The economic and spiritual development of the country is largely determined by the quality of general and vocational education. The quality of intellectual resources is becoming the main geopolitical factor in the world. In this regard, within the framework of the priority directions for the development of the educational system of the Russian Federation for the period up to 2010, approved by the Government of the Russian Federation, it is envisaged to create models for organizing quality control of education and the formation of a regulatory framework for the all-Russian system for assessing the quality of education (OSOKO).

Since the 1980s, many developed countries (including the USA, Great Britain, Australia, Holland, etc.) have been making serious attempts to correlate the results of the functioning of educational systems with the demands of society (the needs of investors, including the state, professional communities, taxpayers ).

In the last decade, the development of approaches to assessing the quality of education is carried out through a system of all-Russian, regional and international monitoring of the quality of education, as part of an experiment to introduce a unified state exam, as well as through scientific and practical developments carried out both at the federal and regional levels. The works of recent years reflect the world experience in developing tools for assessing learning outcomes, including testing and processing results, based on modern theories of pedagogical measurements.

In particular, various models of a new independent form of state (final) certification of graduates of the ninth grade of general education institutions are currently being developed. The experiment on the introduction of the Unified State Examination (USE) has been completed. Work is underway to standardize the bank of measuring and diagnostic materials; development of technological support for certification procedures of general educational institutions, technology for assessing the readiness of children to study in primary and secondary schools.

Within the framework of comprehensive projects for the modernization of education in the constituent entities of the Russian Federation (priority national project "Education"), work has begun on the formation of various models of regional systems for assessing the quality of education in accordance with the Decree of the President of the Russian Federation of 28.06.07. No. 825 "On the assessment of the activities of the executive authorities of the constituent entities of the Russian Federation".

At the same time, the system for assessing the quality of education in Russia has just begun to be created, and a unified conceptual and methodological understanding of the problems of education quality and approaches to its measurement has not yet been formed. Quite often, untested and unstandardized tools are used. The activities of various organizations dealing with the quality of education are not coordinated enough. There is no necessary scientific and methodological support for an objective and reliable collection of information, there is not enough qualified personnel. The regulatory and legal base of the system for assessing the quality of education is poorly developed.

Assessment of the quality of education implies an assessment of the educational achievements of students, the quality of educational programs, the conditions for the implementation of the educational process in a particular educational institution, the activities of the entire educational system of the country and its territorial subsystems.

Under the all-Russian system for assessing the quality of education is understood as a set of organizational and functional structures, norms and rules that provide an assessment of the educational achievements of students, the effectiveness of the activities of educational institutions and their systems, the quality of educational programs, taking into account the needs of the main consumers of educational services, based on a single conceptual and methodological basis.

The main goal of OSOKO- obtaining and disseminating reliable information about the quality of education.

The creation of a nationwide system for assessing the quality of education will contribute to:

ensuring a unified educational space;

raising the level of awareness of consumers of educational services when making decisions related to education;

ensuring objectivity and fairness in admission to educational institutions;

individualization of education, development of academic mobility and mobility of labor resources;

creation of tools for public participation in the management of the socio-educational environment;

making informed management decisions by education authorities at various levels.

The concept is based on the following basic principles:

development of OSOKO, mainly as a system of external state-public assessment; priority of external assessment of the quality of education over internal;

openness of information about the mechanisms, procedures and results of the assessment within the framework of the current legislation;

transparency of procedures and results, the normative nature of the formation and development of the CSE;

functional unity of OSOKO at various levels with a possible variety of organizational and technical solutions;

application of evidence-based, standardized and technological assessment tools;

separation of information-diagnostic and expert-analytical functions (accordingly, the collection and interpretation of information on the quality of education) within the framework of the OSOKO;

prevention of monopolization of education quality assessment;

system-target orientation of the formation of information resources of OSOKO at all levels.

