Quality management system for domestic education. Monitoring as a means of managing the quality of education
It is also important to measure the quality of education to ensure the satisfaction of the individual with their educational preparation. Moreover, the quality of education makes it possible to ascertain to what extent the rights of a person to receive an education corresponding to the world level are ensured.
Quality is the normative level that the product of education must meet. It is generally accepted that in this category the social order of society for the educational activities of an educational institution is embodied.
It should be noted that the quality of education is not only a RESULT, but also a CONDITION and a PROCESS.
The quality of education includes:
Quality of the final results
The quality of the educational process
Condition quality
The quality of norms and goals
Students in the educational process study the system of knowledge from different scientific fields and the result of this process is the development of scientific knowledge by them. But the level of this development is different, i.e. with different set of properties.
We single out three main qualities of knowledge.
The first quality is systematic knowledge.
(facts → concepts → laws → theory → consequences and applications).
The second quality is the effectiveness of knowledge.
The third quality is the strength of knowledge
Assessment of the quality of the educational process is based on the following criteria:
Criteria for the quality of the content of the educational process;
Quality criterion of educational technologies.
The quality criterion of the content of the educational process can be represented by a number of indicators, which, in turn, are grouped according to the levels of representation of the content of education. These levels are:
Invariant level; (fundamental content,)
Variable level;
Personal level.
Assessment of the quality of conditions
In assessing the quality of education, an important role is played by the assessment of the quality of the conditions of the educational process, among which the leading place is occupied by managerial conditions.
Evaluation of management conditions involves tracking the final results of management and identifying the effectiveness of types of management activities: motivational-targeted, information-analytical, planning and prognostic, organizational and executive, control and adjustment and evaluation and performance activities.
In addition, personnel conditions, scientific and methodological conditions, psychological conditions, etc., should be subject to qualitative assessment.
44. Education quality management
Practical experience in the implementation of education quality management systems in developed European countries allows us to identify the main stages of management:
1. Designing school education quality management systems
(ShS UKO) and education quality management planning - the formation of normative, organizational, methodological and instrumental
basis for carrying out activities to achieve the required quality).
2. Education quality management is a process of quality formation, which is a set of systematic actions to study the needs of customers of educational services, develop and implement basic and additional educational programs, and provide resources.
3. Monitoring of processes and correction - the process of assessing and comparing the achieved level of quality with the target, providing feedback from all interested parties, making adjustments to the activities and management system.
Thus, education quality management is a continuous closed process consisting of interrelated and interdependent elements.
The purpose of creating an education quality management system in an educational institution is to provide the necessary conditions for the provision of high-quality educational services that meet the needs and expectations of consumers.
In addition, a quality management system is necessary for a modern educational institution for:
increase the efficiency of the educational process in achieving the requirements set by state educational standards;
development of a creative and active atmosphere in the institution, activation
professional activities of employees;
improving the overall management system in a general education institution;
optimization of financial, resource and personnel support of the educational process;
increase the competitiveness of a general education institution;
creation of modern safe conditions for educational activities;
Ensuring broad public participation in the management of the educational institution.
The functions of the UCO loop are:
determination of the criteria basis for the quality of education in an educational institution;
preparation of analytical reports and public reports on the quality of education in the EI;
stimulation of innovative processes in an educational institution
to maintain and continuously improve the quality of education;
determination of directions for the development of an educational institution, advanced training of teaching staff.
All possible objects of the UCO loop can be conditionally divided into three
The first group includes those objects that must be identified and established by the management of the MA:
policy in the field of education quality; organizational structure;
maintaining contacts with external expert organizations, which include the licensing and accrediting body, institutions that carry out external audit of the quality of education, associations of experts and individual experts, etc.
The second group - objects related to the design, planning, content and organization of educational and work processes:
educational programs of educational institutions (basic and additional); curricula and programs; forms, methods, technologies of teaching; extracurricular activities.
The third group includes elements related to resources and evaluation of the result:
keeping records and control of quality documentation;
Provision of educational activities (legal, organizational and administrative, financial, material and technical, personnel, etc.);
education quality assessment system.
Management of the sample pr-som.1. Theoretical level - an idea of the reverse pr-se as a system, its driving forces and patterns. The role of the hand-la: knows the theory of arr-nogo pr-sa .; Provides assistance to students in the development of knowledge about the obr-nom pr-se. The role of the teacher Masters knowledge in the field of EP theory. The role of the student Gradually accumulates knowledge about the pr-se of his own teaching and the pr-th .2. project level plan and curricula The role of the leader 1. leads the collective activity of teachers in the development of the school component of the account. plan, familiarization with school plan, studying uch. programs, textbooks. The role of the teacher 1. Participates in the development of the school component of the curriculum. 2. Selects and studies curricula. The role of the student Makes a choice of additional. obr-tion, profile. Declares his own needs .3. the level of creation of a project of a specific sample project in the form of its planning for the academic year, topic, separate lesson Supervisor's Role 1. Organizes teachers' planning activities. 2. Encourages teachers for long-term planning of the EP in the form of a technological map. The role of the teacher Makes plans for a sample project for the academic year, topic, lesson. The role of the student Participates in the planning of the EP in the development of training sessions. Expresses his wishes. 4. real pr-sa level The role of the leader 1. studies the course of the sample project at school. 2. Carries out an analysis of the sample pr-sa, evaluates its results. 3. Plans the development of a sample project at the school. The role of the teacher 1. implements a sample pr-s in the classroom. 2.reflexes its ped. activity. 3. Builds a development program for his ped. activities. The role of the student Actively participates in all stages of the training session. Reflects its educational and cognitive activity.
What is the difference between an administrator and a manager? AdministratorManager Controls the performance of their duties by employees Controls the compliance of actions with the existing norm Manages people and maintains the existing functioning Complies with the established financing scheme Creates a vision for the future product, result Defines the purpose, goals and objectives of the organization Creates an organizational structure to achieve the goals of the organization Motivates staff, etc. Defines strategy, manages processes and their changes Allocates resources to maintain efficient operation Maintains the required workflow
Management is: Management is a kind of professional activity. Management is a kind of professional activity. The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization Objects of management - processes - activities. Control objects - processes - activities.
Management (continued): Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). Today, this understanding of management activities has become the most widespread in the world.
Evolution of the concept of quality in economics Compliance of the result with the standard developed by the manufacturer External control (inspection) of the parameters of the result Disadvantages of the model: 1. Inspection is the enemy of the manufacturer 2. Does the standard (product) satisfy the consumer's expectations?? Model 1 Compliance with the application (expectations, needs of the customer) Continuous improvement and self-control of each process Feedback from the customer Model 2 Compliance with latent needs - meeting the needs of the customer before he realizes these needs Model 3
Quality is: Orientation to the consumer (products, services, results) Orientation to the consumer (products, services, results) Fairness - equality in access to education Fairness - equality in access to education Leading role of management (quality development strategy) Leading role of management (strategy quality development) Continuous improvement of products, services, results necessary for the consumer Continuous improvement of products, services, results necessary for the consumer Involvement of all employees in achieving goals in accordance with the development strategy Involving all employees in achieving goals in accordance with the development strategy Continuous improvement of employees' activities to achieve the goals of the organization Continuous improving the activities of employees to achieve the goals of the organization Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effectiveness effective functioning) Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effective functioning) Not external control, but internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them Not external control , and internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them
Quality-summary: Quality is not equal to the standard Quality is not equal to the standard Quality = self-improvement and creation of organizational conditions Quality = self-improvement and creation of organizational conditions Quality - the ability of an organization to achieve the result required by the consumer (society) Quality - the property of an organization to achieve the result required by the consumer (society) Quality - the ability of an organization to determine the development trend and respond to a customer demand that has not yet been formulated Quality is the ability of an organization to determine a development trend and respond to a customer demand that has not yet been formulated
What is the specificity of quality in education? Who and how determines the result? In what form should the result be formulated so that it can satisfy the consumer? Who are the consumers of the educational result? How to determine what consumers need? In what areas can the consumer use the result? Does it matter how you achieve results? In the presentation and application of the educational result (product)
The quality of education is: Social order: An agreement on the requirements for educational results (including the results of research) between: Government Society Employers Academic community of universities Student Parents Development program Transformation of these requirements into the mission, goals and objectives of an educational institution Organization conditions Creation of conditions and their improvement to achieve educational results determined in accordance with the social order - implementation of the Program Internal and external examination of the intra-school quality management system, educational conditions (satisfaction of parents, students and teachers) and educational results
Challenges to human education from the side of modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Focus on basic democratic values Focus on basic democratic values Self-reliance in solving problems, initiative, responsibility for the result Independence in solving problems, initiative, responsibility for the result Tolerant behavior in a multicultural, pluralistic society Tolerant behavior in a multicultural, pluralistic society
Quality management in education - ensuring and developing quality (state level) At the level of state policy - determining the main priorities in achieving the required educational results At the level of state policy - determining the main priorities in achieving the required educational results Independence of schools (budget, changes in the content of education, use means of achieving it, public administration, lack of state inspection) Independence of schools (budget, changes in the content of education, use of means to achieve it, public administration, absence of state inspection) Determining the key competencies necessary for a young person for his successful socialization in a given society ( competence model of a graduate) Determining the key competencies necessary for a young person for his successful socialization in a given society (competency model graduate) is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives. is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives.
