

6.1. The assessment of the conditions for the implementation of the main educational program at the levels of general education is carried out by the Deputy Director for HRM, the head of the library with the assistance of the Deputy Director for AChR on the parameters and meters developed in the OO .

6.2. Assessment of the conditions for the implementation of the BEP (by levels of general education) includes an analysis of:

staffing;

material and technical equipment;

the quality of the information and educational environment;

educational and methodological support;

library and information resources.

6.3. An assessment of the conditions for the implementation of the BEP (by levels of general education) is carried out at the stage of its design / correction in order to determine the actual conditions and develop a "road map".

7. Evaluation of the results of the implementation of the BEP

7.1. Evaluation of the results of the implementation of the BEP, in part, relevant to the FCES:

7.1.1. During the period of a phased transition to the Federal State Educational Standard of general education (by levels), in relation to students mastering the BEP corresponding to the Federal State Educational Standard, only subject educational results are assessed.

7.1.2. Evaluation of subject results for the specified group of students is carried out in the following forms:

intermediate certification;

7.2. Evaluation of the results of the implementation of the PEP, in part, the corresponding GEF:

7.2.1. The assessment of the achievement of the subject results of the development of the BEP in accordance with the Federal State Educational Standards of the IEO, the Federal State Educational Standards LLC, the Federal State Educational Standards of the SOO is carried out in the following forms:

intermediate certification;

cumulative assessment of individual educational achievements of students (using portfolio technology);

final attestation of students at the institutional level (in subjects that do not go to the GIA (subjects of choice);

analysis of the results of the state final certification.

7.2.2. The assessment of the achievement of meta-subject results of the development of the BEP in accordance with the Federal State Educational Standard of the IEO, the Federal State Educational Standard of LLC, the Federal State Educational Standard of the SOO is carried out in the following forms:

complex control work;

expert opinion on the results of the students' implementation of a group project.

7.2.3. KIM for assessing the achievement by students of the meta-subject results of mastering the BEP of the appropriate level are developed on the basis of the materials of the KIM of the federal level.

7.2.4. Recording of data on the evaluation of meta-subject results is carried out in accordance with the parameters and indicators of the Programs for Psychological and Pedagogical Support for the Implementation of the Federal State Educational Standard of the IEO and the Federal State Educational Standard of the LLC.

7.2.5. The assessment of the achievement of personal results in the development of the BEP by students in accordance with the Federal State Educational Standards of the NOU, Federal State Educational Standards LLC, Federal State Educational Standards of the SOO is carried out indirectly, through non-personalized monitoring carried out by a psychologist or other person with appropriate authority, as well as through statistical accounting of individual achievements of students in the activities of educational programs.

7.2.6. The assessment of personal results is built into educational programs developed in accordance with the implemented educational standard.

7.2.7. Recording of data on the assessment of personal results is carried out in accordance with the parameters and indicators of the Programs of psychological and pedagogical support for the implementation of the Federal State Educational Standard of the IEO and the Federal State Educational Standard of the LLC.

7.3. Current monitoring of progress and intermediate certification of students:

are organized and conducted in the MOU Kazachinskaya secondary school in accordance with the Regulations on the forms, frequency and procedure for conducting ongoing monitoring of progress and intermediate certification of students;

with the planned results of mastering the main educational program of the corresponding level of general education.

7.4. As part of the current control as a formative control, an assessment is made of the educational results planned by the work programs of teachers: subject and (or) meta-subject - depending on the implemented BEP.

Appendix 1.

To the Regulations on internal

quality assessment system

education in MOU Kazachinskaya secondary school

Objects for assessing the quality of education.

