Why MCQE checks are needed Everyone who is involved in primary and secondary education has probably already heard about the Moscow Center for Education Quality (MCQE) and thought about how objective the assessment of inspectors is. MCKO diagnostics have two goals: firstly, to allow students to practice taking the Unified State Examination and the OGE, and secondly, to check the quality of knowledge that the student receives from teachers and tutors. And here the question arises: why are some teachers and tutors so outraged by the introduction of mandatory checks, if they are confident in their professionalism? It turns out that they lacked knowledge, and the checks are to blame? I explain: the meaning of independent diagnostics is not to check the student, but the quality of education that he receives. MCCS diagnostics are both mandatory and voluntary. In the first case, students take exams within the school. At the same time, the school pays for diagnostics from its own budget and selects subjects in agreement with the parents. If parents have doubts about the impartiality of the school, they can apply to the Center on their own. So if you are not sure about the quality of education or the objectivity of the assessment, take the opportunity and contact the ICAC. This will help not only to find gaps in education and determine the strengths of the child, but also greatly help him cope with the stress of the real state exam in the future.
MCKO (Moscow Center for the Quality of Education) is an autonomous state institution of additional professional education in Moscow. Created on October 20, 2004 by order of the Government No. 2090.
The purpose of this organization is monitoring, diagnostics of educational institutions; expansion of practical and theoretical tasks related to improving the efficiency of assessing the quality level of students' knowledge, as well as revealing their abilities; identification and training of the most capable representatives of youth; improvement of methods of certification of various educational institutions; preparation and implementation of monitoring studies.
ICCA regularly conducts a number of activities aimed at diagnosing the work of educational institutions. This contributes to the development of secondary schools, technical schools, universities and other similar institutions located in the capital. Thanks to such a system, the government can make more informed decisions on the implementation of reforms in the educational processes, and students receive relevant knowledge and skills necessary for the further development of professionalism.
Types of diagnostics
In the period from 2017 to 2018, the MCCS plans to conduct a number of mandatory diagnostics of the following types:
- compulsory diagnostics (grades 4-8, 10);
- corrective (9, 10, 11 classes);
- in general education subjects studied at a deep level for educational institutions participating in certain projects (medicine, engineering, cadet class);
- in vocational educational institutions that participate in the project for the organization of profile and pre-profile training in accordance with the main general education programs.
Mandatory
The schedule of mandatory diagnostics for the 2017-2018 academic year is presented in the table:
| the date | Class | Subject | Conduct form |
| October 12 | 9 | Maths | blank |
| the 25th of October | 9 | Russian language | blank |
| November 16 | 10 | Russian language | blank |
| November 23 | 5-8, 10 by draw | Russian language, Mathematics, Foreign language, Literature (6-8, grade 10) or history, Geography (grade 6-8), Physics (grade 8.10), Biology (grade 7-8, grade 10), Social science 10 cells. By lottery 3 days before diagnosis | computer |
| November 30th | 11 | Maths | blank |
| 5th of December | 10 | Maths | blank |
| December 13th | 11 | Elective subject: social studies, history, physics, biology, chemistry, informatics | Blank |
| January 18 | 11 | Russian language | Blank |
| February 27 | 9 and 10 | Diagnostics of reading literacy | Blank |
| March 1 | 9 | Foreign language | In the OGE format |
| March 15th | 4-8, 10 by draw | Russian language, Mathematics (4-8,10), The world around us, Biology (5-8, 10), Geography (5-7, grade 10), Social studies (6-8, 10), Music (6), Physics ( 7-8, 10), Literature (6-8, 10), Chemistry (8.10), Physical education (7), Information technology, Life safety (8), Computer science (10) The subject and class are determined 3 days before the diagnosis | Computer |
| April 24 | 10 engineering | Maths | |
| 25th of April | 10 and 11 | Astronomy | Computer |
| May 15 | 10 Engineering | Physics | Computer form with execution on task forms with a detailed answer |
Optional
There are types of optional diagnostics. These include:
- in educational organizations that participate in the Effective Primary School project;
- thematic;
- metasubject;
- subject.
A detailed schedule of diagnostic activities conducted by the Moscow Center for the Quality of Education can be.
