Education Quality Assessment: Expert Recommendations

Contents:

• Do not replace the goals of assessment
• Do not rely on tests in everything
• Do not make places in ratings a reason for punishments or rewards
• Do not exaggerate the importance of the student's portfolio
• Evaluate achievements dynamically
• Conduct any assessment according to clear criteria
• Develop modern forms of internal school assessment
• Use proctoring in online testing
• Be careful with public subjective grades

In this article, you will get acquainted with the key aspects of the topic. We will cover important details and provide useful information that will help you better understand the issue at hand. Stay tuned to gain valuable knowledge and insights.

• Why using the Unified State Exam results for school rankings is a bad idea;
• What assessment methods, other than tests, should be added to school assessments;
• Why you shouldn't base school rankings on the results of certain assessments;
• What's wrong with the idea of ​​​​university admissions based on a student's portfolio of achievements;
• What does it mean to "evaluate a teacher's work based on added value";
• What to do with subjective assessments of the quality of education.

Modern schoolchildren are constantly tested for their knowledge. In addition to traditional classroom assessments, students regularly take tests, monitoring, and assessment tasks of various levels. The culmination of this system is the final state exams, which play a key role in the educational process.

The grading system in education requires revision and improvement. At the EAOKO conference, Viktor Bolotov, Professor of the Institute of Education at the Higher School of Economics, and Igor Valdman, Associate Professor of the Siberian Institute of Management at the Russian Presidential Academy of National Economy and Public Administration, discussed recommendations for teachers and educational administrators on assessing various parameters in school education. We identified nine key tips that can help improve the assessment system and enhance the quality of education.

Don't Substitute Assessment Goals

All assessment procedures and tests can be categorized based on the tasks they solve. This allows for a more efficient organization of the testing process and improves the quality of the results obtained. Test classification helps determine their goals and methods, which in turn helps optimize the workflow and improve overall productivity. A proper test classification system is an important aspect in software development and quality assurance.

• Classroom assessment (including internal assessments) allows for tracking the progress of each student. It is integrated into the learning process.
• State examinations are aimed at certification and selection. Their results indicate that a stage of education has been completed and determine whether progression to the next level is possible.
• Monitoring studies provide a basis for evaluating individual schools and educational systems at the municipal, regional, and national levels, as well as for international comparisons.

Using standard school grades and state final examination results to evaluate educational institutions is a misguided approach. This can lead to irregularities and falsifications, which, in turn, undermines the purpose of assessment and examination procedures. It is important that these instruments adequately reflect the level of competencies of students and graduates. Bolotov and Waldman, using the Unified State Exam as an example, emphasize that the results of this exam should not be used to compile school or regional rankings, as this is inconsistent with their true purposes. Proper evaluation of education systems requires a more comprehensive approach that considers various aspects of student learning and development.

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Assessing and improving the quality of general education: expert opinions

The quality of general education is one of the key topics in modern society. Experts emphasize the importance of a comprehensive approach to assessing educational programs and institutions. First, it is necessary to define the criteria by which the assessment will be conducted. These can include the academic achievements of students, the level of teacher training, and the infrastructure of educational institutions.

One assessment method is the analysis of exam and test results, which helps identify the strengths and weaknesses of the educational system. In addition, it is important to consider the opinions of students and their parents, as they can provide valuable information about the quality of teaching and the learning process.

To improve the quality of general education, experts recommend introducing innovative teaching methods, modern technologies, and updating curricula. It is equally important to ensure continuous professional development for teachers, which will allow them to stay abreast of the latest trends in the field of education.

It is also worth paying attention to the psychological and emotional state of students, as a comfortable educational environment promotes better assimilation of the material. It is important to create conditions in which each student can realize their potential and develop.

Therefore, to assess and improve the quality of general education, it is necessary to apply an integrated approach that takes into account various aspects of the educational process. Experts emphasize that only through joint efforts can significant results be achieved in this area.

Don't rely on tests for everything

Standardized tests have long been used to solve a variety of problems that go beyond simply testing memory. Psychometricians use them to assess the level of critical thinking, the development of social-emotional skills, and the ability to manage one's own learning. These tests provide valuable information about cognitive and emotional aspects of personality, allowing for more accurate analysis and development of student skills.

