INTRODUCTION

The relevance of research. The priority role of education in the development of society and the country is noted in many normative documents at the highest level. During the implementation of projects in the field of education, the emphasis began to shift from “ innovative education" to " quality education". The need to create a system for assessing the quality of education is primarily due to the introduction of new educational standards and the emergence of the need to evaluate their achievement at all levels. In this regard, it became necessary to revise approaches to the organization of intra-school control and to determine approaches to building a system for assessing the quality of education.

The system for assessing the quality of education in Russia has just begun to be created; a unified conceptual and methodological understanding of the problems of the quality of education and approaches to its measurement has not yet been formed. Quite often, untested and unstandardized tools are used. There is no necessary scientific and methodological support for objective and reliable collection of information. The regulatory and legal base of the system for assessing the quality of education is poorly developed.

Solving these problems requires targeted efforts to form a common systematic approach to assessing the quality of education at all levels and, above all, at the level of an educational institution. The implementation of this important task is intended to contribute this project, which considers the education quality assessment model as a system that includes the organization educational process, material - technical and scientific - methodological support, management aspects and a system for monitoring the quality of education in a general education institution.

The object of the study is the system for assessing the quality of education.

The subject of the study is various methodological approaches to the system of assessing the quality of education in primary school according to the Federal State Educational Standard.

The purpose of the study is to develop guidelines for organizing internal monitoring of the quality of education in an educational institution.

The hypothesis of the study is that the developed methodological recommendations will contribute to the qualitative assessment of education.

Based on the goal and hypothesis, the following research objectives were formulated:

Consider the concept of the quality of education in a general education institution.

Highlight the features of the organization of the model of the intra-school system for assessing the quality of education.

To study the system for evaluating the results of mastering the basic educational program of primary general education

Practically consider the technology for assessing the quality of educational achievements of a student of a general education institution

To achieve the goal and test the formulated hypothesis, it is supposed to use methods theoretical analysis(study and systematization of psychological, pedagogical, methodological and scientific literature on the research problem; analysis of educational standards, curricula, teaching aids, methodological materials; study and generalization of pedagogical experience).

The practical significance of the work lies in the fact that, on the basis of the study, methodological recommendations are proposed for organizing internal monitoring of the quality of education in an educational institution.

Research base and empirical sample:

An empirical study was conducted on the basis of a municipal educational budgetary institution - ....

Work structure: this work consists of an introduction, two chapters, a conclusion, a bibliography of 25 sources. The total volume of work is 60 pages.

CHAPTER I

1.1. The concept of the quality of education in a general education institution

In the philosophical understanding of the term "quality", we proceed from the definition of quality as an essential feature, a property that distinguishes one object from another. From the point of view of the production approach, quality is a set of essential consumer properties of a product or service that are significant to the consumer. In a metaphorical sense, the "products" of the school are graduates with an education of better or worse quality, more or less corresponding to the needs of society and the individual, established norms, requirements, standards. Thus, the quality of education is understood as the quality of the educational process, which reflects the degree of compliance of educational results (achievements) of students and the conditions for ensuring the educational process with regulatory requirements, social and personal expectations and includes the following components:

· the quality of the educational program;

· the quality of the organization of the educational process ( educational technologies, forms, methods, teaching methods, forms of organization of training);

· quality of management of educational systems and processes (managerial technologies in education);

· the quality of the potential of the scientific and pedagogical staff involved in the educational process;

· quality of resource support (logistical, educational and methodological support);

· the quality of moral, spiritual, moral education in the process of socialization of the individual;

· quality medical care, nutrition, physical culture and health-improving work;

· quality of partnership with family and society;

· the quality of the potential of students;

· the quality of knowledge.

On fig. 1 consider indicators of the quality of education.

Figure 1. Education quality indicators

Process management in an educational institution is based on objective laws, management practices and requirements for a particular education system. When developing monitoring of the quality of education, it is advisable to use both the scientific potential and the practical experience of educational institutions.

Currently, as part of the modernization of education, the system of quality management of educational services continues to be actively developed. Studying literary sources, one can find various interpretations of the concept of "quality of education".

Polonsky V.M. interprets the quality of education as a certain level of knowledge and skills, mental, physical and moral development, which the graduates of an educational institution have achieved in accordance with the planned goals of education and training.

From the point of view of S.E. Shishova, the quality of education is defined as a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civic, everyday and professional competencies of an individual.

In our opinion, the health protection of children can be added to these definitions when predicting the results. pedagogical process within the framework of age and individual indicators. To solve and evaluate the complex of tasks of the pedagogical process, it is necessary to find some approaches to managing the quality of education.

Tretyakov P.I. defines management as a set of principles, methods, means and forms of social management, including educational processes, i.e. the art of management.

Management in an educational institution is based, according to Pozdnyak L.V., on the following principles: a combination of public and state principles, unity of command and collegiality, humanization of management, scientific character, objectivity and concreteness, optimality and efficiency and consistency.

An analysis of the literature shows that in research activities to monitor the quality of education, it is advisable to use both the scientific potential and the practical experience of educational institutions. However, it is necessary to take into account the capabilities of the educational institution itself, its readiness for this activity and the professional competence of the staff. Such systems approach allows you to professionally organize and monitor the quality of the educational process, as well as improve your qualifications and pedagogical competence.

Monitoring the quality of education is integrated system long-term observations and studies of the educational process in order to assess the activities and forecast changes occurring in general in a preschool educational institution, or its individual components.

An important point in quality monitoring is the prevention of possible critical situations that entail negative phenomena in the work of the teaching staff, as well as violations of the physical and mental health of all participants involved in the process.

According to M.M. Potashny in educational institutions mainly provide and maintain the required level of quality of education, as well as bring it into line with the growing requirements of external customers.

1.2 Organization of the model of the intra-school system for assessing the quality of education

The model of organizing an intra-school system for assessing educational results and monitoring the quality of education is part of the system for providing educational policy Department of Education of Yakutsk in matters of control and management of the quality of education in schools. The policy of improving the attractiveness of the school, combined with the better management of its resources, is important for the leadership of each educational institution, however, as well as for the entire education system of the district. The basis of this problem is the restructuring of the entire public sector in Russian Federation creating conditions for strengthening the economic responsibility of school leaders for the work of their institutions and stimulating a certain competition between schools. This is largely facilitated by demographic changes associated with fluctuations in the number of students in the usual areas of schools and changes in their educational interests. The latter include the transfer of one's education to network and distance forms, partial intra-district migration of schoolchildren (within the geographical accessibility and transport network) and the use of various forms of distance learning. Under these conditions, the new mission of schools is being updated - the creation of sufficient and necessary educational conditions for the social success of students and graduates. Such a task, of course, is feasible only if the quality of the education process itself is high.

To describe the organization of the system of intra-school monitoring and quality control of education, it is proposed to use the following concepts that are generally accepted in the systems of monitoring assessments of the quality of education and the effectiveness of educational institutions:

Generalized goal - the desired end result or condition, expressed in measurable terms, that can be achieved while ensuring the required efficiency of one or more processes.

Goal - a criterion by which the degree of achievement of a generalized goal is measured. Each generalized goal should have a quantitative indicator in the form of a goal.

Strategy - a method or procedure for achieving an appropriate generalized goal and realizing a quantitative goal.

A strategy performance indicator is an indicator built into the strategy that measures progress in the implementation of the strategy.

Critical success factor - a function or operation that must be performed correctly and in full.

A key indicator is a measurement that, when evaluating an ongoing process or individual operation, provides data to judge the progress of a process or operation.

Boundary conditions are the boundaries beyond which the key indicator loses its adequacy property.

The development and organization of the system of intra-school monitoring and quality control of education at school is due to two main factors. The first factor is technological. The very concept of monitoring (permanent monitoring) involves the creation of a system that constantly monitors the educational space. Unlike most existing measurement systems (sectional work, scheduled inspections, school certification, inspection by tax authorities, audit structures and other services), the monitoring system:

A) Acts constantly and carries out large-scale monitoring of the educational space. The scale is set by the values ​​of the multiplicity of observed key indicators, the frequency and quality of measurements, and the level of representativeness.

B) Accumulates data at the level of class - groups and specific resources and is able to create predictive models of development based on the study of the dynamics of developing processes.

C) It is focused not so much on comparing two or more educational institutions, although it also has such opportunities, but on an in-depth analysis of the effectiveness of a particular school, not in relative (relative to other educational institutions), but in absolute values, allowing to evaluate the vector and values ​​of the dynamics of work and development.

D) Works with performance indicators, which, within the framework of a process-oriented approach, make it possible to measure the effectiveness of the functioning of these processes. In a process improvement approach, performance metrics quantify the improvement in process efficiency following the implementation of proposed changes.

E) Influences daily management decision making. When preparing a solution, performance indicators allow you to compare alternatives.

E) Influences the improvement of processes in an educational institution. Performance metrics allow you to see how the efficiency of the business process will improve as a result of the implementation of the proposed changes.

G) Helps to identify and eliminate processes where the ratio "efficiency - costs" is unsatisfactory.

The monitoring system assumes the following process efficiency metrics.

Compliance

Compliance indicators establish the compliance of quality and processes with the relevant norms. These indicators make it possible to measure the degree of compliance of the product, service with the needs of the customer (consumer); the number of claims; adherence to procedures; test results; budget efficiency; consistency with laws and regulations; and characteristics related to safety, security and health effects.

The standard includes:

a) requirements and conditions;

b) the audience of the standard;

c) scope.

Indicators for compliance with standards affect all categories of participants in the processes of an educational institution: customers (consumers); management; resource managers.

Fit for Purpose

Indicators that characterize the compliance of processes with the goals of an educational institution focus on the interaction of the participants in the process, as well as on the extent to which this interaction allows achieving the goals. These metrics measure factors such as how well a product or service satisfies the customer (consumer). Customization (consumer), flexibility and sensitivity are examples of indicators focused on measuring the compliance of the process with the goals of customers (consumers).

Indicators that characterize the compliance of processes with the goals of an educational institution also make it possible to measure the compliance with the goals of other participants in the process.

One of the significant reasons for the demand for the system of intraschool monitoring is the transition to the widespread use of individual curricula. Individualization of the educational process causes the growth of control objects. If earlier the class was the object of control, then individualization and differentiation make the student the object of control, and, consequently, the amount of relevant information increases many times. All this raises the problem of technology for measuring the quality of education in high school and the criteria for differentiating teaching staff. At the same time, the high subjectivity of the assessment of pedagogical work by external experts, as well as the inability to clearly formalize the results of educational activities (at the level of standards) and the incompatibility of labor costs and technological complexity in the methods of individual and mass education, as well as teaching methods put this problem in a special position.

