Currently, there is no single point of view regarding the definition of the concepts of "quality", "quality of secondary vocational education". In recent years, such concepts as “quality of education”, “quality of training of specialists”, “quality of the content of education”, “quality of educational services”, “internal and external quality control system of training of specialists” have appeared and come into life. In this work, the following concepts are used:
The quality of education (in a broad sense) is a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society, individual social groups in the development and formation of life, professional, civic competencies of an individual.
We interpret the quality of professional pedagogical training (quality of education in the narrow sense) of a future teacher from the standpoint of a competency-based approach as a criterion that characterizes the state and effectiveness of the education process, its compliance with the needs and requirements of society in the development and formation of professional pedagogical competence of a specialist.
Education quality standards - identified, recognized, documented systems of requirements for the quality of specialist training (as a result, as a process, as an educational system), corresponding to the needs of society and the individual as a secondary pedagogical education of a certain structure and level.
Criteria for the quality of education - a sign of the degree of conformity of quality
training of a specialist (as a result, as a process, as an educational system) to established norms, requirements, standards, standards.
Assessment of the quality of education -the process, as a result of which the degree of compliance of the educational process, the conditions for its provision and the results of educational activities with the system of requirements for the quality of education, fixed in regulatory documents, is determined.
Indicators - a system of the main characteristics of the OS activity, i.e. specific characteristics of the state of the OS, changing in the process of its development; characterize the potential of the educational institution and the results of its activities.
Criteria - signs on the basis of which the evaluation of the activities of the educational institution for this indicator is carried out; determine the general requirements for the activities of the educational institution, established at the federal and regional levels; established in accordance with the requirements of regulatory documents for the conditions and content of the activities of the educational institution for this indicator.
Indicators - quantitative or qualitative assessments of the criteria, allowing to determine the current state of the educational institution, to carry out a comparative analysis of the established standards with the actual data of the educational institution.
Competence - the ability to apply knowledge, skills and practical experience for successful work.
General competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems common to many types of professional activities.
Professional competence - the ability to successfully act on the basis of skills, knowledge and practical experience in the performance of a task, solving the problem of professional activity.
Competence - a person's competencies for the successful implementation of labor activity.
The legal framework governing the process of assessing the quality of training of specialists, currently consists of documents of the federal, regional levels and local documents of the organization.
The following documents have been adopted at the federal level:
Decree of the Government of the Russian Federation of April 15, 2014 N 295« On approval of the state program of the Russian Federation« Development of education» for 2013 - 2020»;
Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation";
Federal state educational standards of secondary vocational education (2009);
professional standard« Teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher)», approvedOrder of the Ministry of Labor and Social Protection of the Russian Federation No."eighteen"October 2013 No. 544n.
Regional legal documents regulating the process of assessing the quality of training of mid-level specialists:
Regional law on the formation of the Arkhangelsk region, adopted by the Arkhangelsk Regional Assembly of Deputies (Resolution of June 26, 2013 N 1970);
State program of the Arkhangelsk region« Development of education and science in the Arkhangelsk region (2013-2018)», approved by the Decree of the Government of the Arkhangelsk Regiondated October 12, 2012 N 463-pp;
Decree of the Government of the Arkhangelsk Region dated December 01, 2014 No. 1618« On approval of the regulation on the public council for conducting an independent assessment of the quality of educational activities located on the territory of the Arkhangelsk region of organizations engaged in educational activities».
To determine the essence of assessing the quality of training of mid-level specialists, using the existing literature and legal framework, we will analyze the following concepts: the quality of education, the quality of specialist training, and the assessment of the quality of education.
We will proceed from the following conceptual provisions. Quality is a multilevel, multidimensional, multifunctional and multidimensional category. According to O.E. Permyakova and S.V. Menkova, the concept of "quality of education" has a philosophical character, that is, "establishesa set of properties and a measure of the value of the education system, which distinguish it from other areas of knowledge and determine the ability of this sphere of human activity to more fully satisfy state, social and personal needs». S.E. Shishov, V.A. Kalney consider the concept« the quality of education» as, first of all, a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society in the development and formation of civil, everyday and professional competencies of the individual.MM. Potashnik sees the quality of education through the correlation of the goal and the result, as a measure of achieving the goals, while the goals (results) are set only operationally and predicted in the area of the potential development of the student. Thus, we see that approaches to the definition of the concept of education quality can be different, it all depends on what is put at the forefront: the quality of the process, the quality of the result, the quality of the conditions - or put an equal sign between these concepts.
Law "On Education in the Russian Federation"art.2, p.29.formulated the concept of "quality of education" as "a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including including the degree of achievement of the planned results of the educational program”, i.e. In general terms, the quality of education can be interpreted as compliance with the requirements of the standard and the requirements of the customer.