Bolotov and Waldman emphasize that current school tests have their limitations. They effectively assess knowledge, but are unable to fully assess students' practical skills and abilities. The current education system risks being reduced to simple test-taking, which fails to foster deep understanding of the material and the development of critical thinking. It is important to seek new approaches to assessment that will more comprehensively reflect students' abilities and their readiness for real-life challenges.

Experts argue that a variety of methods are essential for accurate assessment in the educational process. This includes self-assessment and peer assessment between students, expert assessments, portfolio analysis, and demonstration exams during transitions between educational levels. Sociological surveys conducted as part of monitoring are also an important tool. In some cases, it is advisable to abandon standard measurement to obtain a more complete understanding of student achievements and needs. Using a comprehensive approach to assessment allows for better adaptation of the educational process and increased effectiveness.

Personal qualities such as patriotism, love of country, conscience, and honesty cannot be measured by standard methods. This assertion by Viktor Bolotov emphasizes the uniqueness and depth of human nature. Each of these qualities is shaped by various factors, including upbringing, culture, and personal experience. Understanding and assessing such qualities requires an individualized approach, as they play a crucial role in social life and the development of civic responsibility.

In the context of difficult-to-measure personal outcomes, Igor Valdman noted the importance of focusing efforts on their development. It is essential to create an environment conducive to the development of the right qualities in children. However, the roundtable discussion did not address the details of how to construct and characterize such an environment. Creating a favorable atmosphere for developing personal skills should be a priority for parents and teachers, which will help children develop comprehensively and harmoniously.

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I would rather leave school than give up my beliefs and values.

Don't use rankings as a reason for punishment or reward.

Rankings of educational institutions, whether schools or universities, as well as the assessment of regions and countries, have gained significance over the past couple of decades. Viktor Bolotov noted that in some Western universities, you can see the walls decorated with diplomas confirming their high positions in various rankings. However, experts say that making management decisions solely based on this data is only rarely appropriate. It's important to keep in mind that rankings may not fully reflect the quality of education and the actual achievements of educational institutions.

• Firstly, a ranking can be used if you commissioned it and know exactly what the positions in it reflect.
• Secondly, you can use ranking databases. Such lists don't have fixed positions; participants can be sorted by any indicator. This allows participants to be evaluated not by the arithmetic mean of different scores, but by specific data.

A system in which a rating is formed immediately after evaluations can lead to incorrect management decisions, which will lead to "punishing the innocent and rewarding the uninvolved," as Bolotov noted. For example, student success in Olympiads can have various causes. Perhaps teachers are truly effective in working with gifted children. However, it's also possible that this is a prestigious school where students with already demonstrated achievements are admitted. It is important to take into account all factors in order to avoid distortions in the assessment of the work of an educational institution and its teachers.

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The academician shared his opinion on the importance of school ratings and the use of big data in the educational process. He noted that rankings can serve as a useful tool for assessing the quality of education, but it is important to keep in mind that they do not always reflect reality. Big data, in turn, opens up new opportunities for analyzing educational results and identifying trends. The academician emphasized that the correct use of this data can significantly improve the effectiveness of educational institutions and help create a higher-quality educational environment.

Don't overestimate the importance of the student portfolio

In recent years, student achievement portfolios have been actively discussed as an effective tool for objectively recording the results of their studies and extracurricular activities. Portfolios can serve as an alternative to traditional state exams, for example, when university admissions are based on Olympiad results instead of the Unified State Exam. This approach allows for a more complete assessment of students' abilities and achievements, emphasizing their individual qualities and interests. A portfolio not only demonstrates success but also helps graduates stand out from other applicants, which is becoming increasingly important in a competitive educational market.

Viktor Bolotov and Igor Valdman note that using a student's portfolio to advance to the next level of education is associated with significant risks. This is due to the fact that an objective assessment of the significance of certain achievements is often lacking. As a result, there is a risk that some important skills and achievements will be underestimated or misinterpreted, which can negatively impact the student's future educational path.