Objects of quality assessment in the education system are:

educational programs (including those educational programs for which state educational standards are not provided). The choice of a relevant and effective educational program is of interest not only for the consumer, but also for the educational organization (institution), since it is a high-quality program in many sectors of education that affects the competitiveness of an educational organization. Accordingly, the quality assessment and certification of educational programs is becoming a widely demanded function of the OSEKO, which makes it possible to include programs among the main objects of assessment;

educational organizations (institutions) and their systems (this includes governing bodies, subordinate organizations and services, as well as independent structures that perform certain functions on the orders of educational authorities that ensure the educational process and the management process), implementing a range of educational programs of all types and types, including educational divisions of enterprises;

individual educational achievements of students are the most significant object of assessment. By students, we mean both those who have already completed the development of a particular educational program, and those who are at various intermediate stages of education.

Self-esteem

Evaluation of educational programs. Procedures, methods for assessing the quality of educational programs are currently insufficiently developed. A purposeful development of appropriate methods and recommendations at the federal level is required, which will allow this work to be carried out effectively at each level of education management.

Self-assessment of educational institutions currently practiced partially. It is implemented quite fully in institutions of higher professional education. It is advisable, on the basis of an in-depth analysis, to identify and disseminate the positive experience of universities in organizing self-assessment to educational institutions of other levels.

Evaluation of educational institutions by education authorities. The mechanisms of this assessment are relatively fully developed, but require further improvement, primarily in terms of objectifying the relevant procedures, indicators and criteria. This is evidenced by the dissatisfaction of consumers with the level of effectiveness of this type of evaluation.

Assessment of individual achievements of students. At the level of an educational institution, the assessment of individual achievements of students, as a rule, is carried out within the framework of two procedures: the state final certification of graduates and the intermediate certification of students within the framework of the internal education quality control system.

Self-esteem students. In conditions of continuous education, "education throughout life," the ability to self-control and self-assessment of one's educational activity becomes the most important quality for a person. The development of this component of the internal assessment should be implemented through the development of appropriate scientific and methodological support.

This fully applies to the self-assessment of educators: teachers, lecturers, etc.

Relevance

The increasing role of education in social progress and the resulting increase in the requirements for its quality predetermine the relevance of implementing a set of measures related to the creation of education quality management systems. The creation of education quality management systems, built mainly on the basis of monitoring the achievements of students and standardizing the content of education, does not give visible results in improving the quality of education and the efficiency of educational institutions. As a consequence, not only among education leaders and research scientists, but also among the general public, an opinion began to form that without improving the quality of teaching, it is impossible to achieve high quality educational outcomes. In this regard, one of the promising areas of educational management is the introduction of a rational system for assessing the performance of personnel in the field of education.

An analysis of a number of domestic and foreign publications makes it possible to determine the most typical shortcomings of methods for assessing pedagogical activity. The most characteristic drawback of the methods we studied is the predominant qualitative nature of the indicators proposed for evaluation. Undoubtedly, the complete formalization of indicators characterizing the quality of teaching is impossible, in creative activity, which includes the activity of a teacher, non-formalizable aspects are too strong. However, in any case, it is necessary to strive for the possibility of presenting the estimated indicators in the form of objective quantitative data, using substitution procedures, group expert evaluation, etc. Otherwise, we will inevitably face justified criticism in the subjectivity of the assessment given to the teacher by the evaluating person based on personal preferences, with the vagueness of the wording of assessment criteria such as “actively introduces into the educational process ...”, “shows high qualities during classes ...”, etc., than some methods sometimes sin.

In contrast to the disadvantage noted above, a number of techniques are excessively “formalized”. The authors try to represent any act of a teacher's activity with a mathematical formula, and the more creativity is manifested in it, the more complex, in their opinion, the formula should be. One of the weaknesses of this approach is generated by the assumption that the overall assessment of the teacher's activity is determined only by the quantitative characteristics of its components. This assumption is quite rigid and does not quite adequately reflect reality. Such important points as lecturing skills, the value of scientific and methodological publications, individual style of activity, etc., fall out of consideration. True, these methods provide for the possibility of some compensation for this shortcoming by granting evaluators the right to award "incentive points" for the high professional quality of the teacher's work. However, this only mitigates, and does not eliminate, this shortcoming. In some cases, it is proposed to evaluate only those elements of activity that can be clearly measured quantitatively, and the final result is determined only on the basis of these particular indicators that do not cover the entire spectrum of the teacher's activities. It also does not allow to obtain an objective comprehensive assessment of the teacher's activities. Therefore, the practical use of mathematical models should not cancel, but, on the contrary, assume the use of traditional assessment methods, and the developed methods should proceed from a rational combination of quantitative and qualitative indicators.