US educational policy 1. Access to education for the majority of citizens, regardless of their social status, racial or ethnic group. 2. Education should contribute to the reform of society. 3. Education should contribute to the preparation of the political, academic and scientific elite. 4. Education should promote self-improvement and finding a person's life path. (Gunnar Mirdal Education. In the book: America: people and country. M., PPP (prose, poetry, journalism), 1993)
Development of the quality of education in educational institutions Quality of education in educational institutions Analysis of the initial state in the field of education quality. Decision on transformations Development of a philosophy, mission in accordance with the social order Coordination of educational goals and priorities (teachers, parents, students) Development of an implementation program and criteria for evaluating results Creation of conditions for the implementation of the mission and goals etc.) Internal expertise of activities to develop the quality of education
Education quality system in educational institutions General strategy for the implementation of the social order Public and state administration Mission and goals (educational results) Pedagogical principles Pedagogical technologies Methods and procedures for evaluating results Approaches to teaching different categories of children School way (school and class - living space Improving pedagogical competence Cooperation with parents Social partnership Internal and external expertise
What ensures the educational result of a student in the education quality management system? Mission, goals (competency model of the student) General pedagogical principles Educational result Teaching, teacher activity (methods) Organization of the educational process Evaluation of educational results Formation of social order Internal and external expertise Improving the competence of the teaching staff School, class as a living space Public administration ( independence, autonomy of schools) Cooperation with parents Involvement of all in the activities to achieve the goals Social partnership (relations with the external environment)
Public and public administration of the educational institution School is an independent organization in the “educational services market” (inspectors are excluded) School is an independent organization in the “educational services market” (inspectors are excluded) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment ”, high school students) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment”, high school students) Participation in decision-making on key issues of organizing the educational process Participation in decision-making on key issues of organizing the educational process The idea of independent, responsible and an active school (any organization of education) is the core and strategic direction of the development of education quality assurance systems in developed countries.
Civic school “Only a civic school, in which parents and teachers, on the basis of common fundamental beliefs, within the framework of goals binding on the whole society, form a specific pedagogical program, is able to meet the requirements of education focused on values and learning achievements in a pluralistic society.” Frank Rüdiger Yach
Strategic Change Management Framework for Educational Quality Management Student Achievements What are we? What are we striving for? What else should we try to achieve? Are we starting to change? What are the results? What have we achieved? What are our new activities? What should we do for this? The main issues of internal examination (evaluation)
Concept - development strategy: Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Values (pedagogical philosophy) - the basis for choosing a given final product Values (pedagogical philosophy) - the basis for choosing a given final product Problem - reveals a social contradiction Problem - reveals a social contradiction Goals - specific new educational results of students Goals - specific new educational results of students Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results
Implementation program Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Tasks - actions and intermediate results necessary for the effective achievement of the goals set: Tasks - actions and intermediate results necessary for the effective achievement of the set goals: change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, way of school life change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff , the way of school life, changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways to information, etc.); changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Stages of achieving goals with their results Stages of achieving goals with their results Risk assessment (personnel, economic etc.) Risk assessment (personnel, economic, etc.) The first step in the implementation of the concept The first step in the implementation of the concept
Formation of a social order: Formation of a mechanism for determining a social order: Formation of a mechanism for determining a social order: Determining trends in the development of a socio-economic system Defining trends in the development of a socio-economic system Accounting for global trends in the development of education Accounting for global trends in the development of education Determining the needs of consumers in learning outcomes Determining the needs of consumers in learning outcomes Identification of the qualities and skills (competences) that meet these needs - the results of national and international studies (PISA) Identification of the qualities and skills (competences) that meet these needs - the results of national and international studies (PISA) "Agreement" between all interested parties regarding requirements for educational outcomes: students and their parents, teachers, employers, the academic community, civil institutions "Agreement" between all stakeholders parties regarding the requirements for educational outcomes: students and their parents, teachers, employers, academia, civic institutions
Mission, key idea Examples - how not to formulate: Creative learning based on the methodology of system dynamics, as a new educational practice, ... Creative learning based on the methodology of system dynamics, as a new educational practice, ... How to formulate: How to formulate: Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) ) To ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Creation of an educational developmental environment that provides independent choice, search for information, problem solving, generation of knowledge, responsibility for the result, setting personally significant goals Creation of an educational developmental environment that provides independent choice, search for information, solving problems, generating knowledge, responsibility for the result, setting personally significant goals Formation of natural scientific thinking as a methodology for scientific explanation Formation of natural scientific thinking as a methodology for scientific explanation
Educational goals How to formulate goals correctly? Informatization of the educational environment Building a new model Building a new model of the educational environment of the educational environment Stimulate motivation Stimulate the motivation of students Frequently used verbs: develop, activate, prepare, provide, increase, continue, organize, improve, etc. The ability to highlight facts, assessments, interpretations in the text Explain the causes of a physical phenomenon (describe, put forward hypotheses, use models, etc.) Analyze and summarize information Set goals and formulate tasks (correctly) Harmonious personality Developing personality type Teach physics Develop logic Independent intellectual As a means: Non-specific educational outcome: As a specific educational diagnosable outcome: (not correct)
Pedagogical principles and approaches to learning: Education for life (personal, professional, public) Education for life (personal, professional, public) Teaching based on one's own motivation and responsibility Teaching based on one's own motivation and responsibility based on their experience and meaningful action Not the transfer of knowledge, but its generation to students based on their experience and meaningful action Creation of a developmental environment that encourages students to search, research, problem solving, communication and self-determination Creation of a developmental environment that encourages students to search, explore, solve problems, communication and self-determination Inclusion in independent activities that meet the interests of students Inclusion in independent activities that satisfy the interests of students Taking into account the individual interests, abilities and characteristics of students Taking into account the individual interests, abilities and characteristics of the student xia Continuous support for the weak and help them reach the highest possible level Constant support for the weak and help them reach the highest possible level
Positions of an adult in the educational process Teacher Teacher Curator (solution of social problems) Curator (solution of social problems) Tutor Tutor Psychologist Psychologist Special teacher (work with those who are lagging behind) Special teacher (work with those who are lagging behind) class together with the teacher) Master Master Nurse (health prevention) Nurse (health prevention)
Improving the competence of the teacher to achieve the stated educational results Organization of conditions for professional communication of teachers within the framework of methodological work in the educational institution: Organization of conditions for professional communication of teachers within the framework of methodological work in the educational institution: Collective and group forms: Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, school of excellence, practical conference , methodical exhibition, methodical marathon, methodical association, panorama of pedagogical ideas, pedagogical fair, business game, skill competition, teachers' conference, pilot groups, young master's school Individual forms: Co conversation, introspection, consultation, self-education, course preparation, author's work, creative portrait, research work, training, presentation of the author's pedagogical technology, author's school, mentorship, postgraduate study, internship
Key competencies Competent - having the ability to strength, power, skill, knowledge, etc. (to do what is required) Competent - sufficient, adequate (Oxford Dictionary) Competence - Ability Skill Knowledge Necessary to achieve the required result Key competencies - qualities, abilities, skills necessary for every person in his professional, personal and social life in modern society Key competencies are those skills that can be applied in situations that cannot be predicted in advance regarding future tasks and the knowledge and skills necessary to solve them.
Types of key competencies Communication (participation in a discussion, working with information, understanding texts, writing texts, speaking) Communication (participating in a discussion, working with information, understanding texts, writing texts, speaking) Operations with numbers (Regarding the interpretation of numerical information, performing calculations and presentation of conclusions and conclusions.These competencies are needed when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Operations with numbers (Regarding the interpretation of numerical information, making calculations and presenting conclusions and conclusions. These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Improving Learning Ability and Performance (Related to Human Resources Management, Career Development, and Learning Ability) Improving Learning Ability and Performance (Related to Human Resource Management, Career Development, and Learning Ability) Problem Solving (These competencies are required in problem solving problems at work, in training or in personal life, when various methods of finding solutions are used and the effectiveness of these methods is tested.(Cambridge and RSA Examinations 2000) when various methods of finding solutions are used and the effectiveness of the application of these methods is checked. (Cambridge and RSA Examinations 2000) Oxford-Cambridge Core Competency Model (2000):
Types of key competencies (continued) Austrian model: Competences in specific areas of activity - language and communication, creativity and design, people and society, health and movement, nature and technology. Social competencies - the ability and willingness to take responsibility, the ability to communicate, the ability to work in a team, the ability to resolve conflicts, the ability to adapt, the ability to understand others, contact, etc. Personal competence - the development of one's own abilities, knowledge of one's strengths and weaknesses, as well as a willingness to learn and test oneself in new situations. German model: Subject competencies Competence of methods (ability to learn) Personal competencies Social competencies By type of activity: Scientific (research) Pedagogical Managerial Expert Engineering, etc.