	An object estimates	Indicators	Assessment Methods	Responsible	Timing
I.Quality of educational outcomes
	Subject Results	proportion of unsuccessful; the share of students on "4" and "5"; the average percentage of completion of tasks of administrative control works; the proportion of students in grades 9, 11 who have overcome the minimum threshold when passing the state certification in the subjects of Russian language and mathematics; the proportion of students in grades 9.11 who received a certificate; the average score in the subjects of the Russian language and mathematics based on the results of the state certification; the proportion of students in grades 9.11 who received a special certificate; the proportion of students who completed 2/3 of the proposed tasks during the current and final control in transfer classes.	Intermediate and final control; monitoring; analysis of the results of the final certification	Deputy for OIA	at the end of the quarter, half year, academic year
	Metasubject Results	The level of development of the planned meta-subject results in accordance with the list from the educational program of the educational institution (high, medium, low). Dynamics of results	Intermediate and final control Analysis of classroom and extracurricular activities		in accordance with the HSC monitoring plan
	Personal Outcomes	The level of formation of planned personal results in accordance with the list from the educational program of the educational institution (high, medium, low). Dynamics of results	Monitoring research Analysis of classroom and extracurricular activities	Class teacher, Deputy for VR	in accordance with the HSC monitoring plan
	Student health	The level of physical fitness of students share of students by health groups Percentage of students who go in for sports. Percentage of absenteeism due to illness.	monitoring study Observation	Head teacher, nurse	1 time per semester 1 time per month
	Achievements of students at competitions, competitions, olympiads	The share of students who participated in competitions, olympiads in subjects at the level: school, city, region, etc. Share of winners (winners) at the level: school, district, region, etc. The share of students who participated in sports competitions at the level: school, city, region, etc. The share of winners of sports competitions at the level: school, district, region, etc.	Observation	Classroom teacher Deputy for VR	in accordance with the HSC monitoring plan
	Satisfaction of parents with the quality of educational results	Percentage of parents who spoke positively about the quality of educational outcomes	questioning	Class teacher, Deputy for VR	End of the school year
	Professional self-determination	The share of 9th grade students who have formed a professional plan The share of graduates of the 9th, 11th grade who entered the UPO for a budgetary form of education	Class teacher, Deputy for VR	End of the school year
II. The quality of the implementation of the educational process
	Main educational programs	Compliance of the educational program (FC GOS) with GEF: conforms to OOP structure contains planned results, an assessment system, a program for the formation (OUUN) UUD, programs for individual subjects, educational programs, a curriculum for classroom and extracurricular activities. Reflects in full the ideology of the Federal State Educational Standard (FK GOS.	Expertise	Director	twice a year, in accordance with the HSC plan
	Work programs in subjects	Compliance with GEF (FC GOS) OOP compliance Compliance with the school curriculum	expertise	Director
	Extracurricular activities programs	Compliance with GEF (FC GOS) Compliance with requests from parents and students. The share of students involved in extracurricular activities programs	Expertise Questionnaire Monitoring	director	twice a year,
	Implementation of curricula and work programs	Compliance with curricula and work programs of the Federal State Educational Standard (FC SES) Percent Complete	Expertise final control	Director	once a year, in accordance with the HSC and monitoring plan
	The quality of lessons and individual work with students	Compliance of lessons with the requirements of the Federal State Educational Standard (FC SES): implementation of a system-activity approach; activities for the formation of UUD; etc.	Expertise, observation	Director	During a year
	The quality of extracurricular activities (including classroom management);	Compliance of lessons with the requirements of the Federal State Educational Standard; implementation of a system-activity approach; activities for the formation of UUD; etc.	Questionnaire observation	Director	During a year
	Satisfaction of students and their parents with lessons and conditions at school	Share of students and their parents (legal representatives) each class who spoke positively on every subject and separately about different types of school life conditions	Questionnaire		1 time per year
	Organization of employment of students	The share of students attending circles, sections, etc. outside of school hours The share of students who took part in activities organized during the holidays	Expertise		In accordance with the HSC and monitoring plan
III. The quality of the conditions that ensure the educational process
	Logistics	Compliance of logistics with the requirements of the Federal State Educational Standard	Expertise	Director	2 times per year
	Information and development environment	Compliance of information and methodological conditions with the requirements of the Federal State Educational Standard Provision of students with educational literature School Site Compliance	Expertise	Director	2 times per year
	Sanitary-hygienic and aesthetic conditions	Fulfillment of the requirements of SanPin when organizing UVP Percentage of students and parents who spoke positively about sanitary, hygienic and aesthetic conditions at school The results of the Rospotrebnadzor check	the control Questionnaire		In accordance with the HSC and monitoring plan
	Catering	Hot food coverage The share of students, parents and teachers who spoke about the organization of hot meals	Monitoring questionnaire, survey		1 time per trimester 1 time per year
	Psychological climate in an educational institution	The proportion of students whose emotional state corresponds to the norm. Percentage of students, parents and teachers who spoke about the psychological climate (data collected by class)	Questionnaire	Psychologists	during a year
	Use of the social sphere of the microdistrict and the city	The share of students who visited institutions of culture, art, etc. The share of students employed by distance education Share of events held with the involvement of social partners, villagers, etc.	Monitoring		End of the school year
	Staffing	Staffing of teaching staff with the necessary qualifications for each of the subjects of the curriculum; The share of teaching staff with a qualification category; The share of teaching staff who have completed advanced training courses; The share of teaching staff who received incentives in various competitions, conferences; The share of teachers who have methodological developments, printed works, conducting master classes	Expertise		End of study. of the year
	Public and state management and stimulation of the quality of education.	Share of students participating in student self-government. The share of parents participating in the work of parent committees, the Council of the educational institution	Expertise		End of the school year
	Document flow and regulatory support	Compliance of school documentation with established requirements Compliance with document management requirements. Completeness of regulatory support	Expertise	director	During a year

How effective education is, what updates are required in this area, and what should be abandoned - all this is determined through periodic monitoring and evaluation of the educational process. Aspects and nuances of this difficult process, which require huge efforts, painstaking work, deep potential and sincere desire, will be discussed in this article.