Despite the fact that it is differentiation that is not only a serious tool for shaping the salary of a teacher, especially in terms of extra-budgetary supplements, but also optimizes the actions of the management in making decisions on the placement of personnel, as well as in developing a strategy in matters of advanced training and retraining of personnel.

Evaluation in this system of relations is no longer just ascertaining and testing, but also formative, defining and predictive, stimulating, motivational, school and professional guideline. Assessment ceases to be an application to the educational process, it is constantly progressing, moving into the rank of one of the most important learning factors that can influence the areas and conditions of education and upbringing. Monitoring, in particular monitoring of school results, leads to changes in the system of goals, in the content and technologies of education, transforms an interactive instructive-learning process based on the relationship between teacher-student and student-student.

The issue of monitoring the educational process is raised at various levels of the educational community of the Russian Federation, because the reform of the modern education system in our country largely depends on the results of its implementation.

It is always important for the administration of an educational institution to have prompt, accurate and objective information about the current state of the educational process. This allows timely implementation of methodological support for teachers, making the necessary adjustments to the educational process and, as a result, leads to an increase in the quality of the educational and educational process at school. Such information at the school level can be provided by regularly conducted monitoring studies, which are a necessary tool for analyzing various aspects of the educational process.

It should be noted that the issue of tracking the results of the educational process has been raised in pedagogy for a long time. In many scientific and pedagogical research Monitoring is understood as monitoring the state of the pedagogical process (the level of ZUN, the organization of the educational process (hereinafter referred to as UEP), the level of teaching, etc.) with the aim of its control, forecast and sustainable functioning. Monitoring can be carried out using information technology, as well as through traditional data collection (questionnaires, surveys, etc.). Information monitoring allows you to quickly identify the foci and nature of changes in the system of school work, traces the intensity of processes and amplitudes of shifts, and studies the interaction of ERP systems.

Monitoring has several functions.

The motivational-target function is defined as the clear performance of work by all members of the teaching staff in accordance with the duties delegated to them and the plan, in accordance with the needs to achieve their own and collective goals.

The information-analytical function is defined as a management function aimed at studying the physical state and the validity of using a combination of methods, means, and influences to achieve goals, at an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms for transferring the system to a new qualitative state.

The planning and prognostic function is defined as an activity for the optimal choice of ideal and real goals in the development of programs to achieve them.

The organizational and executive function is defined as belonging to each management cycle. This function carries the main potential for the social transformation of the school, characterizes the school as the activity of the subject (object) of management in the formation and regulation of a certain structure of organized interactions through a set of methods and means necessary to effectively achieve goals. Organizational relations can be defined as connections between people established regarding the distribution of powers and assigning to them the functions of their joint activities.

The control and diagnostic function is defined as the simultaneous operational study and evaluation, regulation and correction of a process or phenomenon, whether it is at the level of the student's personality, the activities of a teacher or a school leader.

Regulatory-corrective function is defined as a type of activity for making adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at the programmed level.

The main goals of creating a system of intra-school monitoring and quality control of education are:

security sustainable development school education systems;

creation of a Unified automated system for monitoring the educational process of the school;

creation of a system for comparing the reference characteristics of students with the expenditure of resources.

Expected Result:

creation of a system for comprehensive monitoring of the results and resources of educational programs of the school;

identifying the reasons for students' non-compliance with reference characteristics;

creation of a group of diverse, universal and calculated monitoring indicators;

formation of information necessary for making a managerial decision;

identification of risk zones and restrictions when achieving reference characteristics;

using the results of system monitoring as a factor influencing the effectiveness of the school to change the educational, financial, economic and organizational and legal conditions for the development of the school;

inclusion of the created system of indicators in the system for monitoring the effectiveness of an educational institution.

School efficiency is determined by the combination of school achievements of a certain school group at a certain time and in a certain space (year, school level; in the classroom; outside the classroom, etc.)

To create an effective school, a system of information accumulation is needed to identify trends, make strategic and operational decisions, create a system for rapid response to changes and new trends in the education system. Solving these problems will save competitive advantages schools.

The primary task of the first stage of the formation of an intra-school monitoring system is the creation of a high-quality measure of students' knowledge in subjects in the form of test tasks in subjects. It is better to choose two key academic disciplines as the objects of primary monitoring research: Russian language and mathematics. It is best to focus the monitoring system on test forms measurements due to the fact that the modern education system at school is moving to this species control as part of final certification students in the form of the Unified State Examination, and as part of the accreditation of the school. The main thing when choosing a test form of work is the presence of the same, for all subjects, conditions for conducting pedagogical control (difficulty, composition, structure of tasks) and rules for interpreting the results: responsibility, justice.

However, test forms should not exclude other forms of gauges, nor should they be ignored in cases deemed unsuitable for test use. As experience shows, the test can be adapted to a significant variety of tasks, or other forms can be brought to comparability with it in terms of manufacturability and correctness.

Parallel to pedagogical monitoring other directions for assessing the quality of the work of an educational institution are also developing. For example, assessment of the health status of children, assessment of psychological comfort educational environment and other areas that systematically or situationally arise as a target setting for the activities of the Service.

Within the framework of this direction, surveys of parents and students, school graduates can be conducted. These types of monitoring include:

filling and analysis of diaries of self-observation on the dynamics of the health of schoolchildren;

a study to study the comfort of the schedule for students of different classes.

study on school meals among students:

problem and case studies (e.g. injury monitoring for students in grades 1-10)

analysis of the daily routine of class students

analysis of communicative competencies of school personnel

analysis of the incidence of school employees

Separately, the tasks and directions of intra-school monitoring regarding the problem of assessing the quality of specialized education are formulated.

In general, the logic of creating an intra-school monitoring system involves the following steps:

Documentary substantiation

A) Regulations on the procedure for conducting current and final control and assessment of the level of educational achievements of students

B) Regulations on the procedure for assessing the personal achievements of students (portfolio)

C) Regulations on the monitoring and evaluation service

Choosing the direction of work (subjects, parallels, problem areas)

Drawing up a work plan

Creation of a group of test material developers

Manufacturability of the process

.Personnel management

Meter developer training

Creation of uniform requirements for the technology of the educational process

Work to reduce negative psychological consequences assessment act

3.Requirements for procedures, content, quantity, size and frequency of assessment.

.Analytics and information generation

The interaction of monitoring structures with IOs or departments is aimed at using the assessment of monitoring in the success of the individual and the system in achieving educational standards.

The use of the whole complex of methods of pedagogical measurements should contribute to the formation of a basis for analytical and corrective work. calculated GPA and percentages for each task provide an opportunity for various types of comparison, namely: which of the topics are learned better, which topics from year to year show consistently low and high results; comparisons by class, working teachers, obtaining an assessment of knowledge to identify the dynamics of achieving the expected results and the quality of education. In addition, the material obtained makes it possible to identify areas of risk and limitations in achieving the expected results and quality of education. When compiling a rating, it becomes possible to single out students who show consistently high and low results, which is a prerequisite for using an individual approach to students in teaching.

The main result of monitoring studies is the formation of information necessary for making managerial decisions in order to improve the educational process and improve the quality of education.

Thus, the monitoring service, in addition to efficiency problems, can solve the following problems:

Creation of a single way of life, a single corporate culture, a single system of requirements for the technology of the educational process.

Ensuring continuity between the levels of general education, minimizing transitional losses, which allowed students and parents to build a clear and long-term educational strategy within one educational institution.

Creation of real variability in the content of education, without revision of the key elements of the “basis”, which allows students to exercise their right to academic mobility student. This has proven itself especially in high school and in the conditions of specialized education.

Creation of conditions for self-realization of students in various areas of basic and additional education, which was the answer not only to modern demands of individual education, but also individual development generally.

The widespread use of information resources in the educational process, including modern information technologies, which made it possible to take into account the requirements for mastering modern communications.

Determination of the vector of growth of the qualification stock of teachers, taking into account the specifics of individual educational programs. This refers to the program of work with school personnel (its training, retraining and expansion of the professional base), focused on training specialists capable of working in conditions individual programs.

1.3. Evaluation of the results of mastering the main educational program of primary general education

In accordance with the requirements of the Federal State Educational Standard for Primary General Education, the school has developed an assessment system focused on identifying and evaluating the educational achievements of students with the aim of final assessment of the preparation of graduates at the level of primary general education.

The features of the assessment system are:

· A complex approach to the assessment of the results of education (assessment of the subject, meta-subject and personal results of general education);

· use of the planned results of mastering the basic educational programs as a substantive and criteria-based assessment base;

· assessment of the success of mastering the content of individual academic subjects on the basis of a system-activity approach, manifested in the ability to perform educational, practical and educational and cognitive tasks;

· assessment of the dynamics of educational achievements of students;

· a combination of external and internal evaluation as a mechanism for ensuring the quality of education;

· the use of personalized procedures for the final assessment and certification of students and non-personalized procedures for assessing the state and trends in the development of the education system;

· a tiered approach to the development of planned results, tools and their presentation;

· the use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements;

· the use, along with standardized written or oral work, of such forms and methods of evaluation as projects, practical work, creative work, introspection, self-assessment, observation, etc.;

· the use of contextual information about the conditions and features of the implementation of educational programs when interpreting the results of pedagogical measurements.

Assessment of personal results

The object of assessment of personal results is the universal learning activities formed by students, which are included in three main blocks:

· self-determination - formation internal position student - acceptance and development of a new social role of the student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see the strengths and weaknesses of one's personality;

· meaning formation - the search and establishment of a personal meaning (i.e. "meaning for oneself") of the teaching by students on the basis of a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know”, “ignorance” and striving to bridge this gap;

· moral and ethical orientation - knowledge of the basic moral norms and orientation towards their implementation based on an understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma in its resolution; development of ethical feelings - shame, guilt, conscience as regulators of moral behavior.

