In accordance with the content of the Federal Law of December 29, 2016 No. 273-FZ “On Education in the Russian Federation,” ensuring the quality of the educational process, which should be understood as compliance of students’ knowledge with the requirements of the Federal State Educational Standard, is one of the significant responsibilities of the organization. Internal system for assessing the quality of education at school(hereinafter referred to as VSOKO) is an organizational model that provides for the systematic collection and analysis of information about the content of education, the results of schoolchildren mastering program requirements, the conditions for the implementation of basic and additional educational programs, with the subsequent identification of problems and correction of deficiencies.
VSOKO is characterized by:
- close relationship with the school monitoring system and the HSC (at the same time, the identification of VSOKO and the HSC is erroneous);
- compliance with external procedures for assessing the quality of school education;
- strict consideration of federal requirements, in particular the procedure for conducting self-examination procedures by POs.
Internal system for assessing the quality of education at school: main issues
In accordance with current regulations, development and operation internal system for assessing the quality of education at school relates to the competencies of an educational organization and is one of the main areas of management activity. The need to organize an ESQE system is due to the importance of forming a unified system for assessing the state of general education in the context of an active transition to the Federal State Educational Standard and the preservation of significant differences in the material, technical, personnel, and financial support of educational institutions, the relevance of searching for reasons that influence the quality of educational activities and determine the difference in the results obtained, the need to provide information about the quality of education to all participants in the educational process. Moreover, in the context of the functioning of VSOKO, it is simplified to make timely management decisions on improving the educational process and increasing the level of satisfaction of consumers of educational services, and also guarantees the ability to predict the main trends in the development of the field. And although the current regulations do not provide uniform requirements for organizing an internal system for assessing the quality of education in a school, the need to develop it within the framework of one’s own approach is a prerequisite for the successful functioning of the institution.
At the moment the difficulty formation of an internal system for assessing the quality of education at school lies in a widespread misunderstanding of the difference between the HSC and VSOKO modules, the structural goals of the practice of comprehensive performance assessment, and insufficient awareness of the administrative staff about the methods for implementing this organizational and managerial decision and interpreting the results. In this regard, within the framework of this article, it is advisable to highlight the key tasks of VSOKO in an educational organization:
- Determining the level of compliance of the content of implemented educational programs with regulatory requirements and the requests of participants in the educational process.
- Guaranteeing access to quality education for all schoolchildren, including within the framework of inclusion.
- Assessment of the current level of individual educational achievements of students - subject, personal and meta-subject.
- Identification of factors influencing the quality of the educational process.
- Providing assistance to the professional growth of teachers participating in monitoring projects and improving the quality of education in the organization.
- Determining priority areas for improving the qualifications of teachers, updating work on issues of certification assessment and self-development.
- Develop a rating system for assessing teaching work and a mechanism for calculating incentive payments.
- Expanding the participation of the parent community in managing the quality of school education in each institution.
The organization of an effective structure of ESQE in a school involves the identification of key management functions in the area, the development of relevant local acts, the appointment of those responsible and the determination of the procedure for interpreting and applying the results of the assessment.
Regulations on the internal system for assessing the quality of education in educational institutions in the 2018-2019 academic year
As part of the project for the development and implementation of VSOKO, one of the key tasks assigned to the director of the organization is the development regulations on the internal system for assessing the quality of education at school- a local act regulating the procedure for activities in the area. It is recommended to include the following content blocks in this provision:
- General provisions (regulatory justification, explanation of the concepts and abbreviations used).
- Organization of VSOKO - a short description of the objects of assessment and the main control and monitoring activities.
- Assessment of educational achievements of schoolchildren - forms of certification assessment, procedure for submitting, recording and interpreting summary data.
- Assessment of educational activities - objects of control (main and additional educational programs) and criteria for testing them for compliance with regulatory requirements.
- Assessment of the conditions for the implementation of program content - the procedure for conducting the initial assessment, systematic monitoring and evaluation activities.
- Monitorings (list of activities and timing, procedure for registration and presentation of results).
- VSOKO documents - description of preparation and submission procedures.
Structure regulations on the internal system for assessing the quality of education in educational institutions in 2018-The 2019 academic year may be different (if regional samples are available, you need to focus on them). The main thing is to reflect in this local act the features of the VSOKO model used, the principle of distribution of responsibilities between employees, the list of activities the implementation of which is provided for within the framework of the work in the area, the procedure for recording the results necessary for making corrective administrative decisions.
Answer Elena Gubanova, Professor of the Department of Management of Educational Systems ISGO MPGU, Associate Professor, Honorary Worker of Higher Professional Education, Candidate of Pedagogical Sciences, Tatiana Shcherbakova, Deputy Director of MBOU “Secondary School No. 1 named after. Hero of the Soviet Union B.N. Emelyanov" and Yulia Medvedeva, editor-in-chief of the editorial board “Training and Education. School", Ph.D.
The number of mandatory local acts, the preparation of which is necessary for the implementation of the VSKOK, also includes a schedule of control activities, which should be drawn up taking into account the timing of the HSC with the obligatory indication of the deadlines for the implementation of the assigned tasks, responsible persons and the list of reporting documentation. To ensure high performance indicators of control and evaluation work, you should refuse to copy similar activities. The optimal management model is when the results of monitoring assessments are used in the preparation of internal control reports and self-examination.
All interested participants in the educational process should be familiarized with the local documentation regulating HSQE, first of all, the contents of the documents should be discussed at a meeting of the governing council. The opinions of teachers, parents and students should also be taken into account - otherwise additional difficulties may arise during the implementation of the project.
What blocks to include in the system of internal assessment of the quality of education
Given the need to implement a set of measures aimed at identifying compliance of the content of the educational process with federal standards and requirements, a high risk of formalism remains. Assessing the quality of education is not just a comprehensive description of the indicators of educational activity in a particular school, but, first of all, an effective mechanism for the development of the industry, creating optimal conditions for conducting an effective pedagogical process. That is why it is so important for the head of an educational institution to ensure the consistent implementation of ESKO, focusing on the need to assess the conditions for the implementation of the educational program and plan the educational results of students, which is reflected in the documents presented below.
The main question that remains relevant for the heads of many schools is what content blocks need to be included in the VSOKO system to ensure its compliance with regulatory requirements and ensure high efficiency of the control function? In accordance with the Standard, it is necessary to monitor the process of implementing the main program content, and this area includes almost all areas of work of a modern educational organization. Thus, in internal assessment of the quality of education at school in the context of the Federal State Educational Standard should include at least three content blocks - the quality of the implementation of the educational program, indicators of the conditions for its implementation and the educational achievements of schoolchildren. If we add to this the assessment of additional education, then we can completely abandon the parallel implementation of the HSC in connection with the implementation of the control function as part of monitoring activities.
Let us dwell on the main blocks of VSOKO events in more detail.
Block 1. Assessing the results of students mastering program content.
Work in this area requires the implementation of a control and evaluation function in relation to the following indicators:
- substantive results of children’s mastery of OEP, including graduates of grades 9 and 11;
- meta-subject achievements of students;
- indicators of personal growth of students, in particular in the field of socialization and career guidance;
- dynamics of the health status of schoolchildren;
- educational success demonstrated at competitions, competitions, olympiads, themed holidays;
- satisfaction of the parent community with the quality of educational services.
In order to optimize the process of assessing the results of educational activities, school administrations are recommended to initiate the use of criteria-based tools prescribed in the structure of the programs being implemented. Such a management decision will reduce the level of workload on teachers and obtain reliable data on all indicators of interest.
Block 2. Evaluation of educational activities.
System of internal assessment of the quality of education is primarily based on a comprehensive assessment of the entire educational process conducted by the school, including the additional educational module. As part of this, it is advisable to evaluate:
- content of the PED for compliance with regulatory requirements;
- additional educational programs (do they meet the cognitive needs of schoolchildren and the expectations of parents);
- features of the implementation of curricula and programs;
- quality of conducting classroom and extracurricular activities, individual pedagogical work with children (including within the framework of class management);
- indicators of satisfaction of children and their parents with classes and stay at school in general.
It is most convenient to carry out monitoring and evaluation activities in accordance with analysis sheets, the structure and content of which are drawn up at the educational council, tested, adjusted and supplemented. Teachers should be familiarized with the criteria scale used in advance to avoid misunderstandings. The results for the reporting period are transferred to the teacher for review against signature with recommendations on what indicators of educational activities need to be improved in the future. As part of repeated monitoring, the dates of which are set in advance, it is advisable to monitor the dynamics of pedagogical achievements.
Block 3. Assessment of the conditions for the implementation of educational activities.
Changes in recent years that have occurred in the educational environment provide for mandatory control of the conditions for conducting the educational process and their correlation with federal requirements. Building a successful sample internal system for assessing the quality of education at school possible subject to a comprehensive check of all significant indicators affecting the level of provision of teaching services:
- Personnel availability (the level of staffing of the educational institution with pedagogical, managerial and support workers, the correspondence of their qualification characteristics to the nature of the activities being carried out, the presence of a system of continuous professional education).
- Financing (are there enough financial resources to ensure that the requirements of the Federal State Educational Standard and Public Educational Standards are met at the proper level, has the cost structure been worked out).
- Material and technical conditions necessary for the formation of high personal, subject and meta-subject competencies (compliance with sanitary and hygienic standards, an indicator of the accessibility of the educational environment for all students without exception).
- Psychological and pedagogical conditions. In the course of conducting ESQE, it is necessary to assess the maturity of the principles of continuity of education, taking into account the psycho-age characteristics of children’s development in the preparation of work programs and plans for educational activities, the availability of opportunities to increase the psychological and pedagogical potential of participants in the educational process and the level of implementation of professional support (the work of school psychological services).
- Information and methodological, which include the methodological and software developments available to school staff, didactic materials, educational equipment necessary for effective training according to approved programs, including within the framework of distance education. This item also includes an assessment of the school’s availability of textbooks, methodological literature for teachers, and a determination of the level of development of information support for the educational process through maintaining its own Internet page.
Differences between the internal school system for assessing the quality of education at school and the Higher School of Management
In the context of the formation of the practice of systematically assessing the quality of the educational process at the state level, when the first successes of work in this area are only being consolidated in the regions, the risk of complete or partial identification of both VSOKO and HSC remains. The difference between the two indicators of the educational system is clearly presented in the table.
| Comparison options | VShK | VSOKO |
| Strategic goal | Intra-school control is an important management process that makes it possible to increase the efficiency of the educational complex in a particular organization. | Intra-school system for assessing the quality of education at school- an assessment procedure that allows you to determine the compliance of real and planned results of core activities, compliance with Federal State Educational Standards standards. |
| the main task | Ensuring the successful functioning of the school. | Classroom monitoring of the current state of the educational system. |
| Directions |
|
Recording current school performance indicators, primarily through an audit of children’s educational achievements, the quality and conditions for the implementation of program content. |
| Current state | Today, HSC should be classified as a promising management function that contributes to increasing the competitiveness of the school. | Conducting ESQE is an effective tool for managing the quality of the educational module and a necessary condition for ensuring the information openness of the organization. |
Noting the difference between VSOKO and VShK, attention should be paid to the fact that “borrowing” certain data for an evaluative audit from the control system is the optimal organizational solution to reduce the burden on participants in the educational process, but it is unlikely that these two processes will be completely compiled . Criteria and indicators of the internal system for assessing the quality of education should be presented in the public domain, and certain areas of the school’s work (for example, indicators of the effectiveness of certain pedagogical technologies, the procedure for electronic document management, execution of local acts, etc.) are inappropriate to be presented to the public without good reason. In addition, individual HSC indicators in a certain period of time may be below the criterion minimum, which, if published, will negatively affect the school’s reputation. At the same time, going beyond this framework, provided that excellent indicators are obtained, will help strengthen the image of the NGO. Thus, it is advisable to conduct HSC and VSOKO in parallel, ensuring their maximum compilation, and at the same time leaving opportunities for quickly identifying and eliminating imperfections in the educational process.
results internal assessment of the quality of education in an educational organization It is recommended to use it when preparing a self-examination report, during which an audit of teaching and educational activities, management work, the organization of classroom and extracurricular activities, the demand for graduates, and the quality of educational and methodological materials used are carried out. In a self-examination report, HSQA data can be presented as follows:
- assessment of program content and educational work - in the section “Educational Activities”;
- assessment of the conditions for the implementation of program content - in the information block dedicated to the quality of material, technical, personnel, methodological and information resources;
- assessment of the educational achievements of schoolchildren - in the section “Content and quality of student preparation”.
