Abstract:

The article analyzes the data sets used by state authorities in the education system, as well as the practices of education quality management based on the results of various forms of independent assessment of students ' educational achievements.

One of the main tools for Russian regions assessing is the motivating monitoring of the activities of the executive authorities of the constituent entities of the Russian Federation (RF), organized by the Ministry of Education. This monitoring allows to assess the quantitative and qualitative characteristics of the regional education system through a system of indicators: creating conditions for achieving results; achieving educational and educational results; organizing work processes. The list of indicators includes both "objective" indicators (collected from departmental information systems) and indicators that require critical attitude (there is no single data collection mechanism).

Another federal assessment tool is the rating of the subjects of the Russian Federation, formed by Federal Education and Science Supervision Agency to ensure the openness of information about the school education system for citizens of the Russian Federation. The assessment of regions is carried out according to 12 criteria, divided into three blocks: learning outcomes; practical orientation of education; education management. The rating values for the regions are published for the general public in the form of an interactive map.

The third tool for assessing the quality of education in the subjects of the Russian Federation is monitoring, organized by the Federal Institute for Education Quality Assessment. The purpose is to assess the degree of formation and effectiveness of the functioning of educational quality management systems in the subjects of the Russian Federation through the assessment of quality management mechanisms of educational results and educational activities. The methodology involves an expert assessment of regulatory and legal documents developed at the regional level for each of the assessment positions. The effectiveness of decision-making can be assessed through the availability of analytical references, reports, and targeted recommendations. Unlike the first two studies (federal level in relation to the region), this assessment is very labor-intensive, and the assessment based on the formal documents reduces the level of confidence in the results of this monitoring.

In the authors' opinion, to ensure the transparency of the country's education quality assessment system and the development of the entire education system, first of all, school profiles (for example, as Australian) are needed, which display the monitoring results taking into account the socio-economic advantages of each school. This should simplify the search for similar schools based on the external context and conditions created in the educational organization. Further development of the tool for assessing the education quality in the subjects of the Russian Federation should take place not in the context of regions, but at the level of municipalities and individual educational organizations. The design and implementation of support programs for "weak" schools should be carried out considering of current or potential cluster of schools and solving emerging problems, taking into account the external and internal context specific to this school, but not for a region.

Keywords:

School education system, education quality management, monitoring, socio-economic advantages, school profile.