· the formation of the internal position of the student, which is reflected in the emotionally positive attitude of the student to the educational institution,

· focusing on the meaningful aspects of the educational process - lessons, learning new things, mastering skills and new competencies, the nature of educational cooperation with the teacher and classmates - and focusing on the behavior of a “good student” as an example to follow;

· the formation of the foundations of civic identity - a sense of pride in one's Motherland, knowledge of significant historical events for the Fatherland; love for one's own land, awareness of one's nationality, respect for the culture and traditions of the peoples of Russia and the world; developing trust and the ability to understand and empathize with the feelings of others;

· the formation of self-esteem, including awareness of one's abilities in learning, the ability to adequately judge the reasons for one's success/failure in learning; the ability to see one's strengths and weaknesses, respect oneself and believe in success;

· the formation of motivation for educational activities, including social, educational, cognitive and external motives, curiosity and interest in new content and methods of solving problems, acquiring new knowledge and skills, motivation for achieving results, striving to improve one's abilities;

· knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems on the basis of decentration (coordination of different points of view on solving a moral dilemma); the ability to evaluate one's own actions and the actions of other people in terms of observance/violation of a moral norm.

The assessment of personal results is carried out, firstly, in the course of external non-personalized monitoring studies by specialists who do not work at the school.

Secondly, the internal assessment of the achievement of personal results of students is carried out by the teacher based on the results of observations, questionnaires, etc.

The personal results of graduates at the level of primary general education in full accordance with the requirements of the Standard are not subject to final assessment, because the assessment of personal results of students reflects the effectiveness of the educational and educational activities of the school.

Evaluation of meta-subject results.

The evaluation of meta-subject results implies the formation of universal learning activities students (regulatory, communicative, cognitive), i.e. such mental actions of students that are aimed at analyzing their cognitive activity and managing it. These include :

· the learner's ability to accept and retain learning goal and tasks; independently transform a practical task into a cognitive one; the ability to plan one's own activity in accordance with the task set and the conditions for its implementation and to look for means of its implementation; the ability to control and evaluate one's actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;

· the ability to carry out information search, collection and selection of essential information from various information sources;

· the ability to use sign-symbolic means to create models of the studied objects and processes, schemes for solving educational, cognitive and practical problems;

· the ability to carry out logical operations of comparison, analysis, generalization, classification according to generic characteristics, establishing analogies, referring to known concepts;

· Ability to collaborate with teacher and peers in problem solving educational problems take responsibility for the results of your actions.

The achievement of meta-subject results is ensured by the main components of the educational process - the subjects presented in the mandatory part of the curriculum.

The main content of the assessment of meta-subject results at the level of primary general education is built around the ability to learn. Evaluation of meta-subject results is carried out in the course of various procedures: solving problems of a creative and exploratory nature, educational design, final test work, complex work on an interdisciplinary basis, monitoring the formation of basic educational skills. In the 4th grade, a meta-subject complex final work is carried out, which makes it possible to determine the level of formation of UUD by each student. Rating: achievement basic level, achievements at an advanced level, not enough basic level. The work is carried out during 2 lessons.

Evaluation of subject results.

Achievement of subject results is provided at the expense of the main educational subjects. Therefore, the object of evaluation of subject results is the ability of students to solve educational and cognitive and educational and practical tasks.

Assessment of the achievement of subject results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work. The results of the accumulated assessment obtained during the current and intermediate assessment are recorded in the form of a portfolio of achievements and are taken into account when determining the final grade. The subject of the final assessment of the mastering by students of the main educational program of primary general education is the achievement of subject and meta-subject results of primary general education necessary for continuing education.

The main instrument of the final assessment is the final complex work - a system of tasks of various levels of complexity in reading, the Russian language, mathematics and the world around.

In the educational process, the assessment of subject results is carried out with the help of diagnostic work (intermediate and final), aimed at determining the level of mastering the topic by students. In grades 1-3 - final complex work. In the 4th grade, monitoring of the achievement of the planned results of the implementation of three final works - in the Russian language, mathematics - and the final comprehensive work on an interdisciplinary basis is carried out.

Systematic assessment of personal, meta-subject and subject results is implemented within the framework of the accumulative system - Portfolio.

Student Portfolio:

· is modern pedagogical tool accompanying the development and evaluation of students' achievements, focused on updating and improving the quality of education;

· implements one of the main provisions of the Federal state educational standards of general education of the second generation - the formation of universal educational activities;

· allows you to take into account the age-specific features of the development of universal educational activities of primary school students; the best achievements of the Russian school at the stage primary education; as well as pedagogical resources of academic subjects educational plan;

· involves the active involvement of students and their parents in assessment activities based on problem analysis, reflection and optimistic forecasting.

The Portfolio structure in elementary school is a collection of works and results that show the efforts, progress and achievements of the student in various areas (study, creativity, communication, health), shortcomings that allow him to determine the goals of his further development.

The main sections of the Portfolio of Achievements:

"My portrait" + "Portfolio of documents" + "Portfolio of creative works"

To replenish the " Portfolio of Achievements"And evaluate its materials, first of all, the student. The teacher, about once a quarter, replenishes only a small mandatory part (after tests), and the rest teaches the student how to replenish the portfolio with the main set of materials and evaluate them.

As a result of the training, comprehensive assessment Portfolio of Achievements. Mandatory materials: subject control, diagnostic meta-subject works fall into the "Portfolio of Achievements" already with ready-made quality assessments on a scale of success levels. The materials that are added by the student are evaluated on the same scale of success levels by the student. Based on both assessments, the results are systematized.

Consider the current forms of monitoring and recording the achievements of students:

oral questioning

written

independent work

dictations

control write-off

test tasks

graphic work

exposition

creative work

attending lessons on observation programs

diagnostic test

dictations

exposition

reading technique control

analysis of the dynamics of current performance

participation in exhibitions, competitions, competitions

activity in projects and programs of extracurricular activities

creative report

portfolio

analysis of psychological and pedagogical research

Forms of presentation of educational results:

· report card for subjects (indicating the requirements for marking);

· texts of final diagnostic tests, dictations and analysis of their performance by students (information about the elements and levels of knowledge being tested - knowledge, understanding, application, systematization);

· verbal assessment of the success of the results, the formulation of the reasons for failures and recommendations for eliminating gaps in learning in subjects;

portfolio

· the results of psychological and pedagogical research illustrating the dynamics of the development of individual intellectual and personal qualities student, UUD.

The evaluation criteria are:

· compliance of the achieved subject, meta-subject and personal results of students with the requirements for the results of mastering the educational program of primary general education of the Federal State Educational Standard;

· the dynamics of the results of subject training, the formation of UUD.

The assessment system used at school is focused on stimulating the student to strive for objective control, and not to hide his ignorance and inability, to form the need for adequate and constructive self-assessment.

Accepted at school the following forms ratings:

Grade 1 - unmarked training.

From grade 2 - 5-point scale of marks:

"5" - - excellent;

"4" - good;

"3" - satisfactory;

"2" - unsatisfactory;

"1" - the absence of at least some satisfactory performance of the work.

Mark "5" - the student receives if his oral answer, written work, Practical activities fully corresponds to the curriculum, one flaw is allowed, the volume of ZUNs is 90-100% of the content (the correct complete answer, which is a coherent, logically consistent message on a specific topic, the ability to apply definitions, rules in specific cases.

The student substantiates his judgments, applies knowledge in practice, gives his own examples).

Mark "4" - the student receives if his oral answer, written work, practical activity or its results generally meet the requirements of the curriculum, but there are one or two minor errors, or three shortcomings and the volume of ZUN is 70-90% of the content (correct , but not a completely accurate answer).

Mark "3" - the student receives if his oral answer, written work, practical activity and its results basically meet the requirements of the program, but there are: 1 gross error and 2 shortcomings, or 1 gross error and 1 non-gross, or 2-3 gross errors, or 1 minor error and 3 shortcomings, or 4-5 shortcomings. The student owns ZUNs in the amount of 50-70% of the content (correct, but not complete answer, inaccuracies are allowed in the definition of concepts or the formulation of rules, the student substantiates his judgments insufficiently deeply and convincingly, does not know how to give examples, presents the material inconsistently).

Mark "2" - the student receives if his oral answer, written work, practical activities and its results partially meet the requirements of the program, there are significant shortcomings and gross errors, the volume of the student's ZUN is 20-50% of the content (wrong answer).

Types of marks:

The current grades are set by the teacher on a weekly basis according to the goals of the students' activities set for the lesson.

Marks of the subjects of the compulsory part of the curriculum are set in quarters in a 5-point system. The annual mark is set on the basis of marks for the 1st, 2nd, 3rd, and 4th quarter, the final complex work, and the accumulative assessment system.

The rights and obligations of students upon receipt of a mark:

When conducting thematic control, a mark is placed on all students, since everyone must show how he has mastered the knowledge and skills of the topic.

In case of receiving an unsatisfactory mark, the student has the right to retake and correct the "deuce".

In the absence of a student for a good reason, on the day of the thematic control, ZUNov “n” is put up in the class journal, and the student is obliged to pass this topic and receive a mark within 7 days after the release. A mark is placed next to the letter "n" on the day when the work was carried out.

Advantages of the Portfolio as a method of assessing student achievement:

focused on the procedural control of the new priorities of modern education, which are UUD (universal learning activities);

Portfolio sections (Portrait, Working materials, Collector, Achievements) are a generally accepted model in the world teaching practice;

takes into account the peculiarities of development critical thinking learners by using three stages: call ( problem situation) - comprehension - reflection;

helps students to define their own learning objectives, actively appropriate information, and reflect on what they have learned.

CONCLUSION ON CHAPTER I

After analyzing the literature sources, it can be noted that the practical use of the IEO quality assessment system is built in accordance with the requirements of the Federal State Educational Standards IEO, legislative acts Russian Federation, schools that regulate the implementation of procedures for monitoring and evaluating the quality of education.

school council;

primary education assessment quality

CHAPTER II. PRACTICAL ASPECTS OF THE SYSTEM OF ASSESSING THE QUALITY OF EDUCATION IN THE PRIMARY SCHOOL ACCORDING TO GEF

1 Technology for assessing the quality of educational achievements of a student general educational institution

Approbation of the technology for assessing the quality of educational achievements of a student of a general education institution was carried out on the basis of ...

The approbation was attended by: 25 students of the 3rd grade.

Of these, 13 girls and 12 boys. Age of participants: from 9 to 10 years.

Purpose: monitoring tools at intermediate stages of education should take into account as much as possible the features of the educational program of a general education institution, curriculum, textbooks and methods used in the educational process.