Internal system for assessing the quality of education at school: advanced training for PA managers
Most Russian schools already have a successful system of intra-school control, guaranteeing the functioning of the educational level at the proper level, while organizing a continuous audit of the quality of education continues to cause practical difficulties for most managers. In this regard, to create a successful sample of an in-school system for assessing the quality of education in accountable school It is advisable for the director to improve professional competencies in a number of indicators, which can be done sequentially, during self-education, or by mastering a comprehensive thematic qualification program.
To successfully design a VSOKO system, the school director must know the current legislative norms in the field of education, the provisions of the Federal State Educational Standard for Education, regulations at the federal and regional levels that regulate the procedure for the development and implementation of a system for assessing the quality of education, modern technologies, methods and approaches for conducting control and evaluation procedures and auditing the process of implementing program content and educational achievements of schoolchildren. Additionally, the head of an educational organization must master the applied aspects of VSOKO modeling, which can be achieved through studying the developments of colleagues, thematic publications, and expert recommendations.
Subject to successful management activities in this area, the internal system of auditing and assessing the quality of school education can become not just an effective tool for self-examination and information openness of the organization, but also a significant factor in increasing the level of professional motivation of teaching staff. Data obtained during planned control and evaluation procedures can be used to prepare teachers for certification assessments, in the course of developing priority areas for self-education.
INTRODUCTION
The relevance of research. The priority role of education in the development of society and the country is noted in many regulatory documents at the highest level. During the implementation of projects in the field of education, emphasis began to shift from “innovative education” to “quality education”. The need to create a system for assessing the quality of education is determined, first of all, by 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 reconsider approaches to organizing intra-school control and determine approaches to building a system for assessing the quality of education.
The system for assessing the quality of education in Russia has only 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 framework for the system of assessing the quality of education is poorly developed.
Solving these problems requires targeted efforts to form a general systematic approach to assessing the quality of education at all levels and, above all, at the level of the educational institution. This project is intended to contribute to the implementation of this important task, which considers the model for assessing the quality of education as a system that includes the organization of the 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 for assessing the quality of education in primary schools according to the Federal State Educational Standard.
The purpose of the study is to develop methodological recommendations for organizing internal monitoring of the quality of education in an educational institution.
The research hypothesis is that the developed methodological recommendations will contribute to the quality assessment of education.
Based on the goal and hypothesis, the following research objectives were formulated:
Consider the concept of quality of education in a general education institution.
Highlight the organizational features of the model of an intra-school system for assessing the quality of education.
Study the system for assessing 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 in a general education institution
To achieve the goal and test the formulated hypothesis, it is proposed to use methods of theoretical analysis (study and systematization of psychological, pedagogical, methodological and scientific literature on the research problem; analysis of educational standards, curricula, teaching aids, teaching materials; study and generalization of pedagogical experience).
The practical significance of the work lies in the fact that, based on the research, methodological recommendations for organizing internal monitoring of the quality of education in an educational institution are proposed.
Research base and empirical sample:
The empirical study was conducted on the basis of a municipal educational budgetary institution - ....
Structure of the work: this work consists of an introduction, two chapters, a conclusion, and a bibliography containing 25 sources. The total volume of work is 60 pages.
CHAPTER I. THEORETICAL FOUNDATIONS OF THE SYSTEM FOR ASSESSING THE QUALITY OF EDUCATION IN PRIMARY SCHOOL ACCORDING TO FSES
1.1. The concept of 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 who have an education of better or worse quality, more or less corresponding to the needs of society and the individual, established norms, requirements, and standards. Thus, the quality of education is understood as the quality of the educational process, reflecting the degree of compliance of the 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:
· quality of the educational program;
· quality of organization of the educational process (educational technologies, forms, methods, teaching techniques, forms of training organization);
· quality of management of educational systems and processes (management technologies in education);
· the quality of the potential of the scientific and teaching staff involved in the educational process;
· quality of resource support (material, technical, educational and methodological support);
· quality of moral, spiritual, moral education in the process of socialization of the individual;
· quality of medical care, nutrition, physical education and recreation;
· quality of partnership interaction with family and society;
· quality of students' potential;
· quality of knowledge.
In Fig. 1 let us 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 specific education system. When developing monitoring of the quality of education, it is advisable to use both the scientific potential and the practical developments of educational institutions.
Currently, as part of the modernization of education, a quality management system for educational services continues to be actively developed. Studying literary sources, one can find different 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 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. Shishov, the quality of education is defined as a social category that determines the state and effectiveness of the educational process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, everyday and professional competencies of an individual.
In our opinion, children’s health can be added to these definitions when predicting the results of the pedagogical process within the framework of age and individual indicators. To solve and evaluate a set of problems in 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 managing social, including educational processes, i.e. 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 specificity, optimality and efficiency and consistency.
An analysis of literary materials shows that in research activities to monitor the quality of education, it is advisable to use both the scientific potential and the practical developments of educational institutions. It is necessary, however, to take into account the capabilities of the educational institution itself, its readiness for this activity and the professional competence of its staff. This systematic 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 a comprehensive system of 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 aspect of quality monitoring is the prevention of possible critical situations entailing 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. Potashnik in educational institutions mainly provide and maintain the required level of quality of education, and also bring it into line with the growing requirements of external customers.
1.2 Organization of a model of an in-school system for assessing the quality of education
The model for organizing an intra-school system for assessing educational results and monitoring the quality of education is part of the system for ensuring the educational policy of the Department of Education of the city of Yakutsk in matters of monitoring and managing the quality of education in schools. The policy of increasing the attractiveness of the school, combined with better management of its resources, is important for the management of each educational institution, as well as for the entire district education system. The basis of this problem is the restructuring of the entire budgetary sector in the Russian Federation, which creates conditions for strengthening the economic responsibility of school leaders for the work of their institutions and stimulates 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 their education to network and distance forms, partial intra-district migration of schoolchildren (within the range of geographic accessibility and transport network) and the use of various forms of distance learning. In these conditions, the new mission of schools is being updated - creating sufficient and necessary educational conditions for the social success of students and graduates. Such a task, naturally, is only feasible if the quality of the education process itself is high.
To describe the organization of the system of intra-school monitoring and control of the quality of education, it is proposed to use the following concepts, which are generally accepted in systems for monitoring assessments of the quality of education and the effectiveness of educational institutions:
A generalized goal is a desired end result or condition, expressed in measurable terms, that can be achieved while ensuring the required efficiency of one or more processes.
Goal is a criterion by which the degree of achievement of a generalized goal is measured. Each generalized goal must have a quantitative indicator in the form of a goal.
Strategy is a method or procedure for achieving the corresponding generalized goal and realizing a quantitative goal.
A strategy performance indicator is an indicator built into a strategy that allows you to measure progress in the process of implementing the strategy.
A critical success factor is a function or operation that must be performed correctly and completely.
A key indicator is a measurement that, when evaluating a process or individual operation being performed, provides data to judge the progress of the process or operation.
Boundary conditions are boundaries beyond which the key indicator loses its adequacy property.
The development and organization of a system of intra-school monitoring and control of the quality of education at school is determined by two main factors. The first factor is technological. The very concept of monitoring (continuous surveillance) involves the creation of a system that constantly monitors the educational space. Unlike most existing measurement systems (cutting work, scheduled inspections, school certification, inspection by tax authorities, audit structures and other services), the monitoring system:
A) Operates constantly and carries out large-scale monitoring of the educational space. The scale is determined 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 classes - groups and specific resources and is able to create predictive models of development based on research into the dynamics of developing processes.
C) It is focused not so much on comparing two or more educational institutions, although it has such capabilities, 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 one 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 management-oriented approach, allows us to measure the effectiveness of the functioning of these processes. In a process improvement approach, performance indicators quantify how much process efficiency increases after the implementation of proposed changes.
D) Influences daily management decisions. When preparing a decision, performance indicators allow you to compare alternatives.
E) Influences the improvement of processes in an educational institution. Performance indicators allow you to see how much the efficiency of a business process will improve as a result of implementing the proposed changes.
G) Helps to identify and eliminate processes in which the efficiency-cost ratio is unsatisfactory.
The monitoring system assumes the following process efficiency metrics.
Compliance
Compliance indicators establish whether quality and processes meet relevant standards. These indicators allow you to measure the degree of compliance of a product or service with the needs of the customer (consumer); 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.
Alignment with Purposes
Indicators that characterize the compliance of processes with the goals of an educational institution focus on the interaction of participants in the process, as well as the extent to which this interaction allows for the achievement of goals. These indicators measure factors such as how well the product or service satisfies the customer (consumer). Customization to the customer (consumer), flexibility and sensitivity are examples of indicators focused on measuring the compliance of the process with the goals of the customers (consumers).
Indicators that characterize the compliance of processes with the goals of an educational institution also make it possible to measure compliance with the goals of other participants in the process.
One of the significant reasons for the demand for an in-school monitoring system is the transition to the widespread use of individual educational programs. Individualization of the educational process determines the growth of management objects. If previously the object of management was the class, then individualization and differentiation make the student the object of management, and therefore the amount of relevant information increases many times over. All this poses the problem of technology for measuring the quality of education in high school and criteria for differentiating teaching staff. At the same time, the high subjectivity of the assessment of teaching work by external experts, as well as the inability to clearly formalize the results of educational activities (at the level of standards) and the incomparability of labor costs and technological complexity in the methods of individual and mass education, as well as teaching methods, puts this problem in a special position.
Despite the fact that differentiation is not only a serious tool for determining teacher salaries, especially in terms of extra-budgetary additional payments, but also optimizes the actions of management in making decisions on the placement of personnel, as well as in forming a strategy in matters of advanced training and retraining of personnel.
Assessment in this system of relations is no longer simply a statement and test, but also a formative, defining and predictive, stimulating, motivational, school and professional guideline. Assessment ceases to be an application to the educational process; it is constantly progressing, becoming one of the most important factors in learning, capable of influencing the areas and conditions of training and education. Monitoring, especially monitoring of school results, leads to changes in the system of goals, in the content and technologies of teaching, transforms the interactive instructional-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 methodological support for teachers, making the required 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 studies, monitoring is understood as monitoring the state of the pedagogical process (level of learning, organization of the teaching and educational process (hereinafter - UVP), 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 sources and the nature of changes in the school system, traces the intensity of processes and the amplitude of shifts, and studies the interaction of educational 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 responsibilities delegated to them and the plan, in accordance with the needs for achieving 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 set of methods, means, influences to achieve goals, an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms to transfer the system to a new qualitative state.
The planning and forecasting function is defined as the activity for the optimal selection 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 social transformation of the school and characterizes the school as the activity of a subject (object) of management to form and regulate 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 assessment, regulation and correction of a process or phenomenon, be it at the level of the student’s personality, the activity of a teacher or school leader.
The regulatory-corrective function is defined as a type of activity to make 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 in-school monitoring and control of the quality of education are:
ensuring sustainable development of the education system at school;
creation of a Unified Automated System for Monitoring the School’s Educational Process;
creation of a system for comparing the standard characteristics of students with the expenditure of resources.
Expected Result:
creation of a system for comprehensive monitoring of the results and resources of school educational programs;
identifying the reasons for students’ non-compliance with standard characteristics;
creation of a group of diverse, universal and calculable monitoring indicators;
generation of information necessary for making management decisions;
identification of risk areas and limitations 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 of school development;
inclusion of the created system of indicators in the system for monitoring the effectiveness of an educational institution.
School effectiveness is determined by a combination of school achievements of a certain school group at a certain time and in a specified space (year, school level; in the classroom; outside the classroom, etc.)
