State budgetary

professional educational institution

Voronezh region "RST"

Report

Subject:

« Educational monitoring - as a means

education quality management"

Math teacher

Shevtsova N.N.

G.Rossosh

2016-2017 academic year

Table of contents:

I.Introduction.

II.Main part

1. Relevance, practical value

2. Monitoring - a dynamic system for tracking performance and

predicting the activities of the student and teacher.

3. Individual educational cards

4 . P support of the educational process in

in general for the group.

5. Implementation mechanism.

III.Conclusion

I . Introduction.

1. Relevance. Monitoring is the most important verification of the effectiveness of the implemented content of education, the methods used, and serves as the basis for the timely elimination of shortcomings in the educational process.Practical value - the accumulation in the monitoring mode of a set of indicators that are objective, understandable, transparent, quantifiable, presented in dynamics, allows not only to evaluate efficiency, but also make the right decisions to improve it.

In the 21st century, the central category of Russian educational policy is quality. The solution to this problem is impossible without effective management, which involves focusing attention and efforts on the main direction. All the experience and potential of science and education should be directed to solving the problem ─ improving the quality of education. In modern conditions, this is primarily necessary to improve quality management, which is inextricably linked, ultimately, with increasing the efficiency of the entire educational process.

An important role in the effectiveness of the management of the educational process is played by monitoring, which creates the necessary information support for the educational process. "Monitoring is the observation, assessment and forecast of the state of the environment in connection with human activities (Big Encyclopedic Dictionary, p. 831" The terms "pedagogical monitoring", "quality monitoring" appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring ""Pedagogical monitoring" is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development. "Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions , which allows you to track both the deviation from state educational standards and the level of satisfaction of the educational needs of the population.Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodical eskiy). The objects of pedagogical monitoring are all participants in the pedagogical process (teachers, students, class teachers and the pedagogical process itself).

Great importance is attached to the creation of an updated monitoring system, sinceas withouttracking the educational process, it is difficult to imagine the results of the teacher's work, as well as the success of learning subjects by students and mastering basic competencies.

2. Monitoring - a dynamic system for tracking the performance and predicting the activities of the student and teacher.

It is monitoring studies:

- help each participant in the educational process to comprehend their own activities;

- make it possible to determine howrational pedagogical and didactic means used in the process;

- make it possible to identify how adequate they are to the goals of the educational process and the age characteristics of students.

Obviously, in order to obtain the desired result, it is necessary to determine, monitor and control, first of all, the quality of the educational process, key competencies, the level of knowledge, skills and abilities acquired by students in each subject of the educational cycle. To do this, it is necessary to monitor the level of formation of mandatory learning outcomes in all subjects in the form of tests close to the USE: starting (input), intermediate (semi-annual), final (annual).

To prepare such monitoring, subject teachers need to: - compose or select test tasks or tasks in the form of a control work, which will reveal not only the degree, but also the level of assimilation of the material: reproductive (memorization and reproduction); reproductive-transformative (logical, inferential, conceptual thinking: transfer of learned samples to non-standard situations); research (productive) - problems, formulation, analysis of causes, hypothesis building, selection of adequate methodsproblem solution;

Prepare KIM close to the exam

Prepare specifications for assignments

Develop criteria for evaluating test papers

Analyze and summarize the results

The need to use testing technology along with traditional forms and methods of control is beyond doubt. The modern system of education at school is switching to this type of control: both as part of the final attestation of students in the form of the Unified State Examination, and as part of the attestation of the school. The practice of teachers who have implemented monitoring technology indicates that tests are the most effective, economical and informative tool that allows you to simultaneously solve a number of tasks:

allows students to test their knowledge on a wide range of topics,

prepare students for the technology of mass centralized testing, the USE,

Provides equal conditions for everyone in the control of educational achievements,

eliminates subjectivity in the evaluation of results,

facilitates the work of the teacher,

givesindependent statistically and graphically designed information about the assimilation of educational material by trainees.

As a result of this work, a test bank is created for all subjects in the form, and everything must be carried out using a computer.

Statistical data processing givespossibility:

determine the relative place of the student in the class and parallels,

to carry out the ranking of students (classes) according to a given parameter,

identify groups of students with high and low performance,

Track the dynamics of changes in results from year to year,

compare groups (classes, parallels) according to the given parameters,

Get a comparative assessment of the quality of teachers' work.

Methodological associations develop multi-level tests, instructions, criteria for assessing control work. The monitoring service prepares answer forms for the control work.

Test papers in all subjects are developed on the basis of specifications approved by the Ministry of Education of the Russian Federation, in the USE format. The results of the test work are analyzed for individual tasks, work options and are combined according to generalized indicators, on the basis of which one can judge the level of general education of students. Based on the results of testing, a record of completed tasks for each student is kept; a clear picture of academic achievement and gaps is created, both for individual students and for the class as a whole. The diagram of educational achievements based on monitoring data allows teachers to "see from the outside" the results of not only students, but also their own activities and plan areas for improving the educational process. When monitoring the effectiveness of tests, the work of "strong" students is monitored, which makes it possible to determine the level of assimilation of educational material, to record the dynamics of poor progress for timely decision making.

Teachers record mistakes individually for each student, mark poorly learned topics. They organize work to eliminate gaps in the knowledge of students, achieving complete assimilation of the material covered by each student. Individual work is carried out with the underachievers.

The main thing in the work is to compare the results obtained with the starting results.

Based on the conducted Monitoring of the quality of learning in subjects, individual educational trajectories are compiled that contribute to the elimination of gaps in knowledge and ensure progress and successful learning, awaken students.

An individual educational trajectory is a student's program of actions, built taking into account individual needs and opportunities and allowing to move in the direction that corresponds to his individual abilities.

In the context of pre-profile training and profile training, it is also planned to use individual curricula for the next year, which will make it possible to realize the various educational needs of students and their families in professional self-determination.

An individual curriculum is understood as a set of subjects (courses) selected for mastering by students from the curriculum of a general education institution, compiled on the basis of the Federal Basic Curriculum. The student will be given the right to independently form an individual curriculum, determine the timing and methods of its development, undergo intermediate and final certification procedures that correspond to the characteristics of the individual curriculum.

The main form of work on individual plans and educational trajectories is independent activity, accompanied by individual consultations, conversations with the teacher. The methodology of classes in individual training provides for the following forms of work: dialogue, workshop, independent work, testing, control sections.

3. Individual educational cards

When using these forms of individualization, individual educational cards are compiled, which indicate topics, goals, tasks. Students should be able to follow them and answer the questions asked. The application to this map is to monitor the quality of a student's learning on a given topic or course with the conclusions and recommendations of the teacher.

The goals of compiling an individual educational map:

Increasing interest in the subject, developing creative abilities, self-realization and self-development of the student. Organization of work in the zone of proximal development.