Third place in a school mathematics olympiad can be assessed in different ways. Similarly, first place in the 100-meter dash also requires context. Without information about the number of participants in the competition, the level of preparation of the students, and other factors, it is difficult to conclude on the significance of the result. Viktor Bolotov emphasizes the importance of understanding the context before drawing conclusions about achievements in various competitions.

There is also a reverse risk: universities may distort the significance of student achievements to their own advantage. For example, they may admit without examination only winners of competitions organized by the university itself, ignoring achievements in other, more reputable competitions. This can lead to a lack of objectivity in applicant selection and a decline in the quality of the educational process.

Experts recommend that when applying to a university, only the results of events accessible to all schoolchildren be considered. These events should be recognized by professional communities and relevant organizations and have transparent evaluation procedures. This approach will ensure fairness and equal opportunities for all applicants.

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Olympiad winners have a unique university education experience that differs significantly from traditional methods. Their admission to educational institutions through Olympiads creates an unequal playing field for applicants. Olympiads provide them with an advantage, as they can enroll in prestigious universities without having to take entrance exams. This creates inequality among students, as not all applicants have access to preparation and participation in Olympiads.

Furthermore, participation in Olympiads requires significant effort, time, and resources, which are not always available to everyone. Thus, the Olympiad-based admission system, although it opens up opportunities for talented students, also highlights social and economic differences. It is important to consider how these factors influence the educational environment and what can be done to reduce inequality in access to higher education.

Evaluate achievements over time

Progress is much more important than a grade obtained at a specific point in time. Viktor Bolotov emphasized that teachers should be evaluated based on their added value: whether their students' knowledge is increasing or decreasing. To effectively track the dynamics of educational achievement, it is necessary to implement in-class assessment and regular monitoring. Examples of methods used for this purpose were presented at the roundtable.

• The "Delta" individual progress diagnostic tool was developed by the Institute of Developmental Psychology and Pedagogy (Krasnoyarsk) and the Psychological Institute of the Russian Academy of Education (Moscow). It allows for measuring student thinking development using the same type of tasks across multiple time periods in different years.
• Students from the Moscow City Pedagogical University, said Associate Professor Gurgen Akopyan, are conducting a project in Moscow schools to compare internal and external assessments. This work involves students who work in school administrative positions. The project compares how teachers assess students and the grades those same classes receive in tests administered by the Moscow Center for Education Quality. If the difference is small, this is a reason to reward the teacher.

Conduct any assessment according to clear criteria

Non-criterial assessment is a subjective opinion, according to Bolotov and Waldman. Reasoned assessment, in contrast, is based on a comparison of the results achieved by the participant with pre-established and collectively agreed upon criteria that are known to all participants in the process. This approach ensures transparency and fairness in assessment, allowing each participant to understand the parameters by which their work is being analyzed.

Criterion-based assessment is a less subjective and more effective tool for developing self-assessment and peer assessment skills in students. It allows for clear standards to be set, which facilitates more accurate tracking of individual progress. Experts emphasize the importance of integrating criteria-based assessment into teacher education and professional development programs, as this contributes to the development of professional competencies among teachers and improves the quality of education.

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Assessing student performance: unconventional but effective methods

Assessing student performance — is an important aspect of the educational process. Traditional methods, such as tests and exams, do not always reflect the true level of knowledge and skills. There are alternative approaches that can provide a more complete picture of student achievement. One such method is the use of a portfolio, where students collect their work, projects, and accomplishments. This not only allows for progress but also develops independence and critical thinking.

Another effective method is self-assessment. Students are asked to evaluate their achievements and identify areas for improvement. This helps develop self-reflection skills and responsibility for their own learning.

Project-based learning is also worth considering. Projects allow students to apply their acquired knowledge in practice, develop creativity and teamwork skills. Assessment of such work can be based on criteria that include not only the end result but also the process of completing the task.

Furthermore, game elements can be used in teaching. Games and simulations create conditions for active student participation and can demonstrate their skills in real-life situations.

Thus, introducing unusual assessment methods can significantly improve understanding of student achievement and increase their motivation to learn.

Develop modern forms of in-school assessment

Bolotov and Waldman identified a number of elements of in-school assessment that complement the general principle of criteria-based assessment. These elements play a key role in developing an objective and fair system for assessing student academic achievement. They help teachers more accurately assess students' knowledge and skills, ensuring an individual approach to each student. As a result, this contributes to a more effective learning process and student development. Using these elements in assessment allows us to create a more transparent and understandable assessment system for all participants in the educational process.