To create an effective school, a system for accumulating information is needed to identify trends, make strategic and operational decisions, and create a system for quickly responding to changes and new trends in the education system. Solving these problems will help maintain the school's competitive advantages.
The primary task of the first stage of the formation of an in-school monitoring system is to create 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 objects of primary monitoring research: Russian language and mathematics. It is best to focus the monitoring system on test forms of measurement due to the fact that the modern school education system is switching to this type of control both as part of the final certification of students in the form of the Unified State Exam and as part of school accreditation. The main thing when choosing a test form of work is the presence of the same conditions for conducting pedagogical control for all subjects (difficulty, composition, structure of tasks) and rules for interpreting the results: responsibility, fairness.
However, test forms should not exclude other measurement forms, nor should they be ignored in cases considered unsuitable for test use. As experience shows, the test can be adapted to a significant variety of tasks, or other forms can be made comparable to it in terms of manufacturability and correctness.
In parallel with pedagogical monitoring, other areas of assessing the quality of work of an educational institution are also being developed. For example, assessing the health status of children, assessing the psychological comfort of the educational environment and other areas that arise systematically or situationally as the target setting for the activities of the Service.
As part of this direction, surveys of parents, students, and school graduates can be conducted. These types of monitoring include:
filling out and analyzing self-observation diaries on the dynamics of schoolchildren’s health;
study to study the comfort of the schedule for students in different grades.
research on school nutrition problems among students:
problem and case studies (for example, monitoring of injuries among students in grades 1-10)
analysis of the daily routine of class students
analysis of communicative competencies of school staff
analysis of school staff morbidity
The tasks and directions of intra-school monitoring regarding the problem of assessing the quality of specialized education are separately formulated.
In general, the logic of creating an in-school monitoring system involves the following steps:
Documentary justification
A) Regulations on the procedure for conducting current and final monitoring and assessing the level of educational achievements of students
B) Regulations on the procedure for assessing students’ personal achievements (portfolio)
B) Regulations on the monitoring and performance 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
.Work with personnel
Meter Developer Training
Creation of uniform requirements for the technology of the educational process
Work to reduce the negative psychological consequences of the act of evaluation
3.Requirements for assessment procedures, content, quantity, size and frequency.
.Analytics and information generation
The interaction of monitoring structures with MOs or departments is aimed at using monitoring assessments in the success of the individual and the system in achieving educational standards.
The use of the entire complex of pedagogical measurement methods should contribute to the formation of a basis for analytical and correctional work. The calculated average score and percentages for each task provide an opportunity for various types of comparison, namely: which topics are mastered better, which topics show consistently low and high results from year to year; comparisons by class, working teachers, obtaining a knowledge assessment to identify the dynamics of achieving the expected results and the quality of education. In addition, the obtained material allows us to identify areas of risk and limitations in achieving the expected results and quality of education. When compiling a rating, it becomes possible to identify students who show consistently high and low results, which is a prerequisite for using an individual approach to students when studying.
The main result of monitoring research is the generation of information necessary for making management 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 unified way of life, a unified corporate culture, a unified system of requirements for the technology of the educational process.
Ensuring continuity between levels of general education, minimizing transition losses, which allowed students and parents to build a clear and long-term educational strategy within one educational institution.
Creating real variability in the content of education, without revising the key elements of the “basis”, which allows students to realize their right to academic mobility as a student. This has especially proven itself in high school and in specialized training settings.
Creating conditions for self-realization of students in various areas of basic and additional education, which was a response not only to modern demands for individual education, but also for individual development in general.
Widespread use of information resources in the educational process, including modern information technologies, which made it possible to take into account the requirements for mastery of modern communications.
Determining the vector of growth of the qualification stock of teachers, taking into account the specifics of individual educational programs. This refers to a program of work with school personnel (their training, retraining and expansion of the professional base), aimed at training specialists capable of working in the conditions of individual programs.
1.3. Assessment of the results of mastering the basic 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 assessing the educational achievements of students for the purpose of a final assessment of the training of graduates at the level of primary general education.
Features of the evaluation system are:
· an integrated approach to assessing educational outcomes (assessing subject, meta-subject and personal results of general education);
· using the planned results of mastering basic educational programs as a substantive and criterial basis for assessment;
· 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-cognitive tasks;
· assessment of the dynamics of students’ educational achievements;
· a combination of external and internal assessment 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 development trends of the education system;
· level 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 assessment forms and methods as projects, practical work, creative work, introspection, self-assessment, observations, 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 assessing personal results is the universal educational actions formed by students, included in three main blocks:
· self-determination - the formation of the student’s internal position - acceptance and development of the student’s new social role; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in one’s Motherland, people, history and awareness of one’s ethnicity; development of self-esteem and the ability to adequately evaluate oneself and one’s achievements, to see the strengths and weaknesses of one’s personality;
· meaning formation - the search and establishment of personal meaning (i.e., “meaning for oneself”) of learning by students based on a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know”, “ignorance” and the desire to overcome this gap;
· moral and ethical orientation - knowledge of basic moral norms and orientation towards their implementation based on an understanding of their social necessity; the ability for moral decentration - taking into account the positions, motives and interests of the participants in a moral dilemma when resolving it; development of ethical feelings - shame, guilt, conscience as regulators of moral behavior.
· the formation of the student’s internal position, which is reflected in the student’s emotionally positive attitude towards the educational institution,
· orientation to 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 orientation to the model of 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 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 other people;
· the formation of self-esteem, including awareness of one’s capabilities 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 ways of solving problems, acquiring new knowledge and skills, motivation to achieve results, desire to improve one’s abilities;
· knowledge of moral norms and the formation of moral and ethical judgments, the ability to solve moral problems based on 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 from the point of view of compliance with/violation of moral norms.
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, internal assessment of the achievement of students’ personal results is carried out by the teacher based on the results of observations, questionnaires, etc.
Personal results of graduates at the stage of primary general education in full compliance with the requirements of the Standard are not subject to final assessment, because assessment of students’ personal results reflects the effectiveness of the educational and educational activities of the school.
Evaluation of meta-subject results.
Assessment of meta-subject results presupposes the formation of universal educational actions of 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 student’s ability to accept and maintain learning goals and objectives; independently transform a practical task into a cognitive one; the ability to plan one’s own activities in accordance with the task and the conditions for its implementation and look for means of its implementation; the ability to control and evaluate one’s actions, make adjustments to their implementation based on assessment and taking into account the nature of errors, show initiative and independence in learning;
· 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 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;
· the ability to cooperate with the teacher and peers when solving educational problems, to take responsibility for the results of their actions.
Achieving meta-subject results is ensured through the main components of the educational process - educational subjects presented in the mandatory part of the curriculum.
The main content of assessing meta-subject results at the level of primary general education is built around the ability to learn. Assessment 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 development of basic educational skills. In the 4th grade, a meta-subject comprehensive final work is carried out, which makes it possible to determine the level of development of the educational language of each student. Assessment: achievement of a basic level, achievement at an advanced level, not enough basic level. The work is carried out over 2 lessons.
Evaluation of subject results.
Achievement of subject results is ensured through core academic subjects. Therefore, the object of assessing subject results is the ability of students to solve educational, cognitive and educational and practical problems.
Assessment of the achievement of subject results is carried out both during the current and intermediate assessment, and during the implementation of final testing 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 assessment. The subject of the final assessment of students' mastery of the basic 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 tool for the final assessment is the final comprehensive work - a system of tasks of varying levels of difficulty in reading, Russian, mathematics and the outside world.
In the educational process, assessment of subject results is carried out using diagnostic work (intermediate and final) aimed at determining the level of mastery of the topic by students. In grades 1-3 - final complex work. In 4th grade, monitoring of the achievement of the planned results of three final works - in the Russian language, mathematics - and a final complex work on an interdisciplinary basis is carried out.
Systematic assessment of personal, meta-subject and subject results is implemented within the framework of the cumulative system - Portfolio.
Student portfolio:
· is a modern pedagogical tool for supporting the development and assessment of student 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-related characteristics of the development of universal educational actions of primary school students; the best achievements of the Russian school at the stage of primary education; as well as pedagogical resources of educational subjects;
· involves the active involvement of students and their parents in assessment activities based on problem analysis, reflection and optimistic forecasting.
The structure of the “Portfolio” in elementary school is a collection of works and results that show the student’s efforts, progress and achievements in various areas (study, creativity, communication, health), shortcomings that allow him to determine the goals of his further development.
Main sections of the “Portfolio of Achievements”:
“My portrait” + “Portfolio of documents” + “Portfolio of creative works”
The student must, first of all, replenish the “Portfolio of Achievements” and evaluate its materials. The teacher, approximately once every quarter, replenishes only a small required part (after tests), and for the rest teaches the student how to replenish the portfolio with the main set of materials and evaluate them.
Based on the results of the training, a comprehensive assessment of the “Portfolio of Achievements” is carried out. Mandatory materials: subject tests, diagnostic meta-subject works are included in the “Portfolio of Achievements” with ready-made qualitative assessments on a scale of success levels. The materials that are added to the student are assessed on the same scale of success levels by the student himself. Based on both assessments, the results are systematized.
Let's consider the current forms of monitoring and recording student achievements:
oral survey
written
independent work
dictations
control write-off
test tasks
graphic work
presentation
creative work
attending observation program classes
diagnostic test work
dictations
presentation
reading technique control
analysis of the dynamics of current performance
participation in exhibitions, competitions, competitions
activity in projects and extracurricular activities programs
creative report
portfolio
analysis of psychological and pedagogical research
Forms for presenting educational results:
· report card for subjects (indicating the requirements for marking);
· texts of final diagnostic tests, dictations and analysis of their performance by the student (information about the elements and levels of knowledge being tested - knowledge, understanding, application, systematization);
· oral assessment of the success of the results, formulation of the reasons for failure and recommendations for eliminating gaps in training in subjects;
· portfolio;
· results of psychological and pedagogical research, illustrating the dynamics of development of individual intellectual and personal qualities of a 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;
· dynamics of the results of subject training, formation of UUD.
The assessment system used at school is aimed at stimulating students to strive for objective control, rather than hiding their ignorance and inability, and to develop the need for adequate and constructive self-esteem.
The school accepts the following assessment forms:
1st grade - grade-free training.
From 2nd grade - 5-point scale of marks:
“5” - - excellent;
“4” - good;
“3” - satisfactory;
“2” - unsatisfactory;
“1” - lack of at least some satisfactory performance of work.
The mark “5” is received by the student if his oral answer, written work, practical activity fully corresponds to the curriculum, one defect is allowed, the volume of knowledge 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, and gives his own examples).
The mark “4” is received by the student 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 knowledge is 70-90% of the content (correct , but not a completely accurate answer).
The mark “3” is received by the student if his oral response, written work, practical activity and its results basically correspond to the requirements of the program, but there are: 1 gross error and 2 shortcomings, or 1 serious mistake and 1 non-blunder, or 2-3 gross errors, or 1 minor error and 3 shortcomings, or 4-5 shortcomings. The student masters knowledge of knowledge in the amount of 50-70% of the content (correct, but not complete answer, inaccuracies in the definition of concepts or formulation of rules are allowed, the student does not justify his judgments deeply and convincingly, cannot give examples, presents the material inconsistently).
The mark “2” is received by the student 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 knowledge is 20-50% of the content (incorrect answer).
Types of marks:
Current grades are set by the teacher every lesson based on the students’ activity goals set for the lesson.
Grades for subjects of the compulsory part of the curriculum are given by quarters in a 5-point system. The annual mark is set on the basis of marks for the 1st, 2nd, 3rd, and 4th quarter, final comprehensive work, and a cumulative assessment system.
Rights and responsibilities of students when receiving a grade:
When conducting thematic control, a mark is given to all students, since everyone must show how they have mastered the knowledge and skills of the topic.
In case of receiving an unsatisfactory grade, the student has the right to retake and correct the “D”.
If a student is absent for a good reason on the day of the thematic control, the ZUN “n” is entered in the class register, and the student is obliged to pass this topic and receive a mark within 7 days after leaving. A mark is placed next to the letter “n” on the day the work was carried out.