Under the quality of training, it is customary to understand the compliance of the level of training of a specialist with the requirements of the professional environment in which he will work. It is worth agreeing with the opinion of Yu.N. Dresher, Professor, Head of the Department of Documentation and Publishing, Kazan State University of Culture and Arts, Doctor of Pedagogical Sciences:« The training of a competent, flexible, competitive specialist requires resolving the contradictions between: the knowledge orientation of the training content and the personal development of the future specialist; the traditional approach to assessing the quality of specialist training and the emerging market of educational services; the need for a system of effective diagnostic methods in assessing the quality of specialist training and the lack of scientific and methodological support for current and final control of assessing the quality of training; the requirements for a specialist by the labor market, and the readiness of teachers to prepare a competitive specialist; the existing system for assessing the level of specialist training and the orientation of students towards an adequate assessment of their professional qualities". The European and domestic experience of vocational education shows that a new alternative to a partial change in the existing system can be the use of mechanisms traditionally developed for the field of business management, in particular, based on the international standard ISO 9001:2008. The development and practical implementation of a new methodology for managing the quality of training of specialists with secondary vocational education based on the international standard ISO 9001:2008 is associated with the solution of a set of tasks. The first complex is focused on a deep and comprehensive knowledge of the systemic multi-aspect object of management - the phenomenon of "quality of training of specialists", the structure of social and personal needs satisfied through the activities of an educational institution. The second complex is associated with the establishment, justification and choice of goals in the quality management systems of training specialists, with their standardization. The third complex is associated with the search for means and technologies for influencing the managed object - the quality of specialist training - for the best achievement of the management goal with the development of a management mechanism. As defined by the International Organization for Standardization, a quality standard (ISO 9001) is a specific set of requirements that are combined to meet the quality assurance needs of a given situation. That is why the methodological basis for assessing quality is state educational standards, which are the standard of minimum qualification requirements for a graduate of a vocational education institution. To achieve success in the training of highly qualified specialists, it is necessary to establish an effective management system. The ISO 9001:2008 Quality Management System (QMS) is a practical tool to help an organization determine the path to quality management.
With regard to education under« subject», « product» or« object» should be understood« quality of training». Accordingly, under« meeting specific needs», should be understood« satisfaction of needs in the quality of training» those entities that are« consumer» educational services or graduates of educational institutions. These include employers such as« consumers specialists», entering educational institutions, students and members of their families as consumers of educational services. On the other hand, employers, which are institutions and organizations, public organizations, federal and regional executive authorities, incl. managing the education sector can be categorized as« customers». In addition to the indicated groups of subjects of activity in the system of vocational education, there are« educational service providers» – educational institutions.Social norms on the quality of education act as the basis for assessing quality. They can be formed both from the achieved level and from the future. This means that social norms on quality should mainly be based on the construction of predictive models of the quality of specialist training. The quality of specialist training is a dynamic process that develops as a result of constant assessment and self-assessment. The main goal of such an assessment and self-assessment should be not just a statement of the achieved level of training quality, but an increase in this level through targeted and consistently implemented changes in accordance with the changing conditions of the behavior of the external environment. The implementation of this approach to determining the quality of training of specialists implies the need to develop methodological tools for identifying, studying and taking into account the current and future requirements of all consumers. The introduction of the federal state educational standards of the third generation SVE assumed significant differences from previous standards. The new standards introduce the concepts of “general cultural competences and professional competences”. The requirements for the results of mastering the discipline are determined by the formation of certain general cultural and professional competencies. In this regard, the methodology of a multidimensional approach to the problems of forming criteria for assessing the quality of training of specialists, proposed by G.I. Ibragimov, is of particular interest. His concept of multidimensional thinking can be considered as a way of understanding natural, social and spiritual phenomena, taking into account the multi-quality and multi-dimensionality of cognizable objects. From the position of the concept of multidimensionality as a new paradigm of thinking, it is clear that a single, “correct” system of criteria and methods for assessing the quality of the readiness of graduates of a basic professional institution for the conditions of modern production and the social sphere cannot be developed. Each system of criteria has its own capabilities, limits of application, determined by the initial positions taken as a basis, and many other factors.In turn, individual educational achievements are considered as a systemic set of hierarchically organized, socially significant essential properties (characteristics, parameters) of specialist training, which include general and professional competencies fixed in federal state educational standards in the form of requirements for the results of mastering professional educational programs.The results of a long-term study on the topical issue of monitoring and assessing the quality of training of mid-level specialists, conducted by a team of scientists and specialists of the secondary vocational education system on the basis of the Institute of Pedagogy and Psychology of Vocational Education of the Russian Academy of Education under the supervision of Academician G.V. Mukhametzyanova are interesting in that the assessment of the quality of training is considered assystematic analysis of the compliance of the real state with the specified requirements in order to make management decisions aimed at ensuring a new quality training of specialists. FinallyG.V. Mukhametzyanovaa number of modern conceptual provisions are considered, on which the formation of a modernized system of criteria for assessing the quality of training of specialists can be based.
At the level of an educational institution, we can talk about the internal and external quality of vocational education. Internal quality is a three-level structure, including: projected level - the quality of the federal state educational standard; implemented level - the quality of the implemented content and process, the conditions of education, as well as the management of the educational process; the level achieved is the quality of the result.
External quality is determined by the quality of the institution's links with its social partners. This system of relationships affects the image of the educational institution. In accordance with the above structure of quality, we can talk about a group of internal criteria for assessing quality and a group of external criteria for assessing quality.
The main issue in assessing the internal quality of training of specialists is the question of the requirements for their training. Today they are formulated in the Federal State Educational Standard. However, their analysis shows that the main gaps in them are the insufficiently substantiated nature of many formulated competencies, their overload in many areas of training.
The importance of the problem of the quality of training of highly qualified personnel was indicated by the President of Russia V.V. Putin. On December 12, 2012, he instructed the Government to develop and implement a national system for assessing the quality of vocational education within two years. In October 2013, the profile committee of the State Duma held hearings entitled "Tools for assessing the effectiveness and quality of vocational education: the state and prospects for improving regulatory support." The outcome of the parliamentary hearings was the adoption of draft recommendations on the formation of the National System for Evaluating the Quality of Vocational Education.