Definition of value

The quality of education is a complex characteristic of scientific activity and training of students. These are indicators expressing the degree of compliance of training with federal state standards and the needs of individuals in whose interests educational activities are carried out. The quality of vocational education is also determined by the degree of achievement of the planned results of the thematic program. They are evaluated, compared and analyzed.

Why is monitoring the quality of education necessary?

Monitoring of education is an internal part of the system for assessing its quality. It serves as information support for the supervision of current activities. Actually, monitoring is a comprehensive analytical tracking of all processes that determine quantitative and qualitative changes in the characteristics of educational activities. Its result is a conclusion about the extent to which the achievements, their conditions correspond to the requirements fixed in the regulatory documentation and local acts of the state system.

What does the assessment of the quality of school education include?

The assessment of the quality of education includes checking the implementation of the sanitary and hygienic standards of the educational process of the school, catering, as well as the implementation of measures to ensure the safety of students. For a comprehensive study and analysis of the state of educational activities, its results and conditions, expert methods are used.

Internal evaluation includes procedures organized and carried out by the school itself, as a rule, by the administration, teachers, students, as well as with the involvement of parents and the public. The resulting indicators are used to develop operational decisions that underlie school planning. Examples of this type of assessment, which will be mandatory for analytics that determine the quality of education at school, are self-assessment of the subjects of the educational process, the collection of statistical data, school monitoring, evaluation of subject curricula, and parent surveys.

Goals and organization of monitoring and control

As you know, the purpose of monitoring is the collection, generalization and analysis of the collected information regarding the state of the education system of the school. Quality control of studies is based on these data. To achieve the goals set, it is necessary to solve the following tasks:

A mechanism for accurate collection, processing and storage of information about the quality of education should be formed.
Coordination of the activities of all involved monitoring participants has been established.
Points of growth in the dynamics of the results of the educational process were identified and fixed in a timely manner.
Factors that significantly affect the quality of education should be identified and measures should be taken to reduce the effect and eliminate the possible negative consequences of those that do not carry positive dynamics.
Involvement of program and methodological, material and technical, personnel, information and technical, organizational and other bases that improve the quality of education.
Determining the direction in accordance with the results of the educational activities of the school program for the previous academic year, in conjunction with the problems and tasks set for the current period.

Education in modern Russia

Many scientists associate the beginning of the twenty-first century with the advent of the era of innovation. They bring the most important transformations in the educational sphere, which seems to be able to radically change our understanding of its role in modern society. The basis of such innovations is the development of non-standard approaches to the learning process using modern technologies in it, which will significantly improve education in Russia.

The role of the educational process at the present stage of development of our country is determined in its interaction with the tasks set for the transition to a democratic-legal state, as well as to eliminate the danger of the state lagging behind world trends in the field of economic and social development. It is modern education that is associated with the growing influence of the quality of human and intellectual capital on social development, with the entire process of accumulation and successive transfer of knowledge. Therefore, modern and future generations need an effective dynamic learning system based on innovative technologies.

Requirements for the quality of education in Russia

The main task of the Russian educational policy is to ensure the modern quality of education on the basis of maintaining its fundamental nature. Compliance with the current and future needs of society, the individual and the state is also important. In the conditions of individualization of education, modern education in Russia should be continuous. Such a requirement is determined by the human need for the need to constantly replenish their own knowledge during their professional activities and the progress of science and technology. The goals and principles that define modern education should be oriented towards preparing students for full and effective participation in the public and professional fields in the current conditions of market relations.

What gives control over the quality of educational activities?

The control and monitoring of the quality of education makes it possible to modernize the system of the Russian educational process in a timely manner. This is laying the foundation at the stage of building the building of an economically and politically effective legal state. It is not so much about controlling the knowledge, skills and abilities of students, but about the quality of the system itself and teaching methods.

At the present stage, improving the quality of education is the introduction of global changes in the goals and content of programs that will orient students towards the development of a new model of preparing people for life and for professional activities. They need to develop completely new personal qualities and skills. All this is also dictated by the new requirements for modern specialists.