Advantages of Portfolio as a method of assessing student achievements:
focused on procedural control of new priorities of modern education, which are UUD (universal learning activities);
Portfolio sections (Portrait, Working materials, Collector, Achievements) are a generally accepted model in world pedagogical practice;
takes into account the peculiarities of the development of students' critical thinking through the use of three stages: challenge (problem situation) - comprehension - reflection;
Helps students set their own learning goals, actively assimilate information, and reflect on what they have learned.
CONCLUSION ON CHAPTER I
After analyzing the literary sources, it can be noted that the practical use of the system for assessing the quality of educational institutions is built in accordance with the requirements of the Federal State Educational Standards for educational institutions, legislative acts of the Russian Federation, schools regulating the implementation of procedures for monitoring and assessing the quality of education.
school council;
primary education assessment quality
CHAPTER II. PRACTICAL ASPECTS OF THE SYSTEM FOR ASSESSING THE QUALITY OF EDUCATION IN PRIMARY SCHOOL ACCORDING TO FSES
1 Technology for assessing the quality of educational achievements of a student in a general education institution
Approbation of the technology for assessing the quality of educational achievements of a student in a general education institution was carried out on the basis of...
The following participants took part in the testing: 25 3rd grade students.
Of these, 13 are girls and 12 are boys. Age of participants: from 9 to 10 years.
Goal: 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 monitoring goals, it is necessary to implement the following tasks:
· determine the composition of the tools for monitoring the training of students;
· develop tools for testing students’ training in specific academic subjects;
· develop a system of universal quantitative indicators that characterize the state of students’ training in an academic subject and allow us to identify the dynamics of its change, as well as compare the achievements of students in different academic subjects;
· develop questionnaires that allow you to obtain the information necessary to identify factors that influence the state of students’ training;
· develop a unified plan for assessing the educational achievements of students in basic academic subjects for a certain period necessary for the manifestation of trends in its change;
Tools for assessing educational achievements of students.
To obtain information about the educational achievements of schoolchildren in academic subjects, specially designed testing works are used, which make it possible to obtain fairly complete and objective information about the state of students’ preparation in academic subjects. At the same time, it is important to ensure that students receive information about their achievement 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 about achieving an increased level of training.
For this purpose, verification work has been developed, which consists of two parts that have different purposes. The first part is intended to identify students who have reached the level of basic (compulsory) training in the subject, the second part is intended to identify students who have reached the level of advanced training.
In accordance with its purpose, the tasks of the first part of the work test students’ abilities to use knowledge in familiar situations. This part of the work is developed in accordance with the principles of creating criterion-based tests, the main purpose of which is to record the presence or absence of any quality in students.
The development of criterion-oriented work includes a description of the elements that make up the content of the test. In the case of assessing the compulsory training of students, such elements are specific mandatory knowledge and skills, which are then used to meaningfully characterize the test results. For each knowledge or skill included in this list, a set of tasks is compiled, the completion of which should sufficiently fully characterize mastery of this element at a mandatory level. The totality of tasks for all elements forms a bank of work tasks. In this case, mandatory level tasks are used that are familiar to students and were practiced during the educational process.
The main requirement when drawing up a test work is to ensure the completeness of checking the state of the quality being studied.
When working on the tasks of the first part, an indicator of its completion (criterion score) is established. If the student’s results are not lower than this indicator, then a conclusion is drawn that the students have achieved the level of compulsory training; if below it, then the absence of this quality is recorded. 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 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 and sections of the subject, to develop independent approaches and ways to solve the problem. Completing the tasks of the second part allows for a more subtle differentiation of students according to their state of preparation in the subject being tested.
Types of tasks.
In the test work, tasks of various types were used: with a choice of answer, with a short free answer (in the form of a number, word, etc.), with a detailed answer (a complete record of the answer with the corresponding explanation or justification, a complete record of the solution to a mathematical problem, etc. .).
In cases where knowledge and skills are tested, especially at a basic level of mastery, in most cases it is not necessary to provide a detailed answer in order to judge the possession of this knowledge in a standard situation. Making such a judgment allows students to receive the correct answer. Therefore, it is appropriate to use multiple-choice or short-answer items that do not require an explanation or justification for the answer received (all subjects).
It is advisable to test the ability to apply knowledge in changed situations, to build procedures by combining various studied simple operations or techniques using tasks that require independent recording of an answer (short or detailed).
To test the most complex skills (analyze a situation, draw conclusions, carry out logical reasoning, justification, proof of your actions and write them down correctly), you need to use only one type of task - 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, indicators should provide information characterizing the state of educational achievements of the population of students being surveyed, the dynamics of educational achievements during the experiment and the influence of factors on these achievements.
These indicators:
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 essential characteristics that allow it to be assessed.
An indicator of the quality of education is 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 a characteristic that determines the relationship between its unobservable and observable characteristics (unobservable - ability, observable - ZUN).
The measure for assessing the quality of education are criteria that combine calculation methods, a rating scale and rules for making decisions about determining the level of quality of education. It is the criteria that serve as the final basis for fixing the level of quality of education.
Each criterion consists of an evaluation indicator and a corresponding scale. The presence of only an indicator without a rating scale does not set a criterion. But the same indicator may have different rating scales, that is, different criteria.
Criteria requirements:
· thoroughness, i.e. reflect the essence, the most important aspects of the processes and objects being studied;
· certainty, i.e. the possibility of expressing them in specific, measurable indicators;
· stability, in the sense that the “cuts” made on the basis of the criteria are comparable;
· relativity, since absolutely accurate and reliable methods for measuring social and pedagogical phenomena do not yet exist; each method produces 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 the actual educational results achieved 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 expected needs.
The category of quality embodies the result of education as social competence: the ability to study and reflect on social norms and act to change them, use the project method in one’s work, communicate one’s results, justify, prove using appropriate techniques.
Education is interpreted as a set of processes of learning, upbringing and development in specially organized conditions of a gymnasium.
Assessment of educational achievements of students is carried out in accordance with selected criteria at each level of education.
Elementary school is the starting point. The success of his further education largely depends on how much a 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 children's learning capabilities. The implementation of this idea is included 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 primary school. The objects of observation are indicators that are divided into three modules.
The target guidelines of the school's educational activities are the formation of social competence, then monitoring should be aimed at tracking and assessing the characteristics included in this competence, which includes social competence - the level of education and/or experience sufficient for the successful implementation of one or another social or professional function.
The average level of social competence is calculated using the formula:
where UL is the level of education, UL is the level of training
Therefore, it is necessary to analyze the level of training and level of education, which are part of the objects of observation.
Module 1. The level of training is determined using tasks differentiated by level of difficulty - tests. Calculation of the level of training is carried out as the arithmetic average of the level of educational actions (LA) of the student on test work of the subject of the curriculum, disclosure of the content of the qualities of knowledge: completeness, depth, awareness, consistency.
UD1, UD2… - test results
To determine the level of training, 2 options of work are offered, identical in content, level of complexity and order of assignments. The total time to complete the work is one lesson (40 minutes).
Assessment of task performance and work in general
For each correctly completed task at the basic and advanced levels, the student receives one point. For completing a high-level task, a student can receive 0, 1 or 2 points. The maximum number of points for completing the work depends on the number of requirements included in the test work.
The completion 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 - an average level of test work completion, from 0.9 to 1 share - a high level.
Assignments are checked by a teacher or assessor based on guidelines for checking and marking these assignments.
The analysis of the test results 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 carry out calculations horizontally. We add up all the points and enter them in the “Total Points” column. Then we find the share of fulfilled State Standards requirements included in this test work out of the total number.
The performance of the work as a whole shows what level has been achieved by each student - low, average, high and by the class as a whole.
0.9 - high level
89-0.71 - average level
7-0.6 - low level
below 0.6 - training reaches a correctional level.
Then calculations are made vertically. The number of students who have mastered this requirement of the standard is determined.
Module 2. Level of education (LE)
Diagnosis of good breeding is an assessment procedure aimed at clarifying the situation and identifying the true level of good breeding. Data from the assessment level are compared with the original ones; characteristics of good breeding, the difference between them determines the effectiveness of the educational process.
Through diagnostics, the class teacher establishes how pedagogical tasks are implemented and which of them require further solution.
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 in the work of the class teacher have been identified: initial, corrective (current) and generalizing (final).
Initial diagnosis is related to planning and management of the classroom team. Before determining the educational tasks that will be implemented in a given academic quarter, half-year or throughout the entire academic year, the class teacher studies the student’s level of education.
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 initial diagnostics 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 good manners is theoretically developed by scientists indicators of the level of formation of various personality qualities. We use the author's concept of M.I. Shilova, in which, based on the qualimetric approach, holistic diagnostic programs for studying education were developed. In these programs, the author's criteria for good manners were expressed through the choice of specific indicators - units of observation.
They are presented in the form of a scale of names. If the degree of manifestation of qualities is assigned a rating, then comparisons can be made and calculations can be made, expressing the levels of education in numbers.
Current diagnostics are carried out in the very process of organizing the activities of student groups, orienting the teacher to the changes that occur in students and the team. At the same time, the correctness of previously made decisions is assessed. The information obtained as a result of ongoing diagnostics helps to adjust your work and improve your style of relationships with children and methods of educational work.
Current diagnostics acts as express information and thereby helps make quick decisions to improve teaching activities.
In the system for predicting the results of educational work, a general diagnostic is carried out at the end of each academic year. It provides basic data for correcting pedagogical impact during the next academic year.
The team is constantly being studied. The classroom collective, as a component of a complex dynamic social system, has typical features and specific differences.
The class teacher diagnoses the level of education of students by studying the personality qualities that were the object of education and were leading at this stage of their development.
It is almost impossible to diagnose all personality traits. It is enough to clarify the leading tasks and, in accordance with this, monitor their implementation in the process of forming the corresponding properties and qualities of schoolchildren.
The level of education (LE) is determined by the most important behavioral skills. We assessed the level of formation of social activity (Oa), duty, responsibility (Ot), frugality (B), discipline (D), responsibility (Ot), hard work (T), collectivism (K), kindness (Do), honesty (H ), modesty (C). The EF is calculated as the arithmetic average of the levels of formation of all indicators according to the formula:
Oa + From + B + D + From + T + K + To + Ch + S
The level of education of students was recorded at the end of 3rd grade. The level of formation of the components of this indicator was determined at three levels.
level is very low,
level - low
level - intermediate
high level
Module 3. Level of education is an indicator of the level of development of general educational skills and abilities (OUUN).
Having analyzed our activities in developing general educational skills in children, we determined the level of their development in students in the following areas: (in accordance with the State Standards) 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 by imitating the teacher or following a model Educational and intellectual
ur. - uses skills correctly and confidently
ur. - makes mistakes, uses operations incompletely
ur. - does not have developed intellectual skills Educational and communicative skills
ur. - the main types of monologue speech have been formed
ur. - skills are partially formed, the child is included in the dialogue
ur. - skills are formed at a low level, the child poorly controls 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 a plan, theses, does not refer to additional literature.
The obtained data on the level of education and level of upbringing made it possible to calculate a single integral indicator of the level of education. Below are the data obtained during testing of the technology for assessing the quality of educational achievements of a student in a general education institution (see Table 1)
Table 1. Average level of social competence - a single integral indicator of the level of education of students
Last name First name Level of training Level of education Level of competence 44,24,14,544,254,54,14,34,74,54,64,74,74,73,54,5443,93,954,74,54,64,74,14,44,84,44, 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, 74.44.5544.14.05544.5544.54.34.64.45Avg. by class4,4164,2524,382 2.2 Methodological recommendations for organizing internal monitoring of the quality of education in an educational institution
Significant changes in priorities in school education in the world in recent years (reorientation towards a competency-based approach, continuous self-education, mastery of new information technologies, the ability to collaborate and work in groups, etc.) are reflected in the issues of updating the content and structure of education - the development of methods adequate to modern requirements and means of assessing the educational achievements of students.
Modern scientific and methodological foundations of the educational process, methods for assessing the educational achievements of students based on them give the teacher a wide range of opportunities for local assessment of the various qualities of a student developed and acquired in the educational process. At the same time, there is a 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 body as a whole.