At the level of state regulation in the Russian Federation, there arethe federal law« On the formation of the Russian Federation» dated December 29, 2012 N 273, which defines:
creation of conditions for organizing an independent assessment of the quality of educational activities of organizations engaged in educational activities (Art. 13.95)
conducting self-examination, ensuring the functioning of the internal system for assessing the quality of education within the competences, rights, duties and responsibilities of an educational organization, Art.28.
At the regional levelThe government of the Arkhangelsk region approved the state program of the Arkhangelsk region« Development of education and science in the Arkhangelsk region (2013 - 2018)», Decree of October 12, 2012 No. 463-pp, where one of the tasks for the development of secondary vocational education is the modernization of the state-public system for assessing the quality of vocational education.
The Federal State Educational Standard of Secondary Vocational Education, as the main effective criterion for the quality of training of mid-level specialists, according to which the effectiveness of the educational program being implemented, in the quality assessment system, imposes a requirement to assess the quality of mastering the SSSP, which should include current monitoring of academic performance, intermediate and state final certification of students ( 8.2.), which, of course, is not an adequate assessment of the degree of readiness of a graduate for successful professional activity. The assessment of the quality of training of students and graduates is carried out in two main directions:
assessment of the level of mastering disciplines;
assessment of students' competencies. (clause 8.4.)
According to the situation, it can be carried out: assessment in the learning process or specific assessment conducted in specially created conditions. According to the subjects, evaluation can be: internal - who teaches, he evaluates; external - evaluates the one who did not teach; self-assessment - evaluates the one who studied.
Evaluation of educational results within the framework of the modular competence-based approach has its own characteristics:
1. Evaluation is carried out independently for each module. Within the framework of the FSES SVE, assessment is a determination of the degree of compliance of the achieved educational results with the requirements of the FSES.
2. The purpose of the assessment is to establish the compliance of the existing general and professional competencies with the requirements of the Federal State Educational Standard and the requirements of the labor market, that is, the assessment is not a fixation of the results, but a point followed by a new stage in the development and improvement of the quality of education.
In the conditions of the modern labor market, the quality of training a future specialist and worker acquires the status of one of the most important indicators of the work of vocational education institutions and lies in the ability of educational services to meet the needs and expectations of consumers. In this context, the quality management of vocational education in a college is designed to ensure the implementation of various functions, one of which is the assessment of the learning process and its results by all interested parties (includes the availability of indicators / criteria for the effectiveness of the process and results, a system for assessing and certifying the level of training, self-assessment conducted by educators structures).
LIST OF USED LITERATURE
Dresher Yu.N. How to evaluate the quality of specialist training // Educational technologies. - 2014. - No. 2. Access mode: http://cyberleninka.ru/article/n
MukhametzyanovaG.V. Priority tasks of vocational education in modern theory and practice // Secondary vocational education. - 2010. - No. 10.Access mode:
Permyakov O.E., Menkova S.V. Diagnostics of the formation of professional competencies. – M.: FIRO, 2010. – 114 p.
Management of the quality of education: Practice-oriented monograph and methodological guide / ed. MM. Potashnik - M.: Pedagogical Society of Russia, 2000 - 448 p.
Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation" // official website of the newspaper "Rossiyskaya Gazeta".:
Shishov S. E. Monitoring the quality of education at school [Electronic resource] / S. E. Shishov, V. A. Kalnei. - M.: Russian Pedagogical Agency, 1998. - 354 p.
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The problem of assessing the quality of educational achievements of students today is more relevant than ever and should be considered not only in a content-didactic aspect, but also from the point of view of an education development strategy.
The general system for assessing the quality of education that is currently being formed in Russia is one of the most effective social strategies. She is
is designed to provide an assessment of educational achievements based on a unified conceptual and methodological base and to determine the individual and personal qualities of children and adult citizens, as well as to identify factors that affect educational results.
The implementation of this strategy looks in practice as a series of systemic transformations:
Choosing an approach to the regulation of the educational process with the help of state standards aimed at regulating the result of education with a variable construction of the educational process;
Inclusion of public institutions in the assessment of the quality of work, both educational institutions and teachers;
Fundamental change in the structural components of the school graduate's readiness for further life (information, literacy, competence);
Inclusion of Russia in various international testing systems;
Building a continuous four-stage system of certification of graduates;
Professional development of control measuring materials: KIM for elementary school, USE, a new form of final certification in the 9th grade, etc.;
Monitoring of educational achievements during the experiment to improve the structure and content of general education;
Development of a state certification service, an infrastructure for assessing the quality of graduate readiness, independent of educational authorities and institutions providing educational services;
The use of information and computer technology (ICT) tools in the procedures for attestation and assessment of the quality of educational achievements of students and graduates.
The ongoing and planned changes in educational standards and certification procedures dictate the need to build an effective control and evaluation policy "vertically": at the level of the school - the municipality - the subject of the Russian Federation - the state.