Evaluative monitoring is the basis for the formation of competent specialists

The modernization of the education system and the introduction of information and communication technologies into the learning process open up a new look at the quality of professional knowledge. By making learning open, we radically change its properties. They emphasize the freer planning of the learning process, the choice of time and pace, the choice of place, the transition from the principle of "education for life" to a new conceptual concept of "knowledge through life".

Today, in most countries, increased attention is paid to such problems as the effectiveness of training. Pay attention to the quality control of education. To do this, scientists combine their efforts to develop technologies and tools, methodologies and comparative studies of the effectiveness and quality of the process. Thus, they create a monitoring system for assessing the quality of educational activities on a global scale.

Progress according to time

The current system forms an updated model for training specialists. The assessment of the quality of education has brought it to a new level, when it is required to take into account not so much the qualification model of a specialist as his competence. A professional who is knowledgeable in his field is distinguished not only by knowledge, skills, experience, but also by the ability to implement them, bring them to life, act, create and create.

The quality of education in the competence model of a specialist is associated with integrated interdisciplinary requirements for the result of the current process. That is, the qualitative characteristics of the individual come to the fore, which will be formed by modern educational technologies. Such a system is implemented in practice using network learning technologies. First of all, they have spread widely among representatives of those social and age groups that receive deep knowledge without interrupting their main work activity. As a result, a more efficient use of modern technological advances in the traditional education system will lead to the fact that the line between full-time, part-time and distance learning will be blurred. And this, in turn, is the main characteristic feature of the progressive innovative education of modern youth.

GENERAL ISSUES OF EDUCATION

N. N. Davydova

CREATING AN INTERNAL QUALITY ASSESSMENT SYSTEM IN A MODERN GENERAL EDUCATIONAL INSTITUTION

The article analyzes various approaches to understanding the essence of the quality of education, considers the process of creating a development system and a quality management system in a general education institution of higher status, presents the main processes of this system, and outlines the changes that have occurred in activities after the introduction of an intra-school quality management system.

Key words: quality, education quality, quality management system, TQM (Total Quality Management) principles, process approach, education quality management.

Abstract - In this paper various approaches to understanding the essence of the quality of education are analyzed. The paper also considers the process of creating the system of development and the system of management of quality in general educational establishments of the advanced status, the basic processes of the latter being submitted. The changes which ccurred in their activities after the introduction of the system of quality management are designated.

Index terms: quality, quality of education, system of quality management, principles of TQM (Total Quality Management), the process approach, quality management of education.

One of the key points in the modernization of Russian education is the need to harmonize it with the educational systems of other states, including in terms of quality criteria. In accordance with global trends, education in general, and school education in particular, is increasingly perceived in the public mind as a service sector, and specific services associated with the “production” of a person, the reproduction of intellectual resources, and the transmission of cultural values. The quality of these services in the Russian education system should correspond to the best examples of world practice. Implementing the state program for the development of education for the period up to 2020, general education schools should pay special attention to mastering the concept of Total Quality Management; quality standards of the International Organization for

standardization; be guided by the provisions of the national school of quality management, represented by the works of V. Ya. Belobragin,

A. V. Glichev, D. Sh. Matros, V. P. Panasyuk, A. I. Subetto, V. I. Shilenko, S. E. Shishova and others. requirements for the implementation of quality control at all stages of the provision of any service, the management of all types of resources, the creation of quality systems in organizations and institutions, the documentation of procedures and requirements for quality management. The introduction of unified quality assurance mechanisms (the leading of which are the international standards ISO 9000 series) today provides general educational institutions with certain advantages in the market of educational services in a particular territory, which becomes very relevant in the context of the transition to the normative per capita principle of remuneration.

The category of quality is the key one in the new paradigm of the civilizational and economic development of mankind. Meanwhile, this category has different interpretations. In accordance with philosophical views, quality is an objective, essential, relatively stable internal certainty of the integrity of objects and phenomena, as well as specific groups of objects, collectives, systems, abstract representations. Today, quality means primarily:

The essential certainty of an object, by virtue of which it is given, and not another object, and differs from other objects;

The set of characteristics of an object relating to its ability to satisfy stated and implied consumer needs.

The standard gives the following definition: “Quality is the degree to which the characteristics inherent in an object comply with the established requirements”. In this case, an object is understood as something that can be individually considered and described. Objects can be an activity or a process, a product or a result of a service, an organization or a system, or some combination of them, i.e. we can talk about the quality of the results of the activity (process), the quality of the processes themselves and the quality of the system or organization of the activity.