In addition, quality monitoring includes:

monitoring the results of students' participation in the school intellectual marathon;

monitoring of the final attestation of graduates, including the Unified State Examination;

monitoring of results control students and graduates.

monitoring the results of students' participation in city, republican and regional rounds of subject Olympiads and conferences;

monitoring of students' learning at the end of the six months and the academic year.

Also, introducing a new educational monitoring project, we made adjustments to the package of documents for class teachers.

4. escort the development of the educational process.

This activity involves the organization of the joint work of a psychologist and a class teacher, aimed at diagnosing the personal qualities of schoolchildren. These are inclinations, abilities of students, peculiarities of perception of educational material, motivation, etc. As well as identifying the reasons that impede teaching and communication, and then - solving the identified problems. In addition, attention can also be paid, depending on age, to accompanying professional self-determination, socialization, adaptation of the child, maintaining and strengthening the health of schoolchildren, and diagnosing students' educational achievements.

Studies have shown that the success of learning significantly depends on the characteristics of the student's motivation, general attitude. Learning outcomes are also influenced by socio-psychological factors such as interactions with peers, parents and teachers. Violations in any of these areas negatively affect the child's academic performance, despite the possible presence of good intellectual potential.

As a result of parallel use diagnostics and pedagogical monitoring, we obtain two series of data reflecting the same phenomena. This significantly expands the possibilities for interpreting the results. So, if according to the teacher is not successful enough in learning, but at the same time copes well with the tasks of intellectual tests, this indicates that the child's potential is not fully used. Diagnostics of the personal sphere allows us to clarify the causes of the situation and correctly determine the direction of correction.

Based on the results of pedagogical and psychological monitoring, we obtain data characterizing the student. It is here that the advantages of the computer version are most fully realized. Using the capabilities of computer technology allows you to quickly and with a high degree of reliability to process large amounts of data, present them in a user-friendly form.

Every quarter, analyzing the data on the teaching of a particular subject, diagrams and graphs are drawn up to judge the effectiveness of the work done.

To obtain information about the monitoring carried out at the school, forms of reporting and analytical materials are provided that allow you to track the dynamics of results, cumulative data on the educational achievements of students and professional achievements of teachers.

Such reporting forms of an educational institution allow obtaining, in addition to the results of the level of education and the quality of education in general, data:

About the movement of students, skipping lessons without good reason and for good reason;

On the number of students (in % terms) who completed the year with "4" and "5";

About the number of students with one two, three, four, in subjects;

- the number of students who improved and lowered their academic performance;

Accounting for students who have lowered and increased their performance makes it possible to assess the progress of students relative to themselves, relative to their previous successes and failures. Encourage students to make efforts, motivate them to achieve success. Recorded achievements and failures should guide students on how to avoid and improve them.

About subjects in which students have unsatisfactory marks;

This approach to quality monitoring will allow:

promptly correct the activities of participants in the educational process.

determine the level of students' learning in subjects;

identify and evaluate positive and negative trends affecting the quality of education;

When conducting an analysis, a combination of analytical information, diagrams, graphs is possible, diagrams. The diagram of educational achievements based on monitoring data allows teachers to "see from the outside" the results of not only students, but also their own activities and plan areas for improving the educational process. Monitoring involves the widespread use of modern at all stages. Processing and accumulation of data can be carried out in the form of tables, diagrams, various measuring scales, in text form.

The accumulation of pedagogical and administrative recommendations ensures the self-development of the system, transferring the work to a qualitatively new level. Over time, descriptions of typical problems and ways to solve them are accumulated and systematized, the most effective pedagogical methods are singled out, and it becomes possible to predict the direction of development of the educational system.

Thus, fundamentally new tasks have been set for the school today, and broad creative opportunities have opened up. Diverse experiments are being widely disseminated, new models of curricula and programs are being used, and the content and technology of a holistic pedagogical process are being rebuilt in the spirit of democratization and the priority of universal values. One of the steps in this direction is the use in school practice of a system for monitoring and managing the quality of education of students. With its introduction, it becomes possible to objectively evaluate the results of student activities, conduct timely analysis and adjustment of the educational process.

5. Implementation mechanism.

Monitoring studies can be carried out in three stages:Istage. Preparatory1. Goal setting.

2. Definition of the object.

3. Setting the timing.

4. Study of relevant literature.

5. Development of tools for pedagogical monitoring.

IIstage. PracticalCollection of information:-observation-interview-testing- questioning-Exit to the lessons-examinations

IIIstage. Analytical1. Systematization of the received information.

2. Analysis of the received data.

When conducting an analysis, a combination of textual analytical reference, diagrams, graphs, tables, diagrams, etc. is possible. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics of schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students at a given point in time, but also involves an analysis of the reasons for its inconsistency with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.

Requirements for the organization and conduct of pedagogical monitoring

1. Existence of a monitoring research program2. The set and form of monitoring indicators should be limited and constant over a specified period of time.3. Indicators should be evaluative in nature of education quality management.4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations

5. When conducting pedagogical monitoring, the following conditions must be observed:

Consistency- duration in time

Comparability-objectivity-comfort

1. It is necessary to determine the areas of activity for organizing and conducting monitoring:

In accordance with functional responsibilities

In accordance with the innovative, experimental activities of this educational institution

In accordance with the goals and objectives of this educational institution

2. When organizing and conducting monitoring, it must be taken into account that the main goal is to continuously monitor the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student

3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.

4. The purpose of the cut can be considered to determine the level of quality of knowledge of students at the beginning of the learning cycle

5. A cutoff schedule is drawn up, which is approved by the director of the educational institution

6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students

7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process

8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.

Conducting an intermediate cut is necessary to assess the success of students' advancement in the subject area, based on these cuts, the teacher evaluates the success of choosing his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.

9. To successfully track the level of learning, the quality of the formation of general educational skills, general educational thinking skills, it is necessary to form the content of education in such a way that at each stage of training, general educational, special skills and abilities of students are highlighted

10. Monitoring the level of learning to plan for the key points of the educational material at each stage of training, which provide a fairly successful assimilation of the material and, as a result, advancement in the practice of its application

11. To obtain objective results of the level of learning, monitor three indicators: the implementation of the standard (percentage of progress), the quality of knowledge (percentage of the quality of knowledge), the degree of class learning

12. Analysis of the level of training should be carried out taking into account all levels

An essential feature of monitoring is the determination of the general level of education of schoolchildren.

According to A.K. Markova, learning is those characteristics of mental development that have developed as a result of the previous year of study, i.e. stock of knowledge today.

L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.

V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study. All functions and steps of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of little value and low quality, or destroys the entire system. Of course, this cycle is filled in each case with different content. The implementation of a full cycle of pedagogical monitoring helps to increase the efficiency of the pedagogical process in the "teacher-student" system.

Efficiency.

This approach to quality monitoring will allow us to:

Obtain sufficiently complete information about the results of students' educational activities, taking into account the indicators of dynamics;

get an objective picture of the gaps in the knowledge and skills of students on the tested educational elements;

promptly adjust the activities of participants in the educational process

and individual approach to students with different levels of learning and learning in the classroom. Work with potential high achieversand good students during the quarter

Evaluate the progress of students in relation to themselves, in relation to their previous successes and failures.

