Evaluation as an essential component of the modern educational system administration

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Evaluation as an essential component of the modern educational system administration

The article focuses upon the analysis of one of the modern ways of assessing and increasing the quality of education - the evaluation of education. It has become an inseparable part of educational systems of the USA and European countries. The history of its formation and development is given, its modern state is analyzed, the functions, principles and stages of evaluation are described. Evaluation is a multifold phenomenon that has many types. Some of them are described in the article. Special attention is given to school evaluation which is one of its widely spread types. The analyses of the given information enabled to single out and summarize the most important features of evaluation that are represented at the end of the article.

The beginning of the 21st century in Russia is characterized by increasing the relevance of the education quality problems, intense seeking ways to improve the entire educational system. Modern reform, cutting all levels of the education system and involving the in-depth analysis of trends in the quality of education, is focused on its improvement. The desire to bring the quality of national education to the international standards level logically entails attracting foreign experience to evaluate and improve. In Europe and the United States a key activity in this area for decades has been evaluation of education leading the processes of analysis and assessment of the quality of education to new heights.

For the first time the term evaluation appeared abroad in the late 1960s and early 1970s in the social sciences to identify evaluation pilot activities based on the study and analysis of empirical data [5]. Evaluation theory is multidisciplinary, since its formation was held at the intersection of pedagogy, psychology, management, economics, mathematics and other sciences. Evaluation is widely used in the arsenal of tool methods of these sciences: dispersion, factor analysis, interviewing and questionnaire design, testing, involving cost models and quantitative methods of analysis of the socio-economic facilities, reliance on the education quality standards and more.

In the modern world evaluation is a component of many sciences; it is widely used in education, medicine, and politics. For the Russian education system, the term «evaluation» is a neologism, for many people involved in education in general and its management in particular this phenomenon is not familiar, at best they consider evaluation as a synonym for the assessment of the quality of education, since such an interpretation is easy to make by translating the term from foreign languages into Russian. For comparison: in English «evaluation» means «assessment valuation»; identical meaning йvaluation and evaluaciуn have in French and Spanish, respectively. The term «evaluation» (and its equivalents in other languages) derived from the Latin word «valor», which is translated as «cost, value, and set», signifying evaluation, extracting value from anything. however, the notion of «evaluation» and assessment in modern pedagogical science are not synonymous. Under evaluation we mean the process of obtaining information (provided usually in the form of measurable parameters) on the level of knowledge, skills, attitudes, and beliefs [7]. This is a collection of measurements aimed at establishing a set of characteristics peculiar to the individual or group of individuals [10] as you see, evaluation is not limited to valuation and involves more than that, and assessment serves as one of its components.

During its existence the notion of evaluation has been reconsidered, it has grown. At the time of its appearance in social sciences evaluation was seen as a systematic valuation of importance, value, value of an object or person on the basis of certain criteria and standards.

Some time later attempts have been made to define evaluation in education as the «process of making judgments about the value and effectiveness of educational objectives, processes and outcomes; the relations between them; expenditures for them, their planning and implementation» [cited by: 15, р. 9]. Unlike the previous definition, here the boundaries of the evaluation object have been expanding (objectives, processes, results). Moreover, the object is considered as an integrated component and only in conjunction with its history (costs, planning, realization). Key concepts of other definitions of evaluation also remain systematic measurement, entity, importance, and significance, however, essential complement is a reference to the need for methods of scientific analysis and encourage the greatest possible objectivity [15].

So far, there is the most appropriate and fully considered treatment of evaluation in education as integrative features that includes the entire spectrum of theoreticalmethodological and practical work for the systematic study of quality of results and process education, analyzed on the basis of a common methodology, combining qualitative and quantitative methods in order to track the status and dynamics of change assessments on set of quality indicators that reflect the influence of factors, including those outside the influence of the education system [3]. During its existence for the past 50 years, the development of the theory of evaluation has gone through a number of educational paradigms, issued in one of two theoretical positions, was presented in 1972 at the first conference on evaluation, held at cambridge University. The first position, known as «traditional», agrarian-botanical (Agricultural-Botany) and rising to the traditions of testing in experimental psychology, based on the schema «planning - implementation - control» [5, р. 122]. The objective of an evaluator was to obtain quantifiable information on the basis of which analysis of objectives, ways of their realization and its outcome was carried out. The traditional position did not meet the demands of evaluation customers and other interested people [8].