For extrabudgetary educational institutions
For these institutions, the ICCS offers 2 types of diagnostics: independent and within the framework of the ICMS. A detailed schedule of independents is presented in the following table:
| the date | Subject | Class |
| November 29, 2017 | English language | 5 |
| German | 5 | |
| French | 5 | |
| English language | 8 | |
| German | 8 | |
| French | 8 | |
| Meta Item Skills | 10 | |
| December 5, 2017 | Meta Item Skills | 4 |
| December 13, 2017 | Russian language | 4 |
| Maths | 4 | |
| January 23, 2018 | Informatics | 9 |
| Social science | 9 | |
| Chemistry | 9 | |
| January 31, 2018 | Biology | 9 |
| Physics | 9 | |
| February 1, 2018 | Russian language | 7 |
| Russian language | 8 | |
| Maths | 6 | |
| February 13, 2018 | Maths | 7 |
| Maths | 9 | |
| Russian language | 6 | |
| March 22, 2018 | Information Technology | 6 |
| March 28, 2018 | Geography | 7 |
| Biology | 7 | |
| Maths | 8 | |
| Biology | 8 | |
| March 29, 2018 | Geography | 6 |
| Story | 6 | |
| Physics | 8 | |
| Chemistry | 8 | |
| April 25, 2018 | Social science | 8 |
| Social science | 10 |
The schedule of diagnostics within the framework of the IMCO is presented in the table below.
Applying
There are 2 stages of application. The first stage (from September to November 2017) has already passed, but the second stage (from December to February 2017-2018) is still relevant. The application can be submitted on the official website of the MCKO mcko.mos.ru and in the personal account of the school.
Presentation video clip about MCCS:
There are three types of final work in the education system:
- administrative control and verification work;
- diagnostic and control work, monitoring of MCKO;
- final final exams.
Both of them have the same goals.
Firstly, the final works are designed to check the state of the quality of education in educational institutions.
Secondly, thanks to them, the actual level of knowledge of students in certain subjects, their theoretical knowledge and practical skills are revealed.
And, thirdly, the final works are aimed at monitoring the implementation of curricula and calendar and thematic planning in educational institutions.
On the official website of the Moscow Center for the Quality of Education, you can find all the relevant information in the sections related to monitoring and diagnostics.
Organization and conduct of administrative control and verification work in educational institutions
The final work must be carried out strictly according to the schedule approved by the director of schools.
They are held in all subjects, with the exception of music, fine arts, world art culture, physical education and the foundations of religious cultures and secular ethics.
The subject teacher decides what tasks will be in the work, but coordination with the deputy director for educational work is mandatory.
During the test, in addition to the subject teacher, there is an assistant, of the same specialty or from among the administration.
Students write their work on special stamped sheets. The time to complete the tasks is one lesson.
On call, all work is surrendered, no one has the right to detain. If one of the students did not have time to write, such a task will be considered unfulfilled.
The teacher and assistant must check the work within one day. Grades are given according to the requirements.
Diagnostic and control work, monitoring MCKO
Such checks should be planned in advance. Not later than two weeks before the event, teachers and students must be warned.
Testing papers are checked by subject teachers within three days, and monitoring studies are analyzed at the MCCS center.
Educational institutions are obliged not to interfere with the conduct of this kind of verification, but rather to contribute in every possible way and organize the conduct as efficiently as possible.
The results are discussed at pedagogical councils, information and recommendations are made for further effective work.
Works are evaluated according to the system with which the school works. This assessment affects the final score for the intermediate assessment.
Such checks make it possible to objectively check the quality of students' knowledge and the effectiveness of knowledge delivery by subject teachers. Schools can apply for independent diagnostics themselves.
Final final exams
Detailed information about this type of final work is presented on the official website of the Regional Information Processing Center of the city of Moscow. 
Official website of the Regional Information Processing Center of Moscow - main pageOn this site you can find the entire regulatory framework for exams, schedule, results, training tasks, current news, information about filing appeals. All information is correct and up to date.
To date, there are four types of final final exams:
- Final essay
- GIA, OGE and USE
- Final essay
The final essay can be assigned to schoolchildren of 11 classes. If they participate in the GIA in certain subjects - Russian language or mathematics, then an essay at the end of grade 10 is not assigned.