Track the individual development of students, develop individual trajectories.

III .Conclusion . Monitoring helps, through analysis, to bring all the information into one whole, generalize it and get a general picture of the development of the educational process. Without information about the progress and intermediate results, without constant feedback, the management process is impossible. Lack of necessary information paralyzes the management process. However, an excess of information about small minor details also does not contribute to making the right decisions. The dynamics of learning outcomes is positive. The dynamics of the effectiveness of training at "4" and "5" is quite stable.

List of used literature

1. Matros D. Sh., Polev D. M., Melnikova N. N. Education quality management based on new information technologies and educational monitoring. Moscow: Pedagogical Society of Russia, 199p.

2. Potashnik M. M. Quality of education // Quality of education in modern school (collection of articles edited by A. P. Tryapitsina). St. Peierburg.2000.

3. Shishov S. E., Kalney V. A. Monitoring the quality of education at school. - M .: Pedagogical Society of Russia, 2000.- P.10.

4. School monitoring system as a factor influencing its effectiveness, pp.57-74 Scientific and practical journal. "Head teacher management of a modern school", No. 7 2007

5. Konasova N. Yu. New forms of evaluation of educational results of students. St. Petersburg, 2006.

6. Konarzhevsky Yu. A. Management and intra-school management. Moscow. Center "Pedagogical Search", 2000.

7. Shamova T. I., Tretyakov P. I., Kapustin N. P. Management of educational systems. M, "Vlados" 2001

8. Tebekina A. I., Klemeshova I. V. Intra-school control from "A" to "Z" M., "Arkti" 2007

In modern social conditions, educational institutions strive to ensure the qualitative achievement of educational results that correspond to the state educational standard, and the level of motivation, health and development of students necessary for this. Educational institutions try to work in a development mode, purposefully engaging in innovative activities.

In order to objectively answer the questions: what changes in the school and what needs to be done to improve the quality of the educational process, accounting is needed. Observation, measurement, fixation, analysis of the processes taking place in the school are necessary to develop a strategy for the successful self-development of the school. Only an accurate knowledge of whether we are moving forward or standing still makes it possible to consistently and competently carry out work to regulate and correct the educational process, that is, to increase the efficiency of its management and improve the school education system in order to improve the quality of its results.

Problem: How to properly organize monitoring in primary school in order to improve the quality of education?

Purpose of the study: identify how monitoring affects the quality of education of younger students in educational activities.

Based on the goal, the following tasks:

1. To study, analyze and summarize the psychological and pedagogical experience on this topic.

2. Check the effectiveness of the monitoring studies used.

3.Summarize the experience on this topic for subsequent translation.

Basic methods: d To solve the set tasks and verify the initial provisions in the study, a set of empirical methods was used - the study and analysis of psychological, pedagogical, methodological literature on the research problem, the study and generalization of the experience of teachers on the topic, the method of observation, practical work.

In solving the problems set for the modern school, special importance is attached to pedagogical monitoring, since without continuous monitoring of the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student, it is difficult to assess the effectiveness of the school.

Our school has developed a monitoring system that defines goals, objectives, objects, criteria, indicators, methods for collecting and processing information.

The purpose of monitoring is to track the dynamics of education quality and the effectiveness of education quality management.

Monitoring tasks:

Collection of information;

Processing, updating and entering information into databases;

Implementation of the primary analysis of information;

Creation of forecasts, analytical materials;

Improving the technology for monitoring the quality of education in an educational institution.

Monitoring is carried out at 2 levels - individual, personal and intra-school.

Individual or personal - carried out by me, as a teacher and class teacher (observation, fixing the dynamics of the development of each student and the class team as a whole). I keep individual development maps (cognitive sphere, emotional-volitional sphere, features of interpersonal communication, need-motivational sphere, spiritual and moral sphere, behavioral features in situations of intra-school interaction) and achievement cards in Russian language and mathematics (see Appendix). It is the monitoring carried out by me as a teacher that represents the system of pedagogical interaction "teacher-student" and ensures the development of the individual abilities of each student, including him in educational activities, taking into account his capabilities and abilities.

I carry out didactic, educational, psychological and pedagogical monitoring as a teacher and class teacher. Didactic monitoring - tracking various aspects of the educational process (the level of learning and learning of students, the quality of knowledge). Educational - tracking the level of upbringing, the level of the class team, society. Psychological - pedagogical - tracking the state of mental health of students, the development of their individual abilities, I carry out together with a psychologist. Monitoring helps me in my work with parents, I give recommendations to parents based on monitoring.

I carry out internal monitoring. An annual monitoring of the level of formation of learning outcomes is carried out in the form of tests in the Russian language and mathematics in primary grades:

Input - in order to determine the degree of stability of students' knowledge, identify the causes of loss of knowledge, eliminate gaps in the process of repetition, predict the possibility of successful learning (together with students - if the teacher conducts);

Intermediate - in order to track the dynamics of students' learning, correction of knowledge among poorly performing students;

Final - in order to determine the level of formation of ZUN, track the dynamics of learning, predict the effectiveness of further education of students. The results are entered into tables.

Monitoring of learning in individual subjects (thematic) in the native language, the world around is also carried out. At the same time, the monitoring of learning records the intermediate results of preparation for the implementation of the standard, which are necessary for further successful learning.

The formation of OUUN students is being monitored:

The level of formation of educational and logical skills (analysis, synthesis, comparison, classification, generalization) - 2 times a year;

The level of formation of reading skills, fluency, awareness and correctness of reading, writing speed and speed of computing skills.

Monitoring surveys of the quality of general education in grades 1-4 are carried out based on the materials of the Ministry of the Perm Territory, which make it possible to analyze and correlate the results, determine the dynamics of the progress of each student, and plan corrective work.

Monitoring of the formation of reading competence of 4th grade students is carried out annually based on the materials of the Ministry of the Perm Territory.

Monitoring the level of professionalism of primary school teachers in our school is carried out according to the following indicators:

Advanced training at the level of coursework, at the district level (RMO, PG), at the school level (SHMO, PG, seminars);

Quality of teaching (attendance of lessons, open lessons, introspection of lessons);

The study of pedagogical difficulties;

Use of modern educational programs, technologies;

The results of the educational activity of the teacher.

Without information about the progress and intermediate results, without constant feedback, the management process is impossible. Lack of necessary information paralyzes the management process. The most important is the information received in the system of intraschool monitoring. The administration will have to understand the abundance of facts, sort them out, weed out the irrelevant, highlight the main thing, evaluate them in terms of their impact on the course and results of the educational process, and only then make the most reasonable and optimal decisions.

Monitoring does not break the essential traditional control system, but requires ensuring its information stability, long-term, reliability and timeliness, which prevents the lack of information when developing recommendations and making managerial decisions. Monitoring helps, through analysis, to bring all the information into one whole, generalize it and get a general picture of the development of the educational process.