The traditional position was opposed by explaining (illuminative), or socio-anthropological (Social-Anthropology) evaluation. Evaluation within this tradition was aimed at the educational context analysis widely, not only targets, being focused more on the description and interpretation of phenomena than on measuring and forecasting. With those of the authors of this approach, the main objectives were to:

? evaluation analysis of a set of conditions, related innovation educational program (its purpose, process implementation, impact on the school environment);

? exploring its strengths and weaknesses and the impact on cognitive activities and academic achievements of students;

? identification and description emerging as the other related and relevant processes [8].

Explaining evaluation allocated and studied two baseline: the educational system (Instructional System) and learning environment (Learning Milieu), incorporating the socio-psychological and material aspects [8]. Methodological basis of instructional approach was methods of humanitarian studies, of which the most often used are observation and interviews, analysis of documents and historical data. Depending on the goals of evaluation questioning and testing were used, but information obtained as a result of that research was not a priority. It should be noted that in practical terms, the boundary between the two positions were flexible and encountered a few later paradigms based on combined these positions [10, 12].

In the context of the task paradigm (objective-based) evaluation was seen as a process of determining steps to achieve educational goals and objectives. This approach was largely an academic tradition. It was easy to implement, but it did not take into account unintended consequences of educational process and the individual characteristics of students.

Focus was based on the paradigm of decisions (decision-based), on decisions taken during the educational process, and improvements that could be done. This type of evaluation was convenient for implementation through multi-leveled programs, however, it has been difficult and costly to implement.

In the context of value-oriented paradigm (value-based) evaluators considered not only targets, but also whether or not it was worth to implement. In this direction forming and the resulting types of evaluation were widely used, evaluators analyzed the main impact, reach and consequences of the programme. This paradigm has recognized the importance of analyzing the unintended outcomes and characteristics of student's perception and learning.

Evaluation in the naturalist paradigm focused on the challenges and issues that were important to evaluate. here we have found widespread use of qualitative methods for obtaining information, such as observation, interviews, journaling. To date, evaluation of education abroad is conducted within the framework of the constructivist paradigm. This paradigm is based on three bases: ontological; epistemological «historical study of the theory of teaching of measurements is a certain degree of probability of measurement methods and their reliability and validity, use in various fields of social sciences, determining the difference between real and de facto application of new methods of measurements» [4], and a methodology that defines the schema of learning in the humanities as a procedure - technology - study - act [4].

Evaluation frequently has two general aims, which sometimes contradict each other. External management of objectives is to identify quality and degree of implementation of the State standard of education, comparative analysis of educational establishments, determining the appropriateness of expenditure and resources [5].

Internal pedagogical objectives are expressed in an effort to conduct a systematic analysis of the quality of educational process, raising the level of self-reflection, methodical preparation of teachers. Within evaluation purposes should be based on four fundamental qualities. These qualities are standards corresponding to evaluation, any evaluation study. These standards were developed by the joint committee on standards for educational evaluation in the United States (joint committee on Standards for Educational Evaluation), but they are universal and are applied in many countries with strong evaluation culture. Standards constitute a detailed description of features, characteristics, properties required of evaluators and their study [15].

Standards for usefulness, or effectiveness (Utility Standards) represent evaluation focus on clearly defined expectations and information needs of intended users. In this group of standards it is emphasized that a high degree of credibility and recognition of the results of the evaluation is based on methodical and professional competence of evaluators. Evaluation and its results should be available to participants and those interested in evaluation.

Affordability standards (implementation - Feasibility Standards) imply a realistic evaluation, its wisdom, diplomacy, and economical planning and execution involving adequate methods for collecting information and consent of evaluation participants and other people involved. Standards of correctness (Propriety Standards) are designed to provide a respectful, honest approach to all who are involved in evaluation, especially to its respondents - «evaluandum» [14], which can be achieved by compliance with legal and ethical standards for the protection of personal integrity, dignity and rights. The last group are standards of accuracy (Accuracy Standards). compliance with these standards ensures collection and obtaining of reliable, adequate data on the subjects of evaluation and its tasks. Of particular importance in this group of standards are scientific criteria of the quantitative and qualitative social research. Standards of accuracy are also an adequate systematic analysis of the incoming information and valid conclusions of evaluation.