The results of the final essay can be accepted as admission to the GIA or for admission to educational institutions of higher education. It is carried out in those schools in which graduates directly study.
- GIA, OGE and USE
State final certification is a general concept for the OGE and the USE. In some sources you can find - GIA-9 (this is the OGE) and GIA-11 (this is the USE). As the names make clear, these are the final final exams for grades 9 and 11, respectively.
Students who do not have academic debts and who have mastered the curriculum in full are allowed to pass the final certification. Marks in subjects should not be lower than "satisfactory".
OGE or GIA-9 is the main state exam, which is taken by schoolchildren who finish the ninth grade. They are required to submit four items.
Without passing them, they will not receive a certificate, which means they will not be able to enter educational institutions of a secondary technical orientation or transfer to the tenth grade.
The subjects required for delivery are the Russian language and mathematics, and the other two are at the choice of the student himself.
The score must be at least “satisfactory”, that is, “3”. The grade for passing this exam affects the grade in the certificate.
The USE or GIA-11 is an exam that graduates of the eleventh grade take. It is called unified, since its results are credited both for assessment at school for a certificate, and for assessment at entrance examinations at higher educational institutions.
Knowledge on the exam is tested from the fifth to the eleventh grade, so they can overlap with tasks in the exam.
Schoolchildren also take four subjects, of which the compulsory ones are Russian and mathematics, and the other two are optional (physics, chemistry, biology, literature, geography, history, social studies, a foreign language - English, French, Spanish, German, computer science and information and communication technologies).
Most often, graduates choose those subjects that they need for admission to higher educational institutions in order to reduce their time and not take them extra. If you do not score the minimum points, then the student does not receive a certificate, but graduates from school with a certificate.
The USE is conducted on the territory of a different school, not the one in which students are directly trained, and by teachers from this school.
Moreover, the exam is held under cameras to exclude any kind of violations both on the part of the students and the organizers.
There is a strict list of items that you can take with you to class. Assistance from teachers is strictly prohibited.
Participants of the examination process will see all tasks for the first time in the first minutes of testing.
The package with them is opened by the teacher in front of the students. Unlike the OGE, the grades here are given in a hundred-point system, where one hundred is the maximum score.
This exam is held throughout the country at the same time on the same day. Any "merging" of information is categorically excluded, all of it is strictly classified. Schoolchildren must submit applications for participation in the USE in selected subjects before March 1 of the current year.
Once all applications have been submitted, a schedule of examinations will be drawn up.
Tasks are complexes of a standardized form, including test tasks and detailed written questions.
Students may be exempted from passing the Unified State Examination or the OGE in a specific subject if they are winners or prize-winners of All-Russian Olympiads, members of Russian national teams participating in international Olympiads.
Additionally, it is possible to take exams on other days if the pass was for a good reason that meets the requirements, or on the same day, according to the schedule, two subjects that were chosen by one student. For such cases, additional days of certification are assigned.
If the student does not agree with the grade, the student may file an appeal within the time limit.
In such cases, a hearing will be scheduled at which the student, together with their teacher, will defend their opinion and, possibly, receive additional points.
All requirements for conducting any kind of final work and tests comply with the requirements of the state educational standard of the federal level, are documented in orders and resolutions. Their implementation is strictly controlled.
Such a system of evaluation of students allows you to objectively and qualitatively test their knowledge and, accordingly, the effectiveness of the work of school institutions.
On the Internet, the collection of signatures for the abolition of five All-Russian verification works (VPR) for 11-graders continues. There are several petitions, one of which has already been signed by tens of thousands of people. At school teenage forums, the next innovations are vigorously discussed, parents and teachers are worried - they believe that now they will have to spend a lot of time preparing for the VPR - in order to remember, a couple of months before the state exams, those subjects that will not be useful in the future in the chosen specialty (and for which must pass the exam).
Rosobrnadzor so far recommends not to take into account the results of the All-Russian verification work when grading in the certificate and assures that there are no reasons for concern. More about all this in an interview with Anzor Muzaev, Deputy Head of the Federal Service for Supervision in Education and Science, to Anastasia Melnikova, columnist for the Rossiya Segodnya news agency.
- Why are the All-Russian Testing Works (VPR) in five non-core subjects being introduced in schools?