Findings.

The conducted studies have confirmed that monitoring effectively affects the quality of education of younger students in educational activities.

The most important type of monitoring for our school is monitoring the quality of teaching and education, since this type is directly related to educational technology and allows you to collect, describe and use information about the state of students and teachers at any time. Monitoring is necessary to build a controlled educational process, further improve the activities of teachers and administration to improve the quality of education.

Monitoring will allow for continuous monitoring of students' knowledge and diagnostics of the level of professionalism of teachers. The practical implementation of the monitoring system, that is, the collection, processing and transmission of information is carried out using information technology, however, our school needs special programs, I would like to get acquainted with the experience of other teachers and deputy teachers. directors for this topic.

The creation of a system for assessing the quality of education in Russia takes place during the introduction of educational standards and the emergence of the need to evaluate their achievement throughout the country. In this regard, the task is to create a system for obtaining objective information about learning outcomes in accordance with educational standards (including the definition of a set of criteria, procedures and assessment technologies, the organization of pedagogical monitoring and its use as an integral tool for managing the quality of education) at the level of an educational institution on the basis of which management decisions can be made. Modern pedagogical science and practice are faced with the need to move from traditional methods of collecting information about the school to pedagogical monitoring, by which we mean purposeful, specially organized, continuous monitoring of the functioning and development of the educational process and / or its individual elements in order to timely adopt adequate managerial decisions based on the analysis of the collected information and pedagogical forecast. The traditional system of assessing students' knowledge, which was formed during the Soviet school period and has rich experience in monitoring learning outcomes, due to its organizational and technological features, cannot meet these needs of society. Its results cannot be used to obtain objective quantitative and qualitative indicators that make it possible to manage the quality of education. The emergence of the concept of "monitoring" is associated with the formation and development of the information society, which needed objective and subjective information about the status of certain objects and structures. The educational system turned out to be too complex, multifaceted, so that it was possible to immediately create a system that would allow one to objectively judge the state of affairs. At present, various research teams in Russia are developing approaches to assessing the achievement of educational standards. The task is to analyze these approaches and assess the prospects of their application for the certification of students, as well as for building a system for assessing the quality of education in an educational institution. To do this, you need to have benchmarks for comparison. One of these guidelines can be an analysis of foreign experience, which allows to identify trends in the development of systems for assessing learning outcomes, the prevailing approaches in assessment activities, and assessment technologies that can be used to develop a monitoring system. The subject of analysis in this paper is the systems for assessing the results of schooling used in the United States at the state, regional and school levels.

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""Organization and approbation of the system for monitoring the quality of education in an educational institution" (new technologies for managing the quality of education)"

"Organization and approbation of the system for monitoring the quality of education in an educational institution"

(new technologies of education quality management)

The creation of a system for assessing the quality of education in Russia takes place during the introduction of educational standards and the emergence of the need to evaluate their achievement throughout the country. In this regard, the task is to create a system for obtaining objective information about learning outcomes in accordance with educational standards (including the definition of a set of criteria, procedures and assessment technologies, the organization of pedagogical monitoring and its use as an integral tool for managing the quality of education) at the level of an educational institution on the basis of which management decisions can be made. Modern pedagogical science and practice are faced with the need to move from traditional methods of collecting information about the school to pedagogical monitoring, by which we mean purposeful, specially organized, continuous monitoring of the functioning and development of the educational process and / or its individual elements in order to timely adopt adequate managerial decisions based on the analysis of the collected information and pedagogical forecast.

The traditional system of assessing students' knowledge, which was formed during the Soviet school period and has rich experience in monitoring learning outcomes, due to its organizational and technological features, cannot meet these needs of society. Its results cannot be used to obtain objective quantitative and qualitative indicators that make it possible to manage the quality of education. The emergence of the concept of "monitoring" is associated with the formation and development of the information society, which needed objective and subjective information about the status of certain objects and structures. The educational system turned out to be too complex, multifaceted, so that it was possible to immediately create a system that would allow one to objectively judge the state of affairs.

At present, various research teams in Russia are developing approaches to assessing the achievement of educational standards. The task is to analyze these approaches and assess the prospects of their application for the certification of students, as well as for building a system for assessing the quality of education in an educational institution. To do this, you need to have benchmarks for comparison. One of these guidelines can be an analysis of foreign experience, which allows to identify trends in the development of systems for assessing learning outcomes, the prevailing approaches in assessment activities, and assessment technologies that can be used to develop a monitoring system. The subject of analysis in this paper is the systems for assessing the results of schooling used in the United States at the state, regional and school levels.

Learning outcomes assessment system

All the main characteristics of the learning outcomes assessment system (basic approaches to the development of tools, characteristics of testing work, procedures for conducting, presentation of results, etc.) are determined by the main goals and objectives that are set for this system. In most cases, the system for assessing learning outcomes is given the main goal- Obtaining objective information about the functioning of the education system.

Systems for assessing learning outcomes can be divided into subsystems in accordance with the goals and objects of assessment:

assessment of individual educational achievements of students (state or growth dynamics) for the purposes of attestation (confirmation of obtaining a certain level of education), correction of individual student results, transition to the next level of education, selection of the level of study of individual academic subjects;

assessment of the level of educational achievements of the class, school in order to assess the activities of teachers or schools, improve the teaching and learning process;

monitoring the educational achievements of a selective population of students on the scale of individual regions or the country as a whole in order to assess the quality of education and development trends.

Use of test technologies

The word test comes from the English word "test" - test, test, study. In a narrow sense, an achievement test is a tool that measures the level of knowledge and skills mastered by students as a result of learning. A test - in a broader sense - is a standardized procedure, a set of methods for obtaining certain characteristics (quantitative) about the achieved level of knowledge, skills and abilities of the subject. Tests can include tasks of any type: closed (for example, with a choice of answers), open (with freely constructed answers), practical tasks, or others.

The features of the test, which distinguish it from control works, include the following: tests are developed in strict accordance with the theory of tests (classical or modern); they have stable statistical characteristics for the sample of students for whose achievement they were developed; the testing procedure is standardized (i.e. the execution of tests, verification, processing and interpretation of their results are carried out according to uniform rules); Tests are not oriented towards stating whether students have certain acquired knowledge or skills (although this information can be obtained from the results of tests), but to determine the level of assimilation of a certain set of educational material. These tests are called standardized. Tests developed by teachers or subject specialists, but not meeting all the requirements for standardized tests, will be called author's tests.

Tests are developed in accordance with national standards. Test results are correlated with achievement levels defined in national standards. Their meaning lies in the fact that they characterize the level of training (knowledge and skills) that the majority of students in the country reach at a certain age.