A new house of learning (the focus of innovative programs, innovative technologies on the development of competencies) Subject competence Competence of methods Social competence Personal competence Work and learning based on one's own motivation and responsibility Possible educational work Organizational forms Work by eras (in the immersion system) Work in groups, by stages Projects, educational research activities Work according to an individual curriculum Work according to a weekly plan Production of educational products Reports / Communication Requesting and searching for information from different sources (learning and asking) Training of teaching methods Teamwork Communication training Key competencies
Modern pedagogical technologies Project method - purpose - to teach different types of competencies: Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations with his age) Teach the student to plan and implement work (in accordance with his age) Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently look for ways to achieve goals, implement them and transfer this experience to other situations To learn to independently look for ways to achieve goals, to implement them and transfer this experience to other situations To learn to develop and test one’s capabilities and understand their limits Learn to develop and test your capabilities and understand their limits Learn to identify existing tensions and conflicts and look for ways to solve them Learn to identify existing tensions and conflicts and look for ways to solve them Learn to collect the right information, systematize it, critically evaluate it and use it Learn to collect the right information , systematize it, critically evaluate it and use it Teach how to conduct a business discussion in order to be able to express and argue one's point of view To teach purposefully, individually and in a group, to participate in events and influence them in a decisive way
Teacher Competence What should a teacher be able to do using the design method? 1. Be able to design (know design methodology) 2. Be able to organize independent design activities of students 3. Be able to organize group work 4. Be able to teach different skills (communicative, research, reflective, etc.) 5. Be able to be a partner, consultant, organizer student activities 6. Be able to appreciate the contribution of each to the final product The teacher must be able to do everything that he teaches students
Competence of the teacher What should the teacher provide in the project form of organization of students' activities? Independent choice by students (topics, level of difficulty of the task, forms and methods of work, etc.) Independent choice by students (topics, level of complexity of the task, forms and methods of work, etc.) Independent study work, planning their activities (independent implementation different types of work, during which the formation of skills, concepts, ideas takes place); Independent study work, planning one's own activities (independent implementation of various types of work, during which skills, concepts, ideas are formed); Awareness of the purpose of the work and responsibility for the result Awareness of the purpose of the work and responsibility for the result Realization of the individual interests of students Realization of the individual interests of students Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results) reflective discussion of the results) Formation of concepts and organization of one’s actions based on them Formation of concepts and organization of one’s actions on their basis Use of an assessment system adequate to the required educational results (criteria assessment, portfolio, achievement diary, student’s success map, etc.) Use of an assessment system adequate to the required educational results (criteria-based assessment, portfolio, achievement diary, student success card, etc.) Demonstration of one’s competent behavior Demonstration of one’s competent behavior
Evaluation of educational results - competencies Essay (point score according to levels of achievement - A, B, C, D, E of the required indicators - reasoning, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Essay (point assessment by levels of achievement - A, B, C, E, E of the required indicators - argumentation, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Project protection - report - reflection of the results and work process Protection project - report - reflection of the results and process of work Portfolio (collection of student work - his achievements - evaluated in points) Portfolio (collection of student work - his achievements - evaluated in points) Expert assessments of specific activities and behavior according to known criteria through observation Expert assessments of specific activities and behavior according to known criteria through observation. Test tasks that allow fix the level of achievement of skill (competence) For example, PISA Test items that allow you to fix the level of achievement of skill (competence) For example, PISA Different types of exams Different types of exams
Expertise as: Expertise (French Expertise, from Latin Expertus - experienced) - the study by experts of any issues, the solution of which requires special knowledge in the field of science, technology, art, etc. (TSB, 1978, vol. 30, p. 9). “Evaluation is a comparison of the valued with the equivalent as a measure of the valued. The presence of an equivalent as a measure of what is being assessed is the most important factor that distinguishes the process of assessment from the process of cognition. (Gorbunova T.I. Expertise as an assessment of human activity and its results.) Research Evaluation
Internal expertise Carried out by an expert group consisting of: teachers, parents, students, administration (on an elective basis) The following main areas of school life are analyzed: The following main areas of school life are analyzed: management - the presence of an idea and strategy, as well as the involvement in its implementation of the majority of members of the teaching staff Content of education - results - social order Content of education - results - social order Evaluation system - corresponds to the results Evaluation system - corresponds to the results Organization of the educational process Organization of the educational process Increasing competence teachers - mastering new methods, forms of professional communication Increasing the competence of teachers - mastering new methods, forms of professional communication Working with parents work with parents Way of life of the school Way of life of the school Social partnership (interaction with the external environment) Social partnership (interaction with the external environment)
Internal expertise (continued) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, the availability of free time, etc.) Analyzes the satisfaction of teachers with the organization of their professional activities and life at school Analyzes the satisfaction of teachers with the organization of their professional activities and life at school Analyzes the satisfaction of parents with what happens to their children at school Analyzes the satisfaction of parents with what happens to their children at school Tools: specially designed questionnaires, interviews, observation
Monitoring as a means of managing the quality of education
An important role in the effectiveness of the management of an educational institution is played by monitoring, which creates the necessary information support for the educational process. "Monitoring is the observation, assessment and forecast of the state of the environment in connection with human activities (Big Encyclopedic Dictionary, p. 831" The terms "pedagogical monitoring", "quality monitoring" appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring ""Pedagogical monitoring" is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development. "Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions , which allows you to track both the deviation from state educational standards and the level of satisfaction of the educational needs of the population.Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodical eskiy). The objects of pedagogical monitoring are all participants in the pedagogical process (teachers, students, class teachers and the pedagogical process itself). Monitoring studies can be carried out in three stages:Stage 1. Preparatory1. Goal setting.
2. Definition of the object.
3. Setting the timing.
4. Study of relevant literature.
5. Development of tools for pedagogical monitoring.
Stage 2. PracticalCollection of information:-observation
-interview
-testing
- questioning
- go to class
-test papers
Stage 3. Analytical1. Systematization of the received information.
2. Analysis of the obtained data.
3. Development of recommendations and proposals for the next period.
4. Conclusions.
When conducting an analysis, it is possible to combine textual analytical information, diagrams, graphs, tables, diagrams, etc. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics of schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students at a given point in time, but also involves an analysis of the reasons for its inconsistency with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.
Requirements for the organization and conduct of pedagogical monitoring
1. Existence of a monitoring research program
2. The set and form of monitoring indicators should be limited and constant over a specified period of time.
3. Indicators should be evaluative in nature of education quality management.
4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations
5. When conducting pedagogical monitoring, the following conditions must be observed:
Consistency
- duration in time
-comparability
-objectivity
-comfort
1. It is necessary to determine the areas of activity for organizing and conducting monitoring:
In accordance with functional responsibilities
- in accordance with the innovative, experimental activities of this educational institution
- in accordance with the goals and objectives of this educational institution
2. When organizing and conducting monitoring, it must be taken into account that the main goal is to continuously monitor the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student
3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.
5. A cutoff schedule is drawn up, which is approved by the director of the educational institution
6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students
7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process
8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.
Conducting an intermediate cut is necessary to assess the success of students' advancement in the subject area, based on these cuts, the teacher evaluates the success of choosing his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.
9. To successfully track the level of learning, the quality of the formation of general educational skills, general educational thinking skills, it is necessary to form the content of education in such a way that at each stage of training, general educational, special skills and abilities of students are highlighted
10. Monitoring the level of learning to plan for the key points of the educational material at each stage of training, which provide a fairly successful assimilation of the material and, as a result, advancement in the practice of its application
11. To obtain objective results of the level of learning, monitor three indicators: the implementation of the standard (percentage of progress), the quality of knowledge (percentage of the quality of knowledge), the degree of learning of the class
12. Analysis of the level of training should be carried out taking into account all levels
An essential feature of monitoring is the determination of the general level of education of schoolchildren.
According to A.K. Markova, learning is those characteristics of mental development that have developed as a result of the previous year of study, i.e. stock of knowledge today.
L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.
V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study. All functions and steps of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of little value and low quality, or destroys the entire system. Of course, this cycle is filled in each case with different content. The implementation of a full cycle of pedagogical monitoring helps to increase the efficiency of the pedagogical process in the "teacher-student" system.
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Ensuring the availability of quality education is the leading idea of modernizing the Russian school. Meanwhile, as practice shows, the increased accessibility of education without changing its content and forms of influence on the social status of people can reduce its quality. The possibilities for improving the educational preparation of students by increasing the duration of schooling while maintaining the volume and content of educational material are practically exhausted today. The concept of quality itself has changed. The institutional manifestation of such a change is the transition from regulating the content and volume of educational material (FSES 1992) to regulating the requirements for the conditions, programs and results of education (FSES 2008).
The Law of the Russian Federation "On Education" defines the 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, 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”. The definition is of a general nature and requires clarification and specification for practical application.
The request for a new quality seems impossible to satisfy without a purposeful change at all stages of management: planning, organization, motivation and control, determining the factors of this quality and actively influencing them. Effective management can be considered not as managing the transition of an object (education system) from one more or less stable state to another stable state, but as a continuous process, which is divided into separate stages for tactical purposes.
Russian education has a multi-level management system: the Ministry of Education and Science - regional ministries (committees) - municipal (city, district) governing body - educational organization. The effectiveness of such a system depends on the degree of unity of the educational sphere, the relationship between the distribution of powers and responsibilities. The limitation of management capabilities at each level is due to the transferred powers and available resources: administrative, financial, personnel, information. An important problem in the development of quality management in education is the uncertainty of the responsibility of each level for this quality.
The relevance of the study is due to:
The ambiguity of the concept of “education quality” and the need to identify the components and factors that ensure it in order to solve management problems at the level of the metropolitan area;
Uncertainty of the district's responsibility for achieving normative quality and the need for quality management at all levels of management;
The need for an objective assessment of quality management at the district level and the use of quality indicators that do not meet the authority and responsibility of the district for this quality.
The degree of development of the problem.
The nature of pedagogical research in the field of education quality management is significantly influenced by the general theory of quality management (V.I. Azarov, S.A. Voroshilov, S.D. Ilyenkova, G.Yu. Naumenko, etc.), the requirements of international quality management standards ISO 9000, principles of total quality management (TQM). Various aspects of the problem are considered in the works of V.A. Bolotova, E.M. Korotkova, O.E. Lebedeva, V.P. Panasyuka, M.M. Potashnik, G.A. Shaporenkova and others. Yu.A. Konarzhevsky, G.M. Polyanskaya, A.I. Subetto, S.Yu. Trapitsyna, E.V. Yakovlev. We have not found any issues of the specifics of education quality management at the district level in these sources.