– Why are we introducing VPR? Why do we want all graduates of the school to write a paper in chemistry or biology, including those who consider themselves humanities? Not to make life difficult for them. This was done in order to see the real picture of the state of education in the school. The exam is not indicative here, because the guys who have chosen certain subjects for themselves on the exam are motivated, they will additionally study. Their result is not only the result of the work of the school, the teacher. The VPR here will be a more accurate indicator and an "alarm bell" if there are problems with the teaching of certain subjects in a school, region, municipality.
Now schools themselves check how students have mastered subjects that are not included in the USE or GIA-9, they themselves conduct tests. They carry them out on their own assignments. No one controls how these tasks are composed, what their level of difficulty is, how their performance is evaluated.
By introducing the VPR, we offered schools a single standard of assessment. And the federal and regional educational authorities, and the school principals themselves, and, importantly, parents can see the real picture - what they could or could not teach at their school.
- It was reported that for graduates this will become "a kind of mechanism against" coaching for the exam, "but the exam still remains, only now the control ones are being added. Students, future graduates, their parents and teachers are in worries ...
- There is no need for fears and excitement, there is no need to worry. We are talking only about the control work on the results of the study of the relevant subject. Such tests were and are being carried out by schools in all subjects, this is a completely natural part of the educational process.
VPRs do not affect the certificate, based on their results no decisions are made vital for the graduate, you do not need to prepare for them (VPRs) in any special way - you just need to study. We do not recommend that schools take into account the results of the VPR when grading in the certificate.
– The decision to participate is made by the school. If such a decision is made, then the director must then issue an order, on the basis of which it is determined who and how participates in the control work.
- And if the school writes tests, but one of the 11th graders refuses (since this is a voluntary matter). For example, he wants to focus only on preparing for those subjects in which he will take the exam - is this option possible?
– The rights and obligations of all participants in the educational process are defined by the law "On Education in the Russian Federation".
The law contains a description of the powers of the school to organize various forms of certification. If a teacher in a class announces that a test will take place on such and such a day, then the students are not accepted to challenge this decision, are they?
If a student is going to enter a technical university, does this mean that he should generally refuse to study the basics of the history of his country? Or the foundations of the functioning of one's own organism, or the elementary laws of nature? Let's not turn graduates into "specialists like flux" (Kozma Prutkov - ed.).
Who is talking about refusing to study? All schoolchildren study other subjects anyway - for years. If you are referring to Kozma Prutkov, I will quote another of his statements: "Do not take anything to the extreme." Well, the question about the voluntary participation of students in the VPR was asked in connection with your own recent interview, in which you, I quote, literally said the following: "The participation of schools [in the conduct of the VPR] is voluntary. Moreover, the students themselves participate voluntarily."
And I can repeat the same to you. In general, VPR is not the exam at all. But it really checks the most significant aspects of each subject - what is important for later life and overall development.
– Will VLOOKUP be mandatory in the future?
- At the moment we are talking about the 2017 VPR, which are held by the decision of the school. Other decisions can only be made after a comprehensive discussion with all interested communities.
- How will the subjects for the control ones be selected - after all, all graduates, in addition to the mandatory USE, have completely different state exams?
– Now we are talking about the mode of approbation. The future will show which organizational form of conducting the VPR will be the most effective.
- What other tests are planned for this academic year in other classes?
– This year, 4th grade students from all schools will write All-Russian test papers on the Russian language, mathematics and the world around them. For the 5th grades, VPR in the Russian language, mathematics, history and biology will be held in the testing mode, that is, on a voluntary basis. In November, we also conducted a VPR in Russian for grades 2 and 5, in which about a quarter of the country's schools took part.
- How will the participation of schools in the VPR affect their ratings?
- The level of results will not be taken into account in any ratings. Perhaps in the future, when the school conducts a self-assessment of its work, it makes sense to take into account the mass participation in the VPR, since the results of the VPR make it possible to make the school transparent, to provide more information about its work for parents and the public.
– How many schools have decided to conduct VPR this academic year?
- In May, when we conducted the VPR in the 4th grade, 37,000 schools, about 1.3 million children, participated in them. This is the vast majority of schools in Russia (about 9/10). Given that participation was voluntary, this is an impressive figure. We don't yet have data on how many schools will conduct VPR in grades 5 and 11 in the spring, but we hope that participation will be no less active.