To achieve the goals of monitoring, it is necessary to implement the following tasks:

· determine the composition of the toolkit for monitoring the training of students;

· develop tools for testing the preparation of students in specific academic subjects;

· to develop a system of universal quantitative indicators that characterize the state of training of students in a subject and allow to identify the dynamics of its change, as well as to compare the achievements of students in different academic subjects;

· to develop questionnaires that allow obtaining the information necessary to identify the factors that influence the state of training of students;

· develop a unified plan for assessing the educational achievements of students in basic academic subjects at certain period, necessary for the manifestation of trends in its change;

Tools for assessing the educational achievements of students.

To obtain information about the educational achievements of schoolchildren in academic subjects, specially designed test papers are used, which make it possible to obtain sufficiently complete and objective information about the state of preparation of students in academic subjects. At the same time, it is important to ensure that students receive information about the achievement of students at the following levels:

· compulsory training, which will make it possible to judge the fulfillment of the requirements of the standard for each academic subject;

· provide information on the achievement of an advanced level of training.

For this purpose, verification works have been developed, which consist of two parts with different purposes. The first part is intended to identify students who have reached the level of basic (mandatory) training in the subject, the second part - to identify students who have reached the level of advanced training.

In accordance with its purpose, the task of the first part of the work checks the ability of students to use knowledge in familiar situations. This part of the work is developed in accordance with the principles of creating criterion-oriented tests, the main purpose of which is to fix the presence or absence of any quality in students.

The development of a criterion-oriented work includes a description of the elements that make up the content of the check. In the case of assessing the mandatory training of students, such elements are specific mandatory knowledge and skills, which are then used to meaningfully characterize the results of the assessment. For each knowledge or skill included in this list, a set of tasks is compiled, the fulfillment of which should sufficiently fully characterize the mastery of this element at a mandatory level. The set of tasks for all elements forms a bank of work tasks. At the same time, tasks of a mandatory level are used, which are familiar to students, and were worked out in the course of the educational process.

The main requirement in the preparation of the verification work is to ensure the completeness of the verification of the state of the quality being studied.

When working out the tasks of the first part, an indicator of its implementation (criteria score) is set. If the results of the student are not lower than this indicator, then it is concluded that the students have reached the level of compulsory training, if it is lower than it, then the absence is recorded. given quality. Repeated use of such work will reveal the dynamics of changes in the state of compulsory training of students.

The second part of the work contains tasks of an advanced level, which vary significantly in complexity. Some of them require students to apply their knowledge in a changed situation, using the approaches, techniques, methods known to them from the school course. The rest require the use of knowledge in a new situation for students. To complete these tasks, it is necessary to integrate knowledge from different topics, sections of the subject, develop independently approaches, ways to solve the problem. The fulfillment of the tasks of the second part allows for a more subtle differentiation of students according to the state of preparation for the subject being tested.

Job types.

In the verification work, tasks of various types were used: with a choice of an answer, with a short free answer (in the form of a number, a word, etc.), with a detailed answer (a complete record of the answer with an appropriate explanation or justification, a complete record of the solution of a mathematical problem, etc. .).

In cases where knowledge and skills are tested, especially at the basic level of assimilation, in most cases it is not required to give a detailed answer in order to judge the possession of this knowledge in standard situation. To make such a judgment allows students to receive the correct answer. Therefore, it is appropriate to use tasks with a choice of answers or with a short answer, in which it is not required to provide an explanation or justification for the answer received (all subjects).

Testing the ability to apply knowledge in changed situations, build procedures, combining various studied simple operations or techniques, it is advisable to carry out with the help of tasks that require an independent recording of the answer (short or detailed).

To test the most complex skills (analyze the situation, draw conclusions, conduct logically competent reasoning, justification, evidence of one's actions and correctly write them down), it is necessary to use only one type of tasks - with a detailed answer (Russian language, mathematics).

Determination of a system of indicators for assessing the educational achievements of students.

According to the goals of assessing educational achievements, the indicators should provide information that characterizes the state of educational achievements of the surveyed population of students, the dynamics of educational achievements in the course of the experiment, and the influence of factors on these achievements.

These metrics are:

correspond to the main goals and planned results of education;

complement each other and do not contradict each other.

An indicator of the quality of education is those of its essential characteristics that allow it to be assessed.

The indicator of the quality of education is the transmitters of social information, containing comprehensive characteristics of the quality of education, by which one can judge its development.

An indicator of the quality of education is such a characteristic that determines the relationship between its unobservable and observable characteristics (unobservable - ability, observable - ZUN).

The measure for assessing the quality of education is the criteria that combine calculation methods, an evaluation scale and decision-making rules on determining the level of education quality. It is the criteria that serve as the final basis for fixing the level of education quality.

Each criterion consists of an evaluation indicator and a corresponding scale. The presence of only an indicator without an evaluation scale does not set a criterion. But the same indicator can have different rating scales, that is, different criteria.

Criteria requirements:

· solidity, i.e. reflect the essence, the most important aspects of the processes and objects under study;

· certainty, i.e., the possibility of expressing them in specific, measurable indicators;

· stability, in the sense that the "slices" carried out on the basis of the criteria are comparable;

· relativity, since absolutely accurate and reliable methods for measuring socio-pedagogical phenomena do not yet exist, each method gives results that need to be rechecked.

The quality of education is considered as an integral characteristic of the education system, reflecting the degree of compliance of real achieved educational results with regulatory requirements, social and personal expectations.

Quality is defined as a set of characteristics of an object related to its ability to satisfy stated and implied needs.

The category of quality embodies the result of education as a social competence: the ability to study and reflect on social norms and act to change them, use the method of projects in their work, report their results, substantiate, prove using appropriate techniques.

Education is interpreted as a set of learning, upbringing and development processes in specially organized gymnasium conditions.

Assessment of educational achievements of students is carried out in accordance with the selected criteria at each level of education.

Primary school - starting. The success of his further education largely depends on how much the child loves and learns to learn during this period. Therefore, the main goal of the educational process is to create favorable conditions for the development of educational opportunities for children. The implementation of this idea is incorporated in the program for assessing the educational achievements of students. The purpose of this program is to identify the state of the educational process in the primary grades. The objects of observation are indicators, which are divided into three modules.

The target guidelines for the educational activities of the school is the formation of social competence, then monitoring should be aimed at tracking, assessing the characteristics included in this competence, which includes social competence - the level of education and / or experience sufficient for the successful implementation of a particular social or professional function.

The average level of social competence is calculated by the formula:

where HC is the level of upbringing, LE is the level of education

Therefore, it is necessary to analyze the level of education and the level of upbringing, which are part of the objects of observation.

Module 1. The level of training is determined by using tasks differentiated by the level of difficulty - tests. The calculation of the level of learning is carried out as the arithmetic mean of the level of educational actions (LE) of the student on the test work of the subject of the curriculum, the disclosure of the content of the qualities of knowledge: completeness, depth, awareness, consistency.

UD1, UD2 ... - results of verification work

To determine the level of training, 2 options for work are offered, identical in content, level of complexity and order of tasks. The total time to complete the work is one lesson (40 minutes).

Evaluation of assignments and work in general

For each correctly completed task of the basic and elevated levels The student gets one point. For completing a high-level task, a student can receive 0, 1 or 2 points. Maximum amount points for the performance of the work depends on the number of requirements laid down in the verification work.

The performance of the work as a whole shows what level the students have achieved - low, medium, high.

If, as a result of completing the entire test work, the student scored less than 0.7 shares, this is a low level of work performance, from 0.7 to 0.89 shares - the average level of verification work, from 0.9 to 1 share - high.

Assignments are checked by a teacher or an expert based on recommendations for checking and grading these assignments.

Analysis of the results of verification work is carried out according to a non-standard scheme.

After writing the work, a matrix is ​​compiled in which the components of the educational standard, the class list and the results of the work are entered.

For each correctly completed task of the basic and advanced levels, the student receives one point, for an incorrect answer - zero. The maximum number of points for completing the work depends on the number of correctly received answers.

We make calculations horizontally. We add up all the points and enter them in the "Sum of points" column. Then we find the share of the fulfilled requirements of the State Standards laid down in this verification work from total.

The performance of the work as a whole shows what level each student has achieved - low, medium, high and the class as a whole.

0.9 - high level

89-0.71 - average level

7-0.6 - low level

below 0.6 - training reaches the correctional level.

Then vertical calculations are made. The number of students who have mastered this requirement of the standard is revealed.

Module 2

Diagnostics of upbringing is an evaluation procedure aimed at clarifying the situation, revealing the true level of upbringing. Estimated level data are compared with the original ones; characteristics of upbringing, the difference between them determines the effectiveness of the educational process.

Through diagnostics, the class teacher establishes how the pedagogical tasks are implemented, which of them require further solutions.

Diagnostics has a direct connection with the stages of managing the development of the team and the individual. In accordance with this, three types of diagnostics were identified in the work of the class teacher: initial, corrective (current) and generalizing (final).

The initial diagnosis is related to the planning and management of the class team. Before determining the educational tasks that will be implemented in a given academic quarter, half year or throughout the academic year, the class teacher studies the level of upbringing of the student.

But since the process of education is contradictory and spasmodic, continuous and dynamic, the class teacher necessarily has to catch the changes and reflect them when planning his activities.

The completeness and objectivity of information during the initial diagnosis brings the planning of educational tasks as close as possible to the real needs of the class and corresponds to the optimal development of children.

The criterion of upbringing is theoretically developed by scientists indicators of the level of formation of various personality traits. We use the author's concept of M.I. Shilova, in which, on the basis of the qualimetric approach, integral diagnostic programs for the study of upbringing were developed. In these programs, the author's criteria for upbringing were expressed through the choice of specific indicators - units of observation.

Arranged in the form of a scale of names. If the degree of manifestation of qualities is assigned a rating, then a comparison can be made and a calculation can be made, expressing the levels of upbringing as a number.

Current diagnostics is carried out in the very process of organizing the activities of student groups, orients the teacher to the changes that occur in students and the team. At the same time, the correctness of previously made decisions is evaluated. The information obtained as a result of the current diagnostics helps to correct their work and improve the style of relations with children, the methodology of educational work.

The current diagnostics performs the role of express information and thus helps to make a quick decision on improvement. pedagogical activity.

In the system of predicting the results of educational work, a generalizing diagnostics is carried out at the end of each academic year. It provides basic data for correcting the pedagogical impact during the next academic year.