The purpose of the study is to identify the applicability of modern criteria for assessing the quality of education in management at the district level.
Achieving this goal led to the setting of the following tasks:
1. To identify the criteria and indicators of the quality of education in state programs for the development of education, legal documents of all levels of education.
2. Determine the compliance of the criteria and indicators identified in task 1 with the requirements that the modern methodology of quality management imposes on the criteria and indicators.
3. To identify limitations for the use of these criteria and indicators in the existing education management system at the district level.
4. Suggest possible criteria and indicators for solving the problems of managing the quality of education at the level of the metropolitan area.
The object of empirical research: the process of managing general education in St. Petersburg (on the example of 5 districts of the city).
Subject of study: features of the activities of the district departments of education in managing the quality of education.
The theoretical and methodological basis of the study were the works of domestic and foreign scientists working in the field of study: A.A. Avetisova, D.A. Alexandrova, M. Alberta, V.I. Andreeva, M.P. Afanasiev, Yu.K. Babansky, V.A. Bolotova, I.A. Waldman, M. Meskon, V.P. Panasyuka, M.M. Potashnik, S.G. Kosaretsky, N.V. Kuzmina, N.A. Selezneva, A.I. Subetto, S.Yu. Trapicina, P.I. Tretyakov, A. Fayol, I.D. Frumina, F. Hedouri.
Theoretical (analysis, synthesis) and diagnostic (study of documents, statistical analysis of data from monitoring studies, questioning, survey) research methods were used in the work.
The information base of the study includes:
official statistical materials on various issues of the functioning of the educational industry;
federal laws, legislative acts of the Russian Federation, Decrees of the President, decrees of the Government of the Russian Federation on the problems of the development of education;
legal documents on education quality management at various levels of education management;
primary materials of educational institutions and organizations, including development programs and other documents.
data of surveys of heads of the district level of education management.
The scientific novelty of the research lies in:
applying the theory of education quality management to identify the compliance of the criteria and indicators of political and regulatory documents aimed at improving education, the requirements of unambiguity, clarity and controllability in management practice at the city district level;
systematization of criteria for evaluating the activities of education authorities at the district level to improve the quality of education.
The specific elements of the increment of new scientific knowledge include the following results:
clarified the conceptual apparatus associated with the research topic;
possible criteria for evaluating the activities of education authorities at the district level to improve the quality of education have been identified.
Keywords. Quality of education, quality factors, components of quality, quality management, powers of educational authorities, quality indicators, concepts of education quality management.
The results of the work can be used in the process of course preparation and retraining (seminars) of managers (administrators) when considering issues of education quality management:
heads of the Departments of Education of the administrations of the districts of St. Petersburg in the development of the Program for the development of the educational system of the district, analysis of the results of educational activities;
public authorities of St. Petersburg in assessing the effectiveness of education management at the level of city districts, in the development of state and regional policy in the field of education;
by researchers in the field of education quality management for further study.
Approbation of the research results.
The practical results of the phased study of the problem were discussed at the videoconferencing session "Quality Assessment System in an Educational Institution" of educational institutions of the Krasnoselsky district with educational institutions of Russia in November 2013.
Publications on the research theme.
Materials on the topic of the dissertation are reflected in the article "The concept of "quality of education": a variety of approaches" in the Collection of articles of undergraduates "Education Management" NRU HSE St. Petersburg, 2013.
The main provisions of the work submitted for defense:
1. Criteria and indicators of education quality management at the district level are determined by the logic of distribution of management functions between management levels and the resulting restrictions on the rights and resources of this management level when performing the functions of goal setting, planning, coordination of activities and control of educational institutions.
2. The possibilities of managing the quality of education at the district level are determined by managing the quality of conditions (quality components): material and technical, organizational, personnel, information, and are practically not related to the goal-setting of the tasks of the educational process.
quality education district
1. Qualityeducationandtheorymanagementquality
1.1 concept"qualityeducation":diversityapproaches
The quality of education is a particularly complex category due to its ambiguity, relativity, and variability. Its application for management practice is greatly complicated by its widespread use in political and ideological rhetoric, where the quality of education is recognized as a source of intellectual reproduction and development of society, the basis of the economy, the guarantor of preserving the independence and integrity of the nation, the imperative of time that determines the quality of life. This variety of connections allows us to consider many indicators that go far beyond the sphere of education as criteria for the quality of education. Therefore, the condition for the transition to the practice of managing the quality of education is the definition of the concept of "quality of education", which allows it to be measured and evaluated.
What is the "quality of education"?
The Pedagogical Dictionary interprets the quality of education as “a certain level of knowledge and skills, mental, moral and physical development, which students achieve at a certain stage in accordance with the planned goals; the degree of satisfaction of the expectations of various participants in the educational process from the educational services provided by the educational institution” . The quality of education is primarily measured by its compliance with the educational standard. Let's clarify some points. In most of the definition, the criteria for the quality of education are associated with the completeness of mastery by the trainees of the set of knowledge and skills described in the standard. Thus, the possibility of assessing the quality turns out to be a derivative of the specificity of the description in the standard of the requirements for knowledge and skills and the procedures for checking the completeness of their development by students. It is logical to recognize the subjects of such assessment as professionals in the field of education, acting on the basis of regulatory legal acts. However, there is also a smaller part in the definition - the degree of satisfaction of the various participants in the process with the educational services provided. There is a minimum of specificity here. It can be assumed that the circle of "participants in the process" does not include training (their criteria, by default, cannot differ from the criteria of the standard), but the rest of the subjects and procedures remain undisclosed. These can be both trained themselves and, at the stage of training, their legal representatives - parents with very different expectations (requests) for the result and the learning process. Therefore, in this definition, its second part looks declarative.
The dictionary of agreed terms and definitions in the field of education of the member states of the Commonwealth of Independent States gives a different interpretation: “the quality of education is the correspondence of education (as a result, as a process, as a social system) to the diverse needs, interests of the individual, society, state; a systemic set of hierarchically organized, socially significant essential properties (characteristics, parameters) of education (as a social system, as a process, as a result)” . Meeting the needs determines the quality. Since the needs are diverse for different social groups, different institutions of society and the state (family, sphere of work, protection of the fatherland, etc.), then according to this definition, the quality of education cannot be determined unambiguously, it is always contextual. For education management, the proposed definition is not applicable.
M.L. Agranovich and P.E. Kondrashov propose to consider the quality of education as “the level of solving a complex of educational tasks, including: learning outcomes, socialization of graduates, including mastering the skills of orientation and functioning in modern society, the development of civic consciousness in compliance with regulatory requirements for learning conditions; mastering the educational standard; compliance of educational services in terms of composition, content and quality with consumer expectations” . Let's try to figure it out. The process of managing the quality of education involves setting a set of goals (tasks). To determine the level of their achievement, a system for evaluating the results and a certain scale of measurements is needed. And if the methods and procedures for evaluating educational achievements are constantly being improved, then hardly anyone today knows how to measure the development of "civic consciousness" or "skills of orientation and functioning in modern society."
According to A.I. Adamsky “the quality of education is the level of success, socialization of a citizen, as well as the level of conditions for mastering the educational program of a school (educational institution). The results that ensure a high level of quality are academic knowledge, social and other competencies, plus the social experience acquired by the student in the course of mastering the educational program of the school (educational institution) ". Requirements for the conditions for mastering the educational program are imposed by the federal state educational standard. Time will probably help to assess the success and socialization of a citizen. Academic knowledge remains in demand, but quality requires mastery of “other competencies”. The competence-based approach establishes a new type of educational results, focused on the ability and readiness of the individual to work, to solve various kinds of real problems and tasks.
MM. Potashnik defines the quality of education as "the ratio of the goal and the result ..., despite the fact that the goals (results) are set only operationally and predicted in the area of the student's potential development" . This approach to the definition of the quality of education makes it a "piece of goods" that matters at the level of an individual student.
V. A. Kachalov considers the quality of education through the prism of educational services, highlighting three groups of factors that affect quality:
The subject of receiving educational services (student);
Object (management, structure and content of programs, resources: material and technical, methodological, personnel, financial);
Process (technologies and interactions, process and result control).
Quality management requires the management of all stages of the service life cycle. The considered factors do not cover all stages and therefore need to be supplemented and clarified.
According to A.I. Subetto, the quality of education is “the unity of the qualities of education in the narrow sense as the transfer of knowledge”, training (the formation of skills, abilities, professional competencies, readiness for relevant types of activities) and education” . Without the quality of education, there can be no quality of education. But it is much more difficult to assess the degree of achievement of educational goals.
Equally little does international practice provide for concretizing the criteria and indicators of the quality of education. The Dakar Framework for Action in the broader definition of quality sets out desirable characteristics of learners (healthy and motivated), processes (competent teachers, active teaching methods), content (relevant curriculum) and systems (good governance and equitable distribution of resources).
UNICEF names five aspects of the quality of education: students, environment, content, processes, results.
UNESCO refers to the key components of quality:
Individual traits of students (abilities, readiness, obstacles);
Context (social values and attitudes, economic situation and social policy);
Resources (material and human);
Teaching and learning (time, technology, assessment, stimulation, safety);
Outcomes (achievement, socio-economic acquisitions) .
Concluding the review of the definitions of the quality of education, let us turn to the Law of the Russian Federation "On Education". He defines the quality of education as "a comprehensive characteristic of education, expressing the degree of its compliance with federal state educational standards and federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree to which the planned results of the educational program are achieved" .