Along with the implementation of methods for assessing the educational achievements of students, teachers today require knowledge and competent application of specific methods for assessing the educational achievements of students, ensuring continuous monitoring of the development of the latter and timely adjustment of the educational process in the event of detection 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, focused primarily on assessing the results of students mastering the content of academic disciplines.
The system for assessing the educational achievements of students should be based on an understanding of 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 must have in order to be able to withstand the difficulties of modern society and cope with the demands of a dynamic, developing, largely contradictory and aggressive social environment. Currently, social competence is becoming increasingly important in all spheres of human social life, and is recognized as an integrative characteristic of modern man (Krokinskaya O.K., Baranova L.A., Kunitsyna V.N., etc.). The very quality of social competence characterizes a person who has successfully completed socialization and is capable of adaptation and self-realization in the conditions of modern society.
The goals of the education quality assessment system are:
· the formation of a unified system for diagnosing and monitoring the state of education, ensuring the identification of factors and timely identification of changes affecting 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 reasons influencing its level;
· increasing the level of awareness of consumers of educational services about quality when making decisions related to education;
· ensuring objectivity and fairness of education during admission to educational institutions.
In accordance with the goals set, the following tasks were defined:
· the formation of a system of indicators that allows for the effective implementation of 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 educational institution, regional and municipal educational systems;
· assessment of the quality of educational programs of educational institutions, taking into account the requests of the main consumers of educational services;
· identification of factors influencing the quality of the educational process and educational results;
· development of educational and methodological materials for training specialists in assessing various aspects of the quality of education;
· assistance in improving the qualifications of education system employees participating in procedures for assessing the quality of education.
The educational quality assessment system of educational institutions is based on the following principles:
· objectivity, reliability, completeness and consistency of information about education;
· realistic requirements, norms and indicators of the quality of education, their social and personal significance;
· openness and transparency of procedures for assessing the quality of education;
· optimal use of primary data sources to determine indicators of the quality and effectiveness of education (taking into account the possibility of their reuse and economic feasibility);
· optimization of the number of indicators taking into account the needs of different levels of management of the education system;
· the instrumentality and manufacturability of the indicators used (taking into account the existing capabilities of data collection, measurement techniques, analysis and interpretation of data, the preparedness of consumers to perceive them);
· comparability of the system of indicators with federal and international analogues;
· availability of information about the state and quality of education of high school students for various consumer groups.
Goals and objectives of the educational process at the educational institution
The main educational goal of the school is to identify and develop the child’s giftedness, create conditions for the realization of the individual educational needs of the subjects of education.
Unfortunately, even today in the psychological and pedagogical literature there is a range of opinions regarding the very concept of “children’s giftedness.” The terms “genetically preserved” children, “advanced students”, etc. are used. Thus, the expression “gifted children” is largely arbitrary.
Characteristics of approaches to diagnosing the results of the educational process
Education monitoring is a system for collecting, storing, processing and disseminating information about the educational system or individual elements, which is focused on information support for management, allows one to judge the state of an object at any time and can provide a forecast of its development. (Mayorov N.A.)
Education monitoring performs the following functions:
· preparatory
· diagnostic,
·corrective,
· prognostic.
The system of assessment, control and recording of knowledge that has developed in the gymnasium provides information not only about the effectiveness of the individual’s creative potential, which provides not only lessons, but also compliance with certain rules and working conditions at school.
The school is characterized by all the main functions of the educational process: educational, educational, developmental. Control and assessment are aimed at completeness and comprehensiveness, systematicity and objectivity to the level of knowledge and skills of students, at the system of basic elements of educational material provided by the program for each subject, testing not only subject knowledge, but also the acquisition of special and general educational skills.
When organizing control and recording of learning results, the teaching staff proceeds from the multifunctionality of control, which in turn ensures the effectiveness of training. Systematic control and assessment (frequency of testing the knowledge and skills of all students, accumulation of a number of grades for different types of work during academic quarters) is reflected in the journal . The journals are checked by the Deputy Director for Educational Work at least twice a quarter. When assessing students' knowledge and skills, a four-point system is used. Methods of oral and written control and assessment are used in all subjects.
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 assessment. Tasks in tests of this kind are grouped according to the method of mental activity and the method of educational activity, which gives the teacher a wide choice of testing options, taking into account the specifics of classes (specialized training, in-depth study of individual subjects, etc.). Each methodological association has its own data bank for all types of control and evaluation activities.
The level of development of education is carried out according to international and proprietary methods provided by the laboratory of “Creative Giftedness” of the Pedagogical Institute of the Russian Academy of Education.
When creating monitoring in the gymnasium, the following approaches were reflected.
) Managing the quality of education based on its final result. The monitoring system in this case is determined by the following areas:
· training of students;
· education of students;
· the readiness of gymnasium graduates to continue their education;
· social adaptation of gymnasium students and graduates to life in society;
· maintaining children's health.
) Factors influencing the quality of the final results:
quality of teaching and level of professional development of teachers;
the level of organization and effectiveness of teaching and student work in the gymnasium;
level of physical education 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 educational achievements of a school, the following subjects are distinguished:
Municipal educational institution 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 development of an educational institution and the municipal education system;
ensure, on the basis of the educational program, control and evaluation procedures, monitoring and other studies on the quality of education are carried out in the educational institution;
organize:
a system for monitoring the quality of education in an educational institution, collects, processes, stores and presents information about the state and dynamics of development of the educational institution, analyzes the results of assessing the quality of education at the level of the educational institution;
studying and providing information at the request of the main users of the system for assessing the quality of education of an educational institution;
provide:
provision of information in accordance with the regulations of information exchange about the quality of the educational process;
development of a system for assessing the quality of the educational process of an institution based on the educational program;
By educational activity we understand the joint activity of all subjects of the pedagogical process: students, teachers, parents and the lyceum administration, with the aim of achieving high quality and assessing the training of graduates.
In this regard, the subjects of control and evaluation are:
students receiving educational services and skills of necessary social adaptation when moving from one educational level to another;
parents of children expressing social order and the level of satisfaction (or dissatisfaction) with the quality of educational services provided by the gymnasium;
teachers providing necessary educational services to their students;
administration represented by the director and his deputies, who contribute to the creation of the conditions necessary to achieve high quality training of graduates corresponding to the gymnasium level of the education standard.
In turn, we interpret education as a set of processes of training and education of students in specially organized conditions of the pedagogical system of the 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 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;
management activities of the administration as a process aimed at achieving 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 a school, can be defined as a kind of algorithm; an established, established sequence of actions, operations and influences in relation to factors and conditions that influence the quality of education.
Procedures (methods) - their main purpose is to coordinate various types of activities that affect the quality of the educational process, by defining their goals and the order of implementation.
The procedure includes the development of criteria and indicators.
Assessing the educational achievements of students is an important part of assessing the entire educational process. Information about the state of students' preparation in academic subjects is one of the indicators characterizing the effectiveness of the educational process.
Monitoring educational achievements should be based on the following provisions:
· openness and accessibility of information about the state of assessment of students’ educational achievements;
· development and use of standardized tools to ensure reliable data;
· the results obtained should serve as the basis for making informed decisions about managing the education system;
· the standards and indicators of educational quality used must be socially and personally significant. Therefore, for example, one of the indicators is the achievement of a basic level of mastery of educational material;
· monitoring students' achievement of the level of compulsory training that meets the requirements of the standard for federal subjects; identifying trends characterizing the state of this training;
· identification of factors influencing the achievement of mandatory requirements presented in state regulatory documents;
· assessment of educational achievements is carried out at various stages of training: entrance, 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 methodological recommendations 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.
The practical use of the system for assessing the quality of educational institutions is built in accordance with the requirements of the Federal State Educational Standard for educational institutions, legislative acts of the Russian Federation, schools regulating the implementation of procedures for monitoring and assessing the quality of education.
The quality of education is an integral characteristic of the education system, reflecting the degree of compliance of resource provision, the educational process, and educational results with regulatory requirements, social and personal expectations,
Assessing the quality of education - determining, using diagnostic and evaluation procedures, the degree of compliance of resource provision, 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, on a unified basis, assessment of the general educational achievements of students, the effectiveness of school activities, taking into account the requests of the main users of the results of the education quality assessment system.
The main users of the results of the quality assessment system for 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 in a general education institution was carried out on the basis of a municipal educational budgetary institution - ...
The following participants took part in the testing: 25 3rd grade students.
Of these, 13 are girls and 12 are boys. Age of participants: from 9 to 10 years.
To obtain information about the educational achievements of schoolchildren in academic subjects, specially designed tests were used, which made it possible to obtain fairly complete and objective information about the state of students’ preparation in academic subjects.
The level of education (UL) was determined by the most important behavioral skills and abilities and was assessed using several indicators using a formula.
The obtained data on the level of education and 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 was quite high (4.4 points).
Thus, we can conclude that the developed methodological recommendations for organizing internal monitoring of the quality of education in an educational institution will contribute to the quality assessment of education.
LITERATURE
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Internal system for assessing the quality of education as a condition for effective management of a preschool educational organization.
The search for a well-founded system for objective assessment of the quality of preschool education has long been one of the urgent management tasks in the preschool education system.
According to Article 28Federal Law of December 29, 2012 N 273-FZ (as amended on July 3, 2016) “On Education in the Russian Federation” (as amended and supplemented, entered into force on July 15, 2016), which defines “Competencies, rights, duties and responsibilities of an educational organization,” the competence of an educational organization includes conducting self-examination and ensuring the functioning of an internal system for assessing the quality of education.
This means that the creation and maintenance ofinternal education quality assessment system- not right educational organization,but her duty.
Under the internal quality assessment system(hereinafter referred to as VSOKO) in an educational organization refers to activities related to information support for the management of an educational institution, i.e. obtaining the most complete information for making informed and timely management decisions that are aimed at improving the quality of the educational process.
But it should be noted that none of the legislative acts of the Government of the Russian Federationthere are no specific requirements for the procedure and content of the system for internal assessment of the quality of education in an educational organization.
Therefore, today every educational institutionhas the right to independently determine the procedure and content of VSOKO, taking into account its specifics, and implement the VSOKO.
When designing a VSOKO, it is necessary to consider a number of concepts:
The quality of education- a comprehensive description of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards.... and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree to which the planned results of the educational program are achieved.
Education quality assessment– determining, using assessment procedures, the degree of compliance of resource provision, the educational process, and educational results with regulatory requirements, social and personal expectations;
The activities of the manager to ensure EQSOQ include the development of local acts of PA, which are the regulatory and legal basis for the implementation of this system.
The activities of the Zvezdochka association in designing the VSOKO system can be divided into 2 stages:
Stage 1 - preparatory (installation)
Stage 2 consists of preparing, adopting, approving and putting into effect a new legal act (regulations, regulations) establishing the content and procedure of the HSKO.
At the 1st stage, the following local regulatory acts were developed and put into effect in our association, defining uniform approaches, requirements and rules in organizing the educational process in the MBDOU d/s "Zvezdochka":
- “Regulations on maintaining documentation for educators,” which regulates the general requirements and rules for planning, conducting, monitoring and analyzing the educational process, within the competence of educators;
- “Regulations on maintaining documentation for senior educators”, which regulates the general requirements and rules for planning, conducting, monitoring and analyzing the educational process, within the competence of educators;
- “Regulations on control activities”. The regulations set out the requirements for the job control system;
- “Regulations on the teacher’s work program” - regulates the procedure for the development and implementation of the RP;
- “Regulations on the system for assessing the individual development of children” - determines the procedure for assessing the development of children in accordance with the Federal State Educational Standard.
Local acts were developed in accordance with the legislation of the Russian Federation in the field of education.
At the 2nd stage, the “Regulations on the internal system for assessing the quality of education in MBDOU d/s “Zvezdochka” of a combined type” was developed, hereinafter referred to as the Regulations.
STRUCTURE of the regulations on VSOKO MBDOU d/s “Zvezdochka”
Our VSOKO Regulations have the following structure:
- General provisions (regulatory basis, basic concepts, validity period)
- Main goals and objectives, principles of VSOKO.