In our opinion, the main components of such a policy can be:
The transition from external assessment through traditional school marks to the technology of meaningful assessment and self-assessment of educational achievements and presenting them to society;
Systematic change in the tools for monitoring and assessing the quality of educational achievements of students: the use of CIMs, various forms of testing, ICT technologies;
Bringing the quantitative assessment system into line with world practice (rating scales, combined and accumulative assessment systems at several levels, statistical methods for determining objective results, etc.);
Changing the scale, indicators and type of assessment: from the information scale of assessment "correct - incorrect" to the scale of knowledge productivity "effective - ineffective", "effective - ineffective"; from formal indicators of the “error” of knowledge to indicators of the dynamics of educational achievements and the social significance of educational services (satisfaction with education, attitudes towards school, etc.).
The education system is a very complex system, which consists of many different objects with various connections, hidden and explicit. It can be represented on a simplified model, which has been used in many international monitoring studies for 30 years. There are different levels in this system: system (federal and regional), school or class, student. The quality of education depends on many factors, for example, on the conditions of education at school and in the classroom, on the organization of the educational process.
Pedagogical monitoring, being implemented in full, gives the school a new impetus for creative self-development and allows you to comprehensively solve many problems of education, upbringing and personal development
It is important for the teacher not only to master the system of reliable and objective methods of control and evaluation activities of students, but also to see the prospects for the use of diagnostic methods that fit into the modern concept of "pedagogical monitoring"
Awareness of the importance of the human factor, the quality of the human resources potential of society for the sustainable development of Russia sets one of the key tasks for scientists and educators - the organization of monitoring the quality of education in the Russian Federation, which will ensure effective quality management within the Russian education system.
Pedagogical monitoring as a way to manage the quality of the educational process at school
2 Development and education cannot be given or communicated to any person. Anyone who wishes to partake of them must achieve this by his own activity, his own strength, his own exertion. A. Diesterweg
3 What is monitoring? Monitoring (lat. monitor - one who reminds, warns; English monitoring - control, tracking) - a set of dynamic observations of an analytical assessment of the forecast of the state of an integral system.
4 Organization of pedagogical monitoring Pedagogical monitoring is a system for collecting, processing and storing information about the functioning of the pedagogical system, providing continuous monitoring of its state, modern adjustment and development forecasting.
5 Monitoring is a system for organizing, collecting, storing, processing, analyzing and disseminating information about the activities of the school, which provides continuous monitoring of the state of one or more OS systems and forecasting their development. organization collection storage processing analysis dissemination of information
6 Organization of pedagogical monitoring Pedagogical monitoring as a dynamic system of performance and forecasting of the activities of the student and teacher has the goal of: increasing the monitoring and evaluation activities: a) teachers - analysis of their work, its results and effectiveness; b) students - to develop an objective view of their own activities and its results, to cultivate independence and responsibility, to form self-control and self-esteem.
7 Organization of pedagogical monitoring Monitoring studies: - help each participant of the educational process to comprehend their own activities; - to determine how rational the pedagogical and didactic tools used in the learning process are; - how they correspond to the goals of the educational process and the age characteristics of students.
8 Monitoring objectives: - tracking the quality of educational services provided by the school in dynamics; – determination of the effectiveness of education quality management. Monitoring tasks: - continuously monitor the state of the educational process and receive prompt reliable information about it; – to timely identify the changes taking place in the educational process, and the factors that cause them; - to prevent negative trends in the educational process; – to carry out short-term forecasting of the development of the educational process; - evaluate the effectiveness of the methodological support of the educational process.
9 Stages of monitoring:
Preparatory
Analytical
Practical
10 Methods of collecting and processing information: Methods Observation Analysis of documents Analysis of lessons Expert survey Testing Questionnaires Control sections
11 Forms of monitoring
Permanent (continuous) monitoring is carried out continuously after setting tasks, determining the technology for collecting and processing diagnostic materials. Periodic monitoring is carried out periodically as the need for relevant data arises. It can be carried out in two forms: - calendar monitoring, which is resumed when the reporting calendar date arrives; - staged monitoring, which is carried out to solve the calendar task.
12 In-school monitoring
Didactic monitoring is a continuous, evidence-based monitoring of the state of the content, forms and methods of the educational process. Educational monitoring is a continuous, evidence-based monitoring of the state of the educational process. Psychological and pedagogical monitoring - continuous, evidence-based monitoring of the state of psychological health of students, the development of their individual abilities. Medical monitoring is a continuous, evidence-based monitoring of the dynamics of the health of schoolchildren.
14 Monitoring objects
The object of monitoring is a class, a teacher, a student, as well as certain areas of the educational process.
15 Monitoring the educational results of students ... grades learning learning creative success Criteria: Monitoring the level of learning of students Monitoring the learning ability of students Monitoring the creative success of students Criteria: availability of resources: methodological; valeological; resources for obtaining additional education; resources of the educational environment. availability of resources: methodological; valeological; resources for obtaining additional education; resources of the educational environment. Monitoring of methodological resources Monitoring of resources for obtaining additional education Monitoring of resources of the educational environment Dynamics of the level of creative potential of teachers Load of students; Criteria: workload of teachers; health status of students health status of students health status of teachers. health status of teachers. Monitoring the health status of students and teachers. Monitoring student workload. Monitoring the workload of teachers.
16 Monitoring as a technology for managing the quality of learning , methods of collecting and processing information The program "Management of the quality of education in school."