Another significant drawback of the methods is that the evaluation does not take into account the value (axiological) aspect of the evaluation. In them, all types of teacher's activities and individual indicators within the types are assumed to be equivalent, and the generalized assessments and the final assessment of the teacher's activities are calculated as the arithmetic mean of the assessments of individual indicators.

The presence of such a significant number of different methods indicates, on the one hand, the unconditional recognition by the leadership of educational authorities and educational institutions, the pedagogical community of the need to introduce into practice a system for assessing the performance of teachers, and, on the other hand, indicates the absence of unified approaches to its content and organization. .

An analysis of the socio-cultural situation, the state and prospects for the development of the educational services market in the country, the requests of parents and students led to the conclusion that the problem of developing theoretical foundations and guidelines for diagnosing the professional pedagogical activity of staff has acquired particular relevance and significance due to the following circumstances.

Firstly, this is due to the reform of the education system. The introduction of a new system of remuneration (per capita financing and incentive remuneration), which entails the development of uniform criteria for evaluating pedagogical activity.

Secondly, the processes of democratization of society have led, in particular, in the field of education, to the rejection of rigid dogmatic schemes, the emergence of textbooks and teaching aids, reflecting the diverse opinions of authors, sometimes diametrically opposed scientific positions. The professional competence of staff in the context of the existence of pluralism of opinions is an actual requirement of modern management in education.

Thirdly, the elimination of the ideological monopoly in society actually destroyed the previously existing system of ideals and social values ​​that occupied an important place in the process of educating the younger generation. Filling the resulting gap is impossible without proper, often non-traditional, pedagogical innovations.

Fourth, the process of active introduction of modern information technologies into education has begun, which is in demand by society. In this regard, the problem of mastering computer technologies and their application in practice by personnel of the middle and older generation has arisen.

Fifth, the realities of the world around us have changed, society itself is changing. This must be taken into account in the psychological process aimed at adapting personnel to modern social conditions. And here there is a problem of reorientation of the former goals, objectives, methods of education and upbringing, which, in turn, is associated with a change in the criteria for evaluating pedagogical activity.

In connection with the foregoing, it is necessary to solve the problem of an adequate assessment of the level of a teacher's professional activity. It seems necessary to develop such an assessment model and such tools that will make it comprehensive, as objective as possible, covering all stages of the teacher's work. This model, on the one hand, will give school administrations an effective tool for making managerial decisions, and on the other hand, it will provide social protection for teachers.

Analysis of the initial situation

…Quality management in a school begins with work with a person and, above all, with a teacher, and ends with work with personnel, raising their professional level. There are no other ways... (Yu.A. Konarzhevsky)

This academic year, the pedagogical process in MBOU "Secondary School No. 20" was carried out by 62 teachers.

One of the main factors for ensuring the quality of the educational process is both the effective activity of the teacher and the teaching staff as a whole. Therefore, the school creates conditions for the implementation of the personal functions of the teacher, to increase the level of his professional self-development, readiness for innovation. In order to effectively manage the system for improving the professional growth of a teacher, the following types of monitoring are carried out:

• monitoring of professional competence;
• readiness of teachers to use modern educational technologies;
• the readiness of the teaching staff for innovative activities;
• monitoring the influence of factors stimulating and hindering the development of a teacher, etc.

However, the current practice is far from perfect, since it does not have clear criteria, there is no unified system for evaluating the activities of teachers. Therefore, the goal of our work in this area is to create a mechanism for assessing the professional skills of a teacher as a means of improving the quality of school education.