The study of the team is ongoing. The classroom team as a component of a complex dynamic social system has typical features and species differences.

The class teacher diagnoses the level of upbringing of students, studying the personality traits that were the object of education, were leading at this stage of their development.

It is almost impossible to diagnose all personality traits. It suffices to clarify the leading tasks and, in accordance with this, to follow their implementation in the process of forming the corresponding properties and qualities of schoolchildren.

The level of upbringing (LC) is determined by the most important behavioral skills and abilities. We assessed the level of formation of social activity (Oa), duty, responsibility (From), frugality (B), discipline (D), responsibility (From), diligence (T), collectivism (K), kindness (Do), honesty (H ), modesty (C). HC is calculated as the arithmetic mean of the levels of formation of all indicators according to the formula:

Oa + From + B + D + From + T + K + To + H + S

The level of upbringing of students was recorded at the end of the 3rd grade. The level of formation of the components of this indicator was determined by three levels.

level is very low

level - low

level - medium

high level

Module 3. The level of education is an indicator of the level of formation of general educational skills and abilities (OUUN).

After analyzing our activities in the formation of general educational skills and abilities in children, we determined the level of their formation among students in the following areas: (in accordance with the State Educational Standard) Educational and organizational

ur. - the child uses knowledge about the method of activity, creatively introduces his own elements

ur. masters the relevant elements

ur. performs work, imitating the teacher or following the modelEducational - intellectual

ur. - uses skills correctly, confidently

ur. - makes mistakes, uses operations incompletely

ur. - does not own the formed intellectual skill Educational and communicative

ur. - the main types of monologue speech are formed

ur. - skills are partially formed, the child is included in the dialogue

ur. - skills are formed at a low level, the child poorly manages his own attention Educational and informational

ur. - knows how to work with a textbook, works with additional literature

ur. - works with the textbook insufficiently independently and confidently

ur. - finds it difficult to work with the plan, theses, does not refer to additional literature.

The obtained data on the level of education and the level of upbringing made it possible to calculate a single integral indicator of the level of education. Below are the data obtained during the approbation of the technology for assessing the quality of educational achievements of a student of a general education institution (see Table 1)

Table 1. The average level of social competence is a single integral indicator of the level of education of students

Last name First name Level of education Level of upbringing Level of competence 64,74,64,654,54,74,64,34,54,44,84,34,5554,84,94,53,94,733,83,44,73,94,33,33,744,54,14,34, 74.44.5544.14.05544.5544.54.34.64.45 by class4,4164,2524,382 2.2 Guidelines for organizing internal monitoring of the quality of education in an educational institution

Significant changes in priorities in school education in the world for last years(reorientation to a competency-based approach, continuous self-education, mastering new information technologies, the ability to cooperate and work in groups, etc.) are reflected in the issues of updating the content and structure of education - the development of methods and means of assessing the educational achievements of students that are adequate to modern requirements.

Modern scientific and methodological foundations of the educational process, based on them, methods for assessing the educational achievements of students give the teacher a wide range of opportunities for local assessment of the various qualities of the student, developed and acquired in the educational process. At the same time, there is the problem of selecting methods and their optimal combination, taking into account the specifics of the educational situation in a particular educational institution and giving a systematic idea of ​​both the individual development of the student and the student team as a whole.

Along with the implementation of methods for assessing the educational achievements of students, the teacher today needs knowledge and competent application of specific methods for assessing the educational achievements of students, which ensure continuous monitoring of the development of the latter and timely correction of the educational process in case of undesirable development trends.

Thus, the need to introduce these methods is due to a number of objective factors, among them the limited content and technological capabilities of the traditional system for assessing the quality of education, which is mainly focused on assessing the result of mastering the content of academic disciplines by students.

The system for assessing the educational achievements of students should be based on understanding the result of education as social competence. It is within the framework of this concept that it is possible to describe what properties a person should have so that she can withstand the difficulties of modern society and cope with the requirements of a dynamic, developing, in many respects contradictory and aggressive social environment. At present, social competence is becoming increasingly important in all areas of human social life, and is recognized as an integrative characteristic. modern man(Krokinskaya O.K., Baranova L.A., Kunitsyna V.N. and others). The very quality of social competence characterizes a person who has successfully passed socialization and is capable of adaptation and self-realization in the conditions of modern society.

The objectives of the education quality assessment system are:

· formation of a unified system for diagnosing and monitoring the state of education, which ensures the identification of factors and the timely identification of changes that affect the quality of education in educational institutions;

· obtaining objective information about the state of the quality of education in educational institutions, trends in its change and the reasons that affect its level;

· increasing the level of awareness of consumers of educational services about the quality in making decisions related to education;

· ensuring the objectivity and fairness of education in admission to educational institutions.

In accordance with the goals set, the following tasks were defined:

· formation of a system of indicators that allows to effectively implement the main goals of assessing the quality of education;

· assessment of the level of individual educational achievements of students;

· assessment of the state and effectiveness of the activities of an educational institution, regional and municipal educational systems;

· assessment of the quality of educational programs of educational institutions, taking into account the needs of the main consumers of educational services;

· identification of factors affecting the quality of the educational process and educational results;

· development of educational and methodological materials for the training of specialists in assessing various aspects of the quality of education;

· assistance in improving the qualifications of employees of the education system participating in the procedures for assessing the quality of education.

The basis of the system for assessing the quality of education in educational institutions is the following principles:

· objectivity, reliability, completeness and consistency of information about education;

· the realism of the requirements, norms and indicators of the quality of education, their social and personal significance;

· openness, transparency of procedures for assessing the quality of education;

· the optimality of the use of primary data sources to determine indicators of the quality and effectiveness of education (taking into account the possibility of their multiple use and economic feasibility);

· optimization of the number of indicators taking into account the needs different levels management of the education system;

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

· comparability of the system of indicators with federal and international counterparts;

· availability of information on the state and quality of education of gymnasium students for various consumer groups.

Goals and objectives of the educational process in educational institutions

The main educational goal of the school is to identify and develop the giftedness of the child, create conditions for the implementation of individual educational needs subjects of education.

Unfortunately, even today in the psychological and pedagogical literature there is a scatter of opinions regarding the very concept of "children's giftedness". There are terms like "genetically safe" children, "advanced students", etc. Thus, the expression "gifted children" is largely conditional.

Characteristics of approaches to diagnosing the results of the educational process

Monitoring of education is a system for collecting, storing, processing and disseminating information about the educational system or individual elements, which is focused on Information Support management, allows you to judge the state of the object at any time and can provide a forecast of its development. (Mayorov N.A.)

Monitoring of education performs the following functions:

· preparatory

· diagnostic,

corrective,

· prognostic.

The system of assessment, control and accounting of knowledge that has developed in the gymnasium provides information not only about the effectiveness creativity personality, which provides not only lessons, but also the observance of certain rules and conditions of work at school.

The school is characterized by all the main functions of the educational process: educational, educational, developing. Monitoring and evaluation are aimed at completeness and comprehensiveness, systematicity and objectivity to the level of knowledge and skills of students, on the system of basic elements educational material provided by the program for each subject, checking not only subject knowledge, but also the assimilation of special and general educational skills and abilities.

When organizing control and accounting for learning outcomes, the teaching staff proceeds from the multifunctionality of control, which in turn ensures the effectiveness of training academic quarters) is reflected in the log. Journals are checked by the Deputy Director for Educational Work at least twice a quarter. When assessing the knowledge and skills of students, a four-point system is used. In all subjects, methods of oral and written control and assessment are used.

Since 1995, testing based on the basic level of knowledge and skills of students in all subjects has been widely introduced into the practice of organizing control and evaluation. Tasks in tests of this kind are grouped according to the method of mental activity and the method of learning activity, which gives the teacher a wide choice of testing options, taking into account the specifics of the classes (profile training, in-depth study of individual subjects, etc.). Each methodical association has its own data bank for all types of control and evaluation activities.

The level of development of upbringing is carried out according to international and author's methods provided by the laboratory of "Creative Giftedness" Pedagogical Institute RAO.

When creating monitoring in the gymnasium, the following approaches were reflected.

) Management of the quality of education according to its final result. The monitoring system in this case is determined by the following areas:

· training of students;

· upbringing of students;

· the readiness of gymnasium graduates to continue their education;

· social adaptation of students and graduates of the gymnasium to life in society;

· maintaining the health of children.

) Factors affecting the quality of the final results:

the quality of teaching and the level of professional development of teachers;

the level of organization and efficiency of pedagogical and student work in the gymnasium;

the level of physical culture and medical care for children;

the degree of educational and methodological support for the process of standardization of school education.

In the structure of the system for assessing the educational achievements of the school, the following subjects are distinguished:

MOU administration, Teaching Staff, parent community, school council, methodological council

develop and implement an educational program of an educational institution, including a system for assessing the quality of educational achievements of students;

participate in the development of a system of indicators characterizing the state and dynamics of the development of an educational institution, the municipal education system;

provide, on the basis of the educational program, the conduct of control and evaluation procedures, monitoring and other studies on the quality of education in the educational institution;

organize:

a system for monitoring the quality of education in an educational institution, collect, process, store and present information on the state and dynamics of the development of an educational institution, analyze the results of an assessment of the quality of education at the level of an educational institution;

studying and providing information at the request of the main users of the education quality assessment system of an educational institution;

provide:

providing information in accordance with the regulations for information exchange on the quality of the educational process;

development of a system for assessing the quality of the educational process of an institution based on an educational program;

By educational activity, we understand the joint activity of all subjects of the pedagogical process: students, teachers, parents and the administration of the lyceum, in order to achieve High Quality and evaluation of graduate training.

In this regard, the subjects of control and evaluation are:

students receiving educational services and skills for the necessary social adaptation during the transition from one to another educational level;

parents of children expressing the social order and the level of satisfaction (or dissatisfaction) with the quality of the provision of educational services of the gymnasium;

teachers providing the necessary educational services to their students;

the administration represented by the director and his deputies, contributing to the creation of the conditions necessary to achieve a high quality of graduate training that meets the gymnasium level of the education standard.

In turn, education is interpreted by us as a set of processes of training and education of students in specially organized conditions. pedagogical system gymnasium. Therefore, the objects of control and evaluation are:

the process and result of the formation of knowledge, general educational skills and abilities of students in the course of educational and cognitive activities;

the process and result of the formation of general behavioral skills and abilities of students in the course of educational activities;

teaching and educational activities of teachers as a process that ensures the high performance necessary for the development of children;

managerial activity of the administration as a process aimed at achieving target targets by the teaching staff (predicted result)

Criteria and indicators for assessing the educational achievements of students.