17 Monitoring
Pedagogical system DETECTING Lack of success Lack of success Teacher CME Generalization and dissemination of experience Administration Pedagogical Council Identification of the causes of failure Building a program to correct failure
18 Organization of monitoring the quality of results Management actions: Designing the quality of education (planned results) Diagnostics and monitoring (plan and its implementation) Analysis of the collected information Making managerial decisions
19 Directions of intra-school monitoring: The level of progress, the quality of knowledge, the degree of students' learning. Organization of the learning process (attendance of training sessions, use of ICT, work with motivated students, with poorly performing students, with students studying at home). The level of professional skills of teachers. Participation of school students and teachers in olympiads and competitions of various levels. Participation of school students and teachers in research activities.
20 Educational monitoring 1. includes achievements in the disciplines of the curriculum (level of learning and level of learning). 2. Psychological development. Health. 3. Socialization of personality, adaptation; upbringing. 4. Physical development. Health. 5. Monitoring of learning motivation.
21 Mechanism for the implementation of monitoring: Studying the satisfaction of students, parents with the educational process at school. The study of the personality of students, their learning opportunities, health. Diagnostics of educational achievements in disciplines.
22 Mechanism for the implementation of monitoring In the process of monitoring, the following questions are identified: - whether the goal of the educational process is achieved; – whether there is a positive trend in the development of the student in comparison with previous diagnostic results; - whether the level of requirements and the level of complexity of the educational material correspond to the learning capabilities of students; - Are there any prerequisites for improving the teacher's work?
23 Two levels of monitoring: Individual (the teacher monitors various aspects of the educational process: the level of development of students, the state of progress, the quality of ZUN). Intraschool - monitoring the level of formation of mandatory learning outcomes in the form of administrative tests.
24 Intraschool monitoring Entrance control Final control Intermediate control Monitoring of the quality of education Semi-annual tests Thematic control Quarterly tests
25 The results of tests are considered at pedagogical councils, meetings with the director, ShMO. The learning process becomes not only tracked, but also targeted.
26 Model for monitoring the quality of education 1. Diagnostics of the assimilation and quality of knowledge of students should be carried out during the academic year in the main academic disciplines, by grade. 2. Processing and analysis of the obtained results. According to the results of diagnostics, tables of assimilation and quality of knowledge are compiled, then presented using graphs and diagrams. Analysis of the results involves comparing the indicators of each stage, comparing the input and final indicators of each stage with the results of administrative control work.
27 3. Correction. Corrective actions include: Meetings with parents indicating not only the student's learning outcomes at each stage and their current grades, but also the class ranking and progress trend; discussion of students' problems in class hours; discussion at meetings of the small pedagogical council with the invitation of parents; formation of educational motivation; development of professional interests; conducting additional classes in the discipline for the purpose of a more accessible presentation of difficult material; forecasting the final levels of educational achievements of students.
28 Diagnosing the quality of knowledge and skills of students requires systematic monitoring of the degree of learning in order to gradually solve educational problems, identify and eliminate gaps in the material being mastered, followed by correction during the educational process and forecasting the content and technology of education. When monitoring the success of educational activities, certain patterns are revealed in the activities of teachers and students, the analysis of which allows building a strategy for further actions. This allows you to present students not only as an object of educational activities, but also as a subject in the organization of the educational process.
29 Conclusions and recommendations: Pedagogical monitoring as a means of managing and controlling the educational process provides teachers with feedback on the level of assimilation of educational material through regular systemic tracking of the degree or level of learning. In the context of innovative activities, pedagogical monitoring can become a mechanism in the system of the educational process, which will stimulate, activate, develop students, and will be associated with providing them with greater freedom and responsibility.
30 Conclusions and recommendations: Qualitative monitoring can be carried out under the following conditions: 1. Test tasks must be compiled in accordance with educational standards, the program of studying this subject, and relevant textbooks. The final monitoring should be carried out after all the educational material for the current academic year has been studied. Students must complete all tasks on their own, for this the necessary ones must be created (1 student at a desk, the presence of the required number of different options). The number of tasks in the tests should be such that the "average" student can easily fit in the allotted time. The present assistants should not interfere with the students by talking, moving around the class during the monitoring. The task forms should be simple enough to fill out, especially for primary school students.
31 Conclusions and recommendations: 2. The main task of monitoring is continuous monitoring of the state of the educational process. 3. The most significant indicators in monitoring can be identified: - objectivity of the teacher's assessment of the student's knowledge; - analysis of learning outcomes; - identifying the dynamics of the success of mastering the subject both by individual students and the class as a whole; - identification of the real level of qualification of the teacher. 4. The objectivity of the data obtained in the course of monitoring depends on: · the conscientiousness of the people responsible for its implementation; from the presence or absence of some students at the school at the time of monitoring (strong students increase the average score, weak students decrease it)
32 Conclusions and recommendations: Thus, the results of monitoring studies make it possible to correct the content of training, to substantiate the legitimacy of certain managerial actions. Monitoring the quality of education is one of the main tools to improve the efficiency of school management.
The problem of assessing the quality of education
The economic and spiritual development of the country is largely determined by the quality of general and vocational education. The quality of intellectual resources is becoming the main geopolitical factor in the world.
In this regard, within the framework of the priority directions for the development of the educational system of the Russian Federation for the period up to 2010, approved by the Government of the Russian Federation, it is envisaged to create models for organizing education quality control and to form a regulatory framework for the all-Russian education quality assessment system (OSOKO).