The category of quality with a generalized semantic load as “a set of certain properties that characterize the essence of an object and its difference from others” has firmly entered the field of education in recent years, into the arsenal of pedagogical concepts.

The concept of "education" is considered by us at two interrelated levels:

At the level of an individual: education is a search, movement and definition of the image of one's "I";

At the level of the whole society: education is the process and result of individual assimilation by a person (with the help of others) of any culture.

tour traditions as a system of previously developed means that allow you to interact with the outside world, develop your abilities, realize yourself and be successful in society.

In this regard, the quality of education acts as a synthetic category, covering all components and aspects of the development of the education system.

Today, the literature presents a wide range of basic characteristics of the quality of education, while there is a significant variation in the main definitions of the phenomenon of "quality of education".

One group of researchers (V. A. Isaev, V. I. Baidenko, N. A. Selezneva, A. I. Subetto) is focused on the compliance of the set of properties of the educational process and its result with the requirements of the standard, the social norms of society, and the individual. The quality of education in this case is considered as an integral characteristic of the process, the result, and the system.

Others associate the quality of education with the formation of a certain level of knowledge, skills and socially significant qualities of a person, and consider socio-pedagogical characteristics (goals, technologies, conditions, personal development) as parameters of the quality of education (E. V. Bondarevskaya, L. L. Redko , L. A. Sankin, E. P. Tonkonogaya) .

Still others focus on the compliance of the result with the expectations and needs of the individual and society, while the quality of education is determined by the totality of performance indicators and the state of the education process (the content of education, forms and methods of teaching, material and technical base, personnel, etc.) (A. I. Moiseev, V. A. Kalney, S. E. Shishov, E. V. Yakovlev).

Some scientists (G. A. Bordovsky, P. I. Tretyakov, T. N. Shamova) associate the quality of the result with the ability of an educational institution (EI) to meet established and predicted needs. In this case, the quality of education is represented by the opportunity of the educational institution to satisfy the needs of consumers of different levels.

Finally, a significant group of researchers (V.P. Panasyuk,

V. M. Polonsky, M. M. Potashnik, etc.) points out the need for the result of education to correspond to the goals focused on the zone of potential development of the individual, and sees the quality of education as a set of characteristics of a graduate's education.

A comparative analysis of the presented positions shows that today it is rational to consider the quality of education not only from the perspective of the educational institution itself, which provides a range of services that are adequate to the requirements of the state educational standard, the needs of the individual and society (consumers), but also from the perspective of specific subjects of the educational process, the hierarchy of socially significant characteristics and parameters.

From the above characteristics it follows that the concept of "quality of education" includes:

Continuous focus on customer satisfaction with educational outcomes. The main “product” of an educational institution is a graduate with certain qualities and skills (competencies), and consumers include both the students themselves and their parents, as well as the local community and the state;

A certain ratio of the goal and the result, the measure of achieving the goals, provided that the goals (results) are set operationally and predicted in the zone of potential development of the student;

The degree of compliance of the results of the development of the personality of students at the end of any age period with the available development opportunities;

The unity of the quality of the process and the quality of the result.

Following a number of authors, we emphasize once again that today the main criterion for the content of the quality of education is primarily the degree of satisfaction of the needs of the individual, society and the state. This position is based on the definition of the quality of education as the ability to meet the needs of consumers and subjects of the educational process. However, there is a problem associated with the multiplicity of requests for education of different social, professional groups, individuals, which gives rise to a variety of goals. In addition, the results of education can be assessed by different subjects (students, parents, teachers, etc.) according to different criteria, in different dimensions, at different levels, which requires special attention to changing approaches to education quality monitoring technologies.

Since the quality of education is a complex system, it is required to introduce a number of characteristics that can be used to determine its main components.

Multidimensionality is the quality of the final result of education and the quality of the potential of the educational system that ensures the achievement of this quality; the quality of the results of education and training; knowledge and activity components of education quality.

Multi-subjectivity implies that the assessment of the quality of education is carried out by students, graduates, teachers, parents, society, government agencies, etc.

Multi-criteria means the existence of a set of criteria for assessing the quality of education.

Multilevelness is the end result of quality at each individual level (class) of education.

We list the main global trends in the field of quality assurance in education:

The development of uniform criteria and standards for guaranteeing the quality of education in European countries is underway within the framework of the Bologna process;

National systems of accreditation of educational programs of European countries are being created, developed and harmonized;

Quality systems of educational institutions are being developed and implemented based on various models of the quality system, including the model of international standards EMrL, standards of the 180 9000:2000 series, the model of the European Foundation for Quality Management (EKrM) and other national models of quality management in education;

The center of gravity is transferred from the procedures of external quality control of the educational process and its results based on national certification and accreditation systems to the internal self-assessment of educational institutions based on certain models. Responsibility for quality and quality assessment rests with the MA, which leads to significant savings in material and time resources allocated for external expertise.