Summing up, we can say that today there is no and cannot be a single definition of the quality of education, since the authors of the above definitions formulate them for objects of different levels (from the education systems of countries as a whole to a separate class of educational institutions). The set of such definitions can be based on the compliance of the educational system, the processes occurring in it and the results achieved with the requirements of the standard (invariant part) and the needs and interests of consumers of educational services (variable part). Characteristics and parameters of the quality of education require clarification and coordination at all levels, since they provide the criteria basis for building a quality assessment system in order to manage the development of education.
We accept the following as a working concept for solving the problems of this research work: the quality of education for management tasks at the regional level and below - a set of characteristics that express the degree of compliance of the created conditions and the achieved learning outcomes with the requirements of federal state educational standards and other regulatory legal acts in the field of education ( invariant part for the period of validity of these documents), and the requests of consumers of educational services (variable part).
1.2 Componentsandfactorsqualityeducationandtheminfluenceon theresultsUSEon theleveldistrictmetropolis
Assessment of the quality of education requires consideration of the totality of its components and factors, determination of the main criteria and indicators of the quality of education.
The Big Encyclopedic Dictionary defines a factor (from Latin factor - making, producing) as the cause, the driving force of any process, phenomenon, which determines its character or individual features. We propose to consider the education quality factor as a resource of educational activity that influences the result.
Component - (from lat. componens - component) an integral part, an element of something. For us, in this case, this means that it is logical to call the components subject, meta-subject, personal results of students, consumer satisfaction with the quality of educational services.
The main indicator of the quality of education results today is the unified state exam (USE). As an indicator, the average score in subjects is most often used: Russian language and mathematics, since they are mandatory and are taken by all graduates. The introduction of the main state exam (OGE) for graduates of the 9th grade, which is mandatory in the same subjects, will make it possible to use similar indicators in the quality assessment system at the level of basic general education.
The Olympiad movement can serve as an indicator of the quality of the result. Since the number of proposed Olympiads is growing exponentially, in order for the results to be comparable, it is rational to use the results of the All-Russian Olympiad for schoolchildren. An indicator of quality can be: the number of winners of the corresponding stage of the Olympiad.
The development of systems for assessing the quality of education implies the emergence of new assessment procedures: monitoring the educational achievements of students at different levels of education; monitoring the readiness of basic school students to choose a further professional and educational trajectory; monitoring the socialization of 16-year-old students. Together with them, the range of indicators of the quality of education results will expand.
Quality management requires the definition of its components, which together determine the result, and the objectivity of the assessment implies the need to take into account factors that limit quality. The conditions of the educational process have a direct impact on the result.
Afanas'eva M.P., Keyman I.S., Sevruk A.I. the conditions of the educational process include the type and type of educational institution, the professional level of teaching staff, the characteristics of the contingent of students, educational, methodological, logistical and financial support of the educational process. At the same time, the limiting factors at the district level are: the legal and financial support of the educational process, as well as the characteristics of the contingent of students. The selection of criteria and indicators of the quality of education proposed in the work is based on the studies of Agranovich M.L., Aleksandrov D.A., Valdman I.A., Konstantinovsky D.L., Kosaretsky S.G., Pinskaya M.A., Frumina I.D. .
The type and kind of educational institution determine the specifics of the implemented educational programs, influence the organization of the educational process, the contingent of students and, as a result, the achieved results of education. As a rule, socially unprotected segments of the population choose "cheaper" schools that implement basic general education programs. When analyzing the quality of education, comparison and comparison of results is possible only in a group of institutions implementing similar educational programs.
The institutional prerequisites for the development of the Russian education system are:
The concept of the Federal target program for the development of education for 2011 - 2015;
Federal Law "On Education in the Russian Federation" N 273-FZ;
State Program of the Russian Federation "Development of Education" for 2013-2020;
Federal State Educational Standards (FSES);
- Federal Law No. 83-FZ “On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Legal Status of State (Municipal) Institutions”;
- National educational initiative "Our new school";
- Order Ministry of Education and Science of the Russian Federation dated March 24, 2010 No. 209 "On the procedure for attestation of teaching staff of state and municipal educational institutions";
- Decree of the Government of the Russian Federation of December 30, 2012 No. 2620-r “On approval of the action plan (“road map”) “Changes in social sectors aimed at improving the efficiency of education and science”;
- Decree of the Government of St. Petersburg dated November 12, 2012 N 1200 "On the Main Activities of the Government of St. Petersburg for 2013 and for the planning period of 2014 and 2015" (as amended and supplemented).
Formal institutions regulate the activities of educational institutions, but are not evaluated in the general education system. Their assessment can be carried out at the international level when comparing the quality of education in different countries.
Features of the contingent of students include socio-economic characteristics, ethnic composition, health indicators of schoolchildren. According to a study conducted by the National Research University Higher School of Economics (NRU HSE) in 2012, low learning outcomes are shown by schools where students study:
- children from low-income and incomplete families;
- children for whom Russian is not their native language;
- children with special needs.
Pedagogical personnel have a significant impact on the quality of education. This influence is determined by a number of factors: the level of education, the experience of teaching, the degree of motivation, the workload of the teacher. The workload affects the quality of professional activity, the possibility of providing an individual approach to the student, self-improvement. HSE research proves that consistently successful schools in terms of USE indicators are characterized by better staffing. There are more teachers of the highest category and fewer young specialists. At the same time, in schools experiencing problems with the USE, the percentage of teachers with higher education and the highest category is lower. The influence of the qualifications of teaching staff on the USE indicators in educational institutions of the Krasnoselsky district of St. Petersburg is not entirely obvious (Table 1). Thus, in schools Nos. 247, 380, 383, 394, 549, the proportion of teachers with higher qualifications is higher than in other institutions, but the USE scores in mathematics and the Russian language are at the level of the average for the district (43.71 and 62.9 respectively) or even somewhat lower. School No. 568 demonstrates high USE results, where the share of teachers with the highest category is 32%.
The following indicators can be used as indicators characterizing various aspects of the teaching staff:
The share of teachers with higher professional education in the total number of teachers;
Share of teachers with the highest qualification category;
The share of young specialists in the total number of teachers;
The number of students per teacher.
To assess the educational and methodological support, you can use the following indicators:
- “the number of units of literature in the school library” (turned out to be significant in assessing the quality of schools based on the results of the USE);
Percentage of students provided with textbooks from the school fund.
Logistics is associated with the availability of equipped classrooms: physics, chemistry, biology, sports and assembly halls, equipping the educational process with laboratory equipment, robotics, informatization tools, and providing access to the Internet. Comparison of secondary schools in the Krasnoselsky district of St. Petersburg in terms of the availability of computer equipment and USE indicators shows that there is no direct correlation here (Table 1). The maximum number of units of computer equipment in educational institutions Nos. 247, 252, 291, 394. None of the listed schools demonstrate high USE results. The highest USE scores in mathematics and the Russian language are in schools where the provision of equipment is below the average for the region (OU No. 382) and average (OU No. 568). The insignificance of the influence of indicators of material and technical equipment on the quality of the results is confirmed by the studies of the Higher School of Economics. We propose not to consider them among the significant components of the quality of education at the present stage.
Table 1. The impact of the qualifications of teaching staff and the amount of computer equipment on the USE indicators in the schools of the Krasnoselsky district of St. Petersburg
Name of institution |
Qualification of teaching staff |
Availability of computer equipment |
Average USE test score |
||
Share of teachers with the highest category of the total number of teachers |
maths |
Russian language |
|||
Financial support can be assessed by the expenditures of the consolidated budget for general education per student and by the share of the wage fund (payroll) of teachers in the total payroll.
To provide relevant and sufficient information to the decision-making processes of education authorities at the district level, we propose to use the following criteria and indicators of the quality of education (Table 2).
Table 2. Education quality factors at the district level, their criteria and indicators
Quality Factors |
Criteria |
Indicators |
|
Organization of the educational process |
Implementation of advanced education programs. |
Share of students in advanced education classes out of the total number of students, % |
|
Duration of study (time spent in an educational institution) |
Average number of hours spent in compulsory and additional classes per year by 15-year-old students, hour. |
||
Contingent of students |
Family income |
The share of students from low-income families in the total number of students, %. |
|
Parental education |
Share of mothers with higher education in the total number of students, %. |
||
The presence of students for whom Russian is not their native language |
The share of children - foreigners from the total number of students,%. |
||
Schoolchildren's health |
Share of children of the first and second health groups from the total number of students, %. |
||
Pedagogical personnel |
Qualification |
Share of teachers with the highest qualification category of the total number of teachers, %. |
|
work experience |
The share of teachers under the age of 30 from the total number of teachers, %. |
||
Education |
Share of teachers with higher professional education in their total number, %. |
||
Educational and methodological support |
Provision with textbooks |
share of students provided with textbooks from the school fund, %. |
|
Library book fund |
number of units of literature in school libraries, pcs. |
||
Financial support |
Budget spending on education |
Consolidated budget expenditures on general education per student, rub. |
|
Salary of teachers |
The share of the wage fund (payroll) of teachers in the total payroll, %. |
To determine the impact on the quality of education of the listed quality factors, a statistical analysis of the express analysis "General education in St. Petersburg: 2001 - 2011" was carried out. (according to the results of monitoring education in St. Petersburg).
Districts of St. Petersburg were compared in terms of:
The share of students in advanced classes of the total number of students;
The share of children - foreigners from the total number of students;
Consolidated budget expenditures on general education per student;
Proportion of teachers under the age of 30;
Percentage of the number of students to the number of places in the educational organization;
Share of children of the first and second health groups in the total number of students.