- And yet - in April 2017, some schools will conduct a VPR: somewhere they will write bad tests in chemistry, somewhere in physics, and then what? Will the teachers be fired? Somewhere there will be excellent results - and in this case, what will follow? Incentive awards?
- No one will be fired. But if the director decides to carry out the work objectively, then he, as well as all teachers and all parents, will receive very valuable information with which they can continue to work.
This is a completely natural way, known to the school since time immemorial. There is nothing new here, control work has always been carried out. The peculiarity of the VPR is only that the school and parents get the opportunity to see their performance in comparison with the whole country. And if a child could not be taught something, it is necessary to work with this school, with the teacher, to retrain and improve his qualifications so that a student of any school can receive a full-fledged education.
- Why are some additional exams or new requirements introduced in the 11th grade? It is already difficult for future graduates, this is a very responsible, busy year, which actually has an impact on the whole life. Why load eleventh graders even more? What you have learned is what will come out. Maybe it is worth starting reforms in the lower and middle grades in order to gradually prepare future graduates for new realities?
- VPR set the acceptable level of requirements within which children and teachers can finally find a compromise and not refuse to study an “unnecessary” subject at all, but take from it all the most significant, important from the point of view of later life and general development. This is a path to greater honesty in education, an opportunity for graduates to speak with full right of getting a general secondary education, rather than specialized training in the three subjects of the Unified State Examination.
Alexey Ivanovich, what questions do schools ask most often?
- Despite the fact that this form of work in Moscow has existed for three years already and we constantly give explanations on this procedure, we continue to receive various questions regarding the organization and content of external independent diagnostics.
- Then the first question will be: why should the school participate in diagnostics?
- Each school has a system of internal monitoring of the quality of education. Evaluation of educational achievements of students is the most important part of this process. If such monitoring is focused only on the use of internal materials (tests, dictations) prepared by school teachers, then the teaching staff may develop a subjective picture of the assessment of educational achievements. In addition, in this case, there is no opportunity to compare the successes of their students with the achievements of students of other educational organizations. Thus, participation in independent diagnostics of educational achievements allows schools to receive objective information about the quality of education, compare the results of their students with the results in the city or district, get acquainted with the achievements of the best educational organizations and focus on them. Analysis of errors and shortcomings based on the results of each of the diagnostics allows you to timely adjust the learning process to achieve better results in the future.
- How many classes in parallel should participate in independent diagnostics and who determines this?
- The school itself decides which diagnostics to sign up for and how many classes will take part in it. Since all diagnostics are carried out according to the annual plan, the school administration has the opportunity to familiarize itself with the list of activities even before the start of the school year and include the selected diagnostics in the plan for internal monitoring of the quality of education. Of course, there are extremes here. Some schools strive to get the best results in independent diagnostics and always put up one best class in parallel for all events. Others try to transfer all internal monitoring to the rails of independent diagnostics and declare all classes of this parallel for each diagnostic at once. Of course, one should not adhere to these extremes, because, for example, in the first case, the main goal of independent diagnostics is not achieved - obtaining by the school administration of objective information about learning outcomes. In addition, the schedule of independent diagnostics is such that two events can be held on one day for the same class, for example, in September of this academic year, diagnostics in Russian language and mathematics for the 7th grade were held on September 18, and for the 9th first class - 25 September. It is clear that one class cannot take part in two events at once on the same day, therefore, at each stage, within the framework of one direction of diagnostics (subject or meta-subject), only one class can be declared. In the second case, when the whole parallel (for example, ten classes) is declared for diagnostics, the event becomes extremely costly, because 10 independent observers should come to the school, which is hardly advisable. Since the options for diagnostic work are left at school, it is better to apply for independent diagnostics of grades 1-2, and then carry out diagnostics on your own using the same materials in other classes.
- The decision on the diagnosis is made by the school, but is it necessary to obtain the consent of the parents to participate in the diagnosis?
- As a rule, independent diagnostics of educational achievements is the same evaluation activity as a test or essay, which is usually carried out by a teacher. In this case, the consent of the parents, as well as for the usual control work, is not required. However, in Moscow, a comprehensive diagnosis of educational achievements in primary school is carried out annually, which involves a survey of children and parents. It uses a variety of personal data, it is not only about educational achievements, but also about the various individual characteristics of students. In order for a child to participate in such a complex diagnosis, it is necessary to obtain the consent of the parents.