No country in the world can compare with the United States in terms of the breadth of the use of test technologies. Tests have always been used in the US as a political tool in educational reform since 1840 (Massachusetts Historical Society Documents, 1845-46). Why is testing so widespread in the US? D. Madaus refers to the following as the main reasons: dissatisfaction with the quality of education in the country, an increase in the number of decrees at the state and individual state levels on the mandatory testing, an increase in attention to the results of education, bureaucratization of the school and society as a whole. In 1992, the National Council on Education Standards and Testing (NCEST) in its documents defined the goals and scope of the assessment system for monitoring individual results and the education system in connection with the introduction of national standards for:

explaining to students, their parents and teachers the requirements for the level of educational achievements;

improving teaching and improving learning outcomes;

informing students, their parents and teachers about the achievement of educational standards;

ensuring that students, schools, districts, states, and the nation as a whole are accountable for learning outcomes;

assistance in making managerial decisions in the field of education.

Standardized tests should be used in every school to manage the educational process, improve the system of teaching and learning, monitor the results of the school, distribute students to different levels of classes or courses, and certify students.

Standardized tests, as a rule, are sufficient to be carried out once or twice a year in each school. But the author's tests, prepared by teachers, are held as necessary and always at the end of each topic. Very often, teachers use tests developed by the authors of the textbooks they work from.

Fundamentals of building a system for monitoring learning outcomes.

The following key issues play a special role in determining approaches to building a system for monitoring learning outcomes:

For what purpose will the system being created be used? What will be evaluated?

How objective, reliable and valid should the results be? Is it possible to interpret them?

What conclusions should be drawn from these results?

What problems might arise in the process of developing the toolkit and conducting the assessment?

Main approaches in the assessment of educational achievements

There are three main approaches to assessing the educational achievements of students:

criteria-oriented, which allows assessing how much students have achieved a given level of knowledge, skills and attitudes, for example, defined as a mandatory learning outcome (educational standard). In this case, the assessment of a particular student does not depend on what results other students received. The result will show whether the level of achievement of a given student meets socio-cultural norms, standard requirements or other criteria. With this approach, the results can be interpreted in two ways: in the first case, it is concluded whether the tested material has been mastered or not mastered (has reached the standard or not), in the second, the level or percentage of mastering of the material being tested is given (at what level the standard has been mastered or what percentage of all the requirements of the standard are met).

oriented on the individual norms of a particular student, the real level of his development at a given time. The result of the assessment in this case is the rate of assimilation and the amount of material learned in comparison with its initial starting level.

norm-oriented, focused on the statistical norms determined for a given population of students. The educational achievements of an individual student are interpreted depending on the achievements of the entire population of students, above or below the average - the norm. There is a distribution of students by rank. This approach is not correlated with the content of the learning process, and if the teacher conducts the test, then his assessment is most often subjective, because he makes his estimates relative to the average level of preparation of the class.

When assessing the achievement of educational standards, different approaches are used, depending on what is understood by the standards: the achievement of certain educational goals, the development of a certain content of an academic subject, or the achievement of certain levels of training.

Recent trends in the assessment of learning outcomes

1. Move to a cognitive perspective on learning and assessment:

from assessing only learning outcomes to considering also the learning process;

from a passive response to a given question to an active construction of the content of the response;

from the assessment of individual, isolated skills to an integrated and interdisciplinary assessment;

attention to metacognition (self-control, general educational skills and skills related to volitional manifestations of the personality (motivation and other areas that affect the learning process and educational achievements);

a change in the meaning of the concepts of "knowing" and "able", a departure from considering these concepts as some accumulation of isolated facts and skills and a new filling of the concept in terms of the application and use of knowledge.

2. Changing the form of evaluation: the transition from written verification to authentic verification, the main features of which are:

meaningful assessment for students;

use of tasks with a specific context (contextualized tasks);

focus on complex skills;

inclusion of tasks with several correct answers;

orientation of assessment to standards known to students;

assessment of the dynamics of individual achievements of students.

3. Changing the nature of the assessment , conducted by teachers, self-assessment of students, assessment conducted by parents: from a one-time assessment using a single meter (most often a test) to a portfolio (assessment of work completed by students over a certain time).

4. Transition from one-dimensional to multidimensional dimension - from the assessment of only one characteristic of educational achievements to the assessment of several characteristics at the same time.

5. Transition from the assessment of exclusively individual achievements of students to the assessment of the achievement of a group of students:

assessment of teamwork skills;

evaluation of the results of group work.

Educational standards and assessment of their achievement

As mentioned above, the main trend of the last decade is the introduction of standards associated with the assessment system, as expected, planned educational achievements or learning outcomes. Moreover, standards of achievement are considered as a mandatory minimum level of achievement. A standard is "a degree or level of requirements, a level of excellence or a level of achievement".

Assessment of minimum competence

Minimum competence tests do not evaluate educational achievements in general, but the student's competence in the context of making a decision (based on test results) about the subject's future path: studying at a subsequent school level or moving to a professional activity. The expression "minimum" (competence) means that not any level of educational training is assessed, including the maximum possible, but a sufficient and necessary level.

The minimum proficiency tests and the scope of their use are as follows: requirements:

At the test planning stage, a specification is developed that is clearly formulated and accessible to all interested parties, which describes in detail the structure of the test and all the skills being tested. Such a specification is used both for developing tests (by subject specialists and testologists) and for preparing for testing (by teachers and students).

The test should assess skills that are significant for the future life of the subjects, including cognitive skills. Getting a positive mark for completing a test should be socially significant.

Achievement standards must be defined and articulated in terms of school curricula.

The competencies and test items to be tested should not discriminate against any of the groups of students.

"Minimum" should separate students by level of preparation.

Due to the fact that there are no perfect tests, the final decisions about the fate of students should not be made only on the basis of test results. It is necessary to take into account other assessments received during the year, as well as the opinions of teachers, etc.

The results obtained in the framework of the minimum competence assessment can be used to inform the public about the results of education in school, i.e. to evaluate school performance.

Criteria for the analysis of the system for assessing learning outcomes:

Before the introduction of an assessment system, it is necessary to clearly define what students need to know and be able to do, and at what level.

The primary goal of a standards assessment system should be to help improve teaching and learning.

The student learning requirements, assessment tools and procedures, and how the results are used should be the same for all students.

Instruments for assessing the achievement of standards should be valid in relation to educational standards.

The results of the assessment of the achievement of the standard should be reported together with other relevant information required.

Teachers should be involved in the development and implementation of the assessment system.

The evaluation procedure and results should be clear to everyone (students, teachers, parents, managers and other users)

The scoring system used must be constantly improved.

Based on the above, in order to organize a monitoring system in an educational institution, it is necessary to use some promising approaches to organizing an assessment system: a combination of external and internal control of educational achievements; simultaneous assessment of the preparation of students at the mandatory (minimum) and advanced levels; wider use of tasks that are valid in relation to the requirements for the level of preparation of school graduates (for example, tasks with freely constructed answers, practical tasks, etc.); wider involvement of teachers in the process of monitoring educational achievements; use of test development technology within the framework of modern test theory; creation of mechanisms for ensuring the quality of test development; organization of public and professional expertise at the most important stages in the development of tests used for attestation of students and monitoring the quality of education.