As the main indicator of the quality of education results, the average score of the unified state exam in the Russian language and mathematics in the districts of St. Petersburg was adopted.
The results of comparison of St. Petersburg districts are shown in Table 3.
The analysis shows that the quality of general education is significantly affected by the presence in the region of organizations with a higher level of education: lyceums, gymnasiums, schools with in-depth study of individual subjects. Thus, in the Kronstadt district of St. Petersburg there are no organizations of a higher level of education. The average score of graduates of the district in Russian language and mathematics is the lowest in the city. At the same time, graduates of the Vasileostrovsky, Petrogradsky, and Tsentralny districts, where the proportion of students in schools with an advanced level of education is high, demonstrate comparablely high results in the Unified State Examination. The highest USE results in mathematics are in the Petrodvorets district, with a relatively small number of high-level schools. It is likely that other factors come into play here. The results of the Unified State Examination in mathematics in Petrodvortsov and Petrograd regions are comparable. With the same workload of schools and the level of health of students, the share of students in advanced schools draws attention, which in the Petrogradsky district is twice as high as in the Petrodvortsovy district. At the same time, the proportion of children who are foreign citizens in the Petrogradsky district is four times higher than in the Petrodvortsovy district. It is likely that the national composition of students can influence the quality of education. In the Krasnogvardeisky and Kurortny districts, the share of children - foreign citizens is almost the same. The higher USE scores of graduates of the Krasnogvardeisky district can be explained by a large number of schools with an advanced level of education, and the relatively small difference in these results can be influenced by the costs of the consolidated budget per student, which are the highest in St. Petersburg in the Kurortny district. If we compare the Moskovsky and Nevsky districts, where the proportion of children - foreign citizens is the same, then the higher quality of education demonstrated by students of the Moskovsky district may be associated with a large number of schools with an advanced level of education, high education costs per student, and a higher level of health students. A similar picture is in Vasileostrovsky and Vyborgsky districts.
The share of young professionals in the total number of teachers in the district can be an indirect indicator of the level of qualification of teachers. It can be assumed that young specialists have a lower qualification category than teachers with experience. It is not possible to trace the dependence of the quality of education on the proportion of young specialists. The highest share of young specialists is in the Kirovsky, Krasnogvardeisky and Central regions. Kirovsky and Krasnogvardeisky districts demonstrate similar USE results. The greater number of schools with a higher level of education in the Krasnogvardeisky district and the high costs per student, in comparison with the Kirov district, are neutralized by a larger proportion of children - foreign citizens. In the Krasnogvardeisky and Tsentralny districts, with the same proportion of students in advanced schools, the higher results of graduates from the Tsentralny district may be associated with a smaller number of foreign children. The lowest percentage of young professionals in the Krasnoselsky district. It also has the lowest cost per student. With an average number of high-level schools and an average proportion of children who are foreign citizens, graduates demonstrate average USE results in the city.
The dependence of the quality of education on the health group of students cannot be established. The fewest healthy children are in the Central District, however, the quality demonstrated by the results of the Unified State Examination is one of the highest.
There is no unequivocal dependence of quality on the workload of schools.
Conclusions on the paragraph:
1. The quality of education outcomes at the level of districts of St. Petersburg is influenced by:
The nature of the educational programs being implemented;
Features of the contingent of students;
The professionalism of the teaching staff.
2. Material and technical and financial conditions do not have a direct impact on the quality of educational outcomes.
Table 3. Influence of education quality factors on USE indicators at the level of districts of St. Petersburg.
The share of students in advanced classes of the total number of students (%) |
Percentage of children - inost. citizens from the total number. students (%) |
cons. budget for the total arr. in races. for one training (thousand roubles.) |
Proportion of teachers under the age of 30 |
Percentage of. Qty. students to the number of places in the image. organ. (%) |
The share of children of the first and second health groups in the total number. training (%) |
The average USE score in Russian. language |
Average USE score in Math. |
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Admiralteisky |
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Vasileostrovskiy |
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Vyborgsky |
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Kalininsky |
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Kirovsky |
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Krasnogvardeisky |
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Krasnoselsky |
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Kolpinsky |
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Resort |
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Kronstadt |
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Moscow |
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Petrodvorets |
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Petrogradsky |
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Seaside |
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Pushkinsky |
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Frunzensky |
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Central |
1.3 Evolutiontheoriesmanagementquality
Until the mid-60s of the 20th century, the control and rejection of defective products played the main role in ensuring product quality. The quality control system and the structure of the production process were organizationally consistent with each other. The combination of acceptance and operational control made it possible to reduce production costs due to the early detection and removal of defective products. An important role was played by the input control of the raw materials used. Ensuring quality only by means of control required a large number of controllers, the number of which became commensurate with the number of production personnel. The advent of sampling based on statistical methods has made it possible to increase the efficiency of quality control and reduce time costs.
The concept of control is being replaced by the concept of quality management, one of the founders of which was A.I. Feigenbaum. He proposed to analyze the stages of production, identify the causes of marriage and develop measures to prevent it. The overall quality assurance system included several enlarged stages:
Market analysis;
Forecasting and planning the quality level;
Development of standards;
Designing quality in the technological process;
Quality control of raw materials and starting materials;
Operational control in the production process;
Acceptance control;
Quality control of products during operation;
Analysis of customer reviews.
The next step in the development of quality management theory was a comprehensive quality management system based on Shewhart-Deming cycles: PDC (S) A ("Plan-Do-Chek (Study)-Act" - "Plan-Do-Check (Study)-Act"). "). The system was put into practice in Japan.
Further development of the theory and practice of modern quality management was the development of international quality standards ISO 9000.
The main result of the evolution of quality management is quality assurance: the creation and functioning of a quality assurance system, compliance of quality with modern conditions and requirements.
Quality management and general management are interrelated.
The founder of both general management and quality management can be considered F.U. Taylor. In 1905, to establish product quality criteria, he proposed using the maximum tolerance fields: upper and lower, and for quality measurements - calibers: through and through. Quality management system F.U. Taylor was built on the functions:
Quality planning through the establishment of boundaries of tolerance fields or calibers;
Fulfillment of quality requirements in the production process;
Verification of product compliance with established requirements;
The reaction of the administration to the result: encouragement or punishment of the employee, correction or removal (utilization) of the marriage.
At the same time, management functions were assigned to different performers. Quality planning was carried out by design engineers, the workers fulfilled the established requirements, quality control is the task of the technical controller, decision-making is the function of the administration. F.U. system Taylor cited a conflict of relations associated with the difference in interests of those who set the requirements, who fulfills them, and who checks the implementation.
From the 20s to the 50s of the last century, the problem of quality was perceived mainly as a scientific and technical one, associated with quality control and regulation of technological processes, and the problem of management was perceived as organizational and socio-psychological. The convergence of general management ideas with quality assurance methods begins in the 50-80s. Organizational issues of quality assurance were first noticed by E.W. Deming and D.M. Juran. In 14 famous postulates of E.W. Deming engineering and organizational methods of quality assurance are interrelated.
The expansion of ideas about quality and ways of influencing it, the development of intra-organizational management required the creation of an organizational structure that includes all departments, each employee at all stages of the product life cycle. Against this background, the concept of TQM (Total Quality Management) appears - total quality management. The TQM philosophy of total quality management is based on the idea of continuous improvement.
TQM is based on the following principles:
Orientation to the consumer, since it is the consumer and only the consumer who sets the level of quality;
leader leadership;
Involving staff, working together to achieve goals;
Process approach with a precise definition of all actions, their sequences and relationships;
System approach to management: horizontal process interaction of hierarchically subordinate units;
Continuous improvement;
Fact-based decision making;
Mutually beneficial relationships with suppliers.
A key feature of the TQM system is the participation in improving the quality of the entire team, joint analysis of problems and the search for their solution. At the same time, the importance of continuous staff training increases significantly.
While quality management was overgrown with new elements of the production system, general management was divided into a number of disciplines: personnel, finance, marketing, innovation ... The theoretical development of the general theory of management is associated with the emergence of the concept of management by objectives (MBO - Management by Objectives). The essence of the concept is the formation of a "tree of goals", the design of a system of organization and motivation to achieve them.
At the same time, management based on quality (MBQ - Management by Quality) was formed, and the asset of which is 24 international standards ISO 9000. The emergence of ISO 9000 standards is associated with the development of quality management and protection of consumer rights to reliable information about the quality of goods.
Conclusions on the paragraph:
1. Quality is one of the fundamental categories that determine the lifestyle, social and economic basis for the development of man and society.
2. Quality is determined by the action of many random, local and subjective factors.
3. To prevent the influence of these factors on the level of quality, a quality management system is needed.
4. In the history of the development of quality systems, five stages can be distinguished: product quality as compliance with standards; product quality as compliance with standards and process stability; quality of products, processes, activities as compliance with market requirements; quality as meeting the requirements and needs of consumers and employees; quality as meeting the requirements and needs of society, owners (shareholders), consumers and employees.
5. Quality as an object of management is characterized by all the components of management: planning, analysis, control.
1.4 Modernconceptsatboardqualityeducation
Until the 1980s, school science was the basis for the management of general education in domestic practice. It was limited to the preparation of practical recommendations on the organization of activities based on the generalization of the experience of the best school leaders. The beginning of the use of new methods in education management is associated with the implementation of the ideas of a systematic approach (Yu. A. Konarzhevsky, V. S. Lazarev, M. M. Potashnik, P. I. Tretyakov, P. I. Khudominsky, T. I. Shamova and etc.). The system approach allows us to consider the control object as an integral structure consisting of separate interconnected elements (subsystems) integrated into the environment. The components of the system include: goals, objectives, structure, resources, technologies. The unifying factor that determines the integrity of the system are goals. The system approach is based on the use of both external and internal control mechanisms. The main principles of the systems approach include:
Integrity: consideration of the system as a whole and as a subsystem for a higher level;
Hierarchy, subordination of lower level subsystems to higher level subsystems;
Structurization: analysis of the interconnections of subsystems within a certain organizational structure;
Multiplicity: using different models to describe both individual elements and the system as a whole.