Object of study: assessment of the quality of the teacher's work.

Subject of study: indicators, criteria, indicators for assessing the quality of pedagogical work in accordance with GEF and NSOT.

Target: development of a model for evaluating the activities of a teacher in accordance with the second generation of the Federal State Educational Standard and the NSOT.

Tasks:

1. to analyze the theoretical and methodological conceptual provisions of the system for assessing professional pedagogical activity;
2. to determine the structure of the system and process of diagnostics of professional pedagogical activity;
3. theoretically and experimentally substantiate indicators and criteria for assessing the professionalism of personnel, develop recommendations for their implementation in practice;
4. to introduce the results of the experiment into the educational practice of the school;
5. conduct an examination of the effectiveness of the developed model for assessing professional pedagogical activity.

Resource provision.

1. Good material and technical base of the school.
2. Qualified teaching staff of the educational institution.
3. Sufficient educational and methodological support of the educational process.

Restrictions:

1. The inertia of the teaching staff.
2. Manifestations of the syndrome of "emotional burnout".
3. Psychophysiological changes and deterioration in the state of health of teachers.
4. The development of professionally undesirable qualities that adversely affect productive professional activity.
5. Insufficiently thought out system of motivation of the teaching staff of the school.

Planned results:

1. Improving the quality of educational services, and as a result, the quality of education at school.
2. Increasing the positional-value component of the general professional competence of the teacher, in relation to the psychological and pedagogical knowledge and skills that underlie the individualization of education.
3. The output of the system for assessing the quality of teachers' activities to the level of stable effective functioning.

Implementation stages

I. Organizational

1. The study of the state of the problem in the theory and practice of the school.
2. Analysis of psychological and pedagogical literature and literature on the management of the organization.

II. Practical

1. Selection of evaluation criteria and their justification.
2. Development of diagnostic tools for assessing pedagogical activity.
3. Approbation of the model.
4. Creation of recommendations for the implementation of the model.
5. The results of the implementation of an innovative project are monitored through a system of observation, diagnostic slices, and testing.

III. Generalizing

1. Implementation of verification, processing and evaluation of research results.
2. Implementation of the results of the experiment in the educational practice of the school.
3. Generalization, systematization, description of the obtained results

Action plan

No. p / p		date of	Responsible
	Organization of the work of the creative team.	September
	Acquaintance with regulatory documents on NSOT	September
	The study of the state of the problem in the theory and practice of the school. Analysis of psychological and pedagogical literature and literature on the management of the organization.	September
	Development of the conceptual apparatus of the research program.	September
	Development of the content of the model for assessing pedagogical activity.	September
	Development of a regulatory framework accompanying the project activities.
	Development and approbation of the mechanism for distributing the incentive fund for the remuneration of teachers	September-November
	Selection of evaluation criteria and their justification. Development of diagnostic tools for assessing pedagogical activity
	Monitoring the composition of the teaching staff.	September, November
	Monitoring the influence of factors stimulating and hindering the development of a teacher, etc.
	Monitoring the pedagogical activity of the teacher according to the selected criteria and indicators.	January February March April May
	Conducting an examination of the effectiveness of the developed model for assessing professional pedagogical activity.	January, May

The problem of assessing the quality of education is currently one of the most relevant for the entire education system of the Russian Federation. A common feature of systemic changes in the education system both at the federal, regional, municipal and institutional levels is the focus on ensuring the quality of education, improving the quality assessment system and its compliance with today's requirements of the state and society.

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

Recent trends in the assessment of learning outcomes

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

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

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

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

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

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

2. Changing the content of the assessment, the main features of which are:

 importance for the student;

 priority of complex skills;

 the presence of a choice of answers from a number of correct ones;

 Orientation to standards known to students;

 taking into account the dynamics of individual achievements of students.

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

4. The transition from one-dimensional to multidimensional measurement - from the assessment of only one characteristic of educational achievements to the assessment of several characteristics simultaneously.

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

 Evaluation of teamwork skills;

 evaluation of the results of group work.

