Savinykh G.P., Scmeleva A.G., Ponomarev V.G., Kozlova N.P., Polozhentseva I.V. Data-Driven Education Quality Management: on Monitiring and Evaluation in Russian Schools
Introduction: Changing the structure of educational data leads to a change in the algorithms of control and evaluation activities as the main data channel. However, if the relevant quality assessment systems are already functioning steadily at the federal and regional levels, the intra-school assessment has not yet reached the current level of functioning. The inertia of the control and inspection evaluation paradigm is at work, which makes it difficult for companies to move to data-based management.
Materials and methods: A review of foreign and domestic studies on the problems of assessing the quality of education at the institutional level is undertaken. Various aspects of the problem are compared: cross-country and subnational contexts; the impact of international comparative studies on the subject of intra-school assessment; training of teachers to work with assessment data. The influence of regional policies on the development of internal systems for assessing the quality of education in Russian schools is studied through the analysis of departmental websites. To identify the key factors of the internal quality assessment system in general education organizations, the method of expert assessments was used and the concordance coefficient was calculated.
Results: In 48% of departmental websites revealed a variation in approaches to naming existing regional systems for assessing the quality of education and deficiencies in information and analytical support. The factors of the functioning of internal systems for assessing the quality of education include: the competence of the head of an educational organization; the elaboration of local norms; orientation to state policy; orientation to unique school development strategies; organizational and technological evaluation algorithm; pedagogical evaluation practices.
Discussion and conclusions: The methodology of big data analysis and interpretation in education is being developed. The novelty of our proposed solutions lies in the substantiation of the procedural and functional side of the internal systems for assessing the quality of education in Russian schools. We go beyond the control and inspection paradigm of education quality management and consider such systems in the logic of the information and analytical paradigm. Data-based management involves the analysis and interpretation of data for predicting student performance, motivational choice of learning profiles for designing the content of electronic educational environments and individual educational routes.
Keywords: data-driven management, educational data, internal quality assessment systems for general education
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