Thus, the above mentioned standards are a set of principles to be followed without exception by those conducting the evaluation. Key principles are: systematic study; high level of competence not only professional but also socio-cultural, because during the evaluators have to interact with people from different backgrounds; directness and honesty in dealings with persons interested in evaluation and in the study; respect of the respondent's right to privacy, their self-esteem, as well as religious, cultural, ethnic and other opinions; responsible for the general well-being. Evaluation in education with complicated integrated study is multidimensional. The analysis of literature shows that [5, 14] the most important functions of evaluation are: 1) management feature that enables the optimization of managing not only a school, but also the entire education system; 2) the function of certification and accreditation (or control), showing the extent to which characteristics of the object of evaluation meets the norms and standards; 3) function of stimulation. In other words, evaluation gives boost to innovation in education at both the macro and micro levels to improve the educational process. This feature is especially bright in forming evaluation, which will be considered later; 4) function that justifies costs, shows the effectiveness and appropriateness of expenditure allocated to education tools and resources; 5) function of a representative (or accountability), implies openness of evaluation results. According to this function, the school must provide information on its functioning to external parties. This feature facilitates the openness of schools and the educational system in general.

Foreign researchers underlined 5 evaluation principal objects belonging to the degrees of aggregation in educational systems: 1) the national education system; 2) educational programmes or projects; 3) schools; 4) teacher or teachers; 5) pupils or students [14]. This division was conditional, because, for example, along with the first object - national (Federal) education system - you can also highlight regional, municipal systems.

Depending on the object of evaluation, its subject matter may make the results of activity of participants of the educational process; cost/benefit ratios and achievements; the success of innovative development; satisfaction of consumers educational services; effectiveness of social partnership with other institutions and many other aspects [5]. In each evaluandum three parameter whose relationship form the basic system model of evaluation, the schematic can be represented as follows: educational milieu - input data - procedure (school level, class level) - short-term results - longterm results.

This logical model is not static, as it is the educational process as manufacturing operation where educational inputs eventually are transformed into educational results. Each type of evaluation of content submitted blocks will vary, but in most cases, research will focus on long-term outcomes associated with tasks of strategic management [3].

During realization of the above model it undergoes a series of stages [1, 3, 6, 9, 14]:

1) statement of evaluation purpose (or purposes). Defining objects, criteria and standards of evaluation, developing a plan to collect and analyze information. It should be noted that in many cases initially evaluation facilities, criteria and standards have not been fully defined, although their clear and unambiguous wording is crucial, as otherwise the results may be unreliable evaluation, since it is likely that they will describe the opposite phenomenon;

2) development of the methodology of the study, selection of quantitative and qualitative methods for obtaining information, development of mathematical models and valid assessment tools;

3) collecting empirical evidence;

4) process and analyze information;

5) interpreting evaluation data and using the results for management of decisionmaking to improve the quality of the educational process. Important aspects of the use of evaluation in practice are: confidence in evaluators; modes of transmission (messages) of recipients; particularly meaningful recipient characteristics (experience in evaluation, attitude, balance cost of evaluation and benefits); channels of communication, communication between evaluators and users. This stage is in the works of foreign researchers may be called conciliation. Promising, multipurpose and multidisciplinary evaluation leads to practical need for certain types. It should be noted that the views of evaluation theorists on the quantity and quality of its species diverge, however, an analysis, generic evaluation types, majority of researchers highlight forming/total evaluation and external/internal evaluation. The terms «forming (formative)» and «summary (summative)» evaluations were proposed by M. Scriven in 1967. Forming evaluation is defined as applied at the initial stage of implementing or piloting a program where assessment and analysis are the input and current data. The aim of this evaluation is to provide feedback to help improve the process of implementing the programme.

6) This evaluation was developed to help further implementation of the programme, to approve or change its basic directions of development, contribute to the effectiveness of teachers with various students. In the process of forming evaluation tests and tools for collecting qualitative data were widely used [6, 14, 15].

Main task of the final evaluation is to identify whether the programmes implemented given to it by its purpose. This type is designed to make strategic management decisions in education [3]. Special role here play qualitative, reliable and valid tools for collecting information, which have standardized tests. It must be emphasized that this type of evaluation, in contrast to generate models, cannot be applied during the programme period in order to change it, because you cannot identify the logical connection between the goals of the degree of their achievements. Thus, forming evaluation is the most complete implementation of the incentive function, and the final evaluation receives a function of accountability. Several researchers saw no need for another type of evaluation, which is an intermediate between forming and final evaluations.