Since the 1980s, many developed countries (including the USA, Great Britain, Australia, Holland, etc.) have been making serious attempts to correlate the results of the functioning of educational systems with the demands of society (the needs of investors, including the state, professional communities, taxpayers ).
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, as part of an experiment on the introduction of a unified state exam, as well as through scientific and practical developments carried out both at the federal and regional levels. The works of recent years reflect the world experience in developing tools for assessing learning outcomes, including testing and processing results, based on modern theories of pedagogical measurements.
In particular, various models of a new independent form of state (final) certification of graduates of the ninth grade of general education institutions are currently being developed. The experiment on the introduction of the Unified State Examination (USE) has been completed. Work is underway to standardize the bank of measuring and diagnostic materials; development of technological support for certification procedures of general educational institutions, technology for assessing the readiness of children to study in primary and secondary schools.
As part of comprehensive projects for the modernization of education in the constituent entities of the Russian Federation (priority national project "Education"), work has begun on the formation of various models of regional systems for assessing the quality of education in accordance with the Decree of the President of the Russian Federation of 28.06.07. No. 825 "On the evaluation of the activities of the executive authorities of the constituent entities of the Russian Federation".
At the same time, the system for assessing the quality of education in Russia has just begun to be created, and 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. The activities of various organizations dealing with the quality of education are not coordinated enough. There is no necessary scientific and methodological support for an objective and reliable collection of information, there is not enough qualified personnel. The regulatory and legal base of the system for assessing the quality of education is poorly developed.
Assessment of the quality of education implies an assessment of the educational achievements of students, the quality of educational programs, the conditions for the implementation of the educational process in a particular educational institution, the activities of the entire educational system of the country and its territorial subsystems.
The all-Russian system for assessing the quality of education is understood as a set of organizational and functional structures, norms and rules that provide an assessment of the educational achievements of students based on a single conceptual and methodological base, the effectiveness of educational institutions and their systems, the quality of educational programs, taking into account the needs of the main consumers of educational services.
The main goal of OSEKO is to obtain and disseminate reliable information about the quality of education.
The creation of a nationwide system for assessing the quality of education will contribute to:
– ensuring a unified educational space;
– raising the level of awareness of consumers of educational services when making decisions related to education;
– ensuring objectivity and fairness in admission to educational institutions;
–individualization of education, development of academic mobility and mobility of labor resources;
– creation of tools for public participation in the management of the social and educational environment;
- making informed management decisions by education authorities at various levels.
The concept is based on the following basic principles:
Development of OSOKO, mainly as a system of external state-public assessment; priority of external assessment of the quality of education over internal;
Openness of information about the mechanisms, procedures and results of the assessment within the framework of the current legislation;
Transparency of procedures and results, the normative nature of the formation and development of CSOCO;
Functional unity of OSOKO at various levels with a possible variety of organizational and technical solutions;
Application of evidence-based, standardized and technological assessment tools;
Separation of information-diagnostic and expert-analytical functions (accordingly, the collection and interpretation of information on the quality of education) within the framework of OSEKO;
Prevention of monopolization of education quality assessment;
System-targeted orientation of the formation of information resources of OSOKO at all levels.
The objects of quality assessment in the education system are:
- educational programs (including those educational programs for which state educational standards are not provided). The choice of a relevant and effective educational program is of interest not only for the consumer, but also for the educational organization (institution), since it is a high-quality program in many sectors of education that affects the competitiveness of an educational organization. Accordingly, the quality assessment and certification of educational programs is becoming a widely demanded function of the OSEKO, which makes it possible to include programs among the main objects of assessment;
- educational organizations (institutions) and their systems (this includes governing bodies, subordinate organizations and services, as well as independent structures that perform certain functions on the orders of educational authorities that ensure the educational process and the management process), implementing a range of educational programs of all types and kinds, including educational divisions of enterprises;
- individual educational achievements of students are the most significant object of assessment. By students, we mean both those who have already completed the development of a particular educational program, and those who are at various intermediate stages of education.
Evaluation of educational programs. Procedures, methods for assessing the quality of educational programs are currently insufficiently developed. A purposeful development of appropriate methods and recommendations at the federal level is required, which will allow this work to be carried out effectively at each level of education management.
Self-assessment of educational institutions is currently practiced partially.
It is implemented quite fully in institutions of higher professional education. It is advisable, on the basis of an in-depth analysis, to identify and disseminate the positive experience of universities in organizing self-assessment to educational institutions of other levels.
Evaluation of educational institutions by educational authorities. The mechanisms of this assessment are relatively fully developed, but require further improvement, primarily in terms of objectifying the relevant procedures, indicators and criteria. This is evidenced by the dissatisfaction of consumers with the level of effectiveness of this type of evaluation.
Evaluation of individual achievements of students. At the level of an educational institution, the assessment of the individual achievements of students, as a rule, is carried out within the framework of two procedures: the state final certification of graduates and the intermediate certification of students within the framework of the internal education quality control system.
Self-assessment of students. In the conditions of lifelong education, "education throughout life", the ability to self-control and self-assessment of one's educational activity becomes the most important quality for a person. The development of this component of the internal assessment should be implemented through the development of appropriate scientific and methodological support.
This fully applies to the self-assessment of educators: teachers, lecturers, etc.
Methodological tools for assessing the quality of training of pupils / students of educational institutions in most constituent entities of the Russian Federation are developed, as a rule, by the educational institutions themselves on the basis of the relevant state educational standards. The evaluation materials used are far from perfect.