• Learning goals and criteria for achieving them are developed jointly by the team;
• Various assessment methods are used - tests, essays, portfolios;
• Students evaluate each other and themselves;
• There is a transition from subtractive to cumulative assessment.

Viktor Bolotov explained the last point in detail.

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Subtractive assessment is an assessment method based on strict adherence to established standards. In this system, how close the task is to the ideal is assessed. If the deviation from the standard is insignificant, the grade may be four points. For more significant deviations, for example, three points. It is important to understand that subtractive assessment is based on the presence of clear criteria. However, in real life, situations often arise where standards are lacking, and this is where the ability to solve complex problems comes into play. The ability to cope with such challenges is more important than simply following rules.

The cumulative assessment system emphasizes the student's ability to solve increasingly complex problems, unlike the subtractive system, which focuses on errors and their correction. This approach allows for a more accurate assessment of student progress and development throughout the learning process. The cumulative system helps students develop self-confidence and motivation for further learning, as successes are recorded and factored into the assessment process.

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New approaches to assessment: the abolition of quarterly grades and plans at MES

The education system is seeing changes in approaches to assessment, in particular the abolition of traditional quarterly grades. This innovation is aimed at a more objective and effective assessment of student knowledge. Instead of the traditional grading system, the emphasis is on formative assessment, which takes into account the progress and development of each student.

At the same time, the Moscow Electronic School (MES) is introducing innovative technologies to improve the educational process. MES plans include the creation of digital platforms for more convenient interaction between teachers and students, as well as the use of interactive assessment tools.

These changes will help create a more flexible and adaptive educational environment, where attention is paid not only to final results but also to the learning process. Thus, new assessment practices combined with MES technologies open up new horizons for students and teachers, contributing to a high-quality educational process.

Use proctoring for online testing

This advice is especially relevant for high-stakes exams. State certification cannot simply be transferred to an online format without changes. Adaptation of test assignments is necessary, as well as provision of additional assistance from a proctor who will conduct remote monitoring. This approach will improve the objectivity and reliability of student assessments and minimize the risk of cheating.

Bolotov and Waldman emphasize the importance of proctoring for assessing educational quality. Proctoring significantly reduces the likelihood of cheating, which in turn reduces reputational risks. This increases confidence in exam results among students, teachers, and educational institutions. The introduction of proctoring contributes to a more objective and fair assessment of knowledge, which has a positive impact on the overall level of education.

The experience of Saudi Arabia can be considered as a successful example. In 2020, 117,000 schoolchildren took the SAAT (Standardized Achievement Admission Test) in specialized centers, while almost twice as many, namely 218,000, took the test at home. Automated proctoring based on artificial intelligence technologies was used in this process. This demonstrates the effective use of modern technology in the educational system, ensuring the accessibility and security of examinations for students.

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Proctoring burdens students with many of the inconveniences associated with conducting remote examinations.

Be careful with public subjective assessments

Vasily Rusetsky, head of the research center of the National Institute of Education of Belarus, called on teachers and administrators to implement the principle of social responsibility when assessing the quality of education. He emphasized that critical comments about the education system usually come from people who do not consider the consequences of their words. Most often, such assessments are based on personal experience, which does not always reflect the real picture. It is important to approach education issues with understanding and responsibility in order to create conditions for its improvement and development.

For example, a typo may be found in a textbook, after which the conclusion is drawn: "All textbooks are bad, let's go back to the textbooks of the Soviet Union." Although such opinions are seriously discussed, their authors do not consider how such ideas can be implemented in practice. It is important to remember that individual errors should not discredit the entire education system. We need to work on improving the quality of textbooks rather than returning to outdated methods.

To effectively address this problem, it is necessary to train all participants in the educational process in a systematic assessment of education quality. Rusetsky emphasizes the importance of focusing on informational and methodological work with administrators and teachers. A key aspect is developing a culture of interaction with the media and society on educational issues. This will increase the level of trust and understanding between all participants in the educational process, as well as improve the quality of education overall.

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