It is inappropriate to use approaches or technologies that are abandoned by most developed countries (for example, use only tests with closed tasks or with a small number of open tasks, use only author's tests for the monitoring system, use test results only for certification, compare the results / tested / using uncalibrated tests, etc.)

We see the solution to this problem in the use of modern information technologies for diagnosing the results of the educational process. For this purpose, you can use the Internet version of the "Porcupine" test system, which is a comprehensive automated diagnostics system as a software tool based on computer testing technology and computer processing of test results. Such a system allows both the teacher and the educational institution as a whole to develop a test base and automate the process of obtaining information about learning outcomes.

The system provides:

creation of test programs, computer testing, formation of a database of test results, analysis of test results, generation of required reports and, accordingly, consists of the following modules:

Test program "Porcupine";

Test constructor;

Computer test base;

Module for processing and generating test results;

Module for analyzing test results and generating reports.

By adapting the system to the tasks and goals of our educational institution, we can organize current operational control over the course of the educational process using control and measuring materials (test base). All KIMs correspond in terms of complexity and form to the Unified State Examination (USE), many tasks are taken from the open federal database of the USE, which allows for rehearsal computer (without forms) testing of graduates, timely correction of knowledge, and avoiding the use of uncalibrated tests.

System for monitoring the quality of education in an educational institution.

Purpose of monitoring: promptly and timely identify all changes occurring in the field of activity of an educational institution. The obtained objective data are the basis for making managerial decisions.

Subjects and objects of pedagogical monitoring.

Subjects of monitoring all participants in the educational process. The degree of their participation is different, but all of them (both teachers, and students, and parents, and the public) receive information, analyze it.

Monitoring objects are the educational process and its results, personal characteristics of all participants in the educational process, their needs and attitude towards the educational institution.

Development and approbation of the pedagogical monitoring system.

System - a set of elements that are regular with each other, representing a certain integral formation, unity (Explanatory Dictionary). In any sphere of human activity, it is impossible to achieve positive dynamics without a conscious (by all or many) and accepted system. The creation of a theoretical model of the system of pedagogical monitoring is the first step towards managing the quality of education.

Existing monitoring systems can be grouped according to the following criteria:

I group- monitoring the level of ZUN of students ("goal - result")

II group- monitoring associated with the direct accumulation and structuring of information;

III group- monitoring systems built using the "input-output" model;

IV group- monitoring systems at the level of an educational institution.

With their help, attempts are made to answer questions about the effectiveness of a particular teaching technology, to identify factors that affect the quality of education, to find examples of the relationship between a teacher's qualifications and teaching results.

Group	Monitoring objects	Methods, directions
I	The effectiveness of the educational process	- testing (test tasks and KIMs of the final certification), - analysis of the level of learning and learning of the student, - information card of the student's current progress and attendance.
II	Accumulation and structuring of information about teachers, material and technical equipment of the educational process	teaching staff, their qualifications; - general indicators, material and technical base; - complex methodological support of the educational process; - the effectiveness of the educational process; - the effectiveness of the educational process; - innovative and methodical activity; - monitoring the quality of the functioning of an educational institution (schedule, etc.)
III	Model "input-output"	- psychological and pedagogical characteristics of students (including the level of readiness of first-graders); level of training and learning; - study of the development of key competencies in students (observation and evaluation map); - school graduate model (elementary, basic and secondary), - admission to higher and secondary vocational schools, - the employer and the problem of employment.
IV	At the level of an educational institution	- position on the best teacher, head of the methodological association, class teacher, etc. (performance results and incentive system); - studying the needs of all participants in the educational process.

However, the principle of consistency in conducting pedagogical monitoring can be implemented only if cyclograms are developed.

Annual cyclogram of pedagogical monitoring in educational institutions

Subject of monitoring (objects of monitoring)	Monitoring objectives	Periodicity	Responsible (subjects of monitoring)	Result
General indicators and material and technical base of the educational institution	Collection of statistical data on the equipment of the educational process, on the level of qualification of teaching staff and the dynamics of changes in the qualitative and quantitative composition of students	2 times per year	Heads of methodological associations, deputy. dir. for water resources management	Analytical notes, diagrams
Educational and methodological support of the educational process	Collection of information on the provision of the educational process with educational and methodological literature, visual aids, etc.	1 time per year (December)	Heads of methodical associations, librarian	Pivot tables, charts
Methodological work of the school	Creation of a data bank on the methodological activities of a methodological association, creation of conditions for a systematic analysis of methodological work	2 times a year (September, May)	Heads of methodological associations, deputy. director of water resources management, members of the methodological council of the school	Analytical report including graphs and charts
Teacher activity	Collecting information about the level of professionalism of teachers, about the directions of their methodological development and improvement, compiling a rating of teachers	Monthly	Deputy dir. for water resources management	Tables, references, diagrams
Activities of the class teacher	Determination of the level of professional competence of the class teacher, the creation by the class teacher of a data bank of students, information about their level of education, upbringing, the level of development of the class team and the formation of basic competencies among students	Monthly	Deputy dir. in VR, social pedagogue, pedagogue-psychologist	References, tables, diagrams
Normative planning documentation	Analysis of the quality of the compiled work programs and calendar and thematic planning	2 times a year (September, April)	Heads of methodological associations, deputy director for water resources management	Protocols
Student activities	Determining the level (quality) of students' learning	Monthly	Class leaders, deputy. dir. on UVR, teachers - subject teachers, teacher - psychologist	Analytical reports, charts, tables

The solution to the problem of the quality of education depends on how timely and adequately educational institutions will respond to changes in the external environment, to the needs of society, social order, how effective and pedagogically justified methods and technologies will be chosen, how objective, independent and systematic the examination of the activities of an educational institution will be. .

Analysis of the current state of quality monitoring at the regional level: Trends in the development of regional structures of the education quality assessment system. The main indicators of the quality of education used at the regional level Centers for assessing the quality of education: functions and data used. Studies of the quality of education conducted in Russia in recent years

Stages in the formation of regional structures of the system for assessing the quality of education: Stage I Accompanying certification procedures (until 2000) Either specialized centers and services appear, or these areas of activity are included in the functionality of regional governments and regional institutions (centers, services, etc.) of development education. Stage II An experiment on conducting a unified state exam and a large-scale experiment on improving the structure and content of general education (Since 2000) Organizational development of already established centers, their instrumental and technological development, expanding the range of research conducted in the regions Emergence of centers (consortiums) for monitoring the quality of education III stage Creation of regional information centers (RICs) in 32 regions Among the tasks of the RICev is the development of indicators for monitoring the quality of education, as well as the preparation of analytical materials, the creation and maintenance of databases on scientific and pedagogical personnel, on educational and methodological support of the educational process, on educational projects and programs .