Purposeful work is needed at the federal level to develop appropriate evaluation materials.
In the current Russian practice, the assessment of the quality of graduate training, as the main component of the assessment of the performance of educational institutions, is carried out by the providers of educational services themselves. An exception is the assessment of the level of training of graduates of a secondary general education school, for which an independent assessment mechanism has now been implemented for the first time within the framework of a unified state exam.
Evaluation of the activities of teaching staff. The existing system of assessment (certification) of managers and teachers of educational institutions can currently be recognized as relatively satisfactory in comparison with other aspects of assessing the quality of education. In the medium term, it is necessary to develop and test new models for assessing the activities of teaching staff.
The choice of the model of the system for assessing the quality of education, the forms and procedures of control largely depend on the general legal context in which educational activities are carried out, including the format of the legislative delimitation of the powers of state authorities at various levels, educational institutions in this area.
It should be noted that in recent years there have been significant changes in the legislation on education in this area. In the period from 2002 to 2007, about 200 legislative initiatives were introduced, more than 20 federal laws were adopted that amended the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Professional Education". At the same time, the amendments made to these legislative acts mainly concerned the following issues:
In 2002-2003, various issues of educational activities were mainly touched upon (state educational standards, federal lists of textbooks, expansion of the list of educational programs implemented by educational institutions of primary, secondary and higher professional education; use of distance technologies, etc.) .
In 2004-2006, the powers of state authorities and local self-government bodies in the field of education, as well as the status of educational institutions (organizations) were specified. The following federal laws have been passed:
Federal law of 22.08. 2004 No. 122-FZ “On Amendments to the Legislative Acts of the Russian Federation and the Recognition of Certain Legislative Acts of the Russian Federation as Invalid in Connection with the Adoption of Federal Laws “On Amendments and Additions to the Federal Law “On General Principles for the Organization of Legislative (Representative) and Executive Bodies” State Power of the Subjects of the Russian Federation” and the Federal Law “On the General Principles of Organization of Local Self-Government in the Russian Federation”;
Federal law of 29.12. 2004 No. 199-FZ “On Amendments to the Legislative Acts of the Russian Federation in Connection with the Expansion of the Powers of State Authorities of the Subjects of the Russian Federation on Subjects of Joint Competence of the Russian Federation and the Subjects of the Russian Federation, as well as with the Expansion of the List of Issues of Local Importance of Municipalities”;
Federal law of 31.12. 2005 No. 199-FZ “On Amendments to Certain Legislative Acts of the Russian Federation in Connection with Improving the Delimitation of Powers”;
Federal law of 28.12. 2006 No. 242-FZ “On Amendments to Article 31 of the Law of the Russian Federation “On Education”.
In accordance with these laws, at the federal level, the powers and jurisdictions of the Russian Federation and the constituent entities of the Russian Federation were clearly delineated; the exhaustive competence of both federal and regional government bodies has been established. At the same time, the legislative consolidation of these powers was based on the principle of ensuring their financing at the expense of the budgets of the corresponding levels. Thus, powers were equated with spending obligations of one or another level of power.
In 2007, the process of legislative clarification of powers continued, but in terms of legislative regulation of powers and procedures for supervision and control in the field of education. However, unlike previous legislative initiatives, the federal laws adopted in 2007 are based on a comprehensive approach to regulating the issues of supervisory and control activities and assessing the quality of education.
This approach is based on both internal processes of development of the education system (for example, the approval of new practices, the conduct and completion of a series of experiments (USE) as part of the process of modernizing education), and national processes (in particular, the implementation of administrative reform).
In conclusion, it should be stated that changes in the legislation on education in recent years have laid the general legal framework for the formation of the All-Russian system for assessing the quality of education. First of all, the format and content of control procedures in the field of education and the organizational and managerial model for their implementation, including the delimitation of powers and the procedure for interaction between state authorities, are determined. At the same time, the creation of such a nationwide system implies not only state, but also public control in this area, as well as the formation of a segment of public relations associated with the provision of various services by both state and non-state organizations in the field of assessing the activities of educational institutions and the quality of education. . Creation of the legal basis for the implementation and development of such services, as well as determining the role and forms of relationships between public authorities, participants in educational activities, subjects of the provision of such services, their legislative registration is a promising priority task of the state educational policy.
At present, it is increasingly realized that the educational value is not so much the system of knowledge appropriated by a person, but rather the development of methods for obtaining them, the ability to recognize the need for new knowledge, the ability to quickly and effectively - independently or in cooperation with other people - to fill in the gaps. This approach no longer allows us to identify the quality of education with the quality of knowledge, to use the usual system of performance indicators. In this regard, the question arises of the need to develop a new system for assessing the quality of education.
An equally important problem in education is the transition from a centralized and unified system of education to a variable one. The development of various forms and methods of obtaining education acutely poses the problem of protecting consumers and subjects of the educational process from poor-quality services. At the same time, traditional and familiar mechanisms, such as unified goals, standard curricula and programs (and for secondary schools also a single set of textbooks), careful regulation of the educational process and other similar protective measures in the new conditions turn out to be inadequate to modern tasks and methods of management, and therefore ineffective. This means that it is necessary to abandon the usual logic of standardizing the educational process according to the scheme: “Ideal goals of education → selection of adequate means → guaranteed quality of the result” and replace it with another one: “Goals, as expected learning outcomes → variable learning tools → verification (evaluation) of what has been achieved result." In other words, it is necessary to abandon the rationing of education "at the input" and move on to the rationing of the results of education "at the output". In this regard, a revision of approaches to the definition and assessment of the quality of education is required. They should be based primarily on the results of education, and not on the content of education.