- What happens when the administration is interested in objective information about learning outcomes, but does not want bad results to become known outside the school?
- In Moscow, they are implementing not only the principle of voluntary participation in independent diagnostics, but also the opportunity for schools to independently decide on saving the results of diagnostics in the citywide information network (Moscow Register of Education Quality - MRKO). Within two weeks after the results of the diagnostics are posted in the MRCS, the administration of the educational organization can analyze the data obtained using the explanations and recommendations of the ICCS specialists, which are posted on the MRCS websites (in personal accounts) and the ICCS, and, based on the analysis, decide which results to save in the school portfolio . Such a system allows the school to test weak grades without risking “highlighting” poor results. However, it is worth recalling that if a decision not to include the result in the IRCS has not been made within two weeks, then the results are automatically saved. Sometimes the administration chooses for independent diagnostics those classes in which the teachers teaching this subject plan to undergo certification in the near future. Undoubtedly, this is a very important area, especially since the results saved by the school are automatically included in the portfolio of teachers, and therefore, will be taken into account in the future when assessing.
- When registering for diagnostics, MCKO asks for additional information, for example: the names and surnames of students, their marks for the last stage of intermediate certification, textbooks that they use in this class. Is it obligatory to enter these data in the MRKO?
- As for the first part of the question, without a list of students, the ICAC will not be able to post the diagnostic results in the personal accounts of students, which means that their parents will not get access to this information. True, such a need will soon disappear, since MRKO is the information and analytical system of the Department of Education. In this regard, MRKO has already been integrated with the register of institutions of the DOGM, and integration with the Contingent register is planned. Therefore, in the near future, the need to fill in the FI of students when applying for diagnostics will disappear: they will enter the system automatically.
Marks for intermediate certification allow you to assess the compliance of diagnostic results with school grades. Correlation of test results with school grades makes it possible to assess the reliability of measuring materials; ICAC constantly monitors this indicator of test quality. On the other hand, discrepancies of 2 or more points between the results of diagnostics and the school mark signal to the teacher and the school administration about the inconsistency of intra-school assessment with objective test results.
As for the data on the textbooks used, the ICSC conducts an analysis for all participants in the diagnostics as a whole. Correlation analysis also makes it possible to look at the differences in the results of studying certain topics or the formation of certain types of activities in the work of schools according to different educational and methodological sets. This makes it possible to identify the advantages and disadvantages of certain educational and methodological kits (TMK) and, as a result, makes the choice of UMK by teachers more meaningful.
- In what cases can the results of the school be recognized as unreliable?
- The results of an independent diagnosis of a school (or a specific class) may be considered unreliable, we take into account two factors:
analysis of student response forms;
analysis of feedback from independent observers on compliance with testing technology.
The results of the class are recognized as unreliable if the answers to several tasks were corrected in most of the forms. In addition, we use a special program that analyzes the frequency of identical incorrect answers in the class and thus fixes cheating. At the same time, we necessarily take into account the comments set forth by an independent observer in the act of observation: poor discipline, tips from students, non-compliance with testing technology.
- If the day of the diagnostics, which is indicated in the ICAC plan, is not suitable for the school, can it order it for another day?
- Independent diagnostics - the pleasure is by no means free. If the diagnosis takes place, for example, on October 2, then after it is carried out, the work options are considered open and you can prepare to work with these options, as was the case with the KIM USE options that appeared on the eve of the exams on the Internet. Accordingly, the next day, diagnostics with an independent observer should be carried out using new materials, which leads to additional costs of budget funds. Therefore, it is better to either revise the schedule of your activities and take part in an independent diagnosis on the scheduled day, or conduct it in the internal monitoring mode on another day.
- If the school uses a different program in the subject and the proposed diagnostic does not suit her, can she order a diagnostic with a different content?
- As a rule, subject diagnostics, which are carried out during the academic year, are focused on the programs of the most common educational and methodological kits in the city. In accordance with the assignment of the Department of Education, the MCCS prepares one set of options for each diagnosis. If the school wants to receive individual measuring materials, then it can order them from its own financial resources.