The procedure, as an element of the quality system in the school, can be defined as a kind of algorithm; an established, formed sequence of actions, operations and influences in relation to factors and conditions that affect the quality of education.

Procedures (methods) - their main purpose is to coordinate various activities that affect the quality of the educational process, by determining their goals and the order of implementation.

The procedure includes the development of criteria and indicators.

Evaluation of educational achievements of students is an important part of the evaluation of the entire educational process. Information about the state of preparation of students in academic subjects is one of the indicators characterizing the effectiveness of the educational process.

The monitoring of educational achievements should be based on the following provisions:

· openness and accessibility of information on the state of evaluation of educational achievements of students;

· development and use of standardized tools that provide reliable data;

· the results obtained should form the basis for the adoption informed decisions management of the education system;

· the norms and indicators of the quality of education used should be socially and personally significant. Therefore, for example, one of the indicators is the achievement of a basic level of assimilation of educational material;

· tracking the achievement by students of the level of compulsory training that meets the requirements of the standard for subjects of the federal cycle; identification of trends characterizing the state of this training;

· identification of factors influencing the achievement of mandatory requirements presented in state regulations;

· evaluation of educational achievements is carried out at various stages of education: input, intermediate, final.

In conclusion, I would like to note that in order to obtain the information necessary for making informed decisions, monitoring should be carried out using a single toolkit.

CONCLUSION

The purpose of this work was to develop guidelines for organizing internal monitoring of the quality of education in an educational institution.

In the theoretical part of the work, an analysis of the literature on the research topic was carried out, as a result of which a number of conclusions and generalizations were made.

Practical use The IEO quality assessment system is built in accordance with the requirements of the Federal State Educational Standard of the IEO, the legislative acts of the Russian Federation, the school, which regulate the implementation of procedures for monitoring and evaluating the quality of education.

The quality of education is an integral characteristic of the education system, reflecting the degree of compliance of resource support, the educational process, educational results with regulatory requirements, social and personal expectations,

Evaluation 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, regulatory requirements, social and personal expectations.

The system for assessing the quality of primary general education is a set of organizational and functional structures, norms and rules, diagnostic and evaluation procedures that provide for unified basis assessment of the general educational achievements of students, the effectiveness of the school, taking into account the requests of the main users of the results of the system for assessing the quality of education.

The main users of the results of the system for assessing the quality of primary general education:

students and their parents (legal representatives);

school administration, founder;

school council;

public organizations interested in assessing the quality of education.

Approbation of the technology for assessing the quality of educational achievements of a student general educational institution was carried out on the basis of a municipal educational budgetary institution - ...

The approbation was attended by: 25 students of the 3rd grade.

Of these, 13 girls and 12 boys. Age of participants: from 9 to 10 years.

To obtain information about the educational achievements of schoolchildren in academic subjects, specially designed test papers were used, which made it possible to obtain sufficiently complete and objective information about the state of preparation of students in academic subjects.

The level of upbringing (LC) was determined by the most important behavioral skills and was assessed using several indicators according to the formula.

The obtained data on the level of education and the level of upbringing made it possible to calculate a single integral indicator of the level of education.

The data obtained during testing showed that the average level of education of students in the given group is quite high (4.4 points).

Thus, it can be concluded that the developed guidelines for organizing internal monitoring of the quality of education in an educational institution will contribute to the qualitative assessment of education.

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To date, many countries of the world (Russia is no exception) have formed the main policy directions regarding the assessment of education. They began to create certain standards that should be applied in the process of developing educational programs. Thus, these norms served as the main tool for determining the target areas of education and the formation of an educational space.

The concept of quality

This article fully examines the concept of education quality, its essence and fundamental features. To begin with, it is necessary to define what the concept of quality means in the general sense of the word. The quality of education is what?

The most striking interpretation of this term is the definition of quality as a combination of a number of properties, characteristics, features of products, certain categories of goods, services, materials or works that fully serve as a determining factor in relation to their ability to meet the needs and demands of society and suitability for their own purpose. as well as the requirements. The considered measure of compliance is formed on the basis of specific standards, contracts or agreements. It is important to note that the creation of this measure can also occur in close relationship with the needs of the population or its specific segments. How to correlate this concept with the educational category?

The quality of education

The quality of education is the most important component of the social sphere, which absolutely accurately determines the state, as well as the effectiveness of the educational process in society, the degree of its compliance with the needs and even expectations of society (and its various groups, in particular) in terms of the development and creation of both civil and professional competencies of a person as personality. It is important to note that the indicator under consideration in the process detailed analysis is divided into smaller ones, each of which is able to fully characterize one of the aspects of the educational activities of a particular educational institution. Among these, the main ones are:

• The content of the educational process.
• Methodology developed in relation to the norms of training.
• Forms of education.
• Material and technical base.
• The composition of the personnel structure.

Absolute and relative concept of quality

It is important to note that the concept of quality ( the quality of education is very important indicator ) are often assigned various, as a rule, contradictory meanings. The fact is that the analysis can be carried out both in absolute and in relative order. Thus, the absolute concept implies a demonstration of superiority and a certain status, which naturally has a beneficial effect on the image of an educational institution.

The relative concept does not perceive quality as an attribute of an educational service and can be considered in two aspects: as compliance with a certain state standard or as compliance with the preferences of service consumers. It should be added that the first aspect reflects the point of view of the manufacturer, and the second is interconnected with consumer views. However, often the opinion of the manufacturer is not equivalent to the opinion of the consumer, therefore, it is customary to consider the issue of the quality of education in one way or another. educational institution from two sides.

Complex indicator

Monitoring the quality of education indicates that the analyzed indicator is endowed with a complex character. In accordance with this fact, it would be advisable to rewrite its main aspects:

• Interrelation of the purpose of training and result.
• Ensuring the absolute satisfaction of society with certain educational services.
• Decent level of knowledge and skills; beneficial development of the personality - mental, moral and, of course, physical.
• Providing all the conditions for a healthy self-esteem of the individual, his self-government, as well as self-certification.
• The formation of a variety of cultural environments for education in terms of political culture, spiritual enrichment and, of course, the readiness of a person to fully live in modern society etc.

The concept of monitoring

In accordance with the above aspects, it can be defined as a system of continuous collection of information about its most significant properties, its subsequent qualitative processing, analysis and, of course, interpretation, which is necessary to provide the field of education and society as a whole with reliable, complete and classified by levels. application of information on the compliance of processes, as well as the results of educational activities with certain standards, on actual changes and related forecasts. The main goal of forming a monitoring system is to improve the quality of educational services.

Education quality management through monitoring has a number of advantages and disadvantages, but in order to eliminate the latter, it is only necessary to provide all the conditions for the effective implementation of this event. The main ones among them are the following:

• Applying a systematic approach.
• Collection of quantitative and qualitative methods in one set.
• Competent interpretation of information obtained as a result of monitoring.
• Using only high quality tools.
• Assistance from the administrative bodies in the methodological and, of course, material terms.

Monitoring as the main condition for the quality of education and its types

It is important to note that the classification of monitoring can be based on various factors: the purpose of its implementation, key functions, the scope of information use, and others. The most popular is the division of monitoring types in accordance with their functions. Thus, the quality of education (it the most important component of the social sphere) is regulated by monitoring the following types:

• Information monitoring.
• Diagnostic monitoring.
• Comparative monitoring.
• predictive monitoring.

It is important to note that it involves the use of the presented types of monitoring in pure form rare enough. Thus, today such an event as conducting a comprehensive monitoring, which competently combines all the above elements, has become popular.

Education quality management

The concept of monitoring discussed above is directly related to the management of the quality of education, which should be understood as a certain system of both strategic and operational decisions (and then actions), the implementation of which takes place in a planned manner. It is aimed at full provision, significant improvement, strict control, as well as a competent assessment of the quality of educational processes or services.

It is important to note that in almost every country (Russia is no exception) there is a continuous operation that ensures and controls the implementation of the above operations. This subject of the educational process also deals with additional issues, including, for example, the planning of the educational process and the accompanying assessment of factors that reduce the quality of education. Among these factors, some defects of an internal or external nature can be distinguished.

Quality of education and school

To date quality of education at school determined by the following factors:

• Mathematization of educational processes.
• Creation of historical identity.
• Continuous teaching of the native language and the history of the state.
• Education of the individual as a patriot of his country (in accordance with the national culture and language).
• Formation of a real defender of the Fatherland (for guys).
• The education of absolute respect for work, because labor itself is the main condition for the growth of the individual in a creative way.
• Installation on the harmonious development of man in relation to creativity.
• Improving the quality of vocational education.

Quality of education and university

In the system of modern higher education, the main indicators of its impeccable quality are:

• Absolute compliance of the structure of curricula with the requirements of customers, which can be, for example, the state, business or individual, as well as rooted educational standards.
• High degree of satisfaction of interested parties (for example, employers or students) with the quality of education.
• A high degree of satisfaction with their activities of employees of a higher educational institution.
• A beneficial effect on society, raising the level of culture in the general sense of the word.

Ways to improve the quality of education

Today - the most important task, because the well-being of this or that country depends on the productivity of its implementation. Thus, the most significant conditions for its achievement are the following points:

• Activation of educational standards of the state, as well as the basic plan of the learning process.
• Optimization various types load of students (psychological, physical and, of course, educational).
• If necessary, provide training according to an individual program.
• Development of distance education system.
• State support for schools for gifted individuals.
• Formation state system regarding the assessment of the quality of the educational process.
• A significant strengthening of the role of disciplines that can ensure the socialization of students, and so on.

The Moscow Register of Education Quality is a specialized information and analytical base. It is designed to ensure effective control of the state of the educational process at all levels. Let us further consider in detail how the monitoring of the quality of education is carried out, what activities it includes, what information the participants receive and how they use it.

Basic goals

The education quality assessment system operates on the basis of the following principles:

1. Availability.
2. Structuredness.
3. Transparency.
4. Flexibility.
5. objectivity.
6. Modularity.

The goals of creating an information and analytical base are:

1. Increasing the availability and openness of information about education for the family.
2. Implementation of an objective analysis of learning outcomes.
3. Improving the quality of education.
4. Ensuring the participation of parents and students in the control of the pedagogical process.
5. Increasing the transparency of education at all levels, from a particular institution to the city system as a whole.