- Objects of research
- Organization and technology
- Distribution of functional responsibilities for monitoring studies
There are also Appendices to the regulations - these are indicators and criteria of VSOKO.
Let us reveal the contents of the listed sections
General provisions include
Regulatory grounds
Clause 13, clause 3, article 28 of the Law of the Russian Federation “On Education in the Russian Federation” dated December 29, 2012. No. 273,
The procedure for organizing and implementing educational activities in basic general education programs - educational programs for preschool education (order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014),
Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155),
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13”,
Charter of MBDOU d/s "Zvezdochka"
The mechanism for measuring parameters is defined - this is OOP DO
The purpose of VSOKO:
Systematic monitoring and comprehensive analysis of the state of educational activities and training of the student, expressing the degree of their compliance with the Federal State Educational Standard and the needs of the individual in whose interests the educational activities are carried out, including the degree of achievement of the planned results of the educational program (clause 29, Chapter 2 of the Federal Law “On Education” in the Russian Federation" No. 273 dated December 29, 2012) to make informed, timely management decisions aimed at improving the quality of educational activities.
Tasks:
1. obtaining objective information:
On trends and problems in the functioning and development of MBDOU;
About the reasons influencing the dynamics of the quality of education;
On the compliance of the educational program with the requirements of the Federal State Educational Standard for Educational Education;
On the effectiveness of planning activities for the implementation of OOP.
2. determination of the degree of compliance:
The forms, means and methods of teaching used in accordance with the teacher’s right to freedom of choice (Article 47) and the conceptual approaches of the Federal State Educational Standard for Educational Education and the implemented educational program;
Conditions for the implementation of the educational process in accordance with the requirements of the Federal State Educational Standard for Education.
3. assessment of the degree of progress of a preschooler in mastering the educational program, the dynamics of his development in accordance with age and individual characteristics.
4. individualization of education, including psychological and pedagogical support for the child, building his educational trajectory and providing professional correction of his developmental characteristics if necessary;
5. determination of the main strategic directions and objectives for the development of MBDOU d/s “Zvezdochka” and measures aimed at improving the quality of educational activities based on the identified reasons and the data obtained.
Objects of study:
- Educational environment (student population, staffing, regulatory support).
- Pupils (level of adaptation, mastery of educational areas, anthropometric indicators, achievements?)
- Teaching staff (level of competence, quality and results of work, analysis of difficulties, compliance, achievements)
- Educational process (regimes, organization of educational activities, conditions for organizing the process)
Organization and technology of VSOKO
- Comprehensive monitoring is carried out at least once a year
- Main directions of VSOKO:
Compliance with the educational program before the Federal State Educational Standard;
Compliance of the conditions for the implementation of the OOP with the requirements of current legislation;
Results of mastering the program
3. The organizational basis of the VSOKO plan, where the form, timing, direction, and responsibility are determined, is the annual plan.
* When carrying out ESCA, you can draw up a separate monitoring schedule.
4. The HIQA procedure involves a sequence of actions (collection, processing and analysis of data, identification of mechanisms for solving problems, making management decisions, disseminating the results obtained)
- Methods of conducting HSQA (observation, examination, interview)
- Forms, self-examination, peer-checking, cross-checking. (Thematic, operational, frontal control, visual inspection, included pedagogical observation, monitoring of personal qualities, psychological and pedagogical diagnostics, control and verification activities, portfolio analysis, study of submitted documents and materials, self-analysis, self-assessment)
- Main directions:
– compliance with the general educational standards of the Federal State Educational Standard of Education;
- compliance of the conditions for the implementation of the OOP with the requirements of the law
- planned results of mastering the educational program of subsidiaries - The result of the HSQA can be presented in the form (analytical certificates, information certificates, self-examination report)
- Based on the results, problems are identified and management decisions are made
Distribution of functional responsibilities of VSOKO participants.
1. The composition of participants according to the VSOKO assessment includes:
From the administration
- director
Senior methodologist
Deputy Director for ACh
OT Engineer
From SP d/s
Manager
Senior teacher
Specialists
Educators
2. Distribution of functional responsibilities within the competence of your position (briefly on the slide)
The structure of the Regulations can include a section on Records Management, which outlines the requirements for the preparation of materials based on the results of the VSOKO.
But we decided that this is inappropriate, since these requirements are outlined in the Regulations developed at stage 1.
Applications.
The VSOKO indicators and criteria were developed taking into account the fact that one of the main mechanisms for measuring parameters characterizing the quality of preschool education is the procedure for analyzing its own activities in implementing the main general education program of an educational organization (hereinafter referred to as the educational organization's educational organization). PLO OO is a program document that contains not only the implemented content of education, but also the creation of the necessary conditions.
A good basis for the development of indicators and criteria was “Indicators characterizing the general criteria for the quality of educational activities of organizations carrying out educational activities,” approved by order of the Ministry of Education and Science of the Russian Federation dated December 5, 2014 No. 1547, which are used when conducting an external independent assessment of the quality of work of public organizations.
The indicators were taken partially, only those that determine quality education and supplemented by us in accordance with the direction of the ESOKO
PUT ON THE LAYOUT A COMPARATIVE TABLE OF HIGH AND INDEPENDENT ASSESSMENT INDICATORS
Appendix No. 1
Indicators characterizing compliance with the educational educational program of the Federal State Educational Standard of Education
Chapter | Index | Grade | Source |
Compliance of the content of sections of the educational program with the requirements of the Federal State Educational Standard for Education. | 1. Compliance of the structure and content of each section of the Federal State Educational Standard for Education: | OOP preschool education, content analysis |
|
| |||
| |||
| |||
Reflection of the specifics of a preschool educational organization in the content of the program | Presence in the target section of OOP DO:
| ||
Availability in the content section of OOP DO:
| |||
| |||
Availability in the organizational section of OOP DO:
| |||
| |||
RESULT | Compliant/ |
Appendix No. 2
Indicators characterizing the compliance of the conditions for the implementation of the OOP with the requirements of current legislation
Chapter | Index | Grade | Sources |
Assessment of personnel conditions |
| Professional development plan |
|
| Analytical report on monitoring the work of a senior teacher |
||
| Analysis of personnel documents |
||
| RP analysis |
||
Assessment of material and technical conditions |
| ||
| Presence or absence of prescriptions |
||
| Analytical materials for the analysis of developing teaching staff |
||
| Analytical information |
Appendix No. 3
Indicators characterizing the results of the implementation of the PLO
Chapter | Index | Grade | Sources |
Evaluation of the results of the implementation of the PLO | Level of mastery of general education programs by educational area | Charts, graphs, percentages | Summary table based on data for each age group Analysis of final events |
Results of adaptation of pupils to the conditions of preschool educational institutions | Diagrams, graphs, | Summary table based on adaptation sheets |
|
Achievements of students (participation in competitions): | % of participants | Diplomas, diplomas, certificates |
|
At the union level | % of participants |
||
At the city level | % of participants |
||
At the regional level | % of participants |
||
At the federal level | % of participants |
||
Evaluation of activities by the parent community | Parents' satisfaction with the quality of education | Analysis of questionnaires |
|
Parents' satisfaction with the activities of preschool educational institutions | Analysis of questionnaires |
In the context of the completion of the process of introducing the Federal State Educational Standard and the beginning of the transition to the implementation of the Federal State Educational Standard, in our opinion, these indicators are relevant. But the indicators may be revised annually, depending on the chosen areas of the VSOKO.
We see that VSOKO is not only a comprehensive analysis, but an integrative one.
Such a well-designed OO program. is not yet a guarantee of quality. Conditions are necessary for its implementation.
Similarly: excellent conditions are also not a guarantee, if, for example, the OOP is developed in violation of the regulatory requirements for it.
In the indicators characterizing the results of the implementation of educational educational programs, we carry out the level of program development by educational areas
Since the Federal State Educational Standard for Educational Education regulates that
4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children * (7). Mastering the Program is not accompanied by intermediate certifications and final certification of students *(8).
4.5. Targets cannot serve as a direct basis for solving management problems, including:
certification of teaching staff;
assessment of the quality of education;
It should be noted that one of the indicators characterizing the results of the implementation of the educational program is parents’ satisfaction with the quality of education (a survey is conducted).
For each area of the ESOKO, conclusions are drawn, analytical reports are drawn up, recommendations are developed, meetings of pedagogical councils, methodological councils, PMPK, administrative meetings are held, if necessary, management decisions are made, orders are issued.
Results of the VSOKO:
- At this stage, adjustments to the educational educational program are not required, but adjustments to the teachers’ educational programs are required.
- The developing teaching staff needs to be brought into compliance with the Federal State Educational Standard
- Plans and programs have been drawn up to bring conditions into compliance with the requirements of legislation (sanitary, fire, etc.)
- The goals and objectives of management activities for the next year have been determined.
- The opportunity to assess the level of openness and transparency of the educational process from the point of view of parents (legal representatives)
It should be noted that the results obtained revealed the need to analyze the DEVELOPMENT PROGRAM and MAKE ADJUSTMENTS
Thus, we can definitely saythat the organization of VSOKO is one of the tools for managing the functioning and development of preschool educational institutions.
Sections: School administration
The all-Russian system for assessing the quality of education regulates the creation of an internal system for assessing the quality of the educational process, which is built taking into account the main subjects and components of the educational process: students, teachers and resource support (organizational, material and technical, educational and methodological, information, financial).
According to the concept of the all-Russian system for assessing the quality of education, the internal system for assessing the quality of education provides for the use of the following assessment tools:
- Self-esteem of students.
- Internal monitoring of education quality.
- Evaluation of educational programs.
- Self-assessment of OU.
- Assessment of teaching staff.
- Assessment of individual achievements of students, including state (final) certification of graduates and intermediate certification of students within the framework of the internal education quality control system.
In the last decade, the development of approaches to assessing the quality of education has been carried out through a system of all-Russian, regional and international monitoring of the quality of education.
The solution to the problem of the quality of education depends on how timely and adequately the school responds to changes in the external environment, and on the needs of society. A conscious influence on emerging processes is necessary, which is impossible without studying their dynamics. Ensuring the proper quality of the educational system is achieved through objective information about the functioning and development of all its elements, obtained in a monitoring mode.
In a modern school, the correct distribution of job responsibilities in the organization of the educational process and the involvement of teachers in school management makes it possible to expand the base of management and self-government, which is also an important resource for improving the quality of the educational process.
Effective management of any complex matter, dynamic object and forecasting of its possible changes are possible only on the basis of a continuous flow of information and analysis of its state and those processes that ensure the dynamic balance of the system or threaten to disrupt it, therefore, to understand the processes occurring in education, for real management They require continuous monitoring of the state of the system, that is, monitoring.
It should be noted that this is not the first year that the Municipal Educational Institution “Boarding School of Secondary (Complete) General Education with. Nyda" takes part in all-Russian and regional monitoring such as: "Our new school", "School is a leader in education", Unified State Examination, GIA-9. The boarding school systematically uses elements of monitoring the educational process: the level of educational achievements of the class in subjects is monitored, the nature of the dynamics is monitored by quarter, half-year, and year. The monitoring carried out is carried out based on reports from class teachers and subject teachers. The analytical part of monitoring comes down to assessing the level of training of the entire class in comparison with the indicators of the previous period. But such monitoring does not allow us to see the dynamics of each student’s learning individually. This is caused by traditional processing of monitoring results and the inability to track the dynamics of changes in an individual student in the school as a whole. Very often, students show a low level of achievement for various reasons that are not directly related to this academic subject:
- falling behind in a subject due to absences due to illness;
- negative attitude towards the teacher of this subject;
- low level of cognitive interests in this subject against the background of a general low culture in society.
Thus, we consider the quality of education as a set of indicators that characterize the effectiveness of an educational institution for the purpose of developing the personality of the student and teacher, implemented on the basis of information technology.
At the boarding school there was a training quality assessment model(Fig.1)
Under the conditions of the introduction of the Federal State Educational Standard, the system for assessing the quality of the educational process is also characterized through the interrelationships of internal and external assessment systems, which complement, mutually condition, and mutually stimulate each other.