Directions for Consolidation of the Education Quality Monitoring System Recommendations on Organization of Education Quality Monitoring at the Sub-Federal Level. Possible organizational schemes for the interaction of municipal, regional and federal structures within the framework of the national system for monitoring the quality of education Recommendations for the development of systems for monitoring the quality of education

The main indicators of the quality of education used at the regional level EXTERNAL SOCIAL CONDITIONS IN WHICH EDUCATION OCCURLS life expectancy income level number of illiterate adults (per 1 thousand) % of those living below the poverty line unemployment rate vacancies in the labor market GRP share of the budget for education

Population characteristics: student birth rate planned indicators of school-age children statistical health indicators family statistics children left without parental care crime statistics Population characteristics: teaching staff number of people employed in education Demographic characteristics (age, gender) vacancies; Employment inquiries Qualification level Economics of education Annually allocated funds (federal, regional, municipal, private Budgets and costs (federal, regional, municipal, school) Annual per capita expenditure Teacher salaries

Educational institutions Number of educational institutions Number of accredited educational institutions Types of educational institutions (urban, rural, primary, secondary, ... higher, universities ...) Main and additional sources of financing of educational institutions Attendance (average, average daily) Enrollment in specialized education (in secondary school) - by types programs coverage of supplementary education programs coverage by form of education (full-time, evening, external studies, distant ...) number of secondary school teachers demographic characteristics of teachers, level of education, involvement in the professional development system) average class size number of students per teacher number of students per 1 technical personnel number of employees of the administration staff turnover indicators of the equipment of the educational process (number of computers for students, for the administration ...) characteristics of buildings, heating, lighting and sewerage systems Library fund

Educational outcomes Number of those who received a certificate Number of repeaters (main school) Number of those who received a certificate (complete secondary school) Number of those who achieved a basic level in Russian language and literature (in elementary, basic, high school) Number of students who achieved an advanced level of training in Russian language and literature (in elementary , middle school, high school) number of people who achieved basic level in mathematics (in elementary, middle school, high school) number of people who achieved advanced level in mathematics (in elementary, middle school, high school) literacy rates according to the results of international comparative studies (PISA, TIMSS) number those who successfully passed state exams average scores in USE subjects, results for individual groups (percentiles) number of students enrolled in higher professional educational institutions awn

The main activities of the Centers are: conducting attestation procedures (in the regions participating in the USE experiment, this includes the final assessment of secondary school graduates); conducting monitoring studies (mainly - the level of education of schoolchildren, but also sociological, diagnostic studies, physiological monitoring, etc.); analytical activity; scientific and methodological activities in the field of theory and practice of pedagogical measurements.

Functions of the Education Quality Assessment Centers: - assess the state of the regional education system, - provide information support for the initiated process of education modernization; - predict the development of the regional education system from the standpoint.

Data used: data of state statistics, data of the final attestation of students, data of attestation and accreditation of educational institutions, attestation of teaching staff, monitoring studies of the state and learning outcomes in individual subjects.

The problem of interaction between structures involved in monitoring the quality of education at the federal and regional levels has several aspects. On the one hand: 1. There is an unconditional mutual need for the exchange of information 2. There is a need for methodological coordination of education quality studies conducted at various levels and in various regions. The lack of such coordination often leads to the fact that the data of the results of different surveys are not comparable and, therefore, do not make it possible to conduct comparative studies 3. At the regional level, there is a need for methodological assistance from federal centers in the development of tools and in the analysis of survey results.

On the other hand: 1. The subordination of regional centers to local education authorities in some cases limits the possibility of exchanging information 2. Lack of funds limits the ability of federal-level centers to provide effective methodological assistance to regional centers both on a contract basis and at their own expense. 3. Lack of funds also limits the possibility of conducting research in the regions initiated by federal centers. 4. The lack of authority does not allow federal-level centers to carry out real coordination of research conducted in the regions, for example, to insist on correcting the tools and program of a particular survey to ensure comparability with the results of research carried out in other regions or on a national scale.

The solution to this problem is seen in two complementary directions. 1. Creation at the federal level of a center for coordinating research on the quality of education with a budget that would allow contracting regional centers to conduct specific research. The disadvantages of this option are: the limited activity of studies initiated at the federal level, the risk of duplication, only a partial solution to the problem of comparability of the results of studies conducted in certain regions with other studies of a national or regional scale, a low level of involvement of regional centers in the process of forming a single information and methodological monitoring field the quality of education.

2. Creation of an association. Regional centers for analysis of the quality of education - members of the association agree with the following: Before the start of each survey conducted in the region, a description of this survey (methodology, tools, principles of sampling, etc.) is submitted to the federal center, which gives its opinion and recommendations for adjusting the methodology etc. in order to ensure comparability with other similar studies. The regional center has every right not to accept recommendations, but then it loses the ability to compare its results with others. The Federal Center for Evaluation of the Quality of Education assumes the functions of disseminating information about the results of surveys, to the extent that it has the permission of the developer. As well as informing about the research itself, conducted at the national and regional level. Functions can also be distributed in other ways, for example, one of the regional centers can take over the formation and support of a database on education quality research, but the other members of the Association undertake to provide as complete information as possible on the methodology and results of surveys. Funds for the implementation of general coordination and information functions can be formed from funding from the Ministry of Education, contributions from participants and other sources.

Organizational and technological scheme for the analysis of the quality of education Development of a methodology and survey program Conducting a survey Processing results Content analysis Development of a methodology and survey program Conducting a survey Processing results Content analysis toolsConducting the Unified State ExamProcessing the results Content analysis Regional Studies Targeted surveys Unified State Examination International Studies

MONITORING THE QUALITY OF EDUCATION: BASIC CONCEPTS

Maminov Sergey Valerievich
Federal State Budgetary Educational Institution of Higher Professional Education "Magnitogorsk State Technical University named after Nosov"
post-graduate student, teacher of mathematics, secondary school №60, Magnitogorsk

annotation
The article describes the concept of monitoring, its difference from diagnostics, and the areas of application of monitoring results. Monitoring in the pedagogical sense is primarily aimed at improving the quality of education and is associated with this concept. It should be understood that monitoring the quality of the educational process at school is one of the main factors in increasing the effectiveness of this process. In terms of ensuring an individual approach to each student, it is very important to correctly conduct a qualitative and quantitative analysis of their knowledge and skills. But this is a rather laborious and time-consuming process, so there is a need to use information tools to simplify many stages.

MONITORING OF QUALITY OF EDUCATION: BASIC CONCEPTS

Maminov Sergey Valeryevich
Nosov Magnitogorsk State Technical University
postgraduate, math teacher in municipal educational institution Secondary school №60

Abstract
In article it is told about concept of monitoring, its difference from diagnostics, about scopes of results of monitoring. Monitoring in pedagogical sense first of all is directed on improvement of quality of education and connected with this concept. It is necessary to understand that monitoring of the quality of educational process at school is one of the major factors of increase of efficiency of this process. In the conditions of providing an individual approach to each pupil, it is very important to carry out correctly the qualitative and quantitative analysis of their knowledge and abilities. But it is a process, quite labor-consuming and expensive on time, therefore there is a need of use of information means for simplification of many stages.