The need for the most efficient functioning and development of the school, increasing its competitiveness in the market of educational services is directly related to the creation of intra-school quality management systems (QMS) for general education institutions. In our opinion, the system of education quality management (QMS), based on the quality standards GOST R ISO 9000-2001, is the most relevant to modern quality management requirements; GOST R ISO 9001-2001; GOST R ISO 9004-2001.

In accordance with the requirements of ISO 9001:2000, the effectiveness of education quality management in a general education school is considered by us through the prism of a process approach and is based on the following provisions:

The activity of the school is presented as a network of interacting processes (implementation of educational programs, development of psychological support, creation of test materials, etc.);

The management of the activities of the educational institution is based on the management of a network of processes that “shape” the quality of the final result.

When creating an VSMC, a complete inventory of all the vital processes of the school is required, the definition of goals and objectives, the persons responsible for specific processes, and the documentary regulation of these processes. To structure work processes and highlight their constituent parts, the school develops an appropriate hierarchical structure of the main and auxiliary processes. Recall that the main ones include localizable and precisely defined work processes that have all the features of a process as such. Their entrances and exits are outside the school. Auxiliary - parts of the main processes that can be clearly identified. In the process of developing the HSMC OU, the following areas were included in the register of main and auxiliary processes:

The activities of the management on education quality management (including strategic planning and education quality management, planning and development of the school quality management system,

distribution of responsibility and authority between the members of the quality assurance working group, analysis of the OSQMS by the management);

The main processes of educational activities (implementation of basic educational programs, educational and extracurricular work with students, etc.);

Auxiliary processes (staffing, procurement and interaction with suppliers of material resources, library and information services, life safety, infrastructure management, social support for students and school staff);

As well as systematic activities to measure, analyze and improve the main and auxiliary processes in the OS (monitoring, measuring and analyzing processes, managing non-conformities, improving processes through policies, goals, corrective and preventive actions).

In table. 1 shows examples of a specific implementation of some of the working elements of the quality system in a school and indicators that diagnose the completeness of their implementation and application.

Table 1

Implementation and diagnostics of the introduction of QMS elements at school

Elements of the quality system Examples of the implementation of the elements of the quality system in the educational institution Indicators that diagnose the completeness of the implementation of the elements of the QMS

Responsibility of the management The quality policy of the management has been formulated. The management of the work on quality in the educational institution was taken over by its head. The degree of reality of the formulated strategic guidelines, the commitment of the management, teachers and students to them. Completeness of mastering the functions and types of quality management by the manager

General provisions, procedures and development of quality programs The educational institution has developed quality programs to improve the methodological skills of teachers, to educate students. The completeness of the implementation of program activities, stated goals. Indicators of the increase in the methodological preparedness of teachers and the level of upbringing of students

Pedagogical design management In the educational institution, schemes for the development and adoption of projects have been introduced. An information, normative, evaluation and criteria base for pedagogical design has been created. Perfection of schemes for the development and adoption of projects Volume of statistical data. The list of used criteria, indicators, norms,

The end of the table. one

A sufficient fund of design developments has been created in the main areas of its activities of standards and standards

Management of results of education In OU the model of the graduate is developed. There are alumni databases. The further life trajectory of graduates is monitored. The volume and level of requirements for the graduate. Volume of statistics, objects of comparative analysis

Thus, in the process of developing the QMS model, a new philosophy of the educational policy of the school is emerging: the consumer determines the quality of educational services, therefore, the educational institution must constantly focus on consumer satisfaction with educational results, while taking into account all possible real and potential needs of the consumer of educational services. This philosophy is relevant for school education, which has recently been constantly subject to various requirements: from the side of society - high social and moral efficiency; economy - economic performance; personality - education, which ensures its self-realization; university communities - the preparation of high-quality applicants with predetermined value orientations.

When developing the school's VSMK, special attention was paid to the implementation of the Shewhart-Deming principle of continuous improvement (ROSA). It is based on the assumption that in order to achieve continuous process improvement, it is necessary to plan it, execute the planned plan, check the results, analyze them and, after analyzing the results, engage in further improvement. The ROSA cycle underlies the planning, execution, verification and improvement of almost all work processes of any organization at all levels of management: strategic, process, project and personal.