In the federal target program for the development of education for 2011-2015, approved. By Decree of the Government of the Russian Federation dated 02/07/2011 No. 61, the development of a system for assessing the quality of education and the demand for educational services is one of the priority tasks, the solution of which includes:
- creation and implementation of an independent system for assessing educational outcomes at all levels of the education system;
- development of a system for assessing the quality of vocational education;
- creation of a unified information system in the education sector;
- increasing the effectiveness of public and professional accreditation of educational programs.
A new component of the internal system for assessing the quality of the educational process of the Municipal Educational Institution “Boarding School of Secondary (Complete) General Education. Nyda" can be traced in the model of the system for assessing the quality of education and provides a complex of interconnected and interdependent structural elements grouped into blocks (Fig. 2.)
Model of the internal system for assessing the quality of the educational process in the context of the implementation of the Federal State Educational Standard
Block 1 “Implementation of individual training programs” includes: individual educational programs for management personnel, which can be aimed at meeting professional and personal needs in the field of mastering the theory and practice of managing innovative processes in order to ensure the Federal State Educational Standard; individual educational programs for teaching staff, which include activities such as advanced training, participation in various forums, conferences, interaction with social partners, preparing graduates for the State Examination, the Unified State Exam, self-educational activities; individual educational programs for students, which reflect all cognitive competencies and are studied using various diagnostics with the construction of an individual training program.
Block 2 “Requests of the external environment and products of the internal SOKOP” is formed from two structural elements: “portfolio of requests” and “portfolio of products”, which are based on the regulations of educational services and their main consumer groups determined by law.
Block 3 “Organizational structure of internal SOKOP” is accompanied by the creation of new structural units, special working groups and teams, a revision of traditional approaches to designing the job and role repertoire of employees whose functions are related to the development of SOKOP in the educational institution in connection with the implementation of the second generation Federal State Educational Standards.
Block 4 “Resources of internal SOKOP” describes the resource provision necessary for the effective development of an internal system for assessing the quality of the educational process.
Each block is one of the main components of the system for assessing the quality of the educational process of the educational institution in the context of the implementation of the Federal State Educational Standard.
Literatures
- Magazine “Directory of a Deputy School Principal” No. 8/August/2012, p.25
- Magazine "Directory of a Deputy School Principal" No. 7/July/2012, p. 23
- Master class for school leaders: management of methodological work / I.V. Nikishina. -2nd ed., stereotype. – M.: Planeta, 2012.
- New standards – new quality of teacher’s work. Practice-oriented educational and methodological manual. – M.: TC “Perspective”, 2013.
This provision provides for the necessary assessment procedures, the development and implementation of the VSOKO model, and ensures the assessment, accounting and further use of the results obtained.
Material developed and prepared
Vedeniktova Ekaterina Vasilievna
Deputy Director for MMR
Municipal educational institution Kazachinskaya secondary school
Kazachinsko-Lensky district
Irkutsk region
POSITION
on the internal system for assessing the quality of education
municipal educational institution
Kazachinskaya secondary school
1. General Provisions.
1.1. The regulation is a normative document developed in accordance with the “Law on Education in the Russian Federation” (Article 28, paragraph 3, subparagraph 13), on the basis of which the competence of the educational organization includes ensuring the functioning of the internal assessment of the quality of education (hereinafter referred to as IEQE). The charter and local acts provide the legal basis for the implementation of this system in accordance with the regulatory documents of the Russian Federation in the field of education.
1.2. The internal system for assessing the quality of education is an activity for information support for the management of an educational organization, based on a systematic analysis of the quality of implementation of educational activities, its resource provision and its results.
1.3. The provision applies to the activities of all teaching staff of an organization carrying out educational activities, carrying out professional activities in accordance with an employment contract, including teaching staff working part-time.
1.4. The organization carrying out educational activities ensures the implementation of the necessary assessment procedures, the development and implementation of the VSOKO model, ensures the assessment, recording and further use of the results obtained.
1.5. The following terms are used in this provision:
The quality of education– a comprehensive description of the educational activity and training of the student, expressing the degree of their compliance with federal state educational standards and the needs of the individual in whose interests the educational activity is carried out, including the degree of achievement of the planned results of the educational program;
Quality of conditions– implementation of sanitary and hygienic standards for organizing the educational process; catering at school; implementation of measures to ensure the safety of students in the organization of the educational process.
Education quality assessment– determination, using diagnostic and evaluation procedures, of the degree of compliance of resource provision, the educational process, and educational results with regulatory requirements, social and personal expectations.
Internal education quality assessment system– an integral system of diagnostic and assessment procedures implemented by various subjects of state and public management of an educational organization, to which certain powers are delegated to assess the quality of education, as well as a set of organizational structures and regulatory legal materials that ensure management of the quality of education.
Measurement– assessment of the level of educational achievements using control measurement materials in a standardized form, the content of which corresponds to the educational programs being implemented.
Criterion– a sign on the basis of which the assessment and classification of the assessed object is made.
Monitoring– comprehensive analytical tracking of processes that determine quantitative and qualitative changes in the quality of education, the result of which is to establish the degree of compliance of measured educational results, the conditions for their achievement and ensure a generally recognized system of state and public requirements for the quality of education, as well as personal requirements, fixed in regulatory documents and local acts students' expectations.
Expertise– comprehensive study and analysis of the state of educational activities, conditions and results of educational activities.
1.6. Education quality assessment is carried out through:
licensing;
state accreditation;
state (final) certification of graduates;
In-school control systems;
monitoring the quality of education.
1.7. The following are used as data sources for assessing the quality of education:
educational statistics;
intermediate and final certification;
monitoring studies;
sociological surveys;
reports from school staff;
attending classes and extracurricular activities
2. Main goals, objectives and principles
internal system for assessing the quality of education.
2.1. The internal system for assessing the quality of education is focused on solving the following tasks:
Systematic monitoring and analysis of the state of the education system in an educational organization to make informed and timely management decisions aimed at improving the quality of educational activities and educational results.
Maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results and at the stage of assessing the effectiveness of educational activities to achieve the appropriate quality of education.
2.2. Goals of the internal education quality assessment system:
Formation of a unified system for diagnosing and monitoring the state of education, ensuring the identification of factors and timely identification of changes affecting the quality of education in school;
Obtaining objective information about the functioning and development of the education system at school, trends in its change and reasons affecting its level;
Providing all participants in educational relations and public reliable information about the quality of education;
Making informed and timely management decisions to improve education and increasing the level of awareness of consumers of educational services when making such decisions;
Forecasting the development of the school educational system.
2.3. VSOKO is based on the following principles:
Objectivity, reliability, completeness and consistency of information about the quality of education;
- The reality of requirements, norms and indicators of the quality of education, their social and personal significance, taking into account the individual characteristics of the development of individual students when assessing the results of their training and education;
Openness and transparency of procedures for assessing the quality of education; continuity in educational policy, integration into the all-Russian system for assessing the quality of education;
Availability of information about the state and quality of education for various consumer groups;
Reflexivity, implemented through the inclusion of teachers in criterion-based self-analysis and self-assessment of their activities based on objective criteria and indicators; increasing the potential for internal assessment, self-esteem, and self-analysis of each teacher;
Optimal use of primary data sources to determine indicators of the quality and effectiveness of education (taking into account the possibility of their reuse;
The instrumentality and manufacturability of the indicators used (taking into account the existing capabilities of data collection, measurement techniques, analysis and interpretation of data, the preparedness of consumers to perceive them);
Minimizing the system of indicators taking into account the needs of different levels of management; comparability of the system of indicators with municipal and regional indicators;
Mutual complementarity of assessment procedures, establishment of relationships and interdependence between them;
Compliance with moral and ethical standards when conducting procedures for assessing the quality of education at school
3. Procedure for organizing VSOKO
3.1. Key directions of ESQE by levels of general education for the current academic year:
conditions for the implementation of educational programs;
achievement by students of the results of mastering educational programs.
3.2. The quality of educational activities, the quality of conditions and the quality of the result determine the logical structure of the ESQE, the composition of persons involved in assessing the quality of education, and the schedule of assessment procedures (monitoring system).
3.3. The internal system for assessing the quality of education is carried out in relation to the results of students’ mastery and the conditions for the implementation of the educational program at the corresponding level of general education and includes:
a starting assessment necessary for the design and (or) correction of the target section of the educational program, self-assessment of the compliance of the content of education with mandatory requirements, development of a “road map” of the conditions for the implementation of the educational program;
control assessment based on the results of the implementation of the PLO and the implementation of the “road map”;
border monitoring.
3.4. The initial assessment is carried out at the stage of design and (or) correction of educational educational programs of each level of basic general education and does not imply an assessment of the results.
3.5. The control assessment is carried out based on the results of mastering/implementing the educational program for the current academic year and includes an assessment of:
effectiveness of implemented/mastered OOP;
implementation of the road map;
students' achievement of planned results.
2.6. Midterm monitoring of the implementation of activities of individual subprograms/components of the PEP and analysis of the results of intermediate certification is carried out in order to determine the effectiveness of the development / implementation of the PEP.
4. Organizational and functional structure of VSOKO
4.1. The organizational structure involved in intra-school assessment, examination of the quality of education and interpretation of the results obtained includes: school administration, pedagogical council, methodological council, methodological associations of subject teachers, temporary councils (pedagogical council, temporary creative and (or) working groups, etc. .d.).
4.2. School administration:
Forms a block of local acts regulating the functioning of the school’s VSOKO and annexes to them, approves them by order of the school director and monitors their implementation;
Develops activities and prepares proposals aimed at improving the system for assessing the quality of school education, participates in these activities;
Provides, on the basis of the educational program, control and evaluation procedures, monitoring, sociological and statistical studies on the quality of education at school;
Organizes a system for assessing the quality of education, collects, processes, stores and provides information on the state and dynamics of development; analyzes the results of assessing the quality of education at the school level;
Organizes the study of information requests of the main users of the education quality assessment system;
Provides conditions for training school employees to implement control and assessment procedures;
Provides information on the quality of education to the municipal and regional levels of the education quality assessment system; generates information and analytical materials based on the results of assessing the quality of education (analysis of the school’s work for the academic year, public report, etc.);
Makes management decisions on the development of the quality of education based on the analysis of the results obtained in the process of implementing the VSOKO.
4.3. Pedagogical advice:
Helps determine strategic directions for the development of the education system at school;
Participates in the formation of information requests from the main users of the school’s education quality assessment system;
Takes part in the discussion of the system of indicators characterizing the state and dynamics of development of the education system;
Takes part in the examination of the quality of educational results, the conditions for organizing educational activities at school;
Participation in assessing the quality and performance of school employees;
Promotes the organization of work to improve the qualifications of teaching staff, the development of their creative initiatives;
Takes part in the discussion of the system of indicators characterizing the state and dynamics of development of the education system at school;
Makes a decision on the list of educational subjects submitted for intermediate certification.
4.4. Methodological advice and methodological associations of subject teachers:
Participate in the development of methods for assessing the quality of education; participate in the development of a system of indicators characterizing the state and dynamics of school development;
Participate in the development of criteria for assessing the effectiveness of the professional activities of school teachers;
Promote the training of school employees in the implementation of control and assessment procedures;
Conduct an examination of the organization, content and results of student certification and formulate proposals for their improvement;
They prepare proposals for the administration to develop management decisions based on the results of assessing the quality of education at the school level.
5. Assessment of the content of education and educational activities
5.2. The assessment of the content of education is carried out by deputy directors for educational and educational work, the pedagogical council on the basis of parameters and meters developed in the public organization.