External evaluation is systematic research and assessment of school management by information system, a computer network with the database and software that allows to store, analyze and use data. The main disadvantage of such systems is their high cost. This evaluation is based on expert assessments and systematic study. The following types of evaluation consists: research international commissions, composed of experts in the field of education from various countries, conducting the systematic study of the national system of education; school inspection or supervision; internal evaluation of school (or self-evaluation) that includes an assessment of the teaching staff. Initiator of such evaluation is the school itself, its administrative and teaching staff uses to identify discrepancies between real and the ideal state of school data from the other species of evaluation (in particular, based on the system test, systems of school management information), as well as conducting interviews of different groups of respondents about the same issue and comparing results, involving colleagues from other schools. The main weakness is the objectivity of self-evaluation.

If the matter with the rigorous methodological positions, the notion of «objective self-evaluation» is «a contradiction in terms» or apparent contradiction; school audit, which is now not widely spread; evaluation as components of the learning process. This form of evaluation refers to the process of daily informal evaluation of teacher students. Two recent type of evaluation - software evaluation and various forms of teaching/teacher evaluation - are not differentiated by the sources of analyzed information.

The school evaluation is always based on measuring the effectiveness of a school that also includes an assessment of the quality of educational services. Detection efficiency can be carried out in four models: a model of rationality; model of open systems; model of human interaction and the model of internal processes. [11] these four models are defined by two characteristics that can be expressed through the concept of flexibility-control and external-internal orientation. Typology of models you can be summarized as follows.

Pic.

educational assessment integral

Rational management model does not specify exactly which educational objectives are the most important. Together with the articulation of knowledge and skills important recognized level of social, emotional and moral culture of students, the development of cognitive abilities. Model of human interaction focuses on the analysis of satisfaction among teachers. criteria here may make respect for teachers by colleagues, administrators, parents of pupils; participation of teachers in making important decisions on the activities of educational institutions; realize their full educational, creative potential; availability of the necessary material and technical conditions of work; convergence of personal goals and objectives of educational establishments.

Open systems model stresses the importance of compliance of schools made upon it by consumers-students, parents, employers, community organizations, State. This consistency can be achieved by using parameters such as the ability to leadership (including business); cohesion; involvement of parents in the life of an educational institution. Scope of application of the model of internal processes and formalization of a structure of educational institutions. here are the important factors such as accurate school documentation; clear rules of discipline; continuity of personnel; integrated curriculum (continuity between stages of training) [11]. The above indicators of effectiveness for each model are not static. More detailed analysis of models allows identification of a number of other equally important indicators, which can be reviewed the effectiveness of an educational institution. So, analyzing the data presented above on evaluation, the following conclusions can be drawn about its main features:

1) multifunctional and multi-disciplinary evaluation where quality education is not the only priority;

2) reliance on quantitative and qualitative tools of science;

3) breeding research far beyond the immediate target object;

4) a critique even those factors which are outside the educational system;

5) seeking maximum objectivity study and its results;

6) evaluators' regulation of ethical and moral principles and norms;

7) that the interests of all involved in evaluation of persons and parties;

8) use of evaluation not for the sake of taking sanctions against certain individuals, but solely to improve the quality of the educational or pedagogical activities;

9) analysis of the effectiveness of the school within four basic models, each of which is a separate aspect of the functioning and summary data on which provides complete information about the work of educational institutions. Obviously the formation of evaluation in education today is an inevitable consequence of global processes, covering all areas of social life. A prerequisite for the success and effectiveness of evaluation is it the teacher, which is important to remember that the task is not evaluator in the control, inspection or assessment of its activities, and is using it and support. Evaluation results are advisory in nature, its process always involves dialogue among stakeholders, and key in evaluation is the installation of the support and enhancement.

References

1.gomulina N. Evaluation in education and the integration of the appointed and distance learning // http://www.ito.su/main.php?pid=26&fid=8573

2.Zagvozdkin V. Development of municipal system of monitoring and development of quality education // https://docs.google.com › Doc?id=dm56wzv_24hfxwbccc

3.Zvonnikov V., Иelyљkova M. QA training with certification: competence approach. - M.: Logos, 2009. - 271 p.

4.Naidenova N. Laboratory of pedagogical dimension // http://www.itiprao.ru/lablpi.html

5.Teaching education in University: a context-biographical approach: Monograph / edited. A.L. gavrikova, M.N. Pevsner. - Velikiy Novgorod: NovgU., 2001. - 301 p.

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