- Who at school decides on the participation of classes in diagnostics?
- In most schools, the plan for internal monitoring of the quality of education and participation in external diagnostic activities are discussed at the teachers' councils, and approved by the school principal. On the basis of this plan, the administrator responsible for work in MRKO declares classes for participation in external diagnostics.
- How should the administration work with a teacher if his class is declared for independent diagnostics?
- Before carrying out diagnostics, it is necessary to ensure that the teacher familiarizes himself with the specification, codifier and demo version in a timely manner. Let me remind you that these documents are posted on the ICSC website already a month before the scheduled diagnostic day. The next important aspect is the preparation of students for the blank form of testing. Here you need to study the instructional materials, which are also posted on the site, and familiarize students in advance with the rules for filling out forms and the features of recording answers to tasks of various types. After receiving the results of the diagnostics, they are automatically uploaded to the classrooms of schools in the MRKO, after which it is necessary to fix the problems found, to ensure that corrective work is organized for all undeveloped content elements or skills. Since all the results are also placed in the students' personal accounts, it is desirable that corrective measures (additional tasks, consultation schedule) are also reflected there, so that parents can see how successfully their child fills the identified gaps. In addition to the instructional and methodological materials posted on the MCKO website in the “Monitoring and Diagnostics” section, the materials of webinars regularly held by the MCCS can help at the stages of preparing and analyzing the results (see the schedule of webinars http://mcko.ru/webinar/) . At webinars, issues related to the content of diagnostic work, the procedure for conducting tests, and analyze the generalized results of diagnostics are discussed. By directly participating in the webinar, the school and teachers can ask questions they are interested in, share their experience, and by downloading the recordings of past webinars, use materials for methodological meetings with teachers.
- Suppose that after the diagnosis, the schools received the results for the class. How to determine whether they got a high or low result?
- The recommendations of the ICAC, which are placed in the classrooms of schools in the MRCS simultaneously with the results, contain information about the overall results for the city and explanations for interpreting the results of classes (schools). Among the indicators that the class - a participant in the diagnostics receives, there is an indicator called the "performance ratio". It is determined by the formula: Ri \u003d Xi / Xav., where Xi is the result of the diagnostic work performed by students of this class, Xav. - the result of the work performed on average for all OS involved in such diagnostics. The performance ratio Ri = 1 is the average result of the diagnostic work in general for all educational organizations participating in the diagnostics. The value of Ri >1 means that the results of the class are higher than the average indicators for the city, the most significant are the performance coefficients exceeding 1.2. Ri values< 1 говорят о более низких результатах, чем в среднем по городу, а критическими показателями здесь будут коэффициенты менее 0,8. Кроме этого, необходимо сравнить результаты выполнения по контролируемым элементам содержания или видам деятельности, сравнив их с общегородскими показателями.
- What diagnostics does the ICAC offer for schools making the transition to second-generation standards?
- The system of diagnostic measures of the MCCS involves the use of measuring materials both in accordance with the federal component of the state educational standard and in accordance with the Federal State Educational Standard. If only subject tests are developed for the standards of the previous generation, then as an accompaniment to the introduction of the Federal State Educational Standard, schools are offered both subject and meta-subject measuring materials. This academic year, activities are planned for grades 1-4 of primary school, grades 5-6 of basic school and for grades 10 participating in the pilot project for the introduction of the Federal State Educational Standard. Here we offer both independent diagnostic procedures and a wide range of measuring materials for internal monitoring of educational achievements in schools implementing the Federal State Educational Standard. To assess meta-subject results, we offer measurement materials in five different areas: diagnostics of cognitive meta-subject skills, interdisciplinary concepts, reading literacy, problem-solving competence, and diagnostics of communication and regulatory skills in the framework of observations of students' project activities. At the beginning of the academic year, on the ICAC website, we publish an order of the Department of Education, which indicates not only the name and dates of each diagnostic, but also the assessment of the requirements of which of the standards the event is aimed at.
Information note
The Federal Service for Intellectual Property registered the city of Moscow as the owner of the information and analytical system "Moscow Register of Education Quality" (IAS MRKO), on behalf of which the Department of Education acts (certificate No. 2013661983 dated December 20, 2013).