5.3. As part of the content of education, the following are assessed:
5.3.1. For OO classes studying in accordance with the Federal State Educational Standards:
compliance of the structure and content of the curriculum with the structure and content of the basic curriculum of 2004;
the availability of curricula for students mastering OOP according to an individual curriculum;
the availability of materials confirming that the educational needs and requests of students and (or) their parents (legal representatives) are taken into account in the curriculum when forming the educational component;
availability of work programs for academic subjects, courses, disciplines in all subjects, courses, disciplines (modules) of the curriculum;
compliance of the content of work programs of academic subjects, courses, disciplines in all subjects, courses, disciplines with the requirements of the Federal State Educational Standards;
availability of educational programs;
availability of a schedule of extracurricular activities within the framework of the educational program;
availability of work programs and other documentation in areas of extracurricular activities, compliance of the content with the declared area;
implementation in full of the content of program material in areas of extracurricular activities;
availability of adapted educational programs;
availability of curricula for students mastering OEP in full-time, part-time and correspondence forms of education; according to an individual curriculum (according to the educational needs and capabilities of students).
5.3.2. For classes studying in accordance with the Federal State Educational Standard of NOO, LLC, SOO:
compliance of the structure of the educational program with the requirements of the corresponding Federal State Educational Standard (FSES NOO, FSES LLC, FSES SOO);
taking into account in the educational program the specifics and traditions of the educational organization, the social demand of consumers of educational services;
the presence in the curriculum of compulsory subject areas and academic subjects of the corresponding Federal State Educational Standard (FSES NOO, FSES LLC, FSES SOO);
compliance of the volume of hours for a certain period of study in accordance with the requirements of the relevant Federal State Educational Standard (Federal State Educational Standard of Educational Education, Federal State Educational Standard of LLC, Federal State Educational Standard of Special Education) and the educational plan of educational institutions by educational level;
the availability of materials confirming that the curriculum takes into account the educational needs and requests of students and (or) their parents (legal representatives) when determining the part formed by the participants in educational relations;
availability of work programs for academic subjects, courses, disciplines in all subjects of the curriculum, their compliance with the requirements of the relevant Federal State Educational Standard;
implementation in full of the content of program material in academic subject(s), course(s), discipline(s) (implementation of work programs);
availability of a program for the formation and development of UUD;
availability of a program for the spiritual and moral development of students (for primary general education);
the presence of a program for the socialization and education of students (for basic general education);
the presence of a plan for extracurricular activities within the framework of the educational program, its provision with work programs and other documentation in the areas of extracurricular activities, compliance of the content with the declared direction;
implementation in full of the content of program material in areas of extracurricular activities.
5.4. Evaluation of educational activities is carried out according to the following indicators:
5.4.1. The total number of students studying the basic educational program, including:
primary general education;
basic general education;
secondary general education.
5.4.2. Provided forms of education; number of students receiving education in each form:
part-time;
5.4.3. Provided forms of implementation of educational educational programs by level of general education, the number of students receiving education in each form:
using distance educational technologies;
using e-learning;
homeschooling according to an individual plan.
6. Assessment of the conditions for the implementation of the main educational program
6.1. The assessment of the conditions for the implementation of the main educational program by level of general education is carried out by the deputy director for water management, the head of the library, with the assistance of the deputy director for administrative and administrative management, according to the parameters and meters developed in the public organization .
6.2. Assessment of the conditions for the implementation of educational programs (by level of general education) includes analysis of:
staffing;
material and technical equipment;
quality of information and educational environment;
educational and methodological support;
library and information resources.
6.3. An assessment of the conditions for the implementation of the educational program (by level of general education) is carried out at the stage of its design / correction in order to determine the actual conditions and develop a “road map”.
7. Evaluation of the results of the implementation of the PLO
7.1. Assessment of the results of the implementation of the PEP, in part corresponding to the Federal State Educational Standards:
7.1.1. During the period of a gradual transition to the Federal State Educational Standards of general education (by level), only subject educational results are assessed for students mastering general education programs corresponding to the Federal State Educational Standards.
7.1.2. Assessment of subject results for the specified group of students is carried out in the following forms:
intermediate certification;
7.2. Assessment of the results of the implementation of the educational program, in part, in accordance with the Federal State Educational Standard:
7.2.1. Assessment of the achievement of substantive results of mastering the educational program in accordance with the Federal State Educational Standards of Non-Professional Education, Federal State Educational Standards of LLC, Federal State Educational Standards of SOO is carried out in the following forms:
intermediate certification;
cumulative assessment of individual educational achievements of students (using portfolio technology);
final certification of students at the institutional level (in subjects not included in the State Academic Examination (elective subjects);
analysis of the results of the state final certification.
7.2.2. Assessment of the achievement of meta-subject results of mastering PEP in accordance with the Federal State Educational Standards of Non-Educational Education, Federal State Educational Standards of LLC, Federal State Educational Standards of Special Education is carried out in the following forms:
comprehensive control work;
expert opinion on the results of students completing a group project.
7.2.3. CMMs for assessing students’ achievement of meta-subject results in mastering PLO at the appropriate level are developed on the basis of materials from CMMs at the federal level.
7.2.4. Recording of data on the assessment of meta-subject results is carried out in accordance with the parameters and indicators of the Programs of psychological and pedagogical support for the implementation of the Federal State Educational Standard of NOO and Federal State Educational Standard of LLC.
7.2.5. Assessment of the achievement of personal results by students in mastering the general education program in accordance with the Federal State Educational Standards of Non-Educational Education, Federal State Educational Standards of LLC, Federal State Educational Standards of Special Education is carried out indirectly, through non-personalized monitoring carried out by a psychologist or other person with the appropriate authority, as well as through statistical recording of individual achievements of students in the activities of educational programs.
7.2.6. Assessment of personal results is built into educational programs developed in accordance with the implemented educational standard.
7.2.7. Recording of data on the assessment of personal results is carried out in accordance with the parameters and indicators of the Programs of psychological and pedagogical support for the implementation of the Federal State Educational Standards of NOO and Federal State Educational Standards of LLC.
7.3. Current monitoring of student progress and intermediate certification of students:
are organized and conducted at the Municipal Educational Institution Kazachinskaya Secondary School in accordance with the Regulations on the forms, frequency and procedure for ongoing monitoring of academic performance and intermediate certification of students;
with the planned results of mastering the basic educational program at the appropriate level of general education.
7.4. As part of current control as formative control, an assessment of the educational outcomes planned by teachers’ work programs is carried out: subject and (or) meta-subject - depending on the implemented educational program.
Annex 1.
To the Regulations on Internal
quality assessment system
education at MOU Kazachinskaya secondary school
Objects of assessing the quality of education.
An object assessments | Indicators | Assessment methods | Responsible | Deadlines |
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I.Quality of educational results |
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Subject results | share of unsuccessful students; proportion of students with “4” and “5” grades; average percentage of completion of administrative control tasks; the share of students in grades 9 and 11 who passed the minimum threshold when passing the state certification in the subjects Russian language and mathematics; the share of students in grades 9 and 11 who received a certificate; average score in the subjects Russian language and mathematics based on the results of state certification; the share of students in grades 9 and 11 who received a special certificate; the share of students who completed 2/3 of the proposed tasks during current and final control in transfer classes. | Intermediate and final control; monitoring; analysis of final certification results | Deputy for Internal Affairs | based on the results of a quarter, half-year, academic year |
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Meta-subject results | The level of mastery of the planned meta-subject results in accordance with the list from the educational program of the educational institution (high, average, low). Dynamics of results | Intermediate and final control Analysis of classroom and extracurricular activities | in accordance with the HSC monitoring plan |
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Personal results | The level of development of planned personal results in accordance with the list from the educational program of the educational institution (high, medium, low). Dynamics of results | Monitoring research Analysis of classroom and extracurricular activities | Class teacher, Deputy for VR | in accordance with the HSC monitoring plan |
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Health of students | Level of physical fitness of students share of students by health group Proportion of students who go in for sports. Percentage of school absences due to illness. | Monitoring study Observation | Class teacher, health worker | Once every six months 1 time per month |
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Achievements of students at competitions, competitions, olympiads | The share of students who participated in competitions and olympiads in subjects at the level: school, city, region, etc. Share of winners (prize-winners) at the level: school, district, region, etc. The share of students who participated in sports competitions at the level: school, city, region, etc. Share of winners of sports competitions at the level: school, district, region, etc. | Observation | Classroom teacher Deputy for VR | in accordance with the HSC monitoring plan |
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Parents' satisfaction with the quality of educational results | Proportion of parents who spoke positively on issues of quality of educational results | survey | Class teacher, Deputy for VR | End of the school year |
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Professional self-determination | The share of 9th grade students who have formed a career plan The share of graduates of grades 9 and 11 who entered the UPR on a budgetary form of education | Class teacher, Deputy for VR | End of the school year |
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II. Quality of implementation of the educational process |
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Basic educational programs | Compliance of the educational program (FC GOS) with the Federal State Educational Standard: corresponds to the OOP structure contains the planned results, an assessment system, a program for the formation of (OUUN)UUD, programs for individual subjects, educational programs, a curriculum for classroom and extracurricular activities. Reflects in full the ideology of the Federal State Educational Standard (FC GOS. | Expertise | Director | twice a year, in accordance with the HSC plan |
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Work programs by subject | Compliance with Federal State Educational Standards (FC GOS) OOP compliance Compliance with the school curriculum | expertise | Director | ||
Extracurricular activities programs | Compliance with Federal State Educational Standards (FC GOS) Compliance with requests from parents and students. Proportion of students involved in extracurricular activities programs | Expertise Questionnaire Monitoring | director | Twice a year, |
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Implementation of curricula and work programs | Compliance of curricula and work programs with the Federal State Educational Standard (FC GOS) Completion percentage | Expertise final control | Director | once a year, in accordance with the HSC and monitoring plan |
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The quality of lessons and individual work with students | Compliance of lessons with the requirements of the Federal State Educational Standard (FC GOS): implementation of a systemic activity approach; activities for the formation of UUD; etc. | Expertise, observation | Director | During a year |
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Quality of extracurricular activities (including classroom management); | Compliance of lessons with the requirements of the Federal State Educational Standard, implementation of a systemic activity approach; activities for the formation of UUD; etc. | Questionnaire observation | Director | During a year |
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Satisfaction of students and their parents with lessons and conditions at school | Proportion of students and their parents (legal representatives) each class, who spoke positively on each subject and separately about various types of school living conditions | Questionnaire | 1 time per year |
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Organization of student employment | Proportion of students attending clubs, sections, etc. after school hours Proportion of students who took part in events organized during the holidays | Expertise | In accordance with the HSC and monitoring plan |
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III. Quality of conditions ensuring the educational process |
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Logistics support | Compliance of material and technical support with the requirements of the Federal State Educational Standard | Expertise | Director | 2 times per year |
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Information and development environment | Compliance of information and methodological conditions with the requirements of the Federal State Educational Standard Provision of educational literature for students School website compliance | Expertise | Director | 2 times per year |
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Sanitary, hygienic and aesthetic conditions | Compliance with SanPin requirements when organizing UVP Proportion of students and parents who spoke positively about the sanitary, hygienic and aesthetic conditions at school Rospotrebnadzor inspection results | control Questionnaire | In accordance with the HSC and monitoring plan |
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Catering | Hot food coverage Proportion of students, parents and teachers who spoke about the organization of hot meals | Monitoring questionnaire, survey | 1 time per trimester 1 time per year |
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Psychological climate in an educational institution | The proportion of students whose emotional state corresponds to the norm. Proportion of students, parents and teachers who spoke about the psychological climate (data collected by class) | Questionnaire | Psychologists | during a year |
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Using the social sphere of the microdistrict and the city | Proportion of students who visited cultural, art, etc. institutions. Share of students employed in preschool education Share of events carried out with the involvement of social partners, village residents, etc. | Monitoring | End of the school year |
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Staffing | Staffing with teaching staff with the necessary qualifications for each of the subjects of the curriculum; The share of teaching staff with a qualification category; The share of teaching staff who have completed advanced training courses; The share of teaching staff who received incentives in various competitions and conferences; The share of teaching staff who have methodological developments, printed works, and conduct master classes | Expertise | End of school of the year |
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Public and state management and stimulation of the quality of education. | The share of students participating in student self-government. The share of parents participating in the work of parent committees and the Council of the educational institution | Expertise | End of the school year |
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Document flow and legal support | Compliance of school documentation with established requirements Compliance with document flow requirements. Completeness of regulatory support | Expertise | director | During a year |
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