Criteria for the analysis of the system for assessing learning outcomes

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

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

3. Requirements for the level of student preparation, assessment tools and procedures, as well as ways to use the results, must be the same for all students.

4. Tools for assessing the achievement of standards must be valid (corresponding to all rules) in relation to educational standards.

5. The results of the assessment of the achievement of the standard should be reported together with other necessary relevant (relevant, material) information.

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

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

8. The evaluation system used must be constantly improved.

An analysis of existing practice shows:

 to date not formed an integral system of monitoring and statistics, unified approaches to its formation have not been defined or are only in the process of being determined, the regulatory and legal framework has not been formed;

 ongoing monitoring studies are fragmented, not always consistent, have no methodological justification and, as a result, are not very reliable;

 there is no system of indicators and indicators;

 collected information is often redundant, only a small part of it is used;

 technological support for the collection, transmission and storage of information is at a low level;

 the assessment of the quality of general education focuses primarily on indicators that characterize the regional education system as a whole, and not at the level of an individual educational institution;

 data are often analyzed as educational statistics without factor analysis, although there is an urgent need for this;

 there are no specially trained personnel capable of giving qualified advice, preparing an optimal comprehensive program for analyzing and interpreting the collected data.

Based on the above, to organize a monitoring system in an educational institution, it is necessary to use some promising approaches to organizing an assessment system: a combination of external and internal control of educational achievements; simultaneous assessment of the preparation of students at the mandatory (minimum) and advanced levels; wider use of tasks that are valid in relation to the requirements for the level of preparation of school graduates (for example, tasks with freely constructed answers, practical tasks, etc.); wider involvement of teachers in the process of monitoring educational achievements.

The assessment of the quality of education should be based on social and professional expertise. Public and civil institutions should participate in the assessment of the quality of education at all levels and within the framework of all existing assessment procedures in order to carry out public examination, prepare information on public satisfaction with the activities of educational institutions, teachers, and the education system as a whole.

Modern education in Russia has switched to the Federal State Educational Standard of the second generation. And at present, the elementary school, which is an important link in the system of school education, is undergoing a new qualitative rebirth. GEF IEO is a fundamentally new approach to many areas of development of a modern school. The GEF of the new generation is based on a new ideology. The standard of primary general education formulates the goal of primary education - the development of students, providing such a key competence as the ability to learn. Activity, activity character is a feature of the new standards. Education at this stage refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates real activities.

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THE PROBLEM OF ASSESSING THE QUALITY OF TRAINING

Babayan I.B.

Pavlova S.N.

MBOU "Gymnasium No. 3", Belgorod

Modern education in Russia has switched to the Federal State Educational Standard of the second generation. And at present, the elementary school, which is an important link in the system of school education, is undergoing a new qualitative rebirth. GEF IEO is a fundamentally new approach to many areas of development of a modern school. The GEF of the new generation is based on a new ideology. The standard of primary general education formulates the goal of primary education - the development of students, providing such a key competence as the ability to learn. Activity, activity character is a feature of the new standards. Education at this stage refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates real activities. To achieve this goal, it is necessary to move to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the new standard. Teaching technologies are changing, and with the introduction of information and communication technologies, it becomes possible to expand the educational boundaries in each subject. But the mere presence of technology and equipment in the classroom will not in itself improve the quality of education at the initial stage of education.

The problems of the Federal State Educational Standard should be treated as a research project, because for the most part, the implementation of new standards is an independent search for primary school teachers and the administration of an educational institution. Evaluation of the quality of education turned out to be the most difficult direction in the implementation of new standards. There is a serious problem both with the definition of criteria for assessing the quality of education, and with the development of appropriate tools. Accordingly, for the most part, the usual assessment tools are in use - traditional tests, dictations, etc.