In table. Figure 2 presents a model for improving the quality of a specific educational service according to the structure of E. Deming cycles, in relation to quality management in a general education school.

In fact, the four cycles of E. Deming have something in common with the four main components of quality management. Thus, by quality management in the modern school, we understand the coordinated activities of leading and managing an organization in relation to quality, the components of which are its planning, management, provision and improvement. We believe that building

The development of such a system is an important conceptual step towards the development of the organizational culture of a general education school in the 21st century.

table 2

Model for improving the quality of a specific educational service

Stages of the cycle Components of the stage

Planning Designing a specific educational service: determining the consumer and his requirements for the educational institution; development of the characteristics of the educational service (the main parameters of the quality of the educational service, including the development of diagnostic models for the levels of education, upbringing, models for diagnosing basic competencies); development of a quality policy; development of an organizational structure, including the leaders of the main processes and maps of interactions between them; formation of a set of corporate values of teachers, employees and students of the educational institution, as well as the ethical code of the teacher

Action Selection, training of personnel, provision of necessary resources. Organization of the educational process according to the built model. Creation of a system of continuous improvement and improvement of processes

Control Development and implementation of a monitoring system for the main indicators of the quality of the provision of educational services in educational institutions.

Analysis and correction Identification of the reasons for the discrepancy between the measured and control indicators, correction of processes by those responsible for the processes and management

It should also be borne in mind that, in accordance with international standards 180, quality management implies, among other things, ensuring the proper quality of the production process of a product or service. Quality assurance of products based on quality assurance procedures at each stage of the life cycle of its production in the international standard 180 8402 is called "quality loop". For producers of educational services and, accordingly, for managing the education process, the “quality loop” consists of the following elements:

Studying the needs of labor markets and educational services;

Recruitment of students;

Formation of programs, forms and methods of teaching;

Providing training resources;

Organization of the learning process;

Graduate certification;

Monitoring the further "fate" of graduates for a general education school (continuation of education in institutions of primary, secondary, higher professional education, including in professions necessary for a particular territory, employment, including in professions that are a priority for the socio-economic development of this territory) .

In general, the mechanism for managing the quality of education in a modern school can be represented as follows: collecting information from potential social customers - forming a social order - defining the mission of the school - the ratio of the chosen option to the available opportunities - choosing the type of management (for a process or for a result) - determining the parameters assessment of the results of education - diagnostics of the personality of students - forecasting the results of education of students - correlation of desired results with the existing results and the mode of life of the school - determination of factors, preparation and implementation of the school development program - comparison of the obtained results of education with the goals set - compliance of the quality of education with the set goal.

When developing an internal quality management system for a general education school, special attention should be paid to the organizational and content conditions for creating a new quality of education, which include:

Building an educational environment that equally stimulates the teacher and the child to productive activities that meet their individual characteristics and needs. The educational environment in this case includes, first of all, the construction of a corporate identity system among employees, as well as the organization of work on the value education of students. So, in the educational institution a “value field” is formed, in which all participants in the educational process live and work. Corporate values, as well as the ethical code of teachers, serve as the main indicators of the educational institution's attractiveness for consumers;

Transformation of the requirements for the educational results of the child into the mission of the teacher. The formation of the missions of the educational institution, departments, methodological associations and each employee affects the creation of special conditions for the education of students, and hence the attractiveness of the educational institution. The expert positions of the teacher and the student "grow" from a deep awareness of the mission of each participant in the educational process and the desire to fulfill them;

Satisfying not only the actual needs of society and the individual, but also reaching out to the formation of needs that are not yet recognized by society, setting the prospect for the development of the socio-economic system. The school, forming a new educational system, is working on the education and upbringing of a person of an innovative economy, where

a huge role is played by knowledge and competence moments, connected with a developed system of values of the individual.

Based on these conditions, it is possible to form the basic requirements for building a modern quality system in a general education institution:

Orientation to the internal process of self-analysis and self-assessment, internal audit of all actions to create conditions aimed at achieving the intended educational goals and results;

Accounting for global trends in the development of education and the use of modern educational technologies in the educational process;

Stability and reproducibility of all parameters and processes of the educational environment that contribute to the achievement of the required educational results, which includes the quality management system;

The ability of the educational system to change and improve itself.