The level of education quality is determined by the results of two interrelated processes - diagnostics and monitoring.

Very often, monitoring the quality of education is identified with the concept of diagnostics. However, they should be distinguished.

“Diagnostics is the establishment, study and evaluation of useful properties, characteristics and signs of quality that determine the state of the object or phenomenon under consideration, in order to find out the causes of this state (by determining factors that contribute to or hinder the improvement of this quality), to determine the potential for influencing this state , as well as for predicting deviations according to the selected parameters in order to make reasonable pedagogical actions and management decisions aimed at the identified causes.

"Monitoring is defined as an organized observation of a controlled process by tracking, using a certain methodology, the values ​​​​chosen to control the parameters and comparing them with predetermined (in the form of a norm and / or scale) allowable (acceptable) values" .

Thus, we define pedagogical monitoring as a structure consisting of collecting, storing, processing and disseminating information about the work and development of an educational organization (or its structures), which allows us to continuously monitor its state, evaluate the effectiveness of achieving the goal and predict its development.

Generally speaking, the implementation of monitoring studies involves the passage of five successive stages:

1) setting goals, preparing a plan for conducting research;

• setting the goal of monitoring;
• identification of the monitoring object, its analysis and classification;
• determining the form and scope of monitoring, the time for its development and implementation;
• indication of possible consumers of information;
• determining decisions that can be made based on the information received.

2) development of tools;

The toolkit should make it possible to collect the necessary information in accordance with the optimally developed criteria for the effectiveness of the educational system under study. For each criterion, it is planned to develop a system of indicators characterizing the presence and level of development of this criterion.

General performance requirements are as follows:

• the maximum breadth of coverage of the field of possible problems, results;
• possibility of use in management practice;
• simplicity and reliability of determination.

Criteria for the effectiveness of the activities of an educational institution (according to Yu.A. Konarzhevsky):

• efficiency and effectiveness of intra-school management;
• efficiency and effectiveness of innovative work;
• state and productivity of methodical work;
• the state and effectiveness of the quality of teaching;
• status of work with parents;
• the level of education of students;
• the state of health and physical development of students;
• the state of attendance by students of training sessions;
• interaction with the external environment;
• the level of development of students, academic performance, quality of knowledge.

To assess the level of development of each criterion, it is necessary to develop indicators characterizing its presence. The indicators will form the basis of a toolkit that allows you to track the development of this criterion, i.e. to monitor it.

Possible indicators of the performance of tests by students in the course of monitoring the quality of education:

• the percentage of students who coped with the work (“done the work”, “passed the test”);
• the average percentage of correct completion of all tasks of a work or a group of tasks, allocated according to some criterion (for example, tasks for a certain section, topic);
• a number of distribution of students according to the number of correct answers to all tasks of the work or to a group of tasks;
• the average number of correct answers to all tasks of the work or to a certain group of tasks;
• a number of distribution of students according to the number of correct answers to all tasks of the work or to a group of tasks, depending on the state of the factors;
• the percentage of correct completion of each task;
• the percentage of non-response to the task and the percentage of the choice of each of the incorrect answers offered to it).

3) collection of information;

4) processing and analysis of the obtained results;

The main area of ​​application of monitoring results is management, and it is aimed at improving the efficiency of the managed system. In this regard, the development of recommendations based on the results of monitoring is the most important stage in its implementation.

In the context of the development of information technologies, and hence the need for informatization of the educational process, the question arises that the traditional methods of monitoring the quality of education in schools should be used with the use of information tools. The current level of development of information technology allows monitoring at any stage of the educational process, using various information tools, quickly, efficiently, visually and with instant processing of the results and displaying them in the form of graphs, diagrams, diagrams or tables.

When conducting monitoring, it is necessary to take into account that its results make it possible to build work in an educational institution, taking into account the personal qualities of students and the comprehensive development of the child.

Monitoring the quality of the educational process at school is one of the main factors in increasing the efficiency of this process. In terms of ensuring an individual approach to each student, it is very important to correctly conduct a qualitative and quantitative analysis of their knowledge and skills. Such an analysis is a complex multifactorial relationship with a large number of variables.

Carrying out such an analysis often requires a lot of effort and time for statistical calculations. Evaluation of the quality of training using computer technology can significantly reduce the time and labor costs of analysis and increases the information content of the results.

It is convenient to accumulate and process data on the quality of training using standard computer tools. At the stage of approbation and accumulation of data, Microsoft Excel spreadsheets can be used. They are available even to novice users, they have powerful tools for processing and visual presentation of information. The use of a computer also makes it possible to comprehensively diagnose and evaluate the teacher's activities, which makes it possible to plan the provision of assistance to improve professional skills.

In addition to using the capabilities of office programs in monitoring the quality of the educational process, specialized software systems designed to solve a wide range of tasks can be used.

For example, an interactive system for assessing the quality of knowledge VOTUM. With its help, the teacher can quickly and effectively control the knowledge of students at any stage of learning. At the same time, the work is carried out in the form of tests, surveys, competitions, which allows stimulating socially useful activities in the classroom, ensuring success for each student.

Various forms of test tasks allow us to approach the quality control of education, taking into account the individual characteristics of children, and the convenience and speed of this form of work contributes to the establishment of cooperation links between students and the teacher.

As a result of the work of this interactive system, each student receives the result immediately after the end of the work, and the teacher, based on the collected results, can outline the path of movement with each student in the educational process.

To implement monitoring of the quality of training, effective data collection tools are needed that meet the requirements for the quality of measurements. A universal means of assessing the quality of education is a questionnaire. The questionnaire, as a scaled model of the object of study, should reflect the main properties of the object, be compact, concise, and its semantic content should not go beyond the competence of the experts using it. The use of a scaled questionnaire makes it possible to perform mathematical processing of data, to obtain fundamentally new generalized information suitable for management purposes, based on the principle of humanization and humanitarization. The compactness of the questionnaire makes it possible to avoid unreasonable labor costs during assessments and ensure the manufacturability of the measurement process. One of these questionnaires is the lesson quality questionnaire, the authors of which are E.A. Yunin and A.I. Sevruk.

Savva L.I., Maminov S.V. Monitoring the quality of school education in modern conditions / L.I. Savva, S.V. Maminov // Innovations in the modern world: Sat. articles Int. Scientific-practical. conf. . - Moscow: RIO EFIR, 2015. - 74, pp. 54-57, 55p.

Management of the quality of professional training, retraining, advanced training of state and municipal employees: Basic provisions and approaches. - Moscow: RAGS, 2002. - 52 p.

Filimonova, I.V. Monitoring the quality of education at the municipal level in the aspect of humanization [Electronic resource] / I.V. Filimonov. – Access mode: http://refdb.ru/look/3298297.html

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