In the last 2-3 years, when teaching primary school students, there has been a noticeable emphasis on external assessment of the quality of education using test technologies. “This approach can lead

to two risks: the first is related to the fact that in elementary school the teacher and the child will focus in their activities on the result, and not on the method of action, which does not correspond to the system-activity approach, which is the methodological basis

new Standard. The second risk is related to the fact that, in practice, when oriented towards external assessment, formative assessment, which is oriented towards assessment, may collapse.

for learning. With this approach, the control and evaluation activities of the teacher may lose such functions as diagnosis and correction of students' actions.(Risks of the introduction of the Federal State Educational Standard in the first grades and their possible minimization // compiled by A.B. Vorontsov. - M., OIRO, 2012 - p.13.)

Performance evaluation is the most important factor influencing the learning process, therefore, what we evaluate is what we do in the process.

In evaluating meta-subject results, the problem lies in the fact that the existing methods aimed at diagnosing the educational and cognitive sphere of the child require special knowledge, a lot of preparatory work from the teacher and do not reflect all the needs of the educational process. And, therefore, makes them difficult to apply in the process of work.The creation of a single bank of control and measuring materials, which would be equally accessible to all general educational institutions, would allow carrying out control and evaluation activities at a qualitatively new level. At this stage, teachers and school administrations are forced to develop independently.

The absence of a modern system for assessing the quality of primary education is an important circumstance that does not allow adequate monitoring of the success of a student's development, and the correct processing of the data obtained.

LITERATURE

• Evaluation of the achievement of planned results in primary school. Edited by Kovaleva G. S., Loginova O. B. - M .: Education, 2009.
• Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. – M.: Enlightenment, 2009.
• Risks of introducing the Federal State Educational Standard in the first grades and their possible minimization // compiled by A.B. Vorontsov.- M., OIRO, 2012.

At present, it is increasingly realized that the educational value is not so much the system of knowledge appropriated by a person, but rather the development of methods for obtaining them, the ability to recognize the need for new knowledge, the ability to quickly and effectively - independently or in cooperation with other people - to fill in the gaps. This approach no longer allows us to identify the quality of education with the quality of knowledge, to use the usual system of performance indicators. In this regard, the question arises of the need to develop a new system for assessing the quality of education.

An equally important problem in education is the transition from a centralized and unified system of education to a variable one. The development of various forms and methods of obtaining education acutely poses the problem of protecting consumers and subjects of the educational process from poor-quality services. At the same time, traditional and familiar mechanisms, such as unified goals, standard curricula and programs (and for secondary schools also a single set of textbooks), careful regulation of the educational process and other similar protective measures in the new conditions turn out to be inadequate to modern tasks and methods of management, and therefore ineffective. This means that it is necessary to abandon the usual logic of standardizing the educational process according to the scheme: “Ideal goals of education → selection of adequate means → guaranteed quality of the result” and replace it with another one: “Goals, as expected learning outcomes → variable learning tools → verification (evaluation) of what has been achieved result." In other words, it is necessary to abandon the rationing of education "at the input" and move on to the rationing of the results of education "at the output". In this regard, a revision of approaches to the definition and assessment of the quality of education is required. They should be based primarily on the results of education, and not on the content of education.

The development of the variability of education while maintaining the unity of the educational space requires, among other things, the development and implementation of such management mechanisms that would make it possible to influence the quality of education not only from the state, but also from other groups of consumers and users of educational services - individual citizens, professional communities , society as a whole. In turn, improving the efficiency of management - both state and public - requires, at a minimum, timely receipt of reliable and reliable information about the state of the education system and the actually achieved quality of education.

This task cannot be solved within the framework of the existing control system, which, due to its organizational and technological features, is in principle unable to provide timely receipt of comparable, reliable and reliable information (quantitative and qualitative) necessary for making managerial decisions. In modern conditions, a fundamentally different model is required. It is necessary to abandon the model of quality control and move to the model of quality assurance in education. In addition to the administrative apparatus, this implies the involvement in these processes of the participants in the educational process and consumers of educational services. The condition for a positive solution to this problem is the openness and transparency of the system for assessing the results and quality of education. Therefore, the immediate, urgent tasks in the field of improving the quality of education can be considered the following:

creation of an all-Russian system for assessing the quality and effectiveness of education. It gives priority to the technological aspects of the assessment, and the components should be set in the form of objective instrumental indicators that allow for an unambiguous interpretation that is understandable not only to managers, but also to teachers, students, their parents, and the general public;

modernization on this basis of the management system by objectives;

ensuring equal access for all social strata to quality education;

the maximum possible consideration of the needs of certain categories of students, including gifted children, but, above all, children belonging to risk groups (children with deviant behavior, physical and mental disabilities, children with poor health, left without parental care, etc. );

changing the structure of costs in the direction of increasing the cost of improving the quality of education,

the formation of a “new morality” in the field of assessing the quality of education, in which any falsification of data is recognized as unacceptable and rejected by society.

A system for assessing the quality of education that meets these requirements should be based on other principles. These include:

realistic requirements, norms and indicators of the quality of education, their social and personal significance;

psychological (taking into account age characteristics) adequacy of assessment procedures and indicators;

taking into account the typical socio-economic and ethno-cultural characteristics of the regions that are part of the Russian Federation;

"transparency" of procedures for assessing the quality of education. This implies a broad discussion in the professional pedagogical community of the content, procedures, technologies, tools; their openness for criticism and improvement;

openness and accessibility of information about the state and quality of education;

capacity building for “internal” assessment and self-assessment;

implementation of "external" assessment by structures that are functionally and resource independent of the education management system;

centralized development of procedures, technologies, tools for attestation and monitoring surveys based on Russian and foreign experience;

observance of continuity in educational policy, preservation of the traditions of the Russian education system.

The experience available in domestic education allows us to consider the creation of such a system as a real and completely solvable task. In particular, there are deep traditions in the field of methodology and organization of education quality management. In the works of V.V. Kraevsky, I.Ya. Lerner, M.I. Makhmutova, M.N. Skatkin and others laid the theoretical foundations for the formation of a system of qualities of knowledge and the educational process. There are achievements in the field of qualitology (the science of the quality of any objects and processes in social practice) and qualimetry (the science of measuring and evaluating quality), which also contribute to solving this problem.

The use of numerous channels for obtaining data to assess the quality of education is due to a sharp expansion of the range of management tasks to be solved - from long-term tasks of strategic planning for the development of regional education systems to the tasks of current operational management and emerging specific educational tasks. In practice, this leads to the accumulation of redundant information. It is known that only a small part of it is analyzed and usefully used. In addition, the same information is often collected by different services, the functionality of which overlaps. This is partly due to the lack of specialists in the vast majority of regions who are able to provide qualified advice, offer an optimal comprehensive program for the analysis and interpretation of the collected data, and organize and conduct the necessary additional surveys. At the federal level, education quality assessment is carried out mainly by two organizations - the Education Quality Assessment Center (G.S. Kovaleva) and the Testing Center (V.A. Khlebnikov).

Part of the implementation of the plan for the modernization of general education is a set of works to create an independent State Certification Service and the Federal Service for Evaluation and Quality Control of Education. The functions of the first of them are related to licensing, attestation and accreditation of educational institutions, and the second - with the final certification and certification of graduates of basic and secondary schools. The system of these measures also includes the Unified State Examination at the end of secondary school. It can be hoped that the implementation of these measures will make it possible to obtain objective and comparable data at the level of the Russian Federation on the educational achievements of students in the framework of the implementation of educational standards.

But at the same time, despite the real positive results in terms of improving the system for assessing the quality of education, much in this area does not yet meet the expectations and requirements for this system. The most significant problems and difficulties in this area include:

the lack of a unified conceptual and methodological base for considering the problems of the quality of education and developing approaches to its measurement;

the disunity of the activities of various organizations dealing with the problems of the quality of education;

the necessary level of scientific and methodological service of assessment tasks is not provided;

lack of qualified personnel in this area;

assessing the quality of education at all levels of education is most often reduced to assessing the quality of education;

the assessment of the quality of education is not carried out in strict accordance with the requirements of the theory of pedagogical measurements; non-standardized tools are used (author's tests or works that have not been tested or do not have stable characteristics).