In general, the developed intra-school system for assessing the quality of education consists of a goal-setting block, which includes the regulatory and documentation sector (state educational standards, educational program, development programs, graduate model, local acts), the organizational sector (administration, teaching staff, working groups for quality, scientific and methodological council, quality auditors) and the process unit. The objects of assessment are the quality of the final result, the potential of the educational system, the main activities, management, socio-pedagogical results of the educational process, the implementation of development programs, the quality of the current functioning, the implementation of educational programs. The process block includes internal assessment procedures (state final attestation in grades 9 and 11, intermediate attestation processes for students, a trial exam in the form of the Unified State Examination, administrative work, attestation of teaching staff for the second category, psychological and sociological diagnostics, expert assessments of scientific and methodological materials of teachers, etc.) and external evaluation procedures (portfolio of educational institutions, USE, municipal and regional monitoring studies, statistical observations, non-professional education, educational and scientific and methodological competitions of various levels, subject Olympiads, certification of teaching staff for the first and highest categories , accreditation and licensing of educational institutions, sociological surveys, ratings of educational institutions of various levels). The process block is closely related to the parametric block, which consists of separate evaluation and criteria complexes, the information block (the educational institution website, the school newspaper, scientific and methodological collections, publications in professional publications of various levels, databases, public reports) and the resource block that combines qualimetric kie, sociological and psychological methods. The diagram of the system for assessing the quality of education for a secondary school with an increased status is shown in the figure.

Education and science. 2009. No. 6 (63)

Intraschool quality management system

Creation of an internal quality assessment system in modern general education

institution

When working on the proposed HSMC, the management of the system for assessing the quality of education is based on the following organization principles:

Program-target approach in the formation of a system for assessing and managing the quality of education;

Differentiation and ordering of information flows about the state of the individual quality of education of each student;

Network distribution of powers of the structural divisions of the educational institution (subject departments, complex-targeted programs, creative groups of teachers) in ensuring and assessing the quality of education;

Uniform approaches to the development of diagnostic tools for assessing the quality of educational results of students in the process of final certification, including in the form of the Unified State Examination, monitoring and diagnostics, intra-school control;

The inclusion of public expertise at all stages and in all processes of ensuring the quality of education in educational institutions;

Distribution and different levels of professional expertise;

The unity of approaches to the training of teaching staff, professional experts and the development of diagnostic tools for assessing the quality of education.

We consider it important that the creation of such an intra-school system for assessing the quality of education in educational institutions ensures the implementation of mechanisms for the formation of effective parental and professional communities, the formation of the organizational culture of the institution. In this case, public examination of the quality of education at school is carried out by independent civil institutions and organizations through participation in the system of competitions at various levels - from intra-school to international - levels (PNPO, Olympiads, NPC, etc.). Professional examination of the quality of education is organized by the professional educational community - teachers of educational institutions and independent experts, in our particular case - representatives of the network of innovative schools of the Ural Branch of the Russian Academy of Education based on the procedures for assessing the quality of education developed as part of the creation of the Regional Quality Assessment System of the Sverdlovsk Region.

As a result of the creation of an intra-school quality assessment system in educational institutions, the quality of the educational process as a whole is improved, the main and auxiliary processes are clearly distinguished, which makes it possible to systematize the activities of the school administration. The developed means of assessing educational and other achievements of students are aimed at ensuring the transparency of the educational process. In the course of the work, new technologies for diagnosing and monitoring educational achievements and the educational process as a whole were introduced, facilitating the work of the teaching staff; social and professional examination of control and measuring materials and coordination and collection of data on all diagnostic measures are provided

pits, which made it possible to ensure the openness of the school to the external environment. The developed quality assessment system became the winner of the city quality assessment competition held by the Department of Education of the Administration of Yekaterinburg in 2009.

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E. L. Umnikova

PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE SYSTEM OF LIFELONG EDUCATION

The article is devoted to the professional development of teachers in the system of continuous education, which is understood as a holistic process that ensures the progressive development of the creative potential of the individual and the comprehensive enrichment of his spiritual world. The article also discusses three approaches to the essence of continuous education and forms of advanced training.

Key words: continuous education, professional development of teachers, attestation of teachers, forms of advanced training.

Abstract - The paper deals with improving teachers’ professional skills within the frames of continuous education, the latter being considered as an integral process leading to the progressive development of the creative potential and enrichment of the inner world. It also describes three approaches to the essence of continuous education and different kinds of raising teachers’ qualification.

Index terms: continuous education, improvement in teachers’ professional skills, assessment of teachers, different kinds of raising teachers’ qualification.

The intensive renewal that has taken place in recent decades, the modernization of all components of the educational process at all levels of the education system, has objectively raised the bar for professional requirements for pedagogical and managerial workers. The Federal Target Program for the Development of Education until 2010 states that without improving the professional level of teachers and forming a pedagogical corps that meets the needs of modern life, it is impossible to significantly improve the quality of domestic education and its competitiveness.