Like any open system, the educational system has an input, transformation processes and an output. Entry refers to students, personnel, logistical, educational and methodological, financial conditions and restrictions (regulatory requirements). The process as an educational subsystem has a complex structure and consists of various subprocesses:
Educational process as a unity of education and upbringing;
Educational work and extracurricular activities;
The educational process as a whole;
Education by levels of education;
Training by classes and parallels;
Training in areas of knowledge and individual subjects.
The results of educational activities represent the output of the education system.
The concept of management by goals is based on the definition of goals agreed upon at various levels of the education system, ways to achieve them and evaluate them. The effectiveness of management based on this concept is determined by the quality of goal setting and planning. The goal, "performing motivational, managerial and backbone functions, becomes the main criterion for selecting the content, methods, forms and means of the educational process" .
The concept of results-based management is based on the ideas of the process approach to management and describes a process that includes the stages of results planning, direction setting and control. Planning the result is carried out on the basis of a comprehensive analysis of external and internal factors of the organization. Control allows you to determine the degree of achievement of the planned result, the need to adjust activities. As applied to education management, the concept of management based on results was implemented by P.I. Tretyakov.
Recently, an approach focused on the development of an educational institution based on the introduction and use of innovations has become widespread in education management (M.M. Potashnik, P.I. Tretyakov, O.G. Khomeriki, etc.).
ON THE. Seleznev and A.I. Subetto consider quality management, on the one hand, as the impact of the “subject of management” on the processes of formation, provision, development of the quality of objects and processes in the chain of life cycles, on the other hand, as the organization of control, analysis and evaluation of the achievement of goals and established standards.
In a broad sense, education quality management is understood as managing the compliance of educational standards and social quality norms with the requirements of social development. In a narrow sense, it is the management of the quality of training of students.
The concept of dual management of the quality of education, developed by N.A. Selezneva, proceeds from the need to have two interacting control channels: a channel for managing the quality of the functioning of the system (quality assurance) and a channel for managing the quality of system development (improving quality). The quality of the system is determined by the quality of all its components: resources, potential, processes (technologies), results. The resources of education are: the content of education, material and technical and educational and methodological equipment, personnel, finances. The potential of the educational system includes: economic, technological, pedagogical, administrative, educational and others. The quality management of the functioning of the educational system is aimed at the current support of the educational process and the formation of potentials. Development quality management involves the growth of the potential quality of the system. This model considers the quality of the result in conjunction with the components that provide it.
In the studies of A.A. Avetisov considers the concept of functional-systemological management of the quality of education. According to the concept, the processes occurring in any educational systems are considered as controlled dynamic processes that are subject to general laws. The main systemological attributes of educational systems are: purpose (program), structure, process (algorithm) and quality (efficiency) of functioning. The quality of education within the framework of this concept is a complex characteristic of the functioning of the educational system and expresses the degree of compliance of the achieved results of educational activities with the normative level.
The theory of optimization of the educational process by Yu.K. Babansky. The theory is based on the idea of managing the quality of education through managing the quality of the components of the educational process. The main provisions of the theory:
The quality of education is ensured by the optimization of the educational process and its elements;
The strategy for optimizing the educational process is carried out ...
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State budgetary
professional educational institution
Voronezh region "RST"
Report
Topic:
« Educational monitoring - as a means
education quality management"
Math teacher
Shevtsova N.N.
G.Rossosh
2016-2017 academic year
Table of contents:
I.Introduction.
II.Main part
1. Relevance, practical value
2. Monitoring - a dynamic system for tracking performance and
predicting the activities of the student and teacher.
3. Individual educational cards
4 . P support of the educational process in
in general for the group.
5. Implementation mechanism.
III.Conclusion
I . Introduction.
1. Relevance. Monitoring is the most important verification of the effectiveness of the implemented content of education, the methods used, and serves as the basis for the timely elimination of shortcomings in the educational process.Practical value - the accumulation in the monitoring mode of a set of indicators that are objective, understandable, transparent, quantifiable, presented in dynamics, allows not only to evaluate efficiency, but also make the right decisions to improve it.
In the 21st century, the central category of Russian educational policy is quality. The solution to this problem is impossible without effective management, which involves focusing attention and efforts on the main direction. All the experience and potential of science and education should be directed to solving the problem ─ improving the quality of education. In modern conditions, first of all, this is necessary to improve quality management, which is inextricably linked, ultimately, with increasing the efficiency of the entire educational process.
An important role in the effectiveness of the management of the educational process is played by monitoring, which creates the necessary information support for the educational process. "Monitoring is the observation, assessment and forecast of the state of the environment in connection with human activities (Big Encyclopedic Dictionary, p. 831" The terms "pedagogical monitoring", "quality monitoring" appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring ""Pedagogical monitoring" is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development. "Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions , which allows you to track both the deviation from state educational standards and the level of satisfaction of the educational needs of the population.Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodical eskiy). The objects of pedagogical monitoring are all participants in the pedagogical process (teachers, students, class teachers and the pedagogical process itself).
Great importance is attached to the creation of an updated monitoring system, sinceas withouttracking the educational process, it is difficult to imagine the results of the teacher's work, as well as the success of learning subjects by students and mastering basic competencies.
2. Monitoring - a dynamic system for tracking the performance and predicting the activities of the student and teacher.
It is monitoring studies:
- help each participant in the educational process to comprehend their own activities;
- make it possible to determine howrational pedagogical and didactic means used in the process;
- make it possible to identify how adequate they are to the goals of the educational process and the age characteristics of students.
Obviously, in order to obtain the required result, it is necessary to determine, monitor and control, first of all, the quality of the educational process, key competencies, the level of knowledge, skills and abilities acquired by students in each subject of the educational cycle. To do this, it is necessary to monitor the level of formation of mandatory learning outcomes in all subjects in the form of tests close to the USE: starting (input), intermediate (semi-annual), final (annual).
To prepare such monitoring, subject teachers need to: - compose or select test tasks or tasks in the form of a control work, which will reveal not only the degree, but also the level of assimilation of the material: reproductive (memorization and reproduction); reproductive-transformative (logical, inferential, conceptual thinking: transfer of learned samples to non-standard situations); research (productive) - problems, formulation, analysis of causes, hypothesis building, selection of adequate methodsproblem solution;
Prepare KIM close to the exam
Prepare specifications for assignments
Develop criteria for evaluating test papers
Analyze and summarize the results
The need to use testing technology along with traditional forms and methods of control is beyond doubt. The modern system of education at school is switching to this type of control: both as part of the final attestation of students in the form of the Unified State Examination, and as part of the attestation of the school. The practice of teachers who have implemented monitoring technology indicates that tests are the most effective, economical and informative tool that allows you to simultaneously solve a number of tasks:
allows students to test their knowledge on a wide range of topics,
prepare students for the technology of mass centralized testing, the USE,
Provides equal conditions for everyone in the control of educational achievements,
eliminates subjectivity in the evaluation of results,
facilitates the work of the teacher,
givesindependent statistically and graphically designed information about the assimilation of educational material by trainees.
As a result of this work, a test bank is created for all subjects in the form, and everything must be carried out using a computer.
Statistical data processing givespossibility:
determine the relative place of the student in the class and parallels,
to carry out the ranking of students (classes) according to a given parameter,
identify groups of students with high and low performance,
Track the dynamics of changes in results from year to year,
compare groups (classes, parallels) according to the given parameters,
Get a comparative assessment of the quality of teachers' work.
Methodological associations develop multi-level tests, instructions, criteria for assessing control work. The monitoring service prepares answer forms for the control work.
Test papers in all subjects are developed on the basis of specifications approved by the Ministry of Education of the Russian Federation, in the USE format. The results of the verification work are analyzed for individual tasks, work options and are combined according to generalized indicators, on the basis of which one can judge the level of general education of students. Based on the results of testing, a record of completed tasks for each student is kept; a clear picture of academic achievement and gaps is created, both for individual students and for the class as a whole. The diagram of educational achievements based on monitoring data allows teachers to "see from the side" the results of not only students, but also their own activities and plan areas for improving the educational process. When monitoring the effectiveness of tests, the work of "strong" students is monitored, which makes it possible to determine the level of assimilation of educational material, to record the dynamics of poor progress for timely decision making.
Teachers record mistakes individually for each student, mark poorly learned topics. They organize work to eliminate gaps in the knowledge of students, achieving complete assimilation of the material covered by each student. Individual work is carried out with the underachievers.
The main thing in the work is to compare the results obtained with the starting results.
Based on the conducted Monitoring of the quality of learning in subjects, individual educational trajectories are compiled that contribute to the elimination of gaps in knowledge and ensure progress and successful learning, awaken students.
An individual educational trajectory is a student's program of actions, built taking into account individual needs and opportunities and allowing them to move in the direction that corresponds to their individual abilities.
In the context of pre-profile training and profile training, it is also planned to use individual curricula for the next year, which will make it possible to realize the various educational needs of students and their families in professional self-determination.
