Book chapter
К вопросу о составлении тестовых заданий по английскому языку
In book
The paper suggests an approach to assessing performance of educational institutions with regard to their social specifics. To develop this approach, the authors relied upon 1) results of numerous studies proving correlations between student performance and contextual factors (both in Russia and abroad); 2) foreign colleagues’ experience of solving similar problems; and 3) the idea of providing minimum required information to enable such assessments in contemporary Russia. The fundamental idea lying behind the proposed assessment tool is that, having necessary data at hand, one can identify empirically stable correlations between student performance and contextual factors (e. g. different social composition of students). In research practice, these correlations were revealed through multiple regression analysis. Results of such analysis—established empirical correlations—may then be used to “discount” formal progress, i. e. to have justifiably higher expectations about institutions in more favorable contexts and lower expectations about those in less favorable situations. The authors think over two ways of using this information: based either on a formula or on a specific index (the index of school social well-being) they have elaborated. They also draw attention towards possible constraints associated with using these tools and touch upon a more global problem of considering contextual factors in assessing the quality of education in Russia.
The paper proposes an approach to assessing the performance of educational institutions with regard to their specific social features. To develop this approach, the authors relied upon 1) results of numerous studies proving correlations between student performance and contextual factors (both in Russia and abroad); 2) foreign colleagues’ experience of solving similar problems; and 3) the idea of providing minimum required information to enable such assessments in contemporary Russia. The fundamental idea behind the proposed assessment tool is that, having the necessary data at hand, one can empirically identify stable correlations between student performance and contextual factors (e. g., the social composition of students). In research practice, these correlations were revealed through multiple regression analysis. The results of such analysis established empirical correlationsmay then be used to “discount” formal progress; that is, to have justifiably higher expectations about insti¬tutions in more favorable contexts and lower expectations about those in less favorable situations. The authors con¬sider two ways of using this information— one based on a formula and one based on a specific index (the index of school social well-being) that they have developed. They also draw attention towards possible constraints associated with using these tools and touch upon the more global problem of considering contextu¬al factors in assessing the quality of education in Russia.
The current situation of growing up is characterized by "breaking" the educational space: several decades ago leisure and educational activities were concentrated in the school, today the city provides more "children's" services. To plan the strategy for the development of additional education, the school needs to assess the environment in which it is located, because different territories even in the same city are very differently saturated with offers for children. We propose the methodology for assessing the quality of the school territory taking into account its capabilities in organizing the educational space for various categories of schoolchildren.