The development of the variability of education while maintaining the unity of the educational space requires, among other things, the development and implementation of such management mechanisms that would make it possible to influence the quality of education not only from the state, but also from other groups of consumers and users of educational services - individual citizens, professional communities , society as a whole. In turn, improving the efficiency of management - both state and public - requires, at a minimum, timely receipt of reliable and reliable information about the state of the education system and the actually achieved quality of education.
This task cannot be solved within the framework of the existing control system, which, due to its organizational and technological features, is in principle unable to provide timely receipt of comparable, reliable and reliable information (quantitative and qualitative) necessary for making managerial decisions. In modern conditions, a fundamentally different model is required. It is necessary to abandon the model of quality control and move to the model of quality assurance in education. In addition to the administrative apparatus, this implies the involvement in these processes of the participants in the educational process and consumers of educational services. The condition for a positive solution to this problem is the openness and transparency of the system for assessing the results and quality of education. Therefore, the immediate, urgent tasks in the field of improving the quality of education can be considered the following:
creation of an all-Russian system for assessing the quality and effectiveness of education. It gives priority to the technological aspects of the assessment, and the components should be set in the form of objective instrumental indicators that allow for an unambiguous interpretation that is understandable not only to managers, but also to teachers, students, their parents, and the general public;
modernization on this basis of the management system by objectives;
ensuring equal access for all social strata to quality education;
the maximum possible consideration of the needs of certain categories of students, including gifted children, but, above all, children belonging to risk groups (children with deviant behavior, physical and mental disabilities, children with poor health, left without parental care, etc. );
changing the structure of costs in the direction of increasing the cost of improving the quality of education,
the formation of a “new morality” in the field of assessing the quality of education, in which any falsification of data is recognized as unacceptable and rejected by society.
A system for assessing the quality of education that meets these requirements should be based on other principles. These include:
realistic requirements, norms and indicators of the quality of education, their social and personal significance;
psychological (taking into account age characteristics) adequacy of assessment procedures and indicators;
taking into account the typical socio-economic and ethno-cultural characteristics of the regions that are part of the Russian Federation;
"transparency" of procedures for assessing the quality of education. This implies a broad discussion in the professional pedagogical community of the content, procedures, technologies, tools; their openness for criticism and improvement;
openness and accessibility of information about the state and quality of education;
capacity building for “internal” assessment and self-assessment;
implementation of "external" assessment by structures that are functionally and resource independent of the education management system;
centralized development of procedures, technologies, tools for attestation and monitoring surveys based on Russian and foreign experience;
observance of continuity in educational policy, preservation of the traditions of the Russian education system.
The experience available in domestic education allows us to consider the creation of such a system as a real and completely solvable task. In particular, there are deep traditions in the field of methodology and organization of education quality management. In the works of V.V. Kraevsky, I.Ya. Lerner, M.I. Makhmutova, M.N. Skatkin and others laid the theoretical foundations for the formation of a system of qualities of knowledge and the educational process. There are achievements in the field of qualitology (the science of the quality of any objects and processes in social practice) and qualimetry (the science of measuring and evaluating quality), which also contribute to solving this problem.
The use of numerous channels for obtaining data to assess the quality of education is due to a sharp expansion of the range of management tasks to be solved - from long-term tasks of strategic planning for the development of regional education systems to the tasks of current operational management and emerging specific educational tasks. In practice, this leads to the accumulation of redundant information. It is known that only a small part of it is analyzed and usefully used. In addition, the same information is often collected by different services, the functionality of which overlaps. This is partly due to the lack of specialists in the vast majority of regions who are able to provide qualified advice, offer an optimal comprehensive program for the analysis and interpretation of the collected data, and organize and conduct the necessary additional surveys. At the federal level, education quality assessment is carried out mainly by two organizations - the Education Quality Assessment Center (G.S. Kovaleva) and the Testing Center (V.A. Khlebnikov).
Part of the implementation of the plan for the modernization of general education is a set of works to create an independent State Attestation Service and the Federal Service for Evaluation and Quality Control of Education. The functions of the first of them are related to licensing, attestation and accreditation of educational institutions, and the second - with the final attestation and certification of graduates of basic and secondary schools. The system of these measures also includes the Unified State Examination at the end of secondary school. It can be hoped that the implementation of these measures will make it possible to obtain objective and comparable data at the level of the Russian Federation on the educational achievements of students in the framework of the implementation of educational standards.
But at the same time, despite the real positive results in terms of improving the system for assessing the quality of education, much in this area does not yet meet the expectations and requirements for this system. The most significant problems and difficulties in this area include:
the lack of a unified conceptual and methodological base for considering the problems of the quality of education and developing approaches to its measurement;
the disunity of the activities of various organizations dealing with the problems of the quality of education;
the necessary level of scientific and methodological service of assessment tasks is not provided;
lack of qualified personnel in this area;
assessing the quality of education at all levels of education is most often reduced to assessing the quality of education;
the assessment of the quality of education is not carried out in strict accordance with the requirements of the theory of pedagogical measurements; non-standardized tools are used (author's tests or works that have not been tested or do not have stable characteristics).