An individual curriculum is understood as a set of subjects (courses) selected for mastering by students from the curriculum of a general education institution, compiled on the basis of the Federal Basic Curriculum. The student will be given the right to independently form an individual curriculum, determine the timing and methods of its development, undergo intermediate and final certification procedures that correspond to the characteristics of the individual curriculum.
The main form of work on individual plans and educational trajectories is independent activity, accompanied by individual consultations, conversations with the teacher. The methodology of classes in individual training provides for the following forms of work: dialogue, workshop, independent work, testing, control sections.
3. Individual educational cards
When using these forms of individualization, individual educational cards are compiled, which indicate topics, goals, tasks. Students should be able to follow them and answer the questions asked. The application to this map is to monitor the quality of a student's learning on a given topic or course with the conclusions and recommendations of the teacher.
The goals of compiling an individual educational map:
Increasing interest in the subject, developing creative abilities, self-realization and self-development of the student. Organization of work in the zone of proximal development.
In addition, quality monitoring includes:
monitoring the results of students' participation in the school intellectual marathon;
monitoring of the final attestation of graduates, including the Unified State Examination;
monitoring of results control students and graduates.
monitoring the results of students' participation in city, republican and regional rounds of subject Olympiads and conferences;
monitoring of students' learning at the end of the six months and the academic year.
Also, introducing a new educational monitoring project, we made adjustments to the package of documents for class teachers.
4. escort the development of the educational process.
This activity involves the organization of the joint work of a psychologist and a class teacher, aimed at diagnosing the personal qualities of schoolchildren. These are inclinations, abilities of students, peculiarities of perception of educational material, motivation, etc. As well as identifying the reasons that impede teaching and communication, and then - solving the identified problems. In addition, attention can also be paid, depending on age, to accompanying professional self-determination, socialization, adaptation of the child, maintaining and strengthening the health of schoolchildren, and diagnosing students' educational achievements.
Studies have shown that the success of learning significantly depends on the characteristics of the student's motivation, general attitude. Learning outcomes are also influenced by socio-psychological factors such as interactions with peers, parents and teachers. Violations in any of these areas negatively affect the child's academic performance, despite the possible presence of good intellectual potential.
As a result of parallel use diagnostics and pedagogical monitoring, we obtain two series of data reflecting the same phenomena. This significantly expands the possibilities for interpreting the results. So, if according to the teacher is not successful enough in learning, but at the same time copes well with the tasks of intellectual tests, this indicates that the child's potential is not fully used. Diagnostics of the personal sphere allows us to clarify the causes of the situation and correctly determine the direction of correction.
Based on the results of pedagogical and psychological monitoring, we obtain data characterizing the student. It is here that the advantages of the computer version are most fully realized. Using the capabilities of computer technology allows you to quickly and with a high degree of reliability to process large amounts of data, present them in a user-friendly form.
Every quarter, analyzing the data on the teaching of a particular subject, diagrams and graphs are drawn up to judge the effectiveness of the work done.
To obtain information about the monitoring carried out at the school, forms of reporting and analytical materials are provided that allow you to track the dynamics of results, cumulative data on the educational achievements of students and professional achievements of teachers.
Such reporting forms of an educational institution allow obtaining, in addition to the results of the level of education and the quality of education in general, data:
About the movement of students, skipping lessons without good reason and for good reason;
On the number of students (in % terms) who completed the year with "4" and "5";
About the number of students with one two, three, four, in subjects;
- the number of students who improved and lowered their academic performance;
Accounting for students who have lowered and increased their performance makes it possible to assess the progress of students relative to themselves, relative to their previous successes and failures. Encourage students to make efforts, motivate them to achieve success. Recorded achievements and failures should guide students on how to avoid and improve them.
About subjects in which students have unsatisfactory marks;
This approach to quality monitoring will allow:
promptly correct the activities of participants in the educational process.
determine the level of students' learning in subjects;
identify and evaluate positive and negative trends affecting the quality of education;
When conducting an analysis, a combination of analytical information, diagrams, graphs is possible, diagrams. The diagram of educational achievements based on monitoring data allows teachers to "see from the side" the results of not only students, but also their own activities and plan areas for improving the educational process. Monitoring involves the widespread use of modern at all stages. Processing and accumulation of data can be carried out in the form of tables, diagrams, various measuring scales, in text form.
The accumulation of pedagogical and administrative recommendations ensures the self-development of the system, transferring the work to a qualitatively new level. Over time, descriptions of typical problems and ways to solve them are accumulated and systematized, the most effective pedagogical methods are singled out, and it becomes possible to predict the direction of development of the educational system.
Thus, fundamentally new tasks have been set for the school today, and broad creative opportunities have opened up. Diverse experiments are being widely used, new models of curricula and programs are being used, and the content and technology of an integral pedagogical process are being rebuilt in the spirit of democratization and the priority of universal values. One of the steps in this direction is the use in school practice of a system for monitoring and managing the quality of education of students. With its introduction, it becomes possible to objectively evaluate the results of student activities, conduct timely analysis and adjustment of the educational process.
5. Implementation mechanism.
Monitoring studies can be carried out in three stages:Istage. Preparatory1. Goal setting.
2. Definition of the object.
3. Setting the timing.
4. Study of relevant literature.
5. Development of tools for pedagogical monitoring.
IIstage. PracticalCollection of information:-observation-interview-testing- questioning-Exit to the lessons-examinations
IIIstage. Analytical1. Systematization of the received information.
2. Analysis of the received data.
When conducting an analysis, it is possible to combine textual analytical information, diagrams, graphs, tables, diagrams, etc. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics of schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students at a given point in time, but also involves an analysis of the reasons for its inconsistency with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.
Requirements for the organization and conduct of pedagogical monitoring
1. Existence of a monitoring research program2. The set and form of monitoring indicators should be limited and constant over a specified period of time.3. Indicators should be evaluative in nature of education quality management.4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations
5. When conducting pedagogical monitoring, the following conditions must be observed:
Consistency- duration in time
Comparability-objectivity-comfort
1. It is necessary to determine the areas of activity for organizing and conducting monitoring:
In accordance with functional responsibilities
In accordance with the innovative, experimental activities of this educational institution
In accordance with the goals and objectives of this educational institution
2. When organizing and conducting monitoring, it must be taken into account that the main goal is to continuously monitor the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student
3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.
4. The purpose of the cut can be considered to determine the level of quality of knowledge of students at the beginning of the learning cycle
5. A cutoff schedule is drawn up, which is approved by the director of the educational institution
6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students
7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process
8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.
Conducting an intermediate cut is necessary to assess the success of students' advancement in the subject area, based on these cuts, the teacher evaluates the success of choosing his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.
9. To successfully track the level of learning, the quality of the formation of general educational skills, general educational thinking skills, it is necessary to form the content of education in such a way that at each stage of training, general educational, special skills and abilities of students are highlighted
10. Monitoring the level of learning to plan for the key points of the educational material at each stage of training, which provide a fairly successful assimilation of the material and, as a result, advancement in the practice of its application
11. To obtain objective results of the level of learning, monitor three indicators: the implementation of the standard (percentage of progress), the quality of knowledge (percentage of the quality of knowledge), the degree of learning of the class
12. Analysis of the level of training should be carried out taking into account all levels
An essential feature of monitoring is the determination of the general level of education of schoolchildren.
According to A.K. Markova, learning is those characteristics of mental development that have developed as a result of the previous year of study, i.e. stock of knowledge today.
L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.
V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study. All functions and steps of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of little value and low quality, or destroys the entire system. Of course, this cycle is filled in each case with different content. The implementation of a full cycle of pedagogical monitoring helps to increase the efficiency of the pedagogical process in the "teacher-student" system.
Efficiency.
This approach to quality monitoring will allow us to:
Obtain sufficiently complete information about the results of students' educational activities, taking into account the indicators of dynamics;
get an objective picture of the gaps in the knowledge and skills of students on the tested educational elements;
promptly adjust the activities of participants in the educational process
and individual approach to students with different levels of learning and learning in the classroom. Work with potential high achieversand good students during the quarter
Evaluate the progress of students in relation to themselves, in relation to their previous successes and failures.
Track the individual development of students, develop individual trajectories.
III .Conclusion . Monitoring helps, through analysis, to bring all the information into one whole, generalize it and get a general picture of the development of the educational process. Without information about the progress and intermediate results, without constant feedback, the management process is impossible. Lack of necessary information paralyzes the management process. However, an excess of information about small minor details also does not contribute to making the right decisions. The dynamics of learning outcomes is positive. The dynamics of the effectiveness of training at "4" and "5" is quite stable.
List of used literature
1. Matros D. Sh., Polev D. M., Melnikova N. N. Education quality management based on new information technologies and educational monitoring. Moscow: Pedagogical Society of Russia, 199p.
2. Potashnik M. M. Quality of education // Quality of education in modern school (collection of articles edited by A. P. Tryapitsina). St. Peierburg.2000.
3. Shishov S. E., Kalney V. A. Monitoring the quality of education at school. - M .: Pedagogical Society of Russia, 2000.- P.10.
4. School monitoring system as a factor influencing its effectiveness, pp.57-74 Scientific and practical journal. "Head teacher management of a modern school", No. 7 2007
5. Konasova N. Yu. New forms of evaluation of educational results of students. St. Petersburg, 2006.
6. Konarzhevsky Yu. A. Management and intra-school management. Moscow. Center "Pedagogical Search", 2000.
7. Shamova T. I., Tretyakov P. I., Kapustin N. P. Management of educational systems. M, "Vlados" 2001
8. Tebekina A. I., Klemeshova I. V. Intra-school control from "A" to "Z" M., "Arkti" 2007