Users

The Moscow Register of Education Quality is online. The base operates on the portal www. new.mcko.ru. The users are:

1. Parents of children raised in preschool.
2. Teachers of secondary educational institutions.
3. Schoolchildren and their parents.
4. Teachers working in preschool.
5. Representatives of administrations of kindergartens and schools.
6. Professional experts.
7. Department of Education.
8. District offices.
9. Capital Center for the Quality of Education.

Structure

The Moscow quality of education is available on the basis of cloud technologies. The ability to work with data has an unlimited number of users. For each of them, a personal account is formed. Monitoring the quality of education is carried out through:

The Education Quality Register includes:

1. Database.
2. Services.
3. Instruments.

The education quality assessment system allows you to regulate the volume and content of incoming data using the settings of users' personal accounts within their powers and rights. Personal pages of parents are supplied with sets of tools and services. In their structure and content of information, they differ from personal accounts of other categories of users.

Gaining access

For those who want to control the quality of education at a school or preschool educational institution, an individual login and password are generated. Parents receive this information from the institution their child attends. Anyone who wishes is provided with a login and password when contacting a teacher or class teacher. According to statistics, currently more than 185 thousand parents are registered in the database and have their own offices.

Advantages

Parents registered in the database can analyze and control the quality of education in various areas. In particular, they get access to the results:

In addition, the education quality system provides methodological and analytical materials. The study of the latter allows you to take part in solving managerial problems at the level of an educational institution. Thanks to the availability of sets of services and tools, parents can not only analyze the quality of education, but also conduct with the content of the educational process. The portal has created conditions for introspection, participation in significant events, communication with other users.

Distinctive features

The capital register of the quality of education is a single information city database. It is based not only on the results of statistics and the provision of information. The portal is formed in accordance with expert, objective assessments. It allows the user to work with the content of the educational process, analyze, determine at what level the quality of education is. It is also important that parents can manage the state of the educational process in accordance with the results obtained. The system uses numerical indicators, conceptual apparatus, analytical data.

Internal analysis

It is carried out by the educational institution during the entire academic year independently. This is necessary to ensure control and the ability to make management decisions in accordance with the results obtained. In school practice, this is expressed in testing, various verification and control work, sections of knowledge, including remotely. In the preschool educational institution, the implementation of these tasks is carried out through long-term observation of the development of the pupil. During monitoring, the register records all the indicators and achievements of the child. These results are processed automatically. The system builds dynamics, points to stable successes, identifies and shows problem areas. As a result, parents get full information about their child's development.

External control

It is carried out by the Department of Education both planned and at the request of school leaders. Such control is necessary to objectify the performance of children in accordance with the requirements of pedagogical standards. The register provides multivariate automatic data analysis. This information is subsequently used by parents, civil servants, teams of teachers, managers. Through this external and internal analysis, a comprehensive control is carried out, which makes it possible to timely and objectively determine the level at which the quality of education is located.

Analysis Independence

The objectivity of the external evaluation is ensured by:

• Use at all existing levels of uniform materials for verification, formed in accordance with the base of standardized tasks. The latter undergo substantive and testological examinations.
• Comparisons of external and internal control.
• Use of a standardized unified technology for conducting knowledge tests, computer processing results using the methods of mathematical statistics.

Planned activities

It should be noted that the capital is not the only city in which such an assessment of the quality of education is carried out. Standards have been developed for all regions of the country. Thus, in the 2014/2015 academic year, the register of the quality of education in the Tula region was successfully introduced. Among the activities included in external control, its useful to note:

The program also provides:

• Determining the readiness of students to continue their education at the next stages.
• Evaluation of children's knowledge in subjects.
• Accompanying the implementation of the Federal State Educational Standard in primary and primary schools.
• Interdisciplinary and metasubject diagnostics of students' achievements.
• Organizational and methodological support of international research.

Usage levels

The operation of the system is based on three elements:

1. At this level, the school does not add any information to the database, but only uses the data entered into it by the Department of Education.
2. statistical field. At this level, the institution can receive reports when introducing an internal assessment.
3. management field. If an institution uses internal and external analysis tools, the system issues detailed materials that determine the quality of education in a preschool educational institution or educational institution.

Management field

At this level, one can see not only stable achievements, problem areas, discover the factors that influenced the child to obtain certain results, but also form a further direction of development or develop a program for prompt assistance to the student/educational institution. Impossible by hand or any other traditional methods it is impossible to calculate and analyze the indicators achieved by all children of a class or study group on existing topics, elements of the program, skills that are laid down in pedagogical standard. The quality register will give an assessment in a few seconds automatically. This, in turn, allows the teacher to make prompt adjustments to their work, to exclude coaching, which is often ineffective. The teacher, based on the results obtained, develops a student-centered approach to learning. Parents, in turn, get a clear understanding of the situation. For them, conditions are formed for competent participation in the control and management of the learning process, the creation individual plan and directions of development for the child. Only if you have information about areas of stable success and problem areas, working to eliminate difficulties and improve skills, you can significantly improve the quality of personal results. With a simple calculation of grades, it is impossible to objectively analyze the situation and carry out adequate process management.

Innovations

Since the 2012/2013 academic year, parents have been using a unique service for Moscow and the whole country to provide online information about the results of their child's participation in independent external diagnostics. At the same time, adults will be able to see not only the indicators themselves, but also the focus of the activities. In addition, parents received access to a map of mastered or unmastered controlled elements of education. They are also provided with recommendations and all explanations regarding the external diagnostics of the quality of the pedagogical process. If these indicators are not available in your personal account, this means that the educational institution does not participate in external diagnostics.

Features of personal user pages

The tools present in the parents' offices are aimed at establishing interaction between the school and the family. Today, despite the rather high development of mobile technologies, communication between an educational institution and parents can not always be considered productive, convenient and affordable. The main reason for this situation is the employment of adults. Parents often have an irregular day, frequent meetings, business trips, negotiations and other official moments. The information base allows the school and the family to interact in real time without disturbing the rest or work schedule of adults. In the personal account there is a service that allows parents to see and plan their participation in various activities related to the educational process or extracurricular activities.

Electronic portfolio

It allows you to take into account the individual needs in the field of education for each student. At the same time, each parent can participate in creating a portfolio of their child. Adults, therefore, not only see it, but can also fill it in. Such involvement of the family helps to increase the competitiveness of the child. The e-portfolio shows:

1. All the abilities of a child.
2. dynamics of its development.
3. specific successes.

This tool allows you to adjust the educational process, provide targeted support to the student in a timely manner. Parents, in turn, monitor the results, determine the quality of education. It is important that the range of achievements of the child can be unusually wide. It is sometimes simply impossible to collect all the achievements of a student on paper.

Register of the quality of education of the Tula region

The database provides for the ability to manage multidisciplinary educational institutions that have several buildings, a large number of children and teachers, and a variety of resources. Portal www. tula.mcko.ru provides:

1. Internal independent audit of the educational institution.
2. Uploading results, analytical models and saving parameters.
3. Fixing the content and course of the educational process.
4. Accounting for pedagogical activity.
5. Fixing the professional achievements of teachers.
6. Accounting for the personal achievements of children when they master general educational programs at all levels.
7. Compilation is multi-module, analytical and for different users.
8. Interaction between subjects.

In the system, among other things, there are electronic diaries of teachers and students.

Transparency and clarity of analysis

The results that the assessment of the quality of education gives are presented as:

1. Forms with indicators of verification work. They contain information about each child and the entire class as a whole.
2. A detailed map of the development by students of the tested components of the content of education, meta-subject and subject skills.
3. Dynamics of educational achievements and individual development of children.
4. Analytical materials formed in accordance with the results of the diagnostics of the educational institution. They allow you to compare the data of a particular institution with the averages for the city or county.
5. Recommendations for improvement, according to the factor analysis of the information received on the educational process.

Conclusion

Considering the information given above, the importance of introducing a register in the regions of the country becomes undeniable. The information and analytical base allows all interested users to see the results of the work of the teaching staff of the educational institution. At the same time, a voluminous holistic picture is formed, which is directly dependent on the achievements of each child individually. The register allows you to take into account all pupils and students. The information and analytical base is formed on the basis of continuity and taking into account personal dynamics, targeting of the approaches used. For example, an electronic portfolio is created from the age of three. You can fill it up up to the age of 18.

Object of assessment	Criteria for evaluation	Assessment indicators
Educational Outcomes	learning	The actual stock of knowledge in subjects
		Formation of subject skills
		Formation of learning skills
	Learnability	The pace of advancement in the development of knowledge and the formation of skills
		Ease of mastering the material (lack of tension, fatigue, satisfaction from work)
		Flexibility to switch to new ways and means of working
		The strength of the mastered material
	Creative success	Results of participation in olympiads, competitions
		Certificates (of events and competitions of the system, additional education, educational testing in subjects (TOEFL, etc.), etc.)
Conditions for achieving educational results	Methodological resources	Professional Development for Teachers
		Stability of the main composition of the teaching staff
		Cabinet equipment teaching materials and equipment
		Provision with textbooks and teaching materials
		Time of access to personal computers (for teachers and students)
		Library endowment
	Valeological resources	Valeological schedule curve
		Number of students in the class
	Resources for further education	Additional educational services at school (types, cost, demand)
		Student and Parent Requests for Additional Educational Services
		Inclusion of students in the system of additional education at school (electives, circles)
	Learning Environment Resources 16
		Intensity
		Awareness
		Emotionality
		dominance
		coherence
		Activity
		Mobility
		Sustainability
The cost of achieving educational outcomes	The number of verification, control work and other types of certification per unit of time (quarter, etc.)
	Time spent on preparing for various types of certification (their labor intensity)
	Time spent on homework (by subjects, by quarters, by parallels, etc.)
	A variety of types of work performed in working with students
	A variety of types of workload in the teaching staff
	Labor intensity (time spent on preparation)
	Health level (students, teachers)	Vision dynamics
		Disease dynamics
		Injury dynamics

In the proposed scheme educational outcomes are presented by criteria reflecting the academic (subject) achievements of the student and his personal creative success. To assess academic success, already traditional criteria of learning and learning are used, the ratio of which shows how effective the efforts of teachers turned out to be. Learning as a result of previous training and a condition for the success of subsequent training reflects the stock of knowledge and skills that can be identified using a variety of test methods. Learnability is one of the indicators of a person's readiness to learn, to master knowledge spontaneously or purposefully. Thus, learning can be correlated with the level of the actual development of the child, and learning can be correlated with the zone of its proximal development. Learning is based on a whole set of properties of the intellect, such as generalization, awareness, flexibility, stability, independence of thought. There are different points of view about what indicators can be used to assess learning. Some researchers call the efficiency of thinking as an indicator of learning (Z.I. Kolmykova). Others refer to them the activity of orientation in new conditions and the initiative in choosing optional tasks, independent recourse to more difficult tasks (A.K. Markova). The table above shows another point of view - I.A. Winter. Why know all these views? In our opinion, this is extremely important for two reasons. Firstly, in order to realize the multidimensionality and ambiguity of this human ability, especially since learning develops in the process of optimally organized learning. Secondly, in order to choose adequate methods for assessing learning ability.

The indicators for assessing the creative success of students, proposed in the table, are of a generalized nature. In this case, we used the recommendations of the Ministry of Education and Science on the calculation of the educational rating for students entering specialized classes. It is absolutely clear that the indicators given in the table are clearly insufficient for assessing the creative success of students, therefore they not only can, but must be expanded in the school program for monitoring the quality of education. It is important to remember one thing here - these indicators must be measurable.

To define evaluation criteria conditions for achieving educational results , we chose the resource approach. What resources are we talking about? First of all, these are human resources - intelligence, health, emotions, creative abilities of teachers and students. This is a waste of time for both classroom and homework. These are didactic resources in the form of study books and other student aids. These are methodological resources - known educational technologies that can be used in the educational process. From the standpoint of the "resource" approach, the meaning of monitoring the quality of education is to answer the following questions:

To what extent have the desired results been achieved? What other results have been obtained that do not coincide with the original goals?

What is the cost of achieving these results? How justified are the costs of human resources to achieve the results? What resources were not used and why?

What time was used to achieve the results? Did it make sense to spend such time to get such results? Was it possible to get the desired results in the time that was actually used?

To what extent did the selected didactic and methodological resources achieve the desired results? Was it necessary and possible to use other didactic and methodological resources?

To what extent was the degree of efficiency in the use of available resources determined by the nature of the managerial activities of the school administration?

The above questions are related to the fact that the mass school, on which the state has always tried to save money by limiting the financial resources allocated for its needs, is extremely inefficient in the use of the resources that it has. The system of school education takes little account of the cost of human resources, as a result of which children often spend their energy on studying what is not essential for their development, and teachers on solving pedagogical problems that have no solution.

School education is designed for a certain number of years of study. These time expenditures are considered obligatory, but such obligatoryness still does not mean that children are obliged to devote all their time exclusively to school studies for 11 years, forgetting about additional education, sports, and leisure.

In the context of the growth of the fund of didactic and methodological developments in the school, those that require the most time and lead to the least results can be used, which is not so productive.

Concluding the first chapter, we note that the formulation of the problem of assessing quality education should not be abstract. Since many quality characteristics can be measured by a variety of indicators, the solution to this problem must be associated with certain, clear, measurable standards and criteria. At the same time, the fundamental questions that are important to answer are the questions of what needs to be measured and why. Only after answering these questions about education policy and philosophy can the category questions be considered as related to data collection and analysis processes. Ideally, any assessment of the quality of education should be based on a conceptual framework that is tightly linked to goals and provides a clear understanding of what exactly needs to be measured and evaluated. The conceptual framework highlights the key factors influencing the subject matter and their relationship. Most importantly, this framework allows a reasonable assessment of whether the most important elements of education are being measured.

• 01.04.2015 15:23
• Category: Education quality assessment
• Author: Alexander Sergeevich Gorshkov, First Vice-Rector of the State Budgetary Educational Institution of Advanced Professional Education (Advanced Training) of Specialists St. Petersburg Academy of Postgraduate Pedagogical Education, Ph.D. n., professional
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Assessment of the quality of education in the provisions and norms of the federal law "On Education in the Russian Federation"

The author considers the concept of "Assessment of the quality of education" in the context federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, including the concept of education quality, education quality assessment, forms of education quality assessment.

The quality of education is one of the central themes of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (hereinafter referred to as the Law). Ensuring the quality of education involves its evaluation. The significance of quality assessment in the Law is emphasized by the allocation and inclusion in the structure of the education system of the Russian Federation as independent elements of organizations that assess the quality of education.

The law defines various forms of assessing the quality of education, and its regular conduct is introduced into the norm of the functioning of the education system.

1. The concept of the quality of education, assessment of the quality of education.
In the Law, the quality of education is defined as a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards, federal state requirements and (or) the needs of an individual or legal entity, in the interests of which educational activities are carried out, including the degree of achievement of the planned results of the educational program. The law defines the federal state educational standard as a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of ​​training and as the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs appropriate level and appropriate focus. Comparing these two definitions, one should characterize the federal state educational standard as one of the bases for assessing the quality of education.

When implemented by organizations implementing educational activities, educational programs that are not subject to federal state educational standards, federal state requirements (additional general developmental programs, additional professional programs), the needs of the individual or legal entity in whose interests the educational activity is carried out, the planned results of the educational program become the basis for the assessment. From the definition of the quality of education in the Law, it follows that the same basis for assessing quality can also be used in the implementation of educational programs that are subject to standards, alternating and combining assessments.

It is quite natural that the Law refers the assessment of the quality of education to one of the functions of managing the education system. In accordance with the Law, the management of the education system is carried out on the principles of legality, democracy, autonomy of educational organizations, information openness of the education system and consideration of public opinion and is of a state-public nature. According to the Law, the management of the education system includes such functions as:
state regulation of educational activities (licensing, state accreditation of educational activities, state control (supervision) in the field of education);

independent assessment of the quality of education, public and professional public accreditation.

The law reveals these functions by defining the forms for assessing the quality of education.

2. Forms of education quality assessment.
2.1. State accreditation of educational activities should be attributed to one of the forms of assessing the quality of education for the following reasons. According to the law:
2.1.1. State accreditation of educational activities is carried out for the main educational programs implemented in accordance with federal state educational standards, with the exception of educational programs for preschool education.
2.1.2. The purpose of state accreditation of educational activities is to confirm compliance with federal state educational standards of educational activities in basic educational programs and the training of students in educational organizations, organizations providing training.
Considering that, according to the Law, the quality of education is the degree of compliance of educational activities and training of students with federal state educational standards, it should be concluded that the purpose and essence of state accreditation coincides with the assessment of the quality of education. Thus, state accreditation is a quality assessment on a two-level scale: corresponds (does not correspond).
2.2. State control (supervision) in the field of education, according to the Law, includes: federal state control of the quality of education and federal state supervision in the field of education, carried out by authorized federal executive bodies and executive bodies of the constituent entities of the Russian Federation. The federal state control of the quality of education refers to the activity of assessing the conformity of educational activities and the training of students in an organization engaged in educational activities, according to state-accredited educational programs, with the requirements of federal state educational standards through the organization and conduct of education quality checks. Or: federal state control is an assessment of the quality of education.
2.3. An independent assessment of the quality of education, in accordance with the Law, is carried out in relation to organizations engaged in educational activities and the educational programs they implement in order to determine the compliance of the education provided with the needs of the individual and legal entity in whose interests educational activities are carried out; increasing the competitiveness of organizations engaged in educational activities and the educational programs they implement in the Russian and international markets.
The provisions of the Law regarding the implementation of an independent assessment of the quality of education are developed in the Methodological recommendations of the Ministry of Education and Science for conducting independent system assessment of the quality of work of educational organizations dated October 14, 2013. An independent assessment of the quality of education is carried out on the initiative legal entities or individuals. When carrying out an independent assessment of the quality of education, publicly available information about organizations engaged in educational activities and about the educational programs they implement is used.
The organization carrying out the quality assessment establishes the types of education, groups of organizations engaged in educational activities, and the educational programs they implement, in respect of which an independent assessment of the quality of education is carried out, as well as the conditions, forms and methods for conducting an independent assessment of the quality of education and the procedure for its payment.
An independent assessment of the quality of education is also carried out within the framework of international comparative studies in the field of education.
2.4. Public accreditation of organizations engaged in educational activities should also be attributed to one of the forms of assessing the quality of education. According to the Law, public accreditation means the recognition of the level of activity of an organization carrying out educational activities that meets the criteria and requirements of Russian, foreign and international organizations. Recognition of the level of educational activity by the criteria and requirements established by the organization conducting accreditation is identical to the assessment of the quality of education implemented during state accreditation, but is based on other criteria and requirements. The procedure for conducting public accreditation, the forms and methods of assessment during its implementation, as well as the rights granted to an accredited organization engaged in educational activities, are established public organization which conducts public accreditation. Organizations carrying out educational activities can receive public accreditation in various Russian, foreign and international organizations.
2.5. Professional and public accreditation of professional educational programs implemented by an organization carrying out educational activities may be carried out by employers, their associations, as well as organizations authorized by them. In accordance with the Law, professional and public accreditation of professional educational programs is a recognition of the quality and level of training of graduates who have mastered such an educational program in a particular organization that carries out educational activities that meet the requirements professional standards, the requirements of the labor market for specialists, workers and employees of the relevant profile. Recognition of the quality and level of training of graduates to the established requirements is identical to the assessment of the quality of education implemented under state accreditation, but is based on requirements that may differ from the requirements of federal state educational standards. Based on the results of professional and public accreditation of professional educational programs by employers, their associations or organizations authorized by them, ratings of professional educational programs and organizations accredited by them can be formed.
The procedure for professional and public accreditation of professional educational programs, the forms and methods of assessment during the said accreditation, as well as the rights granted to the organization implementing accredited professional educational programs and (or) graduates who have mastered such educational programs, are established by the employer, the association of employers or an organization authorized by them, who carry out the said accreditation.
Information about the organization carrying out educational activities, public accreditation or professional public accreditation is provided to the accreditation body and considered during the state accreditation. Public accreditation and professional public accreditation are carried out on a voluntary basis and do not entail additional financial obligations of the state.
2.6. The internal education quality assessment system implements the quality assessment model chosen by the educational organization. The functioning of the system is an attributive requirement for educational organizations, and the provision on the internal system for assessing the quality of education, according to the Law, is a necessary local regulatory act of an educational organization.
2.7. The variety of forms for assessing the quality of education introduced by the Law and their classification are shown in the diagram below.